**Instructor's Overview**

**Training Goal**

The National Victim Assistance Academy (NVAA) Track 1 Foundation-Level
Training is a skill-based training that provides professionals and
volunteers who assist victims and survivors of crime with a broad
understanding of the victim-services field and lays the groundwork for a
career in victim services. Participants will learn the history of the
victim-services field, how to help victims attain their basic rights,
how to navigate the criminal justice systems, how to communicate
effectively with victims, how to effectively provide direct services to
victims while recognizing cultural and spiritual issues that affect
service, how to make ethical decisions, how to increase resilience, and
how to work with other agencies to best provide services to victims.

**Target Audience**

The NVAA Track 1 Foundation-Level Training was designed for those victim
service providers who have 3 years or less experience in the
victim-services field. A broad range of participants is recommended to
maximize the learning that occurs between participants. To the extent
possible, participants should be selected to ensure that the group
represents urban and rural areas; federal, state, county, local, tribal,
military, and international jurisdictions; and community/nonprofit,
faith-based, and hospital or medical organizations.

**Instructor Requirements**

Each module within the NVAA, Track 1, Foundation-Level Training was
designed to be co-taught by scholars and researchers from the academic
community and practitioners with years of experience providing direct
services to victims. Scholars/researchers should hold an advanced degree
and have experience teaching courses related to victim services.
Practitioners should have at least 5 years of experience in providing
direct services to crime victims. All instructors must have superior
presentation skills and experience in training a target audience and
applying adult learning methodologies.

**Length of the Training**

This training is designed to begin on a Sunday evening and conclude on
Thursday, with a total to 28 hours of classroom time. Additionally,
participants must complete approximately 4 hours of pre-Academy
assignments.

**Using This Instructor's Manual**

This Instructor's Manual is a template to help NVAA instructors prepare
for instruction and to guide the delivery of the training. It details
the information to be discussed and how to introduce, conduct, and
process group activities. It also contains a copy of all participant
materials.

Each instructor should draw on her or his own knowledge and expertise to
enrich the training and provide relevant examples and illustrations,
while maintaining the integrity of the training design. To successfully
conduct the modules that each instructor has been assigned, instructors
should become very familiar with all of the concepts and processing
notes in their modules as well as with the material that their
co-instructors will be presenting. Because each module will be
co-taught, it is imperative that instructors who will be conducting the
same training module discuss how they will divide the material to be
presented.

The Instructor's Manual is organized into this overview and the
following modules:

> *Module 1: Introductions and Overview*
>
> *Module 2: History of the Crime Victims' Rights Movement in the United
> States*
>
> *Module 3: Basic Victims' Rights*
>
> *Module 4: Navigating the Justice System*
>
> *Module 5: Communication with Victims and Survivors*
>
> *Module 6: Impact of Crime on Victims*
>
> *Module 7: Direct Services*
>
> *Module 8: Cultural and Spiritual Competence*
>
> *Module 9: Ethics in Victim Services*
>
> *Module 10: Developing Resilience*
>
> *Module 11: Collaboration for Victims' Rights and Services*
>
> *Module 12: Taking It All Home*

An outline is provided at the beginning of each module. The outlines
include specific objectives, a list of worksheets that participants will
use during the module, a list of required equipment and materials,
preparation instructions, and notification of the time required to
complete the module. All information and activities within the modules
are presented in a timed sequence and have been chosen to help
participants achieve the learning objectives for each module.

There are two icons that appear frequently throughout the Instructor's
Manual:

-   indicates that an activity is to be conducted.

```{=html}
<!-- -->
```
-   indicates that a PowerPoint slide is to be shown.

Each activity includes the purpose, steps to follow, and time estimates
to conduct the activity. Activities are included in each module to
provide participants with opportunities to apply or process information
that has been presented, to enhance skill-building, and to underline the
transfer of knowledge and skills to the participant's job following the
training.

The visuals for this training are designed to provide the instructor
with an outline that can be used to guide the activities in each module.
The visuals include "talking points" for use during lectures, as well as
cues for the instructor to conduct an activity or transition to the next
module.

-   This icon followed by the directive, "Show Visual," signals the
    instructor to show a specific slide. The text immediately following
    that directive is intended as an explanation of the information
    contained on the slide. Within each module, the visuals are numbered
    sequentially by module (e.g., Visual 2-3 is the third slide in
    Module 2; Visual 8-7 is the seventh slide in Module 8).

**Other Material To Support the NVAA Track 1 Foundation-Level Training**

There are four manuals that support the NVAA Track 1 Foundation-Level
Training.

-   The **Instructor's Manual**, previously described, includes the
    template for instructors to deliver the training.

-   The **Participant's Manual** includes the list of participants in
    Track 1, the agenda, copies of the PowerPoint slides with room to
    take notes, and copies of work sheets participants will use during
    activities.

-   The **Participant's Text** includes background reading to supplement
    the material in each module.

-   The **Resource Manual** includes six resource papers on the
    following topics:

```{=html}
<!-- -->
```
-   Child Abuse and Neglect.

-   Drunk Driving.

-   Domestic Violence.

-   Elder Abuse.

-   Homicide.

-   Sexual Assault.

    The resource papers are topic-specific and can be used as a
    "refresher" for those who are already providing services in these
    areas or as an introduction to a new topic area for those who are
    new to serving victims in the topic areas. Additionally, the
    Resource Manual includes a comprehensive list of victim assistance,
    criminal, and juvenile justice-related Web sites as well resources
    on specific victim topics. The Resource Manual will **not** be used
    during the Academy.

**Training Approach**

The training design is based on the principles of adult learning and
active training. Adults learn best when:

-   Training focuses on building skills rather then just transferring
    information.

-   They are involved in meaningful activities to practice new skills.

-   They can draw on and apply their own knowledge and experience to the
    training.

-   They see the relevance of what they are learning to their jobs and
    their lives.

The training also incorporates a variety of methods and activities to
appeal to visual learners, or those who learn by seeing; auditory
learners, or those who learn best by hearing; and kinesthetic learners,
those who learn best by moving and doing.

**Worksheets**

Each module includes worksheets that are used by participants during one
of the activities in a module. The Worksheets are labeled sequentially
by module (e.g., Worksheet 2.3 is the third worksheet in Module 2;
Worksheet 5.2 is the second worksheet in Module 5). A complete list of
worksheets and copies of each worksheet are provided at the end of this
Overview.

**Equipment and Materials**

The following equipment and materials are used consistently throughout
the training:

-   Instructor's Manual.

-   Participant's Manual.

-   Participant Text.

-   Resource Manual.

-   PowerPoint presentation.

-   Laptop PC (with PowerPoint), LCD projector and screen.

-   Newsprint and easel.

-   Multicolored, thick markers for use with sheets of newsprint; dark
    colors should be used so participants can see the writing on the
    newsprint.

-   Name tents and name tags.

-   Pens (one per participant).

Additionally, each module may require specific equipment and materials
to conduct it. These are listed in the outline that precedes each module
and are also included in the summary table on page 7.

**Room Layout**

If at all possible, try to avoid a traditional classroom-style layout in
the training room. This type of layout makes it more difficult for
participants to see and hear the trainer and the audiovisual equipment,
and to interact with each other. Instead, try to organize the room so
participants are seated in a series of small groups. This arrangement
encourages discussion and participation. Remember that you will need a
small table at the front of the room for your training supplies, as well
as a larger table for supplementary materials for participants.

**Advance Preparation for Training Delivery**

Instructors should become familiar with participants by reviewing their
NVAA application. This will provide an overall picture of the range of
experience that participants bring to the Academy.

In addition to studying and preparing for each module, instructors
should be sure to visit the training room before the Academy begins.
Picture the layout of the training room, including the location of
furniture and audiovisual equipment, and determine if you need any
additional tables of chairs. Make sure all electrical outlets are
functioning and check to see if there are shades on the windows to
control any glare that could interfere with audiovisual presentations.
Test all the equipment to be sure it is functioning properly.

###   {#section .NVAA-Heading-3 .unnumbered}

### Instructor Preparation - Worksheets, Equipment/Materials {#instructor-preparation---worksheets-equipmentmaterials .NVAA-Heading-3}

