Pedagogical Handbook for Domestic Violence Trainers. Training First-Line Professionals in the Police, Justice, Medical and Social Sectors

WP3: T3.5 Pedagogical Handbook for Domestic Violence Trainers Training First-Line Professionals in the Police, Justice, Medical and Social Sectors Improving Access to Services for Victims of Domestic Violence by Accelerating Change in Frontline Responder Organisations Pedagogic Handbook for Domestic Violence Trainers Grant Agreement No. 101074010 Contents List of Abbreviations........................................................................................................... 3 Preface .............................................................................................................................. 4 1. Introduction .................................................................................................................... 5 1.1 Background ............................................................................................................................... 5 1.2 What can you find in the handbook? ......................................................................................... 5 2. Training Framework ....................................................................................................... 5 2.1 General overview on the IMPROVE Training Platform ............................................................. 5 2.1.1 In a nutshell: general brief input for trainers (Train-the-Trainer) .................................... 7 2.2 Role of trainers .......................................................................................................................... 9 2.3 Target groups ............................................................................................................................ 9 2.4 Specific objectives of domestic violence training ....................................................................11 2.5 Duration of training ..................................................................................................................13 3. Structure of the training platform .................................................................................. 14 3.1 General overview .....................................................................................................................14 3.2 Targeting specific skills, capacities, competencies .................................................................17 4. Methodological approaches ......................................................................................... 17 4.1 Domestic violence as a teaching topic ....................................................................................18 4.2 Training requirements ..............................................................................................................19 4.3 Training formats and methods .................................................................................................20 4.4 Training materials and didactic tools .......................................................................................23 4.5. Role plays ..............................................................................................................................24 4.5.1 General guidelines ....................................................................................................... 24 4.5.2 Example scenarios ....................................................................................................... 26 5. Evaluation of the training .............................................................................................. 27 6. Other training handbooks ............................................................................................. 28 7. Appendices .................................................................................................................. 29 Appendix 7.1 How to create a safe environment for trainings .......................................................29 Appendix 7.2 Advantages, applications and requirements of various training methods ...............31 Appendix 7.3 Generic example of a role play on intersectoral collaboration ................................34 Appendix 7.4 Evaluations of the training .......................................................................................36 Appendix 7.4.1 Pre-Training Questionnaire ..........................................................................36 Appendix 7.4.2 Post-Evaluation of the training .....................................................................38 Appendix 7.4.3 Survey on retention of learning content (optional) .......................................41 Appendix 7.5 Domestic Violence Training Preparation Checklist .................................................43 Version 10.9.2025 Pedagogic Handbook for Domestic Violence Trainers Grant Agreement No. 101074010 3 List of Abbreviations DV Domestic Violence IMPROVE Improving Access to Services for Victims of Domestic Violence by Accelerating Change in Frontline Responder Organisations ASKABI Asociación Askabide Liberación CNRS Centre National de la Recherche Scientifique DHPol Deutsche Hochschule der Polizei FORESEE Foresee Kutatocsoport Nonprofit Kozhasznu Kft MAI-PSP Ministério da Administração Interna (PSP/ISCPSI) MININT Ministry of the Interior PLV Policia Local de Valencia POLAMK Poliisiammattikorkeakoulu SIG S.I.G.N.A.L. e.V. – Intervention im Gesundheitsbereich gegen Häusliche und Sexualisierte Gewalt THL Terveyden ja hyvinvoinnin laitos UDEUSTO Universidad De La Iglesia De Deusto Entidad Religiosa VICESSE Vienna Centre For Societal Security – Vicesse, Wiener Zentrum für Sozialwissenschaftliche Sicherheitsforschung WWU (Westfälische Wilhelms-) Universität Münster Pedagogic Handbook for Domestic Violence Trainers Grant Agreement No. 101074010 4 Preface Previous research revealed that in some countries topics such as preventing, detecting, and intervening domestic violence have so far been offered only seldom in trainings, the evaluation of such trainings even less. However, well-reflected knowledge in this context is particularly relevant for professionals who come into contact with victims of domestic violence. The purpose of this training handbook is therefore to support trainers in the fields of law enforcement, healthcare, social work, and justice sector on how to use these practiceoriented, science-based and evaluated training materials that can be found on the IMPROVE training platform on domestic violence. This platform is a resource for trainers who teach domestic violence. It is tailored to their needs to complement their trainings or to evaluate knowledge following training sessions using the materials and tools of the IMPROVE training platform on domestic violence. Trainers have the flexibility to choose from a diverse range of materials within each module, with some content being mandatory to ensure a shared foundational understanding. Except for two clearly designated self-learning modules, the platform is not intended to be a standalone self-study tool for learners. This handbook serves as a pedagogic guide and explains across seven chapters how the information, training materials and tools provided by the IMPROVE training platform on domestic violence can be used by trainers. For those new to training, participation in a Train-the-Trainer course is nonetheless highly recommended. It is my pleasure as WP3 lead of IMPROVE to share this pedagogic handbook with you now. Sincerely yours, Prof. Bettina Pfleiderer PhD MD University of Münster, Germany Pedagogic Handbook for Domestic Violence Trainers Grant Agreement No. 101074010 5 1. Introduction 1.1 Background Great strides have been made in Europe over the last decade in terms of preventing, detecting and intervening in cases of domestic violence. Several European Union member states have introduced measures and legislation to address this issue. Nevertheless, domestic violence remains one of the biggest challenges the European society is facing. Professionals who encounter domestic violence include frontline responders from law enforcement, healthcare, social work and the justice sector. However, they often lack the knowledge and confidence on how to respond to and how to recognise domestic violence, to