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Safety and Security (Occupational Violence) in Schools Training Program
Department of Education and Early Childhood Development (DEECD) ii
Agenda
Welcome and Introduction
Module One: Philosophy
• Department’s Policies, Procedures and Philosophies
• Local Issues
• Diversity and Relationships
Module Two: Prevention
• Environmental Factors
• Human Factors
• Policy & Procedural Factors
Module Three: Incident Management
• Assessment
• Self Defence & the Law
Morning Tea
Module Three: Incident Management continued
• Communication
• Options – Safety Options Model
Lunch
Module Four: Post Incident Management
• Self Management under Pressure
• Post Incident Audit
• Hypothetical & Case Scenario Analysis
Afternoon Tea
Module Five: Practical Application
• Action Plan
Summary & Close
• Questions, Evaluations and Close
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IInnttrroodduuccttiioonn
“I have come to a frightening conclusion. I am the decisive element in the school
environment. It is my personal approach that creates the climate. It is my daily mood that
makes the weather. As a teacher, I possess tremendous power to make youth life miserable
or joyous. I can humiliate or humour or heal. In all situations it is my response that decides
whether a crisis will be escalated or de-escalated, and a youth humanised or dehumanised.”
Ginnott H G, (1972) Between Teacher & Child: A Book for Parents & Teachers, MacMillan,
NY.
The opportunity to adopt a proactive approach within the school community and embrace
the concept that all internal and external stakeholders play a vital role in establishing a
workplace based on the principles of dignity and respect, is a key element of the current
initiative. It is an increasing reality for professionals working within the Department of
Education and Early Childhood Development (DE), however, that our work can be
punctuated with a broad range of challenging conflicts. Given this, the Safety & Security
program aims to provide all employees within DEECD with increased skills and confidence
when dealing with such situations.
OSA Group & NTS has consulted extensively within DEECD, successfully completed a pilot
program and has gained a strong understanding of the issues impacting upon staff.
Consequently, we have developed a skill based training program for staff that specifically
focuses on proactive and preventative conflict management strategies such as defusing,
negotiating and incident management. Through your participation in this program, you will
learn the skills necessary to engage the broader school community, assess and implement
appropriate strategic interventions that will help to promote a safer work environment for all.
Safety and Security (Occupational Violence) in Schools Training Program
Department of Education and Early Childhood Development (DEECD) iv
Risk Identification Checklist
Pre-Workshop Preparation
A: SCHOOL NAME
B: NAME AND ROLE OF STAFF CONDUCTING AUDIT
C: PLANS, POLICY AND PROCEDURE
1. Does the school have an Emergency Management plan?
Comment ________________________________________________
________________________________________________________
����Yes����No ����Unsure
2. Are school staff trained in the emergency response plan (for
example, escape routes, notifying the proper authorities)?
Comment ________________________________________________
________________________________________________________
����Yes����No ����Unsure
3. Are school staff trained to report violent incidents or threats?
Comment ________________________________________________
________________________________________________________
����Yes����No ����Unsure
4. Are school staff trained in how to handle difficult students or
visitors?
Comment ________________________________________________
________________________________________________________
����Yes����No ����Unsure
5. Are school staff trained in ways to prevent or defuse potentially
violent situations?
Comment ________________________________________________
________________________________________________________
����Yes����No ����Unsure
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6. Are floor plans posted showing building entrances, exits and location of school personnel (eg. Principal, first aider, year level coordinators)? Comment ________________________________________________
����Yes����No ����Unsure
7. Are visitors, parents, and/or students escorted to offices or meeting
rooms for appointments?
Comment ________________________________________________
________________________________________________________
����Yes����No ����Unsure
8. Are authorised visitors to the building registered and required to
wear ID badges?
Comment ________________________________________________
________________________________________________________
����Yes����No ����Unsure
9. Is there any established liaison with local police?
Comment ________________________________________________
________________________________________________________
����Yes����No ����Unsure
10. Are school staff informed who is responsible for staff safety and
security within the school?
Comment ________________________________________________
________________________________________________________
����Yes����No ����Unsure
11. How often is the School’s Emergency Management Plan tested?
When___________________________________________________
Person Responsible: ______________________________________
����Annually
����Quarterly
12. Does the school have a “parent concerns” process?
Comment ________________________________________________
________________________________________________________
����Yes����No ����Unsure
13. Does the school have a behaviour codes/policy?
Comment ________________________________________________
________________________________________________________
����Yes����No ����Unsure
14. Does your school employ bi-lingual aids/Koori?
Comment ________________________________________________
________________________________________________________
����Yes����No ����Unsure
15. Are any staff trained in negotiation?
Comment ________________________________________________
����Yes����No ����Unsure
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________________________________________________________
16. Are any staff trained in mediation? Comment
________________________________________________
����Yes����No ����Unsure
17. Does the school have an established complaints procedure?
Comment ________________________________________________
________________________________________________________
����Yes����No ����Unsure
18. Does the school have an Issues/Complaint Resolution Process?
Comment ________________________________________________
________________________________________________________
����Yes����No ����Unsure
19. Does your school have established relationships with local o organisations or services?
Comment ________________________________________________
________________________________________________________
����Yes����No ����Unsure
D: ENVIRONMENT FACTORS (including car park and outside the facility)
1. Are there enough exits and adequate routes of escape?
Comment_____________________________________
Who is it?____________________________________
����Yes����No ����Unsure
2. Can exit doors be opened only from the inside to prevent
unauthorised entry?
Comment ________________________________________________
________________________________________________________
����Yes����No ����Unsure
3. Is the lighting adequate to see clearly in indoor areas?
Comment ________________________________________________
________________________________________________________
����Yes����No ����Unsure
4. Are there employee-only work areas that separate from public areas? Comment ________________________________________________
________________________________________________________
����Yes����No ����Unsure
5. Are reception and work areas designed to prevent unauthorised
entry?
Comment ________________________________________________
________________________________________________________
����Yes����No ����Unsure
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6. Are there areas where staff are vulnerable or left working alone?
(Could someone hear a staff member call for help?)
Comment ________________________________________________
________________________________________________________
����Yes����No ����Unsure
7. Can school staff observe students or visitors in waiting areas?
Comment ________________________________________________
________________________________________________________
����Yes����No ����Unsure
8. Do areas used for visitor or student interviews allow school staff to
observe any problems?
Comment ________________________________________________
________________________________________________________
����Yes����No ����Unsure
9. Does the layout of the rooms provide school staff the opportunity to
exit the room quickly & freely in the event of a violent incident?
Comment ________________________________________________
________________________________________________________
����Yes����No ����Unsure
10. Is furniture in waiting and work areas arranged to prevent
employees from becoming trapped?
Comment ________________________________________________
________________________________________________________
����Yes����No ����Unsure
11. Are waiting areas designed to maximise comfort and minimise
stress?
Comment ________________________________________________
________________________________________________________
����Yes����No ����Unsure
12. Is a secure place available for employees to store their personal
belongings?