+------+---------------------+-------------+-------------------------+
| **   | **Worksheets**      | **Equipment | **Preparation**         |
| Modu |                     | /           |                         |
| le** |                     | Materials** |                         |
+======+=====================+=============+=========================+
| 1    | None                | None        | -   Prepare tear sheet  |
|      |                     |             |     with the Ground     |
|      |                     |             |     Rules               |
|      |                     |             |                         |
|      |                     |             | -   Prepare tear sheet  |
|      |                     |             |     entitled "Parking   |
|      |                     |             |     Lot"                |
|      |                     |             |                         |
|      |                     |             | -   Place pre-printed   |
|      |                     |             |     name tents on four  |
|      |                     |             |     tables              |
|      |                     |             |                         |
|      |                     |             | -   Go to:              |
|      |                     |             |     <http://vro         |
|      |                     |             | h.uakron.edu/index.php> |
|      |                     |             |     and review          |
|      |                     |             |     interviews of Steve |
|      |                     |             |     Derene, James       |
|      |                     |             |     Rowland, Roberta    |
|      |                     |             |     Roper, and the OVC  |
|      |                     |             |     Director's Panel    |
+------+---------------------+-------------+-------------------------+
| 2    | -   History of the  | Play money  | -   Go to               |
|      |     Field Jeopardy: | for         |     [www.ovcttac.gov/   |
|      |     Questions and   | Jeopardy    | Vatonline](http://www.o |
|      |     Answers         | game.       | vcttac.gov/Vatonline).. |
|      |     (Instructor     |             |     Read the material   |
|      |     Only)           | Jeopardy    |     in Basics/Victim    |
|      |                     | PPT         |     Service Provider    |
|      |                     |             |     Overview/Victims'   |
|      |                     |             |     Rights Movement,    |
|      |                     |             |     including History   |
|      |                     |             |     of the Crime        |
|      |                     |             |     Victims' Movement   |
|      |                     |             |     in the United       |
|      |                     |             |     States              |
+------+---------------------+-------------+-------------------------+
| 3    | -   3.1: Case       | None        | -   Read Chapter 3,     |
|      |     Scenario:       |             |     Basic Victims'      |
|      |     Edith, Charles, |             |     Rights, in the      |
|      |     and Daniel      |             |     Participant's Text. |
|      |                     |             |                         |
|      | -   3.2:            |             | -   Copies of victims'  |
|      |     Identifying and |             |     rights laws from a  |
|      |     Documenting     |             |     sampling of states  |
|      |     Losses for      |             |     to distribute to    |
|      |     Victim          |             |     those participants  |
|      |     Restitution     |             |     who did not bring   |
|      |                     |             |     their state laws    |
|      |                     |             |     with them to the    |
|      |                     |             |     Academy.            |
|      |                     |             |                         |
|      |                     |             | -   10 prepared         |
|      |                     |             |     tearsheets: Each    |
|      |                     |             |     has one basic       |
|      |                     |             |     victims' right      |
|      |                     |             |     written as the      |
|      |                     |             |     header.             |
+------+---------------------+-------------+-------------------------+
| 4    | -   4.1: Basic      | None        | -   Read Chapter 4,     |
|      |     Victims' Rights |             |     Navigating the      |
|      |     and the         |             |     Justice System, in  |
|      |     Criminal        |             |     the Participant's   |
|      |     Justice System  |             |     Text.               |
|      |                     |             |                         |
|      |                     |             | -   Prepare tear sheets |
|      |                     |             |     labeled Law         |
|      |                     |             |     Enforcement,        |
|      |                     |             |     Prosecution,        |
|      |                     |             |     Courts, Community   |
|      |                     |             |     Supervision, and    |
|      |                     |             |     Institution         |
|      |                     |             |     Corrections         |
+------+---------------------+-------------+-------------------------+
| 5    | -   5.1: Case       | *Listen to  | -   Read Chapter 5,     |
|      |     Scenarios:      | My Story:   |     Communication with  |
|      |     Open- and       | Co          |     Victims and         |
|      |     Close-ended     | mmunicating |     Survivors, in the   |
|      |     Questions       | with        |     Participant's Text. |
|      |                     | Victims of  |                         |
|      | -   5.2:            | Crime*      | -   Preview *Listen to  |
|      |     Communication   | video       |     My Story:           |
|      |     Self-Assessment |             |     Communicating with  |
|      |                     |             |     Victims of Crime*   |
|      |                     |             |     video.              |
+------+---------------------+-------------+-------------------------+
| 6    | -   6.1: Case       | *Victim     | -   Read Chapter 6,     |
|      |     Scenario: Janet | Impact:     |     Impact of Crime on  |
|      |                     | Listen and  |     Victims, in the     |
|      | -   6.2: Possible   | Learn*      |     Participant's Text. |
|      |     Victim Impact:  | video       |                         |
|      |     Physical,       |             | -   Preview *Victim     |
|      |     Psychological/  |             |     Impact: Listen and  |
|      |     Emotional,      |             |     Learn* video        |
|      |     Financial, and  |             |                         |
|      |     Spiritual       |             |                         |
|      |     Impact          |             |                         |
+------+---------------------+-------------+-------------------------+
| 7    | -   7.1: Crisis     | None        | -   Read Chapter 7,     |
|      |     Role Plays      |             |     Direct Services, in |
|      |                     |             |     the Participant's   |
|      | -   7.2: Advocacy   |             |     Text.               |
|      |     Tasks and the   |             |                         |
|      |     Justice System  |             | -   Prepare three       |
|      |                     |             |     tearsheet pads for  |
|      |                     |             |     the brainstorming   |
|      |                     |             |     activity by         |
|      |                     |             |     labeling one with   |
|      |                     |             |     "Safety/Security,"  |
|      |                     |             |     another with        |
|      |                     |             |                         |
|      |                     |             |   "Ventilate/Validate," |
|      |                     |             |     and one with        |
|      |                     |             |     "Predict/Prepare."  |
|      |                     |             |                         |
|      |                     |             | -   Prepare tearsheets  |
|      |                     |             |     with the following  |
|      |                     |             |     headings and post   |
|      |                     |             |     around the room:    |
|      |                     |             |     After a Crime is    |
|      |                     |             |     Reported;           |
|      |                     |             |     After-Arrest;       |
|      |                     |             |     Pre-Court; Court;   |
|      |                     |             |     and                 |
|      |                     |             |     Post-Conviction.    |
+------+---------------------+-------------+-------------------------+
| 8    | -   8.1: Case       | None        | -   Read Chapter 8,     |
|      |     Studies (18)    |             |     Cultural and        |
|      |                     |             |     Spiritual           |
|      | -   Trainer Tips    |             |     Competence, in the  |
|      |     for Worksheet   |             |     Participant's Text. |
|      |     8.1, Case       |             |                         |
|      |     Studies (18)    |             | -   Prepare tearsheet   |
|      |     (Instructor     |             |     of large iceberg    |
|      |     Only)           |             |     with water line so  |
|      |                     |             |     that 1/10 of        |
|      |                     |             |     iceberg is above    |
|      |                     |             |     the water line.     |
|      |                     |             |                         |
|      |                     |             | -   Select case studies |
|      |                     |             |     to be used by the   |
|      |                     |             |     group, based on     |
|      |                     |             |     participants'       |
|      |                     |             |     occupations,        |
|      |                     |             |     demographics of     |
|      |                     |             |     their communities,  |
|      |                     |             |     and those they      |
|      |                     |             |     serve.              |
+------+---------------------+-------------+-------------------------+
| 9    | -   9.1:            | *Ethics in  | -   Read Chapter 9,     |
|      |     Self-Awareness  | Victim      |     Ethics in Victim    |
|      |     Inventory       | Services*   |     Services,           |
|      |                     | video       |     Participant's Text. |
|      | -   9.2: NVASC      |             |                         |
|      |     Standards for   |             | -   Tearsheets numbered |
|      |     Victim          |             |     separately 1 to 5   |
|      |     Assistance      |             |     and taped around    |
|      |     Programs and    |             |     the training room.  |
|      |     Providers       |             |                         |
|      |                     |             | -   Review the Elderly  |
|      | -   9.3: Elderly    |             |     Victim vignette on  |
|      |     Victim          |             |     *Ethics in Victim   |
|      |                     |             |     Services* video.    |
|      | -   9.3: Elderly    |             |                         |
|      |     Victim          |             | -   Go to               |
|      |     (Instructor     |             |     ww                  |
|      |     Only)           |             | w.ovcttac.gov/Vatonline |
|      |                     |             |     and read material   |
|      | -   9.4: Applying   |             |     in Basics/Ethics in |
|      |     the             |             |     Victim Services:    |
|      |     Decisionmaking  |             |     Foundation.         |
|      |     Process         |             |                         |
+------+---------------------+-------------+-------------------------+
| 10   | -   10.1:           | None        | -   Read Chapter 10,    |
|      |     Resiliency      |             |     Developing          |
|      |     Assessment      |             |     Resilience, in the  |
|      |                     |             |     Participant's Text. |
|      | -   10.2: Personal  |             |                         |
|      |     Resilience      |             |                         |
|      |     Development     |             |                         |
|      |     Plan            |             |                         |
|      |                     |             |                         |
|      | -   10.3:           |             |                         |
|      |     Resilience      |             |                         |
|      |     Strategies      |             |                         |
+------+---------------------+-------------+-------------------------+
| 11   | -   11.1: Types of  | -   Yellow  | -   Read Chapter 11,    |
|      |     Working         |     file    |     Collaboration for   |
|      |     Relationships   |     cards   |     Victims' Rights and |
|      |                     |     (5" x   |     Services, in the    |
|      | -   11.2:           |     8"), 1  |     Participant's Text. |
|      |     Collaboration   |     per     |                         |
|      |     Scenario:       |             | -   Tape together six   |
|      |     Mental Health   | participant |     tearsheets to form  |
|      |                     |             |     a large square and  |
|      | -   11.2            | -   Green   |     place on wall for   |
|      |     Collaboration   |     file    |     the Mind Map        |
|      |     Scenario:       |     cards   |     activity in Lesson  |
|      |     Mental Health   |     (5" x   |     4.                  |
|      |     (Instructor     |     8"), 1  |                         |
|      |     Only)           |     per     |                         |
|      |                     |             |                         |
|      | -   11.3:           | participant |                         |
|      |     Collaboration   |             |                         |
|      |     Scenario:       |             |                         |
|      |     Sexual Assault  |             |                         |
|      |                     |             |                         |
|      | -   11.4: Case      |             |                         |
|      |     Study Worksheet |             |                         |
+------+---------------------+-------------+-------------------------+
| 12   | -   None            | -           | -   None                |
|      |                     |    Business |                         |
|      |                     |             |                         |
|      |                     |    envelope |                         |
|      |                     |     and 1   |                         |
|      |                     |     sheet   |                         |
|      |                     |     of      |                         |
|      |                     |     paper,  |                         |
|      |                     |     per     |                         |
|      |                     |             |                         |
|      |                     | participant |                         |
+------+---------------------+-------------+-------------------------+

**Prerequisite Learning Activities for Participants**

**Module 1, Introduction, Overview, and History**

Prior to attending 2007 NVAA, Track 1, please visit the OVC Oral History
Project (OHP) online at <http://vroh.uakron.edu/index.php>. At the OVC
OHP site, please click on interviewees and scroll down to view **one**
of the following interviewees.

If your last name begins with the letter:

A -- F, please view Steve Derene.

G -- L, please view James Rowland.

M -- R, please view Roberta Roper.

S -- Z, please view the OVC Directors Panel.

**Steve Derene.** Steve Derene helped craft and worked to pass the
Federal legislation that resulted in the Victims of Crime Act of 1984
(VOCA). He is currently the Executive Director of the National
Association of VOCA Assistance Administrators.

**James Rowland.** James Rowland is a founding member of the National
Organization for Victim Assistance. He is also the former Director of
the California Department of Corrections, former Director of the
California Youth Authority, and founding Chair of the American
Correctional Association\'s Task Force on Victims of Crime. Rowland is
also recognized as \"the father of the victim impact statement.\"

**Roberta Roper.** Ms. Roper became a victim activist following the
murder of her daughter Stephanie in 1982. She and her husband Vince
co-founded the Stephanie Roper Foundation (now called the Maryland Crime
Victims Resource Center), one of the leading nonprofit state-level
victim advocacy groups in America.

**OVC Directors Panel.** Featured in this discussion are Aileen Adams, a
former OVC Director and victims' rights advocate; John Gillis, the
current OVC Director, who became a victim activist following the murder
of his daughter Louarna in Los Angeles in 1978, and helped co-found a
number of grassroots victim assistance organizations; the Honorable Lois
Haight, who chaired the 1982 President's Task Force on Victims of Crime
and is currently a Juvenile Court Judge in Alameda County, CA; and Dr.
Jane Nady Sigmon, a former OVC Director who currently works with
international trafficking victims at the U.S. Department of State.

Please review the entire interview. You can also review the print
transcript, as well as the summary of the interview.

Please be prepared to describe what you feel are the most compelling
statements and/or "lessons learned" from viewing the interview you
chose.

**Module 2, History of the Crime Victims' Rights Movement in the United
States**

Go to [www.ovcttac.org/vatonline](http://www.ovcttac.org/vatonline) and
register for Victim Assistance Training Online (VAT *Online*).

Read the material in Basics*/*Victim Service Provider Overview/Victims'
Rights Movement. Pay particular attention to the document link in
Activity 1: History of the Crime Victims' Movement in the United States,
by Steve Derene, Steve Walker, Ph.D., and John Stein, JD.

**Module 3, Basic Victims' Rights**

Please locate, obtain, and bring to the Academy as many of the following
laws, as may be appropriate for your particular jurisdiction, on the
following victim rights:

-   State Constitutional Amendment (primarily for state participants)

-   State Victim's Bill of Rights (primarily for state participants)

-   Federal Crime Victims' Rights Act (primarily for federal
    participants)

-   Victim Notification Legislation

-   Victim Impact Statement Legislation

-   Restitution Legislation

-   Protection from Intimidation and Harm Legislation

If your jurisdiction does not have some or any of these in "legislation"
but they do exist in other forms, such as an oral tradition (primarily
for tribal participants) or in other written policy statements (e.g.,
that may exist on military installations), please bring whatever
information you can on the above core victim rights.

Helpful Hints:

In many jurisdictions, the basic victim rights are summarized and
catalogued by VOCA Administrator's offices, other government agencies
(e.g., the office of the Governor, Attorney General,
State/County/District Attorney, or statewide victim services coalitions.
Visiting those Web sites may provide a helpful reference to what those
laws are and where they can be located.

**Module 7, Direct Services**

Locate and bring a copy of your state compensation form with you to the
NVAA.

**Module 9, Ethics in Victim Services**

Go to [www.ovcttac.org/vatonline](http://www.ovcttac.org/vatonline) and
register for the online course VAT *Online* if you have not already done
so.

Read the material in Basics/Ethics in Victim Services: Foundation.
Complete the Activity: Guiding Values Match Game.

