UNITED NATIONS POLICE
STANDARDIZED BEST PRACTICES
TOOLKIT ON
GENDER MAINSTREAMING
POLICING IN PEACEKEEPING
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UNPOL GENDER
TOOLKIT
MODULE 3
LESSON 5
ESTABLISHING SGBV INVESTIGATIVE POLICE
STRUCTURES
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Learning Outcomes
• Understand the importance of community engagement
for identifying and solving problems
• Analyse the CHEERS and the PIERS method to identify
and coordinate approaches to SGBV-related problems
• Apply the SARA technique to resolve SGBV-related
problems
• Identify solutions to practical challenges in implementing
gender sensitive problem solving techniques
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Lesson structure
Community Engagement
The CHEERS, PIERS and SARA models
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Lesson structure
Community Engagement
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GROUP DISCUSSION
What are the benefits for the
police to use problem solving
techniques when handling SGBV
issues?
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Expected outcome
helps identifying and
prioritizing community
issues
allows for medium to long term
strategies for reducing fear of
SGBV crimes and improve
quality of life
increases the resources
available to solve
problems
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Expected outcome
establishes improved working
relationships with groups
vulnerable to SGBV within the
community
helps to develop and
maintain trust between the
police and community
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Community engagement
and problem solving
Community
engagement
Partnership
Problem
solving
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DISCUSSION – 1ST part
What is community
engagement?
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DISCUSSION – 2nd part
In the context of this course,
what are groups within the
community that the police needs
to engage and consult with?
Why?
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DISCUSSION – 3rd part
In your groups, discuss
What are the steps to assist the HSP in
developing community engagement?
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EXPECTED OUTCOME
What is community
engagement?
It is a way for police to work in effective
partnerships with the community to solve
community issues and problems together.
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EXPECTED OUTCOME
Lack of
motivation
Belief
input will
not be
considered
CHALLENGES
Lack of
interest
Fear
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EXPECTED OUTCOME
Assisting the HSP in developing community engagement
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GROUP DISCUSSION
What are
challenges for the
police when
engaging with the
community?
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ENGAGEMENT AND PARTNERSHIP
UNPOL and
host-state
police
NGOs
Engagement and
Partnership
Community
Government
agencies
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BUILDING PARTNERSHIPS
Remember to
Identify
UNPOL goals
and
objectives
related to
SGBV
Clearly
communicate
these
objectives to
other parties
Ensure the
HSP is
included in
these
deliberations
Clearly
identify
objectives of
partners
Seek a
realistic
consensus on
how the
parties can
support each
other
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Lesson structure
The CHEERS, PIERS and SARA models
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PROBLEM SOLVING
for problem
resolution
The
CHEERS
method
for problem
identification
The
SARA
model
for problem
resolution
The
PIERS
model
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CHEERS
A police officer can use the CHEERS method
to help define if a series of events or factors
could become a community
problem or is already a
community problem.
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CHEERS: SIX ELEMENTS FOR
IDENTIFICATION
A problem related
to SGBV does or
could affect the
vulnerable
members of the
Community.
People Expect
the police to
solve the
problem
The problem
keeps
Recurring over
short or long
periods of time.
The problem
related to SGBV
is Harmful to
the vulnerable
members of
the community.
There has been
more than one
Event of a
similar type.
There is a
Similarity
between the
events or other
problems.
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PIERS
The PIERS Model is a way to bring a
comprehensive police response to a problem
once it has been identified. It is a generic
approach which can be
applied to SGBV crimes.
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PIERS
revention - Prevent and reduce SGBV crimes
ntelligence - Improve knowledge on SGBV
nforcement - Investigate SGBV crimes
eassurance - Improve public confidence to
report SGBV crimes
upport - Improve non-operational police
actions, such as training
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SARA
The SARA method is a continual cycle and is a
form of analysing while looking for solutions.
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SARA
It can be used on
small or large
problems.
Scanning
Assessment
Response
Analysis
If you cannot
complete one of
the steps, you
can use the same
model to work on
that issue until it
is resolved.
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ACTIVITY
1. Get together in your field mission-specific
groups.
2. You are going to be assigned a specific
Carana scenario.
3. Apply the SARA model.
4. Be ready to present to your peers.
Further guidance is given on the next slides
and on the handbook provided to you
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SCANNING
• It is important that assumptions are not made
about information that is collected.
