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LESSON PLAN NUMBER 4
Course Name: Responding Effectively to Domestic Abuse Number of students: 16
Duration: 75 minutes Date: 22.01.2015
Subject: Risk Management/Positive Obligation
Learning objectives:
Students will be discussing decision making and linking the use of the NDM to the responsibilities and actions of the first responder. They will be encouraged to consider what their primary objective should be and how this can affect both their perception and attitude when dealing with DA incidents. At all stages the students will be encouraged to reflect on how their actions can help to achieve the over arching objective of reducing the risk of homicide or serious harm to victims and their children.
By the end of this session the students will be able to:
1. Explain how the NDM should be used to support decisions made using professional judgement 2. Explain the positive obligation on first responders to safeguard victims and children (HRA 1998) 3. Outline police powers that may be relevant to cases of DA 4. Give examples of offences that may be relevant in cases of DA 5. Recall the four elements of RARA 6. Explain how each element of RARA can be applied by a first responder 7. Identify other options available to the first responder
Lesson Activities
Time Trainer Activities Student Activities
00.00 – 00.05 Trainer recaps what has been covered Recap of previous topics during the morning session using PPT Slide 20.
Bullet points 1,2 & 3 will turn green on the click of the mouse and bullet point 4 will turn red to indicate that we will be looking at Managing Risk during the afternoon sessions.
Trainer can introduce PPT Slide 21 which makes it very clear that the primary objective of the first responder is managing the risk posed to victims and children.
Trainer to note: This can be used to set the tone for the afternoon session as it provides the trainer with a touchstone intervention (Box 1) to address any negative attitudes or opinions. The trainer could even consider having this section of policy put on to a poster and placing it on
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the wall (for reference).
00.05 – 00.10 Trainer poses the question Respond to question
‘When making decisions about risk management at DA incidents which model should we be using?’
The NDM should be used to provide structure and accountability to professional decisions and action taken.
Trainer shows the students the NDM Watch the embedded video video scribe which is available on ‘click’. scribe Link embedded in PPT slide 22
00.10 – 00.12 Trainer introduces PPT slide 23 which details the stages of the NDM.
Trainer to note: This slide builds incrementally on the click of the mouse etc. and there are hyperlinks embedded in the slide. Trainer should familiarise themselves with this slide.
Trainer explains that we will apply the NDM to dealing with incidents of DA.
Trainer advances the slide to Gather Recap of previous topics Information and Intelligence and uses the opportunity to get the students to recap what was covered in the morning, this should include;
Intelligence, history markers etc. 15 Risk indicators (DASH questions) Victim & witness accounts.
00.12 – 00.15 Trainer advances the slide to Assess Recap of previous topics Threat & Risk and develop a Working Strategy, again this can be used to ask students to quickly recap what has already been covered and should include;
Risk of serious harm, identifying who is at risk (not just focusing on the victim). Use of DASH, MOGP1 & VAAR to record key information and use of professional judgement.
Remember the overarching objective of the forces approach is to reduce the risk of serious harm or homicide to the victim as well as any children. This must form the basis of any working strategy.
00.15 – 00.20 Trainer advances the slide to Consider Listen and respond to Powers and Policy. questions
Trainer can consider using Alt +Tab to
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switch to Intranet front page. Open up the Domestic Abuse Tab on left hand of screen and highlight the guidance and policy that is available to first responders.
Trainer explains that we will now have a look at the powers available to the first responder. Trainer clicks on the blue arrow pointing at this topic which will hyperlink to PPT slide 24 Duty of positive Action. This slide can be used to remind the students that first responders are obliged to use available powers to achieve the overarching objective of reducing the risk posed to victims and children. The trainer could consider putting the up and then asking the students “What does that mean in practical terms for you as a first responder”
Trainer to note: It may be relevant at this point to encourage discussion around ‘what good looks like’ when it comes to dealing with DA. Many first responders will potentially take a task focused view which focuses on dealing with this as an incident as opposed to considering this as a lengthy and complicated ongoing process. The trainer should try to encourage the students to think more in terms of risk management which means that a good result is the prevention of serious harm in the short term and ensuring that others are equipped with the best evidence and information to continue to manage the risk in the longer term. 00.20 – 00.30 Respond to questions and The trainer now clicks on the word clarify understanding Powers which is underlined which will hyperlink to PPT slide 25.
This is a build slide which covers the powers available to the first responder. These are;
Powers of entry Powers to seize property Police Protection Powers Powers of Arrest.
The trainer could advance each bullet point and encourage the students to identify and briefly discuss their powers which are as follows;
Powers of entry Under section 17(1)(b) of PACE a constable may enter and search any
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premises for the purpose of arresting a person for an indictable offence.
Under section 17(1)(e) of PACE a constable may enter and search premises for the purpose of saving life or limb or preventing serious damage to property. (Make sure you emphasise search as this provides an ongoing basis for being lawfully on premises)
Under Common Law a constable has the power to enter premises to prevent or deal with a breach of the peace.
Under section 48 of the Children Act 1989 a warrant may be obtained to search for children who may be in need of protection.
Where a power of arrest has been attached to a civil order, such as an occupation order, and there has been a breach.
