Quality In Action #7: Going Beyond Background Check

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Quality In Action webinar series hosted by Mentoring Partnership of Minnesota. August 4, 2010, 12-1:30pm CST. Going Beyond the Background Check: Incorporating SAFE Practices in Volunteer Programs Features Sarah Kremer of Friends For Youth.

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  • Starts promptly at 12 noon.
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  • Quality In Action #7: Going Beyond Background Check

    1. 1. Quality in Action<br />Going Beyond the Background Check: Incorporating SAFE Practices in Volunteer Programs<br />August 4, 2010<br />Mentoring Partnership of Minnesota<br />
    2. 2. Webinar Logistics<br />Asking Questions & Sharing Comments During the Webinar<br />“Raise your hand” & MPM Organizers will unmute you<br />Or, type questions (and comments) in the question/answer section and submit; we will respond directly to you or possibly share your question with all attendees<br />When unmuted, please monitor your background noise<br />April Riordan, Director of Training and Community Partnerships<br />2<br />2<br />2<br />
    3. 3. Webinar Presenter<br />Sarah Kremer, Program Director of Friends for Youth’s Mentoring Institute<br />3<br />3<br />3<br />
    4. 4. Going Beyond the Background Check: <br />Incorporating<br />SAFE Practices <br />in Volunteer Programs<br />Sarah E. Kremer, ATR-BC, Program Director<br />© 2010 Friends for Youth, Inc.<br />Mentoring Partnership of Minnesota Webinar August 2010<br />
    5. 5. Agenda<br />1: Purpose and Relevance<br /><ul><li> Effectiveness
    6. 6. Safety</li></ul>2. Screening Strategies: <br /><ul><li>Tools
    7. 7. Informed Intuition
    8. 8. Red Flags
    9. 9. Teamwork/Training/Supervision</li></li></ul><li>Why do we have to talk about this?<br />“Good intentions and a ready corps of volunteers are not enough to deliver an effective youth mentoring program - a solid infrastructure is essential.”<br />Cavell, DuBois, Karcher, Keller, Rhodes 2009<br />“Research does NOT indicate that <br />ANY mentoring relationship or program produces benefits.”<br />Sipe, 1998<br />“Mentor practices that lead to a disappointing relationship can have an adverse effect, eroding a youth’s self-esteem and trust in adults.”<br />Grossman and Rhodes, 1999<br />
    10. 10. Grossman and Rhodes, 2001<br />
    11. 11. Screening for Effectiveness<br /><ul><li>Time
    12. 12. Follow through
    13. 13. Characteristics and skills
    14. 14. Open to learning
    15. 15. Work within program guidelines
    16. 16. Ability to set limits/boundaries
    17. 17. Sense of self</li></li></ul><li>Screening for Effectiveness<br />Right mentor attitude<br /><ul><li>Relationship is intervention
    18. 18. Take responsibility for relationship
    19. 19. Respect youth viewpoint
    20. 20. Help youth through issues
    21. 21. Realistic expectations
    22. 22. Cannot solve all mentees’ issues
    23. 23. Rely on program for support</li></li></ul><li>Screening for Effectiveness<br /><ul><li>Emotionally balanced
    24. 24. Non-judgmental
    25. 25. Unconditional, hopeful, positive regard
    26. 26. Able to share life stories
    27. 27. Sensitive and responsive to issues of individual youth/general youth population
    28. 28. Flexible
    29. 29. Seeing potential, not faults
    30. 30. Maintain boundaries</li></ul>McLaughlin, Irby & Langman; Sipe; Johnston<br />
    31. 31. Why do we have to talk about this?<br />“ A percentage of predators will target child-service groups because they provide access to samples of highly vulnerable children and often there are opportunities for isolated access. Many of these children have already been molested, making them more vulnerable to the predator.” <br />Dr. Perry Sirota<br />
    32. 32. Why do we have to talk about this?<br />Extremely uncomfortable topic<br />Generates anxiety and fear <br />Potential danger for youth <br />Liabilities for organization<br />
    33. 33. Effects of Sexual Abuse<br /><ul><li>STDs, teen pregnancy, and interference with development of adult sexual behavior
    34. 34. Increased ATOD use
    35. 35. OCD, PTSD, depression, personality disorders, increased risk of suicide
    36. 36. Continuation of abuse cycle</li></li></ul><li>Screening for Safety<br /><ul><li>Will not endanger life of mentee
    37. 37. Demonstrates good judgment
    38. 38. Has safe home environment
    39. 39. Will not be physically, mentally, sexually, or verbally abusive</li></li></ul><li>Case Study<br />National Telephone Survey of Nonprofits using Volunteers<br /><ul><li>12% do not screen volunteers at all
    40. 40. Screening is not useful, it costs too much, it may offend potential volunteers
