Recognising And Responding To Vulnerability Related Risks .
Recognising and respondingto vulnerability related risksGuidelinesConsultationcollege.police.uk
college.police.ukContents College of Policing Limited (2020)All rights reserved. No part of this publication may be reproduced,modified, amended, stored in any retrieval system or transmitted,in any form or by any means, without the prior written permissionof the College or as expressly permitted by law.Anyone wishing to copy or re-use all or part of this document forpurposes other than expressly permitted by law will need a licence.Licence applications can be sent to the College of Policing lead forIPR/licensing.Where we have identified any third-party copyright material,you will need permission from the copyright holders concerned.For any other enquiries about the content of the documentplease email risk.guidelines@college.pnn.police.ukCollege of Policing LimitedLeamington RoadRyton-on-DunsmoreCoventryCV8 3ENChair’s foreword1Summary of the guidelines3Organisational focus7Guidelines for police responders8Introduction9What are these guidelines for?What do we mean by vulnerability?Who developed these guidelines?How evidence-based are these guidelines?Who are the guidelines for?9991010Guideline 1: Professional development11Evidence summary11Skills12Developing knowledge and skills on respondingto vulnerability related risk12Resources12Organisational learning13Body-worn video14Debriefing14Compassion or empathy fatigue14ii
college.police.ukGuideline 2: Clues16Guideline 4: Curiosity28Evidence summaryUnderstanding the barriers to disclosureand looking for clues16Evidence summary2817Appendix 1 – Actions30Guideline 3: Communication22Evidence summaryBuilding rapportActive listeningUsing a procedurally just approachMinimising bias and preconceptionsAwareness of internal motivations for disclosure222325252626References31iii
college.police.ukChair’s forewordThese guidelines focus on supporting officers andstaff respond to vulnerability. They specify the actionsthat officers and staff need to take to recognise,understand and respond to vulnerability. They alsoset out the actions chief officers need to take at theorganisational level to enable their staff to respondeffectively. Vulnerability related demand has increasedfor the police service and a proportionate and effectiveresponse is required to manage it.1A number of assumptions underpin the development ofthe guidelines. The focus is on vulnerability2 rather than individualpublic protection strands. Police officers and staff undertake vulnerabilityrelated risk assessment and risk management aspart of their role. They do not do this in isolation:they are part of a system that involves otheragencies.These guidelines focus specifically on the policingresponse but the police are one part of a broadersystem responsible for protecting vulnerable people.Senior leaders across the system should work togetherto make sure that people needing help get it fromthe professionals with the right skills. Policing shouldcontribute in circumstances when policing skills aremost appropriate.The Guideline Committee strongly supported thearticulation of clearer roles, responsibilities andparameters for policing and other organisations inresponding to vulnerability related risks and harm.This has been explored and articulated across differentpublic protection strands, for example, missing1 Further information on the background and rationale forundertaking the development of these guidelines is availablefrom College of Policing (2019) ‘Recognising and responding tovulnerability related risks – Scope of practice guidelines’.2 The College of Policing has adopted the THRIVE definitionof vulnerability, ie, ‘a person is vulnerable if, as a result of theirsituation or circumstances, they are unable to take care of or protectthemselves or others from harm or exploitation.’Recognising and responding to vulnerability related risks guidelines: Consultation1
college.police.ukpersons3 or when considering the police response tomental health4.From a wider vulnerability perspective, and thereforein alignment with a key assumption underpinningthese guidelines, it is timely for chief officers to work incollaboration with the National Police Chiefs’ Council(NPCC), Association of Police and Crime Commissioners,the College of Policing, the wider police service,relevant partners, academics and government toimplement a collective understanding of the duties andresponsibilities of the police in this area, recognisingwhere other agencies might have a primary or supportingresponsibility. This has the potential to influence the widersystem in a way that enables a more effective responseat an individual level while also helping the police servicemanage demand.3 See ‘Joint responsibility’ esponsibility)4 See ‘When do the police have a duty to respond?’ he-police-have-a-duty-to-respond)Recognising and responding to vulnerability related risks guidelines: Consultation2