• Identify SGBV problems that happen regularly by
searching based on crime type and location.
• Gather information from many sources, not just
police sources, such as surveys, NGOs,
community meetings and government agencies.
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SCANNING
Define the exact nature of the problem and its cause.
Behavior
What are the
actions associated
with the problem?
Location
Where does it
occur?
People
Who are involved?
Time:
When does it
happen?
Item
What property is
being targeted?
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SCANNING
Develop objectives:
Behavior
Identify problem owner
(not police)
Decide
Do we want to eliminate,
reduce harm, or reduce the
number of incidents caused
by the SGBV problem?
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Who are they
and what do
they have in
common?
Why are the
victims
vulnerable at
certain times?
Can they protect
themselves
better?
Who are they?
How many?
OFFENDERS
VICTIMS
ANALYZING
How old are
they?
Access to
vehicles and/or
weapons?
Do they have
gang
associations?
Involves
examining
information
to make
deductions
and identify
the cause,
and looking
for reasons
behind
events.
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CRIME ANALYSIS: CRIME TRIANGLES
Often used to understand and
visualize crime and disorder
problems.
Offender
Crime
analysis
Victim
Location
The location indicates the
law and procedures that
are in place for law
enforcement.
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RESPONSE
Who are the groups involved?
Women and children’s groups are primary partners in
resolving the problems related to SGBV.
Criminal
justice
Non-criminal
justice
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RESPONSE
• Ensure that as many aspects of the problem as possible
are addressed
• Avoid the sole use of resource intensive responses, such
as police patrols
• Generate responses with your partners
• Educate potential SGBV victims and offenders for
prevention purposes
• Consider environmental factors that may stop the
problem, such as lighting, vegetation, design, location.
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RESPONSE: PLANNING
Brainstorm with the community on the following:
Aim
Priorities
Ideas
Issues
Causes
Solutions
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SWOT ANALYSIS
Another step when a brainstorming
group has agreed to co-work on a
problem is a SWOT analysis.
trengths
eaknesses
pportunities
hreats
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SWOT ANALYSIS
Strengths
Weaknesses
Different
ethnic groups
give wider
perspective
Communicatio
n barriers,
resulting in
confusion
Opportunities
A NGO has
provided
resources, e.g.
transportation
Threats
Other groups
wish to
compete for
those resources
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5 phases of planning a response
1. Define
objectives
• Use
SMART
objectives
2. Determine
where you
stand
• Record
informatio
n from
previous
phases
3. Define the
future
• Brainstorming
sessions to
identify
possible
scenarios
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5 phases of planning a response
4. Choose
alternatives
after analysis
• Determine the
best course of
action and
record the steps
to take
5. Implement
the plan and
evaluate results
• Determine
progress and
take courses
of action
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DOCUMENTING THE ACTION PLAN
1. Discuss and agree on aim and solutions
2. Decide on tasks and who is responsible
3. Discuss and agree on resources and
timeframes
4. Agree on expected outcomes
5. Document plan and share with group (be
specific)
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ASSESSMENT
‘WHAT’ will measure our
success?
‘HOW’ will we find out this
information, particularly
around qualitative
measures?
‘WHEN’ should an
assessment of progress be
made?
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ASSESSMENT
Assessment includes regular communications among
the plan’s participants to ensure issues are resolved
early so that the plan stays within its timeframe.
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ASSESSMENT
Can be recorded through quantitative
and/or qualitative indicators
Quantitative indicators
Qualitative
indicators
A numerical indicator
where an action can
be measured through
numbers
Measures improvement
in the quality of life., for
example, the women’s
and children’s
perception of safety
and security from SGBV
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ASSESSMENT QUESTIONS
•
•
•
•
•
•
•
•
Are courses of action or tasks ethically sound?
Do the solutions abide by the laws of the country?
Do they fall within the UN resolutions and mandates?
Do they acknowledge human rights?
Is the community happy with the outcome?
Was there representation with affected groups?
Did the host-state police participate?
Did community and host-state police work together?
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PROBLEM SOLVING KEY MESSAGES
• Identify your persons of influence and
persuade them to help
• Be inclusive
• Small communities are most successful
• Only work on one or two problems at a time
• Have a positive attitude to your work
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