WP3: T3.5
Pedagogical Handbook o Domes ic
Violence T aine s
T aining Fi s -Line P o essionals in he Police,
Jus ice, Medical and Social Sec o s
Imp o ing Access o Se ices o Vic ims o Domes ic Violence
by Accele a ing Change in F on line Responde O ganisa ions
Pedagogic Handbook o Domes ic Violence T aine s
G an Ag eemen No. 101074010
Con en s
Lis o Abb e ia ions........................................................................................................... 3
P e ace .............................................................................................................................. 4
1. In oduc ion .................................................................................................................... 5
1.1 Backg ound ............................................................................................................................... 5
1.2 Wha can you ind in he handbook? ......................................................................................... 5
2. T aining F amewo k ....................................................................................................... 5
2.1 Gene al o e iew on he IMPROVE T aining Pla o m ............................................................. 5
2.1.1 In a nu shell: gene al b ie inpu o aine s (T ain- he-T aine ) .................................... 7
2.2 Role o aine s .......................................................................................................................... 9
2.3 Ta ge g oups ............................................................................................................................ 9
2.4 Speci ic objec i es o domes ic iolence aining ....................................................................11
2.5 Du a ion o aining ..................................................................................................................13
3. S uc u e o he aining pla o m .................................................................................. 14
3.1 Gene al o e iew .....................................................................................................................14
3.2 Ta ge ing speci ic skills, capaci ies, compe encies .................................................................17
4. Me hodological app oaches ......................................................................................... 17
4.1 Domes ic iolence as a eaching opic ....................................................................................18
4.2 T aining equi emen s ..............................................................................................................19
4.3 T aining o ma s and me hods .................................................................................................20
4.4 T aining ma e ials and didac ic ools .......................................................................................23
4.5. Role plays ..............................................................................................................................24
4.5.1 Gene al guidelines ....................................................................................................... 24
4.5.2 Example scena ios ....................................................................................................... 26
5. E alua ion o he aining .............................................................................................. 27
6. O he aining handbooks ............................................................................................. 28
7. Appendices .................................................................................................................. 29
Appendix 7.1 How o c ea e a sa e en i onmen o ainings .......................................................29
Appendix 7.2 Ad an ages, applica ions and equi emen s o a ious aining me hods ...............31
Appendix 7.3 Gene ic example o a ole play on in e sec o al collabo a ion ................................34
Appendix 7.4 E alua ions o he aining .......................................................................................36
Appendix 7.4.1 P e-T aining Ques ionnai e ..........................................................................36
Appendix 7.4.2 Pos -E alua ion o he aining .....................................................................38
Appendix 7.4.3 Su ey on e en ion o lea ning con en (op ional) .......................................41
Appendix 7.5 Domes ic Violence T aining P epa a ion Checklis .................................................43
Ve sion 10.9.2025
Pedagogic Handbook o Domes ic Violence T aine s
G an Ag eemen No. 101074010
3
Lis o Abb e ia ions
DV
Domes ic Violence
IMPROVE
Imp o ing Access o Se ices o Vic ims o Domes ic Violence
by Accele a ing Change in F on line Responde O ganisa ions
ASKABI
Asociación Askabide Libe ación
CNRS
Cen e Na ional de la Reche che Scien i ique
DHPol
Deu sche Hochschule de Polizei
FORESEE
Fo esee Ku a ocsopo Nonp o i Kozhasznu K
MAI-PSP
Minis é io da Adminis ação In e na (PSP/ISCPSI)
MININT
Minis y o he In e io
PLV
Policia Local de Valencia
POLAMK
Poliisiamma iko keakoulu
SIG
S.I.G.N.A.L. e.V. – In e en ion im Gesundhei sbe eich gegen
Häusliche und Sexualisie e Gewal
THL
Te eyden ja hy in oinnin lai os
UDEUSTO
Uni e sidad De La Iglesia De Deus o En idad Religiosa
VICESSE
Vienna Cen e Fo Socie al Secu i y – Vicesse, Wiene Zen um
ü Sozialwissenscha liche Siche hei s o schung
WWU
(Wes älische Wilhelms-) Uni e si ä Müns e
Pedagogic Handbook o Domes ic Violence T aine s
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4
P e ace
P e ious esea ch e ealed ha in some coun ies opics such as p e en ing, de ec ing, and
in e ening domes ic iolence ha e so a been o e ed only seldom in ainings, he
e alua ion o such ainings e en less. Howe e , well- e lec ed knowledge in his con ex is
pa icula ly ele an o p o essionals who come in o con ac wi h ic ims o domes ic iolence.
The pu pose o his aining handbook is he e o e o suppo aine s in he ields o law
en o cemen , heal hca e, social wo k, and jus ice sec o on how o use hese p ac ice-
o ien ed, science-based and e alua ed aining ma e ials ha can be ound on he IMPROVE
aining pla o m on domes ic iolence.
This pla o m is a esou ce o aine s who each domes ic iolence. I is ailo ed o hei
needs o complemen hei ainings o o e alua e knowledge ollowing aining sessions
using he ma e ials and ools o he IMPROVE aining pla o m on domes ic iolence.
T aine s ha e he lexibili y o choose om a di e se ange o ma e ials wi hin each module,
wi h some con en being manda o y o ensu e a sha ed ounda ional unde s anding. Excep
o wo clea ly designa ed sel -lea ning modules, he pla o m is no in ended o be a
s andalone sel -s udy ool o lea ne s.
This handbook se es as a pedagogic guide and explains ac oss se en chap e s how he
in o ma ion, aining ma e ials and ools p o ided by he IMPROVE aining pla o m on
domes ic iolence can be used by aine s. Fo hose new o aining, pa icipa ion in a
T ain- he-T aine cou se is none heless highly ecommended.
I is my pleasu e as WP3 lead o IMPROVE o sha e his pedagogic handbook wi h you now.
Since ely you s,
P o . Be ina P leide e PhD MD
Uni e si y o Müns e , Ge many
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1. In oduc ion
1.1 Backg ound
G ea s ides ha e been made in Eu ope o e he las decade in e ms o p e en ing, de ec ing
and in e ening in cases o domes ic iolence. Se e al Eu opean Union membe s a es ha e
in oduced measu es and legisla ion o add ess his issue. Ne e heless, domes ic iolence
emains one o he bigges challenges he Eu opean socie y is acing. P o essionals who
encoun e domes ic iolence include on line esponde s om law en o cemen , heal hca e,
social wo k and he jus ice sec o . Howe e , hey o en lack he knowledge and con idence on
how o espond o and how o ecognise domes ic iolence, o unde s and i s impac o o
espond adequa ely in such si ua ions and o p o ide needs-based suppo .
The p o ision o be e suppo o domes ic iolence ic ims is o p essing need. This can be
achie ed by p o iding ailo ed ad ocacy measu es alongside ongoing aining o
p o essionals. The EU IMPROVE p ojec (Imp o ing Access o Se ices o Vic ims o
Domes ic Violence by Accele a ing Change in F on line Responde O ganisa ions) closed
aining gaps by de eloping new aining ma e ials and ool boxes o he IMPROVE aining
pla o m on domes ic iolence.
P o iding in o ma ion in his handbook on how o ain i s line esponde s in domes ic iolence
is ano he key con ibu ion o he p ojec — c ea ed h ough he collabo a ion o ou pa ne s
om Aus ia, Finland, F ance, Ge many, Hunga y, Spain and Po ugal. The handbook builds
upon he aining ma e ials de eloped in he EU p ojec IMPRODOVA (Imp o ing F on line
Responses o High Impac Domes ic Violence), u he de eloping i h ough addi ional
esea ch conduc ed by he IMPROVE conso ium. The IMPROVE pa ne s (ASKABI, CNRS,
DHPol, FORESEE, MAI-PSP, MININT, PLV, POLAMK, SIG, THL, UDEUSTO, VICESSE,
WWU) ansla ed he aining ma e ials, adap ing he con en o he Finnish, F ench, Ge man,
Aus ian, Hunga ian, Po uguese and Spanish na ional con ex . Addi ionally, pa ne s es ed
and e alua ed he ma e ials in aining sessions in all se en pa ne coun ies. Based on hese
esul s, he aining ma e ials unde wen u he e ision – i s in English, hen ac oss all se en
p ojec languages (see D3.3).