college.police.ukSummary of the guidelinesThese College of Policing guidelines focus on supportingofficers and staff to recognise individuals at risk of harm,better understand the vulnerabilities of all those theyencounter (rather than thinking about risk in relation toindividual forms of harm such as child abuse or domesticviolence in isolation), and interact with vulnerable peoplein a way that maximises opportunities for disclosure.effectiveness of these checklists and tools. Most peoplewho need help will be vulnerable in more than one wayand a single tool is unlikely to address all vulnerabilities.This does not mean, however, that checklists and toolshave no value. They can inform and guide a responderon the nature and origin of risks. But decisions about thelevel of risk and what action to take relies on respondersusing ‘professional judgement’.The guidelines consist of: one strategic-level guideline for chief officers three practical guidelines for police respondersRecognising vulnerability related risk requires two steps.Checklistsand riskassessmenttools1. Identify the vulnerability/vulnerabilities that caused aperson to come to harm or to be at risk of harm. Professionaljudgement Idenifcation ofvulnerability,if present, andassessment ofany related risk.Informs potentialaction to take.2. Identify if the risk of harm is continuing and what levelof risk that poses.To help with recognition, responders have over thelast decade been reliant on checklists and risk toolsto identify and assess risk. The review of the researchevidence undertaken in developing these guidelinesidentified a lack of evidence associated with theRecognising and responding to vulnerability related risks guidelines: Consultation3
college.police.ukThe evidence base is stronger in identifying themesthat cut across public protection strands and canpositively inform and influence professional judgement.This evidence base is reflected in three responderfocused guidelines:CommunicationCluesCuriosityIt is important to note that these are not hierarchical,ie, one is not more important than the other. Each areashould not be applied in isolation: applying all three incombination will lead to better informed professionaljudgement. Secondly, the three areas are potentiallyself-reinforcing. For example, good communicationcan reveal more clues that open up more avenues forinvestigation (curiosity). This can then lead to morefocused communication and so on. Listening to people,spotting potential indicators of risk and being curiousabout these, should help officers and staff to identifythose requiring higher levels of intervention andsupport, but also those that do not.Responding effectively to manage a person’s vulnerabilitiesso that they do not suffer harm requires an assessment ofthe capacity and resilience of the individual and the peoplearound them. Individuals are resilient and resourceful todifferent degrees. They are supported by families, friendsand communities to different levels. The police form partof a broader system that should work together to makepeople safer, building on the resilience of the individual andthose around them.The framework for support from the broader system canbe understood as operating at three levels.55 This framework is informed by the College of Policing’s (2013)10 principles of risk in 2013.Recognising and responding to vulnerability related risks guidelines: Consultation4
college.police.ukLevelPrincipleDescription and link to risk principlesIndividualMaking risk-based decisions is acore professional requirement.Although the risk of harm can never be totally removed (Principle 4),all members of the police service must make decisions in conditions ofuncertainty (ie, risk taking) (Principle 1) to achieve the safety, securityand wellbeing of individuals and communities (Principle 2).Recording and/or referring riskdecisions requires professionaljudgement.Decision makers are required to consider the value and likelihood of thepossible benefits of a particular decision, against the seriousness andlikelihood of the harm (Principle 3). Whether to record risk decisionsand whether to share them with partner agencies (Principle 9) shouldbe left to professional judgement, after considering the likelihood ofharm occurring and its seriousness (Principle 7).Evaluating risk decisionsshould focus on the quality ofthe decision making, not theoutcome.Realistically and fairly reviewing others’ risk decision makingnecessitates taking into account any dilemmas or emergencies,whether they were part of a sequence of decisions, and/or might beappropriately taken by other agencies (Principle 5). The standardexpected of risk decisions should be consistent with what officers ofsimilar rank, specialism or experience would have taken in the samecircumstances (Principle 6).Learning from risk decisions isnecessary to reduce risk aversionand improve decision making.The police service can encourage a more positive approach to risk byopenly supporting decision makers and building their confidence intaking risks (Principle 10). Recognising good risk taking promotes aculture that learns from successes as well as failures (Principle 8).The police should notassume, directly or indirectly,responsibility for all forms of risk.This underpins the 10 risk principles as other agencies may have moreappropriate skills (eg, in risk assessment), resources (eg, ability toprovide long-term interventions) and legal powers.OrganisationWider systemRecognising and responding to vulnerability related risks guidelines: Consultation5
college.police.ukThis framework links directly across to the guidelines.For example, communication, clues and contextoffer an evidence-based opportunity to informprofessional judgement. The first guideline (Professionaldevelopment) is aimed at senior leaders to driveorganisational learning that can help underpin an effectiveresponse at an individual and organisational level.The type and strength of the evidence underpinningeach guideline is shown. The supporting informationthat follows includes a brief summary of the evidenceand explains what the guideline might mean in practice.These guidelines should be read in conjunction with theChair’s foreword to understand how they might contributeto a wider debate on the police role in recognising andresponding to vulnerability related risk.Recognising and responding to vulnerability related risks guidelines: Consultation6
