The safeguarding referral 场景学习单

A student waits by the door while the teacher closes the corridor-facing blinds but leaves the door visible.

学生在门边等待，老师拉上朝走廊的百叶窗，同时让门保持可见。

STUDENT

I can tell you only if you swear no one else will ever know.

只有你发誓永远不告诉别人，我才能说。

TEACHER

Do not promise secrecy you cannot keep; promise clarity, safety and follow-through.

不要承诺无法兑现的保密；要承诺清楚说明、安全和持续跟进。

TEACHER

I will keep this private unless someone may be in danger, and then I share only what the safeguarding lead needs.

除非有人可能处于危险中，否则我会保密；需要上报时也只告诉保护负责人必要信息。

TEACHER

Are you safe going home today, and would you like to be present when we call the support lead?

你今天回家安全吗？我们联系支持负责人时，你愿意在场吗？

The group returns to the opening concern—“I can tell you only if you swear no one else will ever know.”—and compares it with the later response before closing the scene.

众人重新审视开场问题——“只有你发誓永远不告诉别人，我才能说。”——并在结束场景前把它与后续回应进行比较。

STUDENT

Is support wanted as listening, quiet company, practical help, honest feedback, or help contacting someone else?

需要的支持是倾听、安静陪伴、实际帮助、诚实反馈，还是协助联系其他人？

TEACHER

We will use the requested form, keep the time limited, allow a pause without explanation, and leave ordinary warmth unchanged.

我们会采用对方选择的形式、限定时间、允许无需解释地暂停，并保持日常亲近不变。

Two phrases remain visible on the shared note: “secrecy you cannot keep” and “only what the safeguarding lead needs,” each linked to the exact line that gives it force in the discussion.

共用记录上保留两个表达：“secrecy you cannot keep”（无法兑现的保密）与“only what the safeguarding lead needs”（仅提供保护负责人所需信息），并分别连接到赋予其讨论力量的原句。

STUDENT

The next check-in belongs to the person receiving support, with one outside option ready if this conversation is not enough.

下一次联系时间由接受支持的人决定；如果这次谈话不够，也准备好一个外部支持选项。

The extended exchange turns concern into a chosen form of help with a clear boundary, review point, and outside path.

延伸后的交流把关心变成可选择的帮助，并明确边界、复盘节点和外部路径。

A second pass through “The safeguarding referral” slows the exchange where “I can tell you only if you swear no one else will ever know.” still leaves motive, consequence, or responsibility unstated.

第二轮细读“The safeguarding referral”时，交流在“只有你发誓永远不告诉别人，我才能说。”仍未说明动机、后果或责任的位置慢下来。

TEACHER

What would helpful support look like today, what might feel intrusive, and which sign would tell us to pause or invite professional help?

今天怎样的支持才有帮助，什么可能让人觉得被侵入，又有什么信号说明该暂停或邀请专业帮助？

STUDENT

The answer will name a preferred form of contact, a time limit, a practical need, a privacy boundary, and a person to call if risk rises.

回答会说明偏好的联系形式、时间限制、实际需要、隐私边界，以及风险上升时应联系的人。

The speakers test how “secrecy you cannot keep” changes the force of “safe going home today,” then restate the distinction without relying on either phrase.

说话者检验“secrecy you cannot keep”（无法兑现的保密）如何改变“safe going home today”（今天回家是否安全）的语气力度，然后不依赖这两个短语重新说明区别。

STUDENT

Good intentions do not decide what help is acceptable; the person receiving it keeps that choice.

善意不能替人决定什么帮助可以接受；选择权仍然属于接受帮助的人。

TEACHER

We will offer two concrete options, accept no as a complete answer, and schedule only the follow-up that was explicitly requested.

我们会提供两个具体选项，把拒绝当作完整答案，并且只安排对方明确要求的后续联系。

They rehearse one careful version, one direct version, and one version for a listener who enters late, checking that “only what the safeguarding lead needs” still leads to the same next step.

他们分别排练谨慎版、直接版和面向迟到听众的版本，检查“only what the safeguarding lead needs”（仅提供保护负责人所需信息）是否仍然导向同一个下一步。

Before the scene closes, “secrecy you cannot keep” and “safe going home today” are placed beside the unresolved pressure in “The safeguarding referral,” giving the speakers one more round to challenge, concede, reframe, and hand off the decision.

场景结束前，“secrecy you cannot keep”（无法兑现的保密）与“safe going home today”（今天回家是否安全）被放回“The safeguarding referral”尚未解决的压力旁，让说话者再完成一轮质疑、让步、重述与交接。

STUDENT

If the offer feels helpful to us but controlling to the other person, what question would reveal that difference before concern turns into pressure?

如果这份帮助在我们看来有用、在对方看来却像控制，什么问题能在关心变成压力前揭示这种差别？

TEACHER

I can accept that I wanted to reduce the pain quickly, while also admitting that my preferred solution may not be the support the other person chose.

我承认自己想尽快减轻痛苦，也承认我偏好的解决办法未必是对方选择的支持方式。

STUDENT

Then the offer becomes a menu with a time limit, a privacy boundary, and an easy refusal, not a test of gratitude or closeness.

那么这份帮助会变成带有时间限制、隐私边界和轻松拒绝方式的选项菜单，而不是对感激或亲近程度的考验。

STUDENT

I will record what kind of contact was requested, what should pause, which practical need remains, and who may be invited if our support is not enough.

我会记录对方选择的联系形式、应该暂停的信号、尚未解决的实际需要，以及我们的支持不足时可以邀请谁。

The longer dialogue now leaves “The safeguarding referral” with an acknowledged objection, a revised frame, a named owner, and a handoff that can be checked after the conversation ends.

更长的对话让“The safeguarding referral”在结束时留下已被承认的异议、经过修订的框架、具名负责人，以及能在谈话结束后继续核验的交接。

The longer exchange makes care specific without turning concern into control or leaving serious risk unnamed.

更长的交流让关怀变得具体，同时不会把关心变成控制，也不会对严重风险避而不谈。

The teacher records the immediate safety answer and a follow-up time, not a public classroom note.

老师记录即时安全答复和跟进时间，而不是留下公开的课堂备注。