1. Purpose and Scope

The purposes of STCP™ are to:

• Promote respectful and safe teacher-participant interactions.
• Establish a clear process for obtaining and respecting informed consent.
• Protect personal, physical and psychological boundaries.
• Encourage hands-off teaching through clear verbal cues and appropriate demonstrations.
• Support inclusive teaching for participants with different needs and abilities.
• Provide a structured basis for consent-card practice and role-play through STCP-FORM 01.

This protocol applies to relevant YT-QSEP™ learning activities, including group classes, individual instruction, practical demonstrations and mock-teaching assessments.

2. Core Principles of STCP™

3. Informed Consent

Informed consent means that a participant understands the proposed contact and voluntarily gives permission for the specified adjustment. Consent must not be obtained through intimidation, embarrassment, undue influence or misleading explanations.

3.1 Before Requesting Consent

• Explain the purpose of the proposed adjustment.
• Describe the nature and intended area of contact in understandable language.
• Offer a suitable non-contact alternative wherever practicable.
• Give the participant sufficient opportunity to decide freely.
• Follow the STCP-FORM 01 consent procedure where applicable.

3.2 Acceptable Consent Practice

• Obtain permission before making physical contact.
• Ensure the permission is clear and relates to the proposed adjustment.
• Do not interpret silence or lack of resistance as consent.
• Do not assume that consent for one adjustment applies to another.
• Respect a participant who prefers verbal guidance or demonstration only.

4. Physical Touch and Posture Adjustments

Physical adjustments may create personal-boundary, comfort and safety concerns. Teachers must exercise professional judgement and follow the consent process before any hands-on adjustment.

4.1 Requirements Before Contact

• Confirm the participant’s permission for the specific adjustment.
• Ensure the adjustment is within the teacher’s training and competence.
• Explain the intended movement or support before proceeding.
• Use only the contact necessary for the agreed purpose.
• Stop immediately if permission is withdrawn or discomfort is expressed.

4.2 Prohibited Conduct Under This Protocol

• Uninvited or non-consensual physical contact.
• Applying force to push a participant deeper into a posture without appropriate permission.
• Using authority, group pressure or embarrassment to secure consent.
• Continuing an adjustment after a participant asks to stop.
• Representing an adjustment as medically necessary without appropriate professional authority.

5. Hands-Off Teaching and Verbal Cueing

YT-QSEP™ emphasises clear, calm and structured verbal instruction to support safe learning without unnecessary physical contact.

5.1 Four-Part Verbal Cueing Model

1. Breath: Give an appropriate breathing cue where relevant.
2. Body Part: Identify the body part involved.
3. Action: State the movement or adjustment clearly.
4. Direction: Explain the direction or intended alignment.

Example: “As you exhale, gently move your shoulders away from your ears and keep your neck comfortable.”

Instructions should be calm, concise and appropriate to the participant’s experience. Avoid forceful commands, ambiguous cues or language that encourages participants to ignore pain.

5.2 Alternative Teaching Methods

• Demonstrate the movement from a visible position.
• Use simple verbal descriptions and step-by-step cues.
• Offer props or supported variations where appropriate.
• Invite participants to self-adjust within their comfort and ability.
• Allow additional processing time and opportunities to ask questions.

6. STCP-FORM 01: Consent Card SOP

STCP-FORM 01 is the consent-card SOP identified in the YT-QSEP™ Version 2.0 Master Syllabus. Its purpose is to support a structured consent process and practical consent-card role-play.

6.1 Operational Procedure

1. Explain the process.
   Describe the purpose of the consent procedure and the participant’s right to decline physical contact.
2. Present the consent options.
   Explain the available choices using the institution’s approved STCP-FORM 01.
3. Confirm the participant’s choice.
   Ensure the participant can communicate their preference without pressure.
4. Check before contact.
   Confirm permission for the specific proposed adjustment before proceeding.
5. Respect changes in preference.
   Stop contact immediately if consent is withdrawn or uncertainty arises.
6. Document appropriately.
   Complete any required record according to the approved SOP and privacy requirements.

