06-01 Valuing Diversity and Inclusion_03567e89257517ffed7b80aac2d44f0d.pdf

OFFICIAL Unit 6 Lesson 1...

OFFICIAL Unit 6 Lesson 1 Valuing Diversity and Inclusion Learning Aim: The learner will be able to understand policing in a diverse society Learning Outcomes: On successful completion of the lesson, Introduction students will be able to:- Police Scotland recognises and values difference. We believe that Diversity enriches 1. Explain the importance of Diversity the organisation and provides our officers and and Equality Awareness and its staff with the potential to be more creative requirement within the organisation and dynamic. Whether it is exploring new forms of community engagement to identify people’s needs, or considering how to get the 2. Explain stereotyping and the negative best from staff through flexible working impact on groups in communities conditions, equality and diversity issues are at the core of Police Scotland’s business. 3. Explain the provisions of legislation The Valuing Diversity and Inclusion training relating to Diversity you receive will run throughout the Probationer Training Programme and the awareness raised must remain with you 4. Describe the appropriate action to be throughout your police career. Indeed, given taken in response to unacceptable the dynamic nature of the Scottish population behaviour contravening the law and Scottish culture, you will be expected to take responsibility for your own personal development in this area and maintain an 5. Describe the impact that respect for understanding of diversity as it evolves Diversity can have on Police and through your service. Community interactions Diversity and Inclusion are key themes of your Probationer Training Programme and should underpin all that we do. Our aim is to protect the public from harm and to detect crime. To achieve this we need to be confident in how we respond and communicate to all members of the public and not just those who mirror our own circumstances and values. 1 th Amended 13 March 2024 v.4 OFFICIAL  OFFICIAL Unit 6 Lesson 1 Valuing Diversity and Inclusion This lesson note and the input which compliments it will provide you with an awareness of legislation and behaviours that you should be aware of not only as a police officer but as a person. Depending on where you are stationed in the country you may be more or less likely to interact with cultures and beliefs that do not mirror your own life experience. It will be your responsibility to research the communities you will be policing to ensure you instil confidence in the service you provide. To gain benefit from this course you should be prepared to participate fully and to share your thoughts with the rest of your class so that preconceived ideas and commonly held attitudes and behaviours can be discussed. Course Structure During your formal Valuing Diversity and Inclusion training you will look closely at the following areas:- 1. Introduction 2. The importance of Diversity 3. Bias and Diversity stereotyping 4. Related legislation 5. Discrimination 6. Sexual Harassment, Bullying and Harassment 7. Challenging Behaviours 8. Responses to Dominance 9. Culture and the Impact of Change The training does not stop here though and reference will be made to Equality and Diversity at several points over the following weeks. You will also have the opportunity to discuss relevant issues with invited guests and staff who have personal knowledge and experience in strands of Equality and Diversity as the course progresses. All members of Probationer Training Division staff possess a good knowledge of Diversity and will endeavour to assist you with any queries you may have. 2 Protection and Wellbeing in Our Communities OFFICIAL  OFFICIAL Unit 6 Lesson 1 Valuing Diversity and Inclusion The Importance of Diversity What is Diversity Awareness About? Diversity is about understanding that we are all unique and recognising our individual differences. The following are just a few dimensions of diversity in no particular order:- Sex Religious beliefs Race Marital status Ethnicity Parental status Age Education Physical and mental ability Income Sexual orientation Occupation Language Geographic location In essence, diversity awareness is about understanding and accepting that we live and work in a society where everyone is different. This does not mean that one person or group is any better or worse than the next – just different. Based on this acceptance, all people should be treated according to their needs. The goal of diversity awareness is to create an inclusive, respectful and equitable environment and service, by utilising the talents of all and addressing the needs of people of different backgrounds, experiences and perspectives. Diversity awareness works to create an environment that recognises and values everyone. 3 Protection and Wellbeing in Our Communities OFFICIAL  OFFICIAL Unit 6 Lesson 1 Valuing Diversity and Inclusion What are Equal Opportunities all about? Equal Opportunity is a descriptive term for an approach intended to provide a certain social environment in which people are not excluded from the activities of society, e.g. education, employment etc., on the basis of unchangeable characteristics. Equal opportunity practices include measures taken by organisations to ensure fairness in the employment process but Equal Opportunity is not only about work. Equally important is to highlight what Equal Opportunity is not about. It is NOT about ‘political correctness’ nor is it about ‘moving the goal posts’. It IS about ‘fairness through equality’. Why Do We Need Valuing Diversity and Inclusion Training? The aims of Valuing Diversity and Inclusion training are to help police officers understand how diversity contributes to both the richness of the organisation, our communities and the statutory framework with which officers must comply. As such this training will provide guidance on the interpersonal skills police officers need to provide services to, work with and, on occasions, manage persons and groups with similarities and differences. The behaviours police officers are expected to exhibit in all workplace contacts, i.e. behaviour that recognises each individual, preserves human dignity, respects personal privacy and values individual differences as well as common characteristics, are essential. Common goals for diversity training may include:- increasing employee awareness of equality legislation; increasing employee understanding of how diverse perspectives can improve organisational performance; preventing illegal discrimination or harassment in the workplace; improving workplace relations; building more effective work teams; improving organisational problem-solving; and improving service to communities. 4 Protection and Wellbeing in Our Communities OFFICIAL  OFFICIAL Unit 6 Lesson 1 Valuing Diversity and Inclusion Police Scotland People Strategy The Chief Constable states the following in the Police Scotland People Strategy 2024-27. “Having considered Sir Iain Livingstone’s reasons behind his statement released in May 2023, I agree that Police Scotland is institutionally discriminatory. We must ensure everything we do as an organisation is carried out with inclusivity and diversity in mind. People with different backgrounds and experiences, including our dedicated officers and staff, have not always received the service or support they need. I am committed to Police Scotland becoming an anti-discriminatory service and will ensure we are collectively identifying and addressing discriminatory policies, processes and behaviours where they exist. I will personally model the values and behaviours I expect to see in others to lead positive change across the service to empower, enable and develop our people. We know there are improvements to be made to improve the working lives of our people. However, despite the challenges we face, we are committed to listening, responding and investing in the tools, resources and support our people need to continue to serve the communities of Scotland.” Policing Together Initiative The Policing Together initiative brings more focus on how policing in Scotland reflects, represents