Comment ________________________________________________
________________________________________________________
����Yes����No ����Unsure
13. Are private, locked restrooms available for staff?
Comment ________________________________________________
________________________________________________________
����Yes����No ����Unsure
14. Is the school reception entrance clearly visible from the street?
Comment ________________________________________________
________________________________________________________
����Yes����No ����Unsure
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15. Is the area surrounding the school building free of bushes or other
hiding place?
Comment ________________________________________________
________________________________________________________
����Yes����No ����Unsure
16. Is there clear signage at school entry points directing visitors to the
office?
Comment ________________________________________________
________________________________________________________
����Yes����No ����Unsure
17. Is public access to the school buildings and reception areas
controlled and displaying appropriate signage within the buildings? Eg.
Code of Conduct, room identification, etc.
Comment ________________________________________________
________________________________________________________
����Yes����No ����Unsure
E: SECURITY MEASURES
1. Evaluate the safety of the car park (consider visibility, lighting etc.)
Comment_______________________________________________
Who is it?_______________________________________________
����Yes����No ����Unsure
2. What security measures are in place in your school?
Comment ________________________________________________
________________________________________________________
����Yes����No ����Unsure
Does the workplace have:
3. Security cameras or closed circuit TV in high-risk areas?
Comment ________________________________________________
________________________________________________________
����Yes����No ����Unsure
4. Panic buttons/duress alarms?
Comment ________________________________________________
________________________________________________________
����Yes����No ����Unsure
5. Alarm systems?
Comment ________________________________________________
________________________________________________________
����Yes����No ����Unsure
6. Internal phone system to activate emergency assistance?
Comment ________________________________________________
����Yes����No ����Unsure
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________________________________________________________
7. Secured entry to staff areas (Buzzers/intercom)?
Comment ________________________________________________
________________________________________________________
����Yes����No ����Unsure
8. Does your school have a School Yard Duty Safety Pack? (Bright
vests, mobile phones, sunscreen, first aid kit etc?
Comment ________________________________________________
________________________________________________________
����Yes����No ����Unsure
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Table of Contents
Risk Identification Checklist ....................................................................................... iv
1. MODULE ONE – PHILOSOPHY .............................................................................. 11
2. MODULE TWO - PREVENTION............................................................................... 24
2.1 Model of Escalation........................................................................................ 25
2.2 The Assault Cycle .......................................................................................... 26
2.3 Self Management Under Pressure................................................................. 27
3. MODULE THREE – INCIDENT MANAGEMENT ..................................................... 30
3.1 Overview........................................................................................................ 31
3.2 Self Defence and the Law.............................................................................. 34
3.3 Critical Microskills: Defusing .......................................................................... 35
3.4 Critical Microskill: Negotiation ........................................................................ 37
3.5 Third Party Involvement ................................................................................. 39
4. MODULE FOUR – POST INCIDENT MANAGEMENT............................................. 41
4.1 Overview........................................................................................................ 42
5. MODULE FIVE– PRACTICAL APPLICATION......................................................... 51
5.1 Action Plans................................................................................................... 53
5.2 Case Scenarios.............................................................................................. 57
1. Module One – Philosophy
Learning Outcomes
1. Identify DEECD Policies and Procedures in relation to managing
Occupational Violence
2. Outline DEECD Philosophies in relation to managing Occupational Violence
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Occupational Violence- What is it?
DEECD considers occupational violence an unacceptable form of behaviour which will not
be tolerated in the workplace under any circumstances. In response to this DEECD has
developed the following Occupational Violence Policy. It is incumbent on all DEECD
employees to familiarise themselves with this document and demonstrate the principles of
this policy in all interactions.
Exercise 1: Causes of Conflict
� �
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Health, Safety and Wellbeing
Corporate Policy 1.0
Prevention of Bullying and
Occupational Violence
1.0 PURPOSE
The purpose of this policy is to;
- explain what constitutes Bullying and Occupational Violence
- outline the Department of Education and Early Childhood Development’s commitment to workplaces free from bullying
and occupational violence
- outline the importance of creating and supporting a positive
workplace free from bullying and occupational violence - outline employee and managers responsibilities in relation to
bullying and occupational violence
- outline the process that employees should take if bullying and/or occupational violence has, or is occurring
- explain the consequences of non compliance with the policy
2.0 SCOPE
This policy applies to all employees of the Department of
Education and Early Childhood Development (DEECD) including
teaching and regional office staff, VPS staff and casual staff. This
policy also applies to consultants, volunteers and contractors
working for, or on behalf of the Department of Education and
Early Childhood Development.
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3.0 DEFINITIONS
“Bullying”
The Victorian WorkCover Authority defines bullying as:
“Workplace bullying is repeated, unreasonable behaviour
directed toward an employee, or group of employees, that
creates a risk to health and safety.
The following types of behaviour, where repeated or
occurring as part of a pattern of behaviour, could be considered bullying:
• verbal abuse
• excluding or isolating employees
• psychological harassment • intimidation
• assigning meaningless tasks unrelated to the job
• giving employees impossible assignments • deliberately changed work rosters to inconvenience
particular employees
• deliberately withholding information vital for effective
work performance
This list is not exhaustive. Other types of behaviour may also
constitute bullying. (See WorkSafe Victoria’s Prevention of
Bullying and Violence at Work – Guidance Note at
http://www.workcover.vic.gov.au/vwa/home.nsf/pages/b&v_intro
“Workplace” is defined as any place where employees are on
departmental duty or are representatives of the Department of
Education and Early Childhood Development. The definition of
workplace can include areas beyond the work location and
activities outside of work hours. It can include activities such as
school camps and excursions, residential or external training
courses and functions that are officially supported by the
Department of Education and Early Childhood Development.
What bullying is not:
Bullying is not carrying out the responsibilities of a
principal/manager in the investigation or complaints or taking
other reasonable action. Bullying does not include principals
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and managers taking reasonable and legitimate action when
managing an employee’s performance, workload, or other duties.
“Occupational Violence”
The Victorian WorkCover Authority defines occupational violence
as:
“… any incident where an employee is physically
attacked or threatened in the workplace.
Within this definition: “threat” means a statement
or behaviour that causes a person to believe they
are in danger of being physically attacked:
“physical attack” means the direct or indirect
application of force by a person to the body of, or
to clothing or equipment worn by, another person,
where that application creates a risk to health and
safety.”
The term “Occupational Violence” applies to any form of physical attack on an employee. Occupational Violence also refers to
violent or threatening behaviour and can include:
• physical acts,
• oral or written statements, • harassing telephone calls,
• gestures and expressions or
• behaviours such as stalking.
• the sending of threatening emails and SMS using mobile phones and/or computers.
What Occupational violence is not:
Verbal abuse does not constitute occupational violence unless it
carries a threat of physical attack. Despite this verbal abuse is
unacceptable behaviour in DEECD workplaces.
4.0 DIGNITY & RESPECT STATEMENT
The Bullying and Occupational Violence policy reflects the
principles outlined the Departments Dignity and Respect
Statement which states;
“The Department of Education and Early Childhood Development
(DEECD) is committed to providing safe and supportive work
environments where diversity is valued and everyone is treated
with respect, fairness and dignity.
Discrimination, sexual and other forms of harassment, bullying,
violence and threatening behaviour are unacceptable.
