Participant Activity

Workbook

MARAM – Brief and Intermediate

(Online)
 Contents
Preparing for the facilitated sessions.......................................................................................
About this workbook:........................................................................................................4
About this training:............................................................................................................4
Navigating this guide:...............................................................................................................
Resources:...............................................................................................................................
Training activities preparation..................................................................................................
Session One.............................................................................................................................
Topic: Gender and structural inequality, understanding intersectionality.........................6
Activity: Video – What is intersectionality?...................................................................6
Topic: Foundational knowledge........................................................................................7
Activity one: Zoom poll..................................................................................................7
Topic: Working with diverse groups.................................................................................8
Activity two: Small group discussion in breakout rooms...............................................8
Session two..............................................................................................................................
Topic: Effective engagement............................................................................................9
Activity three: Responding to disclosures.....................................................................9
Topic: Applying a child focus..........................................................................................10
Activity four: Applying a child focus in practice...........................................................10
Topic: Identifying family violence....................................................................................11
Activity five: Case study..............................................................................................11
Topic: Evidence-based risk factors practice session.....................................................12
Activities six and seven:..............................................................................................12
Topic: Assessing seriousness........................................................................................14
Activity eight: Assessing seriousness of risk..............................................................14
Session three.........................................................................................................................16
Topic: Risk assessment.................................................................................................16
Activity nine: Practicing conducting a risk assessment..............................................16
Topic: Perpetrator accountability....................................................................................21
Activity ten: Perpetrator accountability.......................................................................21
Topic: Risk management................................................................................................22
Activity eleven: Risk management..............................................................................22
Activity twelve: Intermediate risk management..........................................................22

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 Topic: Safety planning....................................................................................................23
Activity thirteen: Safety planning................................................................................23
Activity: Safety planning – group brainstorm..............................................................28
Topic: Worker wellbeing and sustainability....................................................................31
Activity: wellbeing.......................................................................................................31
Topic: Closing.................................................................................................................32
Activity: evaluations and closing.................................................................................32
Appendix Documents.............................................................................................................33
MARAM tools.................................................................................................................33

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 Preparing for the facilitated sessions
About this workbook:
This guide includes activities and resources used within MARAM Brief and Intermediate
Training Module. This guide will include a list of activities, resources such as video’s that
you need during the training. Designed to support your online learning experience you can
read it prior to the training session to gain an understanding of the types of activities your
trainer will take you through over the course of the training to support the overall online
training module.

You MUST have a copy of this guide either in either electronic or hard copy. During the
online training different interactive learning activities and Zoom features will be used to
support your learning. It includes large group discussions, smaller groups discussions by
using Breakout rooms, using the Whiteboard, Polling and Chat.

About this training:

Session one
 Overview of MARAM
 Key Concepts
 Understanding structural
inequality &
Intersectionality
Session two
 Effective engagement in
family violence response
 Identification of family
violence and evidence-
based risk factors
 Assessing the
seriousness of risk
Session three
 Intermediate risk
assessment
 Intermediate risk
management, keeping
perpetrators in view
 Safety planning

Navigating this guide:

Contents Page: An interactive contents page has been included to make it easy for you to
locate specific sections within this participant activity workbook. Simply click on the topic or
activity you wish to access, and it will immediately take you to its corresponding location in
the workbook.

Topics: You will notice that the topics in this workbook correspond to the PowerPoint slides
your facilitator will be using. This alignment will help you keep track of your progress within
the session.

Activities: The activities in this workbook are numbered to match the PowerPoint slides
your facilitator is using. This numbering system will assist you in tracking your progress
through the session.

PowerPoint Slides: While we do not provide copies of the PowerPoint slides, you have
been given screenshots of the necessary slides to help you stay synchronised with the
session content.

