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If you want to know more about specific social networks and games, \u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.childnet.com/\u0022 target=\u0022_blank\u0022 title=\u0022Childnet\u0022\u003EChildnet\u003C/a\u003E\u00A0\u003C/span\u003E\u003Cspan\u003Ehas information and safety tips for apps. \u003C/span\u003EYou can also report anything that\u2019s worried you online to the \u003Ca rel=\u0022noopener\u0022 tabindex=\u0022-1\u0022 href=\u0022https://www.ceop.police.uk/safety-centre/\u0022 target=\u0022_blank\u0022 title=\u0022Safety centre (CEOP)\u0022\u003EChild Exploitation and Online Protection Command\u003C/a\u003E\u003Cspan\u003E.\u00A0\u003C/span\u003E\u003Cspan\u003EAs always, if you\u2019ve got concerns about a young person\u2019s welfare, including their online experiences, follow the \u003C/span\u003E\u003Cspan\u003E\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safeguarding-code-of-conduct-for-adults-yellow-card/\u0022 title=\u0022Young People First - Yellow Card\u0022\u003EYellow Card\u003C/a\u003E to make a report\u003C/span\u003E\u003Cspan\u003E.\u003C/span\u003E\u003C/p\u003E"}],"safetyAlert":"","safetyTags":[],"deliveryMethods":"","permitRequired":false,"scoutLedQualifications":[],"guidance":null,"aalaRequired":false,"externalQualifications":[],"exceptions":[],"listingVideoUrl":"","disableBasicSafetyChecklist":false,"likes":0,"activitiesAdditionalInfo":{"inclusivityStatement":"\u003Cp\u003EAll Scout activities should be \u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.scouts.org.uk/volunteers/inclusion-and-diversity/supporting-those-with-additional-needs-and-neurodiversity/reasonable-adjustments/badges-and-awards/\u0022 target=\u0022_blank\u0022 title=\u0022Guidance on flexibility\u0022\u003Einclusive and accessible.\u003C/a\u003E\u003C/p\u003E","standardSafetyAlert":"\u003Cp\u003EAll activities must be safely managed. 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Always get\u0026nbsp;\u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/general-activity-guidance-a-z/approving-activities-guidance-for-lead-volunteers/\u0022 title=\u0022Approving Activities - Guidance for Lead Volunteers\u0022\u003Eapproval for the activity\u003C/a\u003E, and have suitable\u0026nbsp;\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/guidance-for-supervision-of-activities/\u0022 title=\u0022Guidance for supervision of activities\u0022\u003Esupervision\u003C/a\u003E\u0026nbsp;and an \u003Ca href=\u0022/volunteers/running-your-section/intouch/\u0022 title=\u0022InTouch\u0022\u003EInTouch\u003C/a\u003E process.\u003C/p\u003E\n\u003Cp\u003EYou must run your activities in line with the \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safeguarding-code-of-conduct-for-adults-yellow-card/\u0022 title=\u0022Safeguarding Code of Conduct for Adults - Yellow Card\u0022\u003ESafeguarding Code of Conduct for Adults (Yellow Card)\u003C/a\u003E and report any concerns to the UK HQ Safeguarding Team.\u003C/p\u003E","basicChecklist":"\u003Cul\u003E\n\u003Cli\u003EComplete a \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003EHave the right \u003Ca href=\u0022/volunteers/running-your-section/adult-to-young-people-ratios/\u0022 title=\u0022Adult to Young People ratios\u0022\u003Eratios\u003C/a\u003E of number of adults to provide suitable\u0026nbsp;\u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/guidance-for-supervision-of-activities/\u0022 target=\u0022_blank\u0022 title=\u0022Guidance for supervision of activities\u0022\u003Esupervision\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003ESet up an \u003Ca href=\u0022/volunteers/running-your-section/intouch/\u0022 title=\u0022InTouch\u0022\u003EInTouch\u003C/a\u003E process\u003C/li\u003E\n\u003Cli\u003E\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safe-scouting-and-emergency-procedures/\u0022 title=\u0022Safe Scouting and Emergency Procedures\u0022\u003EKnow