Risk Management Workbook
(Adapted from the Crisis Management Handbook: A Guide for Overseas
Staff, Peace Corps Volunteer Safety Council)
Table of Contents
- Brief Content Review
- Safety Information, Policies and Procedures
- What Do We Mean By Risk?
- Supporting Student Safety
- Who Students Are, What Students Do
- Student Placements Safety Checklist
- Institution Selection and Student Placement
- Student Actions for Security at the Institution
- Safety While Traveling and Moving About
- Seeing the Risks
- "I'll Find Out for Myself"
- Safety Analysis One
- Safety Analysis Two
- Disseminating Safety Information
- Policies and Procedures
- Research
- Final Case Study
- Case Study Worksheet
- Getting Started
- Conclusion
Background
While the reality of being a student entails certain risks, study abroad staff and students can learn to manage risk. Risk management includes the administrative, supportive, and behavioral actions taken to reduce the likelihood of harm or injury to students. Study abroad staff play a vital role managing risks to students and enhancing their safety.
This Risk Management training module has been developed based on the experiences of study abroad staff in numerous posts. The module can help staff reflect upon and discuss issues relating to student safety, build on successful programs and strategies, and devise new approaches to managing risks students may face.
Risk and Student Safety
As a study abroad staff member, you must keep "Risk" in mind when considering student safety. When developing a program for reducing student risk, you may want to consider three elements--who the students are, what the students do, and the environment in which the students live and work. These three elements are especially critical to the core activities that you, the staff member, carry out.
Who Students Are and What They Do
Addressing the two questions about who students are and what they do can help study abroad staff develop strategies for reducing the risk of harm or loss to students. Looking at those student characteristics, habits, tendencies, etc., that can increase risk will help staff in formulating policies and procedures.
Institution Selection and Safety Checklist
When choosing an institution for a student, there are certain factors and strategies relating to student security that you consider. For example, if the burglary rate in the area is high (factor), you may choose a certain neighborhood over another for the student (strategy). A sample student Placement Safety Checklist -- useful for both urban and rural settings -- is included in one of the exercises and may be useful when considering student placement.
Student Behavior and Personal Home Security
Once posted to a new institution, the student must take some steps to secure his or her person, home, and belongings. Students should have received direction and insights to help them minimize safety risks, but may still require study abroad staff guidance and advice. Study Abroad staff will likely face the challenge of finding a balanced approach that offers necessary support, while enhancing student independence and responsibility.
Identifying Risks Specific to the Environment
The diversity of backgrounds and perspectives of study abroad staff members will prove instrumental in identifying specific risks likely to be encountered by students. On the one hand, staff abroad will have a deeper understanding of the history, geography, administration and politics of their country and its regions--and the safety risks particular to each. However, your intimate familiarity may not allow enough objectivity to enable you to see the risks that newcomers may face. On the other hand, American staff may offer a perspective that more closely represents that of the student. Together, through discussion and reflection, study abroad staff can identify the nature of risks students are likely to face and develop strategies to enable Students to successfully manage them.
A Framework for Analyzing Safety Risks
The following three categories can be used to help assess student safety: (1) the student, (2) the behavior of the student, and (3) the conditions under which the student will be studying. You can use this framework to determine which factors under each category you can influence and to formulate a strategy for increasing student safety.
As a study abroad staff member, you have available certain policies and procedures (e.g., emergency locator forms, reimbursements for security upgrades) for raising student awareness of safety risks and issues. Of course, some tools and policies and procedures are more effective than others. It can be useful to assess the effectiveness of each in light of the risk conditions in your country and region and apply them accordingly.
Research
Research shows that those students (1) who have strong skills in the local language and/or (2) who have adapted well to the culture are less likely to be victims of crime. For example, good language skills enable students to hear and understand conversations around them that may affect them and to ask for help in emergency situations. Students who have adapted well to the culture can recognize dangerous situations and individuals and can therefore reduce risk. The implications of this research have practical implications for placing students.
Resources
- Best Practices, Student Safety Council, 1995.
- The Epidemiology of Assaults Against Study abroad Students, 1990-93. Office of Medical Services, 1994.
- Personal Safety Training Module Office of Medical Services, 1995.
- Study abroad Physical Assaults and Rape: A Discussion (video), Office of Medical Services, 1990.
