# data[].attributes.body
Saftey concerns for Kerry and her 10 year old son.

Financial abuse

Psychological abuse

Living in his property - no job or social contact outside of the house

# data[].attributes.body
1. Connect her to Women’s aid - refer her to women’s aid

2. Contact school to see if they have any concerns about son

3. Meeting outside of house - maybe school so she has a reason to be outside of the house - stops suspicion

4. Look into a refuge or go to dad’s house

5. Look into Mr Smith having the son more regularly

6. Connect her to community services for support

# data[].attributes.body
1. GP

2. School/ teachers - support for child

3. Dad/ grandad - Support network

4. Women’s aid

5. Police - risk of physical violence - reducer risk of physical harm

# data[].attributes.body
1. PCF 7 - skills and interventions - helped provide support by actively listening and helped prevent harm by organising follow-up meetings and interventions

2. PCF Context and organisations - Mentioned women’s aid and services we could go to

3. PCF 1 - professionalism - we were respectful to the volunteer

# data[].attributes.body
*above work by Leja, Sarah and Grace*

# data[].attributes.body
*above work by Leja, Sarah and Grace*

# data[].attributes.body
*above work by Leja, Sarah and Grace*

# data[].attributes.body
*above work by Leja, Sarah and Grace*

# data[].attributes.body
isolated from social circle

Financial abuse

Mental abuse

Concern for 10 year old son

Behavioural changes

# data[].attributes.body
meeting with her to discuss next steps such as housing support

Resources that she could report to

Financial support

Refer to women’s aid

# data[].attributes.body
Above work from Karis, Eunice, damilola l

# data[].attributes.body
Above work from Karis, Eunice and Damilola L

# data[].attributes.body
council/ housing support

Mental health services

GP

school support for the son

Women’s aid

# data[].attributes.body
Concerns mainly for Kerry and her son.

Controlling behaviours from William

Financial control

Verbal abuse

Depression and anxiety caused as a result

Unemployment

For Jack;

Doesn't like William, must be from a hidden reason he is scared to express

# data[].attributes.body
Above contribution from Karis, Eunice and Damilola L

# data[].attributes.body
Speak to manager about detail collected

Speaking to Jacks school to see if there are any concerns which have been raised

Speak to GPs

Look into housing alternatives

Refer to woman’s aid

Speak to police about records on William

# data[].attributes.body
PCF 1- professionalism

PCF 9- Professional leadership

PCF 5- Knowledge

By Karis, Eunice, and Damilola L

# data[].attributes.body
council housing

Women’s aid

Police

GPs

School

Support networks

Mental health networks / counselling

# data[].attributes.body
PCFs:

1 - Professionalism, asking important questions

5 Knowledge Applying

6- Critical reflection, taking feedback on board adequately

# data[].attributes.body
- Domestic abuse - potential to escalate to more serious harm

A child is present in the house

Financial abuse suspected

Unemployment

Potential substance use + known alcohol abuse

Kerry reports verbal and emotional abuse. Kerry reported William to be a 'narcissist'

Low mood - depression and anxiety

# data[].attributes.body
Discuss with supervisor as potential for behaviour to escalate, especially if Kerry end the relationship (a minor is living at the property)

Signpost to befriending groups, the Job Centre and other support groups for women experiencing isolation / domestic abuse

Speak with supervisor about contacting the son's school - Key Stage 2 and taking next steps after this conversation

Recommending a check to see if the partner is known to the police in the national database

Referral to Women's Aid / Juno / Equation

Kerry expressed an interest in counselling - seek options for this

# data[].attributes.body
Son's school

Police

MAREC ? Multi-agency meeting

GP

Kerry and her mum (only support network)

Local Authority - multiple departments

# data[].attributes.body
PCF1 - Professional - Introducing ourselves and asking questions about their comfort

PCF2 - Values and Ethics - Giving boundaries to our conversation and how we can support

PCF5 - Knowledge - no leading questions - allowed Kerry to tell her story

# data[].attributes.body
Financial and verbal abuse, controlling behaviour, deterioration in daughter’s mental health, emotional distress and isolation from Mrs Smith

• By Tesley, Sienna, and Jamia

# data[].attributes.body
domestic abuse- financially and emotionally as William has access to her money and calls her stupid and tells her she is nothing