and serves our communities. The initiative provides a focal point and platform to share the significant work already undertaken across Police Scotland, as well as progress which is needed under the additional energy and direction being brought to equality and inclusion imperatives. Our staff associations bring different experiences and voices to the oversight board and an Independent Review Group, provides value, oversight and scrutiny to our work in this vital area. Note: For more information on the initiative please visit the Policing Together site on the Police Scotland intranet 5 Protection and Wellbeing in Our Communities OFFICIAL  OFFICIAL Unit 6 Lesson 1 Valuing Diversity and Inclusion Bias and Diversity Stereotyping Stereotyping For all practical purposes we will define a stereotype as:- “A prejudicial mental image held about particular groups of people which is based around false, distorted, simplified or incomplete knowledge about that group.” You will all be able to recollect a time that you have stereotyped a person. Let’s firstly consider Bias There are different types of biases: Conscious Bias (also known as explicit bias) Unconscious Bias (also known as implicit bias) Affinity Bias Bias, conscious or unconscious, are not limited to ethnicity and race. Though racial bias and discrimination are well documented, bias can exist toward any social group. A person’s age, gender, gender identity, physical abilities, religion, sexual orientation, weight and any other characteristics can be subject to bias. Conscious Bias – this is when we are doing it intentionally. We are deliberately being bias toward a person or group. Imagine you prefer working with men more than women or don’t like working with those of a different ethnicity or culture. These are dangerous prejudices. Unconscious Bias – Everyone will have different unconscious bias according to their unique social factors that influenced them and formed them as individuals. Unconscious bias could be doing something without realising you were doing it when having to make decisions and judgements. Affinity Bias – Affinity bias is the unconscious tendency to get along with others who are like us. It is easy to socialise and spend time with others who are not different. It requires greater effort to bridge differences when diversity is present. This is often the first barrier to inclusion in many circumstances. 6 Protection and Wellbeing in Our Communities OFFICIAL  OFFICIAL Unit 6 Lesson 1 Valuing Diversity and Inclusion Sources of Prejudice - Values, Choices and Beliefs We have all been modelled by our upbringing, surroundings, family, friends and peers. Any subsequent group affiliations, education, significant emotional events have also shaped what is important to us, our decision making and our attitudes. These “agents of socialisation” can have a significant impact on our pre-conceived ideas and biases which can often lead to unhelpful stereotyping. People do not hold stereotypical images of individuals per se. Stereotypes relate to groups and when we stereotype we tend to ascribe a person to a group and then superimpose our stereotypical view of that group on the person, e.g. Joe is Scottish so he must be mean, etc. Negative Impact of Stereotyping We will all have unconscious biases outside our own conscious awareness that can lead to social stereotypes about certain groups. It is imperative that we acquaint ourselves with these and take cognisance of them to ensure we provide a fair, respectful and equitable service in everything we do. Stereotypes tend to be negative and unhelpful in a policing context where assumptions can be extremely prejudicial to the notion of providing a public service, much of which is based on investigating incidents and ascertaining the facts surrounding them. Related Legislation Equality Legislation Before you start working through the enactments, a word of caution. You have only just begun your police training and may find this legislation a little complex initially. You will be expected to attain a good understanding of the issues you will cover throughout your training and beyond. This material can be used as a reference source in the future and you should revisit the material periodically to refresh your memory. New and amending legislation may affect the content of this lesson note. Keeping it current is your responsibility. The information and legislation exists to ensure that everyone is allowed to pursue their normal activities without fear of discrimination or prejudiced behaviour by others. It is important that 7 Protection and Wellbeing in Our Communities OFFICIAL  OFFICIAL Unit 6 Lesson 1 Valuing Diversity and Inclusion we all have a basic understanding of this legislation and how it relates to us as police officers and society as a whole. This next section contains Diversity Related Legislation including:- Human Rights Act 1998 Equality Act 2010 Breastfeeding etc. (Scotland) Act 2005 Work and Families Act 2006 Civil Partnership (Scotland) Act 2020 Sex Discrimination (Gender Reassignment) Regulations 1999 Gender Recognition Act 2004 Children and Young People (Scotland) Act 2014 Marriage and Civil Partnership (Scotland) Act 2014 The Human Rights Act 1998 This act gives further effect to rights and freedoms guaranteed under the European Convention on Human Rights. You will receive or have already received an input lesson “Human Rights” in Unit 3. Article 14 of the Act (Prohibition of Discrimination) provides that the enjoyment of the rights and freedoms set out in the Convention shall be secured without discrimination on any ground such as sex race, colour, language, religion, political or other opinion, national or social origin, association with a national minority, property, birth or other status. As such Article 14 does not promote equality in its own right but imposes an obligation to secure the non-discriminatory enjoyment of the rights and freedoms protected by the other articles of the Convention. 8 Protection and Wellbeing in Our Communities OFFICIAL  OFFICIAL Unit 6 Lesson 1 Valuing Diversity and Inclusion Securing Compliance In 2007, various equality commissions were replaced by a single commission, the Equality and Human Rights Commission (EHRC) which has responsibility for the work previously undertaken by the three separate commissions plus responsibility for preventing discrimination and promoting equality on grounds of age, religion or belief and sexual orientation. There are nine "Protected Characteristics" which are addressed by equality legislation:- Sex Race Disability Sexual Orientation Religion or Belief Gender Reassignment Age Marriage and Civil Partnership Pregnancy and Maternity in respect of females Here is a summary of the current state of equality legislation for each of the Protected Characteristics. Sex Discrimination on the grounds of sex is unlawful under the Equality Act 2010. This legislation covers employment, education, goods and services and premises. The Breastfeeding Etc (Scotland) Act 2005 makes it unlawful to prevent or stop a person feeding breast milk, cow’s milk or infant formula to a child in a public place or licensed premises. The Equality Act 2010 gives a legal right for men and women in the same employment to be paid the same for like work, work rated as equivalent or work of equal value. The Work and Families Act 2006 contains a number of complex changes to the benefits open to parents. Its contents include statutory maternity pay and leave and while on maternity leave, a woman can now come into work for up to ten “keeping in touch” (KIT) days without losing maternity pay. The right to request flexible working (previously only available to parents with a child aged less than six) has been extended to carers of dependant adults. 