7. Withdrawal of Consent and Participant Autonomy

Consent is voluntary and may be withdrawn. A participant should never be required to justify a decision to decline or stop an adjustment.

• Stop physical contact immediately when permission is withdrawn.
• Respond calmly and respectfully without criticism.
• Offer verbal guidance or another suitable non-contact option.
• Do not penalise, embarrass or exclude a participant for declining touch.
• Where appropriate, confirm the preferred teaching method for subsequent activities.

Previous consent must not be treated as automatic permission for future physical contact.

8. Inclusive Teaching and Additional Support

Inclusive teaching recognises that participants differ in movement, communication, sensory preferences, experience and support needs.

• Use respectful, non-stigmatising language.
• Provide clear instructions and appropriate alternatives.
• Consider sensory overload and the participant’s preferred communication style.
• Allow adequate time to understand instructions and make choices.
• Respect disability-related access requirements and individual preferences.
• Follow applicable safeguarding procedures when working with children or participants requiring additional support.
• Use additional assistance or referral when a participant’s needs exceed the teacher’s competence.

Teachers should not assume that a diagnosis, disability or communication difference automatically determines a participant’s preferences or capacity to make decisions.

9. Trauma-Informed and Psychologically Respectful Practice

A respectful teaching environment avoids unnecessary pressure and recognises that physical proximity, touch, language or demonstrations may cause discomfort for some participants.

• Explain activities before beginning them.
• Avoid unexpected physical contact.
• Provide reasonable choices and predictable instructions.
• Allow participants to pause, observe or choose an alternative.
• Maintain appropriate teacher-participant boundaries.
• Do not pressure participants to disclose personal or traumatic experiences.
• Refer concerns beyond the teacher’s competence to an appropriately qualified professional when needed.

10. Privacy and Consent Documentation

Consent-related records should be handled responsibly and in accordance with the institution’s approved procedures and applicable privacy requirements.

• Collect only information necessary for the stated purpose.
• Explain how consent information will be used where appropriate.
• Restrict access to authorised personnel.
• Store and retain records securely for the applicable period.
• Do not disclose personal preferences or sensitive information unnecessarily.
• Report any significant consent-related concern through the appropriate institutional process.

A consent record supports the process but does not replace the requirement to obtain and respect permission before the specific physical contact.

11. Practical Demonstration and Role-Play

Unit 5 of the YT-QSEP™ Master Syllabus includes practical demonstration of hands-off mock teaching and a consent-card role-play using STCP-FORM 01.

11.1 Suggested Practice Activities

• Deliver a short mock class using verbal instructions and demonstrations without physical contact.
• Practise explaining the consent-card procedure.
• Conduct a role-play in which a participant accepts or declines a proposed adjustment.
• Demonstrate an appropriate response when consent is withdrawn.
• Practise adapting cues for different learning and communication needs.
• Reflect on communication, boundaries and participant choice.

11.2 Suggested Observation Criteria

• Clarity and appropriateness of verbal cues.
• Respect for physical and psychological boundaries.
• Correct use of the approved STCP-FORM 01 procedure.
• Respect for consent, refusal and withdrawal.
• Appropriate inclusive teaching adaptations.

These criteria are suggested practice guidance. Formal assessment should follow the institution’s approved assessment rubric.

12. Review, Accountability and Improvement

• Review consent-related concerns and relevant participant feedback.
• Identify gaps in communication, procedure or staff training.
• Provide additional instruction where required.
• Document significant incidents in accordance with institutional procedures.
• Update the protocol when approved procedures or applicable requirements change.
• Maintain version control for STCP-FORM 01 and related training materials.

STCP™ should operate as part of the wider YT-QSEP™ quality and safety framework, alongside Duty of Care, Scope of Practice, safe teaching and institutional safeguarding procedures.

13. Professional Disclaimer