Safeguarding God’s Children Training Resources and Procedures 2018 Prior to Each Training Session 1. Download current year Policies and Trainer packet from http://www.epicenter.org/safeguarding-trainers-corner/ 2. Thoroughly review Trainer SRS information and responsibilities on page 7 of this packet. 3. Review “Tips” in the SGC Trainer Manual. You will find a section entitled “Questions from Participants” pages 5 - 14 and a section entitled “Difficult Situations”, pages 15 - 16. You may or may not encounter these questions and/or situations; however, given the delicate nature of some of the training content, it is strongly recommended that you review these sections before each class and consider the suggestions for potential responses. 4. Print out the Sign-out Sheet/ Code of Conduct Acknowledgment. 5. Prepare handouts: • Safeguarding God’s Children: Policies for the Protection of Children and Youth from Abuse, 1 copy per participant (required) • Safeguarding God’s Children: Policies for the Protection of Children and Youth from Abuse with Appendix, FAQs and Sample Forms (for trainer) • Determine which of three discussion options you will use, then prepare participant pages from the SGC Trainer Manual for Discussion Option 1, OR Discussion Questions for Discussion Option 2, OR Discussion Guides for Option 3 • Other handouts that you find helpful
Training Session Overview 1. 2. 3. 4.
Introduction Policy Review View DVDs & Discuss (using one of three discussion options) Conclusion
1. Introduction If group size allows, introduce yourselves to one another. Review the agenda, location of bathroom, break/snack information. Tell participants that they will be asked to sign a Code of Conduct Acknowledgment on the “Sign-out” Sheet at the conclusion of the training. They MUST sign the sheet to be certified. (If someone arrives whose name is not on the sign-out sheet, let them know that their attendance may not count toward becoming certified, if that is their goal. Please explain that the sign-out sheets are generated electronically. Only after someone has completed the interview and application process are they able to enroll online.) Begin with prayer to center the group and bring attention to the work at hand. A suggestion for opening prayer can be found on page 829 of the Book of Common Prayer, Prayers for the Care of Children. 1
Mention that this subject matter is difficult. If they find it personally disturbing, they are welcome to step out for a few minutes to take a break. Ways to engage the participants in the subject matter: 1) Ask participates why they are attending. Before they answer you can tell them that the incorrect answer is, “the diocese is making me...my priest said I had to…”. This question can be delivered in a light-hearted manner and emphasize the importance of stating an intention about what they want to learn. 2) You might invite participants to close their eyes and imagine a safe place that they experienced as a child. Invite them to go there in their imaginations and to feel the feelings of safety and security. Where are they? Who is with them? Why is that a safe place? Invite participants to share their safe place. The goal is for our church, our school, to be that kind of safe place for kiddos. The safeguarding process is all about creating an environment of safety and security for the children entrusted to our care.
2. Policy Review (Note that Policies + FAQs and Sample Forms are also available on the webpage. This is helpful for supervisors & program directors.) Distribute copies of the Safeguarding God’s Children Policies. (Be sure you use the current year policies, found at http://www.epicenter.org/safeguarding-policies/ ). Review the policies with the group. Look at the different sections; have folks read various selections aloud. Remind them that current year policies can always be found at the Safe Church web page.) Page 4: Read the Code of Conduct, which they will be agreeing to abide by when they sign the sign out sheet. Page 5: Review the definition of Church Personnel. Page 6: Review Certification Requirements. Page 8: Review Guidelines for Appropriate Affection with Children and Youth. Pages 9-10: Guidelines for Monitoring and Supervision of Program. (Note bolded items, such as 2 adult rule; adult/child ratios; overnight events.) Page 11: Guidelines for Church Personnel (Note bolded items.) Pages 12-15: Responding to Problems: Reporting Procedures Pages 16-18: Review Weapons, Bullying, and Social Media policies. (If your group is using Policies plus Appendix & FAQs, review those pages as well. The Table of Contents is very helpful.)
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3. DVDs & Discussion (Take a short break before viewing the DVD.) View DVD #1, followed by one of three discussion options: Before you begin the video (29 minutes), let participants know that the discussion (whichever option you choose) will be based on information provided in the videos. For the discussion, the group may discuss as a whole (best for a small class) or they may break into small groups. Feel free to try creative ways to engage participants with the following questions, but keep the discussion rooted in the DVD information. Avoid digression into personal stories. Discussion Option 1: You may use the full “Participant Workbook”, i.e., copied participant pages from the SGC Trainer Manual. It is recommended that you distribute the pages after viewing the DVD to allow participants to fully focus on the video. Lead discussion of those questions. Discussion Option 2: You may use the discussion questions that follow here in lieu of the participant handbook. Distribute questions to maximize participation by the group. 1. Invite participants to briefly share first impressions. 2. Consider the stories told about and by the offenders. What did you learn about how an offender operates? Discuss the process of “grooming”. Who is being groomed and why? 3. What did the children tell you about how the offender was able to gain their trust? 4. What are some of the characteristics of offenders that can make it extremely difficult to identify them as offenders? Think about the stories told by the children before you respond. 5. Why didn’t the children tell? What did Aaron say? Why did John and Sam think they were safe from discovery? 6. Discuss boundaries: • Name specific boundary types described in the video: personal, emotional, and physical. • What is a boundary and why is discussion of healthy boundaries and boundary violations so critical? • Using the stories of victims and offenders, describe what a violation of each type of boundary looks like. • How would you recognize that a violation is occurring? 7. What does the offender achieve by successfully violating personal boundaries, emotional boundaries, and physical boundaries?
