train the trainer - welsh women's aid€¦ · being a dv/sv & vaw trainer •you will have...

Train the Ask and Act Group 2 Trainer

Copyrighted to Welsh Women's Aid

Housekeeping• Toilets

• Breaks

• Smoking

• Mobile phones

• Taking care of yourself and each other


Introductions


What are you bringing? What would you like to take away?

• Tangible take aways: • Training package of materials to deliver;

• Evaluation forms for your training delivery;

• Additional resources (dropbox);

• Workbook for your accreditation.


Learning OutcomesLearning Outcomes

• The learner can describe the steps of planning an effective training session

• Planning training sessions: advance preparation

• Planning training sessions: timetabling

• The learner can deliver effective training

• Can creating a learning environment

• Understands different learning styles

• Can demonstrate an understanding of the appropriate language to use when training on da/sv & vaw

• Has knowledge of a range of training methods and can select appropriately for the training group

• Is able to deal with typical difficult situations


The learner can demonstrate effective training skills

• Patient

• Engaging

• Good listener

• Can communicate clearly

• Involving

• Organised

• Punctual

The learner can demonstrate appropriate responses to specific issues relating to training on dv/sv & VAW

• Responding to disclosures from learners

• Challenging inappropriate comments appropriately

• Understanding power and control dynamics and applying these appropriately

• Responding to common FAQs on dv/sv and VAWCopyrighted to Welsh Women's Aid

• The learner is confident to deliver training that enables learners to recognise the signs and symptoms of violence against women, domestic abuse and sexual violence

• The learner can recognise indicators of violence against women, domestic abuse and sexual violence.

• The learner can describe how violence against women, domestic abuse and sexual violence can affect anyone and the experience of it is not linked to any particular culture, religion or socio-economic status.

• The learner is confident to deliver training that enables learners to understand the purpose of and demonstrate an ability to undertake targeted enquiry

• The learner can state the reason the targeted enquiry is required and their role in this work.

• With client safety as primary concern; the learner can ask questions of those displaying signs and symptoms which relate to their possible experience of violence against women, domestic abuse and sexual violence.

• The learner can respond to the client’s response appropriately and understands their potential responsibilities if receiving “first disclosure”

• The learner can describe additional diverse and complex needs they will consider as they ask questions.


The learner is confident to deliver training that enables learners to demonstrate knowledge around data protection and the duty of confidentiality

• The learner can reference information sharing legislation

• The learner demonstrates understanding of their duties/ ethical considerations in relation to confidentiality and data sharing.

• The learner demonstrates legal, good practice record keeping.

The learner is confident to deliver training that enables learners to understand the purpose of risk identification in relation to some forms of violence against women, domestic abuse and sexual violence

• The learner understands the meaning of risk in relation to violence against women, domestic abuse and sexual violence

• The learner can use a nationally agreed Risk Identification Checklist if necessary


The learner is confident to deliver training that enables learners to implement the targeted enquiry care pathway

• The learner is aware of the service choices, referral options and multi agency fora available to those experiencing violence against women, domestic abuse and sexual violence.

• The learner can explain these to their clients and facilitate referrals based on the choice of the client.

• Where the client or related person is at risk of serious harm the learner can demonstrate the action they will take to safeguard those at risk, including children.


Planning for a training session• Small group exercise

Sort the cards you have been given into a timeline

You have a blank planning template in your packs which you may wish to use to take notes


Venue choices – some thoughts• Is it accessible? How easy is it to get to on public transport? Is there parking? A lift? Ramp?

• What facilities are available? How far are the nearest toilets? Is there wifi? Is there access to a copier? Where do smokers go?

• What is the lighting like? Is it too bright or too dingy? Will your slides be visible?

• Is there adequate ventilation? Are there windows?

• Do you have access to the temperature controls?

• What kind of seating is available? This includes how many seats there are, how comfortable they are, and how flexible they are. Can the seats be moved around? And can tables appear/disappear if you do/don't want them? Where will the projector go?

• Is there a charge for the room?

• What are the arrangements for catering? If not available, how far are th nearest shops/cafes where lunch can be bought?