**National Victim Assistance Academy (NVAA)**

**Track 1, Foundation-Level Training**

**December 9--13, 2007**

**AGENDA**

**Sunday, December 9, 2007**

7:00 p.m. -- 8:30 p.m. Module 1: Introductions and Overview (Gaboury,
Seymour)

**Monday, December 10, 2007**

9:00 a.m. -- 9:30 a.m. Module 2: History of the Crime Victims' Rights
Movement in the United States (Edmunds, Seymour)

9:30 a.m. -- 10:30 a.m. Module 3: Basic Victims' Rights (Edmunds,
Gaboury)

10:30 a.m. -- 10:45 a.m. BREAK

10:45 a.m. -- 12:00 p.m. Module 3: Basic Victims' Rights (Edmunds,
Gaboury)

12:00 p.m. -- 1:00 p.m. LUNCH

1:00 p.m. -- 3:00 p.m. Module 4: Navigating the Justice System (Edmunds,
Gaboury)

3:00 p.m. -- 3:15 p.m. BREAK

3:15 p.m. -- 5:00 p.m. Module 5: Communication with Victims and
Survivors (Lewis, Siegel)

**Tuesday, December 11, 2007**

8:45 a.m. -- 9:00 a.m. Review/Preview

9:00 a.m. -- 10:45 a.m. Module 5: Communication with Victims and
Survivors (Lewis, Siegel)

10:45 a.m. -- 11:00 a.m. BREAK

11:00 a.m. -- 12:00 p.m. Module 6: Impact of Crime on Victims (Ellis,
Lewis)

12:00 p.m. -- 1:00 p.m. LUNCH

1:00 p.m. -- 2:00 p.m. Module 6: Impact of Crime on Victims (Ellis,
Lewis)

2:00 p.m. -- 3:15 p.m. Module 7: Direct Services (Ellis, Lewis)

3:15 p.m. -- 3:30 p.m. BREAK

3:30 p.m. -- 4:45 p.m. Module 7: Direct Services (Ellis, Lewis)

**Wednesday, December 12, 2007**

8:45 a.m. -- 9:00 a.m. Review/Preview

9:00 a.m. -- 10:15 a.m. Module 8: Cultural and Spiritual Competence
(Ellis, Melton)

10:15 a.m. -- 10:30 a.m. BREAK

10:30 a.m. -- 11:30 a.m. Module 8: Cultural and Spiritual Competence
(Ellis, Melton)

11:30 a.m. -- 12:30 p.m. LUNCH

12:30 p.m. -- 2:00 p.m. Module 9: Ethics in Victim Services (O'Brien,
Williams)

2:00 p.m. -- 2:15 p.m. BREAK

2:15 p.m. -- 3:15 p.m. Module 9: Ethics in Victim Services (O'Brien,
Williams)

**Thursday, December 13, 2007**

8:45 a.m. -- 9:00 a.m. Review/Preview

9:00 a.m. -- 10:15 a.m. Module 10: Developing Resilience (Harris Lord,
McCown)

10:15 a.m. -- 10:30 a.m. BREAK

10:30 a.m. -- 11:15 a.m. Module 10: Developing Resilience (Harris Lord,
McCown)

11:15 a.m. -- 12:15 p.m. Module 11: Collaboration for Victims' Rights
and Services (Seymour, Siegel)

12:15 p.m. -- 1:15 p.m. LUNCH

1:15 p.m. -- 2:15 p.m. Module 11: Collaboration for Victims' Rights and
Services (Seymour, Siegel)

2:15 p.m. -- 3:15 p.m. Module 12: Taking It All Back Home (Gaboury,
Seymour)

3:15 p.m. -- 3:30 p.m. BREAK

3:30 p.m. -- 3:45 p.m. Module 12: Taking It All Back Home

3:45 Graduation

**WORKSHEETS FOR ALL MODULES**

**List of Worksheets for Each Module**

+-----------------------------------------------------------------------+
| **Module 1: Introduction and Overview**                               |
|                                                                       |
| -   None                                                              |
+-----------------------------------------------------------------------+
| **Module 2: History of the Crime Victims' Rights Movement in the      |
| United States**                                                       |
|                                                                       |
| -   History of the Field Jeopardy: Questions and Answers (Instructor  |
|     only)                                                             |
+-----------------------------------------------------------------------+
| **Module 3: Basic Victims' Rights**                                   |
|                                                                       |
| -   3.1: Case Scenario: Edith, Charles, and Daniel                    |
|                                                                       |
| -   3.2: Identifying and Documenting Losses for Victim Restitution    |
+-----------------------------------------------------------------------+
| **Module 4: Navigating the Justice System**                           |
|                                                                       |
| -   4.1: Basic Victims' Rights and the Criminal Justice System        |
+-----------------------------------------------------------------------+
| **Module 5: Communication with Victims and Survivors**                |
|                                                                       |
| -   5.1: Case Scenarios: Open- and Close-ended Questions              |
|                                                                       |
| -   5.2: Communication Self-Assessment                                |
+-----------------------------------------------------------------------+
| **Module 6: Impact of Crime**                                         |
|                                                                       |
| -   6.1: Case Scenario: Janet                                         |
|                                                                       |
| -   6.2: Possible Victim Impact: Physical, Psychological/ Emotional,  |
|     Financial, and Spiritual Impact                                   |
+-----------------------------------------------------------------------+
| **Module 7: Direct Services**                                         |
|                                                                       |
| -   7.1: Crisis Role Play                                             |
|                                                                       |
| -   7.2: Advocacy Tasks and the Justice System                        |
+-----------------------------------------------------------------------+
| **Module 8: Cultural and Spiritual Competence**                       |
|                                                                       |
| -   8.1: Case Studies (18)                                            |
|                                                                       |
| -   Trainer Tips for Worksheet 8.1, Case Studies (18) (Instructor     |
|     Only)                                                             |
+-----------------------------------------------------------------------+
| **Module 9: Ethics in Victim Services**                               |
|                                                                       |
| -   9.1: Self-Awareness Inventory                                     |
|                                                                       |
| -   9.2: NVASC Standards for Victim Assistance Programs and Providers |
|                                                                       |
| -   9.3: Elderly Victim                                               |
|                                                                       |
| -   9.3: Elderly Victim (Instructor Only)                             |
|                                                                       |
| -   9.4: Applying the Decisionmaking Process                          |
+-----------------------------------------------------------------------+
| **Module 10: Developing Resilience**                                  |
|                                                                       |
| -   10.1: Resiliency Assessment                                       |
|                                                                       |
| -   10.2: Personal Resilience Development Plan                        |
|                                                                       |
| -   10.3: Resilience Strategies                                       |
+-----------------------------------------------------------------------+

+-----------------------------------------------------------------------+
| **Module 11: Collaboration for Victims' Rights and Services**         |
|                                                                       |
| -   11.1: Types of Working Relationships                              |
|                                                                       |
| -   11.2: Collaboration Scenario: Mental Health                       |
|                                                                       |
| -   11.2 Collaboration Scenario: Mental Health (Instructor Only)      |
|                                                                       |
| -   11.3: Collaboration Scenario: Sexual Assault                      |
|                                                                       |
| -   11.4: Case Study Worksheet                                        |
+-----------------------------------------------------------------------+
| **Module 12: Taking It All Home**                                     |
|                                                                       |
| -   12.1: Action Planning                                             |
+-----------------------------------------------------------------------+

###   {#section-1 .NVAA-Heading-3 .unnumbered}

### Worksheet 2.1 {#worksheet-2.1 .NVAA-Heading-3}

### History of the Field Jeopardy: Questions and Answers {#history-of-the-field-jeopardy-questions-and-answers .NVAA-Heading-3}

### (Instructor Only) {#instructor-only .NVAA-Heading-3}

**Legal Codes**

1.  This Babylonian King established the first code of laws that served
    as a foundation for our modern legal system. ***Who is King
    Hammurabi?***

2.  Signed in 1215, this document outlined basic liberties for English
    noblemen and the people. ***What is the Magna Carta?***

3.  Babylonian code that replaced clan blood feuds. ***What is the Code
    of Hammurabi?***

4.  Roman code delineating public and private laws. ***What is the
    Justinian Code?***

5.  The fifth book of the Old Testament containing the Ten Commandments.
    ***What is Deuteronomy?***

**Movements and Stages**

1.  This crusader and public policy pioneer was among the first to
    introduce victim-related issues to the public by addressing such
    subjects as domestic violence and sexual harassment. ***Who is
    Susan B. Anthony?***

2.  The President was the first to Proclaim National Crime Victims'
    Rights Week in addition to establishing the national Task Force on
    Victims of Crime. ***Who is President Ronald* *Reagan*?**

3.  This federal agency started funding victim/witness assistance
    programs as part of the "Law and Order" movement. ***What is the Law
    Enforcement Assistance Administration (LEAA)?***

4.  This diagnosis was first officially recognized by the American
    Psychiatric Association's *Diagnostic and Statistical Manual* in
    1980 to describe the psychological response of crime victims to
    their victimization. ***What is Posttraumatic Stress Disorder
    (PTSD)?***

5.  This Women's Movement book helped change attitudes and laws about
    sexual assault victims. ***What is [Against Our Will]{.underline},
    by Susan Brownmiller?***

**Acronyms**

1.  OVC. ***What is the Office for Victims of Crime?***

2.  NOVA. ***What is the National Organization for Victim Assistance?***

3.  NCADV. ***What is the National Coalition Against Domestic
    Violence?***

4.  PTSD. ***What is Post-traumatic Stress Disorder?***

5.  VALOR. ***What is Victim Assistance Legal Organization?***

**Legislation**

Enacted in 1984, this federal program is funded with criminal fines and
forfeitures. ***What is the Victims of Crime Act (VOCA)?***

This federal law, first enacted in 1994, provides protections and
services for victims of domestic violence, sexual assault, and stalking.
***What is the Violence Against Women Act (VAWA)?***

Thirty-three states have adopted this fundamental protection for
victims' rights. ***What are state victims' rights constitutional
amendments?***

This 2004 law enhanced and enforced rights for victims in the federal
criminal justice system. ***What is the Justice for All or Crime
Victims' Rights Act?***

This state enacted the first statutory "Bill of Rights for Victims and
Witnesses of Crime." ***What is Wisconsin?***

**Milestones**

Founded in 1978, this was the first national grassroots organization to
support survivors of homicide. ***What is Parents of Murdered Children
(POMC)?***

Their 1982 report contained 68 recommendations to improve victims'
rights and services. ***What is the President's Task Force on Victims of
Crime?***

In 1965, California became the first U.S. state to establish this type
of direct support to victims of crime. ***What is crime victim
compensation?***

Of the following, this was NOT one of the first victim-assistance
programs:

Aid for Victims of Crime, St. Louis, MO

Safe Horizons, New York, NY

Bay Area Women Against Rape, San Francisco, CA

Rape Crisis Center, Washington, DC.

***What is Safe Horizons?***

The first U.S. academic program in victim services was developed at this
university. ***What is California State University, Fresno?***

**Pioneers**

They established Mothers Against Drunk Driving (MADD). ***Who are Candy
Lightner and Cindi Lamb?***

She chaired the President's Task Force on Victims of Crime. ***Who is
Lois Haight Herrington?***

These two Senators were the primary sponsors of the proposed Crime
Victims' Rights Amendment to the U.S. Constitution. ***Who are Senator
John Kyl and Senator Diane Feinstein?***

He created the first victim-impact statement? ***Who is James
Rowland?***

They wrote *The Crime Victim's Book*, the first "bible" for victim
services. ***Who are Morton Bard and Dawn Sangrey?***

**Final Jeopardy**

1.  The first American state to establish a public prosecutor's office.
    ***What is Connecticut?***

###   {#section-2 .NVAA-Heading-3}

**Worksheet 3.1**

**Case Scenario: Edith, Charles, and Daniel**

Edith is a 68-year-old widow who lives on a small farm just outside of
town with her 47-year-old son Charles, who has several developmental and
other disabilities (including mental retardation and epilepsy). For the
past 2 years, Charles has been attending a workshop where he attaches
zippers and pulls to backpacks in return for a small stipend.

Edith and Charles recently befriended Daniel, the new bus driver for the
shelter workshop, who has joined them for dinner on several occasions.
When Edith noticed that small things started disappearing from her
farmhouse---including a set of keys and her mother's gold earrings---she
just thought that she was being forgetful.

Late one Saturday night, Edith was sleeping in her reclining chair when
something slammed down on her head. That's all she remembered prior to
waking up Sunday morning, bloodied and bruised, to a ransacked house.
She noticed that everything valuable (TV, DVD player, jewelry) was
missing as she wandered from room to room calling out Charles' name. She
found him lying face down in the bathroom, barely breathing, following
what she guessed was a seizure. She quickly gave Charles his medicine
and called 911. Both Edith and Charles were taken to the hospital, where
they were treated and kept overnight for observation.

Three days later, Edith was amazed to learn that the local sheriff had
arrested Daniel for home invasion, burglary, assault, and attempted
murder. Daniel had a lengthy record of burglaries to support his
methamphetamine habit.