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8. As you recall the stories, identify times of opportunity when abuse could have been prevented or curtailed and how that might have happened. 9. What are the 3 steps emphasized in the video that empower volunteers to take active roles in maintaining a safe environment? (Watch, Act, Teach) Discuss these steps. 10. What did you learn from what was said by both offenders and parents about signs the children exhibited that indicated a problem? What kept parents from acting on their concerns? 11. Discuss the individual’s responsibility to act. Refer back to the videos. How were offenders eventually stopped? Discussion Option 3: The Video Discussion Guide handout on pages 5 and 6 (distribute before viewing video) is a variation of the Discussion Option 2 questions plus several Video # 2 questions. Suggested answers for the Guide are included for trainer use.
View DVD #2 (Take a short stretch break before viewing the second DVD.) View DVD #2 (21 minutes). This DVD will reinforce DVD # 1 and the content of the policies. After viewing DVD #2, give participants the opportunity to share reflections/questions about the content. Help them “connect the dots” with EDOT Policies. (You may also consider using the Video # 2 handout on page 6.)
4. Conclusion & Sign Out Invite participants to share at least one take-away from the training. Have participants sign the Code of Conduct/Sign-out sheet. They will not be certified unless that is signed! Thank everyone for coming, and invite participants to be dismissed: Go in peace to love and serve the Lord!
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Video Discussion Guide – for Each Participant Video # 1: Victim and Offender Stories, How to Protect Children and Other Facts • TASK: As you watch, note or try to remember the names and other details of the people. Discussion Questions: 1. What are your first impressions? Or, what did you learn that that you want to remember?
2. “Grooming” is the process by which an offender draws a victim into a relationship. What are some examples of grooming that you see or hear described? Who is being groomed and why? • massage…
3. Why can it be difficult to identify offenders? For example, who might they be? • baby sitter…
4. What are some of the myths and facts of child sexual abuse? Myth 1. 1.
2.
2.
3.
3.
Fact
5. What are the 3 steps (and other details) that people can take to prevent sexual abuse from happening? 1. Watch for the warning signs… a. From the offenders b. From the victims 2.
3.
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6. Boundary Violation Warning Signs (from the offenders): a. What are some examples of physical boundary violations?
b. What are some examples of emotional boundary violations?
c. What are some examples of behavioral boundary violations?
7. What does the offender achieve by successfully violating personal, emotional and physical boundaries?
8. What are some of the warning signs from the children that showed that abuse had taken place?
9. What kept parents from acting on their concerns? Video # 2: Best Practices for Creating a Safe Environment in your Church or School 1. Try to write down examples or other details for each of the 5 best practices. Practices Examples or Other Details 1. Screening interviews,
2. Interacting
3. Monitoring
4. Training
5. Responding
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Video Discussion Guide (for Trainer): Some Possible Answers Video # 1: Victim and Offender Stories; How to Protect Children Did you see in the video some of what we talked about in reviewing the policies? Names and Other Details of the People: Bad Bad Wolf (Sam); Marcos (with pony tail); John, youth minister (not shown, offender against Marcos); Alyssa (abused by baby sitter); baby sitter (not shown); Aaron (young boy abused by older boy); Jenna (abused by step-father and priest she went to for help, both not shown); Offender in blue shirt.
1. ... 2. wrestling, dog pile (BBW), hold hands, suntan lotion, massage (baby sitter), physically playing with kids leading to “accidental” touch. The children as well as the caregivers are being groomed so trust is developed and so that the offender’s actions can go unnoticed or seen as normal. (Boundary violations are being normalized.) 3. offenders can be anyone: church member, relative, friend, older child, priest, baby sitter 4. Myth Offenders are strangers
Fact 90% of offenders are known to the family 10%: stranger 30%: family 60%: known by family
Most offenders are homosexuals
Most offenders are heterosexual
Children usually lie about sexual abuse
5% of child allegations are false
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5. 1. Watch for the warning signs… c. From the offenders d. From the victims
2. Act when you see warning signs …Ask your child questions, intervene: “I don’t let my child do that…”; express concerns to the adult involved and to their supervisor, remove your child from the situation; suspect abuse? Call 911……
3. Teach children ways to be safe… body part names, that people don’t have permission to touch their private parts, teach them how to say stop, run away and to tell an adult…
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a. Touching too much, wrestling, tickling, accidental touch, dog pile, hugs with too much body contact, holding children… b. Always around, compliments, presents, help with HW, spending too much time with children, calling, emailing, acting possessive, getting involved in children’s activities… c. Gets children involved with porn, alcohol, drugs to gain control, threats (if you tell, you will get in trouble too), inappropriate internet sites, going against parents’ rules…
7. Trust, control…
8. Major changes in attitude and behavior, withdrawn, depression, aggressive behavior, difficulties in school and with peers, moody, inappropriate sexual behavior, complaining about things they used to like…
9. They did not recognize the warning signs (ignorance); denial…
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Video # 2: Best Practices for Creating a Safe Environment in your Church or School Did you see in the video some of what we talked about in reviewing the policies? Practices 1. Screening
Examples or Other Details The first opportunity to prevent someone gaining access to children; Applications (too many job changes?), interviews, references (complaints?), criminal background check,….