1.2 Wha can you ind in he handbook?
In his handbook, aine s can ind a summa y o a ailable aining con en s on he IMPROVE
aining pla o m on domes ic iolence. In addi ion o he knowledge equi ed o se up aining
cou ses using IMPROVE ma e ial, his handbook also highligh s he impo an so skills
ha a e essen ial o apply when aining a ious s akeholde g oups in he con ex o
domes ic iolence. These skills include he abili y o lis en, o p o ide cons uc i e eedback,
o ake in o accoun he po en ial biases and aumas o he pa icipan s in he aining cou se,
o communica e wi h in e cul u al compe ence, o acknowledge and be sensi i e o possible
s e eo ypes, o engage in a e lec ed way as well as o be awa e o one's own biases and
aumas, in o de o p epa e o he aining cou se in he bes possible way, aking ca e o
bo h he pa icipan s and onesel .
2. T aining F amewo k
2.1 Gene al o e iew on he IMPROVE T aining Pla o m
The IMPROVE aining pla o m has a modula , sec o -speci ic s uc u e meaning ha i is
di ided in o di e en modules and sec ions, co e ing di e en aspec s o domes ic iolence
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and aking in o accoun he speci ic needs o di e en a ge g oups in di e en coun ies. The
con en and ma e ials o he aining modules can be combined in coun less ways.
The gene al objec i es o he IMPROVE aining pla o m a e:
To p o ide aine s an o e iew o ele an opics on domes ic iolence.
To p o ide aine s in o ma ion on a ailable na ional suppo se ices.
To p o ide aine s awa eness aising aining ma e ial o s uden s, p ac i ione s, and
manage s.
To p o ide aine s measu es o enhance p o essional esponse o domes ic iolence.
To p o ide aine s wi h s akeholde - ailo ed eaching me hods and exe cises.
To p o ide aine s wi h he necessa y in o ma ion on how o conduc ainings using
IMPROVE ools and ma e ials.
The IMPROVE aining pla o m has a modula , sec o -speci ic s uc u e meaning ha i is
di ided in o di e en modules and sec ions, co e ing di e en aspec s o domes ic iolence
and aking in o accoun he speci ic needs o di e en a ge g oups in di e en coun ies. The
con en and ma e ials o he aining modules can be combined in coun less ways.
In his chap e 2, we will i s o all add ess he key aspec s o aining acili a ion o
illus a e how aine s can design e ec i e ainings in he speci ic con ex o domes ic
iolence. We co e he ole o aine s, possible a ge g oups, aining objec i es, and a ious
ac o s ha in luence he du a ion o ainings.
Alongside, we p o ide a b ie excu sus on ‘ ain- he- aine s’ o hose new o acili a ing
ainings (see 2.1.1). I o e s con ex o he ollowing a mo e speci ic guidance on
add essing key ac o s in domes ic iolence aining. These addi ional no es a e no subs i u e
o a o mal ain- he- aine cou se, which we s ongly ecommend o ensu e high-quali y,
in e ac i e, and audience-speci ic sessions.
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2.1.1 In a nu shell: gene al b ie inpu o aine s (T ain- he-T aine )
Sa e and suppo i e lea ning en i onmen :
Es ablish a se ing whe e pa icipan s can exp ess eelings, doub s, o us a ions
wi hou ea o judgmen o ep isal. Such an en i onmen enables pa icipan s o
p ocess emo ions and gain knowledge and skills ha suppo desi ed a i ude and
beha iou changes, which is especially ele an in sensi i e aining con ex , such as domes ic
iolence. Appendix 7.1 summa ises he key elemen s on how o suppo c ea ing and
main aining a sa e lea ning en i onmen . These ules can be se in ad ance by he aine
o ag eed upon wi h pa icipan s a he s a . Con iden iali y (“wha is said he e, s ays he e”) is
essen ial and non-nego iable. I can also be use ul o ag ee on signalling when b eaks a e
needed, unde lining ha lea ning p ocesses equi e ime and space o be e ec i e. O he
use ul ules include espec ing di e se pe spec i es, a oiding judgmen al language, and
allowing e e yone he choice o speak o emain silen when i eels app op ia e
The ole o he aine
T aine s shall use hei expe ise and eaching skills o guide lea ning, embodying he posi i e
beha iou hey wish o con ey (see chap e 2.2).
Facili a ing e ec i e ainings
Success ul acili a ion equi es a combina ion o communica ion skills, knowledge o aining
me hods and unde s anding which me hods o choose o speci ic objec i es (see Appendix
7.2 o mo e in o ma ion), a ge g oups (see chap e 2.3) as well as a high compe ence in
ime managemen o moni o he p ocess e ec i ely. When wo king in a aine andem,
p ac ice e ec i e co- acili a ion by planning hando s, modelling collabo a ion, and p o iding
mu ual suppo du ing challenging g oup dynamics
T aining o ma s
T aining o ma s e e o he di e en ways in which aining con en can be deli e ed o
expe ienced. T ainings, wo kshops, semina s and lec u es a e he mos commonly used
o ma s. Thei cha ac e is ics, equi emen s and examples a e p esen ed in Table 4.
All o ma s can be o e ed on an in oduc o y le el, o p o ide knowledge on a hema ic
complex o e en o ocus on (highly) speci ic aspec s. These o ma s can addi ionally a y
depending on he composi ion o he g oup (homogenous e sus he e ogenous and he
lea ning en i onmen (o line, online, hyb id and ha e all hei ad an ages and disad an ages.
See Table 5 o an o e iew o he ad an ages and disad an ages).
Requi emen s o he implemen a ion o he aining
The success ul implemen a ion o ainings depend on a ious ac o s ela ed o pa icipan s,
con en , ime managemen , and esou ces, so please adjus he o ma acco dingly:
• Ta ge g oup: T aining con en and me hods mus be ailo ed o pa icipan s’ p o essional
backg ound (e.g., s udy phase, posi ion), lea ning and wo king habi s, wo k desc ip ion and
esponsibili ies, ole unde s anding, p io knowledge, mo i a ions, expec a ions, in e es s,
and alues. Te minology should be adjus ed o ma ch he g oup’s amilia language,
especially i pa icipan s come om speci ic o ganisa ions o se ings (see mo e in o ma ion
in chap e 2.3 on a ge g oups).
• G oup composi ion: T aining can be conduc ed a an ins i u ional le el wi h
pa icipan s om he same o di e en o ganisa ions, ei he in e nally o ex e nally,
and in homogeneous o he e ogeneous g oups, each wi h ad an ages and disad an ages
(see also chap e 2.4, Table 2). Mul i-p o essional g oups can acili a e knowledge
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ans e and imp o e coope a ion, bu hey equi e mo e ime and exchange due o
a ying concep ions and de ini ions o domes ic iolence, di e ing le els o knowledge, and
he di e se oles and limi a ions pa icipan s ha e wi hin hei p o essions, o which o he
ainees a e o en no ully awa e. Fo aine s, i is essen ial o es ablish a common g ound
and sha ed unde s anding, and o add ess po en ially challenging g oup dynamics.
Homogeneous g oups a e easie o aine s o manage, bu a en ion mus be paid o
ensu e all pa icipan s eel sa e o engage. When pa icipan s come om di e en
hie a chical le els, p ac ical expe ience o le els o educa ion, he aine mus encou age
all pa icipan s o sha e hei expe iences and hough s equally, a oiding judgmen o
dominance. Posi i e encou agemen can also be bene icial o ain in e disciplina y g oups
o b oaden hei unde s anding o di e en pe spec i es and a eas o esponsibili y.
• Time schedule: Time planning mus conside g oup size (bes is a g oup size < 15)
and backg ound o alloca e su icien ime o discussions and ac i i ies. Al e na ing
ecep i e (inpu s) and ac i e (g oup discussions, indi idual and g oup exe cises) phases
p omo e engagemen and unde s anding (see chap e 2.5). Fo ma s can di e ega ding
o he alloca ion o he aining ime (one single aining e sus mul iple ainings days
wi h o wi hou in e als in be ween). I aining sessions s e ch ou o e a longe pe iod, i
is ad isable o allow enough ime o pa icipan s o ecap and sha e hei expe iences a
he beginning o a subsequen aining day. You may also use he ime be ween sessions
o suppo he ans e o lea ning in o p ac ice. This can include e lec i e asks, sha ing
new expe iences wi h an accoun abili y pa ne a se in e als, o g oup discussions ia
lea ning pla o ms such as Moodle.