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All employees, students, parents and visitors in schools and other
DEECD workplaces are expected to act accordingly.
The Department (which includes schools) and school councils, will
act to ensure that the safety, security, health and wellbeing of all
employees, students, parents and visitors in schools and other
DEECD workplaces are protected.”
5.0 PREVENTING BULLYING AND OCCUPATIONAL
VIOLENCE
The Department views Bullying and Occupational Violence as
types of unacceptable workplace behaviour which makes the
workplace uncomfortable, unpleasant and often unsafe.
5.1 Supporting a Positive Workplace
A positive workplace environment is one in which people feel
included – they are clear about their role and responsibilities, feel
supported and know where they fit into achieving the wider
organisational objectives. A positive workplace has a commitment
to the prevention of bullying and occupational violence. A positive
workplace does not tolerate bullying, occupational violence and
other inappropriate workplace behaviours.
The DEECD Supporting Positive Workplaces Guidelines have
been developed to assist managers, supervisors and staff in
creating and supporting a working environment that is free from
bullying, harassment violence and discrimination. The guidelines
provide general information and practical advice on how this can
be achieved and how inappropriate workplace behaviours can be
addressed. The guidelines can be accessed at …..
5.2 Risk Assessment
Principals and Managers have a delegated duty under the
Occupational Health and Safety Act 2004 to institute measures to
either eliminate the risk to employees or reduce that risk as far as
is practicable. This requires the following steps to be followed to
manage the risks associated with bullying and occupational
violence.
1. Identify Hazards
2. Identify people at risk
3. Assess Risks
4. Control the Risks
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Throughout the risk assessment process continual consultation
and review of control measures is essential. For further
information and advice on assessing and controlling the risks of
bullying and occupational violence, see the Supporting Positive
Workplaces Guidelines at www.hrwed, or access the WorkSafe
Guidance Note on the Prevention of Bullying and Occupational
Violence at
http://www.workcover.vic.gov.au/vwa/home.nsf/pages/b&v_intro
5.3 Training and Instruction
Appropriate information, instruction and training should be
provided to help employees understand:
• risk factors associated with bullying/occupational violence
• motivation for bullying/occupational violence
• signs of impending bullying /occupational violence
• prevention measures in place to control risks
• workplace policies and procedures
5.4 Physical Environment
Crime Prevention through Environmental Design (CPTED)
measures should be put into place in all DEECD workplaces to
prevent crime and fear of crime in the workplace. Implementing
CPTED can significantly reduce the incidence of occupational
violence by using the built environment to improve safety and
security. For further information on the CPTED principles visit the
Emergency and Security Management Branch website at:
http://www.softweb.vic.edu.au/emerg/secnabg/CPTED.htm
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6.0 PROCESS
6.1 What you should do when bullying and/or occupational
violence occurs?
STEP 1
Any incident of bullying and/or occupational violence should be
reported to the principal/manager/regional director and your
health and safety representative. Threats or 'near misses' should
also be reported and if there is a threat of or an actual physical
assault the incident should also be reported to the Victoria Police.
STEP 2
The Principal/Manager/Regional Director is then required to act in
accordance with the Department’s Guidelines for Managing
Complaints which can be accessed at:
http://www.eduweb.vic.gov.au/hrweb/workm/perform/comres.ht
m
The principle, manager or regional director in consultation with
the person reporting the incident will decide on which course of
action to be taken.
STEP 3
Informal action
The manager, principal or regional director may decide to respond
to a complaint or report of bullying and/or occupational violence
through an informal process where the nature of the complaint is
minor or the parties do not wish to participate in a formal
procedure.
An informal procedure emphasises resolution of the issue rather
than establishing whether or not the complaint has substance.
Informal actions include;
- Apologies - Counselling - Mediation/Conciliation
- Clarification of expectation of appropriate workplace behaviour
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Formal action
If a complaint or report of bullying and/or occupational violence
has not been resolved at the informal stage, the complainant may
wish to lodge a formal complaint in accordance with the
complaints resolution guidelines.
6.2 Consequences for employees who are found to be
engaging in bullying and/or occupational violence
behaviour
If an employee is found, through the formal process that they
have engaged in bullying and/or occupational violence in the
workplace, a range of disciplinary actions may be taken,
depending on the outcomes of any investigation. These may
include;
- Informal counselling with no further action
- reprimand - transfer
- report to Victoria Police
- dismissal
6.5 Official Misconduct
Bullying and/or Occupational Violence may constitute official
misconduct under the Teaching Service Act 1981 and Teaching
Service Orders and Standards for Teachers. Bullying and/or
Occupational Violence may also constitute a breach of the VPS
Code of Conduct. Consequences of this may include dismissal or
other disciplinary penalties and if reported to the police, may be
investigated for criminal charges.
6.6 Sexual Harassment
For specific advice in relation to allegations of sexual harassment
refer to the Department’s Sexual Harassment Policy and
Procedures. This may be accessed at: http://www.eduweb.vic.gov.au/hrweb/Docs/SexHarPolicy.doc
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7.0 ROLES AND RESPONSIBILITIES
The roles and responsibilities for ensuring workplaces are free
from bullying and/or occupational violence are the same as for
Health, Safety and Wellbeing. For a comprehensive list of all roles
and responsibilities for health, safety and wellbeing, go to the
DEECD publication ‘Everybody Has A Role’ at
http://www.eduweb.vic.gov.au/edulibrary/public/ohs/HSW_R_R.p
df
7.1 Secretary
The Secretary is charged with the responsibility of promoting a
workplace that is free from bullying and occupational violence.
The Secretary can delegate their responsibility to another
authority.