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 Resources:
Type Detail
Additional Additional reading resources and videos from the training session can be
reading accessed by the student through Canvas LMS.
resources
Videos Videos from the training session can be accessed by the student through
Canvas LMS.
Interaction The facilitated sessions will utilise Zoom whiteboards, Zoom polls and
materials Zoom break out rooms during the sessions.
Technolog Both the trainer and the participants must have access to a computer
y equipped with a functional camera and Zoom for the sessions.

Training activities preparation

Please familiarise yourself with the family violence evidence based risk factors outlined
above, as they will be an important aspect of training activities.

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 Session One
Topic: Gender and structural inequality, understanding intersectionality

Activity: Video – What is intersectionality?

Slide:

Activity Instructions:

Please watch the following video: About the video: This video was commissioned and
produced by Professor Peter Hopkins from Newcastle University in the UK. DVRCV has
received permission to use that ‘What is Intersectionality?’ video.

Video: What Is Intersectionality?

URL: https://vimeo.com/263719865

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 Topic: Foundational knowledge

Activity one: Zoom poll

Slide:

Activity Instructions:

Using a zoom poll, participants individually answer 3 questions

 Your Trainer will launch a Zoom Poll and ask you to select an answer
 Once all answers are received, your Trainer will read out the answers given and explain
what the correct option is for each question

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 Topic: Working with diverse groups

Activity two: Small group discussion in breakout rooms

Slide:

Activity Instructions:

You will work in your group, referring to the following relevant three recommendations in this
activity and consider how you could demonstrate these principles in practice. Nominate
someone from your group to report back to the larger group.

Activity two: Resource A:

Aboriginal and Torres Strait Islander Communities - Prioritising and strengthening culture
and self-determination

How would you acknowledge and support the culture of Aboriginal and Torres Strait
Islander people?
How would you ensure your practice promotes self-determination?
How would you be aware of your own potential biases when working with Aboriginal and
Torres Strait Islander people?

Activity two: Resource B:

Culturally and Linguistically Diverse Groups

How might you demonstrate respect for culture in your practice?

Explore family dynamics and relationships a victim survivor has (such as arranged
marriage, forced marriage, in-laws, visa status, family structures and gender roles). How
might you explore the way in which a victim survivor’s family dynamics and relationships
influence the choices available to them?
What terms, concepts and services would you need to consider explaining in your practice
about the family violence service system?

Activity two: Resource C:

Individual with a Disability

How might you ensure resources and services are accessible for people with a disability?
How could you describe a person’s disability using factual language that doesn’t reinforce
stereotypes, imply weakness or alienate them?

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 How could an individual’s disability be used against them in the context of family violence?

Session two
Topic: Effective engagement

Activity three: Responding to disclosures

Slide:

Activity Instructions:

You will join break out rooms and take turns to respond to the following statements:
Statements: Imagine the following statements are said by a client who you know is
experiencing family violence. How might you respond to the statements using the
engagement skills we have looked at?

Note: These statements are three different scenarios and you need to respond to
three different clients.

 Statement 1: ‘Things got a bit out of hand last night; it was pretty scary…my partner has
never hit me before though.’
 Statement 2: ‘I feel I have tried everything. I’ve tried doing what my carer asks, it makes
no difference, he still blames me. I guess I am pretty difficult to deal with sometimes.’
 Statement 3: ‘I know I’m his mother and I’m supposed to be supportive of him and help
him to have a good life. I’m just really struggling with money though and he keeps asking
me for more and more. I’m worried about what might happen if I say no.’

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 Topic: Applying a child focus

Activity four: Applying a child focus in practice

Slide:

Activity Instructions:

Group discussion questions:

 How could a child focus be incorporated into your work?

 What would you consider when engaging children directly?
 What might you consider to support engagement?

Notes:

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 Topic: Identifying family violence

Activity five: Case study

Slide:

Activity Instructions:

Your trainer will either ask a participant or read out a case study, and participants will
discuss as a large group.