    41. 41. Majority: interview
    42. 42. Fewer: check references
    43. 43. Even fewer: engage in full background checks
    44. 44. 50% using background checks look in only one state or do not use national database
    45. 45. 50% report screening has identified inappropriate candidates</li></ul>April 2008, Who’s Lending a Hand? A National Survey of Nonprofit Volunteer Screening Practices<br />
    46. 46. Case Study<br />Local Telephone Survey of Youth-Serving Nonprofits Using Volunteers<br /><ul><li>97% screen volunteers in some way
    47. 47. Staff intuition can disqualify applicant for 69%
    48. 48. 33% using youth as volunteers use only one step
    49. 49. Majority: written application
    50. 50. Fewer: sex-offender registry check
    51. 51. Even fewer: internet searches
    52. 52. 82% report screening has identified inappropriate candidates</li></ul>January 2009, Going Beyond the Background Check: <br />The Status of Volunteer Screening in San Mateo County Youth-Serving Organizations<br />
    53. 53. Priorities<br />First priority: keep children in programs SAFE<br />Supporting volunteers is important, serving youth is ultimate and primary goal<br />
    54. 54. Case Study<br />Oprah's Conversation with Child Molesters, parts 1 - 3<br />Winter 2010<br />http://www.oprah.com/oprahshow/Oprahs-Conversation-with-Child-Molesters<br />The Secret Life of Child Molesters<br />Summer 2002<br />http://www.oprah.com/tows/pastshows/tows_2002/tows_past_20020426.jhtml<br />
    55. 55. Case Study<br />Chicken Hawk: <br />Men Who Love Boys<br />1994, Adi Sideman, Director<br />
    56. 56. Perpetrators<br /><ul><li>90% of abusers known by child and family
    57. 57. 50 - 60% are intra-family
    58. 58. Remainder are friends/colleagues including teachers, coaches, and neighbors</li></li></ul><li>
    59. 59. Case Study<br /><ul><li>02/10 Danbury, CT Jericho Partnership Executive Director
    60. 60. 01/10 DC Peaceaholics Counselor/Mentor
    61. 61. 11/09 Grand Rapids, MI Public School mentor/advocate
    62. 62. 11/09 St. Paul, MN Public School coach/mentor
    63. 63. 10/09 Buffalo, NY caseworker/mentor (registered sex offender)
    64. 64. 08/09 Lakeland, FL church mentor (informal)
    65. 65. 07/09 Tulsa, OK BBBS mentor
    66. 66. 06/09 San Diego, CA church minister/music teacher/volunteer
    67. 67. 01/08 Nashville, TN Big Pal Little Pal
    68. 68. 12/06 Boulder, CO Boulder County Partners mentor</li></li></ul><li>Targeted Youth<br /><ul><li>Less credible
    69. 69. Curious about sex
    70. 70. Want to please
    71. 71. Need attention or affection
    72. 72. Taught to obey adults
    73. 73. May want to protect offender</li></li></ul><li>Targeted Youth<br /><ul><li>1 out of every 4-5 girls
    74. 74. 1 out of every 6-10 boys(under-reported)
    75. 75. Boys > girls to be abused by non-family member
    76. 76. Victimization rates constant from 3+
    77. 77. Peak vulnerability: 7-13
    78. 78. Onset occurs <16 in most cases</li></li></ul><li>Targeted Youth<br /><ul><li>Chosen for: vulnerable, isolated, or lonely
    79. 79. Lack other important protective factors - adult supervision, protection
    80. 80. Regardless of protective factors, all at risk of sophisticated “seduction techniques”</li></li></ul><li>Obstacles<br />Ideal victim = client: children <br /><ul><li>Gain trust of parents
    81. 81. Pressure to meet goal numbers
    82. 82. Little training or literature available
    83. 83. Consistent monitoring difficult with high turnover rates
    84. 84. Organizations conceal abuse to avoid liability and loss of credibility
    85. 85. Low priority for law enforcement</li></li></ul><li>Targeted Youth<br />What does this information tell you about the rates of sexual victimization within your youth client pool?<br />
    86. 86. Perpetrators<br />Who makes up your volunteer pool? <br />Could you imagine any of your current volunteers as potential child molesters?<br />
    87. 87. Part Two<br />Screening Strategies:<br />Tools<br />Informed Intuition <br />Teamwork/Supervision/Staff Training<br />
    88. 88. Screening Strategy<br />This training should not be viewed as the rendering of legal advice and programs are strongly encouraged to consult their legal counsel prior to implementing the recommendations from this workshop<br />
    89. 89. Screening Strategy<br /><ul><li>Legal right to accept, reject, or terminate candidates at discretion
    90. 90. No limitations on what information you can ask from volunteers but may be limitations on who can view information and how stored
    91. 91. Every candidate must go through same process, regardless of who referred them</li></ul>Principles<br />