7.2 Managers/Supervisors/Principals
Managers, supervisor and principals are expected to;
� model appropriate behaviour � monitor the working environment to ensure as far as
practicable that bullying and occupational violence does
not occur and is not tolerated by anyone � treat the complaint seriously with sensitivity and in
confidence
� act promptly to resolve the matter
� promote a workplace which is free from bullying and occupational violence
� ensure all employees are aware of and understand the
bullying and occupational violence policy � ensure all parties are treated fairly and any process
follows the principles of natural justice � if an employee is injured or ill due to an incident
provide advice in regard to WorkCover entitlements
� report incidents involving threats of and/or physical
assault to the Conduct and Ethics Unit and Victoria
Police
Informal action that could be taken by the manager, supervisor or
principal includes;
� contacting the Employee Health Unit for advice in dealing
with the matter (i.e. mediation)
� contacting the dedicated manager hotline for advice on management of the issues, counselling and assistance
available for the alleged victim � undertaking conflict resolution strategies such as talking
with the parties about their behaviour and or mediation
� encouraging either party to contact the Employee Assistance Program
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7.3 All other employees
All employees are expected to;
� comply with the DEECD Bullying and Occupational Violence Policy
� model appropriate behaviour
� treat information regarding bullying and occupational violence with sensitivity and confidentiality
� report any incidences of bullying and occupational violence
� report incidents involving threats of and/or physical
assault to Conduct and Ethics Unit and Victoria Police � make sincere efforts to be involved in resolving the
complaint where an employee is directly involved
7.4 Health and Safety Representatives
Health and Safety Representatives (HSR’s) are expected to:
� model appropriate behaviour � ensure reporting of all incidents to the appropriate person
� provide advice to the alleged victim on the bullying and occupational violence policy
7.5 Fair Treatment and Natural Justice
The alleged attacker and the alleged victim have a right to fair
treatment. If the manager, supervisor or principal decides to
intervene, they are to provide the alleged attacker with
information about;
7.6 If the behaviour is denied by the alleged attacker;
� the complainant should be advised of his/her options to
take the matter further using the formal complaints
process
� the manager, supervisor or principal may also decide to undertake further investigation and take formal
disciplinary action if the behaviour is not stopped
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8.0 CONTACTS
� School or Regional Health and Safety Representative
� Diversity and Equity Unit – DEECD � Employee Health Unit – DEECD
� Conduct and Ethics Unit – DEECD
� Employee Assistance Program – DEECD
� WorkCover Advisory Service – DEECD
9.0 RESOURCES
WorkSafe Victoria’s Prevention of Bullying and Violence at Work –
Guidance Note 2003
http://www.workcover.vic.gov.au/dir090/vwa/home.nsf/pages/b&
v_intro
For staff in schools, the Department’s complaints resolution
guidelines can be accessed at:
http://www.eduweb.vic.gov.au/hrweb/workm/perform/comres.ht
m
For non-school based staff, the Department’s policies and
procedures (Complaints Unsatisfactory Performance and Serious
Misconduct in the VPS - Guidelines) may be accessed at:
http://www.eduweb.vic.gov.au/hrweb/Docs/VPS_Complaints_Gui
delines.doc
* For specific advice in relation to allegations of sexual
harassment refer to the Department’s Sexual Harassment Policy and Procedures. This may be accessed at:
http://www.eduweb.vic.gov.au/hrweb/Docs/SexHarPolicy.doc
For information on informal resolution options and/or information
on EAP, mediation can be accessed at
http://www.eduweb.vic.gov.au/hrweb/safetyhw/default.htm
Victoria Police Emergency Telephone Number – 000
Victorian Ambulance Service Emergency Telephone Number - 000
DEECD’s Emergency and Security Management Web Page
http://www.sofweb.vic.edu.au/emerg/
DEECD’s Managing School Emergencies Manual
http://www.sofweb.vic.edu.au/emerg/emgmang/schlemrg.htm
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This policy was developed by the Employee Health Branch,
Planning and Development, Human Resources, Office of
Resources, Management and Strategy, DEECD. The policy was
developed in consultation with the Conduct and Ethics Unit, the
Diversity and Equity Unit, Emergency and Security Management
and employees and union representatives.
For further information on this policy contact the Employee Health
Branch on 03 9637 2385.
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2. Module Two - Prevention
Learning Outcomes
1. To develop the ability of the school as a whole and the staff working in schools to
identify, manage and control risk of occupational violence.
2. To develop a range of proactive strategies where all staff, students, visitors and
contractors are treated with dignity and respect.
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2.1 Model of Escalation
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Key Learnings
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2.2 The Assault Cycle
Key Learnings
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2.3 Self Management Under Pressure
One of the most important skills in managing conflict effectively is the ability to remain calm
and focused under pressure. Most of us have the capacity to remain calm most of the time.
The true test of our skill is how we react in the heat of a difficult conflict.
It is not sufficient to simply suggest that we should “remain calm”, or breathe deeply. These
are superficial strategies and do not address the issue.
Parfitt (1996) states the human body has many different ways of dealing with stress. In
certain circumstances, adrenaline may be added into the blood stream, the senses may be
heightened and other more extreme reactions may occur.
In situations involving high levels of stress the following physiological reactions can occur:
• Tunnel Vision
• Auditory Exclusion
Tunnel vision is where our field of vision is significantly decreased and we only focus on one
particular area and therefore our periphery vision is compromised. In any challenging
situation it is necessary to maintain a broad field of vision whereby we should attempt to
look beyond the immediate danger, whilst still keeping it in view.
Auditory exclusion is another reaction. To ensure the body is able to concentrate on
immediate survival, it shuts out as many distractions as possible. One of the first to shut
down is discriminatory hearing, this means that voices and/or shouted warnings can be
difficult to hear. The only guaranteed technique, in this situation, is to consciously make
yourself aware of your surroundings and of other possible offenders.
Critical Issues
1. Handling provocation
2. Identifying and understanding our own emotional responses
3. Recognising our role in conflict
4. Maintaining focus on the issue, rather than the emotive
“side-tracks”
5. The importance of:
– strategic planning
– rational self-talk
– avoiding competition
– managing “ego” issues
– consequential thinking
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Exercise 2: Button Pushing Exercise
What pushes your buttons?
Take some time to think about the types of things that make you angry/push your buttons.
Things such as racial slurs, name calling, no respect, ‘know it alls’, sexist comments:
A: ________________________________ B: ________________________________
C: ________________________________ D: ________________________________
What strategies could you use to manage your reactions to these types of statements or
behaviours?
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
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2.3 Risk Identification
• Engaging all key stakeholders and building supportive relationships is fundamental
to the prevention of Occupational Violence within the context of DEECD.
• In order to reduce the likelihood of occupational violence, we must be able to
assess the variety of risks within the school environment.
• The key emphasis of this module is towards Incident Prevention. The focus will be
towards physical environment, staffing and resource issues, policies, procedures
and training.
Exercise 3: Risk Identification
1. What are the risks for violence within your organisation?
Environmental ...............................................................................................................
......................................................................................................................................
Human...........................................................................................................................
......................................................................................................................................
Policy/Procedural ..........................................................................................................
......................................................................................................................................
2. Can the worker contribute to conflict escalation? If so, how?
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
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3. Module Three – Incident Management
Learning Outcomes
1. To understand appropriate organisational responses to critical incidents
2. To identify practical tools for the management of critical incidents
3. To understand the legislative framework that applies to managing critical incidents
within the school environment
4. Sub Section on Law
a. To identify and understand relevant DEECD policies and procedures with
regard to legal liability and duty of care.
b. To understand the legal concepts underpinning self defence in the school
context.
c. To understand the legal principles in the context of building a dignified,
safe and respectful school environment
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3.1 Overview
The aim of this program is to ensure that, as far as possible, incidents of aggression and
violence do not occur and to provide post-incident support when they do.
While control measures may reduce the potential for an unpleasant incident, it can still
occur. This module has been designed to provide an approach to dealing with such
incidents in a proactive, respectful and professional manner.
The Department has a statutory obligation “to provide and maintain, so far as practicable for
employees a working environment that is safe and without risks to health” (OH&S Act 1985
S 21(1))
What is “practicable”?
Practicable means having regard to:
• Severity of hazard or risk
• State of knowledge about the hazard or risk and ways to remove or reduce it
• Availability and sustainability of ways to remove or reduce the hazard or risk
• Cost to remove or reduce the hazard or risk
Effective measures for minimising the risk of occupational violence are:
• Establishing and maintaining a culture of safety through the department’s consultative
processes
• Maintaining routine work practices that enhance safety
• Effectively managing conflict
• Building and maintaining a skilled and confident workforce
• Have a working knowledge and ability to implement a sound assessment framework
when managing difficult and challenging situations.