9 Protection and Wellbeing in Our Communities OFFICIAL  OFFICIAL Unit 6 Lesson 1 Valuing Diversity and Inclusion Race A racial group is a group of persons defined by reference to race; and a reference to a person's racial group is a reference to a racial group into which the person falls. Race includes colour, nationality, ethnic or national origins. Discrimination on grounds of race -“colour, race, nationality or ethnic or national origins”- is unlawful under the Equality Act 2010. This legislation covers employment, education, goods and services and premises. The Equality Act 2010 and specific Equality duties set by the Scottish parliament require authorities to deliver a set of Equality Outcomes which will be reviewed periodically to monitor targeted improvements for specific populations. Disability Discrimination on the grounds of disability is unlawful under the Equality Act 2010. The Act covers employment, education, goods and services and premises. The Act defines Disability as:- “a physical or mental impairment that has a substantial and long- term adverse effect on a person's ability to carry out normal day-to- day activities”. The Equality Act 2010 requires employers to make “reasonable adjustments” to allow people with disabilities to work. The Equality Act 2010 places a duty on all public sector authorities (including the police service) to eliminate discrimination and harassment and to promote disability equality. This requires the production of Disability Equality schemes, monitoring, disability impact assessments, etc. It also requires the active involvement of disabled people. Schedule 1 of the Equality Act extends automatic coverage to those with cancer, positive HIV-status and multiple sclerosis from the point of diagnosis. It also moved to a more flexible definition of mental health problems. The Offences (Aggravation by Prejudice) Act 2009 requires courts to recognise and take account of crimes and offences aggravated by prejudice based on disability during the sentencing phase. 10 Protection and Wellbeing in Our Communities OFFICIAL  OFFICIAL Unit 6 Lesson 1 Valuing Diversity and Inclusion Sexual Orientation The Equality Act 2010 makes it illegal to discriminate in terms of employment and training on the grounds of sexual orientation (actual or perceived). The Marriage & Civil Partnership (Scotland) Act 2014 recognised and provided legal recognition of same sex marriage. The Civil Partnership (Scotland) Act 2020 gives couples who choose to register their partnerships virtually all the rights and responsibilities that married couples have. Originally the Act only permitted same-sex couples to become civil partners, though this has been altered to include opposite-sex couples. The Offences (Aggravation by Prejudice) Act 2009 requires courts to recognise and take account of crimes and offences aggravated by prejudice based on sexuality during the sentencing phase. Religion or Belief The Equality Act 2010 makes it illegal to discriminate on the grounds of religion or belief (or lack of religion or belief) in terms of employment and training, goods, services and premises. Religion or belief is defined as being any religion, religious belief or similar philosophical belief. This does not include any philosophical or political belief unless it is similar to religious belief. Gender Identity Various sources estimate the number of transgender people at between 0.5% and 1% of the population, with the most widely accepted estimate being 0.6%. In Scotland this would translate to roughly 31,000 of whom roughly 5,000 are living openly as transgender. The Equality Act defines the protected characteristic of gender reassignment as: “Proposing to undergo, undergoing or having undergone any process or part of a process to change physiological or other aspects of sex” 11 Protection and Wellbeing in Our Communities OFFICIAL  OFFICIAL Unit 6 Lesson 1 Valuing Diversity and Inclusion This definition acknowledges that sex in the law refers to more than biology Medical intervention is often sought by trans people, but not required Social aspects count, such as changing name or pronouns Non-binary people are included as affirmed in the JLR employment tribunal The Gender Recognition Act 2004 (GRA) allows trans men and trans women to legally change their sex to align with how they live their lives. Where a full gender recognition certificate (GRC) is issued to a person, the person’s gender becomes for all purposes the acquired gender (so that, if the acquired gender is the male gender, the person’s sex becomes that of a man and, if it is the female gender, the person’s sex becomes that of a woman) Persons born in the UK with a UK GRC can change the sex on their birth certificate The GRA provides additional protections for the privacy of trans people The process of obtaining a GRC is expensive and complicated, therefore most trans people never obtain a GRC The Offences (Aggravation by Prejudice) Act 2009, also known as hate crime legislation includes transgender identity as a protected characteristic. If an offence is aggravated by prejudice towards someone because the perpetrator perceives them to be transgender, they could be subject to increased penalties for the offence. Age The Equality Act 2010 makes it illegal to discriminate on the grounds of age in relation to employment and training, goods and services and premises. This legislation protects people at both ends of the age scale, not just older people, although certain aspects of this legislation excludes persons under 18 years of age. The Children and Young People (Scotland) Act 2014 ensures provisions and safeguards exist for persons under 18. This will be covered later in the module in detail. 12 Protection and Wellbeing in Our Communities OFFICIAL  OFFICIAL Unit 6 Lesson 1 Valuing Diversity and Inclusion Discrimination Discrimination can be summarised as treating someone differently, especially because of feelings or prejudices about their protected characteristics. The UK Government specifically defines this as follows:- It is against the law to discriminate against anyone because of: age gender reassignment being married or in a civil partnership being pregnant or on maternity leave disability race including colour, nationality, ethnic or national origin religion or belief sex sexual orientation (www.gov.uk/discrimination-your-rights, March 2021) The following terms are pertinent when examining what is considered “Unacceptable Behaviour”. We will also revisit this in the "Hate Crime" lesson later in the course (Unit 6). Reference has to be made to each piece of legislation to establish exactly to which of these aspects it relates. Direct Discrimination Direct discrimination is any act perceived as resulting in less favorable treatment directed towards:- a victim social group or any other person based on that person’s perceived or presumed protected characteristic and motivated (wholly or partly) by malice or ill- will towards that individual or social group. 13 Protection and Wellbeing in Our Communities OFFICIAL  OFFICIAL Unit 6 Lesson 1 Valuing Diversity and Inclusion Indirect Discrimination Is where a criterion, policy or practice is applied in the same way to everyone but it puts a person or people with a protected characteristic at a particular disadvantage. However, it is not indirect discrimination if the person applying the policy can justify it. Discrimination by Association Occurs when a person is, or group of people are treated less favourably because they are linked or associated with a protected characteristic. The person does not have the protected characteristic but they are treated less favourably than others because of a protected characteristic of a friend, spouse, partner, parent, family member or another person with whom they are associated. Discrimination by Perception Happens when a person is, or a group of people are discriminated against because they are thought to have a particular protected characteristic when in fact they do not. If a person discriminates against another person or group because he or she thinks they are trans or gay, for example, then the person or persons subject to discrimination will be protected even if they do not have these protected characteristics. Sexual Harassment, Bullying and Harassment Sexual Harassment Sexual harassment is defined as being any form of unwanted verbal, non-verbal or physical conduct of a sexual nature that has the purpose or effect of violating a person’s dignity or of creating an intimidating, hostile, degrading, humiliating