Rehab Group: Making Safeguarding Personal

In Ireland, while working with vulnerable adults, we must adhere to our national “Safeguarding Vulnerable Persons at Risk of Abuse” policy and procedures. The policy states that all adults have the right to be safe and to live a life free from abuse. All persons are entitled to this right, regardless of their circumstances(HSE, 2023).

As an organisation, while implementing the policy we felt that the process of safeguarding was happening “to people” rather than “with people”.With this problem in mind, we set about creating a rights based, collaborative and empowering approach to safeguarding. We set out to work with our students to make safeguarding personal to them and build their capacity to safeguard themselves. We wanted to help people to build their intrinsic safeguarding capacity which is a preventative strategy.As part of our endeavour to make safeguarding personal, we developed a new framework, called “Making Safeguarding Personal”.

This framework led to the design and delivery of a series of workshops. These workshops empower and enable participants to keep themselves safe from abuse. These workshops are based on the premise that we all have a right to feel safe everywhere.

During the workshops participants discussed their rights as human beings.Participants enjoyed learning the following:

1. That they have rights that are protected by law;

2. How to recognise if they or someone else is being abusedor when rights are being denied;

3. Who can help;

4. How the safeguarding process works (who, what, when)

5. The language used to describe people’s rights, abuse and how to report concerns.Approximately 200 participants have taken part in the workshops, so far.Upon completion of the workshops:100% of participants knew that they had the right to feel safe and to live a life free from abuse.100% of participants were able to say what they could do if they felt unsafe.100% of participants were able to name a person that they could report their worry to.100% of participants understood that NLN would support them and work with them to help solve the problem, they understood what the next steps would be.100% of participants understood that there are various types of abuse and were able to name some categories.Participants reported feeling powerful and important.Participants felt empowered by understanding the process of safeguarding. They reported feeling that it was an issue that was taken very seriously and were keen to participate in their own safeguarding plans. Responsible Department or UnitQuality and Governance Directorate – Psychology & SafeguardingTarget group/s Students with an intellectual disability (over 18s) 4Methodologies and approaches used to develop and carry out the initiative; service/s or activities that were developed• Development of a making safeguarding personal framework (drawn from safeguarding policy)• Development of a standardised presentation• Development of workshops based on content of presentation• 20 workshops run (200 participants approx.)• 8 - 12 participants per session • Duration: 45 minutes to 1.5 hours• Facilitated by a chartered psychologist with an instructor/keyworker present • Structured but casual• Content standardised• Round table discussion, plenty opportunity for questions, role play, song, fun• Methodology varied according to participant need(pictures, easy read, PowerPoint, pamphlets, songs)• Language used had expectation• Pre and post workshop data gathered• Follow up conversations with staff to discuss gaps/ strengths and impact factored help account for effectivenessElements of innovation and creativityWhile the content was standardised, a variety of delivery methods were used to help people understand the key concepts.Pictures, movement, songs, stories, role play, PowerPointpresentation, question time were used. (Ghostbusters theme tune was a big hit!).The use of the word “workshop” piqued interest, it suggested aspecific and important piece of work. Likewise, setting up the room differently helped to generate interest and engagement.5Peer learning was used in some instances, whereby people who had attended previous workshops were invited to come and help others in subsequent workshops.While the workshops were facilitated by chartered psychologists, key workers/instructors were present during each one to ensure that the key message could be built upon following the workshop. Follow up conversations with participants by instructors was deemed vital in terms of embedding key messages.How did the initiative demonstrate that it follows a rights-based approach?ParticipationFacilitators worked hard to make sure that everyone in the group participated as fully as they could. We included whatever supports were required, to ensure full participation.AccountabilityWe monitored the impact of this rights-based initiative on our students. Recognising what needed to be changed by paying attention to student feedback was core to this process. Non-DiscriminationStudents were invited to take part in these workshops regardless of the nature of the person’s disability. The participants were treated with dignity and respect throughout this whole process. Providing them with space, information, support