Violence requires an interaction between a member of staff and an assailant. This interaction takes place in a given environment and results in an outcome. Any outcome involving verbal, sexual or racial abuse, threats, spitting, throwing of objects, assaults including pushing, physical restraint, or physical violence should be considered as outcomes of violence.
The risk assessment should consider all of the elements of this model with regard to both planned and unplanned but foreseeable circumstances. Risk factors and control measures including contingency plans should be taken into account when determining the degree of residual risk, i.e. the scale of risk after taking account of existing control measures.
At-risk groups must be identified and control measures put in place, these must be reviewed after an incident occurs.
Other policies such as those on Lone Working, Hazardous Chemicals, Travel and Work Off-site may also be relevant and should be considered.
Members of staff, students, and members of the public have expectations when they come into contact with each other. These will depend on the role of the member of staff, and the objectives of the students or members of the public. If the expectations of the employee and the public are in line i.e. they both recognise and accept the benefits of the interaction, then there is likely to be less conflict and tension. Where the expectations differ then there is potential for tension and conflict. Constraints imposed by one party on the other may adversely affect the nature of the interaction.
The way the employee and the public react to specific situations will affect the level of tension and the development of the situation. Factors that affect the mental state of either party can have significant effects. For instance alcohol or drugs can significantly affect personality and there are mental health disorders that can make individuals more volatile. These elements will increase the risk of misunderstandings developing.
Members of staff are individuals and as such will have their own attitudes and expectations based on what they understand is required of them, whether they approve of their allotted role, how much they enjoy their work, and their physical and mental health.
Students and members of the public may be stressed, short of time, anxious, confused, unable to express themselves clearly, in severe pain, under the influence of alcohol or behaviour affecting drugs, or have personality or psychiatric disorders.
The environment in which the interaction takes place is important. How often are staff on their own with the public and, in particular, alone with a member of the public. The employee may be working in an office surrounded by colleagues or could be working alone in poorly lit environments. The employee may need to travel from one place to another during which time they may or may not come into contact with members of the public other than their clients or customers. The employee may be familiar with their environment or be in a strange location where they do not have the ability to obtain support or help if problems arise. The location may intimidate the employee. Alternatively members of the public may feel the location is unattractive, unsettling or unsuitable for the nature of the business which they have come to carry out.
The level of risk will be increased if the location of the interaction is more hazardous. For instance, situations which could result in a fall on the level are lower risk than if the fall occurs at height or on a steep slope. There may be processes carried out in the neighbourhood that could present a risk if people move into areas which are normally out of bounds. Similarly if the employee is involved in carrying out activities that have risk associated with them then people may be injured or exposed to health risks if the employee's attention is diverted or they are physically moved or restricted. The level of risk will be increased if there are items in the environment that can be used as weapons in the event of a disturbance.
The attention of researchers and their supervisors across the University is directed to the appended 'Personal safety guidelines for researchers' undertaking fieldwork in potentially challenging or unsafe situations which has been adopted by the Health & Social Sciences Faculty Research Committee.
Do staff handle cash or valuables, or are there cash or valuables on the premises or site or in any vehicle used by staff?
The term valuables should be extended to cover any item that could be of value such as drugs, solvents, chemicals, computer parts. Vehicles may be valuable in their own right.
The level of risk will be reduced if employees are competent to do their job and can recognise and respond appropriately to potentially dangerous situations. This should be taken into account when recruiting or assigning staff to jobs. This can be positively affected by training staff in the risks, the control measures, and what is required of them.
Training should include how to recognise and avoid risky situations problem situations at an early stage, how to defuse situations, how to invoke emergency measures and call up help, when and how to physically remove themselves from danger including break away techniques and how to protect themselves in event of attack. There should be periodic and documented refresher training.
Measures might include CCTV as a deterrent, active monitoring of staff at risk possibly by CCTV, installation of security alarms linked to emergency response arrangements, provision and use of mobile phones and personal alarms.
The attitude of colleagues and management can significantly affect the way members of staff behave and react.
Managers should encourage reporting of incidents and respond positively to incidents and to ideas and concerns expressed by staff as well as to situations involving physical injury.
Managers should counsel staff and if necessary take disciplinary action if staff demonstrate behaviour that increases the level of tension or negates the attempts by colleagues to minimise risk. Examples of negative behaviour include antagonizing or responding aggressively to students, failure to comply with security measures such as leaving external doors or gates unlocked, or failing to keep in contact with the office when working in the community.