Курс: Challenge | RSH Learning

1_1 Why safeguarding? H5P

1_2 Definition of safeguarding H5P

1_3 Types of SEAH H5P

2_1 Core principles, international standards H5P

2_2 Indicators of safety H5P

2_3 IASC good practices H5P

2_4 Risk assessment and management H5P

2_5 Adressing risks H5P

3_1 Studies presenting data on SEA H5P

3_2 PSEAH in the Covid-19 context - new challenges brought about by the pandemic H5P

4_1 Indicators in specific areas of the organization/ using tools for self-assessment (drag version) H5P

(Meg test version) 4_1 Indicators in specific areas of the organization/ using tools for self-assessment (drag version) H5P

4_2 Prevention and response (drag version) H5P

(Meg text version) 4_2 Prevention and response H5P

5_1 Topic 1: The PSEA Coordinator and assigning clear responsibilities to employees and volunteers H5P

5_2 Topic 2. Planning for protecting people with disabilities H5P

5_2 (mark version) Topic 2. Planning for protecting people with disabilities H5P

5_3 Clear organisational commitment to PSEAH that everyone is aware of H5P

5_4 Safe recruitment practises - why are they important H5P

6_1 Applying international standards within the organization - a checklist H5P

7_1 Creating/examples of codes of conduct H5P

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) H5P

7_3 Using a policy template to combine the above elements H5P

8_1 Safe recruitment practises H5P

8_2 Safeguarding and volunteers H5P

8_3 Staff Care H5P

9_1 Safeguarding children and young people online H5P

9_2 Preventing online and ICT facilitated violence against women and girls H5P

9_3 Looking after children online during Covid-19 (with challenges from decreased mobility and increased time spent online) H5P

9_4 Mobile and remote GBV service delivery H5P

10_1 Topic 1 Translating safeguarding terms into other languages and visual communications across cultural lines H5P

10_2 Taking and publishing images of children participating in programmes on social media by organisations - consent and what to look out for H5P

10_3 Engaging children in communication work H5P

11_1 Training staff and facilitators on safety in programmes H5P

11_2 Designing and delivering safe programmes H5P

11_3 Conducting monitoring visits H5P

11_4 Safeguarding in research programmes H5P

12_1 Including safeguarding in fundraising proposals - how to H5P

13_1 Assessing and developing organisational culture around safeguarding H5P

13_2 SEAH as an abuse of power H5P

13_3 The role of leaders in safeguarding H5P

13_4 Feminism leadership and its contribution to PSEAH H5P

14_1 Tips for working with partners H5P

14_2 PSEAH policies in partnerships H5P

15_1 Whistleblowing procedures from the employer perspective H5P

15_2 Whistleblowing from the employee perspective H5P

15_3 Reporting mechanisms and barriers to reporting H5P

15_4 The requirements for a community-based complaint reporting mechanism H5P

15_5 How to manage allegations of child abuse H5P

16_1 Responding to a report H5P

16_2 The importance of a survivor-led approach to managing cases H5P

16_3 Supporting survivors for people without experience in GBV H5P

16_4 UN protocol on providing assistance to SEA victims H5P

16_5 Robust report handling H5P

17_1 Managing child safeguarding allegations H5P

17_2 Managing SEA investigations H5P

17_3 Covid 19 considerations H5P

17_4 Policies on reports and investigations H5P

17_5 Guidelines for investigations H5P

Challenge

Тематический план

Общее

H5P Gamification