As this case proceeds through the criminal justice system, what are the
core rights of Edith and Charles? (For example, they have the right to
notification.)

**Worksheet 3.2**

## Identifying and Documenting Losses for Victim Restitution

Based on **Worksheet 3.1, Case Scenario: Edith, Charles, and Daniel**,
circle some of the losses suffered by Edith and Charles and the records
they might need to document the losses, using the information listed
below.

\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*

To ensure accurate and complete restitution orders, victims are required
to document their losses in writing for the court or paroling authority.

Outline for victims in writing some of the records they might need.

-   Employer statements (letters or affidavits) that document unpaid
    time off from work which the victim took as a result of injuries
    from the crime or involvement in justice processes.

-   Documentation of any worker-compensation claims submitted and/or
    claims payments received by the victim.

-   Copies of bills for services directly related to the victim's
    financial recovery from the crime.

-   Any receipts for items or services.

-   Documentation that estimates the value of stolen property.

-   Photos of valuables that were stolen.

-   Copies of any documentation provided by local law enforcement
    agencies (records of serial numbers, photos) that is intended to aid
    victims in the recovery of stolen property.

-   Any law enforcement records that indicate the status of stolen
    property (property recovered, recovered but damaged).

-   Copies of the victim's application to, or checks received from, the
    state victim compensation fund.

-   Copies of insurance claims and related correspondence between the
    victim and his or her insurance company, as well as copies of checks
    the victim may have received to cover losses.

**Immediate Losses**

During the pre-sentencing investigation, victims should be asked to
report information about their losses by completing or updating a
financial worksheet and providing documentation as described above.

These losses can include the following:

**Medical Care**

-   Emergency transportation to the hospital.

-   Rape-kit examinations that are not immediately paid for by a third
    party.

-   All expenses related to the hospital stay, including the room,
    laboratory tests, medications, x-rays, HIV testing in cases
    involving the exchange of bodily fluids, and medical supplies.

-   Expenses for inpatient and outpatient care provided by physicians,
    as well as medication and medical supplies.

-   Fees for physical or occupational therapy.

-   Replacement of eyeglasses, hearing aids, or other sensory-aid items
    damaged, destroyed, or stolen from the victim.

-   Rental and related costs for equipment used for the victim's
    physical restoration, such as wheelchairs, wheelchair ramps, special
    beds, or crutches.

##### Mental ***Health Services***

-   Fees for counseling or therapy for the victim and family members.

-   Costs related to the victim's participation in support or therapy
    groups.

-   Expenses for medications that doctors may prescribe for victims to
    help ease their trauma following a crime.

##### Funeral Expenses

-   Costs associated with burials, caskets, cemetery plots, or memorial
    services.

-   Expenses for travel to plan or attend funerals.

##### Time Off From Work

-   To repair damage following property crimes.

-   To attend or participate in court or parole proceedings.

-   To attend doctor appointments for injuries or mental health needs
    directly resulting from the crime.

##### Other Expenses

-   Crime scene cleanup.

-   Costs of replacing locks or changing security devices.

-   Expenses related to child or elder care when victims have to testify
    in court.

-   Relocation expenses.

-   Fees incurred in changing bank or credit card accounts.

##### Projected Expenses

Victimization often results in injuries or losses that are long-term in
nature. While it is not possible to accurately document such projected
expenses, it is possible to document expert opinions as to future
financial obligations the victim might incur as a direct result of the
crime.

Victims should be advised to seek documentation (a letter or affidavit)
from professionals who are providing them with medical or mental health
services that offers an estimate of future treatment needs, as well as
related expenses. Such costs can include:

-   Long-term medical treatment.

-   Physical or occupational rehabilitation or therapy.

-   Mental health counseling or therapy.

-   Time that must be taken off from work to receive any of the above
    services.

The justice professional responsible for assessing victim restitution
needs should provide this documentation to the court or paroling
authority.

By Anne Seymour. (1997) Victim Restitution: Promising Practices and
Strategies for Victim Services in Corrections. National Center for
Victims of Crime.

Worksheet 4.1

Basic Victim Rights and the Criminal Justice System

Phase of the Justice
System:­­­­­­­­­­­­­­­­­­­­­­­­\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Basic Victims' Rights

1\. Right to be treated with respect

2.  Right to notification

3.  Right to be present

4.  Right to be heard

5.  Right to reasonable protection from intimidation and harm

6.  Right to restitution

7.  Right to information and referral

8.  Right to apply for victim compensation (for violent crime victim)

9.  Right to speedy proceedings

    10\. Special rights and protection

**Worksheet 5.1**

Case Scenarios: Open- and Close-ended Questions

Case Scenario 1

You are called to respond to a domestic violence case. Bill the
perpetrator has been arrested. Mary was beaten by Bill. Mary has two
children, ages 4 and 6. The children are with her family in another city
for two more days. Your task is to help Mary figure out her resources.

1.  What do you need to know?

2.  What questions do you need to ask Mary?

3.  Which of the questions are open-ended? Which are closed-ended
    questions?

**Case Scenario 2**

Janice, a victim advocate, responds to a crime scene where a 4-year-old
black child has been sexually assaulted. The child is screaming and
saying something in a language Janice has never heard. Her mother is
wearing African dress made out of kente cloth. She is clearly shaken and
seems dazed. The woman speaks English well, but Janice is having trouble
understanding her because her accent is different. She keeps asking the
woman to repeat what she is saying. Your task is figure out what the
mother and daughter need.

1.  What do you need to know?

2.  What questions do you need to ask?

3.  Which of the questions are open-ended? Which are closed-ended
    questions?

**Case Scenario 3**

An African-American family consisting of a mother, two teenage boys, and
two small children come in to ask for help filing a protective order
against a neighbor who is harassing them. The harassment has gotten
worse -- the latest incident involved a brick being thrown through the
front room window. The mother says she is scared that something will
happen to her children next. Your task is to help the family figure out
a safety plan.

1.  What do you need to know?

2.  What questions do you need to ask?

3.  Which of the questions are open-ended? Which are closed-ended
    questions?

**Case Scenario 4**

Melinda, a victim advocate, responds to a crime scene where a murder has
been committed. The victim is a 22-year-old Jewish man. His mother, Mrs.
Cohen, is in a panic because her son's body is being removed to the
coroner's office for an autopsy. She mentions something about protecting
her son's body from desecration until burial, which she says has to take
place as soon as possible, that same day or, if not possible, the next
day. Only then, she says, can shiva begin. Your task is to find out what
the mother needs.

1.  What do you need to know?

2.  What questions do you need to ask?

3.  Which of the questions are open-ended? Which are closed-ended
    questions?

    Worksheet 5.2

    Communication Self-Assessment

Evaluate your communication skills by placing a number from 1 to 5 (1 is
strongly disagree; 2 is disagree; 3 is neither agree nor disagree; 4 is
agree; and 5 is strongly agree) on the line before the statement.

1.  \_\_\_\_\_I encouraged my partner to talk by showing interest.

```{=html}
<!-- -->
```
1.  \_\_\_\_\_I paid close attention to my partner. I put everything
    else out of sight and mind.

2.  \_\_\_\_\_I did not evaluate my partner's words as he or she talked.

3.  \_\_\_\_\_I avoided distractions as my partner was talking.

4.  \_\_\_\_\_I allowed my partner time to finish talking. I did not
    interrupt, anticipate what he or she was going to say, or jump to
    conclusions.

5.  \_\_\_\_\_While my partner talked, my mind did not wander to
    personal topics.

6.  \_\_\_\_\_While my partner talked, I paid close attention to the
    nonverbal communications to help me fully understand what he or she
    was trying to get across.

7.  \_\_\_\_\_I did not pretend to understand when I really did not
    understand.

8.  \_\_\_\_\_When my partner was talking, I did not think about what I
    was going to say in\
    reply.

9.  \_\_\_\_\_When I didn't understand something, I let my partner know
    it in an effective\
    way.

10. \_\_\_\_\_When listening to my partner, I tried to put myself in his
    or her position and see things from his or her perspective.

11. \_\_\_\_\_During the conversation, I repeated to my partner, in my
    own words, what had been said to be sure I understood correctly.

    Identify areas you would like to improve:

    Identify steps you will take to improve those areas:

    **Worksheet 6.1**

    **Case Scenario: Janet**

Janet, a 19-year-old African-American college student, was at an
off-campus party with her roommate from the dorm. After drinking five
beers and two shooters, one of her hosts, a white college basketball
star, invited her upstairs to listen to a new CD. Once behind closed
doors, he proceeded to sexually assault her and called her negative
racial names, despite her emphatic "No's" and muffled screams for help.
Janet escaped her rapist when he passed out. She found her roommate
downstairs and left the party. Her roommate asked Janet what was wrong,
but Janet just said she wanted to leave right away. The next morning
Janet talked with her college resident advisor and told her everything
that had happened to her. The resident advisor informed college
officials. The next day, news of the assault was in all of the papers.

Worksheet 6.2

Possible Victim Impact: Physical, Psychological/Emotional, Financial,
and Spiritual

+---------------------------------+------------------------------------+
| **Physical Impact**             | **Psychological/Emotional Impact** |
+---------------------------------+------------------------------------+
| -   Physiological anxiety,      | -   Shock                          |
|     including rapid heart rate, |                                    |
|     hyper-ventilation, and      | -   Terror                         |
|     stomach distress            |                                    |
|                                 | -   Feelings of unreality          |
| -   Physical injuries such as   |                                    |
|     gunshot wounds,             | -   Feelings of numbness           |
|     lacerations, broken bones,  |                                    |
|     sprains, burns              | -   Confusion                      |
|                                 |                                    |
| -   Physical injuries that lead | -   Helplessness                   |
|     to other health conditions, |                                    |
|     such as heart attack,       | -   Fear                           |
|     stroke, fractures from      |                                    |
|     falling, loss of dexterity  | -   Anger or rage                  |
|                                 |                                    |
| -   Increased risk of cardiac   | -   Grief or intense sorrow        |
|     distress, irritable bowel   |                                    |
|     syndrome, and chronic pain  | -   Enhancement of particular      |
|                                 |     senses (hearing, smell, sight) |
| -   Permanent disability        |                                    |
|                                 | -   Anxiety (including terror,     |
| -   Disfigurement               |     helplessness, or feeling out   |
|                                 |     of control)                    |
| -   Immune disorders that       |                                    |
|     increase potential for      | -   Difficulty trusting self or    |
|     infectious diseases         |     others                         |
|                                 |                                    |
| -   Substantial lifestyle       | -   Depression                     |
|     changes, including          |                                    |
|     restriction of activities   | -   Panic symptoms                 |
|     once enjoyed                |                                    |
|                                 | -   Anxiety disorders (panic       |
| -   Lethargy and body fatigue   |     disorder, agoraphobia, or      |
|                                 |     obsessive-compulsive disorder) |
| -   Sleep disorders             |                                    |
|                                 | -   Inability to concentrate       |
| -   Loss of appetite, excessive |                                    |
|     appetite, or eating         | -   Guilt and self-blame           |
|     disorders                   |                                    |
|                                 | -   Shame                          |
| -   Decreased libido and sexual |                                    |
|     dysfunction                 | -   Preoccupation with the crime   |
|                                 |                                    |
| -   Inability to work           | -   Concerns about personal safety |
|                                 |                                    |
| -   Increased risk of future    | -   Problems with important        |
|     victimization               |     relationships                  |
|                                 |                                    |
| -   For sexual assault victims, | -   Social withdrawal              |
|     possible exposure to        |                                    |
|     sexually transmitted        | -   Concerns about being believed  |
|     diseases, exposure to HIV,  |                                    |
|     or unwanted pregnancy       | -   Concerns about being blamed    |
|                                 |                                    |
|                                 | -   Negative changes in belief     |
|                                 |     system                         |
|                                 |                                    |
|                                 | -   Increased feelings of          |
|                                 |     vulnerability                  |
|                                 |                                    |
|                                 | -   Increased risk of alcohol or   |
|                                 |     other drug abuse               |
|                                 |                                    |
|                                 | -   Isolation                      |
|                                 |                                    |
|                                 | -   Persistent avoidance of things |
|                                 |     associated with the traumatic  |
|                                 |     event                          |
|                                 |                                    |
|                                 | -   Suicidal ideation              |
|                                 |                                    |
|                                 | -   Posttraumatic stress disorder  |
+---------------------------------+------------------------------------+