Jack not doing well at school and isn't eating well

her mental health as she suffers with bipolar and personality disorder so she feels even more anxious and isolated

# data[].attributes.body
Checks on Mrs Smith’s wellbeing, active listening, information gathering, signposting

• By Tesley, Sienna and Jamia

# data[].attributes.body
Help her with her benefits and direct her to a foodbank as she says she is struggling with money due to cost of living crisis

Get Jack involved in a youth club

Get Kerry involved in a support group so she can meet other people

# data[].attributes.body
mental health services

domestic violence services

school

# data[].attributes.body
-          Critical Reflection and analysis (6)

-          Context and organisation (8)

-          Skills and intervention (7)

-          Professionalism (1)

# data[].attributes.body
Domestic abuse specialist, education safeguarding leads to check on wellbeing of grandson, police for safety concerns

By Tesley, Sienna and Jamia

# data[].attributes.body
PCF 4 because we recognised Mrs Smith’s daughter’s right to safety and the impact of financial abuse \ PCF 7 because active listening and clear communication was used \ PCF 2 because respect showed and non-judgemental approach taken

By Tesley, Sienna and Jamia

# data[].attributes.body
Main issues/concerns:

Coercive control

Housing situation - living in perpetrator’s property

Gradual isolation from family and friends

Child has witnessed + ?experienced? emotional abuse

Lack of confidence + fear of escalation

# data[].attributes.body
Confidential meeting with her to gather information and her perspective.

Explore housing options

Safety action plan in case of escalation/emergency

Refer to services that will help empower her / recognise patterns of behaviour (e.g. Freedom Programme).

Conversation re getting help for Jack / s/w Jack independently?

# data[].attributes.body
In addition to social services…

Housing officers

Jack’s school

Therapist (for parent +/or child)

Women’s Aid

GP practice safeguarding lead

Police

# data[].attributes.body
PCF 1 - professionalism - introduced ourselves, turn taking, eye contact, body language, active listening

PCF 4 - Rights, Justice and economic wellbeing - housing discussions, right to family life and safety, expressed that it is not her fault

PCF 5 - Knowledge - explored options for group work, therapy, housing help, safety (in conjunction with Women’s Aid), reassurance that it’s not her fault/patterns of abuse + coercive control.\

PCF 6 - Taken on board feedback re upfront discussion of confidentiality + contact details.

# data[].attributes.body
Amina, Kara, Alex, Apurv:

Safety and well-being concern for the grandson. Significant emotional harm for him.

safety of the daughter, Potential coercive control. Feeling isolated, behavioural concerns.

Mental health concern for Mrs. Smith, as she mentioned being anxious and losing sleep

Financial concern as Mrs. Smith is currently unable to work due to her mental health difficulties.

The daughter might feel fearful of seeking help.

# data[].attributes.body
Amina, Kara, Alex, Apurv:

Would escalate safeguarding concerns appropriately through supervision.

Mental health support (GP, counselling, community mental health team) for Mrs. Smith

Mediation for daughter, home visit for daughter and partner, and school visit to understand the grandson's situation better.

Providing information to Mrs. Smith on what further services she can get.

# data[].attributes.body
Amina, Kara, Alex, Apurv:.

GP for Mrs. Smith, local authority for mediation, school teachers for Jack, If things get escalated after 2 3 visits and he wouldn’t let us in, we might need to involve the police.

# data[].attributes.body
Physical Abuse,

Coercive control and isolation: Family not being able to get involved due to William’s controlling behaviour,

Emotional and Psychological abuse,

Financial Abuse,

Social Isolation.

# data[].attributes.body
Safety and Risk Assessment

Contact the police if there’s immediate danger

Child safeguarding action

Safety planning with Kerry

Having an emergency contact or code word with a trusted person.

Referral to specialist domestic abuse services.

Local domestic abuse support services.

Women’s refuges or safe accommodation.

Exploring legal protection options.

Police protection measures if needed.

Occupation Order to remove William from the home.

Emotional and mental health support.

Referral to counselling.

Parenting support.

Child therapeutic services for Jack.

Ongoing support and monitoring

Maintaining regular and safe contact with Kerry.

Respecting her choices.

Prioritising the safety of both Kerry and Jack.

Monitor Jack’s wellbeing and development.

# data[].attributes.body
Police-Immediate protection and criminal investigation

Health professionals- Kerry may have physical injuries or mental health concerns.

