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