Safeguarding Children: Level 4 and 5 - for named and designated paediatricians (2 days)

Provided by

About the course

This two-day event, and accompanying pre-course eLearning, covers the key concepts relevant to the target audience, named and designated paediatricians, in line with the competencies set out in the Intercollegiate Document. It provides a learning environment conducive to the sharing of good practice in the area of safeguarding, with opportunities to network and access supplementary reading and materials.

A team of some of the country’s leading practitioners in safeguarding, led by the College’s Assistant Officer for Child Protection (Dr Jamie Carter), will deliver sessions covering 7 broad topics:

  • Knowledge, in terms of developing expert knowledge, evaluating and using knowledge, and indeed where there is no knowledge
  • Education and training, including Training Needs Analysis, developing and delivering training, as well as evaluating it
  • Service provision
  • Multi-agency working
  • Professional development
  • Governance
  • Teamwork and leadership

The foundation knowledge covered in the eLearning is expanded on over the two days.

The eLearning will be made available shortly after registration, provided you fulfil the criteria as a paediatrician who holds the position of either a named or designated doctor.

Learning aims, objectives and outcomes
Learning aims

This two-day event (and associated prior reading and eLearning) is intended to:

  • provide you with a comprehensive understanding of your role as a named or designated doctor and the key agencies involved in safeguarding
  • enable you to develop skills that will support you in your responsibilities as safeguarding leads in both your organisations and the multi-agency arena
  • introduce you to current topics relevant to your roles.

Learning outcomes
By the end of this course, you will be able to:

  • use communication skills to negotiate and work collaboratively with colleagues in health and other agencies
  • supervise and support colleagues in managing complex clinical cases, using effective listening and questioning skills
  • facilitate an individual or group peer supervision session, providing constructive critique and feedback
  • design and develop learning plans for child protection training sessions appropriate to a range of different training scenarios and needs
  • contribute to the analysis and learning from a serious case review using systems approaches, and using that learning to develop and implement relevant recommendations and action plans.

Related article

Donna Cummins offers guidance for budding dermatology trainees looking for the right course or event to match their interests and stage of training