and time to learn about their rights was core and central to this project.EmpowermentEmpowering people by sharing accessible and easily understood information was key to ensure that people understood their right to safety and protection. Helping people understand that we wanted them to be part of their own safeguarding was a powerful message. LegalityThe right to safety is embedded in law, our students did not realise this. This was a powerful message for them.Making sure that our vulnerable adults understand their right to feel safe at all times was a key message of this initiative.6Staff and resources (skills qualifications, infrastructure, materials) mobilised2 chartered psychologists facilitated the workshops (1 per workshop).An instructor/keyworker was in the room to support learning while workshops were run, these staff members also made sure that topics were discussed in subsequent conversations with participants to help embed learning.The original presentation and framework was developed by RehabGroup’s National Safeguarding Lead, based on RehabGroup’s Safeguarding Vulnerable Persons at Risk of Abuse Policy.Were specific needs of the target group/s identified or people with a disability consulted in the realization of the initiative? If yes, how? (coproduction approach)NeedsNeeds of target groups was identified through conversation with them and through observation. We noticed that vulnerable adults were not aware of the policy, practice or language of safeguarding. There was a sense that safeguarding was happening to people rather than with them. There was a need to move towards empowerment and inclusion. This initiative has put the vulnerable person at the centre of their own safeguarding, by building capacity and skills to help them to safeguard themselves. Understanding their right to feel safe is central to this. Consultation Participants were consulted after each workshop to capture thoughts and ideas about how to improve the experience for the next group. Co-productionPeer learning was used in some instances, whereby people who had attended previous workshops were invited to come and help others in subsequent workshops. We hope to build upon this practice. Were other stakeholders or partners (employers, families, associations, informal network, etc.) involved? If yes, how?No. MONITORING AND EVALUATION7What have been the main impacts on your users/clients, staff and the organisation?Knowledge of legal rights (legality)100% of participants understand their legal right to feel safe as a result of these workshops.“I have a right to be safe at home and everywhere I go”“I have a right to feel safe everywhere”Prevention of abuse (skill development)“I should tell someone I don’t feel safe”Participants have become actively involved in their own abuse prevention. They have learned how to recognise various kinds of abuse and know how to respond. Their capacity to keep themselves safe has been consolidated. Non-DiscriminationParticipants have learned that they are absolutely equal to all others in the community and society. Some participants did not understand this, now they do. Empowerment"it's very important to keep yourself from having bad things happen to you"Participants report feeling empowered and important. Learning that the organisation has a policy to help keep them safe has been a wonderful learning for our participants.Participation (in safeguarding of self and others)Staff have noticed that participants are more aware of how they are treating one another, more kindness has been shown!This initiative has fostered a culture of cooperation, openness and collaboration. Each participant understands that they have the right to participate in the development of their own safeguarding plan. We have moved towards co-production. How are you measuring/assessing whether the service/initiative is implementing some or all the key factors characterising the rights-based framework? Do All of the quotes above demonstrate that the rights-based framework is being built upon and included in the initiative.Surveys8you have any evidence or studies to show the impact?Pre- and post-workshop surveys were issued seeking feedback from participants. Comparing pre- and post-workshop knowledge demonstrates that significant learning has occurred. Participation These workshops have increased each person’s ability to advocate for themselves and participate in their own safeguarding practices. Understanding what constitutes abuse allows people to prevent it. This has been an outcome of this initiative. People are being invited to participate in their own safeguarding. Participants understand what they can do if they don’t feel safe. Participants understand that if they have been abused that they can contribute their own ideas to their own safeguarding plan.Participants understand the who, what and when of safeguarding. They are active participants now. EmpowermentA number of participants sought private appointments with psychologists after the workshops in order to discuss concerns they had – the impact of the workshops was immediate. Some of these consultations lead to safeguarding plans being developed. Knowledge is key!What are, in your experience, the “success factors” or support