- A Slice of Life: Coping with Unwanted Attention (video and manual), Office of Special Services, 1995.
- Personal Safety Awareness Handbook, Office of Special Services, 1990.
- Study abroad Sexual Harassment Policy, 1995.
- Guidelines for Personal Safety Training, Student Safety Council, 1995.
- Options for Avoiding Assaults, Mary Tesoro, 1994
Even though study abroad staff should be constantly aware of the risks facing students and the need for a sharp focus on safety, it can be useful to consider how we view the term "risk."
Exercise
Write down what you think the best definition of "risk" is as it applies to students.
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
What Do We Mean By Risk? -- Notes to the Trainer
Exercise
Write down what you think the best definition of "risk" is as it applies to students.
It is likely that the participants will generate a wide variety of descriptions of the term "risk." You will probably want to develop a composite response based on their input. It may be helpful for you to be aware of the following simple definition of risk found in dictionaries or in books relating to the subject.
Risk --- the likelihood of suffering injury, harm, or loss.
The group may want to discuss the significance of the word "likelihood" because it is so important to the decisions study abroad staff have to make about applying their limited resources to increasing safety for students. You may also want to emphasize that risk refers not only to injury and harm but also to loss of possessions, which can have serious implications for successful overseas study for students.
As study abroad staff members, you, of course, want to do all that is possible to minimize students' risk of injury, harm, or personal loss. To help you meet that goal, this training has been organized around three important elements that influence student safety risk.
- Who the students are
- What the students do
- The environment in which students study
These three elements can serve as a simple framework for developing a more effective risk-reduction program. These elements can be valuable in assessing the core activities that are part of the program you implement abroad.
Exercise
Complete the following list of at least five core activities that would support student safety.
- Keep student contact information up-to-date.
- _______________________________________
- _______________________________________
- _______________________________________
- _______________________________________
Supporting Student Safety---Notes to the Trainer
Exercise
Complete the following list of at least five core activities that would support student safety.
- Keep student contact information up-to-date.
- Appoint a liaison with the U.S. Embassy.
- Communicate with program administrators abroad.
- Keep a parent/guardian roster.
- Develop an evacuation plan.
The group may identify other core activities or may define those provided above in different terms. You should respect their views, of course. Once the group has decided on a set of core activities, emphasize that the list can serve as an excellent tool for analysis and planning.
For staff members, an important first step in helping students to reduce the risk of harm or loss while abroad is to focus on a basic but important question: Why are students at risk?
You can begin addressing that question by considering (1) who the students are and (2) what they do.
Exercise
List those characteristics, habits, tendencies, etc., of students that can increase the risks they face.
Who They Are
Example: often outgoing
_______________________________________
_______________________________________
_______________________________________
_______________________________________
What They Do
Example: dress differently from local people
_______________________________________
_______________________________________
_______________________________________
_______________________________________
Question
How do the above characteristics, tendencies, and habits increase the risks students face?
Example: Since many students lack experience in other cultures, their behavior may be inappropriate and thus increase their risks.
_______________________________________
_______________________________________
_______________________________________
_______________________________________
Who Students Are, What Students Do -- Notes to the Trainer
Exercise
List those characteristics, habits, tendencies, etc., of students that can increase the risks they face.
| Who They Are | ||
| Adventurous | Curious | Independent |
| Energetic | Open and Friendly | Naive |
| Accomodating | Risk Takers | Feel invulnerable |
| Young | Old | Overseas for first time |
| What They Do | ||
| Are friendly to strangers | Travel alone | Travel to remote areas | Trust Others | Stay out late at night | Drink alcohol | Accept invitations quickly | Live alone | Ask many questions |
The above are merely suggestions. The staff members should have many good responses to this exercise. Point out that efforts of the study abroad office to reduce risk are especially important given who the students are and what they do.
Question
How do the above characteristics, tendencies, and habits increase the risks students face?
The group may have already begun addressing this question in their responses to the "Who They Are and What They Do" exercise. This question is probably best addressed by the group as a whole. The goal is for the participants to identify concrete risks emanating from the characteristics, tendencies, and habits that have been identified.
During this exercise, some of the enthusiastic participants may jump ahead of the material and begin providing strategies and approaches for reducing the risks that they are discussing. You do not want to discourage this enthusiasm, which is so important to a successful training session. We suggest that you record their input and explain that the group will be devising solutions, strategies, and approaches throughout the rest of the training module. Ask them to remind you to include their input later in the various exercises that address solutions, strategies, etc.
