http://usvreact.eu #USVreact USVreact: Training staff to respond to disclosures of sexual violence. University of York Vanita Sundaram, Mary Cobbett-Ondiek and Annis Stead, Department of Education

Being a first responder Part 2 Develop the skills to respond to disclosures in an empathetic and supportive manner Gain the knowledge to refer student to options for further help if they wish Be able to maintain boundaries and look after own emotional well-being when responding to a disclosure

Being a first responder What is disclosure? A complex process which can occur in many different ways, for example, through verbal or non-verbal means, directly or indirectly, partially or fully and prompted or accidentally. (NSPCC, 2013) Disclosure might be about historical abuse, recent abuse or ongoing abuse It might be made in writing, verbally or through other, indirect means It can be useful to make a note of date and time of disclosure for your personal records

Re-traumatization

Re-traumatization

Active listening – pair exercise Split into pairs Person 1 is the listener Person 2 is the speaker Person 2 can talk about an interest, a hobby, what they did at the weekend, a holiday etc. (not a personal or traumatic incident).

Active listening – what is it? The process of listening to someone with your full attention using all your senses with the aim of understanding the other person.

Barriers to active listening Self-preoccupation Rehearsal/response focus Judgmental listening Fact-centered listening

Active listening - techniques Open vs. closed questions Summarising Reflecting Clarifying Reacting Minimal encouragers

Responding to a disclosure - Student Letter 2 Spend some time reading and reflecting on the letter in your packs. In groups of three think about how you would respond to this person: What is she communicating about helpful and supportive response forms to a disclosure? What can you elicit about response forms that might be perceived negatively by a victim?

Active listening – 2nd pair activity Go back into your pairs but with listener/speaker roles. This time practice active listening techniques.

Signposting Autonomy and choice of survivor is paramount. Not respecting this can be experienced as coercive or re-traumatising.

Sources of support Sources of support at the University of York: Colleges Open Door Team Student Support Hub Advice and Support Centre (YUSU) Equality and Diversity Office

Sources of support Sources of support in the local community include: Independent Domestic Abuse Services (IDAS) Sexual Advice Referral Centre (SARC) Survive GP North Yorkshire Police

Dos and don’ts of first response Blame the person ‘next time you shouldn’t drink so much’ Minimise the problem ‘at least you weren’t physically hurt’ Take control ‘now you need to…’ Make unrealistic promises ‘we’ll make sure he’s locked up’ Ask for more detail ‘what exactly did he do to you?’ Doubt their story ‘are you sure? He seems so nice’ Panic or show excessive shock

Dos and don’ts of first response Believe the person Express empathy ‘I’m so sorry this happened to you’ Ask what they would like to happen next. Listen Have knowledge about care pathways Look after yourself

Self-care and boundaries This is not a new role or additional responsibility! Be clear on how these skills and knowledge can be used within boundaries of your role. Know the limits of your responsibility – you are a first responder not a specialist or their friend. Think about who you can talk to about how you feel, bearing in mind confidentiality e.g.