Our courses will go live on October 26, 2026.
Our courses will go live on October 26, 2026.
Put S.A.F.E. into practice
No new theory: you retrieve what you already learned, practise it on Hannah’s journey, and leave with one change that passes through your own hands. Then how that change can travel to a colleague, and into the organisation where your role allows.
Format
Self-paced
Commitment
2 weeks · ~2h/wk
Level
Practitioner
Assessment
Knowledge checks · scenario assessment
Module Five
Put S.A.F.E. into practice
Creating safer, more victim-centered organisations, one professional at a time.
You have learned how to respond differently across the victim’s journey. Now put it into practice: change what passes through your hands, help good practice travel between colleagues, and build it into the organisation wherever your role allows.
That sentence has three sizes in it, and they are deliberately different sizes. The first is yours alone and you can start it on Monday. The second needs one colleague. The third needs a mandate that most people reading this do not have, and it is described here so that you recognise it rather than so that you carry it.
There is no new psychological theory to master. Hannah is the only new case. The rest of this module helps you retrieve, practise and apply what you have already learned. The only new structure shows how good practice can travel from one professional, to a team, and into an organisation.
What is new is the way you meet it again. In week eleven you go back through the four modules, and each time you have to decide what you would do before you are allowed to see the material. That is uncomfortable and it is the point: trying to retrieve an answer before seeing the recap, followed by clear feedback, generally helps learning last longer than rereading alone.
And each of those four rounds ends the same way, with one line about what you will do differently. Four lines, and you have the thing this course has been building towards.
WHAT S.A.F.E. HAS MEANT, AND STILL MEANS
Throughout the Academy, S.A.F.E. has meant four commitments: See the Victim. Acknowledge the Trauma. Facilitate Recovery. Enable Reporting. These remain the standard.
Start one, Share one, Raise one is not a second framework. It is simply how this final module helps you carry those commitments into your work.
What you will learn
- Carry out several moments of the victim’s journey yourself, victim-centered, from first response to closing.
- Recall the four modules without looking, which is what makes them stay.
- Recognise which part of the journey passes through your own hands, and change it.
- Help one good practice travel to one colleague, through a route that already exists.
- Raise a recurring problem without being handed the whole problem.
- Know what victim-centered work looks like at organisation level, so you recognise it when you see it.
THE THREE SIZES, SO YOU KNOW WHAT IS BEING ASKED OF YOU
Practise it. Several moments of the journey, done well, by you. A safe first response. A careful handover. Explaining why you need information. Staying in contact when there is no news. Communicating a decision humanely. Closing well, warning, and referring on. This is week eleven, and it is where most of the practice sits.
Pass it on. One thing, to one colleague, through a route that already exists. Not a campaign, and not your responsibility to convert anybody.
Build it in. Scripts, templates, handover processes, contact points, training, quality checks. Real organisational change, and it belongs to whoever owns those things. If that is you, there is a route for you. If it is not, this is information rather than an instruction.
Nobody is asked to change an organisation alone. Start with what you can influence within your role, your authority and your local rules, and raise the rest through the appropriate route.
NOTHING YOU WRITE IN THIS MODULE IS STORED
Everywhere else in this course, what you write stays with you. The Academy stores no free-text responses, workplace content or information about real people. It stores only the minimum information needed for progress, assessment, completion and certification. That does not change here.
That includes your four lines, and it includes Start one, Share one and Raise one at the end. You write them down, you keep them, and you do not upload them. They are not marked and they are not a condition of your certificate.
So, in practice
Your notes and your four lines: yours. Work on paper or in the downloadable sheet. None of it is uploaded, and none of it is read by us.
What does get recorded: your progress, your answers to the knowledge checks and the assessment, which are choices rather than typed text, your completion status and your certificate information.
One rule for anything you type into the platform at all. Never enter customer names, account numbers, case numbers or security-sensitive information. Every worked example in this module is fictional and is supplied with the lesson.
LISTEN
Play the turns in order. Leave a short pause between them.
Hannah, day one, when somebody finally answers
Hannah, day six, the third time she tells it
Hannah, day one, when somebody finally answers Sorry. Sorry, hello. I do not know if I am even in the right department. There has been money taken out of my account, on the fourteenth, and I think I have done something very stupid. Sorry. Do you need a reference or something from me first?
Hannah, day six, the third time she tells it Fourteenth of March. Two payments. I had an email that looked like it came from you, I rang the number on it, and the man said he was from the fraud team. Yes. Yes, I approved them myself. I have been through all of this twice already, so if it is quicker you can just read the notes. It is F R, eight eight four two one.
Practice scenario
Which of these could one professional change, on their own, this week?
KEY POINTS
The sorting
- The eleven-minute wait. Almost certainly not yours. Queue length is staffing and call volume, and no individual fixes it. Worth naming, not worth planning around.
- The three retellings. Partly yours, and this is the surprise. The second retelling happened because information did not travel at the transfer. Whoever made that transfer could have written three lines.
- The letter. Not yours to reissue, in most organisations. But somebody drafted it, somebody could redraft it, and you can say exactly what it does to the person reading it. That is the kind of thing that goes upward.
- The silence between day one and day six. Often yours. If you are the person holding the case, calling on the day you said you would call is a decision you make, not a policy you need.