or offensive environment for the person. No one should have to put up with sexual harassment. It is an infringement of a person’s dignity and can be one of the most upsetting and humiliating experiences. Conduct which constitutes sexual harassment may also contravene criminal law and as such may be dealt with as a crime or offence, 14 Protection and Wellbeing in Our Communities OFFICIAL  OFFICIAL Unit 6 Lesson 1 Valuing Diversity and Inclusion as a civil complaint to be brought before an Employment Tribunal or both. The stress and anxiety produced by sexual harassment can lead to sickness and a feeling of worthlessness. Many of us may not know what constitutes sexual harassment and what appears to be “fun” to one person may be offensive to another. Such effects can be devastating and much of it caused by the reaction of others after a complaint is made rather than the act of harassment itself. Sexual Harassment can be competently dealt with as direct discrimination under the Equality Act 2010. The 2010 Act refers to "unwanted conduct of a sexual nature" and the European Commission provides the following by way of examples of such behaviour:- Touching, patting or pinching any part of the body Questions about a person’s sex life Displays of pornographic pictures Whistling, leering or sexually suggestive gestures Comments about a person’s dress or how they look Insensitive jokes of a sexual nature Requests for sexual favours. There have been a number of cases where individuals and employers have argued that the behaviour was no more than a joke or friendly “banter”. The court’s position on the matter is very clear, sexist language cannot be dismissed as banter (nor can any other form of discriminatory language.) It is immaterial that abusive language is not directed at the victim if it is likely that it would be heard. Note:- Remember INTENT in this case is not important. It is the IMPACT that your actions have on a person that will be taken into consideration by the courts. 15 Protection and Wellbeing in Our Communities OFFICIAL  OFFICIAL Unit 6 Lesson 1 Valuing Diversity and Inclusion Bullying and Harassment Bullying is the use of force, coercion, or threat, to abuse, aggressively dominate or intimidate. The behaviour is often repeated and habitual. Harassment is when a person engages in unwanted conduct related to a protected characteristic and the conduct has the purpose or effect of violating a person’s dignity or creating an intimidating, hostile, degrading or offensive environment for the person. Bullying can lead to fear, anxiety and stress. The Protection from Harassment Act 1997 which has limited application in Scotland makes some actions unlawful by stating “that every person has a right to be free from harassment”. This protection normally comes in the form of a civil court order making it an offence for the subject of the order to prohibit otherwise lawful activity toward the victim. Bullying has been held to be a form of harassment and may now be considered an offence. Shouting or swearing can be forms of bullying. Research and various studies have been carried out into bullying. It can take many shapes and forms including criticism, exclusion, isolation, singling out, humiliation and threats. Dignity Harassment, discrimination, bullying and victimisation may affect the dignity of women and men at work. These actions may also cause a feeling of fear, stress and vulnerability and may be unlawful. Our professionalism may be measured by our ability to treat everyone fairly regardless of our own personal attitudes and by our willingness to correct our prejudices if necessary. Everyone deserves to be treated fairly. A person’s race, religion, sex or ability, etc. are no basis on which to judge them. Groups Affected by Prejudice and Discrimination There are many groups in Scotland who consider themselves to be subject to prejudice and discrimination primarily as a consequence of their membership of that particular group. 16 Protection and Wellbeing in Our Communities OFFICIAL  OFFICIAL Unit 6 Lesson 1 Valuing Diversity and Inclusion Some areas where prejudice and discrimination can be experienced:- Race Colour Ability Disability Religious Beliefs (including separate dogmas within the same religion) Sex Sexual Orientation Country of Origin Ethnicity Asylum Status This list is by no means exhaustive. This will be examined further later in the lesson. Challenging Behaviours In this section we will examine a number of types of conduct which are clearly unacceptable by general standards of behaviour. We will then look at methods by which these types of behaviour can be challenged. “Unacceptable Behaviour” In essence, when we talk of “unacceptable behaviour” in the context of diversity awareness we are referring to behaviour which amounts to discrimination, harassment, victimisation, bullying or the use of unsuitable language, on whatever basis. The more common bases on which unacceptable behaviour occurs are disability, sexual orientation, sex, gender identity or reassignment, marital status, family status, age, racial group, religion and social class. As well as causing offence, “unacceptable behaviour” may bring the person responsible for the offensive conduct into conflict with organisational policy and both the civil and criminal law. In this section of the lesson we will deal with the concept of Ethnocentrism, Types of Discrimination, Positive Action and Positive Discrimination, Victimisation and Sexual Harassment which have specific meanings in this context. 17 Protection and Wellbeing in Our Communities OFFICIAL  OFFICIAL Unit 6 Lesson 1 Valuing Diversity and Inclusion Ethnocentrism Ethnocentrism is a commonly experienced concept and can be explained as a belief that the people, customs and traditions of your own race or nationality are better than those of other races. It’s the making of judgements about the behaviour and culture of others based upon your own culture as the norm—viewing others through the eyes of your own culture. Such behaviour is likely to lead to the feeling that one group’s mode of living and values (your own) are superior to those of other groups. In extreme cases ethnocentrism may manifest itself in attitudes of superiority or hostility toward members of other groups, e.g. Hitler’s “Master Race” theories and the attendant persecution of those deemed non-Aryan. Whilst ethnocentrism is not inevitable or excusable it is, perhaps, understandable. The socialisation process is a strong one and people tend to see “their way” as the “right way” and in extreme cases the “only way”. Increased awareness of other cultures might lead to a situation in which people can make a valued judgement about the relative behaviours of people from differing cultures. This might not necessarily involve any great element of cultural change but more appropriately, increased cultural sensitivity and a possible lessening of the impact of ethnocentrism. Types of Discrimination Discrimination can be classified into five areas but the principal concept of discrimination, i.e. unequal treatment, does not change. In the following explanations and examples, the form of discrimination identified is related to a different strand of Diversity and people can be discriminated against on a range of bases or merely because of their association with persons from the group being discriminated against even although they personally do not belong to that group. Some examples of the five areas of discrimination relating to strands of diversity can be seen below: Direct discrimination on the basis of Disability is treating a person less favourably on the grounds of a disability than others are or would be in the same circumstances. An example of this would be where a person was denied a job, accommodation, goods and services, etc. on the grounds of a disability and no other grounds, e.g. if a member of staff in a restaurant refused to provide a table for a person because he or she was a wheelchair user. 18 Protection and Wellbeing in Our Communities OFFICIAL  OFFICIAL Unit 6 Lesson 1 Valuing Diversity and Inclusion Indirect discrimination on the grounds of religion