CONTROL PEOPLE INFORMATION PROCESS PLACE TYPE Triggers for and warning Exchange of information about Intake processes to identify and Availability of safe spaces Eliminate or MOST of escalating violent occupational violence risks, minimise risks Adequate and reliable reduce risks at behaviours of strategies for behaviour Use of additional or expert staff to security, alarms and source RELIABLE particular/individual management including plans address risks such as NSET or HSW team communications students are well to all those potentially at risk WHS issues considered in positive Suitable internal and understood by relevant (e.g. relief staff, volunteers) behaviour support plans for students external lighting staff Clear standards for student Transparent and fair disciplinary Clear visibility and lines of Withdrawal from situation and parental behaviour processes sight internally and or service externally Clear protocols with local police and Isolation to calm situation community services Suitable access and exit arrangements including Protective Action Plan barriers to work areas Use of defusing strategies Consultation and Training in prevention and intervention Proximity to colleagues if Minimise risk and techniques to calm an communication about strategies for managing needed violent/angry student, occupational violence issues violent/potentially violent behaviour of a Reliable emergency parent, or other on a regular basis student, parent or other is provided to communication systems staff e.g. de-escalation, difficult Positive school community Quality reporting and data Personal alarms or contact conversations, complex problems engagement analysis protocols if working in Training on emergency management Key Performance Indicators Clear guidelines for isolated location or working for Safety action Additional support from leadership alone team/colleagues; including Social, Emotional Learning Signage on controlled spaces mentoring/coaching and Cyber safety programs or restricted areas for students Application of existing Safe and Use of group meetings for Supportive Schools measures staff and leadership case management capability for OV risk Differentiated learning Room set up to maximise management Case management approach staff safety Support for appropriate internal and external wellbeing/management support services capacity Availability of debriefing, Existing incident response and Application of existing protocols for Capacity to restrict access or Response and support, counselling, emergency plans cover discipline, and any subsequent, lock down Recovery respite and other services occupational violence suspension and transition measures or following an incident incidents use of alternative learning programs/environments Reporting and investigation of incidents
CONTROL TYPE PEOPLE INFORMATION PROCESS PLACE Eliminate or reduce risks at source Triggers for and warning of escalating violent behaviours of particular/individual students are well understood by relevant staff Withdrawal from situation or service Isolation to calm situation Exchange of information about occupational violence risks, strategies for behaviour management including plans to all those potentially at risk (e.g. relief staff, volunteers) Clear standards for student and parental behaviour Intake processes to identify and minimise risks Use of additional or expert staff to address risks such as NSET or HSW team WHS issues considered in positive behaviour support plans for students Transparent and fair disciplinary processes Clear protocols with local police and community services Protective Action Plan Availability of safe spaces Adequate and reliable security, alarms and communications Suitable internal and external lighting Clear visibility and lines of sight internally and externally Suitable access and exit arrangements including barriers to work areas MOST RELIABLE Minimise risk Use of defusing strategies and techniques to calm an violent/angry student, parent, or other Positive school community engagement Key Performance Indicators for Safety Social, Emotional Learning and Cyber safety programs for students staff and leadership capability for OV risk management Support for wellbeing/management capacity Consultation and communication about occupational violence issues on a regular basis Quality reporting and data analysis Clear guidelines for action Training in prevention and intervention strategies for managing violent/potentially violent behaviour of a student, parent or other is provided to staff e.g. de-escalation, difficult conversations, complex problems Training on emergency management Additional support from leadership team/colleagues; including mentoring/coaching Application of existing Safe and Supportive Schools measures Differentiated learning Case management approach appropriate internal and external support services Proximity to colleagues if needed Reliable emergency communication systems Personal alarms or contact protocols if working in isolated location or working alone Signage on controlled spaces or restricted areas Use of group meetings for case management Room set up to maximise staff safety Response and Recovery Availability of debriefing, support, counselling, respite and other services following an incident Existing incident response and emergency plans cover occupational violence incidents Reporting and investigation of incidents Application of existing protocols for discipline, and any subsequent, suspension and transition measures or use of alternative learning programs/environments Capacity to restrict access or lock down
Occupational-Violence-Management-Plan.DOCX