    92. 92. Screening Strategy<br /><ul><li>Volunteer application process should be completed and documented before candidate is accepted, with final determination supported and respected by all
    93. 93. After candidate is accepted and introduced to mentee, relationship must continue to be monitored</li></ul>Principles<br />
    94. 94. Planning Screening Process<br /><ul><li>8 - 10% inquire match
    95. 95. 25% info session match
    96. 96. 50% interview match
    97. 97. 85% training match</li></ul>Place steps requiring more resources toward end of process<br />Conversion <br />Rates<br />
    98. 98. Screening Strategy<br />What criteria has your program set for rejection? <br />What are your non-negotiables?<br />
    99. 99. Screening Strategy<br />Non-negotiable Disqualifier Examples<br /><ul><li>Prior history of abuse of children (sexual and otherwise)
    100. 100. Conviction of other crime involving children
    101. 101. History of extreme violence or sexually exploitive behavior
    102. 102. Termination from paid/volunteer position because of misconduct with child
    103. 103. Failure to disclose felony conviction, especially related to violence, abuse, or children
    104. 104. DUI within last 3/5/7 years
    105. 105. One staff member sense of unease or safety concerns</li></li></ul><li>Screening Strategy<br />Mitigating Circumstance Examples<br /><ul><li>Nature of offense (poses little/no risk to children)
    106. 106. Date of offense
    107. 107. Level of offense (misdemeanor)
    108. 108. Result of offense (acquittal)
    109. 109. Type of sentence
    110. 110. Sum of record of offenses
    111. 111. Completion of probation/treatment/sobriety period</li></li></ul><li>Written <br />materials<br />Informed<br />Intuition<br /> External <br /> documents<br />Final<br />Decision<br />Observations<br /> Impressions<br />
    112. 112. Tools to Gather Data<br /><ul><li>Interactions
    113. 113. Program Orientation
    114. 114. Written Application
    115. 115. Interview
    116. 116. Background Checks
    117. 117. State and Federal
    118. 118. Sex Offender Registries
    119. 119. Child Abuse Registry
    120. 120. Internet Search
    121. 121. Character References
    122. 122. DMV Record
    123. 123. The Diana Screen
    124. 124. Volunteer Training
    125. 125. Final Decision
    126. 126. Ongoing Monitoring and Rescreening</li></li></ul><li>Informed Intuition<br />How do you know when volunteer applicant is <br />just not right for your program?<br />
    127. 127. Informed Intuition<br />“I have investigated hundreds of child predator cases involving thousands of victims. In the case of every single victim, there was a woman -- mother, agency staff, teacher -- who looked back and said, “I thought something wasn’t right. I had a funny feeling about him.”<br />Detective Steven McEwan, SJPD Child Exploitation Unit<br />
    128. 128. The most critical factor in determining whether or not candidate is accepted into <br />your program is using<br />INFORMED INTUITION<br />
    129. 129. Intuition<br />Gut feelings, intuition, hunch, unconscious intelligence:<br />judgment appears quickly in consciousness<br />not fully aware of underlying reasons<br />strong enough to act upon<br />Has its own rationale<br />Simple rules of thumb/heuristics<br />Evolved (through extended practice) capacities of brain<br />Gigerenzer, 2007<br />
    130. 130. Informed Intuition<br />IDENTIFYING RED FLAGS<br /><ul><li>Lack of Balance
    131. 131. Extreme Behavior
    132. 132. Inappropriate Behavior
    133. 133. Over-Involvement with Children
    134. 134. Under-Involvement with Adults
    135. 135. Focus on Personal Needs
    136. 136. Unhealthy Attitudes
    137. 137. Problematic Personal Interests
    138. 138. Problematic Background Indicators</li></li></ul><li>Tools to Gather Data<br />Every step of screening and monitoring process is opportunity to observe candidate<br /><ul><li> Inappropriate/unusual questions or comments
    139. 139. Response to screening process and requirements
    140. 140. Inappropriate behavior with child/youth</li></ul>Interactions<br />
    141. 141. Red Flags<br />Examples:<br /><ul><li>Very impatient with process
    142. 142. Overly cooperative
    143. 143. Secretive about activities or is too busy to talk for very long</li></ul>Extreme <br />Behavior<br />
    144. 144. Perpetrators<br /><ul><li>90% are men; number of women growing but still perceived differently </li></li></ul><li>Perpetrators<br /><ul><li>96-100% of accused abusers are “recognizably heterosexual” - married or involved in long-term relationship</li></li></ul><li>Perpetrators<br /><ul><li>“Average Americans”: no single demographic indicates proclivity
    145. 145. Socio-economic status
    146. 146. Race