Case Study

Bernie is 30 and lives with her husband Michael (32) in an outer suburb of Melbourne. She
used to work as a teacher but stopped when her daughter Tia (5) was born. Bernie attends a
playgroup run by family services workers. Bernie has mentioned that things have been a bit
stressful at home lately – the family is under financial pressure as Michael had his hours cut
back at work. Michael has become very rigid with budgeting and tightly controls what Bernie
spends on herself and Tia. Bernie has joked that it is lucky she is so easy-going since
Michael is a bit of a ‘control freak’. Tia is a quiet child and is very clingy around Bernie. She
seems to enjoy the group once she gets settled. The workers have noticed she becomes
very quiet again when Michael arrives and doesn’t want to leave. Bernie says Tia has been
acting strangely and that she’s just struggling with her transition to school. Bernie has
seemed distracted lately and often leaves the group to respond to phone calls. She seems
tired and isn’t as engaged in the group as she used to be.

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 Topic: Evidence-based risk factors practice session

Activities six and seven:

Slide:

Activity Instructions:

Your trainer will read out a case study and ask participants to write down any evidence-
based risk factors.
Case study
Bernie says Michael has always had a ‘bit of a temper’, and ‘pushes her around’
occasionally. He often comes home angry, yells a lot and breaks things. Bernie has to make
sure Tia is very well behaved otherwise he loses his temper at both of them.

Bernie says that things haven’t always been like this. She describes meeting Michael as a
turning point in her life. Bernie experienced a lot of instability in her childhood and has a
diagnosis of schizophrenia, which she lives with well. When she was younger, she was
hospitalised a few times for her illness. She found these experiences very traumatic and
says the stability of her relationship with Michael helped greatly. She also says her Catholic
faith is a great source of strength. Bernie is heavily involved in her local community and she
and Michael are active and well-liked members of the church.

Michael wants another child, but Bernie doesn’t want more children as she wants to return to
her career, and her pregnancy with Tia was extremely difficult. Michael won’t let her use
contraception and says she is immoral to consider it. He often forces her to have sex, saying
this is her duty as his wife – if she gets upset, he accuses her of cheating on him.

Bernie was taking the pill secretly, but last week Michael found an empty packet in the bin.
He pushed her harder than he had before, then pinned her up against the wall by her throat.
Bernie was frightened that he would kill her. When she managed to get away from him, she
saw Tia in the doorway looking terrified.

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 Bernie threatened to leave and call the police if Michael ever did something like that in front
of Tia again – but Michael just said he would call the CAT team, that no-one would believe
her and she’d be taken away. Bernie is very frightened of being back in hospital. Bernie feels
very confused and upset, as a lot of the time Michael is lovely and affectionate.

Bernie spoke to a close friend who suggested she forgive Michael and pray. Bernie has
other friends she and Tia could stay with if she left, but she is petrified by the idea of leaving
her home and community.

Your trainer will ask you to refer to the Bernie case study and discuss the questions on the
slide:

1. How has Michael used Bernie’s identity against her as a tactic of family violence?
2. How might an intersectional analysis of Bernie’s situation impact your assessment of
Bernie and Tia’s risk (consider structural barriers and protective factors)?

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 Topic: Assessing seriousness

Activity eight: Assessing seriousness of risk

Slide:

Activity Instructions:

Your trainer will ask you to refer to the Bernie case study and consider your assessment on
the seriousness of risk for Bernie and Tia applying the MARAM structured professional
judgement model.

At risk High-risk factors are not present. Some other recognised family
violence risk factors are present. However, protective factors and
risk management strategies, such as advocacy, information and
victim survivor support and referral, are in place to lessen or remove
(manage) the risk from the perpetrator.

Victim survivor’s self-assessed level of fear and risk is low and

safety is high.
Elevated risk A number of risk factors are present, including some high-risk
factors. Risk is likely to continue if risk management is not
initiated/increased.

