Including

Safeguarding Adults - Protection

Practitioner Level

Including

Toilets Fire ProcedureSmoking

Mobile Phones / Devices

Finishing Time

Breaks

Housekeeping

Including

Training Transfer

Getting learning into practice

• “50% of learning fails to transfer to the workplace”

(Sak, 2002)

• “The ultimate test of effective training is whether it benefits service users”

(Horwath and Morrison, 1999)

Including

Training Transfer

Including

Introductions

• Name

• Place and nature of work

• What do you want to know by the end of today’s session?

Including

Outcomes

By the end of the session you will:

• Be able to take early action because you recognise that abuse may be insidious / hidden rather than just a one off event

• Be able to respond to a safeguarding concern/alert effectively

Including

Attendees will be able to: • take and make appropriate referrals and refer to other

sources of investigation if required• ask the ‘right’ questions and gather initial information to

promote the safety and well being of the person • undertake an initial risk assessment either by telephone

or face to face and take any required protective action• Recognise when other agencies may need to be

involved including the Police • reflective practice in safeguarding

• Attendees will be clear about their role in the safeguarding process

Including

Ground Rules

Safeguarding is a dynamic world and we continue to learn about how to prevent people from being harmed on both a strategic / organisational level and as individual practitioners.

Safeguarding is about partnership, it is not about blame. All agencies and individuals need to take responsibility, to reflect and learn to safeguard people who may be vulnerable.

Including

Ground Rules

Confidentiality within the group will be respected but may need to be broken if a disclosure of unsafe practice, abuse or neglect is made during the course – this will usually be discussed with you first.

Including

Recap

• What is abuse?

• Who is a vulnerable adult?

Including

Abuse is:A violation of an individual’s human and civil rights by

any other person or persons. Abuse can consist of a single act or repeated acts. It

may be physical, verbal, or psychological. It may be an act of neglect or an omission to act, or it

may occur when a vulnerable person is persuaded to enter into a financial or sexual transaction to which he or she has not consented or cannot consent.

Abuse can occur in any relationship and may result in significant harm to, or exploitation of, the person subjected to it.

Including

A vulnerable adult is: a person "who is or may be in need of community care services by reason of mental or other disability, age or illness,

and who is or may be unable to take care of him or herself,

or unable to protect him or herself against significant harm or exploitation"

No secrets: guidance on developing and implementing

multi-agency policies and procedures to protect vulnerable adults from abuse DOH March 2000

Including

Safeguarding Adults Principles

• Empowerment• Protection• Prevention

• Proportionality• Partnership• Accountability

Adult Safeguarding: Statement of Government Policy, 2011

What outcomes should individuals experience from the safeguarding process?

Including

Because you said something...

Including

Small Group Discussion In groups have a look at the following

scenarios :-

• The man in the park• The two brothers• The couple in the conservatory

What was happening?

What might be done?

Including

Feedback – the man in the park

Including

Hate Crime

“Any criminal offence, which is perceived, by the victim or any other person, to be motivated by hostility or prejudice based on a person’s difference or perceived difference.”

CPS

Police also record incidents which are not crimes.

Including

Disability Hate CrimeBetter understanding of disability hate crime

and of impact on victims

Offender(s) often known to victim

Likely to increase in severity or frequency

• Vulnerability Screening• Neighbourhood harm register• Enhanced sentencing • EHRC / DoH / Home Office / Regional projects

Including

Allport’s Scale of Prejudice

Including

Mate Crime

“When someone befriends a vulnerable person in order to exploit them.”

Why?

Including

Forced Marriage

Including

Nicky Reilly attempted to detonate

an improvised explosive device at

a restaurant in Exeter in May 2008.

Was radicalised through contact

with people on the internet. Known

to have mental health issues and

learning difficulties and had regular

contact with health and social

services.

Andrew Ibrahim was arrested in

Bristol in April 2008 charged with

Terrorist offences and convicted in July

2009. Had previously sought medical

help for injuries to his hands during

trials with explosives. Had shown his

Drug counsellor violent footage that he

Had downloaded onto his mobile

phone. Developed a "mind-set of

martyrdom“ after accessing extremist

Material online.