    147. 147. Education
    148. 148. Marital status
    149. 149. Religion
    150. 150. Career</li></li></ul><li>Tools to Gather Data<br />First visit to agency/introduction to program <br /><ul><li>Detail each screening step and level of monitoring
    151. 151. Include statement that all application material is confidential and becomes property of agency
    152. 152. Look for inappropriate or unusual questions or comments
    153. 153. Notice any responses to screening process and requirements</li></ul>Program<br />Orientation<br />or Information<br />Session<br />
    154. 154. Red Flags<br />Examples:<br /><ul><li>Vague about how learned of program
    155. 155. Overly concerned about child/youth liking him/her or being rejected
    156. 156. Displays excessive physical contact, “child’s play”</li></ul>Inappropriate <br />Behavior<br />
    157. 157.
    158. 158.
    159. 159. Tools to Gather Data<br />Formal submission of information<br /><ul><li>Starting point for learning about applicant’s values and motivations, to be followed up on during interview
    160. 160. Check for completion, gaps in profile, timely submission, content, and signature</li></ul>SAFE: Sample Volunteer Written Application<br />Written<br />Application<br />
    161. 161. Case Study<br />“According to a source close to Devlin’s family, no one noticed any red flags: ‘Other than that you had a 41-year-old guy who never dated or aspired to a career and who is quiet, it was a normal situation.’”<br />People, 02/19/07<br />
    162. 162. Case Study<br />“…But according to retired FBI behavior analyst Kenneth Lanning, those leading double lives, especially sex offenders, can become quite adept at compartmentalizing their behavior. ‘The person may look normal: have a job, work hard, go to church,’ says Lanning. ‘The indicators are things the average person is not trained to recognize.’”<br />People, 02/19/07<br />
    163. 163. Tools to Gather Data<br />Extensive face-to-face interview covers life from childhood to present, and encompass all facets<br /><ul><li>Staff MUST trust their intuition
    164. 164. Assess both verbal and non-verbal communication</li></ul>SAFE: Sample Volunteer Interview<br />Interview<br />
    165. 165. Perpetrators<br /><ul><li>Relate better to children, including listening to children
    166. 166. Talk to children as if equal partners
    167. 167. Seek as many opportunities to have access to youth of specific preferences
    168. 168. Feel misunderstood and discriminated by society
    169. 169. Rationalize act by emphasizing positive impact on child</li></li></ul><li>Dynamics of the Abuse<br /><ul><li>“Grooming” community: becoming known and trusted by community, as well as family and/or members of youth organization
    170. 170. Parents chosen for being vulnerable and lonely, too, and may not wish to end relationship even after abuse is revealed
    171. 171. Families and communities may “discount” what they see, hear, and feel
    172. 172. “Grooming” child: developing relationship in order to win trust, becoming indispensable, isolating from family
    173. 173. Child may receive pleasure or other benefit from perpetrator</li></li></ul><li>Red Flags<br />Examples:<br /><ul><li>Describes desired match specifically
    174. 174. Recently experienced major life change and needs friends in life
    175. 175. Wants to terminate position suddenly without reason</li></ul>Focus on <br />Personal<br />Needs<br />
    176. 176. Tools to Gather Data<br />Fingerprinting<br />State and federal level fingerprint-based<br /><ul><li>Contact your state’s governing body for information on protocol and fees
    177. 177. http://www.nonprofitrisk.org/csb/csb_crim.htm#apndxb for state agency information</li></ul>Nonprofit Risk Management Center’s document, Criminal History Record Checks<br />Background<br />Checks<br />
    178. 178. Red Flags<br />Examples:<br /><ul><li>History of being abused, neglected, or sexually victimized
    179. 179. Police record, even if seemingly unrelated to crimes against children
    180. 180. Applied/was not accepted or “didn’t like” other local youth-serving programs</li></ul>Problematic <br />Background<br />Indicators<br />
    181. 181. Case Study<br />2004 - 2008, 50,000 background checks processed <br /><ul><li>6.1% had criminal records of concern
    182. 182. Even though applicants knew background check would be performed, over 50% of those with criminal record indicated that they did NOT have one</li></ul>SafetyNET Pilot Program Manual http://www.mentoring.org/safetynet<br />
    183. 183. Case Study<br />NAPBS 2005 commissioned study<br /><ul><li>“In a significant percentage of searches, the FBI data base returned erroneous or incomplete information.”