2. Interacting
Clear standards for behavior for interacting with children (p. 8), rules for hugging, good ways for showing affection, this makes it more possible to show appropriate affection (so that we know we are in an environment where we will not be hurt)…
3. Monitoring
Take away privacy, keeps kids and adults from being falsely accused, doors open and windows uncovered, keep unused rooms locked, invitation to adults to come by anytime, multiple adults supervising, written supervisory plan…
4. Training
How sexual abuse happens, how to prevent it, how it affects children, adults need to know policies, how offenders operate and how to respond…
5. Responding
things were overlooked (Big Bad Wolf); what people usually see are boundary violations, not abuse, people need to know who to contact and that th are laws that protect people who report in good faith
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Safeguarding Records System (SRS) Notes for Trainers New trainers will receive an email from the Safe Church Office with a link to the Safeguarding Records System (srs.epicenter.org) along with your “Log-In” information. 1. Take a moment to log into SRS and update “My Profile”. This is your contact information that we will use for all trainer correspondence. 2. Get to know your Safeguarding Records Administer “SRA” at your location. Set up a working protocol together in order to manage the administrative procedures of SRS. 3. A copy of the “SRS Procedures Manual for Trainers” will be sent to you via email. Please familiarize yourself with it. 4. Keep updated on safe church changes by regularly reading the Safe Church Connection Blog (e-mailed roughly 6 times/year) and by checking in before each training to: http://www.epicenter.org/safeguarding-trainers-corner/ You’ll find the current year policy updates, trainer packets and other information. Did you know? a. Trainers can request “Training Sessions” in SRS for your location. b. Trainers can print “Sign-out Sheets” for their trainings in advance. c. Trainers can “Add Person to Training” if the SRA is unavailable. d. Trainers can “Upload Sign-out Sheet”. You may contact the Safeguarding Staff: For SRS technical support or questions:
Marty Brickley, Manager of Certification 800-947-0580 ext.1874
[email protected] Fax 866-898-8976
Tracy Cramer, Safe Church Assistant & Liaison to Hispanic Communities 800-947-0580 ext. 1886
[email protected] Katherine Muhlenbruch, Safe Church Assistant & Master Trainer 800-947-0580 ext.1892
[email protected] For questions about policies or specific concerns in your setting: The Rev. Canon Carol Petty 800-947-0580 ext. 1876
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Safeguarding Training Checklist Arranged for DVD set up - Run through equipment check Arranged for refreshments - Arrive early to make coffee and set up Sign-out/Acknowledgment Sheet Copies of participant handouts (if using) Safeguarding God’s Children: Polices for the Protection of Children and Youth from Abuse (one per participant) Safeguarding God’s Children: Policies for the Protection of Children and Youth from Abuse with Appendix, FAQs and Sample Forms (for the trainer) DVDs Trainer’s Manual and personal notes Training Procedures/Packet Paper and pens/pencils Name badges (if participants are not known to you or each other) Book of Common Prayer
Optional Easel and pad for notes, questions Index cards for questions
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General Suggestions Continue to add to and polish your training skills. Some techniques to develop: Reflecting: when someone makes a statement or asks a question, rephrasing it to be sure you have content and feeling correct and others have heard it Clarifying: restating an idea or thought someone has offered to make it clearer Summarizing: collecting and stating main thoughts concisely. Good to use at the end of an extended discussion or section of material Shifting focus: moving from one speaker or one topic to another Using silence: allowing people time for reflection (5 - 10 seconds) Using non-verbal signals : for example - nodding yes as affirmation to someone's comment; holding up a hand as a signal to wait if someone tries to interrupt another speaker Give the information context: for example - think in terms of the location and arrangement of school rooms or playground when you discuss monitoring; to whom would a participant report a boundary violation Ask open ended questions (not just "yes/no" for an answer) Question words like "What" "How" "Where" "Why" etc. Refer to individuals and situations in the videos to highlight a point in the manual
During training you may be asked questions that because of time constraints, you may not be able to address right away. You may put that question in a “parking lot” and return to it on break or at the end of the session. A parking lot is a place you designate on the white board as a reminder. This is a lighthearted approach to acknowledging a participant and assuring them that you will return to the question when time permits. The more often you train the Safeguarding materials, the more skilled and comfortable you will become in presenting. Watch your local newspaper (or national news) for stories about child abuse, or adult sexual misconduct and use these as real life examples of what you are training.
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