is applying a requirement or a condition which, intentional or not, adversely affects a considerably larger proportion of one group than another and which cannot be justified on independent grounds. An example of this would be the case of Sarika Singh, a fourteen year old schoolgirl who was excluded from Aberdare Girls’ School (South Wales) for refusing to remove the Kara, a slim steel bracelet. The school’s policy prohibited the wearing of any jewellery other than a wrist watch and plain ear studs on the grounds of “equality”. This policy was never intended to discriminate against Sikh pupils but did indirectly. An example of Passive discrimination would be where a person is present when sectarian chanting (sectarianism is a form of religious prejudice – referencing different sects of the same religion) is taking place at a football match but doing nothing about it. Pro-sexism is where a member of a minority group accepts sexism without challenge or ‘turns a blind eye’ or laughs at a sexist joke. This term is fairly self-explanatory and is an example of passive sexism perpetrated by a person from the minority which is being subject to the sexism in the first place. Institutional Racism is:- “the collective failure of an organisation to provide an appropriate professional service to people because of their colour, culture, or ethnic origin. It can be seen or detected in processes, attitudes and behaviour which amount to discrimination through unwitting prejudice, ignorance, thoughtlessness and racist stereotyping which disadvantage minority ethnic people.” Sir William MacPherson 19 Protection and Wellbeing in Our Communities OFFICIAL  OFFICIAL Unit 6 Lesson 1 Valuing Diversity and Inclusion The term Institutional Racism was brought to prominence by Sir William MacPherson in the report of the enquiry into the death of Stephen Lawrence. It highlights a situation in which an organisation, which may be a public or private institution, disadvantages minority ethnic people – not as a result of overtly racist policies or any intentional racist acts by its employees. In each of the five examples above a particular strand of diversity has been used to illustrate these areas of discrimination but the terms can be applied equally across any form of discrimination. Positive Action and Positive Discrimination When discussing discrimination the topics of Positive Action and Positive Discrimination are often raised. These terms which principally relate to matters concerning employment are sometimes considered synonymous but by definition these expressions differ greatly and in legal terms, one is lawful while the other is not. Positive Action Positive actions is lawful. Its purpose is to:- Help to redress the imbalance caused by history and old attitudes; Help create a “level playing field”. There are two main areas in which positive action may operate – where a particular minority ethnic group or sex is under- represented. These positive actions are seen as being temporary. In other words, they will only be required until the nature of the organisation has changed and there is no need for positive action. Where there is under-representation an employer may provide training solely for that group to help prepare them for that work or allow them to take advantage of training offered by other organisations. 20 Protection and Wellbeing in Our Communities OFFICIAL  OFFICIAL Unit 6 Lesson 1 Valuing Diversity and Inclusion An organisation may take positive steps, e.g. advertising in appropriate media, to encourage membership from the under- represented group. Internally where there is a shortfall of a particular ethnic group in an organisation or one of its departments, measures could be taken to encourage and assist that specific group to apply for or qualify themselves for a job in order to make up such shortfalls. Positive action (also known as affirmative action) refers to a number of methods designed to counteract the effects of past discrimination and to help abolish stereotyping. Action can be taken to encourage people from particular groups to take advantage of opportunities for work and training. This can be done when under-representation of particular groups has been identified. It is does not include automatic and unconditional preferential treatment for the under- represented group in selection for employment, i.e. quotas. Positive Discrimination Positive Discrimination is generally unlawful. It means selecting someone because they come from a particular deprived group in preference to others who may be equally or better qualified. At the selection process the person is chosen simply because they are from the under-represented group be that male/female, black/white, etc. Potential problems relating to positive discrimination include concern over selecting the best candidate for the job, patronising people from minority backgrounds, angering majorities and the risk of a general backlash to perceived injustices. Victimisation This can occur when a person is treated less favourably because they have made a complaint based on the belief they have been subject to a discriminatory practice. Victimisation occurs if a person suffers a detriment because it is suspected, or known, that they:- Have brought (or may bring) a discrimination complaint internally, or externally; Given evidence or information relating to such proceedings; or Alleged that discrimination has occurred, whether on their own or another’s behalf This list is by no means exhaustive. 21 Protection and Wellbeing in Our Communities OFFICIAL  OFFICIAL Unit 6 Lesson 1 Valuing Diversity and Inclusion Challenging Methods Unacceptable behaviour can take many forms ranging from the thoughtless delivery of a few ill-chosen words to large scale unlawful action. It would be impossible to list the hundreds of different examples so it is easier to summarise that any form of bullying, harassment or discrimination is unacceptable. The acid test is possibly “would you be happy to accept that form of behaviour if it was directed at you, a friend, a partner or a member of your family”. It may be helpful to deal in turn with challenging methods for incidents where legal redress is not being sought and then those where the law (either civil or criminal) is being applied. It is important to note that on some occasions the victim of the unacceptable behaviour may not wish to invoke the full force of the law even although that option is open to them. Most victims just want the harassment to stop. In many cases they do not even want the perpetrator punished they just want to get on with their lives. In other cases the unacceptable behaviour may not bring the perpetrator into conflict with the law, i.e. whilst the behaviour may be rightly deemed “unacceptable”, it may not be “illegal” per se, e.g. the use of “pet names” when addressing a work colleague, etc. It will be your own personal choice how you deal with behaviour you deem unacceptable. Every person we meet will have a different set of values and beliefs. There will be occasions where you will take into account your audience, the context of the circumstances and your own principles, and may decide silent disapproval or a dismissive look may be enough to discourage further challenging remarks. In the following pages we will consider the other options available to you should you conclude the behaviour merits further challenge. The following pages relate to suggested methods of challenging behaviours both as a witness and victim. This list is not prescriptive and depending on the behaviours involved we can progress to any one of those identified. Challenging Unacceptable Behaviour as a Witness Facilitated Intervention Take the opportunity to talk things through with the perpetrator. Explain why he or she should not act that way for example; that behaviour makes people or may make people feel uncomfortable. It is advantageous to explain why people might feel uncomfortable as this might raise awareness in the perpetrator rather than simply saying, “Don’t do it”. 