All situations and individuals with the potential to cause harm must be subject to a
comprehensive risk assessment. The key emphasis of risk assessment is based on:
• The likelihood of an incident in terms of frequency and exposure duration
• How serious the injury will be if an incident occurs
• Who might be affected by the incident
The model of assessment has been designed to address each of the above issues in
addition to providing participants with a practical approach that focuses on safety, informed
decision making and options.
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Individuals will now gain skills and thereby confidence when conducting comprehensive
assessments in the area of occupational violence. The key driver with our approach is
safety; safety for self, safety for the broader school community & safety for the general
public. Through a systematic and informed decision making process, participants will
consider all available options with no option being more or less weighted or preferred than
any other. Based on safety and the totality of the circumstances, participants will then select
and implement an available option. The response will either be favourable or not, whereby
the situation is de-escalated or continues to escalate. For this reason, re-assessment and
review are two additional skills that must be developed. The key ingredient to success in
any model of assessment is therefore planning and contingency planning.
Model of Assessment
Critical Issues in Assessment
The key focus of the assessment model is:
• Safety, Safety, Safety
• Importance of early intervention
• Range of proactive strategies aimed at the whole of school community
• Defusing
• Negotiation
• Third Party Involvement
• Time Out
Assess the situation: � Environmental features
TOES: Threats, obstacles, exits, supports
� Weapons
� Potential causes
� Safety issues
� Contingency planning
Assess the client: � Needs/reasons for conflict
� Prior knowledge/history
� Identify escalation warning signs
Assess self: � Self control
� Emotional response
� Contribution to escalation
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• External Authorities
• Positive Behavioural Plan/Contracts
• Evasive Self Defence
• Well rehearsed incident management plans
• Immediate and longer term engagement strategies
• Planned, informed and skilled use of available options manage the conflict
• Planning & contingency planning
• School culture/ staff culture
A Team Approach
When a critical incident occurs with the workplace a wide range of injuries can be
experienced by those directly and indirectly affected including physical, psychological and
emotional responses.
The success of managing any critical incident is closely aligned with the individual or team’s
previous training and their ability to have considered and developed a well rehearsed critical
incident management plan whereby roles and responsibilities are clearly delineated.
Team Response
Safety Model
Assessment
Tactical Options
Role Clarity
Role Definition
Tactical Positioning
Plan
Contingency Plan
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3.2 Self Defence and the Law
All staff are encouraged to contact the DEECD Legal Branch as a matter of
course in situations whereby they require legal advice.
A person is approaching me in a threatening manner and abusing me.
Can I use force?
Any use of force must be:
FORCE
Legal Reasonable Proportionate
Self defence
Trespass
Property
Arrest
Others
Other Options
PIAM Proximity
Intent
Ability
Means
Sufficient enough force
to end the risk
but not exceed
Definitions:
Legal
_________________________________________________________________________
_________________________________________________________________________
Reasonable
_________________________________________________________________________
_________________________________________________________________________
Proportionate
_________________________________________________________________________
_________________________________________________________________________
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3.3 Critical Microskills: Defusing
Defusing
There are many “off the shelf” communication skills programs, and a virtual plethora of “self-
help” texts devoted to this subject. Unfortunately, however, these are rarely specific, or
directed towards a specific environment.
There are at least four critical micro-skills to assist the defusing process:
a) Listening
b) Engaging
c) Feedback/Responding
d) Communicating under pressure
Handy Hints
• Showing respect increases your chances of gaining voluntary compliance and
engaging all stakeholders.
• Empathy: A powerful tool when used properly. Empathy is identifying with and
understanding another’s point of view, without having to agree with it.
• Using a person’s first name reduces anxiety and assists in building rapport.
• Use 'I' and 'we' statements, not you.
• Maintain a professional, unbiased approach and leave your ego at home. Don’t
take abuse personally. Remember when people are angry they rarely say what
they mean, they are generally looking for a reaction – DUCK SYNDROME
• Humour: It’s a great stress reliever but remember it must be funny, non-offensive
and self-directed to be really effective.
• Maintain appropriate space and non-aggressive body language. Palms open, head
tilt, appropriate eye contact and non-threatening gestures.
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Group Activity
Exercise 4
Which of these phrases are more likely to escalate and which are more likely to de-
escalate conflict?
Why won’t you listen Escalate/ De-escalate
That must have been hard for you Escalate/ De-escalate
It’s interesting that… Escalate/ De-escalate
You ought to say sorry Escalate/ De-escalate
In other words… Escalate/ De-escalate
You are angry with her because… Escalate/ De-escalate
You don’t know what you are talking about Escalate/ De-escalate
Your main concern is… Escalate/ De-escalate
So you believe that… Escalate/ De-escalate
Group Activity
Exercise 5
What makes the following statements effective defusers?
I appreciate what you are saying and
how would you suggest we address the
situation?
OK, I can see you are feeling upset with
the situation and together we can ensure
it will be ok.
I didn’t mean to upset you, all I am
asking is …
Can’t we talk about this?
I can see you’re angry, can you tell me
about what’s been happening…
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3.4 Critical Microskill: Negotiation
Through the process of negotiation, all parties have the opportunity to have input, explore
individual needs and reach agreement on how to proceed. Negotiation is a preferred option
because it can ensure consultation with all stakeholders and those who will be most effected
by the outcomes can have input into the agreements and therefore are more likely to
comply.
The Key Steps of Negotiation:
Before moving into the process of negotiation it is essential that the emotional atmosphere
is conducive to allow negotiation to proceed. Given this, it is of vital importance that we are
able to develop rapport, engage the relevant parties and defuse any tension prior to moving
through each of the following steps. A blend of defusing techniques, more specifically small
talk, can assist with this process. Small talk develops rapport and allows time to assess the
other parties' demeanour. This simple concept is often overlooked and may contribute
towards a breakdown of the negotiation process.
Step 1: Define the problem in terms of needs not as solutions
• Avoid jumping into immediate problem solving
• Identify needs of all parties
• Trivial compliance
• Clarify objectives
Step 2: Explore Solutions
• Consider each solution thoroughly
• Explore potential barriers and impacts on all parties
• Assess solutions through process of elimination
• Trivial compliance
Step 3: Select Solution
• Explore possible outcomes of the preferred solution
• Tactical inserts
Step 4: Plan/ Review
• Develop action plan
• Establish communication process
• Clarify roles and responsibilities
• Establish review points and amend plan if required
Strengthen Your
Own Approach
Rather Than
Weakening Theirs
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Responding Not Reacting
In order to steer the negotiation in a positive direction and maintain a respectful and
dignified environment, consider the following options:-
Identify Emotive Sidetracks and Unfair Tactics
• Name the behaviour as a tactic
• Use ‘I’ statements
• Ensure and ask about underlying principles and commitments
• Make it possible for the other party to ‘back down’ without feeling humiliated
Consider the Physical Environment
• Have a break and vary the locations, seating, venue.