• Is equipment available? Is everything you will need, such as televisions/screens/laptops etc on hand?

• Is there technical support available? This includes for the equipment, of course, but also for little things like someone to let you in…


Time management tips

• Be prepared! Arrive early and decide in advance how to deal with latecomers

• Take a clock with you• Add punctuality to the ground rules if not mentioned by learners• State the time for each exercise at the start. • Give people a warning that time is nearly up• Do NOT use up break time (but add 5 mins to your timetable!)• Change methodology if running hugely behind: some training methods take

longer than others. If a regular thing, you may need to review the timetable.

• Use time when learners are doing own / small group work to regroup


• At a push, use in-activity breaks (ie this exercise will end in 30 minutes but that includes a ten minute break which you can take when it suits you)

• Start again when the break time is up rather than waiting for everyone to return.

• Ask people to stay in the area

• Ask for volunteers to chivvy people when breaks are nearly at an end


Inhibitors to learning

• Individual: • What three things makes it easy for you to learn?

• What three things make it hard for you to learn?

• Pairs: • Share with your partner your answers.

• Discuss some of the barriers to learning as an adult.

• How can we overcome some of those barriers?


Participants learn better when:• They are in an informal, non-threatening, learning environment.

• They want or need to learn something.

• Their individual needs and learning styles are catered for.

• Their previous knowledge and experiences are valued and used.

• There is an opportunity for them to have some control over the learning content and activities.

• Through mental and physical participation in the learning activities.

• Sufficient time is provided for the assimilation of new information, practice of new skills or development of new attitudes.

• They have opportunities to practise or apply what they have learnt.

• There is a focus on relevant and realistic problems and the practical application of learning.

• There is guidance and some measure of performance so that participants have a sense of progress towards their goals.

• They understand what they are supposed to be doing.

• They are valued as individuals.

• There is variety.

• There are clear aims and objectives.Copyrighted to Welsh Women's Aid

What common training methods have you used?


Common training methods• Q&A

• Small group work

• Pairs

• Snowball

• Group brainstorm

• Thought experiments

• Role play

• Rounds

• Card sort

• Fishbowl

• Quizzes

• Games (icebreakers and closure)

• Demonstration

• Lecture / presentation

• Case studies


Think about…

• Confidence

• Pacing

• Point in the day

• Timing

• Engagement


Learning styles• Insofar as possible use a variety of training methods

• Think about how to involve participants

• Mix facts with stories and illustrative examples and back up with written materials to take away

• Always allow time for questions

• Be aware of your own preferred learning style and check you aren’t over-relying on this!

• Utilise existing experience / knowledge


Group dynamics – a taster!

• Forming

• Storming

• Norming

• Performing

• Ending


Forming

• Explain the aim of the training

• Encourage learners to articulate their own aims

• If the learners are not acquainted - conduct an introduction session / icebreaker

• Establish ground rules

• Give an overview of the day / set boundaries


Storming

• Keep an eye on small groups

• Make sure challenging behaviour is defused

• Encourage leaners to contribute their own knowledge

• Encourage participation from everyone


Norming

• Time keeping!

• Summarise the work of the group

• Take feedback information from the learners


Performing

• Compare the group's activity with the aims of the session

• Recap what has been covered

• Answer questions


Ending• Bring the session to a close (could include facilitation of a closing

exercise)

• Completion of evaluation forms

• Inform learners of next steps / where to get more information

• Say thank you!


How do you deal with the following as a trainer? (groupwork)

• Dominant voice (s)?

• Inappropriate language?

• Inappropriate behaviour?

• Someone becoming upset?

• Someone leaving the room?

• Aggressive responses?

• Refusal to participate?


The language we use…

• Victim

• Survivor

• Perpetrator

• Offender

• Family violence

• Denial

• Violence against women

• Domestic abuse

• Sexual violence

• Prostitute / person in the sex industry

• The disabled

• Gender based violence


Welsh Government definitions• Abuse: Physical, sexual, psychological, emotional or financial abuse.• Domestic abuse: Abuse where the victim of it is or has been associated

with the abuser.• “Gender-based Violence” (a) violence, threats of violence or harassment

arising directly or indirectly from values, beliefs or customs relating to gender or sexual orientation; (b) female genital mutilation; (c) forcing a person (whether by physical force or coercion by threats or other psychological means) to enter into a religious or civil ceremony of marriage (whether or not legally binding)

• Sexual Violence: Sexual exploitation, sexual harassment, or threats of violence of a sexual nature

• Violence against women: The experience of gender based violence by women.