• Ins uc ions and anspa ency: Pa icipan s should be clea ly in o med abou he
agenda, objec i es, and ele ance o he aining con en be o e and du ing aining.
W i en ins uc ions o exe cises suppo smoo h pa icipa ion.
T aining equipmen and ma e ials
App op ia e spa ial and media equipmen is essen ial o a com o able and e ec i e lea ning
en i onmen . T aine s gene ally need:
• T aining plan wi h objec i es, con en , and schedule
• Pa icipan lis
• Handou s wi h w i en ins uc ions o exe cises and e lec ions
• Fac shee s adap ed o pa icipan s’ educa ional and p o essional backg ounds; hese
should be ac i ely used du ing aining
• Powe Poin slides o each module, adap able as needed
• Flipcha , pens, and o he ma e ials as equi ed
• P esen a ion essen ials: lap op, p ojec o , sc een, and ex e nal speake s i necessa y
• Ques ionnai es o eedback o ms (see Appendices 7.4.1, 7.4.2, 7.4.3)
E alua ion
I is o impo ance o e alua e whe he he aining is mee ing i s objec i es and ha i is
ha ing a posi i e impac on he pa icipan s. Feedback om he pa icipan s should be
inco po a ed in o u u e aining sessions o con inuously imp o e he quali y and e ec i eness
o he aining (see chap e 5 and Appendix 7.4 o a ques ionnai e ha can be used o aining
e alua ions).
Con ac ed wo k
I he aining has been eques ed by an o ganisa ion, he aining should be designed in close
coope a ion be ween he o ganisa ion and he aine
Checklis : A DV aining p epa a ion checklis can be ound in Appendix 7.5
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2.2 Role o aine s
The main objec i e o aine s is o each manage s, p ac i ione s,
s uden s, and o he aine s o ecognise and espond adequa ely
o domes ic iolence o p o ide he bes possible suppo o
ic ims.
To suppo hose being ained well, aine s should:
ailo he aining o he a ge g oup, conside ing hei p io knowledge, needs,
speci ic oles, job desc ip ion and esponsibili ies in he con ex o domes ic iolence,
he aining g oup size, aining du a ion, lea ning habi s and p e e ences when
de eloping a me hodologically di e se aining concep .
c ea e a sa e lea ning en i onmen , especially gi en he sensi i i y o domes ic
iolence ela ed opics; aine s should know how o deal wi h pa icipan s who disclose
hei own expe ience o domes ic iolence.
model p o essional beha iou , including espec ul communica ion and emo ional
egula ion.
acili a e lea ning by guiding ainees h ough he aining s uc u e, key concep s,
discussions and e lec ions.
be cul u ally sensi i e in hei ainings
moni o g oup dynamics and adjus me hods as needed o suppo lea ning and
sa e y.
os e dialogue and exchange be ween pa icipan s.
P omo e empa hy and auma-in o med unde s anding in discussions and exe cises.
encou age sel -awa eness and c i ical e lec ion, o example on bias, s e eo ypes,
p o essional a i udes, sel -ca e, and he p o essional e o cul u e.
in oduce and discuss ools, me hods, and amewo ks o imp o ing domes ic
iolence esponse.
suppo p ac ical skill-building, such as case assessmen , communica ion, and
e e al.
e alua e he aining o secu e i s quali y.
ensu e e ec i e aining, i is ad isable o in ol e a aine andem wi h expe ise in
he ele an sec o and on iolence p o ec ion (p e e ably wi h psychological aining
2.3 Ta ge g oups
The aining ma e ial add esses aine s p o iding ainings o s uden s and p ac i ione s om
a ious p o essional backg ounds, including he police sec o ,
heal h sec o (e.g., physicians, nu ses, midwi es, den is s,
psychologis s and psychia is s), he social sec o , including he
educa ional sec o (e.g., amily and childca e p o essionals,
media o s, eache s and (school) social wo ke s) and he jus ice
sec o (e.g., p osecu o s and judges). Fu he , he aining ma e ial is
sui able o aining o he p o essional g oups who egula ly come in o
con ac wi h ic ims o domes ic iolence, be i in he phase o
iden i ying, assessing, and esponding o domes ic iolence cases,
pa icula ly ulne able and unde se ed ic ims o access suppo
se ices o domes ic iolence.
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• Module 2: Indica o s o domes ic iolence
• Module 3: Communica ion in cases o domes ic iolence
• Module 4: Medical assessmen and secu ing o e idence
• Module 5: Risk assessmen and sa e y planning
•
Module 6: In e na ional s anda ds and legal amewo ks in
Eu ope
• Module 7: P inciples o in e -o ganisa ional coope a ion in cases
o domes ic iolence
• Module 8: S e eo ypes and unconscious bias
• Module 9: Sel -ca e
• Module 10: Line manage s in cases o domes ic iolence
• Da a and s a is ics
• T aining ma e ials o he modules
• Reposi o y o aining ma e ials
Social sec o • Module 1: Fo ms and dynamics o domes ic iolence
• Module 2: Indica o s o domes ic iolence
• Module 3: Communica ion in cases o domes ic iolence
• Module 4: Suppo se ices o he social sec o
• Module 5: Risk assessmen and sa e y planning
•
Module 6: In e na ional s anda ds and legal amewo ks in
Eu ope
• Module 7: P inciples o in e -o ganisa ional coope a ion in
cases o domes ic iolence
• Module 8: S e eo ypes and unconscious bias
• Module 9: Sel -ca e
• Module 10: Line manage s in cases o domes ic iolence
• Da a and s a is ics
• T aining ma e ials o he modules
• Reposi o y o aining ma e ials
Legal sec o • Module 1: Fo ms and dynamics o domes ic iolence
• Module 2: Indica o s o domes ic iolence
• Module 3: Communica ion in cases o domes ic iolence
• Module 4: Access o jus ice
• Module 5: Risk assessmen and sa e y planning
• Module 6: In e na ional s anda ds and legal
amewo ks in
Eu ope
• Module 7: P inciples o in e -o ganisa ional coope a ion in
cases o domes ic iolence
• Module 8: S e eo ypes and unconscious bias
• Module 9: Sel -ca e
• Module 10: Line manage s in cases o domes ic iolence
• Da a and s a is ics
• T aining ma e ials o he modules
• Reposi o y o aining ma e ials
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3.2 Ta ge ing speci ic skills, capaci ies, compe encies
The aining ma e ials a e ailo ed o he p o essionals’ knowledge, a i udes (including
mo i a ion and alues) and beha iou s (including skills, capaci ies and compe encies).
This is clea ly o eseen in he aining concep s well as in he o e all concep o he IMPROVE
aining pla o m.
Knowledge:
• Fos e ing he unde s anding o he dynamics o domes ic iolence, including he
a ious o ms i can ake (physical, psychological, sexual, inancial, e c.). Module
1 (police, medical sec o , social sec o , legal sec o )
• Enhancing knowledge o he legal amewo k and igh s o ic ims, as well as he
obliga ions o p o essionals in epo ing and add essing domes ic iolence.
Module 6 (police, medical sec o , social sec o , legal sec o )
• Raising awa eness o he a ailable suppo sys ems and esou ces o ic ims,
including shel e s, counselling se ices, and legal aid. Module 4 (police, medical
sec o , social sec o , legal sec o )
A i udes:
• P omo ing empa hy and sensi i i y owa ds ic ims, ecognising he psychological
impac o domes ic iolence. Module 3 (police, medical sec o , social sec o ,
legal sec o )
• Challenging s e eo ypes and misconcep ions abou domes ic iolence, such as
ic im-blaming a i udes. Module 8 (police, medical sec o , social sec o , legal
sec o )
• Encou aging a ic im-cen ed app oach ha p io i ises he sa e y and well-being o
he ic im (all modules), bu also he well-being o on line esponde s and
p ac i ione s (sel -ca e) when wo king wi h ic ims o domes ic iolence. Module
9 (police, medical sec o , social sec o , legal sec o )
Beha iou s:
• De eloping p ac ical skills o iden i ying and esponding o signs o domes ic
iolence Module 2 (police, medical sec o , social sec o , legal sec o )
• and assessing he isk. Module 5 (police, medical sec o , social sec o , legal
sec o )
• Imp o ing communica ion skills o in e ac wi h ic ims ( eel hea d and suppo ed).