measures which allowed your organisation to realize users’ inclusion, independence, participation and access to services?Agreeing that these workshops were a priority helped us to schedule them easily with full support of managers and staff. Prioritisation and scheduling of workshops allowed for inclusion and participation. Meeting with participants who are in need of a safeguarding plan is much easier now that they know what to expect. The process does not seem as daunting to them, they feel empowered and included. Information and knowledge has made the process so much more accessible to them. What were, in your experience, the biggest hurdles or problems which made implementing rights-based approach to service creation, production and delivery Thankfully, we did not experience hurdles or difficulties. The project/initiative is simple in its design but entirely effective! Staff, management and participants were very supportive of enthusiastic about the initiative.9difficult to be developed or put in place?The only hurdle we have is finding time to reach as many service users as possible!FUTURE DEVELOPMENTS AND TRANSFERABILITYHow do you see the initiative developing in the future?Expansion and embeddingWe would like to embed this initiative into all of our training centres. We would like this initiative to become a standard offering for all vulnerable adults who use our services. The appointment of a co-ordinator for a national roll out would be a very positive future development!Co-productionWe plan to co-produce accessible materials to enhance learning opportunities for participants.We intend to offer more students an opportunity to become involved in the delivery of elements of these workshops, we are hoping that this will occur during 2024.Consultation with students will be key to developing this project. Including their wishes and ideas with regard to content and material development is part of our 2024 plan.Abuse preventionThis initiative undoubtedly has led to the prevention of abuse from occurring as it has taught participants how to recognise abuse. This knowledge has empowered people to say “no” to things that they do not want to do e.g. engage in sexual activity that they are not comfortable with, give money to someone under duress. In order to embed this learning further, we plan to develop and deliver specific abuse prevention modules in 2024 (sexual abuse prevention, financial abuse prevention, bullying prevention etc).What are the major future challenges you see in relation to the initiative, for your users/clients, staff and organisation and for employers? How does your This initiative could be rolled out across the country rather easily.Prioritising this initiative as a worthwhile endeavour will be key to making this as accessible as possible for all service users.10organisation try to overcome them?We cannot see any challenges for participants as it is a very positive initiative. We have not experienced any client centred challenges. Our students are thirsty for knowledge. We deal with this sensitive topic in a sensitive but robust manner which empowers and enables participants to keep themselves safe. Any challenge that we face will be overcome!Do you think the initiative could work in another country? If so, which aspect/s and why?Yes, this initiative could work very well in another country. The idea is simple, the methodology is simple. Despite its simplicity the message is powerful, the impact is empowering. POLICYHow would you describe your organisation’s cooperation and dialogue with policy makers and/or public authorities as to adaptations you had to make?We did not have to make any adaptations to run this initiative. This initiative compliments national safeguarding policy and our own internal policies. Our organisation regularly cooperates and communicates with the Health Service Executive’s National Safeguarding Office who develop national policy and oversee the national efforts to safeguard vulnerable adults. Our team of chartered psychologists are all trained designated officers and are heavily involved in the implementation of safeguarding policy and procedure. This team of psychologists liaise constantly with the local safeguarding teams.Have there been changes in legislation or regulations that positively or negatively affected the realization of rights-based services? If so, could you briefly describe what changed and with what effect for your users/clients, staff, organisation and employers.One example is Assisted Decision Making (Capacity Act) 2015All staff are aware of the requirements of the ADM and strive to honour its intention to support people to self-determination. We support our students in whatever way they need to make decisions for themselves. What would need to change in funding, policy and regulatory frameworks to better support people with disabilities’ rights?Funding – more funding is always a requirement in this sector to meet the growing and complex demands of our precious service usersPolicy – Any policy that helps us to ensure a rights based approach is welcome. Regulation - Adhering to regulation is central to the delivery of safe services to our students. Any developments that are communicated to us are utilised.