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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


Department of Education and Early Childhood Development (DEECD) iii

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.


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 ________________________________________________

________________________________________________________


3. Are school staff trained to report violent incidents or threats?

Comment ________________________________________________

________________________________________________________


4. Are school staff trained in how to handle difficult students or

visitors?

Comment ________________________________________________

________________________________________________________


5. Are school staff trained in ways to prevent or defuse potentially

violent situations?

Comment ________________________________________________

________________________________________________________



Department of Education and Early Childhood Development (DEECD) v

6. Are floor plans posted showing building entrances, exits and location of school personnel (eg. Principal, first aider, year level coordinators)? Comment ________________________________________________


7. Are visitors, parents, and/or students escorted to offices or meeting

rooms for appointments?

Comment ________________________________________________

________________________________________________________


8. Are authorised visitors to the building registered and required to

wear ID badges?

Comment ________________________________________________

________________________________________________________


9. Is there any established liaison with local police?

Comment ________________________________________________

________________________________________________________


10. Are school staff informed who is responsible for staff safety and

security within the school?

Comment ________________________________________________

________________________________________________________


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 ________________________________________________

________________________________________________________


13. Does the school have a behaviour codes/policy?

Comment ________________________________________________

________________________________________________________


14. Does your school employ bi-lingual aids/Koori?

Comment ________________________________________________

________________________________________________________


15. Are any staff trained in negotiation?

Comment ________________________________________________



Department of Education and Early Childhood Development (DEECD) vi

________________________________________________________

16. Are any staff trained in mediation? Comment

________________________________________________


17. Does the school have an established complaints procedure?

Comment ________________________________________________

________________________________________________________


18. Does the school have an Issues/Complaint Resolution Process?

Comment ________________________________________________

________________________________________________________


19. Does your school have established relationships with local o organisations or services?

Comment ________________________________________________

________________________________________________________


D: ENVIRONMENT FACTORS (including car park and outside the facility)

1. Are there enough exits and adequate routes of escape?

Comment_____________________________________

Who is it?____________________________________


2. Can exit doors be opened only from the inside to prevent

unauthorised entry?

Comment ________________________________________________

________________________________________________________


3. Is the lighting adequate to see clearly in indoor areas?

Comment ________________________________________________

________________________________________________________


4. Are there employee-only work areas that separate from public areas? Comment ________________________________________________

________________________________________________________


5. Are reception and work areas designed to prevent unauthorised

entry?

Comment ________________________________________________

________________________________________________________



Department of Education and Early Childhood Development (DEECD) vii

6. Are there areas where staff are vulnerable or left working alone?

(Could someone hear a staff member call for help?)

Comment ________________________________________________

________________________________________________________


7. Can school staff observe students or visitors in waiting areas?

Comment ________________________________________________

________________________________________________________


8. Do areas used for visitor or student interviews allow school staff to

observe any problems?

Comment ________________________________________________

________________________________________________________


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 ________________________________________________

________________________________________________________


10. Is furniture in waiting and work areas arranged to prevent

employees from becoming trapped?

Comment ________________________________________________

________________________________________________________


11. Are waiting areas designed to maximise comfort and minimise

stress?

Comment ________________________________________________

________________________________________________________


12. Is a secure place available for employees to store their personal

belongings?

Comment ________________________________________________

________________________________________________________


13. Are private, locked restrooms available for staff?

Comment ________________________________________________

________________________________________________________


14. Is the school reception entrance clearly visible from the street?

Comment ________________________________________________

________________________________________________________



Department of Education and Early Childhood Development (DEECD) viii

15. Is the area surrounding the school building free of bushes or other

hiding place?

Comment ________________________________________________

________________________________________________________


16. Is there clear signage at school entry points directing visitors to the

office?

Comment ________________________________________________

________________________________________________________


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 ________________________________________________

________________________________________________________


E: SECURITY MEASURES

1. Evaluate the safety of the car park (consider visibility, lighting etc.)

Comment_______________________________________________

Who is it?_______________________________________________


2. What security measures are in place in your school?

Comment ________________________________________________

________________________________________________________


Does the workplace have:

3. Security cameras or closed circuit TV in high-risk areas?

Comment ________________________________________________

________________________________________________________


4. Panic buttons/duress alarms?

Comment ________________________________________________

________________________________________________________


5. Alarm systems?

Comment ________________________________________________

________________________________________________________


6. Internal phone system to activate emergency assistance?

Comment ________________________________________________



Department of Education and Early Childhood Development (DEECD) ix

________________________________________________________

7. Secured entry to staff areas (Buzzers/intercom)?

Comment ________________________________________________

________________________________________________________


8. Does your school have a School Yard Duty Safety Pack? (Bright

vests, mobile phones, sunscreen, first aid kit etc?

Comment ________________________________________________

________________________________________________________



Department of Education and Early Childhood Development (DEECD) x

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


Department of Education and Early Childhood Development (DECD) 12

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.



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



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.



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



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



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



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



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



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



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



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.



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.



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



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



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.



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



• 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



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

_________________________________________________________________________

_________________________________________________________________________



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.



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…



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



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



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?

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•



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.



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.



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



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



D – Document

• Witness statements

• Letter to parents

• Diary

• Region

• Incident reports

• Region – documentation

• Minister – incident documentation

What are DEECD incident reporting requirements?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________



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: ________________________________



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.



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.



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...)



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



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



5. Module Five– Practical Application

Learning Outcomes

1. To develop and implement practical Action Plans to promote a safe workplace.



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



ACTION PLAN

Date: Work Group Work Group Name:



Rank

Order

Issue Immediate to

Short Term


Responsible

Commencement

Date

Completion

Date

Visitors Book

Parental Conflict



ACTION PLAN

Date: Work Group Work Group Name: Your School



Rank

Order

Issue Immediate to

Short Term


Responsible

Commencement

Date

Completion

Date



ACTION PLAN

Date: Work Group Work Group Name:



Rank

Order

Issue Immediate to

Short Term


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



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.



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.



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?



Case Scenario 5 – Post Incident Management


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.



Case Scenario 6 – Incident Management


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.



Case Scenario 7 – Incident Management


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.



Case Scenario 8 – Irate Student


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.



Case Scenario 9 - Irate Parent


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.



Case Scenario 10


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



Case Scenario 11


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?



Case Scenario 12


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?

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