understand its impact or to respond adequately in such situations and to provide needs-based support. The provision of better support for domestic violence victims is of pressing need. This can be achieved by providing tailored advocacy measures alongside ongoing training for professionals. The EU IMPROVE project (Improving Access to Services for Victims of Domestic Violence by Accelerating Change in Frontline Responder Organisations) closed training gaps by developing new training materials and tool boxes for the IMPROVE training platform on domestic violence. Providing information in this handbook on how to train first line responders in domestic violence is another key contribution of the project — created through the collaboration of our partners from Austria, Finland, France, Germany, Hungary, Spain and Portugal. The handbook builds upon the training materials developed in the EU project IMPRODOVA (Improving Frontline Responses to High Impact Domestic Violence), further developing it through additional research conducted by the IMPROVE consortium. The IMPROVE partners (ASKABI, CNRS, DHPol, FORESEE, MAI-PSP, MININT, PLV, POLAMK, SIG, THL, UDEUSTO, VICESSE, WWU) translated the training materials, adapting the content to the Finnish, French, German, Austrian, Hungarian, Portuguese and Spanish national context. Additionally, partners tested and evaluated the materials in training sessions in all seven partner countries. Based on these results, the training materials underwent further revision – first in English, then across all seven project languages (see D3.3). 1.2 What can you find in the handbook? In this handbook, trainers can find a summary of available training contents on the IMPROVE training platform on domestic violence. In addition to the knowledge required to set up training courses using IMPROVE material, this handbook also highlights the important soft skills that are essential to apply when training various stakeholder groups in the context of domestic violence. These skills include the ability to listen, to provide constructive feedback, to take into account the potential biases and traumas of the participants in the training course, to communicate with intercultural competence, to acknowledge and be sensitive of possible stereotypes, to engage in a reflected way as well as to be aware of one's own biases and traumas, in order to prepare for the training course in the best possible way, taking care of both the participants and oneself. 2. Training Framework 2.1 General overview on the IMPROVE Training Platform The IMPROVE training platform has a modular, sector-specific structure meaning that it is divided into different modules and sections, covering different aspects of domestic violence Pedagogic Handbook for Domestic Violence Trainers Grant Agreement No. 101074010 6 and taking into account the specific needs of different target groups in different countries. The content and materials of the training modules can be combined in countless ways. The general objectives of the IMPROVE training platform are:  To provide trainers an overview of relevant topics on domestic violence.  To provide trainers information on available national support services.  To provide trainers awareness raising training material for students, practitioners, and managers.  To provide trainers measures to enhance professional response to domestic violence.  To provide trainers with stakeholder-tailored teaching methods and exercises.  To provide trainers with the necessary information on how to conduct trainings using IMPROVE tools and materials. The IMPROVE training platform has a modular, sector-specific structure meaning that it is divided into different modules and sections, covering different aspects of domestic violence and taking into account the specific needs of different target groups in different countries. The content and materials of the training modules can be combined in countless ways. In this chapter 2, we will first of all address the key aspects of training facilitation to illustrate how trainers can design effective trainings in the specific context of domestic violence. We cover the role of trainers, possible target groups, training objectives, and various factors that influence the duration of trainings. Alongside, we provide a brief excursus on ‘train-the-trainers’ for those new to facilitating trainings (see 2.1.1). It offers context for the following far more specific guidance on addressing key factors in domestic violence training. These additional notes are no substitute for a formal train-the-trainer course, which we strongly recommend to ensure high-quality, interactive, and audience-specific sessions. Pedagogic Handbook for Domestic Violence Trainers Grant Agreement No. 101074010 7 2.1.1 In a nutshell: general brief input for trainers (Train-the-Trainer) Safe and supportive learning environment: Establish a setting where participants can express feelings, doubts, or frustrations without fear of judgment or reprisal. Such an environment enables participants to process emotions and gain knowledge and skills that support desired attitude and behaviour changes, which is especially relevant in sensitive training context, such as domestic violence. Appendix 7.1 summarises the key elements on how to support creating and maintaining a safe learning environment. These rules can be set in advance by the trainer or agreed upon with participants at the start. Confidentiality (“what is said here, stays here”) is essential and non-negotiable. It can also be useful to agree on signalling when breaks are needed, underlining that learning processes require time and space to be effective. Other useful rules include respecting diverse perspectives, avoiding judgmental language, and allowing everyone the choice to speak or remain silent when it feels appropriate The role of the trainer Trainers shall use their expertise and teaching skills to guide learning, embodying the positive behaviour they wish to convey (see chapter 2.2). Facilitating effective trainings Successful facilitation requires a combination of communication skills, knowledge of training methods and understanding which methods to choose for specific objectives (see Appendix 7.2 for more information), target groups (see chapter 2.3) as well as a high competence in time management to monitor the process effectively. When working in a trainer tandem, practice effective co-facilitation by planning handoffs, modelling collaboration, and providing mutual support during challenging group dynamics Training formats Training formats refer to the different ways in which training content can be delivered or experienced. Trainings, workshops, seminars and lectures are the most commonly used formats. Their characteristics, requirements and examples are presented in Table 4. All formats can be offered on an introductory level, to provide knowledge on a thematic complex or even to focus on (highly) specific aspects. These formats can additionally vary depending on the composition of the group (homogenous versus heterogenous and the learning environment (offline, online, hybrid and have all their advantages and disadvantages. See Table 5 for an overview of the advantages and disadvantages). Requirements for the implementation of the training The successful implementation of trainings depend on various factors related to participants, content, time management, and resources, so please adjust the format accordingly: • Target group: Training content and methods must be tailored to participants’ professional background (e.g., study phase, position), learning and working habits, work description and responsibilities, role understanding, prior knowledge, motivations, expectations, interests, and values. Terminology should be adjusted to match the group’s familiar language, especially if participants come from specific organisations or settings (see more information in chapter 2.3 on target groups). • Group composition: Training can be conducted at an institutional level with participants from the same or different organisations, either internally or externally, and in homogeneous or heterogeneous groups, each with advantages and disadvantages (see also chapter 2.4, Table 2). Multi-professional groups can facilitate knowledge Pedagogic Handbook for Domestic Violence Trainers