| | 1) Monitoring of working and health conditions in victims of bullying at work | Author(s): Luciano Romeo, Emanuele Quintarelli, Silvia Tisato, Luigi Perbellini, Antonia Ballottin Country: Italy | Is the intervention sector specific? | No | Is the intervention usable with different enterprise sizes? | Yes | Is the intervention equally applicable to both genders? | Yes | Is the intervention based on theory? | No | Can the intervention approach be adapted/ tailored? | Yes | Does the intervention promote CSR and how? | The intervention was not explicitly linked to responsible business practices although it does promote employee well-being. | Does the intervention promote social dialogue and how?aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa | During the implementation of the intervention continuous dialogue between researchers, inspectors, occupational physicians and harassment advisors was established. | Overview (including risk assessment and law – legal requirements etc.):
The method, called VAL.MOB, was proposed by the National Network for the Prevention of Psycho-social Discomfort in the Workplace, recently constituted by ISPESL in Italy. VAL.MOB seeks to asssess and monitor the work and health conditions of the victims of bullying at work. The infomation yeilded from this working and health condition assessment can assist researchers and practicioners tailor practices and initiatives to improve the implementation of the workplace intervention by different professionals (e.g. occupational physician, harassment adviser); thereby, assisting workers in the most effective way.
| Implementation:
The health status and working conditions of victims of bullying are periodically evaluated by interviewing the victim starting from six months after the first observation. On a regular basis these workers receive psychological support; and, if necessary, psychiatric treatment. Simultaneously, researchers act to modify, in different ways, the negative conditions found in the workplace and provide legal advice. The primary purpose is to verify which approach is more effective and if it is necessary to modify the intervention. Telephone interviews and questionnaires are used for periodical checks.
| Practical applications:
VAL.MOB has been successfully implemented in both the private and public sector; however, most cases have been from the private sector.
| Innovative aspects: VAL.MOB monitors the efficacy of interventions in addressing negative working situations; whilst improving the clinical condition of victims of bullying at work. | Evaluation (including process issues, outcomes and sustainability):
Indicators of efficacy are the numbers of cases improved as assessed by the frequency of medical interventions, clinical improvement, modification of drug treatment, frequency of sickness absence and the number of resolved cases.
| Benefits (including cost effectiveness):
Preliminary results indicate that the improvement of working conditions is the most effective intervention, and highlight the importance of human resource management and the application of ethical codes in companies.
| References:
Centre for the Assessment of Psychosocial Risks and Pathologies at Work, Department of Medicine and Public Health, The University of Verona, Italy.
| Comments: The method has been used in several cases but the results are still preliminary. |
| 2) Managing work-related violence with training | Author(s): Phil Leather, Antonio Zarola, Angeli Santos Country: United Kingdom | Is the intervention sector specific? | No | Is the intervention usable with different enterprise sizes? | Yes | Is the intervention equally applicable to both genders? | Yes | Is the intervention based on theory? | Yes | Can the intervention approach be adapted/ tailored? | Yes | Does the intervention promote CSR and how? | The method promotes awareness and the active management of workplace violence and the promotion of employee well-being. | Does the intervention promote social dialogue and how?aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa | In assessing training needs and building the training programme, participation of different actors is required. | Overview (including risk assessment and law – legal requirements etc.):
Training Needs Analysis (TNA) is a structured approach through which an analysis of incidents, a risk assessment and an examination of legal matters are conducted. Specifically, TNA seeks to address several key aspects when examining violence and bullying in the workplace: 1) exposure to violence, what forms of violence there are; 2) what factors make exposure more likely; 3) vulnerabilities (location, day or night, working alone etc.); 4) the existence of trigger factors and antecedents for violence, learning from employee experience; 5) what is the overall impact of exposure; and 6) how can this impact be changed through coping, managing situations, support etc. Targeting training needs aims to increase both individual and organisational skills, for instance communication, de-escalation and physical intervention skills. Other important topics central to training are knowledge of the nature of violence, violence effects and policies. Following training, staff should feel more capable in front of violence; both in terms of individual capability (employee's own efforts) and collective capability (all community members working together against violence).
| Implementation: Assessment of training needs can be done in several ways: firstly, through incident report forms; secondly, investigations of the antecedents; and finally, consequences of specific incidents and legislative requirements. When designing training, four aspects are of central importance: (1) investigation and assessment of training needs; (2) actual training design; (3) delivering the training; (4) evaluation of the training.