The likelihood of a serious outcome is not high. However, the impact

of risk from the perpetrator is affecting the victim survivor’s day-to-
day functioning.

Victim survivor’s self-assessed level of fear and risk is elevated, and

safety is medium.
Serious risk A number of high-risk factors are present. Frequency or severity of
risk factors may have changed/ escalated.

Serious outcomes may have occurred from current violence and it is

indicated further serious outcomes from the use of violence by the
perpetrator is likely and may be imminent.

Immediate risk management is required to lessen the level of risk or

prevent a serious outcome from the identified threat posed by the

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 perpetrator. Statutory and non-statutory service responses are
required and coordinated and collaborative risk management and
action planning may be required.

Victim survivor’s self-assessed level of fear and risk is high to

extremely high and safety is low.

Most serious risk cases can be managed by standard responses

(including by providing crisis or emergency responses by statutory
and non-statutory (e.g., specialist family violence) services. There
are some cases where serious risk cases cannot be managed by
standard responses and require formally convened crisis responses.
Serious risk and In addition to serious risk, as outlined above
requires
immediate Previous strategies for risk management have been unsuccessful.
protection Escalation of severity of violence has occurred/is likely to occur.

Formally structured coordination and collaboration of service and

agency responses is required.

Involvement from statutory and non-statutory crisis response

services is required (including possible referral for a RAMP
response) for risk assessment and management planning and
intervention to lessen or remove serious risk that is likely to result in
lethality or serious physical or sexual violence.

Victim survivor self-assessed level of fear and risk is high to

extremely high and safety is extremely low.

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 Session three
Topic: Risk assessment

Activity nine: Practicing conducting a risk assessment

Slide:

Activity Instructions:

The purpose of this activity is to give participants an opportunity to practice doing an

Intermediate risk assessment, and apply the skills covered throughout the training.

Your Trainer will explain the set-up of how the practice session will run: In this activity, you
work with other participants (1 or 2) in your breakout room and will play the role of worker
and client (and observer). The aim of the session is to practice completing a risk assessment
using the intermediate risk assessment tool. During your practice session try to cover the
following as time allows:

 Introducing the tool

 Exploring the client’s assessment of their own level of risk
 Asking questions related to the evidence-based risk factors • Asking questions about risk
to children
 Asking questions to form your professional judgement
The case scenario will have two parts: a section with information that the worker knows, and
additional information that the client knows.

 You will have 7 minutes in role to practice completing a risk assessment with the client.
This will be followed by a few minutes to reflect on the roleplay in your group.
 You will then swap roles.
 To ensure that there is sufficient time to practice doing the assessment, you can assume
that you have already begun engaging with your client and have built some rapport.
Workers are encouraged to commence with going straight into introducing the risk
assessment.

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 WORKER INFORMATION

You are working with a woman called Aba, providing support not related to family violence (if
participants would like a more specific example, consider a financial counsellor). After
identifying family violence using questions from the screening tool, Aba has agreed to meet
with you to complete a family violence risk assessment.

Aba (50) is a South African-Australian woman who now lives on a rural property outside of
Traralgon, with her husband Pierre (56), their two sons Monty (16) and Morne (12) and their
border collie puppy Amy.

Aba’s mother is of Zulu African descent and Aba identifies strongly with her Zulu heritage.
Pierre is of white South African heritage. Aba and her family moved here 10 years ago in
order for Aba to pursue her Master of Clinical Paediatric Nursing. After Aba graduated, they
moved to the country for a rural hospital placement. Two years ago Aba was appointed to a
senior nursing role at the regional hospital she works at, and has become the predominant
earner in the family. Aba finds her new role very rewarding but has disclosed that Pierre has
become very jealous of Aba’s salary and often flies into a rage, stating that he ‘is the man
and therefore should be the bread winner’. Since Pierre’s drinking has increased, he has
started throwing plates and glasses during his rages. Two days ago, Pierre sold Aba’s car
without telling her and kept the entire payment. When Aba questioned this, Pierre kicked
their dog Amy with extreme force and told Aba if she ever questioned him again, he would
kick Aba like he did to Amy.