• Ensure privacy
• Provide the opportunity for reflection and assimilation through strategic breaks
during the meeting
Engage Content
• Maintain the relationship and try not to resolve the issue through engaging content
and not the emotive side track
• Review and find common ground
• Summarise the progress regularly
• Break large issues into smaller areas
• Focus on being partners solving an issue or problem rather than opponents
Reframe
• Ask a question to reframe
• Paraphrase
• Use “I” statements
• Reinterpret an attack on the person as an attack on the issue
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3.5 Third Party Involvement
The aim of this section is to provide participants with techniques and skills in the area of
third party involvement and/or intervention. We will look at this topic from two perspectives
with the following key factors to be considered:
� Involvement of a third party who may be able to assist the situation and contribute
towards a positive outcome.
� Intervening in an altercation between two parties in order to defuse the situation and
ensure the safety of all parties
Involvement
A key principle of the Safety & Security (Occupational Violence) Training is in the area of adopting
a whole of school and community approach. Through active collaboration, proactive networking
and linking into local community leads, the options available to the school community significantly
increase when managing challenging situations or individuals.
What established services, organisations and relationships exist within your local community that
could be accessed to assist with various situations within the school?
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
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Intervention
The risks of intervening in other people’s disputes are recognised as being high. Often, the
other parties may turn on the intervening individual.
It is important to consider the following issues:
Never place yourself between conflicting parties
Do not prejudge who is at fault (the ‘aggressor’)
Use non-threatening but firm verbal commands
Maintain vision with all parties at all times
1
2
3
Remember
1. Distance
2. Safe Approach
3. Have a Plan
4. Communicate
5. Back-up
Option 1 is the most desirable option.
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4. Module Four – Post Incident Management
Learning Outcomes
1. To understand the importance of post incident management.
2. To understand appropriate post incident responses
3. To understand post incident roles and responsibilities
4. To be aware of the range of supports available to DEECD staff including EAP & critical
incident response
5. To understand the importance of operational audits to extract key post incident
learnings.
6. To apply these principles to typical school based issues and incidents.
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4.1 Overview
This training program encourages a dynamic and evolutionary approach to managing
conflict in the school environment. To this end, an important part of the process is the need
to recognise that any serious incident has the capacity to:
• Have an emotional impact on those involved
• Generate important learning’s that may be of values in preventing future incidents
To minimise the adverse impact of any critical event, and to ensure the wellbeing of all
involved is paramount and all schools should have clear post incident management
guidelines to assist with this process. Staff should be aware of the range of support services
available to them in particular, those provided by the department.
The Emergency and Security Management Branch is part of DEECD. It operates a 24 hour
communications centre and is staff by Departmental staff. The key role of ESM is:
• To provide a 24 hour communications facility for schools and DEECD.
• To provide advice and assistance to schools both during and after emergencies
• To ensure that the long term effect of any physical or psychological damage is
minimised.
• To assist the school community to return to normal as soon as possible.
SECURED
Facilitator will discuss the importance of managing the after effect of any incident or serious
conflict. Emphasis will be on three factors:
• Immediate post incident management
• Emotional Support
• Incident Audit
These factors can be easily remembered and identified in the acronym SECURED.
S - Secure Area
• Isolate scene
• Protect any Evidence
• Barriers
• Contain subject/s
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E – Evacuate (if necessary)
• Direct unrelated personnel away from area
• Create thoroughfare for potential victims to exit
• Establish evacuation point
C - Communicate
• Teachers
• Emergency Services
• Parents
• DET / ESM – documentation
• PA / Letter / Memo etc…
U - Utilise external agencies / resources
• Emergency services
• CAT Team
• Special Ed.
• Integration
• Migrant Resource Centre
• DHS
• Doctor / Nurse
• Interpreters
R – Roles - Internal
• Reception / admin / leadership
• First aid / emergency services / evidence / sign
E – Explore
Following any serious incident, the principal should consider convening an operationally
focused audit – separate and distinct from the emotional support. This would be based
around a review of the antecedents of the incident, how the school managed the situation
and to ensure that all relevant follow-up was implemented. It may be relevant and beneficial
to include a representative from the Emergency Management Unit together with Health &
Safety Representative(s) to consider:
• Incident – how / why / where to?
• Future learning
• Debriefing – policies – amend?
• Stress management
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D – Document
• Witness statements
• Letter to parents
• Diary
• Region
• Incident reports
• Region – documentation
• Minister – incident documentation
What are DEECD incident reporting requirements?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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Post Incident Management
Exercise 6
In groups, each team will consider the respective hypothetical scenario. Your task is
to identify the key roles and responsibilities that would be required to best manage
the incident:
During the incident
A: ________________________________ B: ________________________________
C: ________________________________ D: ________________________________
Immediately following the incident (12 – 24 hours)
A: ________________________________ B: ________________________________
C: ________________________________ D: ________________________________
E: ________________________________ F: ________________________________
Within 48 hours of the incident
A: ________________________________ B: ________________________________
C: ________________________________ D: ________________________________
E: ________________________________ F: ________________________________
Ongoing
A: ________________________________ B: ________________________________
C: ________________________________ D: ________________________________
E: ________________________________ F: ________________________________
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Taking care of yourself: Managing Stress
There are many indictors or signs of the common problem that is called stress, and most
individuals will experience some form of healthy and unhealthy stress at different times.
Unhealthy stress can be generally described as the feeling of being anxious, or the feeling
that life is hard to cope with sometimes.
There is a lot of research about stress. This research consistently supports the notion that
high levels of stress are linked to a number of physical and mental problems for employees,
and can pose a serious threat to both employee health and organisational effectiveness. For
example, physical symptoms may include coronary heart disease, ulcers, high blood
pressure, alcoholism, drug abuse, anxiety and depression. Equally at an organisational
level, high levels of stress have been found to elicit high absenteeism, high staff turnover,
high accident rates, job dissatisfaction and poor productivity.
Whilst there is often not a “cure” for stress as such, one of the most important things you
can do to manage stress is to be aware of your own “buttons”, be aware of your own stress
indicators and manage accordingly. The following information provides a comprehensive
overview of self management techniques that may assist when individuals are involved in a
critical incident either directly or indirectly.
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WHAT IS A CRITICAL INCIDENT?
� The event may be directly experienced or witnessed
� A key issue is that a critical incident is primarily determined by the perception of
those involved
� Within the DEECD environment, “critical incidents” could include:
- Confrontation with a weapon
- Threats on staff
- Accidents at work
- Physical assault
- Suicide
- Parental conflict
Each of these situations has the potential to create traumatic reactions in individuals within
the school community. It is possible for people to be traumatised even when they were not
directly involved in the emergency. This may lead to feelings of being overwhelmed and out
of control.
Individual characteristics may influence the way in which a student, teacher or parent
respond to a critical incident such as:
Experience of the event Existence of support networks
Interpretation of the event Personal beliefs
Gender Age and maturity
Previous experience Coping mechanisms
Personality Relationship to those affected
COMMON MYTHS ABOUT CRITICAL INCIDENTS
The following statements reflect common beliefs but are not generally true:
� It is better to take a few days off after a critical incident than just try to forget about
it
� Don’t talk about the incident otherwise you will find it harder to get over it
� If you have been through a previous critical incident, it will be easier the second
time
� If you know someone who has been through something traumatic, don’t talk about
it with them because they might get upset.
