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Personal Safety Self-Reflection

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Personal Safety Self-Reflection

Read the situations and choose practical, respectful ways to stay safe and get help. You may write about a real trusted adult without naming them, or use a role such as caregiver, kaumātua, teacher or coach. You do not need to share private experiences.

Think it through

Freya, Nikau and Ana are visiting a marae with their group. Before the visit, the organiser explains where the group will meet, who the adults in charge are, and what to do if anyone becomes separated. Later, Nikau receives an unexpected message from an unknown account asking where the group is staying. Ana notices a younger visitor being left out of an activity. Freya is unsure whether she should enter a building when the group is moving on.

1.In your own words, what does personal safety include? Give one example from the marae visit scenario.
2.Before the visit, which plan would help the group most if someone became separated?
  • Agree on a meeting point and identify the adults in charge.
  • Tell everyone to search alone until they find the group.
  • Share everyone’s live location publicly online.
  • Wait without telling anyone.
3.Nikau receives a message from an unknown account asking where the group is staying. Choose a safe response and explain why.
4.True or false: If a situation feels uncomfortable, you are allowed to move away and tell a trusted adult, even if someone says you are being rude.
TrueFalse
5.Ana notices a younger visitor being left out. Write one supportive thing Ana could do and one way she could get help if the situation continues.
6.Freya is unsure whether to enter a building as the group moves on. What is the safest next step?
  • Go in quickly and try to catch up later.
  • Ask a group leader or trusted adult before entering, and stay with the group.
  • Follow someone she has not met without checking.
  • Leave the visit area to look for the others.
7.Match each situation with a sensible safety action.
  • You become separated from your group.
  • An unknown person asks for your location online.
  • A person pressures you to keep a worrying secret.
  • You notice someone being repeatedly excluded.
  • Do not share it; tell a trusted adult and use block or report tools if needed.
  • Go to the agreed meeting point or a responsible adult; do not search alone.
  • You can say no and tell a trusted adult, even if you were asked to keep it secret.
  • Offer support and tell a trusted adult if it continues or feels unsafe.
8.Name three qualities of a trusted adult you could approach for help. Use roles rather than real names.
9.Complete the safety message: If something feels wrong, I can say , move to , and tell .
10.In Aotearoa New Zealand, what number do you call for Police, Fire or Ambulance in an emergency?
11.Make a short personal safety plan for a group visit. Include one boundary you can use, one trusted adult role you could approach, and one step to take if you become separated.
12.Reflect: Which safety skill from this worksheet would be most useful on a group visit, and how would it help? You may answer generally rather than describing a personal event.

3 printable pages

  • Personal Safety Self-Reflection, page 1 of 3: Think it through

    Page 1

  • Personal Safety Self-Reflection, page 2 of 3: 5. Ana notices a younger visitor being left out. Write one supportive thing Ana could do…

    Page 2

  • Personal Safety Self-Reflection, page 3 of 3: 10. In Aotearoa New Zealand, what number do you call for Police, Fire or Ambulance in an

    Page 3

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