Module 3 (police, medical sec o , social sec o , legal sec o )
• Implemen ing bes p ac ices o e idence collec ion/documen a ion in cases o
domes ic iolence. Module 4 (police, medical sec o , social sec o , legal sec o )
• S eng hening in e -agency coope a ion. Module 7 (police, medical sec o , social
sec o , legal sec o ), Module 10 (police, medical sec o , social sec o , legal sec o )
4. Me hodological app oaches
The aining pla o m includes di e en didac ic app oaches, om heo e ical explana ions o
p ac ice-o ien ed exe cises. The aim is o enable in e ac i e lea ning.Du ing he aining
de elopmen , g ea e o was made o include as much in o ma ion as possible. Howe e , a
he Eu opean le el, i was no always possible o p o ide app op ia e addi ional ma e ial o
he speci ic na ional con ex s o accompany he comp ehensi e ex con en . When aine s
wo k wi h he na ional e sion o hei aining con ex , hey a e encou aged o p o ide
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18
addi ional in o ma ion and ma e ial ele an o he
espec i e a ge g oup and he egional/ na ional
se ing.
Mos modules a e s uc u ed in such a way ha he inpu is
p esen ed a he beginning, ollowed by oppo uni ies o
e lec ion and discussion. The inclusion o he ainees’
expe iences and pe cep ions, especially ega ding he case
s udies, acili a es c ea ing an in e ac i e lea ning
a mosphe e.
4.1 Domes ic iolence as a eaching opic
Domes ic iolence can be a di icul opic o each because i is a sensi i e and emo ionally
cha ged opic. Thus, di e en si ua ions, opics o g oup dynamics can in luence he quali y o
he aining and he wellbeing o he pa icipan s. Some o hese in luencing ac o s and ideas
o dealing wi h such si ua ions a e lis ed below.
Sa e and suppo i e lea ning en i onmen
To c ea e a sa e and suppo i e lea ning en i onmen is one o he
mos impo an asks and challenges in g oup wo k, and i is an
impo an equi emen o a aining on domes ic iolence. Empa hy,
openness, and he abili y o sha e expe iences a e impo an social
skills o os e . Pa icipan s should be encou aged o exp ess hei
opinions openly and pa icipa e in g oup exe cises. The aine ’s ole
is o acili a e in e ac ion be ween pa icipan s o achie e goals and
c ea e a cons uc i e en i onmen . E ec i e g oup wo k includes
e e yone engaging ac i ely. Addi ionally, good communica ion skills
a e needed, such as ac i e lis ening, asking cla i ying ques ions, using I-s a emen s, making
meaning ul con ibu ions, espec ing o he s’ opinions, and p o iding poli e answe s. Appendix
7.1 summa ises how a sa e aining en i onmen can be ensu ed.
Pa icipan s as ic ims, wi nesses, o pe pe a o s o iolence
Fo aine s, i is impo an o emembe ha some o he pa icipan s may hemsel es
be ic ims, wi nesses, o pe pe a o s o domes ic iolence. Fo such pa icipan s, some
o he opics discussed in he aining migh be pa icula ly di icul , and i is he e o e essen ial
o aine s o be p epa ed o such si ua ions. In any case, he language used should be
espec ul and non-pejo a i e. Howe e , a clea s ance agains iolence mus be aken.
As a golden ule, a dis u bance o he lea ning p ocess should be a ended. A he
beginning o a aining session, i is impo an o add ess he ac ha domes ic iolence is a
sensi i e issue ha could a ec anyone. You could sugges ha hey can always con ac you
p i a ely a e and/o in b eaks in he class o lea e he cou se wi hou u he explana ion. A
suppo s a egy in such cases could be o in i e he pa icipan s o alk abou hei expe iences
o iolence and hei emo ional si ua ion in p i a e. The con e sa ion can ake place be o e he
aining session, du ing he b eak o a e he end o he aining session. The aine should
discuss wi h he espec i e pa icipan whe he hey p e e o con inue, pause o lea e he
aining, conside ing he gi en ci cums ances.
Teaching abou domes ic iolence can also p o oke ea o esis ance in ainees, which
may be exp essed as c i icism o o he exp essions o disapp o al du ing he cou se. In his
case, a possible s a egy could be o summa ise he exe cise again, o highligh he main poin s
o he discussion again, o ask he g oup o hei opinion, o o emind he whole
g oup/ espec i e pa icipan o he g oup ules. I can also help o acknowledge he esis ance
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and commen on i in a iendly manne . I i does no s op, you should seek a con e sa ion
du ing a b eak.
S e eo ypes and unconscious biases in he con ex o domes ic iolence
The aining con en is designed o encou age and challenge pa icipan s o hink and alk
abou domes ic iolence. Cen al opics in his con ex conce n he pa icipan s’ pe cep ion o
iolence as well as hei a i udes owa ds i . In he con ex o domes ic iolence,
s e eo ypes and biases can play a signi ican ole in shaping how indi iduals pe cei e
ic ims and pe pe a o s o domes ic iolence, and how hey espond o inciden s o
iolence.
S e eo ypes and unconscious biases in he con ex o domes ic iolence may include:
• To blame he ic im o he iolence, ques ion whe he he ic im caused iolence
h ough hei own beha iou o o ask why he ic im did no simply lea e he iolen
si ua ion.
• To assume ha men o elde ly canno be ic ims o domes ic iolence, o ha ce ain
cul u al o eligious g oups condone o e en encou age domes ic iolence.
• To no belie e a ic im because he o she has a disabili y o impai men .
• To expec ha domes ic iolence is caused by excep ional si ua ions as alcohol abuse
o jealousy.
• To assume ha pe pe a o s a e always agg essi e and ude, when, in eali y, hey can
seem nice and kind.
• To ocus on he punishmen o he pe pe a o , dis ega ding he needs and si ua ion o
he ic im.
• To assume ha sepa a ion/di o ce alone is a sa e solu ion o ending he iolence.
• To belie e ha domes ic iolence does no occu in he con ex o hei p o ession, in
hei en i onmen o ha dealing wi h i is no hei esponsibili y.
These s e eo ypes and biases can ha e se ious consequences o ic ims o domes ic
iolence, as hey may p e en hem om seeking help o being aken se iously, and
hus isk causing an escala ion o he iolence o e en endange hei li e. The sel -
lea ning aining (→ Module 8 (police, medical sec o , social sec o , jus ice sec o )) encou ages
aine s and pa icipan s o e lec on he s e eo ypes and biases possibly unde lying hei own
pe cep ions, iews, a i udes and eac ions.
P o essional sec ecy and da a p o ec ion
I you use you own cases, i mus be clea ha eal names and he de ails o indi idual cases
mus be a oided. Any in o ma ion e ealed by he pa icipan s mus no lea e he aining, as
he opics a e sensi i e and equi e s ic con iden iali y.
4.2 T aining equi emen s
The goal in he long un is ha lea ning con en is no only unde s ood bu also i mly
ancho ed, in e nalised, will be emembe ed in a sus ainable way, and so p ac icable ha
i is applicable in p ac ice. Thus, he aining con en is designed o enable in e ac i e wo k
mainly in g oups (module, 1-7, 10), bu also in sel -s udy (module 8, 9). G oup o ma s ideally
os e in e ac i e and imme si e lea ning expe iences, in which pa icipan s can engage wi h
each o he , while sel -lea ning modules enable he pa icipan s o wo k a hei own pace and
acco ding o hei own in e es s.
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The accessibili y o ainings is also an impo an ac o : Webina s and hyb id lea ning
en i onmen s can p o ide mo e accessible and con enien aining op ions o hose who
canno a end ace- o- ace e en s. Beyond his, aining pla o ms like he IMPROVE
aining pla o m can se e as cogni i e maps o bo h, lea ne s and aine s. They
enable sel -di ec ed lea ning a an indi idual pace, allowing pa icipan s o e isi opics and
access esou ces as needed. Simul aneously, aine s can use he pla o m o o ien
hemsel es, iden i y po en ial knowledge o
unde s and gaps ega ding speci ic aspec s, and o
explo e a a ie y o didac ic me hods hey migh
ha e o e looked.
When planning a aining on domes ic iolence, se e al
equi emen s need o be conside ed wi h ega d o he
con en o ensu e an e ec i e and sa e lea ning
en i onmen , and a ailo ed app oach o mee he
di e se needs o di e en a ge g oups.
Accu acy: The aining should p o ide accu a e and up- o-da e in o ma ion on he
dynamics o domes ic iolence, including i s a ious o ms, i s impac on ic ims and
hei child en, as well as he legal and social se ices a ailable o suppo hem.
