Draft Training Guidance to Be Used with the Talking Heads DVD
Draft training guidance to be used with the ‘Talking Heads’ DVD.
A resource developed in Forth Valley to raise awareness of human trafficking.
Acknowledgements
On behalf of The Forth Valley G5 Child Protection Group of Chief Executives, the Forth Valley Policies and Procedures Sub-Group commissioned a working group to prepare a local protocol in relation to human trafficking (adult and child). This working group consisted of a wide range of individuals from services across Clackmannanshire, Falkirk and Stirling. Representation came from the three local authorities, Central Scotland Police, Forth Valley NHS and the voluntary sector. Local Child Protection Committees and Violence against Women Partnerships were instrumental in developing the protocol.
The ‘Talking Heads’ DVD was developed by the Forth Valley working group to be used at an awareness raising day for local practitioners. This event explored issues of human trafficking as well as providing a forum to test the draft human trafficking protocols. Members of the Livingston Amateur Dramatics Society kindly took part in the filming of the DVD and our thanks is extended to them. Sandra Jamieson and Jack Cuthbert from the Scottish Intelligence Co-ordination Unit Scottish Crime & Drug Enforcement Agency (SCDEA) provided support in developing the interactive training event.
This guidance pack was developed by Catriona Laird (National CPC Coordinator, Multi Agency Resource Centre – MARS), Gail Cook (Domestic Abuse Policy Coordinator, Falkirk and Clackmannanshire) and Anne Salter (Lead Officer Child Protection Stirling). Additional information was provided by members of the Forth Valley Working Group.
Aims of the Pack
The aim of this resource is to help services and organisations raise awareness of issues around human trafficking. It can be used to highlight the range of services that may be involved in identifying and supporting trafficking cases. The DVD can be incorporated into local awareness sessions and can be used with local protocols.
The DVD was produced with an intention of being used with a multi agency audience. The DVD invites extensive participation and group discussion, so it is essential to plan seating arrangements before training takes place. Ideally there will be small groups consisting of workers from council services such as education, social work, housing, legal services etc, as well as colleagues from police, health and voluntary services. It is acknowledged that this may not always be possible so trainers should consider who is in their audience in advance and seat them in order to get the best discussion. Each table of participants should have a group-facilitator who will aim to keep the discussion on the right track and provide ‘prompts’ should the group go quiet.
Given that there is a requirement to seat people in small groups, it is important to have a venue that can accommodate this. Consideration must also be given to sound and vision quality.
Using the Pack
This DVD is based on a real life trafficking incident and was adapted to suit a particular event. It is important to bear in mind this was someone’s real experience. The DVD focuses primarily on trafficking for labour exploitation but provides opportunity for discussion around child trafficking and trafficking for sexual exploitation. The DVD highlights the need for agencies to work together.
The DVD can be used as a stand-alone resource; however it is recommended that trainers use it as part of an awareness raising session. Other forms of input can include presentations from local or national experts on trafficking, discussion around local or national incidents and/or statistics, use of other relevant DVDs, display of materials and posters.
Trainers are encouraged to make each training event their own and to use this guidance to support that. It is important that trainers and participants have access to other documents about trafficking and a list of supporting documents is contained in this pack as a starting point. Please bear in mind however that research and statistics continue to be published and it is always useful to keep up-to-date regarding this.
Whilst this resource looks at external trafficking, it is recommended that trainers incorporate issues of internal trafficking into any awareness raising and ensure that participants understand the differences between the two.
It is important that trainers and facilitators are able to provide a wider context to trafficking issues and don’t let participants merely focus on what they know (or believe) about trafficking.
It is essential that trainers and group facilitators are familiar with, and comfortable using, the DVD before any event takes place. The DVD needs to be paused at several intervals and there are a number of ‘prompts’ for participants which group facilitators should be familiar with.
The DVD can be used as part of a half-day session or incorporated into a full day session. Anything less than a half day should be considered as a ‘briefing’ as opposed to training.
Outcomes for Participants
This DVD can be used in training with people from a variety of backgrounds including police, education, social work, housing, legal services, youth and community workers, health services and workers from children and adult support and protection.
The training should raise awareness of human trafficking and help people to realise that trafficking potentially affects all communities and areas across Scotland. It should highlight the need for joint working in order to combat the issue and protect those affected by it. It is possible that some participants will believe that trafficking is not an issue in their particular local authority area or for their service. It is important that this is covered in training and participants are encouraged to reconsider this personal belief. You may also want to consider this if you are issuing pre-course reading materials, for example by including press cuttings that highlight recent incidents in your area or within Scotland.
Action Planning
Training can help local areas either develop or review their own human trafficking protocols. Trainers should invite participants to discuss what they can change about their own service’s response to trafficking; what needs to be done; what needs to be changed; what needs to be introduced; what additional training is required and for whom. Participants should also be encouraged to think about what local information is required for members of the public. Often information about trafficking comes from the public in the first instance.
Draft Programme
This programme is based on a half day event. It can be extended to a full day event, with the afternoon session covering discussion around the development or revision of local trafficking protocols and practice. The timescales suggested here can be shortened or extended depending on the number of participants.
09:30-10:00 Registration – tea and coffee
10:00-10:15 Introduction to the day, to the trainer(s) and general housekeeping (toilets, fire alarm, timescales, mobile phones etc) Make sure participants are told this is based on a real life case.
