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Workshop Sessions: New training ,models for University staff: What worked for us.

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Sharing experiences from the UK: Anne Chappell and Charlotte Jones (Brunel)

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Workshop Sessions: New training ,models for University staff: What worked for us.

  1. 1. Anne Chappell @annechappell7 Charlotte Jones @charlotte_sheff Workshop session: New training models for university staff. What worked for us in the Brunel University London training in the UK. http://usvreact.eu #USVreact
  2. 2. The programmes intend to support members of staff with:   Defining sexual violence and understanding the complexity of it;   Recognising different types of disclosure and the contexts for these;   Relating sexual violence to cultural norms and gender inequality;   Understanding why some students may be particularly vulnerable;   Responding to a disclosure to ensure that the student feels supported at the point of disclosure;   Making the student aware of the support available to them in the short, medium and longer term, and supporting students deciding on their next steps;   Initiating an appropriate care pathway to ensure that support is available;   Being able to maintain boundaries and look after own emotional well-being.   Three large campus universities situated in different parts of England: Sussex -14,000 students, York - 17,000 students, Brunel - 13,000 students   Differing student demographics, campus cultures and varied stages of development in addressing sexual violence Universities Supporting Victims of Sexual Violence (USVreact) in the UK
  3. 3. Prior to programme development and delivery:   York conducted interviews with eight members of staff, who were managers of the services/departments they planned to deliver their programme to, aiming to understand current levels of experience and discover knowledge gaps that should be addressed in their programme.   Brunel also spoke to student support staff about their experiences and awareness of student disclosures and sexual violence.   Sussex conducted a needs analysis through a survey completed by over 300 Sussex students, and a focus group with students and key staff.   Brunel and Sussex convened internal steering groups with members of staff. The programme consisted of two sessions at York and Brunel: each lasting three hours at York, and four hours at Brunel. First sessions focused on ways of understanding sexual violence, and second sessions focused on practical skills. Sussex developed two training models taking account of different staff roles: i.  A 90-minute session covering basic listening and referral skills, targeted at student- facing but non-frontline staff. ii.  A four-hour session covering support and trauma in depth, which was targeted at frontline staff. Designing the USVreact Programmes
  4. 4.   York separated groups of staff attending the sessions by their job roles, whereas Brunel’s sessions included staff from a range of different sectors.   Managers at York were responsible for deciding whether it would be voluntary or compulsory for their staff to attend and how to recruit staff. At Brunel and Sussex, attendance was voluntary and open to all staff.   One of the guiding principles at Sussex was that the more creative and memorable the training was, the more effective and impactful it would be.   In order to protect participants and create a safer space for the sessions, all three programmes developed ground rules, content warnings, time-outs, breaks and scheduled times for individual, pair and whole group reflection.   Lead facilitators at all three universities were experienced counsellors. At Brunel and Sussex the facilitators were based at local sexual violence support services. Supporting facilitators were university counsellors, student welfare staff, PhD students with relevant expertise, and support service volunteers. Facilitating the USVreact Programmes
  5. 5.   Pre/post-training questionnaires indicate significant changes in participants’ understanding/knowledge of sexual violence. Sussex noted that participants generally had very high expectations of the training, which were largely superseded.   Small group sizes and breakout group activities were commended at Brunel. One participant appreciated the ‘[f]reedom for discussion’ and ‘openness’ of the conversations, with many participants also mentioning the ‘non-judgemental environment’ and others feeling it was a ‘safe space to air feelings, and anxieties’.   Ongoing requests for further sessions to be delivered at all universities, and plans currently being made to ensure the sustainability of the programmes. York hoping to embed elements of their programme into compulsory provision for all staff, and offer optional Part Two training.   Recommendations for changes to policy, procedure and communication have been put forward at all universities, as well as updated care pathways and websites.   Sussex have developed ‘legacy’ materials in the form of a webinar (including a filmed version of their training), a website, and a flyer with basic referral information to be circulated to all staff in the university. Responses to the USVreact Programmes and their Legacy
  6. 6. MEDIA AND SOCIAL PERCEPTIONS ?
  7. 7. SUPPORTING STUDENTS
  8. 8. Chardine asks a member of staff about anonymity online and how to ensure that your accounts are secure. When the staff member asks further questions about what Chardine is concerned about, she tells them that she is being persistently harassed on Twitter, Facebook and Instagram by a man she doesn’t know, who took a dislike to some of the political views she expressed on her personal Twitter account a few weeks ago. He sends her new messages every day, often with threatening and sexually graphic content, and he has managed to find all of her social media accounts and email addresses (including her university account). She seems very flustered, upset and panicky, and eager to ensure the situation doesn’t get any worse.
  9. 9. Q1 – Could the USVreact programme work in your institution? Q2 – How could the programme be tailored to suit the context, needs and demographics of your university? Q3 – How can we ensure our progress in this area is visible to our students? And how can guidance on support be easily accessed by students? Q4 – What other systems and procedures need to be improved in order to best support victims/survivors and improve our response? Final Questions to Consider
  10. 10. Questions? anne.Chappell@brunel.ac.uk charlotte.Jones@brunel.ac.uk @annechappell7 @charlotte_sheff http://usvreact.eu #USVreact Questions?

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