Grant Agreement No. 101074010 8 transfer and improve cooperation, but they require more time and exchange due to varying conceptions and definitions of domestic violence, differing levels of knowledge, and the diverse roles and limitations participants have within their professions, of which other trainees are often not fully aware. For trainers, it is essential to establish a common ground and shared understanding, and to address potentially challenging group dynamics. Homogeneous groups are easier for trainers to manage, but attention must be paid to ensure all participants feel safe to engage. When participants come from different hierarchical levels, practical experience or levels of education, the trainer must encourage all participants to share their experiences and thoughts equally, avoiding judgment or dominance. Positive encouragement can also be beneficial to train interdisciplinary groups to broaden their understanding of different perspectives and areas of responsibility. • Time schedule: Time planning must consider group size (best is a group size < 15) and background to allocate sufficient time for discussions and activities. Alternating receptive (inputs) and active (group discussions, individual and group exercises) phases promote engagement and understanding (see chapter 2.5). Formats can differ regarding to the allocation of the training time (one single training versus multiple trainings days with or without intervals in between). If training sessions stretch out over a longer period, it is advisable to allow enough time for participants to recap and share their experiences at the beginning of a subsequent training day. You may also use the time between sessions to support the transfer of learning into practice. This can include reflective tasks, sharing new experiences with an accountability partner at set intervals, or group discussions via learning platforms such as Moodle. • Instructions and transparency: Participants should be clearly informed about the agenda, objectives, and relevance of the training content before and during training. Written instructions for exercises support smooth participation. Training equipment and materials Appropriate spatial and media equipment is essential for a comfortable and effective learning environment. Trainers generally need: • Training plan with objectives, content, and schedule • Participant list • Handouts with written instructions for exercises and reflections • Factsheets adapted to participants’ educational and professional backgrounds; these should be actively used during training • PowerPoint slides for each module, adaptable as needed • Flipchart, pens, and other materials as required • Presentation essentials: laptop, projector, screen, and external speakers if necessary • Questionnaires or feedback forms (see Appendices 7.4.1, 7.4.2, 7.4.3) Evaluation It is of importance to evaluate whether the training is meeting its objectives and that it is having a positive impact on the participants. Feedback from the participants should be incorporated into future training sessions to continuously improve the quality and effectiveness of the training (see chapter 5 and Appendix 7.4 for a questionnaire that can be used for training evaluations). Contracted work If the training has been requested by an organisation, the training should be designed in close cooperation between the organisation and the trainer Checklist: A DV training preparation checklist can be found in Appendix 7.5 Pedagogic Handbook for Domestic Violence Trainers Grant Agreement No. 101074010 9 2.2 Role of trainers The main objective of trainers is to teach managers, practitioners, students, and other trainers to recognise and respond adequately to domestic violence to provide the best possible support for victims. To support those being trained well, trainers should:  tailor the training to the target group, considering their prior knowledge, needs, specific roles, job description and responsibilities in the context of domestic violence, the training group size, training duration, learning habits and preferences when developing a methodologically diverse training concept.  create a safe learning environment, especially given the sensitivity of domestic violence related topics; trainers should know how to deal with participants who disclose their own experience of domestic violence.  model professional behaviour, including respectful communication and emotional regulation.  facilitate learning by guiding trainees through the training structure, key concepts, discussions and reflections.  be culturally sensitive in their trainings  monitor group dynamics and adjust methods as needed to support learning and safety.  foster dialogue and exchange between participants.  Promote empathy and trauma-informed understanding in discussions and exercises.  encourage self-awareness and critical reflection, for example on bias, stereotypes, professional attitudes, self-care, and the professional error culture.  introduce and discuss tools, methods, and frameworks for improving domestic violence response.  support practical skill-building, such as case assessment, communication, and referral.  evaluate the training to secure its quality.  ensure effective training, it is advisable to involve a trainer tandem with expertise in the relevant sector and on violence protection (preferably with psychological training 2.3 Target groups The training material addresses trainers providing trainings for students and practitioners from various professional backgrounds, including the police sector, health sector (e.g., physicians, nurses, midwives, dentists, psychologists and psychiatrists), the social sector, including the educational sector (e.g., family and childcare professionals, mediators, teachers and (school) social workers) and the justice sector (e.g., prosecutors and judges). Further, the training material is suitable for training other professional groups who regularly come into contact with victims of domestic violence, be it in the phase of identifying, assessing, and responding to domestic violence cases, particularly vulnerable and underserved victims to access support services of domestic violence. Pedagogic Handbook for Domestic Violence Trainers Grant Agreement No. 101074010 16 • Module 2: Indicators of domestic violence • Module 3: Communication in cases of domestic violence • Module 4: Medical assessment and securing of evidence • Module 5: Risk assessment and safety planning • Module 6: International standards and legal frameworks in Europe • Module 7: Principles of inter-organisational cooperation in cases of domestic violence • Module 8: Stereotypes and unconscious bias • Module 9: Self-care • Module 10: Line managers in cases of domestic violence • Data and statistics • Training materials of the modules • Repository of training materials Social sector • Module 1: Forms and dynamics of domestic violence • Module 2: Indicators of domestic violence • Module 3: Communication in cases of domestic violence • Module 4: Support services of the social sector • Module 5: Risk assessment and safety planning • Module 6: International standards and legal frameworks in Europe • Module 7: Principles of inter-organisational cooperation in cases of domestic violence • Module 8: Stereotypes and unconscious bias • Module 9: Self-care • Module 10: Line managers in cases of domestic violence • Data and statistics • Training materials of the modules • Repository of training materials Legal sector • Module 1: Forms and dynamics of domestic violence • Module 2: Indicators of domestic violence • Module 3: Communication in cases of domestic violence • Module 4: Access to justice • Module 5: Risk assessment and safety planning • Module 6: International standards and legal frameworks in Europe • Module 7: Principles of inter-organisational cooperation in cases of domestic violence • Module 8: Stereotypes and unconscious bias • Module 9: Self-care • Module 10: Line managers in cases of domestic violence • Data and statistics • Training materials of the modules • Repository of training materials Pedagogic Handbook for Domestic Violence Trainers Grant Agreement No. 101074010 17 3.2 Targeting specific skills, capacities, competencies The training materials are tailored to the professionals’ knowledge, attitudes (including motivation and values) and behaviours (including skills, capacities and competencies). This is clearly foreseen in the training concepts well as in the overall concept of the IMPROVE training platform. Knowledge: • Fostering the understanding of the dynamics of domestic violence, including the various forms it can take (physical, psychological, sexual, financial, etc.).  