NOTE
What we learn from this: two of those four are inside one person’s hands, one is partly, and one is not. That sorting runs through this whole module, and most professionals never get the chance to make it, so they either try to fix everything and finish nothing, or decide that none of it is theirs and change nothing at all.
NOTE
Keep that call in mind. At the end of this module you will hold your own three lines against it, and the honest test is simple: would any of them have reached Hannah?
The Numbers Behind This Module
64% Said they did not want support or treatment for the health effects of fraud at the time they were surveyed. UK study, 311 fraud victims.
42% Of the reviewed cases involved victims giving misleading explanations while under the fraudster’s influence. FCA review of 60 confirmed romance-fraud cases.
11 calls Made by one firm to one customer over six weeks, recorded as good practice in that same FCA review.
Each figure carries a limit, and the limits matter as much as the numbers. The 64 per cent does not show whether support had been offered, or whether those needs changed later. The 42 per cent is counted per reviewed case, and it describes what somebody says while they are still being deceived, not what they are like. And the eleven calls are one case in one review, so they show what good support looked like there, and they are not a number to work towards.
Read together, these findings show that needs, disclosure and response vary, so support cannot depend on somebody asking in one particular way. They support proactive, tailored responses, and they do not prove that one approach works for every victim or every form of fraud.
Notice what the third one actually was. Not a programme, not a policy, not a restructure. One firm kept contact going through eleven calls over six weeks, and the regulator recorded this as good practice. That is the scale this module works at.
From Ayleen
Ayleen speaks to you now, on camera.
AYLEEN — ON CAMERA
Ayleen
Fraud does not end when the money is gone.
Everything I could not find when I needed it, you have now spent eleven weeks learning to give.
This last module is where it becomes real.
And I want to be careful about what I ask of you, because asking too much helps nobody.
So let me tell you what I actually met.
I went to my bank, to the police, and to several organisations that exist to help people in my situation.
In the first few days alone, I told my story from the start to a handful of different people.
In the end, it was closer to fifty.
Some of them said things I still hear.
One person laughed at me.
Another told me to ask my boyfriend for the money back, just after I had explained that he did not exist.
Someone said it was a civil matter, not a crime I could report.
Because I had transferred the money myself, I was told it was my own fault.
And one person suggested I sell my house, because at least then the debt would be gone.
Even the ones who said nothing unkind still sent me on.
To a colleague, to another department, to another office.
Every single time, I asked whether there was someone who knew about cases like mine.
There never was.
I fell outside every box.
Not seen. Not heard. Not taken seriously.
Fixing your organisation is not what I am asking.
That is not your job, and it is probably not in your power.
What I am asking is much smaller.
Out of all those people, two treated me like a person.
Neither of them needed a new policy or a project to do it.
One wrote things down, so I did not have to say them again.
The other called me when she said she would.
That is all it was.
Be one of those two.
Two out of nearly fifty treated me like a person. Neither of them needed a new policy or a project to do it.
NOTE
Ayleen Charlotte. The sentence this module is built on: some of what she met was cruel, and even the people who were not unkind still left her with nothing.
How this module works
Two weeks, and they do different things.
Week eleven is practice. Four lessons, one for each of the four earlier modules, in the order you completed them. Every lesson follows the same rhythm, so that after the first you know exactly what is coming: you decide first, compare with that module on one page, then write one line for Monday. In four places you hear the person before you decide about them, and a transcript of every recording sits underneath it.
Week twelve is what happens to that, in four shorter lessons. First, how change travels beyond your own desk. Then one case, Hannah’s, carried through six moments in order, with your earlier choices changing what comes later. Then your three: Start one, Share one, Raise one. Then the final assessment, the close and your certificate.
WHY YOU ANSWER BEFORE YOU LOOK, AND WHY IT IS UNCOMFORTABLE
Every round asks you to answer before you are shown anything. Most people find that irritating the first time, and want to scroll up to check. Please do not.
Trying to retrieve an answer before seeing the recap, followed by clear feedback, generally helps learning last longer than rereading alone. Getting part of it wrong does not spoil that. It is why this module is built the way it is, and it is the only reason the order matters.
Nothing here is scored. Getting a round wrong has no consequence except the one that matters, which is that you now know which of the four modules you need to look at again.
WHAT IS IN THIS MODULE
This module is almost all practice.
EIGHT LESSONS, TWO WEEKS
Week eleven, one lesson per earlier module. The first minute with somebody who blames himself. The words you say and the words you send. Reaching somebody who is still being manipulated. The handover, the silence and the close.
Each of the four works the same way. A situation where you decide first, then that module back on one page, then one line about Monday. Six of the six moments of the journey are carried out live across the four.
Week twelve, first lesson. Help the change travel, through the one route that fits your role.
Week twelve, second lesson. One person through the chain. Hannah’s case, six moments in order, where what you decide at one moment changes the next.
Week twelve, third lesson. Start one, Share one, Raise one, and the test against Hannah’s journey.
Week twelve, fourth lesson. The final assessment, built from practice situations across all five modules. Then the close, and your certificate.
NOTE
Everything above is offline-friendly, and none of it requires you to record anything about a real person. Every situation is written for the course.