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NORMAL REACTIONS TO CRITICAL INCIDENTS
Physiological Responses
- “Startle” response - Appetite changes
- Heart palpitations - Sleep disturbance
- Trembling - Sweating
- Breathing difficulties - Pains (eg. headaches)
- Gastrointestinal problems
- Persistent feeling of alertness where not appropriate
Emotional Responses
- Shock - Guilt
- Fear - Helplessness
- Sadness - Longing
- Shame - Anger
- Emotional Numbness - Irritation at others’ lack of understanding
Psychological Responses
- Flashbacks to the incident
- Nightmares
- Confusion & difficulty making decisions
- Difficulty concentrating
- Reduced motivation and interest in work & other activities
- A desire to avoid anything which reminds you of the incident
- Particular difficulties on anniversaries of the incident (eg. one week, one year etc...)
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LOOKING AFTER YOURSELF
Be Prepared
• Familiarise yourself with the content’s of the school’s emergency plan
• Learn about reactions that may be experienced by helpers in this area
• Be aware that you may experience reactions similar to those of people who have directly
experienced the trauma such as sadness, anger, helplessness and anxiety.
Hints
• Be aware that working with traumatised people can trigger memories of loss and trauma
in your own life.
• It’s okay to say “no” to doing specific emergency tasks. Working in this area should be
voluntary.
• Try to stay calm
• Rest more than usual to counter the extra drain on your energy
• Contact friends and increase time with people whose company you enjoy
• Stay with someone for a few hours or, if possible, a few days.
• Maintain as normal as schedule as possible
• Reduce the intake of such stimulants as tea, coffees, alcohol. Chocolate, which will
assist in keeping arousal levels within a manageable range
• Maintain a reasonable amount of activity, including exercise routines
• Use relaxation activities to assist in lowering arousal levels
• Talk to trusted people, don’t bottle things up
• Use your support networks at home and school
• Consider talking to a specialist in the area of trauma
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MANAGEMENT RESPONSE TO CRITICAL INCIDENTS
• Staff will have a better chance of recovery if they perceive support from management.
• It is important that management demonstrate concern for the people involved in any
critical incident in the workplace.
• If the first question of management is “How are you feeling?” staff will feel valued and
cared for.
• If the first question of management concerns property damage/loss, staff get the
message that they are not as important as the property.
• Support can also be demonstrated by:
- providing immediate debriefing for staff
- providing opportunities for counselling
- offering opportunities to contact family/friends
- maintaining ongoing contact with staff
HANDLING RETURN TO WORK
• Encourage return to work the following day
• The purpose of immediate return to work is to assist recovery
• Staff may attend for a shorter number of hours and perform different duties - it is being
there that is important.
DEBRIEFING FOLLOWING CRITICAL INCIDENTS
The aims of debriefing:
• To ventilate & air emotions
• To try to understand the situation better
• Normalisation
• Immediate support
• Return of control: don’t take it personally
• To move on from the situation
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5. Module Five– Practical Application
Learning Outcomes
1. To develop and implement practical Action Plans to promote a safe workplace.
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Exercise 7: Action Plan
Review DEECD Risk Assessment Checklist and highlight the key areas that must be
addressed by our school, to ensure a safe and supportive workplace for all.
As a team, complete the attached Action Plan which will form the basis of future
planning for the whole of the school community.
© OSA Group and NTS Safety and Security Training
Department of Education and Early Childhood Development (DE) 53
5.1 Action Plans
ACTION PLAN
Date: Work Group Work Group Name: Training Practice Plan
Transfer the issues that you identified onto this form and record the name of the person responsible and the date by which each control measure is
to be implemented and reviewed in the workplace
Rank Order Issue Immediate to
Short Term
Medium Term Long Term Person
Responsible
Commencement
Date
Completion
Date
CIM Plan
Doorways
© OSA Group and NTS Safety and Security Training
Department of Education and Early Childhood Development (DE) 54
ACTION PLAN
Date: Work Group Work Group Name:
Transfer the issues that you identified onto this form and record the name of the person responsible and the date by which each control measure is
to be implemented and reviewed in the workplace
Rank
Order
Issue Immediate to
Short Term
Medium Term Long Term Person
Responsible
Commencement
Date
Completion
Date
Visitors Book
Parental Conflict
© OSA Group and NTS Safety and Security Training
Department of Education and Early Childhood Development (DE) 55
ACTION PLAN
Date: Work Group Work Group Name: Your School
Transfer the issues that you identified onto this form and record the name of the person responsible and the date by which each control measure is
to be implemented and reviewed in the workplace
Rank
Order
Issue Immediate to
Short Term
Medium Term Long Term Person
Responsible
Commencement
Date
Completion
Date
© OSA Group and NTS Safety and Security Training
Department of Education and Early Childhood Development (DE) 56
ACTION PLAN
Date: Work Group Work Group Name:
Transfer the issues that you identified onto this form and record the name of the person responsible and the date by which each control measure is
to be implemented and reviewed in the workplace
Rank
Order
Issue Immediate to
Short Term
Medium Term Long Term Person
Responsible
Commencement
Date
Completion
Date
5.2 Case Scenarios
Scenario:
A grade three boy at your school, small in stature for his age, is often bullied and has had a
grade 5 boy picking on him lately. His Mother has become very concerned about her son’s
wellbeing and has phoned the school to make a complaint. During the phone conversation the
mother is loud and aggressive, and upon learning that the Principal is not available to speak
with her, she flies into a rage and suggests that she is tired of being fobbed off. She then
states that she is on her way to the school and there will be “hell to pay” when she gets there.
Case Scenario 1 – Telephone Aggression
© OSA Group and NTS Safety and Security Training
Department of Education and Early Childhood Development (DE) 58
Case Scenario 2 – Threat Prevention
Scenario:
Two Grade 5 boys have been fighting each other in the playground all year. Staff members
have counselled each of the boys and have spoken to the parents individually. Because the
school’s actions have not produced a result that is satisfactory to the Grandfather of the first
boy, he takes it upon himself to go to the school and speak harshly with the other boy. After
the school bell sounds, the Grandfather approaches the other boy in the school grounds and
threatens him to leave his Grandson alone. Teachers on duty in the area see this take place
and approach the Grandfather.
© OSA Group and NTS Safety and Security Training
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Case Scenario 3 – School Invasion
Scenario and key issues:
A year 9 boy has confided in the year level co-ordinator that a group of youths are intending
to come into the school yard at lunchtime.
He indicated that the threat has arisen from ongoing conflict outside the school between an
older group of youths and a number of the year 9 boys - primarily in the context of their
involvement in a local football club.
The boy suggests that threats of “payback” following an on-field incident last weekend have
been made, and that previous altercations have involved assaults with baseball bats and
steel rulers.
He appears genuinely concerned.
It is 8.50 am.
