During the training course.

· PowerPoint presentations or introductory material for general classroom-type training with tables and chairs.
· Actors may be necessary for development; if not available, students and teachers will suffice.
· Audiovisual materials.
· Flipchart for writing down comments, key aspects and conclusions.
· Role-playing with actor / actress using different scenarios.

Different methods are usually used in the same workshop to achieve the teaching objectives relating to knowledge, skills and attitude for the detection and management of cases.
 
Using practical methods that bring the participants to situations similar to their practice are the most valued by students and professionals.

To reproduce, analyse and solve clinical cases of IPV and SV through simulation of real or fictitious cases (role playing), or showing video clips of scenarios as examples. It allows participants to work on related aspects, manage emotions, think about clinical decisions, with a reduced pressure as it is game-like.

● The clinical presentation of case histories of IPV for the analysis and discussion in the group or in smallgroups, led by the trainer, is also useful.
● Role playing is the preferred method in terms of practical training. To use this method, trainers should elaborate a real or fiction case with a script with predefined answers. The dramatised case can have different possibilities, developing different outcomes according to the participant’s questions or actions. This can be done with actors or with students/teachers or with a role playing video recording.
o The trainer defines the content, challenges and aspects they want to tackle.
o The participant acts as the interviewer/professional, the trainer (or a trained assistant) acts as the patient.
o The participant is given some information about what to observe: verbal and non-verbal language, interview contents, fields it explores, their attitude (empathy, warmth, assertiveness) expression and emotions of the woman, her complexities, and the behaviour of those accompanying her (if any)
o The trainer directing the workshop will make decisions according to the established dynamics, and in a flexible way, in order to reach the objectives.
o The analysis of the role-play should be carried out afterwards, asking both the trainer/actor their feedback also feedback from the group (if observed for peer learning). Feedback can be given after each scenario has been carried out by each participant or after all the scenarios have been completed.
o The following topics should be covered: Security /Protection, information on services / help available, decisions, emotional management, exploration, comprehensive assessment, risk assessment, exploration of family context (children, people in her charge, abuser, legal aspects, etc).
o Another possibility is role playing using a video recording instead of dramatisation. This would allow the content to be fragmented or allow use for more specific objectives (e.g. exploration, aspects of the judicial system)..
· Cases presented with clinical history. This is suitable for group work: analysing the case, assessment, forming an intervention plan, report writing, referrals, and co-ordination.
· Film clips from a fragment of a film an analysis of the same: to serve more targeted as signs of alarm, possible profiles, it could also occur and make subsequent analysis by asking students. (Exploration, presentation injury, preparation of legal part.). It can be done during the theoretical exposition. (See: Example C Tool 7).
Victim’s accounts / recording: subsequent group analysis.
It allows participants to:
o See decisions from the victim’s point of view.
o Empathise with the victim.
· Document analysis (e.g. mandatory reports): review and analyse reports created from either real life or fictional scenarios regarding quality and contents.
· Interviews with professionals experienced in managing victims:
o Work on cases with experts.

o Present real cases.
o Discuss intervention possibilities.
o Counselling.
o Reasoned decisions
o Doubts resolution.
There are a number of excellent training manuals and curricula available to assist trainers and organisations in designing training courses and for choosing the appropriate training methods.
 
Examples of such manuals include:
 
1. PRO TRAIN (A Daphne II Programme Project)
http://www.pro-train.uniosnabrueck.de/index.php/Main/HomePage?userlang=en
2. HEVI (Social and Health Care Teachers against Violence)
http://www.palmenia.helsinki.fi/hevi/
3. Implement (Violence against women Europe – WAVE)
http://www.wave-network.org/content/implement-trainingmanual-now-available
Information on how to implement IPV interventions in different health care settings can be found in the MIGG (medical intervention against violence towards women) manual, which can be found here:
http://www.bmfsfj.de/blaetterkatalog/196246/blaetterkatalog/index.html
(This manual also contains a section on training.)