Aba does not feel she has anyone she can talk to about Pierre’s behaviour as she does not
have other family in Australia. Living regionally and working long hours, she has found it
difficult to find friends or Zulu community groups for her and her sons to connect with.
However, she has maintained some connection to the Zulu community online.

CLIENT INFORMATION

To be disclosed in response to appropriate questioning from the worker:

 Pierre often bullies Monty and Morne and puts down their Zulu heritage. He once
threatened to hit Morne with his car.
 Aba still loves Pierre and values their many years together but is worried that his rages
are getting worse. When he is seeing his drug and alcohol counsellor Aba feels things
are better, but he hasn’t been regularly attending lately.
 Pierre is good friends with a sergeant at the localisation and Morne is good friends with
his son. The four of them sometimes go out hunting together.
 Monty recently came out to Aba as gay. Aba and Monty are fearful of what will happen if
Pierre finds out.
 Aba sees family violence victims in the hospital regularly covered in bruises, burns and
bites, however, that has not happened to her so she is unsure whether this is family
violence.

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 Excerpt from Adult Victim Survivor Intermediate Risk Assessment Tool

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 Topic: Perpetrator accountability

Activity ten: Perpetrator accountability

Slide:

Activity Instructions:

You will share your responses to the following question:

‘In my role, what are some of the ways I can keep perpetrators in view at the systems
level?’

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 Topic: Risk management

Activity eleven: Risk management

Slide:

Activity Instructions:

Your Trainer will ask participants to respond to the question on the slide:

 What risk management strategies would you need to consider when responding to
someone at a risk level of ‘serious risk and requiring immediate protection’?

Activity twelve: Intermediate risk management

Slide:

Activity Instructions:

Your trainer will invite participants will now be invited to consider the following questions.
This discussion is based on the case study with Morne, Monty, Aba and Pierre.

1. In Aba’s situation, what might ‘talking to victim survivors about options and connection to
relevant services’ involve?
2. What might ‘ongoing risk assessment and management (monitoring for change and/or
escalation)’ look like in our role working with Aba?
3. How could Aba’s choice and autonomy (agency) be promoted throughout the risk
management process?

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 Topic: Safety planning

Activity thirteen: Safety planning

Slide:

Activity Instructions:

Your trainer will ask you to consider safety planning principles apply to Aba, Monty and
Morne’s situation.

Your trainer will ask participants to look at Making A Safety Plan template (appendix 9 of
MARAM guidance) – please familiarise yourself with this template.

Participants will be asked to contribute to the categories noted on the slide.

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 Appendix 9: Making a safety plan

Safety planning guide for adults (or older children and young people, if appropriate)
The following are elements of a safety plan and questions you can ask when working with the
person experiencing family violence to make a plan.
Every safety plan will be unique and based on the needs of the adult or young person –
you should be guided by them on what is important and safe for them in their safety plan.
This guide aims to assist you to discuss what planning and actions can be undertaken safely.
Under each checklist question with a ‘yes’, ‘no’, or ‘N/A’ response option, you can
additional provide details about the response from your conversation.
Add space to each section to write in further details, as required.

Plan detail and questions to support planning Checklist and detail

Safe place to go

If you need to leave your home in a hurry, where could you Address or name of place and how will
go? you get there?