© OSA Group and NTS Safety and Security Training
Department of Education and Early Childhood Development (DE) 60
Case Scenario 4 – Legal Issues
Scenario and key issues
In the middle of a staff meeting discussing a range of issues around school discipline, two male
members of staff have a heated exchange. There has been simmering tension between them
for some time, and they are strongly polarised with respect to the issues being discussed.
Suddenly, they both get to their feet and begin loudly abusing each other – face to face and
both clearly agitated.
You are chairing the meeting – what do you do?
© OSA Group and NTS Safety and Security Training
Department of Education and Early Childhood Development (DE) 61
Case Scenario 5 – Post Incident Management
Scenario and key issues:
You are the Principal of a large inner metro 2 college.
The day after parent teacher interviews, during which there were a serious of aggressive
incidents towards a middle year coordinator. You are approached by her colleagues
expressing concern. They indicate that the coordinator was visibly shaken and distressed,
and has been emotional all morning. One colleague reported overhearing a conversation
during which the coordinator expressed the view that “It’s not worth taking such abuse when
you are just doing your job”.
It is Wednesday lunchtime and you consult with one of your Assistant Principals as to the
appropriate course of action.
© OSA Group and NTS Safety and Security Training
Department of Education and Early Childhood Development (DE) 62
Case Scenario 6 – Incident Management
Scenario and key issues:
It is lunchtime in a large secondary college in inner urban Melbourne. You are on yard duty
along, and observe a group of senior students gathering around a scuffle. As you move
closer, you see two male year 11 student pushing and shouting at each other in what
appears to be an escalating and highly aggressive manner. The group of students gathered
around is rapidly growing and urging the two combatants on.
© OSA Group and NTS Safety and Security Training
Department of Education and Early Childhood Development (DE) 63
Case Scenario 7 – Incident Management
Scenario and key issues:
You are the coach of a senior secondary football team. After a spiteful and incident marred
first half, a brawl erupts at one end of the field midway through the third quarter. You
observe a number of parents becoming agitated – yelling out for the (teenage) umpire to
“get control”.
You have an excellent relationship with the opposition coach who is standing with his
interchange players about 20 metres away. The brawl is not defusing and the umpire has
called play on to no effect.
You are now genuinely concerned that players could be injured, and that some parents
appear to be on the verge of running onto the field.
© OSA Group and NTS Safety and Security Training
Department of Education and Early Childhood Development (DE) 64
Case Scenario 8 – Irate Student
Scenario and key issues:
Part A
A 9 year old student with a history of violent behaviour towards staff and students becomes
very angry at another child in his class and begins chasing after him, screaming wildly.
When he cannot catch the other boy he picks up a chair and throws it through a window,
and then grabs a pair of scissors.
Part B
The boy turns his attention on any child close to him, and also brandishes the scissors
towards you. He follows you everywhere you move around the class room, but eventually
throws the scissors down.
Part C
You decide to grab the boy before he picks up another weapon. You take hold of both of his
arms and hold him tightly. The boy struggles and thrashes about, screaming at you to let
him go.
Part D
You remove the boy from the classroom and demand that he accompany you to the
Principal’s office. He refuses, saying that he wants to go home. When you arrive at the
Principal’s office it is empty. The boy says he’ll be good and wants to go and play in the
playground with the others.
Part E
The Principal returns to his office and begins speaking with the child. As you wait just
outside the office a female student from your class approaches you and says she saw the
boy with a knife in his pocket earlier that day. She also says that the boy told her he was
going to cut another child today. You re-enter the Principal’s office.
© OSA Group and NTS Safety and Security Training
Department of Education and Early Childhood Development (DE) 65
Case Scenario 9 - Irate Parent
Scenario and key issues:
Part A
While you have been speaking with the boy (from Case Scenario 9) in the Principal’s office,
the receptionist has contacted his Mother. She has now arrived and is fuming at the
treatment of her son. The admin staff observes her slamming her car door and storming
across the car park towards the school.
Part B
The Mother becomes very impatient and barges past the front reception area and into the
corridor towards the Principal’s office.
Part C
The Mother enters the Principal’s office and sees her son in tears. She becomes enraged
and points a threatening finger at you, saying, “You’ll pay for this. I’ll be waiting for you
when you get off work today.”
• Has the Mother committed an offence? Which one? Does it matter that she didn’t make a specific threat?
• What if she says that her intent was never to hurt you, she was just very angry?
Part D
The Mother turns back to the Principal when he tries to intervene and throws a cup of cold
coffee on him.
• Is this an assault? Does it matter that the coffee was cold?
• What would be an appropriate response?
• What if the Mother had spat on you? Does that change things?
• What if she had kicked the Principal?
• How do things change if she had thrown the coffee on a female teacher?
Part E
The Principal is a large male and he places the Mother in a bear hug to prevent her from
hitting or attacking anyone else
Part F
The Mother is satisfactorily restrained and the Police are called. While she sits and waits for
their arrival she notices bruises beginning to appear on her son’s arm from where you
grabbed him
Part G
This is not the first time this woman has caused trouble at your school, and the level of
violence seems to be escalating. At a debrief you all decide that she is not welcome within
the school grounds in future.
© OSA Group and NTS Safety and Security Training
Department of Education and Early Childhood Development (DE) 66
Case Scenario 10
Scenario and key issues:
You are a grade two classroom teacher. Shortly after the morning break, a male you know
to be the estranged parent of one of the children enters the class and beckons his child to
leave.
You know that there is an instruction from administration that the child is only to be picked
up by the mother who has a current restraining order involving the father.
The father has come directly to the classroom, and has not come via administration or
reception
© OSA Group and NTS Safety and Security Training
Department of Education and Early Childhood Development (DE) 67
Case Scenario 11
Scenario and key issues:
A student in your classroom has learning difficulties and behavioural issues which demand
your constant attention. The student has poor literacy skills due in part to a lack of regular
attendance at school during the earlier years and problems experienced at home.
The student regularly refuses to participate in any learning activities, and when you are
conducting a lesson, the student roves and is highly distracting to his/ her peers. The
student becomes physically aggressive and directs offensive language toward you when
you attempt to get him/ her to participate/ cooperate. School policy states that you may
remove a student from the classroom after issuing a number of warnings. It is now a regular
occurrence for you to send the student out of the classroom to remove the risk to yourself
and other students however this cannot continue.
How do you deal with this situation?
© OSA Group and NTS Safety and Security Training
Department of Education and Early Childhood Development (DE) 68
Case Scenario 12
Scenario and key issues:
The school curriculum conflicts with a parent’s beliefs/ values. The parent barges into your
classroom at the end of a school day demanding the subject content be changed
immediately, expressing his/ her utter dissatisfaction. After a few minutes listening to the
parent placing these demands, you invite the parent to attend a meeting with the school
principal and yourself the following afternoon to discuss the issue. The parent eventually
agrees to the meeting and leaves the classroom delivering verbal insults about the school
and the quality of the teaching.
The following morning, prior to the afternoon meeting, the parent confronts you and one of
your colleagues with a controversial and difficult question relating to the curriculum in front
of a group of other parents and students. The parent has also been trying to influence their
child’s thinking regarding the curriculum which is undermining what is being taught in the
classroom.
How do you respond to the parent when confronted in the morning?
What is your approach in the afternoon meeting?