    184. 184. “…large number of missed records and false positives generated… when analyzing… background checks in the state of Florida… the database missed 11.7% of the criminal records it should have identified. Even worse - of the more than 10,000 criminal records found, 5.5% of them were falsely attributed to those who were not convicted of a crime.”</li></ul>National Association of Professional Background Screeners, www.napbs.com<br />
    185. 185. Perpetrators<br /><ul><li>Will molest multiple (in most cases, hundreds) victims before caught</li></li></ul><li>Perpetrators<br />
    186. 186. Tools to Gather Data<br />Sex Offender Registries<br />Megan’s Law allows individuals to verify registered sex offenders by location or name<br /><ul><li>http://www.nsopr.org for National Sex Offender Registry
    187. 187. http://www.klaaskids.org/pg-legmeg.htm for information on individual states’ registries</li></ul>Background<br />Checks<br />
    188. 188. Law Enforcement<br />If convicted sex offender applies to volunteer, can report<br />California State Violations<br />290.95(a)Pc(misd)<br />Any 290 registrant shall disclose status as registrant upon application to any employment or volunteer assignment with children<br />290.95(b)Pc(misd)<br />Any 290 registrant convicted of crime involving minor shall not be employed or volunteer around children in unaccompanied setting<br />
    189. 189. Tools to Gather Data<br />Child Abuse History Registry<br /><ul><li>National Clearinghouse on Child Abuse and Neglect Information (NCCANI) http://www.childwelfare.gov/systemwide/laws_policies/state/
    190. 190. May or may not have access to information collected by state agencies
    191. 191. Partner with agency that has access</li></ul>Background<br />Checks<br />
    192. 192. Remember that fingerprinting is <br />just tool to identify individuals <br />who have actually been <br />caught, but it <br />does not guarantee safety <br />of youth in program<br />
    193. 193. Tools to Gather Data<br />“Googling” or using another search engine to Search for appropriateness of “public information”<br /><ul><li>Google.com, Yahoo.com, About.com, Dogpile.com, Ask.com
    194. 194. Social networking site pages or “identities” (e.g., Facebook, MySpace, LinkedIn, etc.)
    195. 195. YouTube, blogs, public forums
    196. 196. Warrants discussion with potential mentors - if you can find it, mentees can, too!</li></ul>Internet <br />Searches<br />
    197. 197. Perpetrators<br /><ul><li>Connected to organized networks of child predators</li></li></ul><li>Perpetrators<br /><ul><li>Collect child pornography
    198. 198. Share pornography or child erotica as proof of involvement</li></li></ul><li>Red Flags<br />Examples:<br /><ul><li>Overly-involved in teaching, scouting, church youth groups, etc.
    199. 199. Over-indulges child/youth; unable to set limits
    200. 200. Involves other boys/girls on outings when not expected</li></ul>Over-<br />Involvement <br />with Children <br />
    201. 201. Tools to Gather Data<br />Opportunity to gain additional insight into personality and motivations<br /><ul><li>Pay attention to tone of voice, nervousness, avoidance, etc.