Assessment activity in pairs: When your participant says…

• Although domestic violence crosses all social classes, it is more common in working class families

• Although it’s not a very popular thing to say, some women do provoke domestic violence

• Men who hit their female partners were usually abused themselves as children

• Most domestic violence is alcohol related

• Some women do seem to attract abusive men

• Defining domestic violence as including emotional abuse makes it too broad and means that it isn’t taken seriously.

• Men are abused by women as often as women by men, it is just not reported as much.

• It’s understandable that a man might hit his wife or girlfriend if she’s having an affair with someone else

• The extended family network makes it much harder for Asian women experiencing domestic violence to take any action.


Being a dv/sv & vaw trainer

• You will have survivors in the room who may or may not disclose

• You will have perpetrators in the room

• You will have people who are made uncomfortable by the material

• You will have people who are distressed by the material

• You are the trainer (with the power), training on an issue of power and control


What might we see?

• Signs and symptoms of domestic abuse in women

• Signs and symptoms of domestic abuse in men

• Signs and symptoms of sexual violence - adults

• Signs and symptoms of sexual violence - children

• Signs and symptoms of FGM

• Signs and symptoms of forced marriage

• Signs and symptoms of honour based violence


Who does it happen to?

• Domestic abuse

• Sexual violence

• Violence against women (FGM, HBV and forced marriage)


Prevalence of domestic abuse and other forms of violence against women

• Domestic abuse and other forms of violence against women are prevalent in all areas of Wales as it is across the UK.

• The volumes of violence against women crimes prosecuted by the Crown Prosecution Service (CPS) rose from 90,516 in 2013-14 to 107,104 in 2014-15, Of these prosecuted cases in 2014-15, • 83% of victims were female. A similar number has been recorded for the last

five years.• 93% of defendants were men and just 7% were women.

• In a workplace with 4,000 employees, between 800 and 1,000 of the staff will have directly experience domestic abuse at some point in their lives. In a street made up of 100 houses, 20 of the women in that street will have been the victim of a sexual offence.


Prevalence continued….

• An estimated 750,000 children and young people, across the UK witness or experience domestic abuse every year and a significant proportion experience abuse in their own relationships.

• 79% of cases dealt with by the Forced Marriage Unit involved female victims; 21% involved male victims.

• Some 30 women will report honour-based violence, with 23 reporting forced marriage; FGM is a well-known practice in some communities in Wales. It is estimated 18 or more will be victims each year;

• In 2015 126 UK women were suspected to have been killed as a result of male violence.


Targeted inquiry rather than routine inquiry:

• Inability to train all staff / became tick box exercise

• Some specific services should use routine as recommended by NICE (maternity and ISH);

• Research did not support routine enquiry for all BUT research defined effectiveness as ‘led to an increase in referrals to specialist services’ (poss. to identify other benefits from routine screening);

• See article: http://www.bristol.ac.uk/media-library/sites/sps/migrated/documents/rk6280finalreport.pdf


http://www.bristol.ac.uk/media-library/sites/sps/migrated/documents/rk6280finalreport.pdf

Making the perpetrator visible

• Small group exercise


PRESENTATION TOPICS – 2 people per topic

• Impact of domestic abuse on children

• Safety planning

• Forced marriage

• ‘Honour based violence’

• The impacts of sexual violence

• Understanding trauma and resilience


Practice presentations

• Try not to make it just a lecture

• If you want to use slide, please bring them on a memory stick or email them to [email protected]

• You will be presenting to 5 other people

• Obviously in ten minutes, you can’t cover everything!

• You will be assessed on the micro-teach and it will contributed to your accreditation. It means the workbook is shorter!!


END OF DAY ONE!


train the trainer - welsh women's aid€¦ · being a dv/sv & vaw trainer •you will have...

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