22 Protection and Wellbeing in Our Communities OFFICIAL  OFFICIAL Unit 6 Lesson 1 Valuing Diversity and Inclusion Colleagues’ Response Point out that you are not acting in isolation and that colleagues are unhappy about the behaviour. Immediate Verbal Intervention Tell the perpetrator to stop what he or she is doing NOW. Explain that you are not prepared to tolerate that kind of behaviour. Final Warning Should the conduct continue, remind the perpetrator that you have challenged his or her behaviour previously and if it continues you will not hesitate to take the matter further and report the behaviour to a supervisor. Report the Matter Report the matter to a supervisor, take out a grievance, etc. Clearly there is a “laddering” process being described here. It is not necessary to start at the bottom or take each step in sequence. You may decide that the perpetrator is only entitled to one warning or the conduct may merit immediate report, etc. Challenging Unacceptable Behaviour as a Victim Object Make it clear to the perpetrator that you do not find his or her behaviour acceptable:- Consider obtaining corroboration – this is not essential but is usually helpful If afraid or embarrassed, ask someone else to accompany you – this might be a colleague but it might be a Welfare Officer, an HR representative, a union official, etc Make your objection face to face or in writing Do not be concerned by what other people think. If this issue is affecting you and other people are not bothered by it, you still have the right to challenge it. 23 Protection and Wellbeing in Our Communities OFFICIAL  OFFICIAL Unit 6 Lesson 1 Valuing Diversity and Inclusion Research the Grievance Procedure Your organisation will have a grievance procedure, albeit that it may not be called that. Find out how your organisation deals with grievance. Keep a Record of Incidents Whilst a written record will not serve to corroborate information when there is no other form of corroboration, written records do lend credibility to a complaint insofar as they assist you to organise your thoughts and provide a level of detail which might not be available from your memory alone. Record:- Times and dates of incidents, persons present and a summary of the incident including any significant quotes How you felt about the situation at the time Any physical evidence available, e.g. minutes, recordings, etc. Keep copies of any communications received or sent by you relevant to the matter. Report the Harasser to a Supervisor Report the harassment to someone in the organisation who is a level above the person about whom you are complaining. This should be done as soon as possible; you may not be the only one being harassed. Your employer cannot deal with a matter about which he or she is ignorant. If necessary, seek guidance from a reliable source such as the People and Development Policy Hub on the Intranet or a Scottish Police Federation Representative. Seek Medical Help if Necessary This relates to both physical injury/illness and mental health conditions such as stress or depression. Recorded evidence of such might be of value at any subsequent tribunal or hearing. 24 Protection and Wellbeing in Our Communities OFFICIAL  OFFICIAL Unit 6 Lesson 1 Valuing Diversity and Inclusion Follow Up any Complaint Made Complaints should be dealt with timeously and appropriate action should be taken so follow up any complaint you make. Whilst confidentiality is desirable it cannot always be guaranteed. Make a Further Report if Necessary If your complaint is dealt with to your satisfaction then no further action is required. However, if the harasser begins a campaign against you, e.g. ignoring you or picking on you for minor matters, make a subsequent report. It would be victimisation for you to be penalised for making a complaint. Seek Outside Help if not Satisfied If necessary seek help and or advice from someone outside your organisation. This may be through an independent employee assistance program, union or staff association, solicitor or Citizen’s advice Bureau. Dealing with the Perpetrator(s) It is important to understand the consequences of inappropriate behaviour. It is not just employers who will be penalised. More and more cases being heard by tribunals result in severe action being taken against the perpetrator. Although the employer has a vicarious liability, training such as diversity awareness goes some way to reducing the employer’s overall responsibility and puts the ball more firmly in the perpetrator’s court in terms of liability. Indeed supervisors who are unable or unwilling to address harassment will also be personally liable and subject to sanction. When Unacceptable Behaviour is Unlawful On many occasions the nature of the unacceptable behaviour exhibited is unlawful as well as objectionable. Such behaviour falls into two broad categories, i.e. those actions which are dealt with civilly, either by courts or legal tribunals, and those which are dealt with as instances of crimes or offences. Examples of the former include breaches of:- 25 Protection and Wellbeing in Our Communities OFFICIAL  OFFICIAL Unit 6 Lesson 1 Valuing Diversity and Inclusion Human Rights Act 1998 Equality Act 2010 Sex Discrimination (Gender Reassignment) Regulations 1999 Marriage and Civil Partnership (Scotland) Act 2014 You will undertake a specific lesson in this Unit in relation to the Human Rights Act 1998. In the case of the other pieces of legislation quoted the title of the act or regulations gives an indication of the relevant subject matter. These statutes will be discussed fully in class but each can be sourced via the Internet if you wish to research them further. This is only a sample of the legislation available to address equality and diversity issues. In the main these laws confer rights or prohibit certain types of behaviour but breaches are unlikely to be dealt with directly by the police although you may be called upon to inform people of the existence of this legislation and advise them accordingly. Other legislation is in place which will bring offenders into conflict with the criminal law. These include:- Protection from Harassment Act 1997 Criminal Law (Consolidation) (Scotland) Act 1995 (Race) Crime and Disorder Act 1998 (Race) Criminal Justice (Scotland) Act 2003 (Religion) A Scottish Government Working Group on Hate reporting in 2004 defined hate crime as:- “A crime motivated by malice or ill-will towards a social group”. Incidents perceived to be motivated on the grounds of age, disability, faith, sex, race or sexual orientation or transgender status will be classified as a hate crime. The key elements of Hate Crime will be included in a separate lesson (Unit 6 - Hate Crime). 26 Protection and Wellbeing in Our Communities OFFICIAL  OFFICIAL Unit 6 Lesson 1 Valuing Diversity and Inclusion Prejudice and Discrimination These two topics are closely interlinked but initially we shall look at them separately. Prejudice A prejudice is literally a prejudgment and the term prejudice can be used as a noun, a verb and an adjective. Our working description of prejudice shall be:- “A pre-conceived idea or notion based on little or no fact.” Such a notion can be favourable or detrimental but is likely to be the latter more often than the former. Clearly a prejudice and a stereotype are closely related. What is crucial here is that a prejudice is a cognitive matter – it is how a person thinks about issues. Whilst it is likely that everyone will have some form of prejudice, many prejudices tends to be unhelpful and may be destructive. Discrimination In literal terms discrimination is the power of making fine distinctions, e.g. being able to distinguish between shades of blue and turquoise and shades of green. As we are considering the term here, however, we are looking at discrimination as a process and we shall define the term as treating someone differently, especially because of feelings or prejudices about their protected characteristics. What differentiates discrimination from prejudice is that whilst discrimination may be based on prejudice, discrimination requires some kind of action – the discriminator is required to do something, i.e. treat someone differently. Allport’s Scale Gordon Willard Allport (1897 - 1967) was an American psychologist. During World War II as a member of the National Research Council, Allport began studying racial and religious prejudice and discrimination. He linked the findings of his studies to the persecution of the Jews in pre-war Germany. His fourth book, "The Nature of Prejudice" was published in 1954 and benefited from his insights from working with refugees during the war. The book was regarded as a milestone study in the field of social psychology and human interaction. 