-   

+---------------------------------+------------------------------------+
| **Financial Impact**            | **Spiritual Impact**               |
+---------------------------------+------------------------------------+
| -   Medical bills (emergency    | -   In an attempt to understand    |
|     transportation, hospital    |     events that make no sense,     |
|     stays, inpatient and        |     people often turn to the       |
|     outpatient physical care,   |     spiritual beliefs with which   |
|     medical supplies)           |     they were raised, even if they |
|                                 |     do not normally engage in      |
| -   Medication and prescription |     religious practice. These      |
|     drugs                       |     spiritual insights are helpful |
|                                 |     for some victims. Other        |
| -   Replacement of eyeglasses,  |     victims express disappointment |
|     hearing aids, or other      |     in their faith communities'    |
|     sensory-aid items damaged,  |     reactions.                     |
|     destroyed, or stolen        |                                    |
|                                 | -   All religions accept human     |
| -   Rental and related costs    |     suffering as a component of    |
|     for physical                |     the human experience, but      |
|     mobility-restoration        |     understand its role            |
|     equipment (wheelchairs and  |     differently. Hindus and        |
|     ramps, crutches)            |     Buddhists understand the role  |
|                                 |     of karma in tragic events and  |
| -   Physical therapy            |     seek to accept what has        |
|                                 |     happened rather than seek      |
| -   Occupational therapy        |     justice. Jews believe that God |
|                                 |     expects human beings to act in |
| -   Job retraining              |     kindness to one another, and   |
|                                 |     when they do not, justice is   |
| -   Mental health counseling    |     sought and forgiveness must be |
|     and therapy                 |     earned. The wide gamut of      |
|                                 |     Christianity practiced in the  |
| -   Loss of wages due to        |     United States includes all     |
|     incapacitation,             |     perspectives from acceptance   |
|     rehabilitation, or taking   |     as "God's will" and            |
|     time off from work to       |     forgiveness of offenders to    |
|     repair damages from         |     strong drives for justice in   |
|     property crimes,            |     the secular arena. Muslims     |
|     participate in criminal or  |     believe they have a special    |
|     juvenile justice            |     mission from Allah to create a |
|     proceedings, or seek        |     just society. They condemn     |
|     medical or mental health    |     violence and willingly         |
|     treatment                   |     participate in the justice     |
|                                 |     system.                        |
| -   Crime-scene cleanup         |                                    |
|                                 |                                    |
| -   Loss of or damage to        |                                    |
|     personal property           |                                    |
|                                 |                                    |
| -   Costs of replacing locks    |                                    |
|     and changing security       |                                    |
|     devices                     |                                    |
|                                 |                                    |
| -   Child and elder care        |                                    |
|                                 |                                    |
| -   Fees incurred in changing   |                                    |
|     bank or credit card         |                                    |
|     accounts                    |                                    |
|                                 |                                    |
| -   Higher insurance premiums   |                                    |
|                                 |                                    |
| -   Relocation expenses         |                                    |
|                                 |                                    |
| -   For homicide victims,       |                                    |
|     funeral and burial expenses |                                    |
|     and loss of income          |                                    |
+---------------------------------+------------------------------------+

Worksheet 7.1

Crisis Role Plays

Role Play #1: The advocate is the first responder to an armed robbery.
You are to establish rapport with the victim.

Role Play #2: The advocate works for a community rape crisis center and
has just received a call from a sexual-assault victim. You are to
establish rapport and assess safety.

Role Play #3: The law enforcement advocate has to tell the victim of
domestic violence that the district attorney is not going to file the
victim's case. You are to focus on ventilation and validation.

Role Play #4: You are an advocate in the district attorney's office and
have to notify the victim that the armed robbery case is going to trial.
You are to focus on predicting and preparing the victim.

Worksheet 7.2

Advocacy Tasks and the Justice System

+--------------+-------------+-------------+----------+--------------+
| **After a    | **Aft       | **          | *        | **Post-      |
| Crime is     | er-Arrest** | Pre-Court** | *Court** | Conviction** |
| Reported**   |             |             |          |              |
+--------------+-------------+-------------+----------+--------------+
| -   Provide  | -   Notify  | -   Assess  | -        | -   Provide  |
|     crisis   |     victim  |             |  Prepare |     crisis   |
|              |     of      |    measures |          |              |
| intervention |     arrest  |     of      |  victims | intervention |
|              |     and any |     victim  |     for  |     and      |
|    services, |             |             |     and  |     advocacy |
|     and/or   |    relevant |  protection |     a    |              |
|     an       |             |     and     | ccompany |   throughout |
|              | information |     steps   |     them |     the      |
|    immediate |             |             |     to   |              |
|              |  pertaining |   necessary |     h    |  corrections |
|    referral. |     to      |     to      | earings. |     process, |
|              |     victim  |     ensure  |          |              |
| -   Assess   |     safety  |     safety  | -        |    including |
|     and      |     and     |     of      |   Assist |              |
|     address  |             |     vict    |     with |    assisting |
|     any      |   security. | im/witness. |          |     victims  |
|              |             |             |  transpo |     with     |
|    immediate | -           | -   Provide | rtation, |     concerns |
|     safety   |    Advocate |     review  |          |     related  |
|     needs.   |     for     |     of the  |    child |     to       |
|              |     victims |             |          |     inmates  |
| -   Provide  |     with    |    criminal |    care, |     and      |
|              |     law     |     justice |          |              |
|  information |             |     system\ | employer |    parolees. |
|     about    | enforcement |             |     noti |              |
|     victims' |             |   (verbally | fication | -   Provide  |
|     rights,  |    agencies |     and/or  |          |              |
|     both     |     to      |     in      |   needs. |  information |
|     verbally |     obtain  |             |          |              |
|     and in   |     report  |   writing). | -        |    regarding |
|     writing. |             |             |   Assist |     status   |
|              | information | -   Provide |     with |     of       |
| -   Identify |     for the |     n       |     the  |     inmates  |
|     any      |     victim  | otification |     co   |     in       |
|              |     and     |     of      | mpletion |     prison   |
|    immediate |             |             |     and  |     or under |
|     needs    |   encourage |  hearings/p |     sub  |              |
|     for      |     the law | roceedings\ | mission/ |  supervision |
|              |             |             |     pres |     of the   |
|    emergency | enforcement |   (verbally | entation |              |
|     services |     agency  |     and in  |     of   |  corrections |
|     (such as |     to      |             |          |     system.  |
|     medical  |     refer   |   writing). |  written |              |
|     or       |     the     |             |     or   | -   Provide  |
|     mental   |     case to | -   Explain |     oral |     victim   |
|     health,  |     the     |     the     |          |     n        |
|     shelter, |     court.  |             |    victi | otification, |
|     tra      |             |    mandates | m-impact |     often    |
| nsportation, | -           |     of any  |     sta  |     through  |
|     etc.).   |   Accompany |             | tements. |     VINE     |
|              |     victims |  applicable |          |     (Victim  |
| -   (*In     |     to      |             | -        |              |
|     relevant |     lineups |    statutes |  Provide |  Information |
|     cases*)  |     as      |     such as |     as   |     and      |
|     Explain  |             |     statute | sistance |              |
|     orders   |  necessary. |     of      |     with | Notification |
|     of       |             |     l       |     res  |              |
|              | -   Provide | imitations, | titution |    Everyday) |
|   protection |     general |     rape    |     info |     system.  |
|     and how  |             |     shield  | rmation. |              |
|     to get   |    criminal |             |          | -            |
|     help     |     justice |    statute, | -        |    Accompany |
|              |     o       |     victim  |   Notify |     victims  |
|    obtaining | rientation, |     rights  |          |     to       |
|     one.     |             |             |   victim |     meetings |
|              |   including |   statutes. |     of   |     with     |
| -   If the   |     an      |             |          |     hearing  |
|     alleged  |             | -   Explain |    final |              |
|              | explanation |     the     |     dis  |    officers, |
|    assailant |     of the  |     court   | position |     full     |
|     has been |     justice |             |     of   |     board    |
|              |             |    process, |          |              |
| apprehended, |    process, |             |    case. |    hearings. |
|     inform   |     p       | terminology |          |              |
|     the      | articularly |     and     | -        | -   Prepare  |
|     victim   |     what    |             | Advocate |     victims  |
|     and      |     might   | procedures, |     for  |     for and  |
|     provide  |     occur   |     and     |     enf  |              |
|              |     at the  |     roles   | orcement |    accompany |
|  information |     next    |     of      |     of   |     them to  |
|     about    |     hearing |     various |          |              |
|              |     and any |     court   | victims' |  executions, |
|   jail-based |             |     staff.  |          |     as       |
|     victim   |    victims' |             |  rights, |              |
|     n        |     rights  | -   Assist  |     ap   |   necessary. |
| otification; |             |     with    | plicable |              |
|              |  associated |             |     by   | -   Educate  |
|  information |     with    | preparation |          |     victims  |
|     about    |     that    |     and     |    state |     about    |
|     what may |     hearing |             |          |     policies |
|     happen   |     (right  |  submission | statute. |     and      |
|     next and |     to be   |     of a    |          |              |
|     their    |             |     written | -        |   procedures |
|     relevant |   informed, |     or oral |  Provide |     of       |
|     rights   |             |     vi      |     inf  |              |
|     (such as |    present, | ctim-impact | ormation |  corrections |
|     bond     |     n       |             |     on   |     system.  |
|              | otification |  statement. |          |              |
|    hearings, |     in      |             |  post-co | -   Make     |
|     lineups, |             | -   Explain | nviction |              |
|     etc.).   |   writing). |     and     |          |    referrals |
|              |             |             |  process |     to other |
| -   Ensure   | -   Explain |   ascertain |     and  |     state    |
|     that the |     conf    |     the     |     r    |     and      |
|     victim   | identiality |     need    | eferrals |              |
|     has a    |     r       |     for     |     for  |    community |
|     copy of  | estrictions |             |          |              |
|     the      |     as      |    possible |  ongoing |    services, |
|     police   |             |             |          |     as       |
|     report   | applicable. | restitution |   victim |              |
|     and the  |             |     orders. |          |   necessary. |
|              | -   Refer   |             |  support |              |
| name/contact |     victims | -   Make    |          | -   Serve as |
|              |     to      |     a       | provided |     a        |
|  information |             | rrangements |     by   |     liaison  |
|     of any   | appropriate |     for the |     c    |     between  |
|     officers |     co      |     review  | orrectio |     the      |
|              | llaborative |     of      | ns-based |     victim,  |
|    involved. |             |     police  |          |     the      |
|              |   resources |             |   victim |     local    |
| -   Explain  |     as      |    reports, |          |     victim   |
|              |             |     medical |  service |     service  |
|   applicable |   necessary |             |     pr   |              |
|     victim   |             |    records, | oviders. |    provider, |
|     services | (protection |     autopsy |          |     and the  |
|     (such as |     orders, |             |          |              |
|     p        |             |    reports, |          |  corrections |
| olice-based, |    shelter, |     or      |          |     system.  |
|              |     c       |             |          |              |
|   jail-based | ounseling). |   potential |          | -   Petition |
|     or       |             |             |          |     the      |
|     comm     | -   Provide |    evidence |          |     parole   |
| unity-based) |     written |     at      |          |     board    |
|     that can |             |             |          |     for full |
|     help     |    material |    victim's |          |     board    |
|     victims  |     with    |             |          |     hearings |
|              |             |    request. |          |     as       |
|   understand |    relevant |             |          |              |
|     and      |             | -   Assist  |          | appropriate. |
|     navigate | information |     with    |          |              |
|     the      |             |     n       |          | -   Educate  |
|     system   |  (services, | otification |          |              |
|     prior to |             |     of and  |          |  corrections |
|     and upon |    referral |     c       |          |     staff to |
|     arrest   |     i       | onsultation |          |     increase |
|     of an    | nformation, |     with    |          |              |
|     alleged  |             |     victims |          |    awareness |
|              |    criminal |     on      |          |     of       |
|   assailant. |     justice |             |          |     victims' |
|              |     in      |   potential |          |     issues.  |
| -   For      | formation). |     plea    |          |              |
|     v        |             |             |          | -   Assist   |
| iolent-crime | -   Provide | agreements, |          |     parole   |
|     victims, |             |             |          |     board    |
|     provide  | information |  unexpected |          |     and      |
|              |     on      |     events, |          |     parole   |
|  information |             |     or      |          |     and      |
|     about    |    victims' |     co      |          |              |
|     their    |     rights  | ntinuances. |          |    probation |
|     right to |             |             |          |     staff in |
|     apply    |    statutes | -   Make    |          |              |
|     for      |             |     a       |          |  identifying |
|     victim   |   (verbally | rrangements |          |              |
|     c        |     and in  |     to      |          |    victims\' |
| ompensation, |             |     ensure  |          |     issues   |
|              |   writing). |     a safe  |          |     and      |
|    including |             |     waiting |          |     provide  |
|              | -   Explain |     room    |          |     input    |
|  application |     and     |     for     |          |     into     |
|     forms    |     provide |             |          |     de       |
|     and a    |             |    victims. |          | cisionmaking |
|     referral | application |             |          |              |
|     for      |     for     | -   Assess  |          |    processes |
|              |     c       |     the     |          |     as       |
|   assistance | rime-victim |     need    |          |              |
|     in       |     co      |     for     |          | appropriate. |
|              | mpensation. |             |          |              |
|   completing |             |   community |          |              |
|     them.    | -   Provide |             |          |              |
|              |             |   resources |          |              |
|              | information |     (       |          |              |
|              |     on      | counseling, |          |              |
|              |             |     support |          |              |
|              |    possible |     groups, |          |              |
|              |     civil   |             |          |              |
|              |             |    shelter) |          |              |
|              |   remedies. |     and     |          |              |
|              |             |     make    |          |              |
|              |             |             |          |              |
|              |             |  referrals, |          |              |
|              |             |     as      |          |              |
|              |             |     a       |          |              |
|              |             | ppropriate. |          |              |
+--------------+-------------+-------------+----------+--------------+