Sensi i i y: The aining should be deli e ed in a ( auma-)sensi i e and espec ul
manne . S igma ising language should be a oided, and di e se backg ounds and
cul u es o hose a ec ed by domes ic iolence should be espec ed.
Applicabili y: The aining should be ele an and applicable o he speci ic con ex
and needs o he pa icipan s, whe he hey a e manage s, p ac i ione s o s uden s.
P ac icali y: The aining should be p ac ical and p o ide s a egies o esponding o
inciden s o domes ic iolence, including how o ecognise he signs and symp oms,
how o p o ide suppo and e e als, and how o de elop sa e y plans o ic ims.
E alua ion: The aining should be e alua ed egula ly o ensu e ha i is mee ing i s
objec i es and ha i is ha ing a posi i e impac on he pa icipan s. Feedback om he
pa icipan s should be inco po a ed in o u u e aining sessions o con inuously
imp o e he quali y and e ec i eness o he aining.
4.3 T aining o ma s and me hods
T aining o ma s e e o he di e en ways in which aining con en can be deli e ed
o expe ienced. T aine s can choose om a ious o ma s o bes suppo pa icipan s o
access he con en , explo e he opic, unde s and key poin s, and de elop hei own esponses.
Mos o en used in he con ex o p o iding knowledge in domes ic iolence a e ainings,
wo kshops, semina s and lec u es (see Table 4 below o an o e iew o he main
cha ac e is ics o hese o ma s, examples and equi emen s). In Appendix 7.2 he
ad an ages, applica ions and equi emen s o
he a ious aining me hods ha can be used
o domes ic iolence ainings a e summa ised.
T aining o ma s should be consis en wi h one’s
own aining s yle, he needs o he pa icipan s
and he objec i es o he aining, o example, o
de elop ce ain a i udes, compe ences,
knowledge, and skills.
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Fo all aining o ma s should be de ined i s :
• Wha opics do you wan o co e ?
• How much ime do you ha e?
• Wha do you expec he pa icipan s o lea n?
Table 4: Typical ainings o ma s, p esen ed wi h hei main cha ac e is ics, examples and
hei equi emen s.
T aining o ma Example Requi emen
T ainings
A s uc u ed, hands-on
lea ning p ocess designed o
al e beha iou and imp o e
speci ic skills.
A aining session on
auma-in o med ca e o
p ac i ione s, eaching and
p ac icing wi h hem speci ic
echniques o in e ac wi h
su i o s o domes ic
iolence.
• Requi es aining o
acili a e ainings,
especially knowledge
o a a ie y o me hods
• Requi es knowledge
o he p ac ical wo ld
o he pa icipan s as
well as o he
heo e ical amewo k
o he aining con en
Wo kshops
A collabo a i e session whe e
a mode a o guides a g oup
o collec i ely de elop a
solu ion o app oach o a
p oblem.
A wo kshop o s uden s o
c ea e a communi y
ou each plan o domes ic
iolence awa eness.
A mul ip o essional
wo kshop o p ac i ione s o
es ablish a common g ound
o coope a ion.
• Requi es aining o
mode a e g oup
p ocesses and o
p esen he ou comes
• Requi es knowledge
o he
amewo k/backg ound
o he speci ic con ex
o which a solu ion
shall be elabo a ed
Semina s
A mo e o mal, ins uc o -led
o ma , using a ious
in e ac i e me hods, o
achie e lea ning goals, o en
checked h ough a inal
assessmen .
A semina on he
psychological impac o
domes ic iolence, p o iding
and discussing an o e iew
o esea ch indings.
• Requi es scien i ic
knowledge, didac ic
quali ica ion and
ideally p ac ical
insigh s.
Lec u es
A o mal lea ning me hod
whe e an expe deli e s a
p esen a ion o a la ge g oup,
p ima ily o p o ide
ounda ional knowledge and
backg ound in o ma ion.
A lec u e on he legal
amewo ks o domes ic
iolence in e en ion,
including case s udies and
deba es.
• Requi es high
expe ise on he opic
• Requi es an inspi ing
speake and ideally
isuals suppo ing he
a en ion o he
lea ne s
• Requi es didac ic
knowledge wi h
ega ds o ac i a ing
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me hods o la ge
g oups
Table 5 desc ibes di e en aining o ma s wi h hei ad an ages and disad an ages o
help pa icipan s gain new in o ma ion, e lec on a i udes and p ac ise skills.
Table 5: T ainings o ma s wi h hei ad an ages (p os) and disad an ages (cons).
T aining o ma P os Cons
Wo kshops
• Highly in e ac i e and
pa icipa o y
• Fos e s new/p ac ical
solu ions o speci ic
p oblems
• Enhances collabo a ion
• C ea es g oup
owne ship
• May lack a deep di e
in o heo e ical
knowledge
• Ou comes can a y
based on g oup
dynamics
Semina s
• Cha ac e ized by
s uc u ed and o ganised
lea ning
• B oad ange o
in e ac i e didac ic
me hods applicable
• P o ides a good
heo e ical ounda ion
• Fos e s unde s anding
and empa hy
• Pa icipan s may
ha e a ying le els o
engagemen
• Can be less ocused
on immedia e,
p ac ical applica ion
Lec u es • Easy o o ganise
• Cos -e ec i e o la ge
g oups
• E icien way o deli e a
la ge amoun o
in o ma ion/ a s ong
heo e ical ounda ion
• Di icul o ailo o
indi idual lea ning
needs
• Low in e ac ion may
educe e lec ion on
he con en
• Mo eo e , passi e
lea ning may educe
mo i a ion and he
lea ning cu e
• Less ocus on
immedia e, p ac ical
applica ion
Va ia ions o aining o ma
Online o ma s
( aining, wo kshop,
semina , lec u e)
• Accessibili y
• Mo e limi ed
in e ac ion and
exchange
• Challenges o assess
unde s anding
• Possible echnical
dis u bances
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Online based sel -lea ning • Accessibili y
• Lea n a own pace
• Easily upda ed
• No in e ac ion
• No exchange
• Challenges o assess
unde s anding
Mul i-p o essional o ma s • Widen he pe spec i e
• Fos e ole ance,
empa hy, and
communica ion skills
• Enhance collabo a ion
• P o ide p ac ical
expe ience
• Requi es coo dina ion
wi h mul iple
p o essions
• May slow down
p og ess, as a
common (e. g.
p oblem-sol ing and
knowledge) base
mus i s be
es ablished
Specialised aining o ma s
(e.g., auma in o med ca e,
o ensic e idence
collec ion, cul u al
compe ence)
• Focuses on specialised
con en
• Enhances sensi i i y
• May equi e
(signi ican ) aining
on he side o he
acili a o o he
o ma
4.4 T aining ma e ials and didac ic ools
T aining ma e ials is he digi al con en p o ided o aining,
such as handou s, ideos, isuals o quizzes. They a e
p ima ily in ended o con eying in o ma ion o p o iding
p ac ice, while didac ic ools a e p ima ily he me hods ha
ac i ely suppo and p omo e he lea ning p ocess. These can
include in e ac i e elemen s such as e lec ion exe cises o
case s udies.
A a ie y o aining ma e ials and didac ic ools can be u ilised
o enhance an ac i a ing lea ning expe ience:
• Visuals: Visuals can be used, e.g., in he o m o
pos e s o Powe Poin slides. These can illus a e he
lea ning con en , s imula e he discussion and hus acili a e o emembe wha was
lea n and discussed. They can be also help ul o pa icipan s who wan o ake no es.
The d a ing o s uc u ed ca ds de ailing how o ac in ce ain si ua ions. Examples
include he VIPROM Med.Doc.Ca d© and Den .Doc.Ca d© , which p o ide guidance
on how o documen inju ies o use in cou .
• Handou s: Based on he in o ma ion on he aining pla o m, downloadable sec o -
speci ic ac shee s we e designed o e e y module. These can se e as handou s in a
cou se o wo kshop.
• Case s udies: Case s udies ha e been p epa ed o mos modules o make he
opic mo e angible h ough conc e e examples, enable a mo e p ac ice-o ien ed
discussion o possible in e en ions, and encou age pa icipan s o c i ically
examine di e en pe spec i es and decision-making p ocesses. They os e knowledge
exchange, c i ical hinking and will enhance eaching by analysis o ealis ic scena ios.