Module 1 (police, medical sector, social sector, legal sector) • Enhancing knowledge of the legal framework and rights of victims, as well as the obligations of professionals in reporting and addressing domestic violence.  Module 6 (police, medical sector, social sector, legal sector) • Raising awareness of the available support systems and resources for victims, including shelters, counselling services, and legal aid.  Module 4 (police, medical sector, social sector, legal sector) Attitudes: • Promoting empathy and sensitivity towards victims, recognising the psychological impact of domestic violence.  Module 3 (police, medical sector, social sector, legal sector) • Challenging stereotypes and misconceptions about domestic violence, such as victim-blaming attitudes.  Module 8 (police, medical sector, social sector, legal sector) • Encouraging a victim-centred approach that prioritises the safety and well-being of the victim (all modules), but also the well-being of frontline responders and practitioners (self-care) when working with victims of domestic violence.  Module 9 (police, medical sector, social sector, legal sector) Behaviours: • Developing practical skills for identifying and responding to signs of domestic violence  Module 2 (police, medical sector, social sector, legal sector) • and assessing the risk.  Module 5 (police, medical sector, social sector, legal sector) • Improving communication skills to interact with victims (feel heard and supported).  Module 3 (police, medical sector, social sector, legal sector) • Implementing best practices for evidence collection/documentation in cases of domestic violence.  Module 4 (police, medical sector, social sector, legal sector) • Strengthening inter-agency cooperation.  Module 7 (police, medical sector, social sector, legal sector), Module 10 (police, medical sector, social sector, legal sector) 4. Methodological approaches The training platform includes different didactic approaches, from theoretical explanations to practice-oriented exercises. The aim is to enable interactive learning.During the training development, great effort was made to include as much information as possible. However, at the European level, it was not always possible to provide appropriate additional material for the specific national contexts to accompany the comprehensive text content. When trainers work with the national version of their training context, they are encouraged to provide Pedagogic Handbook for Domestic Violence Trainers Grant Agreement No. 101074010 18 additional information and material relevant to the respective target group and the regional/ national setting. Most modules are structured in such a way that the input is presented at the beginning, followed by opportunities for reflection and discussion. The inclusion of the trainees’ experiences and perceptions, especially regarding the case studies, facilitates creating an interactive learning atmosphere. 4.1 Domestic violence as a teaching topic Domestic violence can be a difficult topic to teach because it is a sensitive and emotionally charged topic. Thus, different situations, topics or group dynamics can influence the quality of the training and the wellbeing of the participants. Some of these influencing factors and ideas for dealing with such situations are listed below. Safe and supportive learning environment To create a safe and supportive learning environment is one of the most important tasks and challenges in group work, and it is an important requirement for a training on domestic violence. Empathy, openness, and the ability to share experiences are important social skills to foster. Participants should be encouraged to express their opinions openly and participate in group exercises. The trainer’s role is to facilitate interaction between participants to achieve goals and create a constructive environment. Effective group work includes everyone engaging actively. Additionally, good communication skills are needed, such as active listening, asking clarifying questions, using I-statements, making meaningful contributions, respecting others’ opinions, and providing polite answers. Appendix 7.1 summarises how a safe training environment can be ensured. Participants as victims, witnesses, or perpetrators of violence For trainers, it is important to remember that some of the participants may themselves be victims, witnesses, or perpetrators of domestic violence. For such participants, some of the topics discussed in the training might be particularly difficult, and it is therefore essential for trainers to be prepared for such situations. In any case, the language used should be respectful and non-pejorative. However, a clear stance against violence must be taken. As a golden rule, a disturbance of the learning process should be attended. At the beginning of a training session, it is important to address the fact that domestic violence is a sensitive issue that could affect anyone. You could suggest that they can always contact you privately after and/or in breaks in the class or leave the course without further explanation. A support strategy in such cases could be to invite the participants to talk about their experiences of violence and their emotional situation in private. The conversation can take place before the training session, during the break or after the end of the training session. The trainer should discuss with the respective participant whether they prefer to continue, pause or leave the training, considering the given circumstances. Teaching about domestic violence can also provoke fear or resistance in trainees, which may be expressed as criticism or other expressions of disapproval during the course. In this case, a possible strategy could be to summarise the exercise again, to highlight the main points of the discussion again, to ask the group for their opinion, or to remind the whole group/respective participant of the group rules. It can also help to acknowledge the resistance Pedagogic Handbook for Domestic Violence Trainers Grant Agreement No. 101074010 19 and comment on it in a friendly manner. If it does not stop, you should seek a conversation during a break. Stereotypes and unconscious biases in the context of domestic violence The training content is designed to encourage and challenge participants to think and talk about domestic violence. Central topics in this context concern the participants’ perception of violence as well as their attitudes towards it. In the context of domestic violence, stereotypes and biases can play a significant role in shaping how individuals perceive victims and perpetrators of domestic violence, and how they respond to incidents of violence. Stereotypes and unconscious biases in the context of domestic violence may include: • To blame the victim for the violence, question whether the victim caused violence through their own behaviour or to ask why the victim did not simply leave the violent situation. • To assume that men or elderly cannot be victims of domestic violence, or that certain cultural or religious groups condone or even encourage domestic violence. • To not believe a victim because he or she has a disability or impairment. • To expect that domestic violence is caused by exceptional situations as alcohol abuse or jealousy. • To assume that perpetrators are always aggressive and rude, when, in reality, they can seem nice and kind. • To focus on the punishment of the perpetrator, disregarding the needs and situation of the victim. • To assume that separation/divorce alone is a safe solution for ending the violence. • To believe that domestic violence does not occur in the context of their profession, in their environment or that dealing with it is not their responsibility. These stereotypes and biases can have serious consequences for victims of domestic violence, as they may prevent them from seeking help or being taken seriously, and thus risk causing an escalation of the violence or even endanger their life. The selflearning training (→ Module 8 (police, medical sector, social sector, justice sector)) encourages trainers and participants to reflect on the stereotypes and biases possibly underlying their own perceptions, views, attitudes and reactions. Professional secrecy and data protection If you use your own cases, it must be clear that real names and the details of individual cases must be avoided. Any information revealed by the participants must not leave the training, as the topics are sensitive and require strict confidentiality. 