Exercise
Think about two institutions: one in a rural area and one in an urban area that you have recently selected for student studies. Check those conditions, physical characteristics, etc. from the list below that were applicable to your institution selection. Some of these conditions, like an indoor bathroom, should already be standards at many institutions.
| RURAL SETTING | URBAN SETTING |
| Location of residence | Location of residence |
| Type of structure | Type of structure |
| Proximity of neighbors | Proximity of neighbors |
| Living arrangement (on own or with host family) | Living arrangement (on own or with host family) |
| Windows made of strong material | Windows made of strong material |
| Strong window locks in place | Strong window locks in place |
| Burglar-proof iron bars on windows | Burglar-proof iron bars on windows |
| Windows hidden from public view | Windows hidden from public view |
| ________________________ | ________________________ |
| Doors of sturdy construction | Doors of sturdy construction |
| Burglar-proof iron bars on doors | Burglar-proof iron bars on doors |
| Strong locks on doors | Strong locks on doors |
| Locks on bedroom doors | Locks on bedroom doors |
| ________________________ | ________________________ |
| Walls built to ceiling or roof level | Walls built to ceiling or roof level |
| Walls built of cement and bricks | Walls built of cement and bricks |
| Security guard available | Security guard available |
| Main compound door locked | Main compound door locked |
| Security light installed | Security light installed |
| ________________________ | ________________________ |
| Restroom in the house | Restroom in the house |
| If outside, distance to restroom from house | If outside, distance to restroom from house |
| Restroom surroundings if outside | Restroom surroundings if outside |
| Source of water inside or outside of house | Source of water inside or outside of house |
| If outside, distance of source of water from house | If outside, distance of source of water from house |
| Kitchen inside or outside house | Kitchen inside or outside house |
| If outside, distance to house | If outside, distance to house |
| ________________________ | ________________________ |
| Availability of alarm or whistle in house | Availability of alarm or whistle in house |
| Availability of weapon in house | Availability of weapon in house |
| Fire extinguisher in house | Fire extinguisher in house |
Question
What combination of factors would cause you to reject an institution? Make your list individually and then compare it with the rest of the group.
_______________________________________
_______________________________________
_______________________________________
_______________________________________
Student Placement Safety Checklist -- Notes to the Trainer
This exercise may give staff members the chance to "think anew" about those factors they consider when selecting an institution. And, as in the previous exercise, they may gain significant insight from the choices -- and the reasoning behind the choices -- of the other participants. Participants should be encouraged to use/review their existing institution-selection criteria.
Question
What situational factors (besides those on the checklist) are important in institution selection and student placement?
- _______________________________________
- _______________________________________
- _______________________________________
- _______________________________________
- _______________________________________
Exercise
List those actions you take or decisions you make that address the factors you've just listed and, therefore, increase student safety.
Example: Action Taken: Housing of student with host family
- _______________________________________
- _______________________________________
- _______________________________________
- _______________________________________
- _______________________________________
Institution Selection and Student Placement -- Notes to the Trainer
Question
What situational factors (besides those on the checklist) are important in institution selection and student placement?
- Past student history at institution
- Proximity of other students
- Telephone/communications availability
- Frequency of public transport at institution
- Availability of emergency transport at institution
Participants may be able to sharpen their institution and placement skills by hearing the views of others in the group. Of course, factors vary according to the setting of the institution. But staff members can still gain significant insight from the approaches and strategies taken by other staff members.
Question
What are the most important steps students themselves can take to secure their person, homes, and belongings?
Example: A sturdy door that can be locked.
- _______________________________________
- _______________________________________
- _______________________________________
- _______________________________________
- _______________________________________
- _______________________________________
Question
What steps do you take to ensure that students carry out what you have listed?
_______________________________________
_______________________________________
_______________________________________
_______________________________________
Student Actions for Security at the Institution -- Notes to the Trainer
Question
What are the most important steps students themselves can take to secure their person, homes, and belongings?
Example: Check to make sure door is sturdy and can be locked.
- Check safety of bars on windows.
- Check outside lighting.
- Buy a whistle or siren device.
- Become friendly with neighbors.
- Keep neighbors informed of your schedule and whereabouts.
