Unit 5: Response

The responding stage of the Safeguarding Cycle

Welcome to Unit 5 of this course. We return to the Safeguarding Cycle and look at how to respond to safeguarding concerns that are raised or reported.

A diagram depicting a centre circle that says The safeguarding cycle. Around the outside are five satellite circles. Circle 1 says Identify but is greyed out. Circle 2 says Prevent but is greyed out. Circle 3 says Report but is greyed out. Circle 4 says Respond. Circle 5 says Learn but is greyed out.

Once a report comes through, it’s important for organisations to know what to do next. These procedures should be documented clearly to prevent any further harm. In recent times, the media has highlighted how organisations have not responded appropriately when safeguarding concerns have been reported to them. Some organisations have focused on damage control and protecting their name and reputation rather than making decisions which are in the best interest of victims and survivors.

In this part of the course, we reflect on lessons learnt from some of the cases highlighted in the media. As a result of media exposure and public calls for greater accountability, institutional donors, research academies, financial institutions, the World Bank and the UN have taken a tougher stance to eradicate sexual misconduct in the international aid and development sector by including stringent compliance standards on the partners they fund so that the responsibility of safeguarding people is a priority throughout the delivery chain.

We look at the local legal context, managing disclosure, developing referral pathways and the importance of protecting whistleblowers.

5.1 Safeguarding concerns reported in the media

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In the following activities, you are encouraged to reflect on the causes and consequences of sexual exploitation, abuse and harassment allegedly committed by the staff of some international organisations in the international aid and development sector.

Reflect on how and why organisations reacted in the way that they did, why these responses were inappropriate and how can the lessons learnt be applicable to your organisation by strengthening your own response mechanisms.

Activity 5.1 Safeguarding scandals in the media

Choose at least two real case studies from the list below. Follow the link, read the article, and then reflect and respond in your learning journal to the following questions:

Identify the safeguarding concerns – why did SEAH happen in the first place?
How did the organisation respond? Why do you think the organisations responded in this way?
As a result of these organisational responses, what were the consequences for victims, survivors and others?

(Note: these are journalist articles found in the media and have only been used here to raise issues for learning on this course. They are not necessarily endorsed by the course leaders.)

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5.2 Reflect on lessons learnt

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Look back at your answers to the questions in the previous activity. What lessons can you learn for your own organisation to improve safeguarding?

The case studies you have just examined provide important insights into how organisations might respond more effectively to safeguarding concerns, highlighting some of the causes and consequences of failure.

You will learn more about some of these points in greater detail as the course progresses, but it is worth highlighting a few key lessons learnt now:

Safeguarding is not only about challenging the harmful behaviours of individuals but the attitudes, norms, power relationships and working cultures within organisations. This is often known as ‘organisational culture’.
The needs of victims and whistleblowers should always be prioritised over the reputational consequences for the organisation. This is known as taking a ‘survivor-centred approach’.
Organisations should respond effectively and transparently to safeguarding concerns and uphold appropriate standards.
Organisations have a responsibility to share information with appropriate authorities, taking a risk-based approach to survivors.

5.3 Managing disclosure

As you have already learnt in Unit 4, for a child, vulnerable adult or staff member to disclose that they do not feel safe because of other’s inappropriate behaviour is very difficult for them, and so it is vital to make sure that we respond in the right way.

People may disclose safeguarding concerns in a variety of ways, including:

Directly – making specific verbal or written reports about what’s happened.
Indirectly – making ambiguous verbal or written statements which suggest someone feels unsafe (for example, social media posts, drawing pictures).
Behaviourally – displaying a change of behaviour that is uncharacteristic of them or concerning or behaviour of another which is concerning and inappropriate or they may display signs and symptoms (covered in Week Unit 2 of this course).

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