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They equi e howe e mode a ion and some may hesi a e o sha e pe sonal
expe iences wi h he opic o domes ic iolence.
• Simula ed Pa ien scena ios: This employs p o essionally ained ac o s o
ealis ically po ay ic ims o domes ic iolence, helping medical s uden s and
p o essionals ecognise bo h emo ional and physical signs in a con olled, sa e
en i onmen . This me hod enhances auma-sensi i e communica ion by allowing
lea ne s o p ac ice empa he ic in e ac ions wi hou ea o judgmen . O e all,
in eg a ing simula ed pa ien s in o medical cu icula empowe s s uden s o de elop
bo h clinical and in e pe sonal skills essen ial o e ec i ely iden i ying and suppo ing
ic ims o domes ic iolence.
• Videos: Videos can be used o illus a e di e en scena ios and p o ide examples
o how o handle si ua ions. In addi ion o ideos which can be ound online, also
aining ideos, which a e abou 1-2 minu es in leng h and summa ise he mos
impo an aspec s o each module ha e been de eloped and can be ound on he
aining pla o m. The used d awn igu es we e di e si ied by a g aphic designe o
include u he gende and di e si y aspec s.
• Ques ions o e lec ions can be ound a e each ideo and p o ide a deepe
unde s anding o he opic. This sel - e lec ion encou ages long- e m changes.
Howe e , i equi es sel -mo i a ion and is ime-consuming.
• Quizzes: Quizzes can be used by pa icipan s a e a aining o es hei knowledge.
All aining ma e ials and didac ic ools can be used in combina ion o p o ide a mo e
comp ehensi e lea ning expe ience, bu i is impo an o ensu e ha hey mee he
pa icipan s’ needs. Addi ionally, ma e ials should be accessible o all pa icipan s, aking in o
conside a ion any po en ial language o accessibili y ba ie s.
4.5. Role plays
Role plays a e a e y use ul didac ic ool o ac i a ing pa icipan s in ainings on
domes ic iolence and o de eloping p ac ical skills
(e.g., communica ion wi h ic ims). Howe e , he
e ec i eness o his ool depends on i s p epa a ion (e.g.,
i can also os e biases). To a oid nega i e ou comes,
his handbook de o es an en i e subchap e o ole plays.
4.5.1 Gene al guidelines
In he ollowing subchap e , a gene al guidance is p o ided on how o use ole plays in ainings
on domes ic iolence and wha needs o be conside ed. The guidelines can also be
downloaded he e.
Psychological Sa e y & T auma Awa eness
• Role plays on domes ic iolence can be igge ing – o pa icipan s and obse e s
alike.
• In o m pa icipan s ha ole plays can be auma ic and ha hey can lea e he ole
play i hey suddenly eel i is a ec ing hem oo much.
• O e con en wa nings be o e each scena io.
• Wo k in a aine - andem.
• Ha e a men al heal h p o essional o suppo esou ce a ailable, especially in
longe o mo e in ensi e sessions.
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Clea Lea ning Objec i es pe Sec o
In case o mul isec o ainings, each sec o has a di e en ole and pe spec i e. Tailo
scena ios so hey:
• Re lec ealis ic dilemmas pa icipan s would ace in p ac ice.
• Highligh in e sec ions (e.g., how medical eco ds suppo p osecu ion, awa eness-
aising ac i i ies by social wo ke s o enable police o ice s o be e unde s and ce ain
si ua ions).
• Suppo in e disciplina y collabo a ion.
Fo example:
• Police → isk assessmen , auma-in o med in e iewing, e idence ga he ing.
• Social wo ke s → iden i ying signs o abuse, sa e y planning, ensu ing he ic im's
sa e y by liaising wi h eme gency shel e s.
• Medical p o essionals → documen a ion, ecognizing physical/psychological
symp oms, manda ed epo ing.
• Jus ice sec o → legal p o ec ions, es aining o de s, ic im suppo du ing cou
p ocesses.
Realism & Accu acy
• Use scena ios based on eal cases (anonymized).
• Re lec di e en o ms o abuse:
o Physical
o Emo ional/psychological
o Financial
o Coe ci e con ol
o Technological abuse
• Include cul u al, gende , o immig a ion s a us complexi y whe e ele an .
• In ol e ac o s o ained acili a o s who can po ay auma esponses accu a ely.
Role Cla i y and Guidance
• P o ide b ie ole desc ip ions in w i ing (e.g., “You’ e a su i o who doesn’ wan
he abuse a es ed”; “You’ e a pa amedic who no iced signs o ea ”).
• Cla i y bounda ies: wha pa icipan s can and can’ do in cha ac e .
• Encou age empa hy, no jus p ocedu e—you’ e aining esponde s o see he
pe son, no jus he p oblem.
• P o ide ime o pa icipan s o ind in o hei oles
• Use a clea signal o he s a o he ole and he end
• Allow o ime o he pa icipan s o disengage om hei oles
Deb ie ing is Non-Nego iable
• Hold s uc u ed deb ie s immedia ely a e each ole play:
o Wha wen well?
o Wha was ha d?
o Wha could ha e been done di e en ly?
• Discuss bo h echnical ac ions (e.g., did he police ollow p o ocol? (i his ole play
was used in police aining)) and ela ional dynamics (e.g., was he su i o ea ed
wi h digni y?).
• Use deb ie s o co ec my hs, challenge biases, and build sha ed unde s anding.
Pedagogic Handbook o Domes ic Violence T aine s
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32
do no come up in
he discussion)
G oup wo k
• can help o ac i ely
engage mo e
pa icipan s
• gi es space o
hose who do no
like o speak in
la ge g oups
• lea ne
con ibu ions, such
as p esen a ions,
pos e s, and
discussions,
p o ide
oppo uni ies o
ac i e pa icipa ion
and help o
ein o ce lea ning
• depending on he
pa icipan s and he
opics wo ked on, he
g oups can wo k
ei he alone o be
suppo ed by he
aine
• g oups can be asked
o appoin a
spokespe son who
will p esen he
esul s o he g oup
wo k a e wa ds
• ole o he
aine is hen
o make su e
ha he ime is
no exceeded
• help wi h any
ques ions o
p oblems
Case s udies
•
combine wo
me hods: he case
analysis i sel and
he discussion
abou i
• p omo e c i ical
hinking and
p oblem-sol ing
skills
• enable o make
decisions o
assessmen s and
de elop solu ions
based on he
in o ma ion
a ailable
• help pa icipan s
ans e new
in o ma ion in o
p ac ice
•
pa icipan s can
elabo a e speci ic
ques ions o ge
mo e in o ma ion
• pa icipan s can
iden i y key decisions
o assessmen s ha
need o be made
• case s udies can
also be used in
g oup wo k o ole
play
•
e ec i e cases
a e usually
based on
ealis ic
scena ios
• p esen
complex,
uns uc u ed
p oblems ha
may con ain
i ial o
i ele an
in o ma ion
• o en do no
con ain all he
in o ma ion a
p ac i ione
would need
Role play
• ac i e lea ning
me hod
• allows pa icipan s
o explo e ealis ic
si ua ions by
in e ac ing wi h
o he pa icipan s
• pa icipan s can be
gi en speci ic
ins uc ions on how
o beha e o wha o
say
• pa icipan s can be
asked o ac and
• a sa e
en i onmen
ha enables
pa icipan s o
own hei ole
• Role plays
need ime (a
Pedagogic Handbook o Domes ic Violence T aine s
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33
in a sa e
en i onmen
• oppo uni y o lea n
and pe cei e
si ua ions om
o he pe spec i es
• can be used o
de elop
p o essional skills
and o ans e
lea nings in o
p ac ice
eac in hei own
way, depending on
he exe cise
equi emen s
• play he o he side o
a con e sa ion o
in e ac ion
• ollowing he ole
play, pa icipan s a e
asked o e lec and
discuss he
in e ac ions (e.g.,
al e na i e ways o
dealing wi h he
si ua ion)
• i necessa y, he ole
play can be
pe o med again,
wi h changes made
based on he esul s
o he e lec ion and
discussions
leas 20-30
minu es) and
his needs o be
planned in
when designing
he cou se
agenda.
Pedagogic Handbook o Domes ic Violence T aine s
G an Ag eemen No. 101074010
34
Appendix 7.3 Gene ic example o a ole play on in e sec o al collabo a ion
A Wo d documen and a co esponding PDF ile o ha ole play can be downloaded
om ou aining pla o m; i is he same o all sec o s. This ole play can he e o e easily
be adap ed o sui you needs, since he oles should be ailo ed o he judicial sys em o each
coun y.
