PEOPLE INFORMATION PROCESS PLACE Indicators of imminent violence e.g. cues such as person has rapid breathing, clenched fists or teeth, flaring of nostrils, flushing, loud talking or chanting, restless and repetitive movements, pacing, or violent gestures, such as pointing Evidence of heightened level of anxiety Refusal to cooperate Rapid mood swings Threats of violence Lack of training/resources necessary to manage complex behaviours Lack of briefing of any emergency protocols Lack of briefing on any behavioural triggers for the person set out in the relevant Behaviour Plan/s Protective Action Plan/ Positive Handling Plan Lack of handover briefing on student status to relevant staff Lack of training in relevant de- escalation/functional assessment and management practices Lack of activation of emergency or support communications process Lack of knowledge of exits Lack of knowledge of nearest safe place Not located to immediate exit Located to block person’s exit No scan for potential weapons Not aware of location of nearest co-worker Emergency communications system failure
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