Worksheet 8.1

Case Studies

  ----------- -------------- ------------------ ----------------- -----------------
  **Case                                                          
  Studies**                                                       

  **\#**      **Title**      **Provider Type**  **Victim Type**   **Case**

  1           Charges of     Law Enforcement    Domestic Violence Sexual
              Assault                                             Orientation

  2           Stifled        Arab Women's       Domestic Violence Immigrant Status,
              Screams        Domestic Violence                    Cultural Values
                             Group                                

  3           A Woman's Duty Law Enforcement,   Domestic Violence Immigrant Status,
                             Court                                Cultural Values,
                                                                  Religion

  4           There's Been a Law Enforcement    Domestic Violence Immigrant Status,
              Mistake                                             Cultural Values

  5           He'll Find Me  Law Enforcement    Domestic Violence Race
              Soon                                                

  6           The Banker     Law Enforcement    Domestic Violence Race,
                                                                  Socioeconomics,
                                                                  Gender, Age

  7           He Made Me     Victim Assistance  Sexual Assault,   Disability
              Feel Like a                       Domestic Violence 
              Woman                                               

  8           In Front of    Law Enforcement,   Sexual Assault    Age, Cultural
              the Court      Court                                Values

  9           Teasing        Interagency        Sexual Assault    Immigrant Issues
                             Council                              

  10          To Walk in     Law Enforcement    Robbery           Religion
              Another's                                           
              Shoes                                               

  11          The Missing    Victim Assistance  Robbery           Disability
              Spoons         for Physically                       
                             Challenged                           

  12          Turf Battles   Victim Assistance  Vandalism         Race

  13          Premises       Victim Assistance  Hate Crime        Ethnicity
              Vacated        in Prosecutor's                      Identity
                             Office                               

  14          Shattered      Law Enforcement    Hate Crime        Sexual
              Glass          and Emergency                        Orientation
                             Medical Personnel                    

  15          Cruel          Elderly Victim     Elder             Age
              Capabilities   Assistance         Neglect/Abuse     

  16          A Large Lake   Victim Assistance  Auto Accident     Cultural Values

  17          On the School  Law Enforcement,   Cultural          Immigrant Status,
              Bus            Court              Differences       Cultural Values

  18          The            Victim Assistance  Child Abuse       Immigrant Issues,
              Intervening                                         Age, Interpreter
              Interpreter                                         Bias
  ----------- -------------- ------------------ ----------------- -----------------

**Case Study #1: Charges of Assault**

You and your law enforcement partner are asked to respond to loud noises
and cursing reported by a citizen living in an apartment complex. When
you arrive on the scene, you are met by a male in his mid- to late-40s,
with a bloody wound on his forehead. You hear another male voice in the
apartment yelling and cursing, complaining that the police ought to
leave them alone. You are let into the apartment by the resident and
asked to resolve a conflict that has escalated to the point of violence.
The second occupant of the apartment is a male in his mid- to late-20s
who is bleeding profusely from a cut above his eye. You and your partner
are taken aback by the violence between the two, who you assume are gay
partners. Your partner makes homophobic jokes and says, "Let's get out
of here before we get AIDS." You arrest both men on charges of assault.

1.  What are the facts of this situation?

2.  What do you "feel" are the issues in this case? Are there
    assumptions being made?

3.  Should you treat this case differently than those involving
    heterosexual couples?

4.  How might this situation have an impact on future reporting of
    similar cases to the police?

5.  What can you do to assess who the victim is? To address your
    partner's behavior?

    **Instructor Tips---Case Study #1: Charges of Assault**

-   Often in domestic-violence cases involving homosexual couples, the
    police arrest both partners because they are unable to identify the
    primary aggressor. Additionally, domestic-violence cases involving
    homosexual couples are often treated as assault cases, thereby
    revictimizing the victim. Negative experiences such as the one
    described in this case become a barrier to future reporting.

-   Challenge participants to articulate their feelings about
    domestic-violence cases involving homosexual couples. What is the
    best way to evaluate and respond to a situation like this? What are
    the possible complicating factors?

-   Participants should address the comment made about getting AIDS.
    This is an opportunity to talk about how to be an ally as
    participants brainstorm strategies to respond to similar comments.

-   Talk about domestic violence in the gay community. What resources
    and protection exist for gay male victims of domestic violence? They
    are not usually welcome in battered women's shelters. Where can they
    go in your community? How are lesbian women protected from their
    abusive partners in battered women's shelters?

**Case Study #2: Stifled Screams**

I am Leila Asaam. I came to the United States from Egypt 10 years ago
when I got married to Ahmad. I have three children. Ahmad is a U.S.
citizen and works as a computer programmer. I speak very little English.
I wanted to go to ESOL classes but my husband says I have to stay home
and take care of his mother and his children. We live with my
mother-in-law, my husband's younger brother, and his sister.

My husband has beaten me since we got married. I was so ashamed and
afraid that my mother-in-law would hear that I tried to stifle my
screams of pain. I know that my brother-in-law knows about my
circumstances, but he refuses to say anything to his older brother. My
sister-in-law ignores the entire situation. Now the children are 7 and 9
years old, and I am afraid for them.

My only outings are to the grocery store, where I buy Middle Eastern
foods and borrow videos, and to the bus stop, to drop off my children. I
don't drive, so I can't expect to go out more often. On one trip to the
grocery store, I saw a flier for an Arab women's organization that helps
battered women. I called that evening when no one was around. I was so
relieved when someone answered in Arabic. Her name was Shahana and she
was so nice to me on the phone. She calmed me down and we talked for an
hour. I have talked to her every day now for 6 months. I pleaded with
her not to tell anyone. The women there are going to help me win custody
of my children, learn English, and find a job. I am so scared. ... They
say I must appear in court. I must talk to a stranger about what Ahmad
does. How can I talk about it? What if it is a man who asks me
questions? I have hardly been out of the house. How can I appear in
court? I have no idea what all this means. I will never be able to show
my face in my home again. My children will be ostracized and I know my
parents will blame me for being outspoken. What if I lose my children to
him? What if they send me back to Cairo? My family will die of shame.
Maybe I should just kill myself ....

1.  What are the barriers preventing Leila from accessing service?

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6.  What has the Arab women's organization done that is effective? What
    else could they do?

**Instructor Tips---Case Study #2: Stifled Screams**

-   For many immigrant women, shame surrounding domestic violence makes
    it more difficult to report such cases. In these instances, they may
    risk loss of family or community support. Often the assumption is
    that the victim is at fault. In many cultures, it is customary for
    certain types of cases, particularly sexual assaults and domestic
    violence, to be addressed by the family or community.

-   Although this may not be relevant in this case, undocumented
    immigrants who are victims of crime are hesitant to contact an
    authority of any type for fear of being deported. While the Violence
    Against Women Act of 1994 provides some protection for women in
    abusive situations, there is not yet widespread knowledge and
    understanding of the law, and the fear of deportation brings with it
    fear of being separated from one's children, bringing shame to the
    family in the country of origin, and leaving an established support
    network in the United States. Many immigrants also fear the criminal
    justice system, based on their experiences with the system in their
    country of origin. They may find the entire process confusing and
    intimidating. Additionally, they may not know that domestic violence
    is against the law in the United States. They may also fear losing
    custody of their children since in their countries of origin it may
    be the father who invariably gets custody of the child. Immigrant
    women also may not be aware that their testimony about what happened
    has value.

-   Knowing the Egyptian community, the battered women's organization
    was able to conduct targeted outreach through grocery stores Arab
    women are likely to frequent. The organization has a sympathetic
    person answering the phone. Additionally, she speaks Arabic. This
    initial conversation is crucial in setting a tone for subsequent
    interactions and service delivery. The women at the organization
    have continued to build a relationship with Leila over several
    months. It is important that they have respected Leila's sense of
    privacy and have not pressured her.

-   Debrief this case study keeping in mind the stereotype that domestic
    violence is more prevalent in some cultures and is culturally
    sanctioned. Mention that Leila could be from any ethnic/racial group
    and that violence against women is pervasive in all cultures; almost
    all cultures have informal and formal systems to curb it. Some
    immigrant women in the United States are isolated from the support
    systems they would rely on in their countries of origin to manage or
    prevent the violence.

**Case Study #3: A Woman's Duty**

Jenny, a Panamanian woman with two children, is regularly beaten by her
husband, Juan. He suspects her of having affairs with her co-workers.
She has talked to her priest at church and denied any adulterous
relationships. Father Rodriguez has responded by reminding her of her
responsibility and duty as a woman and wife. The other Panamanian women
won't talk to her. They tell her that she will not be a true Christian
wife if she reports Juan.

Although she fears being ostracized by the Panamanian community, Jenny
says she has tried for many years to get an order of protection against
Juan. But it is so difficult. No one speaks Spanish. She is confused by
the paperwork and the process. The last time she was in the office, a
court clerk told her, "Isn't it a cultural thing for Latino men to beat
their women?"

The court finally gives Jenny an interpreter. The interpreter tries to
tell Jenny that she should be ashamed to bring this private family
matter into the public arena. "You know in Panama your husband would
have killed you to save his reputation. You are lucky you're alive."

Jenny is uncomfortable with her interpreter, but doesn't know who to
approach. She is afraid that she may be deported or that Juan will find
her and kill her. She knows she can't expect any help from any of the
other women in her community. She is confused. Should she go back and
apologize to Juan? Maybe he will change.