Objec i es:
To p ac ice auma-in o med, collabo a i e esponses when a su i o is hesi an o es i y in
a legal p ocess, especially o ob aining a es aining o de . Pa icipan s will explo e
p o essional esponsibili ies, su i o au onomy, and c oss-sec o suppo .
Du a ion:
• Role play: 15–20 minu es
• Deb ie : 20–30 minu es
PARTICIPANTS (4 Roles):
1. Su i o – "Leila"
2. Legal Ad oca e / Cou -Based Social Wo ke
3. Police Domes ic Violence Liaison O ice
4. P osecu o / Legal Aid A o ney
SCENARIO OVERVIEW
Leila, 31, has endu ed yea s o psychological abuse, occasional physical iolence, and s alking
om he ex-pa ne , who ecen ly showed up ou side he wo kplace and home again. She has
iled police epo s, and he domes ic iolence liaison o ice encou aged he o seek a
es aining o de . She mee s wi h a legal ad oca e and a legal aid p osecu o o begin he
p ocess. Howe e , once in o med ha she may need o es i y in cou , Leila becomes ea ul.
She wo ies abou e alia ion, losing cus ody o he kids, and no being belie ed. She begins
exp essing doub s and conside s wi hd awing he eques .
ROLE DESCRIPTIONS
Leila (DV ic im)
• In elligen , cau ious, o e whelmed.
• Has wo young child en.
• Has been emo ionally manipula ed o belie e no one will help he .
• Te i ied o cou and e ibu ion.
• Unsu e i going h ough wi h he es aining o de is wo h he isk.
• Needs eassu ance, sa e y planning, and con ol o e decisions.
Legal Ad oca e / Cou -Based Social Wo ke
• T ained in auma-in o med ca e.
• You ole is o suppo Leila emo ionally and p ac ically.
• You wan o empowe he , no p essu e he .
• You know legal es imony is challenging, bu you belie e he sa e y depends on mo ing
o wa d.
• You’ e ying o balance ealism wi h hope.
Pedagogic Handbook o Domes ic Violence T aine s
G an Ag eemen No. 101074010
35
Police DV Liaison O ice
• Familia wi h Leila’s case his o y.
• Belie es he ex-pa ne poses a high isk o escala ion.
• Wan s o p o ec Leila bu may speak in i m, p ocedu al language.
• Has access o e idence like pas inciden epo s, pho os, ex messages.
• Mus no o e ide Leila’s au onomy, e en i you disag ee wi h he hesi a ion.
P osecu o o Legal Aid A o ney
• Explains wha ’s legally equi ed o ob ain he es aining o de .
• Cla i ies ha es imony migh be necessa y, depending on he case s eng h.
• Balances legal limi a ions wi h ic im-cen ed ad ocacy.
• You mus explain ealis ic ou comes wi hou discou aging Leila.
ROLE PLAY FLOW (Sugges ed S uc u e)
Ini ial Scene (All pa icipan s in a join mee ing)
Legal aid o ice o cou p epa a ion oom.
Leila exp esses ini ial willingness bu begins wi hd awing.
Escala ion
Leila hea s she may ha e o es i y and becomes emo ional.
She b ings up ea o e alia ion, loss o cus ody, and no being belie ed.
Response om O he s
Ad oca e and police y o eassu e he and suppo au onomy.
P osecu o explains he igh s and op ions, including he possibili y o p o ec i e
es imony mechanisms (e.g., es i ying ia ideo; please no e: his may di e be ween
coun ies).
Decision Poin
Leila mus decide whe he o con inue o pause he es aining o de p ocess.
O he ac o s mus suppo ei he decision wi hou coe cion.
FACILITATOR PROMPTS
Du ing o a e he ole play, ask:
• How did each p o essional balance suppo s. p essu e?
• Did anyone speak o e Leila o make assump ions?
• Wha c oss-sec o communica ion helped o hinde ed us ?
• Wha ba ie s came up (legal, emo ional, sys emic)?
• Wha a e non- es imonial op ions ha can suppo he case?
• How can sec o s collabo a e o inc ease Leila’s sense o sa e y and con ol?
NOTES FOR SAFETY
• Le pa icipan s “ ap ou ” o he ole i dis essed.
• O e g ounding exe cises o a sho b eak i emo ions un high.
• Remind pa icipan s ha he goal is skill-building, no pe ec pe o mance.
FACILITATOR TIPS
• Use b ie p e-b ie s: p o ide each pa icipan wi h a cha ac e summa y.
• Deb ie a e each scena io wi h sec o -speci ic and sha ed e lec ion.
• Ro a e oles be ween sessions so pa icipan s see mul iple pe spec i es.
Pedagogic Handbook o Domes ic Violence T aine s
G an Ag eemen No. 101074010
36
Appendix 7.4 E alua ions o he aining
Appendix 7.4.1 P e-T aining Ques ionnai e
A Wo d documen o he p e- aining ques ionnai e can be downloaded om ou
aining pla o m and can he e o e be easily adap ed o sui you needs. This ques ionnai e
is he same o all sec o s.
To he pa icipan s:
Please ake a ew minu es o comple e his ques ionnai e. You e lec ions a e highly aluable
o you o ge eady o he aining, and hey will help us design he aining acco ding o you
expec a ions and knowledge. You esponses a e anonymous.
Please ake 10 minu es o imp o e he quali y o he aining! Thank you e y much o you
suppo !
1. Pe sonal Code
Please c ea e an anonymous pe sonal code ha allows us o ma ch you esponses ac oss
di e en s ages wi hou e ealing you iden i y.
No e o aine s: The pe sonal code should be based on cha ac e is ics ha a e no
iden i iable by you o ganiza ion/o he s you sha e he da a wi h, bu emain cons an (e.g., 3 d
le e in you mo he ’s i s name + mon h o bi h + las digi o you pos al code e c. + 1 s
le e in he name o you a ou i e colou e c.). Adap his example o i local legal and cul u al
equi emen s. Ensu e i does no lea e se e al op ions o answe s.
2. Demog aphic In o ma ion
No e o aine s: Choose demog aphic ques ions o mee local da a p o ec ion equi emen s
and o collec only in o ma ion essen ial o analysis. You ind examples in he ques ionnai e
ha is sugges ed o be used di ec ly a e he aining.
3. Expec a ions, p io knowledge, challenges
1. Knowledge
1.1 How would you a e you cu en le el o knowledge on he opic o he upcoming
aining?
☐ e y
con iden
☐ con iden
☐
neu al
☐
no con iden
☐
no con iden
a all
1No e o aine s: A mo e speci ic al e na i e would be picking up he objec i es
sepa a ely.
Adjus i ems acco ding o he aining ocus, e.g., o ecognise indica o s o domes ic
iolence, o communica e wi h ic ims/su i o s, o conduc isk assessmen s.
1.2 How would you a e you cu en abili y o …
☐ e y
con iden
☐ con iden
☐
neu al
☐
no con iden
☐
no con iden
a all
Pedagogic Handbook o Domes ic Violence T aine s
G an Ag eemen No. 101074010
37
2. Expec a ions
2.1 Wha is one speci ic
ques ion o challenge you hope his aining will help you o
add ess?
2.2 Wha is ano he speci ic ques ion o challenge you hope his aining will help you o
add ess?
2.3 Wha a e you expec a ions ega ding he bene i s o his aining o you p o essional
ole?
☐ e y high
☐
high ☐ neu al ☐ low
☐
e y low
3 Addi ional Feedback
3.1 Wha a e he wo bigges obs acles you cu en ly ace in you p o essional ole when
add essing his opic?
3.2 Wha is one aspec you al eady know abou domes ic iolence ha you hink is mos
impo an o o he s o unde s and?
3.3 Any commen s o sugges ions o his aining?
Thank you o you con ibu ion!
I was a pleasu e wo king wi h you in he aining.
I you ha e any ques ions, please con ac :
Pedagogic Handbook o Domes ic Violence T aine s
G an Ag eemen No. 101074010
38
Appendix 7.4.2 Pos -E alua ion o he aining
A Wo d documen o he pos - aining ques ionnai e can be downloaded om ou
aining pla o m and can he e o e be easily adap ed o sui you needs. This ques ionnai e
is he same o all sec o s
To he pa icipan s:
A e pa icipa ing in he aining, we would like o know i you a e sa is ied wi h he o ganisa ion
and he con en p esen ed.