Several trainer competencies are required to successfully conduct TNA: 1) knowledge, 2) translation from theory to practice, 3) drive to train and empower people, 4) facilitation that helps to build cooperation and change, 5) managing the learning environment for people. | Practical applications: This approach has been successfully used in the public and private sectors in the UK. However, the TNA approach can be used in variety of occupational sectors and sizes of enterprises. The successful implementation of the training requires a highly skilled trainer. | Innovative aspects: This approach provides very precise training guidance for managing violence with a concentrated focus on its effective management. It has also been scientifically evaluated. | Evaluation (including process issues, outcomes and sustainability):
The evaluation of the training package seeks to address whether the training made a difference and how, whether it is effective in delivering its intended outcomes, and if legal matters are taken into sufficiently into consideration. This was accomplished by conducting a comparative assessment of those individuals participating in the training, and a comparison group that received the same procedure but without the actual training. Measurements were taken prior to training, directly following and with a longer term follow up.
| Benefits (including cost effectiveness):
Overall the evaluation of the training package was successful in terms of the prevention and, management of workplace violence. Positive impact has been judged in terms of the degree of change, pre to post training, in a range of outcomes namely, fear of violence, anxiety about violence and perceived capability to respond to and manage difficult situations.
| References: Leather, P., Zarola, A. & Santos, A.(2006). Building Quality Approaches to Work-Related Violence. Training: Pillars of Best practice In S. McIntyre and J. Houdmont (Eds.) Occupational Health Psychology, European Perspectives on research , education and practice(pp.205-232). Castelo da Maia, Portugal: ISMAI.
Beech B. & Leather P (2006). Workplace violence in the health care sector: A review of staff training and integration of training evaluation models. Aggression and Violent Behavior, 11 (1), 27-43. | Comments: This approach introduces the pillars of best practice for work-related violence training. |
| 3) Crisis and Aggression, Limitation and Management (CALM) training - a training programme on aggression management | Author(s): J. Perkins.& D. Leadbetter Country: United Kingdom | Is the intervention sector specific? | No | Is the intervention usable with different enterprise sizes? | Yes | Is the intervention equally applicable to both genders? | Yes | Is the intervention based on theory? | Yes | Can the intervention approach be adapted/ tailored? | No | Does the intervention promote CSR and how? | The intervention was not explicitly linked to responsible business practices although it does promote safety in the workplace and employee well-being. | Does the intervention promote social dialogue and how?aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa | No, the intervention did not promote social dialogue. | Overview (including risk assessment and law – legal requirements etc.):
The CALM (Crisis, Aggression, Limitation and Management) training programme is an approach to aggression management that employs an ecological perspective which views aggression as an interaction between individual pathology and the environment. CALM promotes an approach to behavioural control based on the systematic analysis and assessment of the underlying mechanisms of behaviour and assumes that a whole organisation approach, involving policy development and staff support are key determinants of workplace safety.
| Implementation:
The CALM model includes a hierarchical five-level system of physical intervention training based on non-aversive principles with a last resort emphasis. It promotes an approach to behavioural control, based on the systematic analysis and assessment of the underpinning functions of behaviour. Training involves of a 2-day physical intervention programme.
| Practical applications:
According to the authors, the CALM model is used by many Scottish councils as well as a range of other organisations across the UK.
| Innovative aspects: The CALM philosophy rejects the popular notion that individual staff competence is the sole determinant of safe practice, and alternatively promotes the notion that safe practice requires a coherent agency approach. Consequently, the CALM training programme is based on a “systems” or “whole organisation” approach aimed to ensure effective action at all levels of the organisation. | Evaluation (including process issues, outcomes and sustainability):
Evaluation of CALM training was conducted in education settings in Scotland with school children that had severe and complex learning difficulties. The study was set to examine the appropriateness of the CALM system for use in educational settings. A questionnaire was developed to explore staff stress, coping styles and attitudes towards the use of physical intervention. There were pre-training, post-training and 6 month follow-up stages. Semi-structured interviews were conducted. A random sample was gathered including all ages and one employee per school class. In addition to interviews and the questionnaire administration, researchers also used school logbook data regarding violence incidents.
| Benefits (including cost effectiveness):
The evaluation of the CALM method demonstrated that staff acquired a deeper knowledge of the physical intervention techniques immediately following the initial training session. At six month follow-up this knowledge had diminished slightly. The majority of staff reported increased confidence as a result of the training. The use of verbal de-escalation techniques demonstrated a significant increase. The theory module developed increased awareness of legal aspects relating to the use of physical restraint interventions. There was increased willingness to intervene into potentially violent situations.
| References:
Perkins, J. & Leadbetter D (2002). An evaluation of aggression management training in a special educational setting. Emotional and Behavioural Difficulties, 7(1,) 19-34
| Comments: From staff self-report measures, stress levels and psychological coping strategies had not altered in any way. The lack of supporting action by school and departmental managers was identified as a key inhibiting factor. Trained staff got the reputation of being more of an expert than other employees in violent situations (which is not always a good thing). Every employee should have confidence and authority to intervene into possibly dangerous situations. |
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