- Adapt to cultural norms (e.g., women do not jog alone).
Question
What steps do you take to ensure that students carry out what you have listed?
- Ensure that students receive training in cultural norms
- Have program implement security improvements
- Give students a letter of introduction to local authorities
- Review student safety procedures on institution visits
Question
Aside from considerations of situations, what are the most important safety risks students face when moving about (e.g., going to school, shopping, or traveling, such as weekend trips)?
Example: Students' wallets, backpacks, and packages may be stolen while on public transportation, especially on buses and trains.
- _______________________________________
- _______________________________________
- _______________________________________
- _______________________________________
- _______________________________________
What steps have you already taken to address these risk factors?
_______________________________________
_______________________________________
_______________________________________
_______________________________________
What other steps can you take?
_______________________________________
_______________________________________
_______________________________________
_______________________________________
Safety While Traveling and Moving About -- Notes to the Trainer
Question
Aside from considerations of situations what are the most important safety risks students face when moving about (e.g., going to school, shopping, or traveling, such as weekend trips)?
- Students can be assaulted when walking home after dark.
- Students are more vulnerable whenever traveling or moving about alone.
- Thieves steal students' valuables in public places (e.g., at the market or the work institution).
- Public transport may break down at an unfamiliar place or at night or both.
- Students may encounter security checkpoints where passengers are harassed.
Each of us has had the opportunity to develop a fairly complex set of behaviors with which we protect ourselves from harm or loss. From the time we are children, we internalize awareness of situations which may involve risk. Avoiding such situations is almost second nature to us. In addition, by the time we are adults, we have developed conscious strategies with which we anticipate and respond to danger. Sometimes, we even take additional precautions when we find ourselves in unfamiliar locales. In short, maintaining our personal safety requires a sensitivity to and in-depth knowledge of our culture. American staff possesses insight and knowledge of their respective societies and cultures. Together, through discussion and reflection, they can identify the nature of risks students are likely to face abroad and develop strategies to enable students to successfully manage them.
Exercise
List the risk reduction strategies that you employ consciously and unconsciously in the following environment.
- At home (Example: Install door locks)
_______________________________________
_______________________________________
_______________________________________
_______________________________________ - At school (Example: Keep an eye on your belongings)
_______________________________________
_______________________________________
_______________________________________
_______________________________________ - On the street (Example: Keep money in a safe place)
_______________________________________
_______________________________________
_______________________________________
_______________________________________ - While traveling
_______________________________________
_______________________________________
_______________________________________
_______________________________________ - At night
_______________________________________
_______________________________________
_______________________________________
_______________________________________ - In crowds
_______________________________________
_______________________________________
_______________________________________
_______________________________________ - Other
_______________________________________
_______________________________________
_______________________________________
_______________________________________
Seeing the Risks -- Notes to the Trainer
Exercise
List the risk reduction strategies that you employ consciously and unconsciously in the following environment.
- At home (Example: Install door locks)
Install window locks
Lock doors when leaving - At school (Example: keep an eye on your belongings)
Don't leave wallet or purse unattended
Get receipts for all transactions - On the street (Example: keep money in a safe place)
Walk confidently
Avoid eye contact (in some places) and make eye contact (in some places)
Carry money in front pocket or other secure place
Avoid high-crime areas - While traveling
Travel with others
Carry only necessary possessions
Check credentials of taxi and bus drivers
Be familiar with your route - At night
Avoid high-crime areas
Walk in well-lit areas
Obey curfews
Travel as a group - In crowds
Be mindful of possessions
Be aware of the people around you
Avoid being distracted
Have an "out" - Other
Given that most adults are able to go through their daily routine without much conscious thought, this exercise may be difficult for the group. The exercise should, however, help the staff members realize the challenges related to safety that students face.
Question
Because they are often outgoing, many new students take the attitude of "I'll find out for myself when I get there" when approaching safety issues. What can you as a staff member do to help students (1) take more seriously the safety risks that exist and (2) take responsibility for their behavior?
- _______________________________________
- _______________________________________
- _______________________________________
- _______________________________________
- _______________________________________
"I'll Find Out for Myself" -- Notes to the Trainer
Question
Because they are often outgoing, many new students take the attitude of "I'll find out for myself when I getthere" when approaching safety issues What can you as a staff member do to help students (1) take more seriously the safety risks that exist and (2) take responsibility for their behavior?