Please ake 10 minu es o imp o e he quali y o he aining!
Thank you e y much o you suppo !
1. Pe sonal Code
Please c ea e an anonymous pe sonal code ha allows us o ma ch you esponses ac oss
di e en s ages wi hou e ealing you iden i y.
No e o aine s: The pe sonal code should be based on cha ac e is ics ha a e no
iden i iable by you o ganiza ion/o he s you sha e he da a wi h, bu emain cons an (e.g., 3 d
le e in you mo he ’s i s name + mon h o bi h + las digi o you pos al code e c. + 1 s
le e in he name o you a ou i e colou e c.). Adap his example o i local legal and cul u al
equi emen s. Ensu e i does no lea e se e al op ions o answe s.
2. Demog aphic In o ma ion
No e o aine s: Choose demog aphic ques ions o mee local da a p o ec ion equi emen s
and o collec only in o ma ion essen ial o analysis. You ind examples in he ques ionnai e
ha is sugges ed o be used in his empla e.
3. Speci ic ques ions abou con en
1. O ganisa ion o he aining
1.1 I ound he in o ma ion I ecei ed be o e he aining ...
☐ e y use ul ☐ use ul ☐ neu al ☐ no e y
use ul
☐ no use ul a
all
1.2 I ound he o ganisa ion o he aining ...
☐ e y good ☐ good ☐ neu al ☐ bad ☐ e y bad
1.3 The du a ion and schedule o he aining we e …
☐ e y good ☐ good ☐ neu al ☐ bad ☐ e y bad
1.4 The composi ion o he g oup was ...
☐ e y good ☐ good ☐ neu al ☐ bad ☐ e y bad
2. Con en and me hods
2.1 The p esen a ions (lec u es by he aine s) in he aining we e ...
☐
comp ehensible
☐ la gely
comp ehensible
☐ neu al ☐ la gely
incomp ehensible
☐
incomp ehensible
Pedagogic Handbook o Domes ic Violence T aine s
G an Ag eemen No. 101074010
39
2.2 The suppo in aining was ...
☐ e y use ul ☐ use ul ☐ neu al ☐ no e y use ul ☐ no use ul a
all
2.3 I ound he discussion in he aining ...
☐ e y
in e es ing
☐ in e es ing ☐ neu al ☐ no e y
in e es ing
☐ no in e es ing
a all
2.4 I ound he me hods used in he aining ...
☐ e y e ec i e ☐ e ec i e ☐ neu al ☐ no e y
e ec i e
☐ no e ec i e a
all
2.5 The quali y o he lea ning ma e ials in he aining was ...
☐ e y high ☐ high ☐ neu al ☐ low ☐ e y low
2.6 Too much ime was spen on:
2.7 Too li le ime was spen on:
2.8 In he aining I missed:
3. Lea ning ou comes
3.1 The aining inc eased my awa eness o he phenomenon o domes ic iolence.
☐ s ongly
ag ee
☐ ag ee ☐ neu al ☐ disag ee ☐ s ongly
disag ee
3.2 The aining imp o ed my abili y o help ic ims o domes ic iolence.
☐ s ongly
ag ee
☐ ag ee ☐ neu al ☐ disag ee ☐ s ongly
disag ee
3.3 The aining encou aged me o e lec on my own iews and possible p ejudices on
domes ic iolence.
☐ s ongly
ag ee
☐ ag ee ☐ neu al ☐ disag ee ☐ s ongly
disag ee
3.4 The lea ning con en o he aining o my ( u u e) wo k is ...
☐ e y use ul ☐ use ul ☐ neu al ☐ no e y
use ul
☐ no use ul a
all
4. E alua ion o own pa icipa ion
4.1 My oppo uni ies o pa icipa e in he aining we e ...
Pedagogic Handbook o Domes ic Violence T aine s
G an Ag eemen No. 101074010
40
☐ comple ely
su icien
☐ su icien ☐ neu al ☐ insu icien ☐ no su icien
a all
4.2 My oppo uni ies o con ibu e my own expe ise we e ...
☐ comple ely
su icien
☐ su icien ☐ neu al ☐ insu icien ☐ no su icien
a all
4.3 My oppo uni ies o b ing in my doub s, unce ain ies and c i ical ema ks we e ...
☐ comple ely
su icien
☐ su icien ☐ neu al ☐ insu icien ☐ no su icien
a all
5. Gene al imp ession
5.1 My gene al imp ession o he aining is ...
☐ e y good ☐ good ☐ neu al ☐ bad ☐ e y bad
5.2 Fu he commen s:
6. Pe sonal and ins i u ional backg ound
6.1 My eason o a ending he aining:
6.2 S a us o my ins i u ion:
☐ go e nmen al
ins i u ion
☐ non-go e nmen al
ins i u ion
☐ p i a e ins i u ion ☐ o he s a us:
6.3 Field o wo k (mul iple answe s possible):
☐ law en o cemen ☐ heal hca e ☐ social wo k ☐ educa ion
6.4 Wo k expe ience wi h domes ic iolence (in yea s):
☐ none ☐ 0-3 yea s ☐ 3-6 yea s ☐ mo e han 6
yea s
6.5 Al eady ecei ed aining on domes ic iolence
☐ none ☐ o a ew hou s ☐ o a ew days ☐ o a ew weeks
6.6 Occupa ional g oup (mul iple answe s possible):
☐ managemen ☐ p ac i ione ☐ s uden ☐ o he
occupa ional g oup:
6.7 Gende and age:
☐ woman ☐ man ☐ non-bina y age:
Thank you o you con ibu ion!
I was a pleasu e wo king wi h you in he aining.
I you ha e any ques ions, please con ac :
Pedagogic Handbook o Domes ic Violence T aine s
G an Ag eemen No. 101074010
41
Appendix 7.4.3 Su ey on e en ion o lea ning con en (op ional)
A Wo d documen o his su ey can be downloaded om ou aining pla o m and can
he e o e be easily adap ed o sui you needs. This ques ionnai e is he same o all sec o s
To he pa icipan s:
Thank you o aking he ime o help us imp o e ou aining p og amme.
This sho ollow-up ques ionnai e will help us unde s and wha knowledge, e lec ions, and
p ac ical skills ha e emained wi h you x mon hs a e he aining, and whe he you ha e had
oppo uni ies o apply hem in you wo k. You answe s will be anonymous.
Please ake 10 minu es o imp o e he quali y o he aining! Thank you e y much o you
suppo !
1. Pe sonal Code
Please c ea e an anonymous pe sonal code ha allows us o ma ch you esponses ac oss
di e en s ages wi hou e ealing you iden i y.
No e o aine s: The pe sonal code should be based on cha ac e is ics ha a e no
iden i iable by you o ganiza ion/o he s you sha e he da a wi h, bu emain cons an (e.g., 3 d
le e in you mo he ’s i s name + mon h o bi h + las digi o you pos al code e c. + 1 s
le e in he name o you a ou i e colou e c.). Adap his example o i local legal and cul u al
equi emen s. Ensu e i does no lea e se e al op ions o answe s.
2. Demog aphic In o ma ion
No e o aine s: Choose demog aphic ques ions o mee local da a p o ec ion equi emen s
and o collec only in o ma ion essen ial o analysis. You ind examples in he ques ionnai e
ha is sugges ed o be used di ec ly a e he aining (Annex 7.4.2)
1. Oppo uni y o use my new skills and knowledge on Domes ic Violence
1.1 Since he aining, I ha e had oppo uni ies o apply wha I lea ned in my wo k
(No e o aine s: C ea e he ques ionnai e in a way ha , i he answe is “no”, Sec ion 2
is skipped and he esponden is di ec ed o Sec ion 3).
☐ yes ☐ no
2. T ans e o P ac ice [only o hose who answe ed “yes” o Ques ion 1.1]
2.1 I ha e applied he knowledge and skills om he aining in my p o essional ole.
☐ s ongly
ag ee
☐ ag ee ☐ neu al ☐ disag ee ☐ s ongly
disag ee
2.2 I ha e used he aining con en o imp o e my abili y o help ic ims o domes ic
iolence.
☐ s ongly
ag ee
☐ ag ee ☐ neu al ☐ disag ee ☐ s ongly
disag ee
2.3 I ha e con inued o e lec on my own iews and possible p ejudices ega ding
domes ic iolence