what to do in an emergency\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003EShare information with parents and carers with an\u003C/span\u003E \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/general-activity-guidance/activity-information-form/\u0022 title=\u0022Activity information form\u0022\u003E\u003Cspan\u003Eactivity information\u003C/span\u003E\u003Cspan\u003E form\u003C/span\u003E\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003EGet \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/general-activity-guidance-a-z/approving-activities-guidance-for-lead-volunteers/\u0022 title=\u0022Approving Activities - Guidance for Lead Volunteers\u0022\u003Eapproval from your Lead Volunteer.\u003C/a\u003E\u003C/li\u003E\n\u003C/ul\u003E","scoutLedAvailable":"\u003Cp\u003EThis activity can be led by you or someone else in Scouts:\u003C/p\u003E","permitRequired":"\u003Cp\u003EThe activity leader must have an \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/activity-permit-scheme/adventurous-activity-permit-scheme/\u0022 title=\u0022Adventurous Activity Permit Scheme\u0022\u003Eadventurous activities permit\u003C/a\u003E with the right level and permissions for your group.\u003C/p\u003E","externallyLedAvailable":"\u003Cp\u003EYou can go to a centre or use an activity leader who\u0027s not part of Scouts:\u003C/p\u003E","aalaRequired":"\u003Cp\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.hse.gov.uk/aala/index.htm\u0022 target=\u0022_blank\u0022 title=\u0022AALA licence\u0022\u003EAn AALA licence is required\u003C/a\u003E.\u003C/p\u003E","aalaExempt":"\u003Cp\u003EIf the provider is exempt from the AALA licence.\u003C/p\u003E","publicLiabilityInsurance":"\u003Cp\u003EThe provider must have public liability insurance.\u003C/p\u003E","actvityLink":"/activities/"},"duration":60,"instructions":{"layouts":[{"type":"singleColumn","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Cp\u003E\u003Cstrong\u003EBefore you begin \u003C/strong\u003E\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003ECut out the \u2018First aid matching\u2019 cards. You\u2019ll need a set for each group of between four and six people.\u003C/li\u003E\n\u003Cli\u003ECut out the \u2018First aid skills\u2019 cards. You\u2019ll need a set for each group of between four and six people.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Ch4\u003E\u003Cstrong\u003EBrush up on your first aid \u003C/strong\u003E\u003C/h4\u003E\n\u003Col\u003E\n\u003Cli\u003EEveryone should split into groups of between four and six people.\u003C/li\u003E\n\u003Cli\u003EThe person leading the activity should give each group a set of \u2018First aid matching\u2019 cards. Everyone should match the emergency to the action they\u2019d take.\u003C/li\u003E\n\u003Cli\u003EOnce all the groups have finished, the person leading the activity should go through the answers. What should people do if they\u2019re in a situation where they\u2019re not sure what to do? They could ask an adult, call 111 or 999, or use a \u003Cspan\u003E\u003Ca href=\u0022https://www.redcross.org.uk/first-aid/first-aid-apps\u0022 title=\u0022First aid apps (British Red Cross)\u0022\u003Efirst aid app\u003C/a\u003E\u003C/span\u003E, depending on the situation.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003EFor more information, check out the \u2018First aid skills\u2019 guide, or head to the \u003Ca rel=\u0022noopener\u0022 href=\u0022https://firstaidchampions.redcross.org.uk/\u0022 target=\u0022_blank\u0022 title=\u0022British Red Cross first aid champions\u0022\u003EBritish Red Cross\u2019 First Aid Champions resource.\u003C/a\u003E\u003C/p\u003E\n\u003Ch4\u003E\u003Cstrong\u003EUnderstand the problem \u003Cbr\u003E\u003C/strong\u003E\u003C/h4\u003E\n\u003Col\u003E\n\u003Cli\u003EThe person leading the activity should explain that the \u2018bystander effect\u2019 is the idea that people are less likely to offer help if there are other people around \u2013\u00A0the more bystanders, the less likely it is that one will stop to help.