Jack’s wellbeing and development must be monitored

Jack’s school- Schools have a duty to protect children.

Legal professionals- Kerry may need legal protection from William. Ie family court

Mental health professionals- Kerry may experience trauma, anxiety, or depression.

Jack may show emotional or behavioural difficulties.

# data[].attributes.body
Professionalism-

Acting in a calm, respectful, and non-judgemental manner.

Values and Ethics-

Respecting Kerry’s dignity, rights, and choices.

Critical reflection-

Assessing the level of risk

# data[].attributes.body
Safety concerns:

Safety concerns for Kerry, her son and also support for Mrs Smith.

Psychological/domestic/verbal abuse (Kerry and son)- Isolation from family and friends (no contact since September), cutting off contact via telephone, abusive language.

Physical abuse (Kerry)- Mrs Smith disclosed that after William has had a drink he tends to hit Kerry, Mrs Smith said she has seen bruises and marks.

Control of money (Kerry)- William has access to Kerrys' bank as they have a shared account, he closely monitors her banking activity. The flat is shared and both own half, Kerry does not have a job so may worry about how to leave William if she has little funds to move out.

Behaviour changes (Kerry and son)- Kerrys' behaviour has changed and her sons academic ability is declining, he is struggling in school and is reported to be 'scared' when talking about home life.

Low mood (Mrs Smith)- Mrs Smith reports low mood and has made contact with her GP but hasn't had any support.

# data[].attributes.body
Intervention:

Speak to police to arrange a welfare check with police to visit the flat/ check if William is known to the police.

Refer to Womens aid, or other organisations relevant to this case.

Speak to team lead and discuss, as this is a domestic abuse case. Need to determine the risk of behaviour escalating.

Speak to Jacks school, provide support for Jack at school.

Offer counselling/support groups to all parties.

Financial support/benefits for Kerry.

# data[].attributes.body
Professional involvement:

Police

Jacks school

GP

Mental health practitioners

Councillor

# data[].attributes.body
PCFs Demonstrated:

PCF 1- Showed professionalism, introduced ourselves and conducted ourselves in a professional way, no jargon used in conversation.

PCF 2- Promoted human rights, used our own ethics and values to collect information and suggest intervention and support available. Listened without judgement.

PCF 5- Used knowledge to suggest intervention methods and how to address/ approach this case.

# data[].attributes.body
Amina, Kara, Alex, Apurv:.

PCF 1:

Introducing ourselves clearly as a student social worker.

Explaining confidentiality and its limits.

Maintaining appropriate professional boundaries.

Remained calm and focused on asking questions and getting information.

PCF 2:

Being understanding and not judging Kerry.

Respecting her daughter’s dignity and choices.

Clearly explaining the possibilities to ensure the safety of her daughter and her grandchild.

Not blaming her for staying in the relationship and recognizing that controlling behaviors can be very complicated.

PCF 3:

Recognizing the impact of coercive control and violence.

Understanding how financial dependence and mental health increase vulnerability.

Avoiding assumptions about her choices. Avoiding discrimination due to their financial situation.

Creating a safe space for her to share her lived experience.

PCF 4:

Identifying concerns relating to domestic abuse and emotional harm to the child.

Recognizing Kerry’s right to safety and protection.

By giving assurance that she is going to get the help she requires.

PCF 5:

Applying legal frameworks to explain how to took a certain action.

PCF 6:

Reflected on risk indicators and potential harm.

Differentiated between factual information and assumptions.

Recognized areas requiring further assessment and supervision.

questioning initial assumptions during the case discussion. Suggested getting the local authority involved before escalation, and the need for police to be involved.

PCF 7:

Using open-ended questions. Allowing her to talk more

Actively listening and summarizing Kerry’s concerns.

Maintaining appropriate pacing and structure in the meeting.

Beginning to explore safety planning and support options.

PCF 9:

We did promote that she did the right thing coming to us and we took responsibility.