    202. 202. Always emphasize confidentiality of conversation
    203. 203. Ask “Would you feel comfortable placing your child in care of this applicant?”</li></ul>SAFE: Sample Volunteer Mentor Reference Check<br />Employment <br />& Personal <br />Character<br />References<br />
    204. 204. Red Flags<br />Examples:<br /><ul><li>Upon examinations, adult connections are superficial
    205. 205. Lack of adult dating experiences or relationships
    206. 206. Difficulty providing references that know him/her well</li></ul>Under-<br />Involvement <br />with Adults <br />
    207. 207. Tools to Gather Data<br />Important for both client safety and agency liability concerns, most importantly, history of drinking and driving<br /><ul><li>Vehicle Code Violations at DMV office or online
    208. 208. In California, visit http://www.leginfo.ca.gov/cgi-bin/calawquery?codesection=veh
    209. 209. Proof of insurance confirms applicant has current coverage on automobile</li></ul>DMV Record<br />and<br />Insurance<br />
    210. 210. Tools to Gather Data<br />New online technology screening tool proven effective at screening general population to identify individuals who are sexual risk to children<br /><ul><li>Strengthen system of screening to reduce risk of sexual harm to children
    211. 211. Screens for men and women who have beliefs about rights of adults to have sexual contact with children and teens - will not protect children from other adults/older children who may be sexually inappropriate and will not protect organization from these sexually inappropriate adults/older children)
    212. 212. Abel Screening www.dianascreen.com</li></ul>The Diana <br />Screen<br />
    213. 213. Tools to Gather Data<br />Additional pieces of information<br /><ul><li>Health/disease screening (e.g., TB test)
    214. 214. Drug/alcohol screening
    215. 215. Psychological tests -- be sure to have appropriately trained staff/consultants
    216. 216. In-home visits</li></ul>Other<br />Screening<br />Mechanisms<br />
    217. 217. Tools to Gather Data<br />Enables agency to provide data, training, and feedback related to situations candidates may encounter<br /><ul><li>Inappropriate/unusual questions or comments
    218. 218. Response to scenarios presented and agency policies and procedures
    219. 219. Ability to be flexible yet hold boundaries</li></ul>SAFE: Volunteer Code of Conduct<br />SAFE: Volunteer Roles and Responsibilities<br />Pre-Match<br />Training<br />
    220. 220. Red Flags<br />Examples:<br /><ul><li>Believes children should be treated as equals to adults
    221. 221. Wants to be one to teach child/youth about sex education
    222. 222. Overstates problems with child’s family; tries to get agency involved</li></ul>Unhealthy <br />Attitudes<br />
    223. 223. Tools to Gather Data<br />Involve all staff who have interacted with candidate<br /><ul><li>Personal reactions to applicant – negative, uneasy, or intuitive feelings?
    224. 224. Does candidate’s interests, motivations, and overall application material fit with agency’s goals and objectives?
    225. 225. Would you place your own child into care of candidate?</li></ul>SAFE: Volunteer Rejection Form<br />Final<br />Decision<br />
    226. 226. Tools to Gather Data<br />Presence<br />Stability<br />Attitude<br />Actions<br />Preferences<br />Permanent Disqualifiers<br />Mitigating Circumstances<br />Final<br />Decision<br />
    227. 227. Never be afraid to <br />reject volunteer - <br />it is about finding right fit <br />and, ultimately, <br />safety of youth<br />
    228. 228. Tools to Gather Data<br />Screening process does not end once volunteer is accepted<br /><ul><li>Child molesters wait to abuse child until they have developed close bond - may take time to build
    229. 229. Includes direct communication, observations, and contact with volunteer, child/youth, family, and referring agent and/or school officials
    230. 230. Completion of certain components of process if volunteering again with different mentee</li></ul>Ongoing Monitoring and Rescreening<br />
    231. 231. Red Flags<br />Examples:<br /><ul><li> Lack of peer relationships
    232. 232. Excessive in gift giving
    233. 233. Over-invested in child/youth</li></ul>Lack of <br />Balance<br />
    234. 234. Red Flags<br />Examples:<br /><ul><li>Gives vague answers when asked about interests
    235. 235. Expresses strong interest in camping, hunting, hiking, backpacking
    236. 236. Child/youth complains about too much sedentary time</li></ul>Problematic <br />Personal<br />Interests<br />
    237. 237. Tools to Gather Data<br /> Are there any previously listed tools that you would not be able to use?<br />Peer/Cross-Age Mentors<br />
    238. 238. Perpetrators<br /><ul><li>Tend to develop and realize attraction to children early in life</li></li></ul><li>Teamwork<br />Imperative every staff is sufficiently trained in assessing volunteers<br />Feels comfortable sharing feelings and observations without fear of dismissal <br />If one team member feels uncomfortable about applicant, enough of reason for rejection<br />
    239. 239. Teamwork<br />Decide how often to meet and debrief<br /><ul><li>Minimally, need to meet for Final Decision
    240. 240. Helpful to talk informally after all interactions, especially if one staff feels unsure</li></li></ul><li>Teamwork<br /><ul><li>How well can your staff identify and express own feelings about applicants?