- Involve experienced students in safety training sessions.
- Focus on safety in the first six months.
- Present case studies.
Scenario
Megan is a 24-year-old student from suburban Minnesota studying in a small town near the northern border of the country about 100 miles from the capital. Although there are students in other towns in the area, Megan lives alone. In school, Megan studied the national language and did well, but here in the town, they speak a local language that she has not yet mastered. A week ago she was invited to dinner at the home of some fellow students on the other side of town. After an enjoyable dinner with local wine and a long chat with the other students, Megan began walking home alone at about 8 p.m. She refused the offer of an escort from her hosts because she didn't want to inconvenience them. A few blocks from her house, a man approached her and asked for the time while another came up from behind, threw her to the ground, and stole her watch and the gold chain that she was wearing around her neck. Fortunately, Megan was not seriously injured and managed to return home, where neighbors gave her assistance.
Exercise
Working with one or two other participants carry out an analysis of this scenario using the three categories provide. Since the case study is sketchy, you may have to make some assumptions about the details of the people and conditions in the scenario.
| The Person (Student) |
The Behavior (of the Student) |
General Conditions (Living and working) |
| ___________ | ___________ | ___________ |
| ___________ | ___________ | ___________ |
| ___________ | ___________ | ___________ |
| ___________ | ___________ | ___________ |
| ___________ | ___________ | ___________ |
| ___________ | ___________ | ___________ |
| ___________ | ___________ | ___________ |
Exercise
Place a check mark next to those elements over which you have the most influence as a study abroad staff person. Explain your choices to the others in the group.
Safety Analysis One -- Notes to the Trainer
A Case Study
Exercise
Working with one or two other participants carry out an analysis of this scenario using the three categories provide. Since the case study is sketchy, you may have to make some assumptions about the details of the people and conditions in the scenario.
| The Person (Student) |
The Behavior (of the Student) |
General Conditions (Living and working) |
| Woman | Limited language | Living alone |
| Single | Limited acculturation | No other students locally |
| Independent | Prefers living alone | Local men in habit of "Hanging Out" at night |
| Not fearful | Walking alone at night | Border area |
| Confident | Out late | Streets not well-lit |
| Sociable | Reluctant to accept an escort | Was drinking alcohol |
| Dresses American | Police not readily available at night |
You may want to point out to the group that the above three categories can be used not only for analyzing incidents but also for guiding student placement decisions.
Exercise
Place a check mark next to those elements over which you have the most influence as a study abroad staff person. Explain your choices to the others in the group.
Staff members may not agree on those elements which they can influence. Encourage the group to discuss their disagreements since these discussions may touch on some of the most important issues relating to their work, such as changing student behavior, degree of control over students, cultural adaptation, and study abroad staff resources.
A Case Study
Exercise
Write down the details of an incident (e.g., robbery, burglary, and assault) that you have encountered in your study abroad work and analyze it using the categories presented in Safety Analysis, One.
Incident
_______________________________________
_______________________________________
_______________________________________
_______________________________________
Analysis of the Incident
| The Person (Student) |
The Behavior (of the Student) |
General Conditions (Living and working) |
| ___________ | ___________ | ___________ |
| ___________ | ___________ | ___________ |
| ___________ | ___________ | ___________ |
| ___________ | ___________ | ___________ |
| ___________ | ___________ | ___________ |
| ___________ | ___________ | ___________ |
| ___________ | ___________ | ___________ |
Question
Which of these factors can study abroad staff members influence?
_______________________________________
_______________________________________
Safety Analysis Two -- Notes to the Trainer
The staff members should be quite willing to share incidents that they have encountered. If a particular incident is recalled by several members of the group, this exercise should be easier to complete. The goal is to encourage staff members to analyze incidents and then formulate a strategy for increasing student safety. A strategy need not be original; it may simply involve investing more effort or resources in an existing program.
Exercise
Compare and contrast the tools your home institution has available for raising student safety awareness with those your study abroad institution makes available. Discuss with the group the ratings you give each tool (Note: Simply put "N/A" in front of those tools not available at your post)
| 1 | 2 | 3 | 4 | 5 |
| Not Effective | Somewhat Effective | Effective | Very Effective | Highly Effective |
- _____ Student newsletter
- _____ Student safety committee (or advisory committee)
- _____ Student safety manual
- _____ Emergency Action Plan
- _____ Pre-Service Training
- _____ In-Service Training
- _____ Telephone/radio communications
- _____ Peer counseling/mentor program
- _____ __________________________
Question
Why are the tools you rated 3, 4, and 5 effective?