Emergency contacts

Would you feel comfortable calling the police (000) in an emergency? If not, how can we support you to do
so?
☐ Yes ☐ No ☐ N/A
Call 000 in an emergency or Safe Steps on 1800 015 188 or local family violence organisation on
______________ [insert]

Who are your personal emergency contacts? Name, relationship, contact details

System intervention

Is the perpetrator incarcerated? ☐ Yes ☐ No ☐ N/A (If yes, release date if

known)

Is the perpetrator prevented from contact (including with ☐ Yes ☐ No ☐ N/A

any children)?
(provide details)

Is an intervention order in place (and children named)? ☐ Yes ☐ No ☐ N/A

(provide details)

If an intervention order in place, is it being adhered to? ☐ Yes ☐ No ☐ N/A

(note if any breaches, list/describe)
(provide details)

Support of someone close by

Is there someone close by you can tell about the violence ☐ Yes ☐ No ☐ N/A
who can call the police? (provide details)

Could they assist if you want to leave? ☐ Yes ☐ No ☐ N/A

(provide details)

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 Could they come with assistance or call the police if they ☐ Yes ☐ No ☐ N/A
hear sounds of violence coming from your home? (provide details)

Planning for children, older people or people in your care [if applicable]

What would you need to arrange for people in your care? (provide details)

What are their support needs? (provide details)

Would they be coming with you if you needed to leave in an ☐ Yes ☐ No ☐ N/A
emergency? (provide details)

If you have children in your care

How many children do you have in your care? (provide details)

How old are they?

Are they able to be left alone for short periods? ☐ Yes ☐ No ☐ N/A
Do they have any particular needs? (provide details)

Do your children attend childcare or school? ☐ Yes ☐ No ☐ N/A

(provide details)

What sort of routine or structure is in place for your (provide details)

child/ren?

What do you already do on a day-to-day (provide details)

basis to keep your child/ren safe?

Are there any other people in your child’s life that they ☐ Yes ☐ No ☐ N/A Name of trusted
trust and can talk to? person, contact details:

Planning for pets

Would they be coming with you if you needed to leave in an ☐ Yes ☐ No ☐ N/A
emergency?

What would you need to arrange for pets? (provide details)

Can someone else take care of them? ☐ Yes ☐ No ☐ N/A

(provide details)

Can you contact RSPCA or local services for short term ☐ Yes ☐ No ☐ N/A
support?
(provide details)

Safe communication

Do you have access to a phone or internet? ☐ Yes ☐ No ☐ N/A

(provide details)

Can you contact friends or someone trusted if you need to? ☐ Yes ☐ No ☐ N/A
(provide details)

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 Can you have a code word so the person knows how to ☐ Yes ☐ No ☐ N/A
respond if you contact them in an emergency?
(provide details)

Does anyone else have access to your phone or online ☐ Yes ☐ No ☐ N/A
accounts? (email, Facebook, other social media etc.)
(provide details)

Sometimes people can use your phone and accounts to try ☐ Yes ☐ No ☐ N/A
and track you. Do you know how to keep your phone and
(provide details)
online accounts safe? Have you accessed/put in place any
security features?

Transport

How will you get to a safe place? Do you have access to a ☐ Yes ☐ No ☐ N/A
vehicle or other public transport options?
(provide details)

Can you park your vehicle in a position that is not restricted ☐ Yes ☐ No ☐ N/A
from leaving quickly?

Can you use someone’s car? Can someone come to pick you ☐ Yes ☐ No ☐ N/A
up?
(provide details)

Can you plan and practice the quickest way to leave where ☐ Yes ☐ No ☐ N/A
you are?
(provide details)
[if appropriate]
Do you have appropriate car seats or restraints for children
in your care in your car?
Do you need to bring a pram? Can you get that into your car
or on public transport?
Can you transport older people in your care safely?

Items to take with you – escape bag

Key items including phone, keys, money (cash and bank (provide details)
cards)

What documents, clothes, or other things should you take (provide details)
with you when you leave? What is essential?

Can you put together items in a safe place or leave them or ☐ Yes ☐ No ☐ N/A
copies with someone, just in case?
(provide details)

Medication or other support aides for yourself or anyone in (provide details)

your care – prescriptions or a second set of items held in a
safe place?