27 Protection and Wellbeing in Our Communities OFFICIAL  OFFICIAL Unit 6 Lesson 1 Valuing Diversity and Inclusion His findings are often summarised in diagrammatic form known as Allport’s Scale. Allport's Scale is a measure of the manifestation of prejudice in a society. It is also referred to as Allport's Scale of Prejudice and Discrimination or Allport's Scale of Prejudice. The original Allport’s Scale of Prejudice goes from 1–5. Scale Point 1. Anti-locution Most people who have prejudices talk about them with friends, colleagues and occasionally with strangers. This could include verbal rejection by negative talk, racist or sexist jokes or by using offensive terms. Anti-locution occurs when a majority group freely make jokes and derogatory statements about a minority group. Speech is in terms of negative stereotypes and negative images. This is also known as “hate speech”. It is commonly seen as harmless by the majority. Anti-locution itself may not be harmful but it sets the stage for more severe outlets for prejudice. Scale Point 2. Avoidance If the prejudice is more intense, it may lead to the individual avoiding members of the disliked group, even at the cost of considerable inconvenience to him or herself. In this case the bearer of the prejudice does not directly inflict harm on the group they dislike but withdraw from it or refuse to interact. People in a minority group are actively avoided by members of the majority group. No direct harm may be intended but harm is done through isolation. 28 Protection and Wellbeing in Our Communities OFFICIAL  OFFICIAL Unit 6 Lesson 1 Valuing Diversity and Inclusion Scale Point 3. Discrimination Here the prejudiced person makes detrimental distinctions of an active sort. He or she will undertake to exclude all members of the group in question from certain types of employment, from housing, or from some other social privileges. The minority group is discriminated against by denying them opportunities and services and so putting prejudice into action. Behaviours have the specific goal of harming the minority group by preventing them from achieving goals, getting education or jobs, etc. The majority group is actively trying to harm the minority. Scale Point 4. Physical Attack Under conditions of heightened emotion, prejudice may lead to acts of violence or semi-violence. This could be the majority group vandalise minority group property, or they burn assets and carry out violent attacks on individuals or groups. Physical harm is done to members of the minority group. Examples are lynching of black people in the US and pogroms against Jews in Europe during the 1930s and 40s. (A pogrom is a form of riot directed against a particular group, whether ethnic, religious, or other, and characterized by killings and destruction of their homes, businesses, and religious centres. The term was originally used to denote extensive violence against Jews – either spontaneous or premeditated – but in English it is also applied to similar incidents against other minority groups.) Scale Point 5. Extermination Lynching’s, pogroms, massacres and genocide mark the ultimate degree of prejudice. This level is well documented such as the atrocities carried out in the republics of the former Yugoslavia and South Africa. The majority group seeks extermination or removal of the minority group. They attempt to eliminate either the entire or a large fraction of a group of people. Allport’s Scale is usually portrayed in the form of a triangle in which the base represents the frequency of events whilst the height represents the severity of the actions carried out. 29 Protection and Wellbeing in Our Communities OFFICIAL  OFFICIAL Unit 6 Lesson 1 Valuing Diversity and Inclusion Responses to Dominance Power The notion of power can be allied to the previously covered topic of prejudice and discrimination insofar as a person or group must have some element of power before they can convert their prejudice(s) into discriminatory behaviour. Discrimination can be described as “treating somebody differently, especially because of feelings or prejudices about” a characteristic of that person. Without having (some element of) power over a person it is not possible for another to treat him or her differently. As an example of this we can consider the job interview. At a job interview a panel member may chose not to support a good, perhaps the best, candidate because of some prejudice against that person. This may sway the panel toward another candidate. In this case the first candidate would appear to be a victim of discrimination in that he or she has been treated “differently”. In this situation it is unlikely that the outcome would be the same if the prejudice had been held by the receptionist who had no part to play in the outcome of the interview. The panel member and the receptionist both held the prejudice but only the panel member was in a position to discriminate as he or she was the only one with any power in that situation. Discrimination is one example of the abuse of power. Power exists in a variety of forms:- Legitimate; Illegitimate; Formal; and Informal. Legitimate power is that which is properly invested in the holder. Such power is often conferred by law, e.g. a police officer’s power to stop vehicles on a road, arrest offenders, search for and seize property, etc. Illegitimate power is that which is assumed by the holder and has no legitimate basis, e.g. the power a bully holds over those being bullied, etc. Formal power is that which is properly invested in the holder by virtue of his or her position, e.g. the sergeant is in a position to issue lawful orders and instructions to the constable, etc. Informal power is that which is vested in the holder as a result of some personal characteristic as opposed to the position he or she holds. The senior constable on the shift is an example of the latter. Invariably he or she may direct less experienced officers yet holds no 30 Protection and Wellbeing in Our Communities OFFICIAL  OFFICIAL Unit 6 Lesson 1 Valuing Diversity and Inclusion formal authority to give orders or instructions to an officer of equal rank. It is not rank but experience which allows him or her to do this. These terms can be combined, i.e. formal power may be legitimate or illegitimate as can informal power. Power is often invested in the majority but need not be, e.g. minority rule in South Africa under the apartheid system. Paradigm of Prejudice and Discrimination To show the relationship between prejudice and discrimination a table can be used as follows:- Prejudiced Non-Prejudiced Discriminator Discriminator Prejudiced Non-Prejudiced Non-Discriminator Non-Discriminator Prejudiced Discriminator This is a person who is prejudiced and manifests these prejudices through active discrimination. Non Prejudiced Discriminator A person who holds no prejudiced views about a given topic but allows group or individual pressure to cause him or her to act in a discriminatory fashion, e.g. a man who has no sexist prejudice but tells sexist jokes because he does not want to be the odd one out of the group in which such jokes are regularly told. 31 Protection and Wellbeing in Our Communities OFFICIAL  OFFICIAL Unit 6 Lesson 1 Valuing Diversity and Inclusion Prejudiced Non-Discriminator A person who holds prejudiced views but also knows that to act them out would be discrimination and therefore keeps them to him or herself. Non Prejudiced Non-Discriminator A person who holds no prejudices (or at least any specific prejudice) and will not allow group or individual pressure to influence their non-discriminatory behaviour. Key Information KI It is important that as a police officer you