Radicalisation to Support or Commit Terrorism

“Building Partnerships, Staying Safe The health sector contribution to HM Government’s Prevent strategy: guidance for healthcare organisations”

Including

Grooming Process• Choose a vulnerable adult with whom they have (or

can manipulate) a relationship of authority• Develop a special relationship with the adult• Get the victim’s support network to trust them or

isolate the victim (threat, inducement, deception)• Slowly introduce low level

behaviour in order to desensitise or normalise• Introduce the target behaviour

Including

Police involvement

• 101 OR 999

http://www.devon-cornwall.police.uk/

• PCSO’s

• Police officers

• Neighbourhood beat managers

• Specialist officers – public protection unit

Including

Scams

www.thinkjessica.comwww.stoploansharks.org.uk

Including

Trading Standards May be able to help:• If you’ve been misled by the trader into buying something you

wouldn’t have bought if you had been given all the information beforehand

• If the trader has made false claims about goods or services which you have found out not to be true

• If you’ve been sold fake or counterfeit goods• If the trader has used aggressive selling techniques or persuaded

you to buy something you wouldn't necessarily have bought if you had a free choice

Including

Feedback – the two brothers

Including

Domestic Abuse

“Any incident or pattern of incidents of controlling, coercive, threatening behaviour, violence or abuse between those aged 16 or over who are, or have been, intimate partners or family members regardless of gender or sexuality. The abuse can encompass, but is not limited to: psychological, physical, sexual, financial and emotional abuse.”

Cross government definition, 2010

Including

Biderman's Chart of Coercion• Isolation• Monopolisation of Perception• Induced Debility and Exhaustion• Threats• Occasional Indulgences• Demonstrating omnipotence and

omniscience• Degradation• Enforcing trivial demands

Including

Domestic Abuse 0345 155 1074

www.devon.gov.uk/domestic_violence

Including

Feedback – the couple in the conservatory

Including

Carers and Safeguarding AdultsCarers are more likely to perpetrate abuse (intentional or not)

if the carer:• Has unmet or unrecognised needs• Is themselves vulnerable • Has unwillingly had to change his or her lifestyle or feels

unappreciated by the vulnerable person or exploited by relatives or services

• Is being abused by the vulnerable person • Has little insight or understanding of the person’s condition

or needs • Is feeling emotionally and socially isolated, undervalued or

stigmatised • Has other responsibilities such as family or work

ADASS (July 2011)

Including

What is the purpose of making an alert?

• To keep the person safe now and in the future

• To share information about risk so that others can decide on the next actions that might be needed

• To collect national information / data

Including

Making/Taking an Alert

What information will the Safeguarding Adults team need in order to assess risk and make recommendations?

Including

Practitioner’s Role

Including

Asking the right questions

OpenOpen

Closed Closed

SpecificSpecific

Probing Probing

Hypothetical Hypothetical

Reflective Reflective

Leading Leading

TED

Including

Assessing Risk

In groups, consider for your case study how you would go about gathering the required information.

Including

Assessing Risk

In groups consider for your case study:

• What factors might have influenced the answers the person is giving you?

• Who else may be harmed?

Including

Managing Risk

In groups consider for your case study:

• Do you need to take any action to protect the person in the short term?

Including

Gaining Consent

You should seek consent to share information

unless doing so would:

• Place a child at increased risk of significant harm• Place and adult at increased risk of serious harm • Prejudice the prevention, detection or prosecution

of a serious crime• Lead to unjustified delay in making enquiries

about significant harm or serious harm

Including

Gaining ConsentYou can share information without consent:• In the best interest of a person lacking capacity

(to understand the risks they face

or capacity to understand the safeguarding

process)• In the public interest

You must always balance a person’s right to safety with their right to confidentiality.

Including

Woman in the..Hospital

• If you came across her upset, what would you do to establish what the issue was?

• What would you do/say if she told you the nurse had touched her?

• What would you think about when considering making an alert?

Care Home

• If you came across her upset, what would you do to establish what the issue was?

• What would you do/say if she told you the carer had been cruel to her?

• What would you think about when considering making an alert?

Including

Multi-agency Process

Devon Care Direct on 0845 1551 007

Torbay Single Point of Contact on 01803

219741 or safeguarding.alertstct@nhs.net

Plymouth Adult Protection Team on 01752 668000 or adultpro@plymouth.gov.uk

Including

Referral Process

Including

Investigation Process

Review

Including

Child Protection

www.devon.gov.uk/childprotection

• If you are concerned about a child or young person in Devon contact the MASH on 0345 155 1071 or email mashsecure@devon.gcsx.gov.uk and give as much information as you can.

Including

Final Questions?

Including

Prevention is Better Than Cure

Keep the course in context. Whilst there are some very worrying situations occurring everyday there is also good practice in all care environments

Remember to vigilant and deal with things at the earliest opportunity.

Whether it’s poor practice or abuse doing nothing isn’t an option.

What will you do now?