    241. 241. How is this supported by your agency?</li></li></ul><li>Staff Training<br /><ul><li>Child Abuse and Mandated Reporter training
    242. 242. local Child Abuse Prevention Council
    243. 243. Initial shadowing of more-experienced staff
    244. 244. Thorough documentation training
    245. 245. Resource list of services available in your community
    246. 246. Latest research and literature on child molesters
    247. 247. Internet predators
    248. 248. Red Flags
    249. 249. appropriate handling of specific situations</li></li></ul><li>Supervision<br /> Ongoing supervision ensures quality service<br /><ul><li>Supervisors can be more experienced staff if manager is not available
    250. 250. Discuss problems, address concerns, and help solve problems
    251. 251. Ask overlooked questions or make note of what may seem to be outside of the realm of normal or expected Red Flags</li></li></ul><li>Learn from Failure<br /> When match is terminated due to relationship issues<br /><ul><li>Critical view of mentor and mentee – why did it fail?
    252. 252. Reexamine application materials – were there any flags missed?
    253. 253. Apply new knowledge – how will you do things differently in future?</li></li></ul><li>If this training doesn’t apply to your program …<br /><ul><li> because you work closely with well-known company or organization
    254. 254. because your volunteers meet with youth in closely-supervised environment
    255. 255. because you have good feeling about your volunteers
    256. 256. because you know youth would tell you if something was wrong</li></li></ul><li>Imagine your worst-case scenario…<br />Could you look back and defend your process?<br />
    257. 257. The Starfish Story<br />A man was jogging down the beach after a major storm had just come through the area. He was dismayed by the large amount of starfish that the storm had washed up on the beach. He thought that there was nothing he could do because of the immense numbers. <br />As he continued down the beach, he saw an old man throw something into the water. As he got closer, he saw the old man walk a little farther down the beach, bend over, pick up a starfish, and throw it back into the water. As the jogger approached, the old man stopped again, bent over, picked up another starfish, and was about to throw it into the water. <br />The jogger stopped him and asked, “Why are you doing that? There are thousands of starfish on the beach. You can’t possibly make a difference.” The old man looked at the starfish, threw it back into the water, then replied, “I made a difference to that one, didn’t I?”<br />Adapted from The Star Thrower” by Loren Eiseley<br />
    258. 258. Webinar Special<br />Order SAFE online at <br />www.mentoringinstitute.org<br />and use promo code<br />SAFEMENTOR<br />to receive 20% off!<br />
    259. 259. New Webinar Series<br />Beginning August 2010, our new monthly webinar series will highlight important topics for youth mentoring programs<br /><ul><li>Social Media & Mentoring: </li></ul> Policies, Gaps, Boundaries<br /><ul><li>Tuesday, August 17, 2010
    260. 260. 10:00 – 11:15 am PDT</li></ul>http://www.friendsforyouth.org/Webinars.html<br />
    261. 261. www.mentoringinstitute.org<br />650-559-0200<br />http://www.facebook.com/pages/Friends-for-Youth/105093182858863<br />http://twitter.com/friendsforyouth<br />Check out our Blog<br />http://www.friendsforyouth.blogspot.com/<br /><ul><li> Products and resources for mentoring programs
    262. 262. Trainings for program staff, mentors, and mentees
    263. 263. Individual consultations</li></li></ul><li>Resources<br />MPM Training www.mpmn.org/traininginstitute<br />Web sites & PDFs www.delicious.com/traininginstitute<br />This presentation & others www.slideshare.net/traininginstitute<br />101<br />
    264. 264. Thank You!<br />Next Quality in Action webinar is September 1, 2010; 12:00 – 1:00 pm CDT<br />Across Ages Mentoring ProgramFeatured panelist, Andrea Taylor., Ph.D.  Dr. Taylor is the keynote presenter for the 2010 Minnesota Mentoring Conference. .<br />102<br />

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