10:15-10:35 Play scene 1 (What a Day!) – ask participants to introduce themselves in their own groups then discuss the first scene (led by the group facilitator). Allow 15 minutes for introductions and discussion (depending on group size) and 5 minutes for general feedback. The trainer should decide how feedback will be taken, for example by asking only 1 group to feedback each time or by inviting general feedback from the room.
10:35-10:55 Play scene 2 (Strange Looking House) – groups to discuss the second scene (led by the group facilitator). Timescales are the same as previous for discussion and general feedback from the room.
10:55-11:15 Play scene 3 (Paramedic) – groups to discuss the third scene (led by the group facilitator). Timescales are the as the same as previous for discussion and general feedback from the room.
11:15-11:30 Comfort break
11:30-11:50 Play scene 4 (Dr Smith) – groups to discuss the fourth scene (led by the group facilitator). Timescales are the same as previous for discussion and general feedback from the room.
11:50-1210 Play scene 5 (PC Green) – groups to discuss the fifth scene (led by the group facilitator). Timescales are the same as previous for discussion and general feedback from the room.
12:10-12:30 Play scene 6 (PC Green continued) – groups to discuss the sixth scene (led by the group facilitator). Timescales are the same as previous for discussion and general feedback from the room.
12:30-12:50 Play scene 7 – groups to discuss Aurelia’s statement (led by the group facilitator). Timescales are the same as previous for discussion and general feedback from the room.
12:50-13:15 General discussion about what people have learned / what they will take away from the day / what they will do as a result of the session / what further training is required etc.
Flowchart – Scene Setting
Primary school setting – Aurelia, a 16 year old female, is waiting to collect 7 year old Anais Chells from school when she suddenly collapses at the gate.
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A 999 call is made for an ambulance. Aurelia is taken to hospital and is discovered to be 6 months pregnant, exhausted and scared. She appears to speak little English and hands over a piece of paper with her address on it (Shalimar Care Home in Main Street)
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At the same time, 7 year old Anais is taken home, following a phone call to her parents that went unanswered. On arrival at the home it is apparent that no-one appears to speak English other than Anais mother. It is noted that the home is full of people and that it looks somewhat shabby. Mrs Chells is rather abrupt and doesn’t ask about what has happened to Aurelia.
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Doctor Smith at the hospital phones the police as he is worried about Aurelia. Mrs Chells arrived to collect her from hospital and Aurelia seemed scared of her. Mrs Chells appeared angry and was giving Aurelia a hard time about something. Mrs Chells confirmed that Aurelia is aged 16 (although Dr Smith thinks she looks younger) and says that she is registered with a family doctor. Dr Smith is worried that he can’t find any trace of Aurelia on the hospital system. Dr Smith has noted Mr Chells car registration number and gives it to PC Green.
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PC Green visits the address that the car is registered to – Shalimar Care Home in Glasgow Road (not Main Street where Anais was taken to). The home is full of people who appear not to speak English. Jasmine is at this address and seems to be frightened. She does not want to press any charges. When asked for her passport she looks to Mr Chells, who takes it from a filing cabinet. PC Green notes several other passports in the cabinet at this time.
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Aurelia is arrested as an illegal immigrant and taken to a police station where she is interviewed.
Group facilitators – table notes and prompts
Group facilitators should take notes and emerging key themes from the discussions. This can be used to provide feedback at the end of each section. Depending on numbers, you should allow around 10/20 minutes to discuss each section. Try to make sure there are a variety of people at each table and, if possible, split up colleagues from the same service.
Scenario 1 – ‘What a Day! – Playground Faint’
Play the monologue by the teacher and pause at the end. Please note that the monologue may be slightly different on the DVD – this is minor and merely reflects the actor’s interpretation of the scene.
“What a day! I thought it would never end! First of all Stephen was sick all over his desk – workbook, jotters, the lot! And then Isabel got stung by a wasp. When the 3 o’clock bell went I thought “GREAT, home time!” The children had just been out for about 5 minutes when Jessica comes rushing back in in tears shouting that Anais Chell’s mummy was dead in the playground! I went out to see what was happening - it was chaos. Well, it wasn’t Anais’s mother; it was that young girl, Aurelia, who’s been collecting her recently. I tried to speak to her last week and she looked terrible. I asked her if she was OK, but I’m not sure if she understood me. Anyway, she wasn’t dead but she had fainted. Fortunately Michael’s mother seemed to have worked out what was going on and had sent for the Janitor. Someone else had called 999. The ambulance came quickly and took Aurelia off to A&E. Of course I was left with Anais, who was in hysterics. I phoned her home but there was no reply – well that made her cry even more. Poor wee thing!
WHAT DO YOU MAKE OF THAT AND WHAT WOULD YOU DO?
Ask participants to discuss the following:-
o What do you make of that?
o Were there any indicators in that scene that would make you think about trafficking?
o As the teacher, what would be your consideration for Anais?
o As the teacher, what would be your consideration for Aurelia?
o Should the teacher have known more information about Aurelia?
o Should the school have known more about Aurelia’s relationship to Anais?
o The teacher said that Aurelia had looked poorly the previous week; should she have asked anything then?
Scenario 2 – Strange Looking House
Play the monologue by the person who takes Anais home (this could be teacher / class room assistant / social worker / A.N other) and pause at the end.
Please note that the monologue may be slightly different on the DVD – this is minor and merely reflects the actor’s interpretation of the scene.