Sample Safeguarding Interview Questions



Selection process for Volunteer Relationship Advisors The HRP (via Changing Futures North East) relies on people giving their time to help deliver services. Families rely on these people to help them improve their lives and make changes that are important to them. People who want to help out will come from a variety of backgrounds, and we aim to develop a diverse network of people to help deliver our services. People maybe considering a number of different options in relation to helping out, and we need to make sure that we capture their imagination, give a strong and positive image of the organisation, and help people understand the good work that so many people working for or with the organisation do and the specific differences this makes to the lives of children and families. The organisation is committed to an enabling approach to working with children and families, and needs people who are a fit with organisational values more generally.Some people who attempt to or do work with families may cause them harm. Not only when asking questions about safeguarding, but throughout the interview process, you need to be attuned to answers that are vague or unrealistic. In particular, interviewers should look out for answers that show no or little understanding or appreciation of children’s needs or expectations; that fail to recognise the particular vulnerabilities of children from troubled backgrounds; inappropriate language about children; unclear boundaries with children; and answers that imply adults and children are equal. You should ask why and explore answers, probe where needed. At the initial meeting the members of staff must:Convey the organisations background, why it exists, the way it meets needGive an overview of the services we offer, with reference to the needs and changes for customersInspire and motivate people to get involved, as appropriate Maintain a positive, friendly approachCover a number of areas and gain information through an unstructured conversationInitially screen for values, ethics, emotional maturity and safeguarding concerns Ensure people understand the services we offer, how they operate, how people can help out, and our expectations around theseDo not focus on personality, e.g. “we like them / dislike them” – not about personal compatibility. You should not rely on gut instincts – if we have a feeling about something, this needs to be explored and we need to evidence / justify our positions. A second interview should be conducted by an unconnected person.Unstructured Discussion – Record of initial meeting – Helping OutVolunteer Name:Date: Interviewed by: Please ensure that the conversation enables you to comment on the following areas. Basic awareness of parents and children’s needsOpenness to other ways of thinking A sense of how we can support and guide people Reliability, and ability to commit to Placements they are matched with Belief that we should enable people to effect their own change (do with rather than do to)Peoples backgrounds and experiencesAny qualities, skills or knowledge people might bring to the roleGaps in employment.Any other comments.Interview Questions specific to the VRA role:1 Tell us a little about yourself and why you have applied to become a VRA?2. What do you think makes for a healthy relationship3. How do you think a VRA could help couples when they are not getting on?4. What skills and experience do you have to offer this role?5. What impact do you think it has on children when their parents do not get on?6 What do you imaging are the most challenging and the most rewarding aspects of the VRA role?Value Focused Interview QuestionsThis should be conducted by a second person unrelated to the initial meeting. Not only when asking questions about safeguarding, but throughout the interview process, be attuned to answers that are vague or unrealistic. In particular, interviewers should look out for answers that show no or little understanding or appreciation of children’s needs or expectations; that fail to recognise the particular vulnerabilities of children from troubled backgrounds; inappropriate language about children; unclear boundaries with children; and answers that imply adults and children are equal. It can be particularly difficult for an inexperienced staff member to maintain proper boundaries where the age differential between staff and service user is small, for example, as a play worker with young people. It may be worth designing a question around this issue if it is relevant for your setting. Ask why. Probe. If people have no or little direct experience, put hypothetical situations to them. Policy and procedure – ask people who have worked with children and young peopleGive me an example of when you have had a safeguarding concern about a child and or adult? What happened?Values and ethics Have you ever had concerns about a colleague with regards to his or her behaviour or attitude towards the children in his or her care? How did you deal with this? If you do have concerns, how would you deal with this?Emotional maturity and resilience Tell us about a person with whom you have had particular difficulty in dealing. What made it difficult? How did you manage the situation?Questions probing motivation for working with parents :What do you feel are the main reasons that have led you to want to work with adults to support them with relationships?What has working with young people/children/ or people in difficulty taught you about yourself?Are there any particular community members you would like to work with? Why?Positive indicatorsPersonal competenciesNegative indicatorsCommentsConvincing responses based on balanced understanding of self and circumstance.Has a realistic knowledge of personal strengths and weaknesses.Examples of having considered/tried other options and alternatives.A realistic appreciation of the challenges involved in working with children.Evidence of others having supported and encouraged based on observation of personal talent.1. Motivations for working withChildren/ people in difficultySelf-awareness/knowledge and understanding of self, interconnection between self and professional role.Example questions:? What do you feel are the main drivers that led you to want to work with children?? How do you motivate young people?? What has working with young people, to date, taught you about yourself?Unconvincing responses based on whimsical examples. Not self aware, don’t see themselves as others do.Driven by personal needs not needs of others.Not realistic about personal strengths and weaknesses.Unrealistic impression of what working with children is really like.Failure to consider other alternatives.Pushed by others, or forced by circumstance, to do something they don’t appear to have personally thought through.Behaves consistently and appropriately under pressure or in a position of authority.Has control over emotions with adults and children.Understands power position and how to seek help in difficult circumstances.2. Emotional maturity and resilienceConsistency under pressure, ability to use authority and respond appropriately, ability to seek assistance/support where necessary.Example questions:? Tell me about a time when you have been working with children / someone when your authority was seriously challenged. How did you react? What strategies did you employ to bring things back on course? How did you manage the situation?? Tell me about a person you have had particular difficulty dealing with. What made it difficult? How did you manage the situation?Inappropriate responses when under pressure or when in a position of power.Inconsistent responses.Handles conflict badly.Fails to control temper/emotions with children and or adults.Doesn’t seek help when needed.Fails to go to others for advice.Demonstrates a balanced understanding of rights and wrongs. Puts the child first.Alive to the realities of abuse.Prepared to believe.Shows a contemplative approach, drawing on personal experiences and lessons from others.Builds values and judgments based on new information.Shows an appreciation of safeguarding issues and an ability to contribute towards a protective environment.Shows respect for others feelings, views and circumstances.3. Values and ethicsAbility to build and sustain professional standards and relationships, ability to understand and respect other people’s opinions, ability to contribute towards creating a safe and protective environment.Example questions:? What are your attitudes to child protection? How have these developed over time?? What are your feelings about children who make allegations against teachers or staff?? How do you feel when someone holds an opinion that differs from your own? How do you behave in this situation?? Have you ever had concerns about a colleague? How did you deal with this? Extreme opinions that don’t account for the views/feelings of others.Doesn’t show balance in opinion. Doesn’t build on new information or understanding.Opinions harden/become dogged.Doesn’t show a full or rounded appreciation of safeguarding issues.Dismissive of, or underplays, the risks. Consistently puts the blame and responsibility for child protection elsewhere.Fails to believe in suspicions/reports of abuse. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download