are aware of your own prejudices, where they come from, the potential implications of holding them and how to control them. By doing this officers will eliminate the external factors which may influence their impartiality and fairness. Dominance In a situation where one person or group has power over another, the former is in a position of dominance and the latter a position of subservience, however slight or temporary this arrangement may be. Consider this proposition – “If your behaviour creates an effect – you have the power. If other people’s behaviour affects you—they have the power.” Different people respond to being dominated in different ways and in different circumstances but responses to dominance can be categorised into three classical reactions. These are:- Withdrawal; Acquiescence; and Resistance. The mnemonic WAR is of assistance here but these responses have also been recognised as the THREE Fs:- 32 Protection and Wellbeing in Our Communities OFFICIAL  OFFICIAL Unit 6 Lesson 1 Valuing Diversity and Inclusion Flight; Fit in; and Fight As stated an individual may react to a situation of dominance in different ways, given different circumstances and indeed may react in a combination of ways, e.g. the individual may originally resist the situation but making no headway may acquiesce (try to fit in) only to find that they cannot live that way and withdraw from the situation. These three responses can be viewed as coping strategies and none should be considered any more “noble” than the others. A period of continued dominance is likely to affect the “victim” in a range of ways:- On an Emotional level—e.g. shock and disbelief, fear and isolation, anger, guilt, sadness, suspicion, etc. On a Physical level—e.g. tension, nausea, sleeplessness, loss of appetite, panic attacks, etc. On a Psychological level—e.g. paranoia, altered personal perception, breakdown, etc. Minority groups in our society, e.g. black and ethnic minority populations, LGBTI populations, people with disabilities, asylum seekers, etc., are more likely to find themselves in a situation where they regularly require to respond to dominance as compared to the “majority” of indigenous, heterosexual, able bodied citizens. When carrying out any investigation with a hate crime element please bear in mind the victim may have experienced all these responses to dominance before “resisting” and contacting police for assistance. It may be that a crime is being reported to you, but has the victim been repeatedly subjected to similar behaviour in the past and chosen not to tell us? 33 Protection and Wellbeing in Our Communities OFFICIAL  OFFICIAL Unit 6 Lesson 1 Valuing Diversity and Inclusion Culture and the Impact of Change Culture has been defined in the following terms:- “That complex whole which includes knowledge, belief, art, law, morals, custom and any other capabilities and habits acquired by humans as members of society.” Taylor (1871) “A system of learned and shared behaviours and perceptions of a group, transmitted from generation to generation.” Pennington (1995) Concentrating on the latter of these definitions the key elements of culture are that culture is learned behaviour and shared behaviour of a group. Culture is ‘Learned’ not ‘Innate’. People become aware of their culture and learn how to think and behave through the socialisation process. Culture expresses Group values and Group identity. Individuals do not have a culture but share a culture as part of a group. Sub-cultures may exist within a group when smaller groups develop their own cultural identity in some aspects of life but continue to share the greater culture of the majority for the most part. An example of this is the football “casual” whose behaviour in relation to football might be completely at odds with his or her behaviour in any other social setting. Culture is dynamic and creative. A group’s culture will continually evolve although this process tends to be slow unless as a response to a profound event. Culture provides an individual’s frame of reference. Organisational Culture Organisations exhibit culture. This is described as Organisational Culture. Organisational culture goes some way to explaining “the way we do things about here”, “how we think around here”, “the rules of the game”, etc. The symbols of organisational culture can both describe and prescribe human behaviour within that organisation although an organisation’s values, i.e. beliefs and ideas about what kinds of goals members of an organisation should pursue and ideas about the appropriate kinds or standards of behaviour organisational members should use to achieve these goals, may be at divergence 34 Protection and Wellbeing in Our Communities OFFICIAL  OFFICIAL Unit 6 Lesson 1 Valuing Diversity and Inclusion with an organisation’s culture. Work-groups within the organisation have their own behavioural quirks and interactions which to an extent affect the whole system. Organisational Culture can be defined in the following terms:- "The specific collection of values and norms that are shared by people and groups in an organisation and that control the way they interact with each other and with stakeholders outside the organisation." Charles W. L. Hill, and Gareth R. Jones, (2001) Culture Change Where an organisation’s culture is to be considered to run contrary to the organisation’s values, it may be desirable from a moral perspective and necessary from a legal perspective to change the culture. However, according to Schein in “Organizational Culture and Leadership”, culture is the most difficult organisational attribute to change. Such a cultural change may be attempted by:- Training (and re-training, if necessary) the workforce; Equality and Diversity Policies being more than statements on the “home page”, i.e. they must be made to work and seen to work; Senior management buying-in, living the standards and setting the example; Including elements such as “Respect for Diversity” in Personal Development Reviews; and Challenging those staff who fail to adjust their behaviour to meet organisational standards and taking appropriate disciplinary action. Any change achieved will be gradual and there are no “quick fixes”. Culture cannot be changed by Boardroom edict or Act of Parliament. 35 Protection and Wellbeing in Our Communities OFFICIAL  OFFICIAL Unit 6 Lesson 1 Valuing Diversity and Inclusion Enhancing the Image of the Police with Seldom Heard Communities One area in which the police service may seek to enhance its image is in its dealings with what are often referred to as “Seldom Heard Communities” where there has been a traditional reluctance for the population to involve the police service in issues which are undoubtedly police matters. The police endeavour to address this through a number of strategies:- Attempting to understand different communities (through information and awareness programs); Displaying “cultural sensitivity” by applying any understanding previously held or gained through such awareness programs; Dealing professionally with instances of “hate crime”; Showing empathy for victims of “hate crime”; and Communicating effectively with communities. Much of this emphasises the significance of effective communication. That said effective communication is not always easy. There are invariably barriers to communication and these can be exacerbated if the relationship between the communicating parties is not all that it could be to begin with. By delivering excellent service we build trust and confidence in communities that have historically shown reluctance to involve the police service. In an attempt to communicate effectively (with anyone) a police officer should be aware of the following:- 1. Do the people attempting to communicate share the same language? Is each equally proficient in that language? Is the language excessively technical, e.g. the use of “police- speak”? Is the language “corrupted” by slang and/or dialect? Would the use of an interpreter make things more productive? 2. Avoid the use of “derogatory” (disrespectful) and “exclusionary” language. Much of this language will have been discussed throughout the day. Exclusi