college.police.ukOrganisational focus1 Professional developmentChief officers should monitor and review the responseto vulnerability to support and implement professionaldevelopment and organisational learning.Essential elements include: rovision of appropriate training that enhancespcommunication skills for staff nabling and supporting opportunities for staff toedevelop their knowledge and skills on responding tovulnerability related risk evelopment and implementation of processes todcapture, analyse and disseminate organisationallearning to enhance practice. Examples couldinclude:– review of body-worn video (BWV) footage– debriefing– identifying and responding to compassion orempathy fatigueEvidence-base:empirical evidencegood moderate limitedpractitioner evidence availableRecognising and responding to vulnerability related risks guidelines: Consultation7
college.police.ukGuidelines for police responders2 CluesOfficers and staff should be alertto and understand the clues thatindicate vulnerability related risk(including exploitation and abuse).They should understand the reasonswhy individuals may not disclosetheir vulnerability. These include:3 CommunicationOfficers and staff should developand use advanced communicationskills to establish trust quickly, buildrapport and encourage individualsto be open about their potentialrisk/vulnerability, including anyexperience of abuse. fear, bullying or coercionKey skills include: disempowerment building rapport dependence active listening lack of recognition of abuse cultural (and societal influences) sing a procedurally just (eg, open,urespectful and honest) approach perception of authority minimising biases/judgement experience feeling blamed or not believed wareness of internal motivationsafor disclosure impact of trauma4 CuriosityOfficers and staff should exerciseprofessional curiosity to identifyand investigate vulnerabilityrelated risks so they can deliver theappropriate policing response.Professional curiosity includes: xploring and understanding whateis happening by asking questionsand maintaining an open mind ot necessarily accepting thingsnat face value, enquiring moredeeply and challenging one’s ownassumptions nderstanding one’s ownuresponsibility to investigate andknowing when and how totake actionEvidence-base:empirical evidencegood moderate limitedEvidence-base:empirical evidencegood moderate limitedEvidence-base:empirical evidencegood moderate limitedpractitioner evidence availablepractitioner evidence availablepractitioner evidence availableRecognising and responding to vulnerability related risks guidelines: Consultation8
college.police.ukIntroductionWhat are these guidelines for?The College guidelines are designed to provide clearevidence based guidance on identifying and respondingto vulnerability related risks. These guidelines focus onspotting the signs associated with vulnerability (clues),and creating a safe, trusting environment to identifyrisk, encourage the disclosure of harm and elicit theinformation required to inform appropriate actions tokeep people safe (communication). These guidelines areunderpinned by the Code of Ethics. create an environment that encourages individualsto disclose relevant information be curious and obtain a rich picture ofcircumstances associated with an incidentThis will help responders deliver an appropriatepolicing response, irrespective of crime or incidenttype. For the guidelines to be implemented effectively,there must be suitable professional developmentopportunities for all staff.Responding officers and staff often come into contactwith people in crisis, who have already suffered or are atrisk of harm. These initial police interactions present crucialopportunities for appropriate action (eg, safeguarding).Responding to these opportunities requires the ability torecognise vulnerabilities and risks of harm, maintain an openand enquiring mind, understand your own responsibilitiesand know the most appropriate action to take.6What do we mean by vulnerability?The aim of these guidelines is to support all officers andstaff to:Who developed these guidelines? spot the clues associated with vulnerabilityrelated risk6 Appendix 1 presents examples of action that may be appropriatewhen responding to these types of incidents.The following definition of vulnerability, which has beenadopted by the College, is used for these guidelines:A person is vulnerable if, as a result of theirsituation or circumstances, they are unable to takecare of or protect themselves or others from harmor exploitation.These guidelines were developed collaboratively by aCollege Guideline Committee consisting of frontlinepractitioners, subject matter experts and academics. Thecommittee was supported by College of Policing specialiststaff. The role of the committee was to develop the scope,consider the evidence and draft the guidelines, taking intoRecognising and responding to vulnerability related risks guidelines: Consultation9