4.2 Training requirements The goal in the long run is that learning content is not only understood but also firmly anchored, internalised, will be remembered in a sustainable way, and so practicable that it is applicable in practice. Thus, the training content is designed to enable interactive work mainly in groups (module, 1-7, 10), but also in self-study (module 8, 9). Group formats ideally foster interactive and immersive learning experiences, in which participants can engage with each other, while self-learning modules enable the participants to work at their own pace and according to their own interests. Pedagogic Handbook for Domestic Violence Trainers Grant Agreement No. 101074010 20 The accessibility of trainings is also an important factor: Webinars and hybrid learning environments can provide more accessible and convenient training options for those who cannot attend face-to-face events. Beyond this, training platforms like the IMPROVE training platform can serve as cognitive maps for both, learners and trainers. They enable self-directed learning at an individual pace, allowing participants to revisit topics and access resources as needed. Simultaneously, trainers can use the platform to orient themselves, identify potential knowledge or understand gaps regarding specific aspects, and to explore a variety of didactic methods they might have overlooked. When planning a training on domestic violence, several requirements need to be considered with regard to the content to ensure an effective and safe learning environment, and a tailored approach to meet the diverse needs of different target groups.  Accuracy: The training should provide accurate and up-to-date information on the dynamics of domestic violence, including its various forms, its impact on victims and their children, as well as the legal and social services available to support them.  Sensitivity: The training should be delivered in a (trauma-)sensitive and respectful manner. Stigmatising language should be avoided, and diverse backgrounds and cultures of those affected by domestic violence should be respected.  Applicability: The training should be relevant and applicable to the specific context and needs of the participants, whether they are managers, practitioners or students.  Practicality: The training should be practical and provide strategies for responding to incidents of domestic violence, including how to recognise the signs and symptoms, how to provide support and referrals, and how to develop safety plans for victims.  Evaluation: The training should be evaluated regularly to ensure that it is meeting its objectives and that it is having a positive impact on the participants. Feedback from the participants should be incorporated into future training sessions to continuously improve the quality and effectiveness of the training. 4.3 Training formats and methods Training formats refer to the different ways in which training content can be delivered or experienced. Trainers can choose from various formats to best support participants to access the content, explore the topic, understand key points, and develop their own responses. Most often used in the context of providing knowledge in domestic violence are trainings, workshops, seminars and lectures (see Table 4 below for an overview of the main characteristics of these formats, examples and requirements). In Appendix 7.2 the advantages, applications and requirements of the various training methods that can be used for domestic violence trainings are summarised. Training formats should be consistent with one’s own training style, the needs of the participants and the objectives of the training, for example, to develop certain attitudes, competences, knowledge, and skills. Pedagogic Handbook for Domestic Violence Trainers Grant Agreement No. 101074010 21 For all training formats should be defined first: • What topics do you want to cover? • How much time do you have? • What do you expect the participants to learn? Table 4: Typical trainings formats, presented with their main characteristics, examples and their requirements. Training format Example Requirement Trainings A structured, hands-on learning process designed to alter behaviour and improve specific skills. A training session on trauma-informed care for practitioners, teaching and practicing with them specific techniques to interact with survivors of domestic violence. • Requires training to facilitate trainings, especially knowledge of a variety of methods • Requires knowledge of the practical world of the participants as well as of the theoretical framework of the training content Workshops A collaborative session where a moderator guides a group to collectively develop a solution or approach to a problem. A workshop for students to create a community outreach plan for domestic violence awareness. A multiprofessional workshop for practitioners to establish a common ground for cooperation. • Requires training to moderate group processes and to present the outcomes • Requires knowledge of the framework/background of the specific context for which a solution shall be elaborated Seminars A more formal, instructor-led format, using various interactive methods, to achieve learning goals, often checked through a final assessment. A seminar on the psychological impact of domestic violence, providing and discussing an overview of research findings. • Requires scientific knowledge, didactic qualification and ideally practical insights. Lectures A formal learning method where an expert delivers a presentation to a large group, primarily to provide foundational knowledge and background information. A lecture on the legal frameworks of domestic violence intervention, including case studies and debates. • Requires high expertise on the topic • Requires an inspiring speaker and ideally visuals supporting the attention of the learners • Requires didactic knowledge with regards to activating Pedagogic Handbook for Domestic Violence Trainers Grant Agreement No. 101074010 22 methods for large groups Table 5 describes different training formats with their advantages and disadvantages to help participants gain new information, reflect on attitudes and practise skills. Table 5: Trainings formats with their advantages (pros) and disadvantages (cons). Training format Pros Cons Workshops • Highly interactive and participatory • Fosters new/practical solutions to specific problems • Enhances collaboration • Creates group ownership • May lack a deep dive into theoretical knowledge • Outcomes can vary based on group dynamics Seminars • Characterized by structured and organised learning • Broad range of interactive didactic methods applicable • Provides a good theoretical foundation • Fosters understanding and empathy • Participants may have varying levels of engagement • Can be less focused on immediate, practical application Lectures • Easy to organise • Cost-effective for large groups • Efficient way to deliver a large amount of information/ a strong theoretical foundation • Difficult to tailor to individual learning needs • Low interaction may reduce reflection on the content • Moreover, passive learning may reduce motivation and the learning curve • Less focus on immediate, practical application Variations of training format Online formats (training, workshop, seminar, lecture) • Accessibility • More limited interaction and exchange • Challenges to assess understanding • Possible technical disturbances Pedagogic Handbook for Domestic Violence Trainers Grant Agreement No. 101074010 23 Online based self-learning • Accessibility • Learn at own pace • Easily updated • No interaction • No exchange • Challenges to assess understanding Multi-professional formats • Widen the perspective • Foster tolerance, empathy, and communication skills • Enhance collaboration • Provide practical experience • Requires coordination with multiple professions • May slow down progress, as a common (e. g. problem-solving and knowledge) base must first be established Specialised training formats (e.g., trauma informed care, forensic evidence collection, cultural competence) • Focuses on specialised content • Enhances sensitivity • May require (significant) training on the side of the facilitator of the format 4.4 Training materials and didactic tools Training materials is the digital content provided for training, such as handouts, videos, visuals or quizzes. They are primarily intended for conveying information or providing practice, while didactic tools are primarily the methods that actively support and promote the learning process. These can include interactive elements such as reflection exercises or case studies. A variety of training materials and didactic tools can be utilised to enhance an activating learning experience: • Visuals: Visuals can be used, e.g., in the form of posters or PowerPoint slides. These can illustrate the learning content, stimulate the discussion and thus facilitate to remember what was learnt and discussed. They can be also helpful for participants who want to take notes. The drafting of structured cards detailing how to act in certain situations. Examples include the VIPROM Med.Doc.Card© and Dent.Doc.Card© , which provide guidance on how to document injuries for use in court. • Handouts: Based on the information on the training platform, downloadable sectorspecific factsheets were designed for every module. These can serve as handouts in a course or workshop. • Case studies: Case studies have been prepared for most modules to make the topic more tangible through concrete examples, enable a more practice-oriented discussion of possible interventions, and encourage participants to critically examine different perspectives and decision-making processes. They foster knowledge exchange, critical thinking and will enhance teaching by analysis of realistic scenarios. Pedagogic Handbook for Domestic Violence Trainers Grant Agreement No. 101074010 24 They require however moderation and some may hesitate to share personal experiences with the topic of domestic violence. • Simulated Patient scenarios: This employs professionally trained actors to realistically portray victims of domestic violence, helping medical students and professionals recognise both emotional and physical signs in a controlled, safe environment. This method enhances trauma-sensitive communication by allowing learners to practice empathetic interactions without fear of judgment. Overall, integrating simulated patients into medical curricula empowers students to develop both clinical and interpersonal skills essential for effectively identifying and supporting victims of domestic violence. • Videos: Videos can be used to illustrate different scenarios and provide examples of how to handle situations. In addition to videos which can be found online, also training videos, which are about 1-2 minutes in length and summarise the most important aspects of each module have been developed and can be found on the training platform. The used drawn figures were diversified by a graphic designer to include further gender and diversity aspects. • Questions for reflections can be found after each video and provide a deeper understanding of the topic. This self-reflection encourages long-term changes. However, it requires self-motivation and is time-consuming. • Quizzes: Quizzes can be used by participants after a training to test their knowledge. All training materials and didactic tools can be used in combination to provide a more comprehensive learning experience, but it is important to ensure that they meet the participants’ needs. Additionally, materials should be accessible to all participants, taking into consideration any potential language or accessibility barriers. 4.5. Role plays Role plays are a very useful didactic tool for activating participants in trainings on domestic violence and for developing practical skills (e.g., communication with victims). However, the effectiveness of this tool depends on its preparation (e.g., it can also foster biases). To avoid negative outcomes, this handbook devotes an entire subchapter to role plays. 4.5.1 General guidelines In the following subchapter, a general guidance is provided on how to use role plays in trainings on domestic violence and what needs to be considered. The guidelines can also be downloaded here.  Psychological Safety & Trauma Awareness • Role plays on domestic violence can be triggering – for participants and observers alike. • Inform participants that role plays can be traumatic and that they can leave the role play if they suddenly feel it is affecting them too much. • Offer content warnings before each scenario. • Work in a trainer-tandem. • Have a mental health professional or support resource available, especially in longer or more intensive sessions. Pedagogic Handbook for Domestic Violence Trainers Grant Agreement No. 101074010 25  Clear Learning Objectives per Sector In case of multisector trainings, each sector has a different role and perspective. Tailor scenarios so they: • Reflect realistic dilemmas participants would face in practice. • Highlight intersections (e.g., how medical records support prosecution, awarenessraising activities by social workers to enable police officers to better understand certain situations). • Support interdisciplinary collaboration. For example: • Police → risk assessment, trauma-informed interviewing, evidence gathering. • Social workers → identifying signs of abuse, safety planning, ensuring the victim's safety by liaising with emergency shelters. • Medical professionals → documentation, recognizing physical/psychological symptoms, mandated reporting. • Justice sector → legal protections, restraining orders, victim support during court processes.  Realism & Accuracy • Use scenarios based on real cases (anonymized). • Reflect different forms of abuse: o Physical o Emotional/psychological o Financial o Coercive control o Technological abuse • Include cultural, gender, or immigration status complexity where relevant. • Involve actors or trained facilitators who can portray trauma responses accurately.  Role Clarity and Guidance • Provide brief role descriptions in writing (e.g., “You’re a survivor who doesn’t want the abuser arrested”; “You’re a paramedic who noticed signs of fear”). • Clarify boundaries: what participants can and can’t do in character. • Encourage empathy, not just procedure—you’re training responders to see the person, not just the problem. • Provide time for participants to find into their roles • Use a clear signal for the start of the role and the end • Allow for time for the participants to disengage from their roles  Debriefing is Non-Negotiable • Hold structured debriefs immediately after each role play: o What went well? o What was hard? o What could have been done differently? • Discuss both technical actions (e.g., did the police follow protocol? (if this role play was used in police training)) and relational dynamics (e.g., was the survivor treated with dignity?). • Use debriefs to correct myths, challenge biases, and build shared understanding. Pedagogic Handbook for Domestic Violence Trainers Grant Agreement No. 101074010 32 do not come up in the discussion) Group work • can help to actively engage more participants • gives space to those who do not like to speak in larger groups • learner contributions, such as presentations, posters, and discussions, provide opportunities for active participation and help to reinforce learning • depending on the participants and the topics worked on, the groups can work either alone or be supported by the trainer • groups can be asked to appoint a spokesperson who will present the results of the group work afterwards • role of the trainer is then to make sure that the time is not exceeded • help with any questions or problems Case studies • combine two methods: the case analysis itself and the discussion about it • promote critical thinking and problem-solving skills • enable to make decisions or assessments and develop solutions based on the information available • help participants transfer new information into practice • participants can elaborate specific questions to get more information • participants can identify key decisions or assessments that need to be made • case studies can also be used in group work or role play • effective cases are usually based on realistic scenarios • present complex, unstructured problems that may contain trivial or irrelevant information • often do not contain all the information a practitioner would need Role play • active learning method • allows participants to explore realistic situations by interacting with other participants • participants can be given specific instructions on how to behave or what to say • participants can be asked to act and • a safe environment that enables participants to own their role • Role plays need time (at Pedagogic Handbook for Domestic Violence Trainers Grant Agreement No. 101074010 33 in a safe environment • opportunity to learn and perceive situations from other perspectives • can be used to develop professional skills and to transfer learnings into practice react in their own way, depending on the exercise requirements • play the other side of a conversation or interaction • following the role play, participants are asked to reflect and discuss the interactions (e.g., alternative ways of dealing with the situation) • if necessary, the role play can be performed again, with changes made based on the results of the reflection and discussions least 20-30 minutes) and this needs to be planned in when designing the course agenda. Pedagogic Handbook for Domestic Violence Trainers Grant Agreement No. 101074010 34 Appendix 7.3 Generic example of a role play on intersectoral collaboration A Word document and a corresponding PDF file of that role play can be downloaded from our training platform; it is the same for all sectors. This role play can therefore easily be adapted to suit your needs, since the roles should be tailored to the judicial system of each country. Objectives: To practice trauma-informed, collaborative responses when a survivor is hesitant to testify in a legal process, especially for obtaining a restraining order. Participants will explore professional responsibilities, survivor autonomy, and cross-sector support. Duration: • Role play: 15–20 minutes • Debrief: 20–30 minutes PARTICIPANTS (4 Roles): 1. Survivor – "Leila" 2. Legal Advocate / Court-Based Social Worker 3. Police Domestic Violence Liaison Officer 4. Prosecutor / Legal Aid Attorney SCENARIO OVERVIEW Leila, 31, has endured years of psychological abuse, occasional physical violence, and stalking from her ex-partner, who recently showed up outside her workplace and home again. She has filed police reports, and the domestic violence liaison officer encouraged her to seek a restraining order. She meets with a legal advocate and a legal aid prosecutor to begin the process. However, once informed that she may need to testify in court, Leila becomes fearful. She worries about retaliation, losing custody of her kids, and not being believed. She begins expressing doubts and considers withdrawing the request. ROLE DESCRIPTIONS Leila (DV victim) • Intelligent, cautious, overwhelmed. • Has two young children. • Has been emotionally manipulated to believe no one will help her. • Terrified of court and retribution. • Unsure if going through with the restraining order is worth the risk. • Needs reassurance, safety planning, and control over decisions. Legal Advocate / Court-Based Social Worker • Trained in trauma-informed care. • Your role is to support Leila emotionally and practically. • You want to empower her, not pressure her. • You know legal testimony is challenging, but you believe her safety depends on moving forward. • You’re trying to balance realism with hope. Pedagogic Handbook for Domestic Violence Trainers Grant Agreement No. 101074010 35 Police DV Liaison Officer • Familiar with Leila’s case history. • Believes the ex-partner poses a high risk of escalation. • Wants to protect Leila but may speak in firm, procedural language. • Has access to evidence like past incident reports, photos, text messages. • Must not override Leila’s autonomy, even if you disagree with her hesitation. Prosecutor or Legal Aid Attorney • Explains what’s legally required to obtain the restraining order. • Clarifies that testimony might be necessary, depending on the case strength. • Balances legal limitations with victim-centred advocacy. • You must explain realistic outcomes without discouraging Leila. ROLE PLAY FLOW (Suggested Structure)  Initial Scene (All participants in a joint meeting)  Legal aid office or court preparation room.  Leila expresses initial willingness but begins withdrawing.  Escalation  Leila hears she may have to testify and becomes emotional.  She brings up fear of retaliation, loss of custody, and not being believed.  Response from Others  Advocate and police try to reassure her and support autonomy.  Prosecutor explains her rights and options, including the possibility of protective testimony mechanisms (e.g., testifying via video; please note: this may differ between countries).  Decision Point  Leila must decide whether to continue or pause the restraining order process.  Other actors must support either decision without coercion. FACILITATOR PROMPTS During or after the role play, ask: • How did each professional balance support vs. pressure? • Did anyone speak over Leila or make assumptions? • What cross-sector communication helped or hindered trust? • What barriers came up (legal, emotional, systemic)? • What are non-testimonial options that can support her case? • How can sectors collaborate to increase Leila’s sense of safety and control? NOTES FOR SAFETY • Let participants “tap out” of the role if distressed. • Offer grounding exercises or a short break if emotions run high. • Remind participants that the goal is skill-building, not perfect performance. FACILITATOR TIPS • Use brief pre-briefs: provide each participant with a character summary. • Debrief after each scenario with sector-specific and shared reflection. • Rotate roles between sessions so participants see multiple perspectives. Pedagogic Handbook for Domestic Violence Trainers Grant Agreement No. 101074010 36 Appendix 7.4 Evaluations of the training Appendix 7.4.1 Pre-Training Questionnaire A Word document of the pre-training questionnaire can be downloaded from our training platform and can therefore be easily adapted to suit your needs. This questionnaire is the same for all sectors. To the participants: Please take a few minutes to complete this questionnaire. Your reflections are highly valuable for you to get ready for the training, and they will help us design the training according to your expectations and knowledge. Your responses are anonymous. Please take 10 minutes to improve the quality of the training! Thank you very much for your support! 1. Personal Code Please create an anonymous personal code that allows us to match your responses across different stages without revealing your identity. Note for trainers: The personal code should be based on characteristics that are not identifiable by your organization/others you share the data with, but remain constant (e.g., 3rd letter in your mother’s first name + month of birth + last digit of your postal code etc. + 1rst letter in the name of your favourite colour etc.). Adapt this example to fit local legal and cultural requirements. Ensure it does not leave several options for answers. 2. Demographic Information Note for trainers: Choose demographic questions to meet local data protection requirements and to collect only information essential for analysis. You find examples in the questionnaire that is suggested to be used directly after the training. 3. Expectations, prior knowledge, challenges 1. Knowledge 1.1 How would you rate your current level of knowledge on the topic of the upcoming training? ☐ very confident ☐ confident ☐ neutral ☐ not confident ☐ not confident at all 1Note for trainers: A more specific alternative would be picking up the objectives separately. Adjust items according to the training focus, e.g., to recognise indicators of domestic violence, to communicate with victims/survivors, to conduct risk assessments. 