7.  Discuss the differences between cultural consideration and cultural
    defense.

8.  What are the issues related to the use of interpreters?

9.  What are some of the barriers that prevent women like Jenny from
    coming forward and reporting domestic violence?

**Instructor Tips---Case Study #3: A Woman's Duty**

-   Often the assumption is made that it is culturally sanctioned for
    men in some cultures to beat their wives; this may result in less
    protection for women from these groups. Lynn Hecht Schafran and
    Krystal Wilson mention that some court personnel "tend to minimize
    abuse against women of color and all violence as normatively or
    culturally conditioned behavior in which they could not interfere."
    (L. H. Schafran and K. Wilson, *When Bias Compounds: Insuring Equal
    Justice for Women of Color in the Courts: A Model Judicial Education
    Curriculum* Created by National Judicial Education Program**.** To
    order: http://legalmomentum.org/legalmomentum/programs/\
    njep/women_of_color_in_the_courts_resources/ ). While providers need
    to consider the cultural motivations in behavior, they need to be
    cautious not to dismiss all behavior as culturally motivated,
    particularly behavior that violates U.S. law. Using "culture" as a
    rationale or justification for domestic violence, sexual assault, or
    other types of crime is dangerous and misleading. Too often, this
    defense relies on stereotypes that violence against women, for
    example, is an integral and accepted element of certain cultures.
    Point out that, unfortunately, such violence is pervasive in all
    cultures and almost all cultures have informal or formal systems to
    curb it. Therefore, cultural considerations should not lead to
    different enforcement of the law, but rather to a more effective and
    knowledgeable interaction with both victim and perpetrator.

-   Frequently, interpreters are biased and dissuade victims from
    seeking the protection of the court. Subtle biases may include
    inserting their own interpretations and opinions into the dialogue.
    Prosecutors need to be careful about the selection of the
    interpreter. Selecting an interpreter who speaks the same language
    as the victim is just the first step. Using the victim's friends and
    family is problematic, as the victim may be too ashamed to share all
    her information with a family member or may fear it will be repeated
    to other community members. Or, family members may interpret the
    situation in light of their own biases. Never use a child as an
    interpreter.

-   For many immigrant women, shame surrounding domestic violence makes
    it more difficult to report such cases. In these instances, they may
    risk loss of family or community support. Often the assumption is
    that the victim is at fault. In many cultures, it is customary for
    certain types of cases, particularly sexual assaults and domestic
    violence, to be addressed by the family or community. Additionally,
    undocumented immigrants who are victims of crime are hesitant to
    contact an authority of any type for fear of being deported. While
    the Violence Against Women Act of 1994 provides some protection for
    women in abusive situations, there is not yet widespread knowledge
    and understanding of the law, and the fear of deportation brings
    with it fear of being separated from one's children, bringing shame
    to the family in the country of origin and leaving an established
    support network in the United States. Many immigrants also fear the
    criminal justice system, based on their experiences with the system
    in their country of origin. They may find the entire process
    confusing and intimidating. Additionally, they may not know that
    domestic violence is against the law in the United States. They may
    also fear losing custody of their children since in their countries
    of origin it may be the father who invariably gets custody of the
    child. Immigrant women also may not be aware that their testimony
    about what happened has value.

**Case Study #4: There's Been a Mistake**

Mamta immigrated to the United States with her parents when she was 3
years old. Soon after she received her B.A. degree, her parents sent her
to India to choose a husband. Mamta had several marriage offers and was
much sought after; as she was a U.S. citizen, an Indian man marrying her
could immigrate to the United States. She picked Kishan, an Indian
pediatrician she found to be soft-spoken and well educated, and they
flew back to New York the day after the wedding.

And then the nightmare began: the hitting, the choking, the abuses, the
storming out, the insults of "You are ugly" and "You are fat," the
sexual abuse. Mamta was too ashamed to tell her family for the first 2
years. One day, after she had been locked in the apartment for 4 days
without any food, she broke down and told her sister who lived in
Atlanta. When Kishan found out, he abused her even more. When Kishan
tried to choke her, she called 911 in desperation.

The police arrived and Mamta was panic-stricken. What would the
community say? Her parents would be so ashamed. Her parents' friends
would say, "After all, he's a man. He is allowed to lose control
occasionally," or "He seems like a perfectly nice man," or "I can't
imagine a doctor behaving like that."

Kishan was as refined and polished with the police as she had seen him
be with his patients. She was quiet. "They will never believe me," she
thought. "I don't even have any bruises that are visible .... except for
the ones on my thighs, and I can't tell them about that." Panicking at
the barrage of questions, and confused and intimidated by the pressure,
she said, "There's been a mistake." The police left.

10. What are the barriers preventing Mamta from reporting her husband to
    the police?

11. What should the police be looking for?

12. How can they help Mamta?

**Instructor Tips---Case Study #4: There's Been a Mistake**

-   For many immigrant women, shame surrounding the reporting of
    domestic violence makes it more difficult for them to report such
    cases. In these instances, they may risk loss of family or community
    support. Often the assumption is that the victim is at fault. In
    many cultures, it is customary for certain types of cases,
    particularly sexual assaults and domestic violence, to be addressed
    by the family or community. She may not be aware that her testimony
    about what happened has any value.

-   Ask participants to consider whether socioeconomic status plays a
    role in Mamta's reticence.

-   The police should be aware that certain physical signs of battering
    are less immediately visible on women of color than on white women,
    and that physical violence is only one form of abuse. The police
    should also look for gender and power dynamics between the couple.
    In some situations, the woman may not speak up in the presence of
    her husband.

-   The police can give Mamta information about victim assistance
    programs. They can perhaps take her aside and question her alone.

**Case Study #5: He'll Find Me Soon**

My name is Felicia Williams. I am an African-American woman. I am 28
years old, have four children, am 6 feet tall, and weigh 200 pounds.

Hunter started beating and kicking me when I was pregnant with Don, my
oldest. It's now been 6 years, and I keep hoping he will change. He
wasn't this way when we dated. "At least he doesn't cheat on you," my
mother says, "And he's nice to the kids." I worry that he will get
locked up if I report him, and enough of our men are in prison. My
closest girlfriend agrees with me, and says that if it's so bad I should
just leave him but keep the police out of it. But she doesn't understand
how bad it can get. I've tried leaving, but he finds me and has
threatened to kill me. Anyway, I have seen the police come to our
neighborhood often enough, but they never do anything. One even made the
comment that Hunter would be a fool to take me on. I didn't hear
everything they said after that, but they were laughing and cracking
jokes. I overheard another cop say Hunter is probably the one who's
getting beat up in our house; he's just too embarrassed to admit it.

One day, he came home angry and frustrated with work. I was at the
neighbors and Don didn't open the door for him. He started shouting and
banging at the door. I heard the noises and came to our apartment with
Alicia in my arms. He was so angry he beat Don and me. The sight of
blood streaming down Don's head was too much for me. I had to leave, but
I'm sure he'll find me soon.

. .

13. What stereotypes may have come into play in the police response?

14. What are the barriers that prevent Felicia from reporting the
    violence?

**Instructor Tips---Case Study #5: He'll Find Me Soon**

-   The stereotypes of African-American women may not necessarily fit
    the stereotypical battered women paradigms of the small, delicate,
    helpless victim who is incapable of fighting back. In "Mules,
    Madonnas, Babies, Bathwater, Racial Imagery and Stereotypes: The
    African American and the Battered Woman Syndrome," Linda Ammons
    argues that racial stigma precludes many African-American women
    "from being considered vulnerable to battering because the
    stereotypes of black women are in contradiction to those associated
    with a 'classic' battered woman" (*Wisconsin Law Review*, 1995,
    1002--1080).

-   In a 1995 *Howard Law Journal* article, Shelby Moore explained the
    disadvantages for African-American women in reference to the
    stereotypes of the typical victim stating, "Specifically, African
    American women are viewed as angry, masculine, domineering and
    sexually permissive---characteristics which do not denote a
    'victim.' As a result, judges and juries are less likely to believe
    African American women are 'victims' when they assert self-defense
    while relying on the battered woman syndrome as the justification
    for killing their abusers." (Shelby A. D. Moore. (1995). Battered
    Woman Syndrome: Selling the Shadow to Support the Substance,
    *Howard* *Law Journal*, 38(297): 302--303. An excellent summary of
    the arguments surrounding battered women syndrome is presented in
    *When Bias Compounds: Insuring Equal Justice for* *Women of Color in
    the Courts* by Lynn Hecht Schafran and Krystal Wilson (National
    Judicial Education Program, n.d.).

-   The skepticism of law enforcement and the negative experiences of
    many African-American men in interactions with the criminal justice
    system, prevent Felicia from reporting the crime. Women often may be
    ostracized by the community for putting men in jail. There may also
    be a hesitancy to report crimes or talk about them outside the
    cultural community, as this could be viewed as "airing dirty
    laundry." In addition, Felicia may have risked losing the support of
    her family and community if she reported the violence.

**Case Study #6: The Banker**

Angie is an 18-year-old white woman who is in a long-term relationship
with Bryan, a 35-year-old banker. She has a 3-year-old son; she has
dropped out of high school and works at the local grocery store. Bryan
belongs to a prominent banking family. Angie and Bryan have been in a
relationship for 2 years. Angie has on several occasions gone to work
with bruises on her arms and has told her girlfriends, "Bryan takes care
of me really well. But he has a temper!"

One night when the violence was too much for Angie, she reported Bryan
to the police and moved in with her mother. The detective on the case
reported that there was strong evidence on three counts of sexual and
physical assault. Bryan, as usual, apologized to Angie and she visited
with him after the reported assault.

The DA's office declined the case.

15. What factors may have been at play in the DA's decision to decline
    the case? What role might gender have played? Age? Class? Race?
    Education?

16. Brainstorm strategies for handling this case.

**Instructor Tips---Case Study #6: The Banker**

-   Gender, age, education, and class all could have played a
    significant role in the DA's decision to decline the case.
    Additionally, Angie's visit with Bryan after reporting the assault
    did not help her case. It is quite possible that she did not know
    this could hurt her case or, as in many situations, wanted to give
    Bryan one more chance. We are not told of either Bryan's or the DA's
    race. Ask participants: Would there be a difference in the response
    if Bryan were white? African-American? Latino? Asian?

-   The strategies generated should be realistic. They could include
    identifying other witnesses, educating Angie about why she should
    report, providing counseling, asking her if she needs shelter, and
    making sure her child is safe.

**Case Study #7: He Made Me Feel Like a Woman**

Anna is a 45-year-old woman with cerebral palsy. She uses a power
wheelchair to get around. Anna lives in a house that she shares with her
husband, Larry, who attends to her health care needs.

After seeing your agency's ad on television, Anna calls your crisis line
to see if you can help her. She reports that Larry has called her
stupid, ugly, and worthless, saying she can't even "make him feel like a
man." Anna says that when she and Larry first started dating, he "made
me feel like a woman" for the first time in her life. In the 2 years
they have been married, Larry has forced her to cut off all ties with
her friends and family, insisting that he is the only one she needs. He
has frequently raped her, saying he could have sex with her any time he
wanted, as long as she is his wife.

Anna and Larry drank socially together when they were dating. Shortly
after their marriage, Anna discovered him using cocaine, and reports
that he now also drinks to excess. When he comes home intoxicated from a
night at the bar with his buddies, he picks fights with Anna that
usually end with him throwing things at her. Sometimes he does not come
home at all.

Anna, who is completely dependent on Larry for her health care needs,
reports that she has spent many nights having to sleep in her wheelchair
sitting in her own excrement. Larry also often neglects to feed her.
Anna received a call from her doctor's office yesterday and discovered
that Larry has been regularly canceling her appointments. She did not
tell the nurse about her situation out of fear of Larry's anger and the
prospect of being sent back to the nursing home.

For 22 years, Anna lived in a nursing home, where she was mistreated and
abused. She is beginning to wonder if Larry has been writing to her
family in Indiana saying that Anna is fine and the marriage is going
well. Anna's family was very upset with her when she married Larry so
soon (6 months) after leaving the nursing home.

17. What are the barriers that have prevented Anna from reporting the
    sexual assault and domestic violence?

18. How can your agency help Anna?

**Instructor Tips---Case Study #7: He Made Me Feel Like a Woman**

-   Disabled victims may fail to report crimes for fear that they may be
    perceived as incapable of caring for themselves and be assigned to
    assisted-living facilities. The fact that Anna is physically
    dependent on Larry and psychologically and emotionally abused by him
    possibly undermines her self-worth and confidence, making it harder
    to report Larry or to leave him. She may be unaware that his actions
    constitute marital rape.