[if applicable] Security/comfort toys for children or items ☐ Yes ☐ No ☐ N/A

that are highly significant to the child/ren.
(provide details)
Do you need to bring:
Breastfeeding/expressing equipment?
Bottle feeding formula and equipment?

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 Particular foods?
Can you put aside a water bottle and snacks for children?
School bags?
School, kinder, childcare contact details?

Financial access

Do you have access to money if you need to leave? Where is ☐ Yes ☐ No ☐ N/A
it kept?
(provide details)

Can you get it in an emergency? ☐ Yes ☐ No ☐ N/A

(provide details)

Do you have online banking? ☐ Yes ☐ No ☐ N/A

Does anyone else have access to your money or bank ☐ Yes ☐ No ☐ N/A
accounts? (including online?)
(provide details)

Do you have access to employment? ☐ Yes ☐ No ☐ N/A

(provide details)

Current supports

Do you have supportive people in your life who you trust to ☐ Yes ☐ No ☐ N/A
talk to about your situation? Can they help you in an
(provide details)
emergency?

Are you connected to social networks (family, friends, ☐ Yes ☐ No ☐ N/A

community, informal social networks)?
(provide details)

What do you usually do day-to-day to manage your safety? (provide details)

Are you engaged with any professional/therapeutic services? ☐ Yes ☐ No ☐ N/A

(provide details)

Access to antenatal services? (if applicable) ☐ Yes ☐ No ☐ N/A

(provide details)

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 Activity: Safety planning – group brainstorm
Slide:
Activity Instructions:
Considerations for Aba’s children Monty and Morne
 Consider the guidelines for safety planning with children and young people.
 Your trainer will ask what some of the considerations are for Monty and Morne.
Older children Children and young people should
and young be included in the development of
people the safety plan wherever possible,
(6- 18 years) including to reflect their views and
wishes.
The child or young person’s age
and developmental stage will
influence the level of involvement
they have in this process. This
assists in ensuring they understand
the purpose of the plan and
enables them to feel empowered –
which is a direct response to their
experience of family violence.
It may not be possible to create a
safety plan directly with an older
child or young person, such as if
the child is not present. You can
develop safety plans on their behalf
by talking with the parent/carer who
is not using violence, such as the
adult victim survivor.
It also may not be possible to
create a safety plan for a child or
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6-11 years of age:
Work together with the child to define and understand
what family violence is. In some cases, safety
planning with children at this developmental level can
be more effectively done with the parent/ carer
present. Affirm that everyone wants the child to be
safe.
12-14 years of age:
The full participation of the parent/carer in developing
the safety plan may not be needed or desired by the
young person. You can suggest they present and
share their safety plan with their parent/carer. An
option for safety planning with young people at this
developmental level is to develop an online safety
plan. Another option is to create a written contract
with the young person stating what they could do and
where they could go if they feel unsafe.
15-18 years of age:
Older young people often have a greater ability to
keep themselves safe in comparison to younger
children but they may need help in identifying their
own resources and developing a realistic safety plan
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 young person in consultation with a
protective parent. In this situation, it
is important to still consider the
impact of your planning on any
parent/carer in their life (who is not
using violence).
for themselves.
At this developmental level, full participation of
parent/carer in safety planning may not be needed or
desired. Suggest they present and share their safety
plan with their parent/carer.
At this age, males especially may feel they can
protect their mother by intervening in the violence in
some way. While respecting their feelings about this,
encourage young people to first consider their own
safety.

Appendix 10: Safety plan for children and young people

A safety plan is a personalised, practical plan that can help children/young people avoid
being placed in dangerous circumstances and know the best way to react when they are in
danger. Every safety plan will be unique and based on the needs of the child/young person.

As the professional, you should be guided by the child or young person on what is important
and safe for them in their safety plan. This guide aims to assist professionals to discuss what
planning and actions can be undertaken safely.

If someone is making you feel unsafe

I know I am unsafe when…
Where do I feel safe?

