REQUIREMENTS FOR ACADEMIC INSTITUTIONS AND TRAINING PROGRAMS
Institutional Competency Program Requirement
A. Adopt an interdisciplinary approach to violence and abuse. 1. Recognize that competencies apply to all physical and behavioral health professions education. 2. Provide for multi-disciplinary instruction. 3. Develop parallel and complementary competencies for front-line workers and advocates. 4. Coordinate learning objectives across different disciplines. 5. Value inter-professional contributions.
B. Focus on prevention including healthy relationships. 1. As part of patient and client care curricula, incorporate models of healthy relationships throughout the lifespan. Include the interrelationship between relationship stress and health.
C. Partner with the community in education, intervention and prevention. 1. Establish communication and collaboration with community resources and advocates. 2. Promote activities to address populations at risk. 3. Participate in health policy activities to address family violence and abuse. 4. Promote community action to establish and enhance programs to support victims and family members and for perpetrator interventions, especially at early stages. 5. Invite community feedback on health interventions.
D. Develop curricula and provide learner-centered training opportunities regarding violence and abuse. 1. Acknowledge the scienti c and ethical rationale for acquiring competencies related to violence and abuse. 2. Employ a developmental, additive, curriculum with early introduction to and continuous reinforcement of competencies. 3. Incorporate voices and perspectives of exposed patients and clients into designing and teaching the curriculum. 4. Develop varied learning methods to be used in conjunction with didactics, including multi-media tools, experiential and case-based learning, group discussion topics, service learning, clinical skills laboratories, and other forms of interactive learning. 5. Measure learners’ clinical application of competencies, including knowledge, skills and attitudes, and its persistence over time. Collaborate with community programs that can provide advice on curriculum development.
E. Assure learner safety and promote self-care. 1. Recognize that many learners are survivors of interpersonal violence or know someone who is a survivor and that others may nd the content personally dif cult. 2. Discuss the prevalence of violence and abuse among providers and how personal experiences may shape provider behaviors during training sessions and acknowledge the impact training may have. 3. Make available accessible, non-discriminatory and profession-speci c counseling and mentoring programs. 4. Offer appropriate support and mentoring.
F. Assure an institutional environment free of violence and abuse. 1. Establish policies, procedures and best practices addressing professionalism, respect, con ict resolution, and violence and abuse in the educational setting.