Powers to seize property Section 19 of PACE power to seize property when lawfully on premises.
Common Law general power of seizure.
Police Protection Powers Section 46(1) of the children Act 1989 provides for the removal of children into police protection if they are at risk of significant harm.
Powers of Arrest Section 24 PACE provides the statutory power to arrest without warrant for all offences.
Trainer to note: This may be a relevant point to discuss the ‘Necessity Test’ as some students may point out that this is a consideration. See trainer notes for further information.
Further information on the above powers is available in the trainers notes. 00.30 – 00.40 Small group exercise Trainer re-circulates the flip charts prepared in the morning with the range of abusive behaviours. Each group is tasked with identifying potential offences that could be linked to those behaviours and recording them on the same flipcharts. 00.40 – 00.50 Debrief and discussion Trainer debriefs the above exercise by
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inviting each group to present their findings. Trainer can use the example of offences document to compare with the students answers or suggest offences that haven’t been considered. 00.50 – 01.10 Return to the master NDM slide PPT slide 23 by clicking on the hyperlink square at the bottom right of slide 28.
Advance the slide to Identify options and contingencies. Trainer could ask the students about risk management options and if there any frameworks that relate to DA. Hopefully they will identify RARA.
Click on the blue arrow which will hyperlink to PPT slide 26. RARA
The trainer explains that we will look at each of the four options within RARA and consider what this means from the perspective of the first responder. (5 minutes for each element)
Trainer to note: The aim of Sussex police is to reduce the risk of homicide and serious harm through risk management. This discussion will focus on the four elements of RARA and throughout the discussion the trainer should be asking questions as to how each element can achieve the over arching objective.
Remove the risk
Points to consider: Respond to questions posed What does this mean in practical terms? and discuss (Arresting the suspect and attempting to obtain remand in custody)
Why is this important?
Numerous offences that could provide the means of using this power.
Why is conducting a professional investigation so important and how does this assist in managing the risk?
Remember what the over arching objective is – how does arresting the suspect help the first responder to achieve this?
Avoid the risk
Points to consider:
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Respond to questions posed What does this mean in practical terms? and discuss (re-housing or removing the victim from the target location)
When would this be relevant?
How would you instigate this process?
Could you use Police premises if required?
Reduce the risk
Points to consider: Respond to questions posed What does this mean in practical terms? and discuss (Target hardening, safety kits, mobile phone, escape plan, history markers etc.)
What are your options as a first responder?
What legal options exist? (Bail conditions, restraining orders, DVPN, DVPO)
What other options exist to help reduce the risk? (IDVAs, NCDV and other organisations and agencies) Police Information Notice – Stalking & Harassment
How would you involve other agencies as a first responder?
Accept the risk
What does this mean for the first responder? (This could represent a number of scenarios where the other options are not possible, either because there is no support from the parties involved or alternatively the victim is to frightened to engage with you)
What would you record in these circumstances? (In some circumstances there will be no option other than the completion of the DASH and a Non-Crime Occurrence on NICHE. It is important that as much information as possible is recorded together with the reasons why further action could not be 01.10 – 01.15 taken at this time.)
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Click on the hyperlink at the bottom of Slide 26 to return to the Master NDM slide PPT slide 23. Advance the slide to the final stage of the NDM Take action and review what happened. Ask the students what this means in this context? (Instigating the initial safety plan if relevant – making arrests, investigating any offences etc.)
Advance the presentation to PPT slide 27 which together with PPT slide 28 can be used to illustrate how the DASH process together with the stages of the NDM correlate to allow the over arching principle of Risk Management to be 01.15 achieved.
Session closes for refreshments break.
Resources: PPT Slides 20 – 28 (Trainer is advised to familiarise themselves with the hyperlinks and hidden slides in this presentation.) NDM Video, note paper
Student Assessment:
A measure of whether the learning objectives have been achieved will be provided by:
Informal formative assessment throughout the session with knowledge checking questions and facilitated discussion.
National Occupational Standards: SFJCD1 Provide an initial response to incidents SFJBE2 Provide initial support to victims, survivors and witnesses and assess their needs for further support SFJCD5 Arrest, detain or report individuals
Diversity Impact Assessment: All materials have been impact assessed to ensure that there is no adverse differential impact around areas of difference. An obvious area which is likely to come up in discussion is the Gender of the victim. National statistics show that women are more likely to be victims of domestic abuse and that the severity of the injuries and impact on the victim is proportionately worse for female victims. This has been discussed by the training team during the development of the course and every effort should be made to avoid using a default gender in general discussion, gender neutral terms such the victim and perpetrator should be used by the trainer unless specific situations are being discussed such as reference to the DVD. The DVD resource portrays a family scenario with a female victim and male perpetrator. The trainer should be prepared to discuss the gender differentials within the class together with any other differences which are highlighted in the resources such as same sex relationships and age. All discussions should use the Code of Ethics as a guide as to what is professional
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Record Keeping: Details of recording and reporting course attendance and outcome All details to be recorded on SAP Training and Events Course Code: 80005877
Health and Safety Risk Assessment: Date completed: 29.01.2015 By whom: Roger Cannings
Lesson plan written by: Name: Roger Cannings Date: 23.01.2015
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