1.2 How would you rate your current ability to … ☐ very confident ☐ confident ☐ neutral ☐ not confident ☐ not confident at all Pedagogic Handbook for Domestic Violence Trainers Grant Agreement No. 101074010 37 2. Expectations 2.1 What is one specific question or challenge you hope this training will help you to address? 2.2 What is another specific question or challenge you hope this training will help you to address? 2.3 What are your expectations regarding the benefits of this training for your professional role? ☐ very high ☐ high ☐ neutral ☐ low ☐ very low 3 Additional Feedback 3.1 What are the two biggest obstacles you currently face in your professional role when addressing this topic? 3.2 What is one aspect you already know about domestic violence that you think is most important for others to understand? 3.3 Any comments or suggestions for this training? Thank you for your contribution! It was a pleasure working with you in the training. If you have any questions, please contact: Pedagogic Handbook for Domestic Violence Trainers Grant Agreement No. 101074010 38 Appendix 7.4.2 Post-Evaluation of the training A Word document of the post-training questionnaire can be downloaded from our training platform and can therefore be easily adapted to suit your needs. This questionnaire is the same for all sectors To the participants: After participating in the training, we would like to know if you are satisfied with the organisation and the content presented. Please take 10 minutes to improve the quality of the training! Thank you very much for your support! 1. Personal Code Please create an anonymous personal code that allows us to match your responses across different stages without revealing your identity. Note for trainers: The personal code should be based on characteristics that are not identifiable by your organization/others you share the data with, but remain constant (e.g., 3rd letter in your mother’s first name + month of birth + last digit of your postal code etc. + 1rst letter in the name of your favourite colour etc.). Adapt this example to fit local legal and cultural requirements. Ensure it does not leave several options for answers. 2. Demographic Information Note for trainers: Choose demographic questions to meet local data protection requirements and to collect only information essential for analysis. You find examples in the questionnaire that is suggested to be used in this template. 3. Specific questions about content 1. Organisation of the training 1.1 I found the information I received before the training ... ☐ very useful ☐ useful ☐ neutral ☐ not very useful ☐ not useful at all 1.2 I found the organisation of the training ... ☐ very good ☐ good ☐ neutral ☐ bad ☐ very bad 1.3 The duration and schedule of the training were … ☐ very good ☐ good ☐ neutral ☐ bad ☐ very bad 1.4 The composition of the group was ... ☐ very good ☐ good ☐ neutral ☐ bad ☐ very bad 2. Content and methods 2.1 The presentations (lectures by the trainers) in the training were ... ☐ comprehensible ☐ largely comprehensible ☐ neutral ☐ largely incomprehensible ☐ incomprehensible Pedagogic Handbook for Domestic Violence Trainers Grant Agreement No. 101074010 39 2.2 The support in training was ... ☐ very useful ☐ useful ☐ neutral ☐ not very useful ☐ not useful at all 2.3 I found the discussion in the training ... ☐ very interesting ☐ interesting ☐ neutral ☐ not very interesting ☐ not interesting at all 2.4 I found the methods used in the training ... ☐ very effective ☐ effective ☐ neutral ☐ not very effective ☐ not effective at all 2.5 The quality of the learning materials in the training was ... ☐ very high ☐ high ☐ neutral ☐ low ☐ very low 2.6 Too much time was spent on: 2.7 Too little time was spent on: 2.8 In the training I missed: 3. Learning outcomes 3.1 The training increased my awareness of the phenomenon of domestic violence. ☐ strongly agree ☐ agree ☐ neutral ☐ disagree ☐ strongly disagree 3.2 The training improved my ability to help victims of domestic violence. ☐ strongly agree ☐ agree ☐ neutral ☐ disagree ☐ strongly disagree 3.3 The training encouraged me to reflect on my own views and possible prejudices on domestic violence. ☐ strongly agree ☐ agree ☐ neutral ☐ disagree ☐ strongly disagree 3.4 The learning content of the training for my (future) work is ... ☐ very useful ☐ useful ☐ neutral ☐ not very useful ☐ not useful at all 4. Evaluation of own participation 4.1 My opportunities to participate in the training were ... Pedagogic Handbook for Domestic Violence Trainers Grant Agreement No. 101074010 40 ☐ completely sufficient ☐ sufficient ☐ neutral ☐ insufficient ☐ not sufficient at all 4.2 My opportunities to contribute my own expertise were ... ☐ completely sufficient ☐ sufficient ☐ neutral ☐ insufficient ☐ not sufficient at all 4.3 My opportunities to bring in my doubts, uncertainties and critical remarks were ... ☐ completely sufficient ☐ sufficient ☐ neutral ☐ insufficient ☐ not sufficient at all 5. General impression 5.1 My general impression of the training is ... ☐ very good ☐ good ☐ neutral ☐ bad ☐ very bad 5.2 Further comments: 6. Personal and institutional background 6.1 My reason for attending the training: 6.2 Status of my institution: ☐ governmental institution ☐ non-governmental institution ☐ private institution ☐ other status: 6.3 Field of work (multiple answers possible): ☐ law enforcement ☐ healthcare ☐ social work ☐ education 6.4 Work experience with domestic violence (in years): ☐ none ☐ 0-3 years ☐ 3-6 years ☐ more than 6 years 6.5 Already received training on domestic violence ☐ none ☐ for a few hours ☐ for a few days ☐ for a few weeks 6.6 Occupational group (multiple answers possible): ☐ management ☐ practitioner ☐ student ☐ other occupational group: 6.7 Gender and age: ☐ woman ☐ man ☐ non-binary age: Thank you for your contribution! It was a pleasure working with you in the training. If you have any questions, please contact: Pedagogic Handbook for Domestic Violence Trainers Grant Agreement No. 101074010 41 Appendix 7.4.3 Survey on retention of learning content (optional) A Word document of this survey can be downloaded from our training platform and can therefore be easily adapted to suit your needs. This questionnaire is the same for all sectors To the participants: Thank you for taking the time to help us improve our training programme. This short follow-up questionnaire will help us understand what knowledge, reflections, and practical skills have remained with your x months after the training, and whether you have had opportunities to apply them in your work. Your answers will be anonymous. Please take 10 minutes to improve the quality of the training! Thank you very much for your support! 1. Personal Code Please create an anonymous personal code that allows us to match your responses across different stages without revealing your identity. Note for trainers: The personal code should be based on characteristics that are not identifiable by your organization/others you share the data with, but remain constant (e.g., 3rd letter in your mother’s first name + month of birth + last digit of your postal code etc. + 1rst letter in the name of your favourite colour etc.). Adapt this example to fit local legal and cultural requirements. Ensure it does not leave several options for answers. 2. Demographic Information Note for trainers: Choose demographic questions to meet local data protection requirements and to collect only information essential for analysis. You find examples in the questionnaire that is suggested to be used directly after the training (Annex 7.4.2) 1. Opportunity to use my new skills and knowledge on Domestic Violence 1.1 Since the training, I have had opportunities to apply what I learned in my work (Note for trainers: Create the questionnaire in a way that, if the answer is “no”, Section 2 is skipped and the respondent is directed to Section 3). ☐ yes ☐ no 2. Transfer to Practice [only for those who answered “yes” to Question 1.1] 2.1 I have applied the knowledge and skills from the training in my professional role. ☐ strongly agree ☐ agree ☐ neutral ☐ disagree ☐ strongly disagree 2.2 I have used the training content to improve my ability to help victims of domestic violence. ☐ strongly agree ☐ agree ☐ neutral ☐ disagree ☐ strongly disagree 2.3 I have continued to reflect on my own views and possible prejudices regarding domestic violence