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Quick Exit
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  • Getting Started

    • What is going on?

    • What kind of violence or abuse is happening?

    • Who is getting harmed?

    • Who is doing the harming?

    • What can be done?

    • How dangerous is it?

    Planning and Preparing

    • What happened since last time?

    • What changed?

    • What new barriers are there?

    • What new opportunities are there?

    • What do you need to do next?

    • How dangerous is it now?

    taking action

    • What happened since last time?

    • What changed?

    • What new barriers are there?

    • What new opportunities are there?

    • What do you need to do next?

    • How dangerous is it now?

    following up

    • What events have happened since the beginning of the intervention?

    • What changes have resulted?

    • Did you do what you could?

    • How dangerous is it now?

  • Getting Started

    Risk assessment:

    • What are the risks now?

    • What are the risks if you take no action?

    • What are the risks if you take action?
       

    (Physical, emotional, sexual, relationship, money, job, housing, visa status, children, custody, other)

     

    None • Low • Medium • High • Emergency

    Safety Planning:

    • What do you need for safety now?

    • What plans can you make for safety?

    • Who can play what roles?

    • This may include safety for people who were hurt, their children and other whānau, the people supporting them, as well as the safety of the person doing harm.

    Planning and Preparing

    • What are the risks now?

    • Any there new risks?

    • What are the risks with the next actions?
       

    (Physical, emotional, sexual, relationship, money, job, housing, visa status, children, custody, other)


    None • Low • Medium • High • Emergency
     

    • How is the safety plan working?

    • What are any new safety needs?

    • Who can play what role?

    • This may include safety for people who were hurt, their children and other whānau, the people supporting them, as well as the safety of the person doing harm

    taking action

    • What are the risks now?

    • Are there new risks?

    • What are the risks with the next actions?
       

    (Physical, emotional, sexual, relationship, money, job, housing, visa status, children, custody, other)


    None • Low • Medium • High • Emergency
     

    • How is the safety plan working?

    • What are any new safety needs?

    • Who can play what role?

    • This may include safety for people who were hurt, their children and other whānau, the people supporting them, as well as the safety of the person doing harm

    following up

    • Is the person who was harmed safe now?  Do they feel safe?

    • What about their children and other whānau?  The people supporting them?  The person doing harm?

    • What are long-term safety plans?

    • What other steps can be taken for safety?

  • Getting Started

    • Who can help?

    • Who can get in the way?

    • Who can support the person harmed?

    • Who can support the person doing harm?

    • Who can be an ally or better ally with help?

    • What kind of help and who can give it?

    Planning and Preparing

    • Who can help?

    • Who will contact people to help?

    • Who has agreed to help?

    • Who is in the way?

    • Who can be an ally or better ally with help?

    • What kind of help and who can give it?

    taking action

    • Who is ready and willing to help?

    • Are there roles to still be filled?

    • Are there support people who can step into those roles?

    • Have any support people become a barrier?

    • Who can be an ally or better ally with help?

    • What kind of help and who can give it?

    following up

    • Are there new support people for the following-up phase?

    • For ongoing monitoring?

    • For review?

    • Are there barriers to look out for throughout the following-up phase?

  • Getting Started

    • What you want (as individuals and as a group)?

    • What do you not want (as individuals and as a group)?

    • What would you consider a success (as individuals and as a group)?

    Planning and Preparing

    • Does everyone know and agree with the goals?

    • Are you able to reach consensus on the goals?

    • How can you state these goals as concrete steps?

    • Are these goals realistic?

    taking action

    • Are the goals still realistic?

    • Does everyone know and agree with the goals?

    • What goals have you reached?

    following up

    • Have the goals been met?

    • What has not been met?  Why not?

    • Can anything be done to meet these goals?

    • Can the group let go of unmet goals?

  • Getting Started

    • What violence or abuse did the person hurt experience?

    • What harms have resulted?

    • What do they think will help?

    • Who can best give this support?

    • How are they getting ongoing support?

    Planning and Preparing

    • How does the person who was harmed want to be involved in the intervention?

    • What kind of support do they need? 

    • Who can best offer this support?

    • How are they getting ongoing support?

    taking action

    • How is the person who was harmed involved in the intervention?

    • How is the intervention affecting them?

    • What kind of support do they need? 

    • Who can best offer this support?

    • How are they getting ongoing support?

    following up

    • Was there enough support for the person who was harmed throughout the intervention?

    • What kind of support was offered?

    • What was most helpful?

    • What kind of support do they need now?

    • How are they getting ongoing support?

  • Getting Started

    • What could make the violence stop?

    • What could prevent further violence?

    • Who and what does the person causing harm care about?

    Planning and Preparing

    • What is your goal for working with the person who caused harm?

    • What reparations are requested or offered?

    • Who is offering support and connection?  Who does what?  When?

    • Did you role play possible responses?

    taking action

    • Are you supporting a process towards accountability?

    • Are there people connected to the person doing harm?

    • Did the person doing harm stop their violence?  Did they acknowledge the violence?

    • Did they acknowledge the harms caused?  Are they working towards repairs?

    • Are their attitudes and actions shifting?

    following up

    • Has the person doing harm stopped their violence, or reduced it to an acceptable level?

    • Has future violence been prevented?

    • Do they show a strong sense of responsibility for their violence?

    • Have they followed up to repair the harm?

    • Is there long-term support for continued accountability?

  • Getting Started

    • Who needs to be there?

    • Who is willing to be there?

    • Who will contact whom?

    • What do they need?

    • Who should not know that you’re here?

    Planning and Preparing

    • Who can work together?

    • Does everyone know and agree with the goals?

    • What are your roles?

    • How will you communicate and co-ordinate?

    • How will you make decisions?

    taking action

    • Is there a working system of co-ordination?

    • Is there a working system of communication?

    • Is there a working system of decision-making?

    • Is everybody working towards the same goals?

    • What improvements can be made?

    following up

    • Does everyone who worked on the intervention know about and agree to the follow-up process?

  • Getting Started

    • Are you ready to take the next step?

    • How did it go?

    • What did you achieve?

    • Did you celebrate your achievements?

    • What is the next step?

    Planning and Preparing

    • How did the last step(s) go?

    • What did the group achieve?

    • Did you celebrate your achievements?

    • What are the next steps?

    • Who will do what? When? How?

    taking action

    • How did the last step(s) go?

    • What did you achieve?

    • Did you celebrate your achievements?

    • What are the next steps?

    • Who will do what?  When?  How?

    following up

    • Is further intervention needed?

    • Can the process close?

    • When will the next review happen?

    • What are the next steps?

    • Did you celebrate your achievements?

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The Model for allies

You have read the explanation of the four phases of the model, and the 8 topics.  You have checked that the values of this model match with yours.  You are ready to look at the tools to mix and match.

Mixing and matching the tools

Each tool can fit in to different parts of your intervention.  Some are for individuals, some are for groups, some take longer than others.  They can help you to think about all the things you need to think about—what happened, being safe, who can help, what you want, how to support the person who was harmed, how to support the person they hurt to take accountability, how to work with others and how to stay on track.  If it helps to treat them as steps in a process, use them that way.  If some tools or topics aren’t relevant to you, skip them.  If you only need one or two tools to help with a specific problem or question, focus on them. 

 

This section contains a lot of information and resources—don’t get overwhelmed.  Start by focusing on what is most urgent and needed.  You might need to use other tools later to fill in gaps.  You may decide to look at everything, because something might help you think differently about what is possible.

 

The questions are slightly different at each phase of thinking about them.   This overview might help you work out where to start.

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