What have I done to keep myself safe in the past?

Who do I feel safe with?*

Who do I talk to if I don’t feel safe?

If I am feeling unsafe in my house or the place where I am I Where will I go?

can go to…
[Check with the parent/carer who is not using violence if
the place is safe and if the child is age/developmentally
able to get there]
Address or name of place if I have to leave my
house/the place where I am feeling unsafe:
How do I get there?
(can you walk there? do you know how to use
public transport, taxi or ride service?)

Do I have siblings/others who will go with me?

What do I take with me?

Secret code word:

Safe place at home
A place in my home I feel safe is… Room/place in my house if I need to hide

If you’re seeing your dad/other parent for a visit, what do you

do if you feel unsafe?
Safe people*
A safe adult family member Name:
Phone:
A safe adult or family friend Name:
Phone:
A safe adult or family friend Name:
Phone:

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 Letting someone know when I am worried
If something happens that makes me worried or afraid, I can let a safe person know.
When I am spending time with someone who makes me feel unsafe or afraid, or worried
for someone else in my family, I know I can ask a safe person for help and I won’t be in
trouble.

Calling for Help

If you can safely get to a phone in your own house or your own mobile, the phone of a
friend or safe adult known to you (teacher, carer, other adult), you can call for help.
Here’s what to do when you call:
Dial 000
They will say: ‘POLICE, FIRE, AMBULANCE’
You answer: Police
Then say:
My name is
I am years old.
I need help. Send the police. Someone is hurting my mum/sister/brother/[………].
The address is
The phone number I am calling from is:
It may not be safe for you to stay on the phone. If it is not safe, tell the person that and
then just put the phone down. DO NOT HANG UP. The 000 operator may be able to
hear so you don’t have to explain. Also, if you hang up, the police might call you back.
Safe on your phone or online (older children and young people)
Does anyone else have access to your phone or online accounts?

Sometimes people can use your phone and accounts to try and track you.
Do you have a passcode/password or know how to keep your phone and online accounts
safe?

How do I help myself feel safe or calm when I am upset

Remember:
 You are not to blame if your dad/family member is angry or being
violent.
 You will not be in trouble for calling police or asking for help.
 Don’t use your body to protect your mother/family member as you
may get seriously hurt.
 You are not responsible for your mum or family member’s safety, but
you might be able to get them help or assist to take your siblings to a
safe place.
 If someone is hurting your or your mother/family member, it is against
the law.
 If you don’t feel safe, go to your safe place if you can.
 When you are out of danger, let your mother/a safe adult know if you
are feeling upset, angry, sad or anxious about what happened so
they can help you.

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 Topic: Worker wellbeing and sustainability

Activity: wellbeing
Slide:

Activity Instructions:

Your trainer will ask you think about who in your organisation can you go to for support
implementing any of the elements of practice we have spoken about in this training?

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 Topic: Closing

Activity: evaluations and closing

Slide:

Activity Instructions:

 Please complete your post-self-assessments via the survey monkey link to self-identify
whether your skills and knowledge have increased after your attendance at the session
 Thank you for your attendance and participation

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 Appendix Documents
MARAM tools
Responsibility 3: Appendix 5 – Adult brief tool

https://content.vic.gov.au/sites/default/files/2020-10/Responsibility%203%20-%20Appendix
%205%20-%20Adult%20Brief%20Tool.docx

Responsibility 4: Appendix 9 – Adult safety plan tool

https://content.vic.gov.au/sites/default/files/2019-07/Responsibility-4-Attachment-9-Adult-
Safety-Plan-Template.DOCX

Responsibility 4: Appendix 10 – Safety planning tool for older children and young
people

https://content.vic.gov.au/sites/default/files/2019-07/Responsibility-4-Attachment-10-Safety-
Plan-for-Older-Children-and-young-people.DOCX

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35 CHCDFV001_FacilitatorGuide_V0.1_Draft

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