college.police.ukaccount the views of stakeholders. Officers, staff, specialsand volunteers can also use the guidelines to understandthe support they should expect from their supervisors.Who are the guidelines for?The guidelines are aimed at policing responders who, aspart of their role, identify and protect vulnerable people.How evidence-based are these guidelines?Policing responders is used to mean policeofficers or staff in initial encounter situations withmembers of the public, eg, frontline officers, callhandlers or front counter staff.The guidelines and supporting information draw on thebest available evidence, in this case an extensive reviewof the relevant research along with insights from policeofficers and staff.Although there is a large evidence base in this area,the largest proportion of studies included in this reviewfocused on domestic abuse and serious sexual abusevictims. However, these studies do provide useful findingsto help responders recognise more complex factors (suchas coercive control) which span a range of vulnerabilities.There was sufficient consistency across the studiesreviewed for the committee to give a clear steer as tothe skills officers and staff need as well as the clues andsignals they should be aware of.The supporting information has been developed usingpractitioner expertise (face-to-face interviews and callsfor practice), generally applicable suggestions extractedfrom existing guidance on achieving best evidence, andrelevant information from the research evidence.These guidelines may also be useful for specialist officersand staff conducting secondary risk assessments. Theymay also be useful for individuals who are responsible forsupporting responders and/or developing organisationalpolicy and strategy related to vulnerability related risk (eg,senior leaders).Although these guidelines have been developed primarilyfor face-to-face interactions, the issue of identifying andresponding to vulnerability is relevant in other forms ofinteractions, eg, telephone calls, contact via social media.Officers and staff involved in these roles may also find anumber of the guidelines relevant to their role.Recognising and responding to vulnerability related risks guidelines: Consultation10
Evidence summaryGuideline 1:There was some evidence exploring knowledgeand awareness of vulnerability related risks. In thiscontext, the evidence suggests that more could bedone to enhance: cultural awareness; impact andneeds awareness (eg, relating to disabilities, mentalhealth); the appreciation of ‘intersectionality’7;the understanding of coercion and control; andunderstanding the impact of trauma on recall andability to provide statements.Professional developmentChief officers should monitor and review the responseto vulnerability to support and implement professionaldevelopment and organisational learning.Essential elements include: provision of appropriate training that enhancescommunication skills for staff enabling and supporting opportunities for staff todevelop their knowledge and skills on respondingto vulnerability related risk development and implementation of processesto capture, analyse and disseminate relevantorganisational learning to enhance practice,examples of which could include:–review of BWV footage–debriefing–identifying and respondi
3 college.police.uk Recognising and responding to vulnerability related risks guidelines: Consultation Summary of the guidelines These College of Policing guidelines focus on supporting officers and staff to recognise individuals at risk of harm, better understand the vulnerabilities of all those they
a framework for assessment: recognising achievement, profiling and reporting 1 Contents Supplementary Information 2 Key Messages 3 Recognising Achievement, Profiling and Reporting 4 Principles underpinning recognising achievement, profiling and reporting 5 Planning recognising achievement, profiling and reporting 5 Manageability 5 Getting it Right for Every Child (GIRFEC) 6
Kandy. The highest vulnerability (0.45: moderate vulnerability) to dengue was indicated from CMC and the lowest indicated from Galaha MOH (0.15; very low vulnerability) in Kandy. Interestingly the KMC MOH area had a notable vulnerability of 0.41 (moderate vulnerability), which was the highes
Recognising and Responding to Clinical Deterioration in Acute Health Care Standard 9 Mandy Sandford, Alfred Health . 3. Great progress 2010 2013 . Policies and Guidelines Consultant Notification policy Escalation of Care guideline
RECOGNISING AND RESPONDING TO THE PHYSICALLY DETERIOATING PATIENT (COMMUNITY SETTINGS) JULY 2016 Ensuring that current guidelines on resuscitation decisions (DNA-CPR) are reflected in the Trusts relevant policies. Recording and reporting incidents in relation to resuscitation in which patients’ safety may have been at risk
Definitions sheet – Edition 2 . NSQHS Standards Edition 2 Version 1.0 Standard 8 Recognising and Responding to Acute Deterioration – Definitions . Adult Modified Early Warning Score (MEWS) vital signs record [TTH] a
Common Vulnerability Scoring System (CVSS) values o Numerical score reflecting the severity of the vulnerability Results The associated CVSS score attached to each vulnerability by the NVD provides organizations with a visible metric to gauge the severity associated with any vulnerability and help prioritize any threat remediation strategies.
facilitating system vulnerability assessment incorporates a single, graphical representation of a system. This system representation is provided to multiple risk/vulnerability assessment tools and vulnerability data or knowledge bases, resulting in a single, consolidated input to multiple tools. A Fuzzy E xpert System applies the unique correlation
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