# data[].attributes.headline
Answers from Lucy, Emma, Amelia & Deborah 

# data[].attributes.subject
Answers from Lucy, Emma, Amelia & Deborah 

# data[].attributes.body
Kerry is isolating herself from her friends and family

She is experiencing controlling behaviour from her partner, both emotionally and financially - via verbal remarks

Kerry's change in herself; becoming quiet, losing weight, poor mental health and seemingly lacking self-worth

Her housing situation, living in her partners home - possibly feeling trapped

What her son Jack is experiencing and relaying to his grandad - the knock on affects this may have for him in the future and the worry of him possibly normalising this behaviour

# data[].attributes.headline
Answers from Lucy, Emma, Amelia & Deborah

# data[].attributes.subject
Answers from Lucy, Emma, Amelia & Deborah

# data[].attributes.body
Housing professionals

Solicitors

Staff at school - for Jack's well being

A referral to MARAC, if physical abuse becomes apparent

Women's Aid

# data[].attributes.headline
Answers from Lucy, Emma, Amelia & Deborah

# data[].attributes.subject
Answers from Lucy, Emma, Amelia & Deborah

# data[].attributes.body
Have a one to one meeting with Kerry to better understand her perspective and her main areas of concern

Speak to colleagues to determine the risk of negative behaviour escalating

Explore legal protection options - if need be

Provide access to mental health support via GP's, other professionals and possibly introduce counselling

Explore different options with housing

Carry out a one to one with Jack, to understand his feelings (safe gaurding the child), suggest possible counselling for Jack within school, to talk to a trusted adult outside the family

Mediation - a discussion is needed with all the individuals involved to get a better understanding of the whole picture, and hopefully come to an agreed plan moving forward

# data[].attributes.headline
Answers by Lucy, Emma, Amelia and Deborah

# data[].attributes.subject
Answers by Lucy, Emma, Amelia and Deborah

# data[].attributes.body
PCF 4 - Rights, Justice and Economic Wellbeing: understanding the concerns of the people who are involved and their wellbeing

PCF 7 - Skills and Intervention: coming up with the next steps and having a plan moving forward, as well as participating in active listening, using our emotional intelligence and empathy

PCF 8 - Contexts and Organisations: bouncing off other colleagues thoughts and ideas, to come to a consensus. Discussing as a team what the best steps forward are and introducing third party professionals to conjure that

# data[].attributes.body
Controlling behaviour from partner, emotional abuse.

Financial restrictions

Her 10 year old son’s physical and educational well-being

Mental health issues like depression, panic attacks

Family issues leading to isolation

# data[].attributes.body
Police involvement for safety as Kerry mentioned she was scared William was stalking her.

Counselling and therapy.

Financial support.

Extra support and counselling for her son

Reducing isolation by referring her to join support groups or programs.

# data[].attributes.body
The police

Her GP

Her son's school

Mental health practitioners

# data[].attributes.body
PCF 1 - Professionalism: We displayed appropriate boundaries during our interaction. We provided a safe space, respected professional boundaries even though we showed empathy.

PCF 2 - Values and Ethics: Confidentiality was mentioned, also a non-judgmental attitude. Held up autonomy and respected her decisions.

PCF 4 - Rights, Justice, economic wellbeing: We came up with an intervention to provide financial support.

PCF 5 - Knowledge: We had a knowledge of the kinds of abuse she was facing and how to provide guidance.

PCF 7 - Intervention and Skills: We provided intervention programs tailored to her needs.

PCF 6 - Critical reflection and analysis: We reflected and considered her feedback and recognised the risk indicators, then analysed the necessary steps we could take to support her.

# data[].attributes.body
1. Coercive control from Kerry's partner.

2. Restricted financial independence linking to her housing situation which is reliant on the abusive partner.

3. Severe mental health issues e.g. depression and anxiety.

4. Reduced family interaction by isolating Kerry from her friends and family including her father.

5. Kerry's son is being impacted from this toxic environment.

# data[].attributes.body
1. Identifying a safe place to meet Kerry if possible without the partner knowing e.g. a route close to the son's school.

2. Providing supportive information to allow for Kerry to understand more about her situation from Women's aid. As well as her financial dependence on her partner through looking into various charities and funding to find temporary accommodation.

3. Get into contact with the Jack's school as of his exposed situation to ensure his safeguarding is protected.

4. Find social groups that can encourage and motivate Kerry knowing she is not alone, helping her to feel empowered.

5. Gain contact with GP's to check over her depression and anxiety potentially referring to counsellors.

6. Look into the police, checking the partner's past records, risk assessment.

# data[].attributes.body
1. Health Professionals, e.g. GP's learning about her medical records and refer to counsellors for further guidance on her mental health.