_______________________________________
_______________________________________
_______________________________________
_______________________________________
Question
Why are those you rated 1 and 2 not effective? What can study abroad staff do to make them more effective?
_______________________________________
_______________________________________
_______________________________________
_______________________________________
Disseminating Safety Information -- Notes to the Trainer
The participants may have already addressed several of these tools in earlier exercises. You may have them focus on those tools that have not yet been discussed in detail or may choose tools that you believe deserve more attention given the present circumstances in your institution.
Exercise
Rate the present effectiveness of the polices or procedures on student safety listed below. Add others that you observe are significant (Note: Simply put "N/A" in front of those policies and procedures not established at your institution)
| 1 | 2 | 3 | 4 | 5 |
| Not Effective | Somewhat Effective | Effective | Very Effective | Highly Effective |
- _____ Prohibition of motorcycle use
- _____ Mandatory use of helmets
- _____ Student notification of off-institution travel
- _____ Use of emergency locator forms
- _____ Discouragement of travel to high-risk areas
- _____ Enforcement of safety criteria for student institution selection
- _____ Provision for temporary lodging for students when they visit the capital or regional office
- _____ Extra money for security upgrades for student housing (locks, bars on windows, etc.)
- _____ Institution transfers because of safety considerations
- _____ Increased reimbursement/per diems for safer transport, lodging
Policies and Procedures -- Notes to the Trainer
This exercise is similar to the one entitled "Disseminating Safety Information." The goal, again, is analysis and development of strategies to improve student safety. The group may have already addressed the effectiveness of some of the policies listed. You may have the group focus on those policies that have not yet been discussed in detail or may choose policies you believe deserve more attention given the present circumstances in your country.
Research shows that those students who (1) have strong skills in the local language and/or (2) have adapted well to the culture are less likely to be the victims of crime.
Question
Exactly how do good language skills help protect a student from crime?
_______________________________________
_______________________________________
_______________________________________
_______________________________________
Exactly how does good adaptation help protect a student from crime?
_______________________________________
_______________________________________
_______________________________________
_______________________________________
Can you recall a student incident which may have resulted in part from the fact that the student lacked language skills or the student was not culturally adept?
_______________________________________
_______________________________________
_______________________________________
_______________________________________
What are the implications of the research described above for study abroad staff and our work? That is, what can we do with this information?
_______________________________________
_______________________________________
_______________________________________
_______________________________________
Research -- Note to the Trainer
Research shows that those students who (1) have strong skills in the local language and/or (2) have adapted well to the culture are less likely to be the victims of crime.
Question
Exactly how do good language skills help protect a student from crime?
- Students can hear and understand conversations that may affect them.
- They can ask for help in a difficult or emergency situation.
- They can better avoid getting lost, a situation that can increase risk
- They can gather more information from the country's nationals to learn the nuances of the culture.
Exactly how does good adaptation help protect a student from crime?
- Students can avoid "standing out" or drawing unnecessary attention to themselves.
- They can use the "street smarts" that are important to safety.
- They can recognize dangerous situations and individuals.
- They can avoid those American behaviors that can put them at risk in the new culture.
- They can use the defensive techniques and approaches that local people use to protect themselves.
- They can establish a local support network.
Can you recall a student incident which may have resulted in part from the fact that the student lacked language skills or the student was not adept?
You may want to point out to the participants that it is difficult, of course, to be certain of how much a lack of language or cultural knowledge contributed to a particular student incident. Therefore, explain to the group that you are simply asking for their personal opinions, which are valuable even though they cannot necessarily be fully validated.
What are the implications of the research described above for study abroad staff and our work? That is, what can we do with this information?
- Place in remote institutions only those students whose language and cultural competencies are high and whose personal characteristics do not put them at special risk.
- Incorporate risk-reduction skills training into pre-departure courses
Emphasize to the group that adapting culturally means striking a balance between being sensitive and being vigilant. Students who put cultural sensitivity over personal safety may inadvertently place themselves at risk.
