Risk Assessment, Risk Management & Safeguarding Workshop

Aims of the tool

By the end of this workshop, participants will:

• Understand why risk management is important to protect all actors in a youth project
• Be able to define a hazard and a risk
• Be able to identify hazards, what the level of risk may be for a particular hazard and how to mitigate that risk
• Be able to carry out a risk assessments and complete the necessary report forms
• Understand what is meant by ‘safeguarding’, ‘child protection’, ‘vulnerable adults’ and ‘abuse’
• Learn how to recognise abuse and the what to do if someone tells you they are a victim of abuse (UN rules are quoted)

Description of the tool

INTRODUCTION:

This tool will use a combination of interactive training methods in order to raise the participant’s hazard perception, risk management skills and understanding of safeguarding issues. This is to ensure that they can increase the health and safety standards of projects the run and manage.

WHEN:

This workshop can be delivered over one day or, if you wish to allow more time for in depth discussion and simulation exercises, it can be run over two days. We will describe the implementation of this tool over one day.

IMPLEMENTATION:

You will need a flip chart, flip chart paper and pens of different colours; a circle of chairs; a laptop/PC and data projector; a PowerPoint adapted to the language abilities and learning level of your group. In the attachment, below, you will see that we have included an example created by the British Council (UK National Agency for the YiA programme) which specifically relates to Youth Exchanges. The content is also relevant for other projects and can be delivered in the most appropriate way for your group.

HOW:

• PART ONE: In small groups, participants discuss their understanding of the terms ‘hazard’, ‘risk’, ‘risk management’, ‘risk assessment’
• Plenary feedback followed by PowerPoint slides to explain together with examples in different work settings.
• In small groups, participants decide on a specific activity for which they are responsible for carrying out a risk assessment. They use flip chart paper and pens to write up their risk assessment for that activity. An example could be taking a group of ten 13 to 16 year olds to the beach, on foot, crossing several major roads. One young person is blind and one young person is deaf.
• Plenary feedback with peer evaluation
• Short simulation exercise outside of the classroom in the local town. Half the group are playing the part of the young people, a quarter of the group are the youth leaders, a quarter of the group are observers. (N.B. trainers will have walked the route already and will have risk assessed the simulation activity – trainers observe.
• Plenary feedback – trainers elicit the feelings and responses of all the participants and give their feedback

• PART TWO: In different small groups (own choice of who to work with as this is now a sensitive subject), participants discuss their understanding of the terms ‘safeguarding’, ‘child protection’, ‘vulnerable adults’ and ‘abuse’
• Plenary feedback followed by PowerPoint slides to explain together with examples in different YiA settings. Also, international law surrounding this issue.
• Back to small group discussions regarding the cultural implications and issues regarding Safeguarding
• Role play exercise using different scenarios (plenary explanation regarding the need to respect each other’s opinions/experiences/feelings and the importance of not judging another culture even though it is acceptable to disagree; also pointing out that sometimes the legal situation in each country is different and cultural norms can be very different).

EVALUATION:

Sensitive evaluation required by facilitator pointing out, without judgement, areas of difference then focusing on similarities across cultures and positive ways that we, as YiA actors, can effect change.

WHEN:

An hour before the end of the workshop. Time set aside to talk privately to individuals who may be affected by some of the issues raised – signpost to helplines and NGOs who may be able to offer help and support.

HOW:

Whole group feedback on ‘silent walls’ (flip chart paper taped to the walls around the room ‘what would you do in this situation and why?’). Trainer to sum up.