2. School staff, so they are aware of Jack's position and can notice his behavioural changes and attendance.

3. Women's Aid by looking at their Survivor's Handbook which provides guidance and reassurance on frequent questions to support Kerry.

4. Housing services to arrange temporary accommodation.

# data[].attributes.body
By Nancy,Nemes,Kiran ,Oyindamola

After speaking with Kerry, we identified some key concerns

1.Verbal and emotional abuse from her partner, including controlling behavior

around finances.

2.Her mental health was also affected, as she reported low mood and anxiety

3.There were also concerns about her 10-year-old son, who appeared nervous around the partner and sometimes skipped meals, suggesting the home environment may

be impacting his wellbeing.

In addition, Kerry reported financial difficulties and lack of food at times.

# data[].attributes.body
Nancy,Nemes,Kiran Oyindamola

1.Speak to our line manager about Kerry’s case.

2. Refer or signpost to a support group/counselling.

3. Explore housing options and safety planning.

4. Support access to food banks and benefits.

5.Consider support for her son which may include emotional support and exploring activities for socialization.

# data[].attributes.body
Nancy,Nemes,Kiran,Oyindamola

1.GP/Mental health services – to review her mental health and offer support or

referrals.

2.Domestic abuse services/Women’s support services – for specialist safety planning

and emotional support.

3.Police – if there is immediate risk or if she needs protection when leaving the

relationship.

4.School staff (teacher/safeguarding lead) – to support the child and monitor his

wellbeing.

5.Housing officer/local authority housing team – to assist with safe accommodation.

# data[].attributes.body
Nancy,Nemes,Kiran,Oyindamola

1.Professionalism: We introduced ourselves, explained our role and behaved respectfully. We also did not dress casually but as professionals.

2.Values and ethics: We explained confidentiality and its limits and treated Kerry without judgement.

3.Diversity and equality: We remained open-minded and did not blame her for staying in the relationship.

4.Rights, justice and economic wellbeing: We explored financial support, food vouchers, housing options and a police referral to improve her situation and promote independence.

5.Knowledge and skills/interventions: We used active listening, open-ended questions when we needed to know more and signposting to appropriate services that were relevant to the situation.

6.Contexts and organisations: We recognised the need to liaise with other agencies such as housing, police, GP and support services.

7.Critical reflection: Before the session, we had all read the recommended readings for the session and met to discuss before the roleplay. We also shared how we were feeling (excitement, anxiety, etc) and supported one another as a team. Then the session we received feedback from the roleplay and reflected on our practice.

# data[].attributes.body
1. PCF - 1: Professionalism: We maintained our professionalism through being respectful, empathetic, and using active listening to recognise their needs for intervention.

2. PCF - 2: Values and Ethics: We represented our values and ethics through promoting self-determination for Kerry's situation, upholding respect that it is not an easy situation to be in or leave especially with children.

3. PCF - 3: Diversity and Equality: We shown this by recognising the gendered imbalance through Kerry and her partner particularly through his control and financial manipulation.

4. PCF - 4: Rights, Justice and Economic Wellbeing: We shown this through recognising the concerns on Kerry's and her surrounding families impact from this coercive control as well as her financial dependency on her partner.

5. PCF - 5: Knowledge: We represented knowledge through gaining the important details of those included so that we can contact other professionals, recognising the impacts of the partner's abuse on Kerry, her son, and father providing guidance on this situation.

6. PCF - 6: Critical Reflection and Analysis: We shown this through writing down our areas of improvement, asking further questions on how we should approach certain situations and the importance of reassuring.

7. PCF - 7: Intervention and Skills: We demonstrated this through recognising the mental and emotional impacts on abuse for each individual and tailoring ways of support that will be beneficial. To do this we expanded our questions ensuring we gained the right information rather than short answers whilst using our active listening to show our appreciation for seeking guidance on a difficult situation.

8. PCF - 8: Contexts and Organisations: We displayed this through recognising the importance of using multiple agencies to carry out effective intervention whilst collaborating as a team to ensure that we each noticed the importance of intervention and methods to do so.

