Manual for Training Police on Anti Human Trafficking

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<strong>Manual</strong> <strong>for</strong> <strong>Training</strong> <strong>Police</strong> on Anti Human Trafficking 34 Recapitulation of Module One During facilitation of this module, you as the facilitator, will need to stress the importance of all the previously mentioned concepts (who is a trafficker, survivor, what is trafficking etc...) and in this background emphasize the need to follow a SOP within the context of AHT, keeping in mind the relevant legal provisions. There<strong>for</strong>e, these terms, concepts and legal provisions are not readdressed in this module; however, they are very significant and need to be acknowledged. To refresh their learning, participants can identify the meaning and significance of the following: i. Who is a trafficked survivor/victim? ii. Who is a trafficker/offender? iii. What is/constitutes the Scene of Crime (SOC)? iv. What are the different <strong>for</strong>ms of trafficking? - Trafficking <strong>for</strong> Labour - CSE - Others v. Trafficking and Children - CSE of child/minor - Labour exploitation of child/minor To simplify building clarity on the importance of following the SOP in police action in cases of HT, you may want to break the entire process into pre-rescue, during rescue and post rescue. Subsequently lay stress on the significant elements of each stage. This should be done in human rights, child rights and a gender sensitive paradigm. You can either begin with the following exercise to set the stage <strong>for</strong> the discussion and interaction on the significance of procedural clarity or you can even use it at the end as a revision exercise. We have put it at the beginning <strong>for</strong> the reason that it may be interesting to begin with an exercise and then go on to the details of procedural issues. However make sure that the participants don’t see this as evaluatory or judgmental. EXERCISE <strong>Police</strong> Action Estimated time : 15 mins Material required : Flip chart, marker pen Methodology : Participatory question period Expected outcome : Participants will have clarity on the important elements of rescue operations Activity 1) Share the following questions that depict possible scenes25 involving police/survivor interactions. Some illustrate incorrect approach to rescue while others display the appropriate response. 2) Divide participants into small groups and distribute the questions evenly amongst them. Ask them to discuss and debate whether or not in the following instances, the police conduct follows the procedural and legal elements, and if not, what should be changed accordingly. (a) The police officer waited to file an FIR be<strong>for</strong>e conducting the actual rescue. (b) He arrested all the females there including the Victims of Commercial Sexual Exploitation (VOCSE) and the brothel madam, pimps etc. and put them all together in a jeep and whisked them away to the police station.
<strong>Police</strong> Action (c) While it was possible, the police officer chose not to obtain a search warrant from the Judicial Magistrate (JM). (c) Due to time constraints, the police officer could not allow the women (survivors) to carry their belongings with them. (d) The rescued female victim was interviewed in the presence of a female NGO representative. (e) The police officer collected the pornographic materials available at the Scene of Crime (SOC) but some of the registers and account books lying there were not collected as they were not considered important. (f) One of the young women, appearing to be about 16 years of age said that she had her child there, but the police officer did not want to take the child to the police station, and, there<strong>for</strong>e, left the child there. (g) The brothel madam had a few young women in a cubicle, but the police officer did not see them in the hurry. (h) The police officer arrested all the clients and the brothel madam, but did not take any actions against the Victims of Commercial Sexual Exploitation (VOCSE) as s/he judged them to be victims/survivors and not criminals. Go on to discuss the following. 1. PRE-RESCUE 1) In<strong>for</strong>mation collection and sharing 26 EXERCISE In<strong>for</strong>mation Collection Estimated time : 10 mins Material required : None Methodology : Group work. Expected outcome : Participants are clear about various sources of collecting in<strong>for</strong>mation on HT. 1) Activity Divide participants in small groups. 2) Ask them to list down all possible sources of in<strong>for</strong>mation that come to their mind. 3) You can then suggest that they segregate the sources on the source, transit and destination continuum. 4) Also segregate into individual and institutional sources. 5) Ask groups to make presentations. Note to the facilitator Intelligence or in<strong>for</strong>mation collection is the most significant starting point in a HT case. Discuss and highlight the following along with the steps that are to be taken to ensure the best results: You can get pre-rescue in<strong>for</strong>mation through individual or institutional sources and analysis of police records. The police can also be given leads (‘tip-offs’) through anonymous calls and letters. Individual sources include the networks of in<strong>for</strong>mants (<strong>for</strong>mal/paid, as well as in<strong>for</strong>mal/ unpaid), while the institutional sources include NGOs, social workers, local clubs etc. 35
Page 1 and 2: Government of India Manual<
Page 3 and 4: Government of India Manual<
Page 5 and 6: CONTENTS FOREWORD .................
Page 7 and 8: Dr. Kiran Bedi Resi. 2, Talkatora L
Page 9 and 10: PREFACE This Manual</strong
Page 11 and 12: MODULE ONE Basic Concepts on HT (Hu
Page 13 and 14: Basic Concepts on Human Trafficking
Page 35: MODULE TWO Police
Page 39 and 40: Police Action Afte
Page 41 and 42: Police Action Resc
Page 43 and 44: Police Action Regi
Page 45 and 46: Police Action Quiz
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Page 49 and 50: Police Action Duri
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Page 53 and 54: MODULE THREE Facilitating Change OB
Page 55 and 56: Facilitating Change EXERCISE <stron
Page 57 and 58: Facilitating Change Activity This e
Page 59 and 60: Facilitating Change ACTIVITY Automa
Page 61 and 62: Facilitating Change Activity 1) Ask
Page 63 and 64: Facilitating Change At this point i
Page 65 and 66: Facilitating Change The Indian Cons
Page 67 and 68: Facilitating Change 2. Deal out fiv
Page 69 and 70: Facilitating Change EXERCISE Change
Page 71 and 72: Facilitating Skills This section is
Page 73 and 74: Facilitating Skills WHERE will the
Page 75 and 76: Facilitating Skills Interactive Fac
Page 77 and 78: Facilitating Skills It is significa
Page 79 and 80: Facilitating Skills Some of these a
Page 81 and 82: Facilitating Skills Road maps A roa
Page 83 and 84: Facilitating Skills Action Plans an
Page 85 and 86: ACRONYM GLOSSARY AHT Anti Human Tra
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SUGGESTIVE THREE DAYS TRAINING SCHE
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Strategies of Police</stron
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