Keep in mind that the responses presented in these notes are suggestions to help the group if they are having difficulty. You and the group will have your own responses and, most likely, more than the limited number presented here.
In a meeting with the staff, the Program Director presents the following data on student safety. These are the latest data available. The staff member is concerned about the increase in incidents involving students, a concern that is heightened by the fact that a new group of students arrives in six weeks.
| # of Students | 141 | 139 | 136 |
| Burglary | 4 | 9 | 13 |
| Robbery | 9 | 14 | 17 |
| Physical Assault | 3 | 4 | 7 |
| Sexual Assault | 0 | 0 | 1 |
The staff also provides the background information on these statistics:
- Ten of the 13 burglaries occurred in rural areas. Students lost valuable personal items such as radios, watches, and tools. Many students are upset, saying that they don't know whom they can trust.
- Three-quarters of the robberies took place on weekends in large urban areas. Although most were at night, three occurred during the day. In almost all cases, the robbers demanded money.
- Two of the assaults against students occurred during robberies when the students were carrying little or no money. In one case, a student was badly beaten and later hospitalized.
- The female student who was sexually assaulted was living alone in a village in a remote rural area. Although the study abroad medical staff have given out no information on this assault, there are rumors among students that a rape occurred, and a number of the women have called the study abroad office seeking information.
Exercise
Working in groups of three, follow the directions below, and using the worksheets provided, develop a written strategy for addressing this problem of increased risk to students.
Directions
The study abroad director has asked for your help in addressing this unfortunate increase in crimes involving students. The Director has asked you to work in small groups and carry out your planning in three stages:
- Make a list of all that you are presently doing to promote student safety.
- Evaluate each of the programs, activities, actions, etc., with the goal of identifying ways to enhance student safety.
The study abroad staff person asks you to use the following framework for your analysis:
Conditions Student Behavior Institution Selection Training Student Placement Communication Policies and Procedures In addition to the program data from the last three quarters, the staff person asks that you consider the results of the Study Abroad Assault Study (1994), which concluded that students are at greater risk under the following conditions:
- Being intoxicated
- Being out after midnight
- Being alone at night in an isolated area
- Being in a known high-crime area
- Sleeping in an unlocked place
- Being in violation of a curfew
- After developing your analysis and strategy, compare your group's results with those of the other small groups.
Final Case Study -- Notes to the Trainer
You may want to give the group time to go over the data and to discuss it with you. The group may ask for further clarification. You can create more details for them in any way you decide.
Example:
Staff Members. What is the relationship of the crimes to the decrease in the number of students abroad?
Two students have left in the past two months in large part because they had been victims of crime.
Although it may be challenging, encourage the groups to carry out their analysis and planning using the five categories (institution selection, student placement, training, communication, policies and procedures). This simple framework may foster systematic thinking about student safety long after the training session ends.
Part 1
Here is what I am (or we are) presently doing to promote student safety:
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
Case Study Worksheet
Here are the changes that I (or we) will make given the increase in incidents involving students:
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
If the participants have difficulty getting started, you can provide some special instructions.
- Review your institution selection criteria and your decision-making process about institutions that are less than ideal.
- Review your student placement criteria. Consider the present placement of students to decide if any are vulnerable given the recent increase in crime. For example, are there students working alone whose placement you may want to reconsider?
- Review the number of hours of training and the personnel involved. You may decide to include more local authorities in the training so that communities see that authorities have taken an active and personal interest in the well being of students.
- Evaluate the impact of your standard communication tools (newsletter, etc.).
- Evaluate your use of the Student Safety Committee in training and communication.
Devising effective strategies and taking positive steps that reduce the safety risks that students are likely to encounter are the essence of Risk Management. Facing the challenge requires the concerted effort of the entire program's team under the leadership of the Study Abroad Director. There is much that the student can do to manage the risks he or she will likely face, and much that the program staff can do to empower and support the students in their efforts.
This training module has been designed to assist study abroad staff and students design and implement Risk Management strategies, and get the most out of their combined experience and expertise. Other local resources may also be consulted for input. These include, but are not limited to, the U.S. Embassy and RSO, other agencies, local authorities and institutions. Additional backup is provided by the Office of Special Services, and the Student Safety Council.
(Adapted from the Crisis Management Handbook: A Guide for Overseas
Staff, Peace Corps Volunteer Safety Council)