# data[].attributes.body
The main concerns when talking to Mrs Smith are that Kerry is experiencing what can be perceived of as domestic abuse. This is because of the controlling behaviour her partner exhibits which means Kerry relies on him for housing and financial stability due to him being responsible for any income in the household. What is also an area of concern is Kerry’s response to this. Mrs Smith explains that Kerry has become isolated since entering her relationship and rarely sees herself or her friends which is different to how her relationships were previously. Mrs Smith also shared her concern for Kerry’s mental health as she explains Kerry has become more anxious and depressed since her new relationship, this may stem from the fear of being homeless and financially unstable if she was no longer with the partner. Finally, it is key to focus on Jack, who is Kerry’s son, this is because although his school may not see an issue with his behaviour if Jack witnesses any domestic abuse, it may have an effect on his mental health.

# data[].attributes.body
To support Kerry the initial step would be to form and assessment on the situation by speaking to both Mrs Smith again, Kerry and possibly the two together. This would help to understand how Kerry feels about her situation and whether the concerns stem from a parental worry or are genuine severe concerns. Alongside this speak to your team lead to ensure they are aware of the possible domestic abuse; this may also be partnered with making the police aware of the possibility so that they can perform a welfare check. Also, direct Kerry to services and support such as women's aid that will provide her with people who understand what she is experiencing.

# data[].attributes.body
Domestic abuse service to help with safety planning and specialist support

GP or mental health service for any stress or anxiety Kerry is experiencing

Housing services/council to help Kerry with looking into a home seperate to her partner

Children's services/school so that Jack’s wellbeing is priority and his behaviour may be monitored more closely and he is given support such as someone to talk to like a school counsellor.

# data[].attributes.body
PCF 1 – PROFFESIONALISM = When talking to Mrs Smith we exhibited proffesionalism in our demeanor and the way we listend to her concerns and responded by ensuring her feeling were key in the interaction and her concerns for Kerry were valid and understood.

PCF 7 – SKILLS AND INTERVENTIONS = During the meeting we used our social and personal skills to know when we needed to give Mrs Smith time to reflect on what she was saying or when we needed to have more information which we would get by asking an open question. We also ran our possible forms of interventions by her to ensure she was comfortable at each stage for example if she was okay with us contacting Kerry over the phone and if she was okay for us to plan an in-person meeting.

# data[].attributes.body
1. Her sons safety

2. Mrs Smith is being isolated from her friends and family

3. verbal abuse from william

4. Mental health- anxiety and depression

5. Mrs Smith is living in her partner's house

6. financial abuse

# data[].attributes.body
1. Call her during school pick up times and set up a meeting with her

2. look into accommodation support

3. Help her apply for benefits she could eligible for

4. Refer her to woman's aid

5. Contact the sons school to discuss his behaviour that may be linked to the situation

6. Do a police check on William

7. Encourage her to keep important documents like her passport and her sons in an accessible place in case of an emergency

# data[].attributes.body
1. GP to see if the doctor has noticed bruises on her or her son and evidence for her depression and if she is taking anything for it

2. Police- to see if there is any violence history on William

3. Her sons school- to see how her sons behaviour is like at school

4. woman aid- so that mrs smith can have a safety plan in place and she can be given professional advice that could make her feel better about leaving

# data[].attributes.body
1. PCF 1- professionalism- we arrived on time, introduced ourselves, we explained who we are and our roles

2. PCF 2- values and ethics, we respected Mr smith as he was speaking, we got consent from him to contact his daughter and other professionals

3. PCF 7- Skills and interventions- we actively listened and summarised what he said and clarified what he said before explaining a way to move forward

# data[].attributes.body
1. Isolation from family , friends and support system.

2. Concern of abuse towards her son

3. Verbal abuse

4. Depression and anxiety as a result of the negativity in her relationship

5. Housing issues as she has to depend on him for accommodation for herself and her son.

# data[].attributes.body
1 Connect her with a women's aid and support group

2 Remove her son from this situation as it could further affect his mental health

3 Speak to the GP to find out if any signs of abuse were reported .

4 Mediation between daughter and her partner .

5 Speak to Jacks school to find out if he has displayed any concerning behaviour.

# data[].attributes.body
1 GP

2 Womens aid

3 Support system such as her Dad and family members.

4 Jacks school

5 Legal Professionals

# data[].attributes.body
1. PCF 1 professionalism made our introductions .

2. PCF 8 Context and Organisation we referred her to women's aid and women's support services.

3. PCF 5 Knowledge listened to her situation without interruptions

4. PCF 2 Value and ethics didn't judge her for her decisions but instead respect her choices.