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H5P Gamification
1_1 Why safeguarding?
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1_2 Definition of safeguarding
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1_3 Types of SEAH
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2_1 Core principles, international standards
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2_2 Indicators of safety
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2_3 IASC good practices
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2_4 Risk assessment and management
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2_5 Adressing risks
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3_1 Studies presenting data on SEA
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3_2 PSEAH in the Covid-19 context - new challenges brought about by the pandemic
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4_1 Indicators in specific areas of the organization/ using tools for self-assessment (drag version)
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(Meg test version) 4_1 Indicators in specific areas of the organization/ using tools for self-assessment (drag version)
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4_2 Prevention and response (drag version)
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(Meg text version) 4_2 Prevention and response
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5_1 Topic 1: The PSEA Coordinator and assigning clear responsibilities to employees and volunteers
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5_2 Topic 2. Planning for protecting people with disabilities
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5_2 (mark version) Topic 2. Planning for protecting people with disabilities
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5_3 Clear organisational commitment to PSEAH that everyone is aware of
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5_4 Safe recruitment practises - why are they important
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6_1 Applying international standards within the organization - a checklist
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7_1 Creating/examples of codes of conduct
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7_2 Key elements of a comprehensive PSEAH policy (standards of behaviour, explicit prohibition of SEAH, implementation throughout the organisation, specification of the reporting responsibilities of the organisation)
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7_3 Using a policy template to combine the above elements
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8_1 Safe recruitment practises
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8_2 Safeguarding and volunteers
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8_3 Staff Care
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9_1 Safeguarding children and young people online
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9_2 Preventing online and ICT facilitated violence against women and girls
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9_3 Looking after children online during Covid-19 (with challenges from decreased mobility and increased time spent online)
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9_4 Mobile and remote GBV service delivery
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10_1 Topic 1 Translating safeguarding terms into other languages and visual communications across cultural lines
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10_2 Taking and publishing images of children participating in programmes on social media by organisations - consent and what to look out for
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10_3 Engaging children in communication work
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11_1 Training staff and facilitators on safety in programmes
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11_2 Designing and delivering safe programmes
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11_3 Conducting monitoring visits
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11_4 Safeguarding in research programmes
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12_1 Including safeguarding in fundraising proposals - how to
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13_1 Assessing and developing organisational culture around safeguarding
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13_2 SEAH as an abuse of power
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13_3 The role of leaders in safeguarding
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13_4 Feminism leadership and its contribution to PSEAH
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14_1 Tips for working with partners
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14_2 PSEAH policies in partnerships
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15_1 Whistleblowing procedures from the employer perspective
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15_2 Whistleblowing from the employee perspective
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15_3 Reporting mechanisms and barriers to reporting
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15_4 The requirements for a community-based complaint reporting mechanism
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15_5 How to manage allegations of child abuse
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16_1 Responding to a report
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16_2 The importance of a survivor-led approach to managing cases
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16_3 Supporting survivors for people without experience in GBV
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16_4 UN protocol on providing assistance to SEA victims
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16_5 Robust report handling
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17_1 Managing child safeguarding allegations
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17_2 Managing SEA investigations
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17_3 Covid 19 considerations
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17_4 Policies on reports and investigations
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17_5 Guidelines for investigations
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