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003ESome people think the bystander effect happens because everyone presumes someone else will step in (so they don\u2019t need to); another possible reason is that people copy the behaviour of everyone around them and also ignore the person who needs help.\u003C/p\u003E\n\u003Col start=\u00222\u0022\u003E\n\u003Cli\u003EEveryone should think of an example of the bystander effect that isn\u2019t related to first aid, for example, if someone\u2019s being mean to someone else and everyone walks past and ignores it.\u003C/li\u003E\n\u003Cli\u003EEveryone should think about other reasons that people might not stop to help in an emergency. Perhaps they\u2019re worried about not knowing what to do, or are scared of making the situation worse?\u003C/li\u003E\n\u003Cli\u003EThe person leading the activity should explain that the Red Cross\u2019 \u2018\u003Cspan\u003E\u003Ca href=\u0022https://www.redcross.org.uk/first-aid/dont-stop-at-999\u0022 title=\u0022British red cross resources\u0022\u003EDon\u2019t stop at 999\u003C/a\u003E\u003C/span\u003E\u2019 campaign showed people how up to 59% of deaths from injury may have been prevented if first aid was given before the emergency services arrived. There\u2019s a window of opportunity between calling 999 and the emergency services where two skills could save someone\u2019s life:\u00A0\u003Cspan\u003E\u003Ca href=\u0022https://www.redcross.org.uk/first-aid/learn-first-aid/unresponsive-and-breathing\u0022 title=\u0022Unresponsive and breathing (British Red Cross)\u0022\u003Eresponding to someone who\u2019s unconscious and breathing\u003C/a\u003E\u003C/span\u003E, and \u003Cspan\u003E\u003Ca href=\u0022https://www.redcross.org.uk/first-aid/learn-first-aid/bleeding-heavily\u0022 title=\u0022Bleeding heavily (British Red Cross)\u0022\u003Edealing with bleeding\u003C/a\u003E\u003C/span\u003E.\u003C/li\u003E\n\u003Cli\u003EEveryone should split back into their groups.\u003C/li\u003E\n\u003Cli\u003EEach group should think of situations that affect their community where first aid helps (and the bystander effect makes it worse). For example, accidents at home, older people falling, alcohol related accidents, or knife crime.\u003C/li\u003E\n\u003Cli\u003EEveryone should join back together to decide which emergency situation they\u2019d like to help people learn about. They could vote, for example by raising their hands or putting sticky dots on a piece of paper.\u003C/li\u003E\n\u003Cli\u003EEveryone should decide whether they\u2019ll teach their whole community, or whether they\u2019d like to focus on one group, for example, other young people or friends and family members. Use the First Aid Skills cards to decide which skills would relevant to the group.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Ch4\u003E\u003Cstrong\u003EPlan a project\u003Cbr\u003E\u003C/strong\u003E\u003C/h4\u003E\n\u003Col\u003E\n\u003Cli\u003EEveryone should work together to think of lots of ways they could help prepare their audience to deal with their chosen emergency. How will they teach their audience about first aid skills and the bystander effect? Someone should jot down all of the ideas.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003EFor example, people could think about making a video, leaflet, or poster; running a social media campaign; having a stand in a local shopping centre, or running a session or event. They may also want to do something else, for example, surveying AEDs (defibrillators) in their community.\u003C/p\u003E\n\u003Col start=\u00222\u0022\u003E\n\u003Cli\u003EEveryone should vote to choose one of the ideas.\u003C/li\u003E\n\u003Cli\u003EEveryone should plan their project. They should use the \u2018Event planning checklist\u2019 to make sure they\u2019ve thought of everything. 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