-   The agency can assist in several ways. They can conduct a thorough
    intake, assessing what Anna feels will help her. They can educate
    her on domestic violence and advise a safety plan. The agency can
    provide peer support and help her maintain her relationships with
    family and friends. Legal advice and counseling are other ways of
    helping Anna.

**Case Study #8: In Front of the Court**

Kim, a 14-year-old Korean student, is a victim of sexual assault. Kim
does not talk about the incident to her parents, but confides instead in
a cousin who is a schoolteacher. She pleads with the cousin not to tell
her parents as she is afraid that they will be angry with her and disown
her. The cousin convinces Kim that she needs to press charges against
the perpetrator. Kim is afraid of her parents and of what the rest of
the community will say. She is intimidated about appearing in court and
nervous about the entire process. Kim's cousin promises to be with her
and help her.

Kim's parents hear about the incident only after she presses charges.
The cousin reports that the parents are furious and accuse Kim of being
loose and of being "too American." "What can you expect when you wear
tight, revealing clothes and go to parties late into the night. You have
brought shame on the family. How will your sister ever get married now?"
they shout at her.

The case finally goes to court and Kim is assigned a court interpreter.
She watches as the interpreter and the perpetrator laugh and smoke
together as they wait for the case to be tried. The prosecutor's office
seats Kim's family in the front of the courtroom, thinking that this
will make her feel comfortable and that her family will be supportive of
her. Instead, Kim never looks at her family. She is evasive and shaky
about the details of the incident and flinches each time the words
"rape" or "sex" are used.

19. What are the barriers preventing Kim from reporting the rape?

20. What could the prosecutor's office have done differently?

21. What are the interpreter issues? Brainstorm some of the guidelines
    for the selection and use of an interpreter.

**Instructor Tips---Case Study #8: In Front of the Court**

-   For many immigrant families, shame surrounding rape or sexual
    assault makes it more difficult to report such cases or even
    acknowledge them. In these instances, they may risk loss of family
    or community support as the incident is perceived as damaging the
    family's reputation. Often the assumption is that the victim is at
    fault. In many cultures it is customary for certain types of cases,
    particularly sexual assaults and domestic violence, to be addressed
    by the family or community.

-   The prosecutor's office should have asked Kim if she would want her
    family in the front of the court room. They also could have talked
    to Kim's cousin. Service providers and the criminal justice system
    need to broaden their understanding of what is helpful to victims.
    In this case, perhaps Kim should not have been forced to testify in
    court. For some cultures, having a representative of the victim
    appear in court, or having the victim submit a written statement,
    may be more appropriate and valuable.

-   Frequently, interpreters are biased and dissuade victims from
    seeking the protection of the court. Subtle biases may include
    inserting their own interpretations and opinions into the dialogue.
    Prosecutors need to be careful about the selection of the
    interpreter. Selecting an interpreter who speaks the same language
    as the victim is just the first step. Using the victim's friends and
    family is problematic, as the victim may be too ashamed to share all
    her information with a family member or may fear it will be repeated
    to other community members. Or, family members may interpret the
    situation in light of their own biases. Never use a child as an
    interpreter.

    **Case Study #9: Teasing**

You are a member of the Interagency Sexual Assault Council and are asked
to review a case involving a 14-year-old Latina, Rachel, who is reported
to have been sexually assaulted by more than one offender. The offenders
are reported to have a history of assault, and the name and address of
one of the other victims has been provided by Rachel's mother, Mrs.
Peralta.

You understand that Mrs. Peralta and her daughter waited 2 weeks before
filing the report. Initially, Mrs. Peralta told the officer that her
daughter was being teased by these boys in the neighborhood. "It is so
bad," she said, "that my daughter has not slept for 2 weeks. I have
asked her to try to forget about it, but she can't. She cries and can't
do her schoolwork."

A week later, Mrs. Peralta and Rachel came back and said that the boys
had "tried to force themselves on Rachel," and had done the same thing
to a 13-year-old girl in the neighborhood. Upon further questioning, it
is reported that Rachel and her mother filed a complaint of sexual
assault.

The DA's office has dismissed the case on the grounds that the original
complaint was filed 2 weeks after the event, was later changed to sexual
assault, and the other "victim" did not file a complaint and, when
approached, denied any such incident involving her.

The DA believes this is a case of "teasing" and "barrio rivalry."

22. What factors may be preventing Mrs. Peralta and Rachel from
    reporting the case?

23. Do you think race or gender may play a role in the DA's decision?
    Why?

24. What strategies could be used to help Mrs. Peralta articulate her
    story?

25. How might the DA's decision have an impact on future reporting? What
    long-term strategies can be used to encourage reporting in
    communities?

**Instructor Tips---Case Study #9: Teasing**

-   For many immigrant families, shame surrounding the reporting of
    sexual assault makes it difficult to report or even acknowledge such
    cases; hence the delay in reporting this case. In these instances,
    they may risk loss of family or community support as the incident is
    perceived as damaging the family's reputation. Often the assumption
    is that the victim is at fault. In many cultures, it is customary
    for certain types of cases to be addressed by the family or
    community. Additionally, Mrs. Peralta may be unaware of the fact
    that Rachel's testimony about what happened has value.

-   Ask participants to consider whether the reaction from the DA's
    office would be different if Rachel and Mrs. Peralta were white.
    African-American? Asian? Is there an element of cultural
    justification in the DA's response that this is a case of teasing?
    This is an opportunity to talk about cultural defense versus
    cultural considerations. Using culture as a justification for sexual
    assault is dangerous and misleading. Too often this defense relies
    on stereotypes that violence against women is an accepted and
    integral part of certain cultures. Unfortunately, such violence is
    pervasive in all cultures, and almost all cultures have informal and
    formal systems to curb it. Gender stereotypes may also come into
    play in the DA's minimizing of the crime. Ask participants what
    these stereotypes might be.

-   Mrs. Peralta and Rachel find it difficult to acknowledge what has
    happened and to state it makes the acknowledgment final. By going to
    the DA's office, Mrs. Peralta is communicating something important.
    Going to the DA's office is a major step for her, one that she has
    wrestled with for 2 weeks. Mrs. Peralta is trying to communicate
    something serious through statements such as, "It is so bad that my
    daughter has not slept for 2 weeks." Had the DA known the cultural
    stigma associated with reporting sexual assault, she or he may have
    been able to gently probe or read between the lines and make it
    easier for Mrs. Peralta to report the crime during the initial
    visit. The DA's office could have asked for a counselor or other
    family members to be involved.

**Case Study #10: To Walk in Another's Shoes**

A robbery is reported at a Sikh temple, and the police are contacted.
The police officer enters the temple to record the damage and looks for
signs of a break-in. The worshipers and the priest appear angry and
refuse to cooperate with the investigation. One of the worshipers
finally says, "You are insulting us by wearing your shoes in a place of
worship."

26. What are the cultural issues in this case?

27. What can the police officer do in this situation?

**Instructor Tips---Case Study #10: To Walk in Another's Shoes**

-   In this case, it is a religious custom to remove one's shoes before
    entering a place of worship.

-   Although the officer's intention was to help, he or she violated the
    sanctity of the Sikh temple by entering in the manner he or she did.
    Although it might be against police procedure and unwise to remove
    shoes, a respectful initial conversation might have avoided the
    insult.

    If the police had already made the effort to build a relationship
    with the priest, there would have been a higher level of mutual
    understanding and respect.

-   **Case Study #11: The Missing Spoons**

You have a degenerative muscular disorder and are in a wheelchair.
Although you can't drive, you are able to live fairly independently. You
have a caregiver, Carla, who comes by once a day, runs errands for you,
and helps with other chores around the house. Carla is cheerful and
generally quite helpful. However, you begin to notice that things are
missing from your house. Since no one else comes to the house except
Carla, you suspect she has been stealing from you. You first notice that
your sterling silver spoons are gone. Later, you miss a brooch from your
dresser and \$200 from a drawer in the kitchen.

You call a victim assistance program and, after several minutes
listening to tiresome automated messages, a human voice mechanically
asks you a series of questions, which you answer. You then describe what
you suspect. The woman at the other end of the line is speaking
extremely slowly and loudly. She says, "Have you double-checked? Could
you just have forgotten where you kept them?" This angers you, and you
are already regretting having called. The woman from victim services
says they will send someone to your house to investigate the robbery and
evaluate if you might need to be moved to an assisted-living facility.

You are furious!

28. What impact might this sort of experience have on reporting by
    victims with disabilities?

29. What could victim-services personnel have done differently?

**Instructor Tips---Case Study #11: The Missing Spoons**

-   Disabled victims may fail to report crimes for fear they may be
    perceived as incapable of caring for themselves and be assigned to
    assisted-living facilities or institutions.

-   Automated voice technology can seem distant, frustrating, or
    confusing to some people, who are relieved when they hear a person's
    voice. The initial conversation is crucial in setting a tone for
    subsequent interaction; therefore, the intake person should be warm
    and empathetic. Operators also need to check their assumptions about
    disabled victims. In this case, the operator was assuming that the
    victim may have a mental disability. Also, before rushing to
    recommend assisted living, victim services personnel need to
    evaluate the case carefully.

-   More extensive outreach by the agency would help educate agency
    employees about disabled victims and build relationships between the
    agency and the community.

**Case Study #12: Turf Battles**

A representative of the victim outreach program in a local police
department contacted the owner of a vehicle whose tires had been slashed
3 days earlier. The purpose of the call was to inform the victim of his
legal rights and update him on developments in the investigation.

When a man answered the phone with a strong Latino accent, the outreach
officer identified himself and asked for the owner of the vehicle. The
man hesitated, then identified himself as the owner. He asked
suspiciously what he could do for the officer.

The outreach officer said, "Yes. I understand your tires were slashed
the other day."

"That's right," answered the vehicle owner. "I already gave my report at
the station. You haven't found the criminal yet have you? I didn't
expect you guys to get to the investigation for a couple of weeks at
least."

"No, but we're working on it. Where was your car parked? I can't tell
you how many times this has happened in the gang-infested sections of
the city."

"It was parked right outside my house. There weren't any other tires
slashed on the street. It was a personal attack, I'm sure."

"Well, you have the right to press charges if we find the guys. But I'm
telling you from experience, you get involved with these turf battles,
this is the kind of thing that happens. How old are you?"

"I am 23 years old," answered the vehicle owner. "Why?"

"It's always the young ones that get mixed up in this stuff. I wouldn't
press charges if I were you. I'd just get out now, when it's still only
tires they're slashing."

30. What stereotypes are operating in this interaction?

31. How do the stereotypes prevent the victim from receiving the help
    and support that he might need?

32. How could the outreach officer work to overcome the victim's
    stereotypes as well as his own?

**Instructor Tips---Case Study #12: Turf Battles**

-   The victim's stereotypes of the police lead him to assume the worst.
    He does not expect a call from the police department and doubts the
    perpetrators will be caught. This prevents him from being open with
    the outreach officer. The officer hears the victim's accent and
    immediately assumes the victim is part of a gang war. Instead of
    reaching out to the victim, he alienates him.

-   When victim advocates ask questions before giving advice, they learn
    a lot about the victims, the crime, and the victims' needs. When an
    advocate's strategy is to listen first and talk later, he or she can
    avoid leaping to conclusions that may be based on stereotypes or
    misinformation.

**Case Study #13: Premises Vacated**

You are a victim assistance professional in a prosecutor's office. Your
office is prosecuting two men and a woman for vandalizing a small
hardware store. A month ago, the accused allegedly threw bricks through
the windows of a hardware store owned by a Jewish family. They
spray-painted the doors and walls with swastikas and slurs against Jews.
They nailed boards across the doors and painted on them "Closed" and
"Premises Vacated." Your office is trying the case as a hate crime.

You have had difficulty providing assistance to the owners of the store.
Your responsibilities are to explain the legal process and their legal
rights, and offer some degree of emotional support. You have reached out
more than once to the man who reported the crime and invited him to come
in for an appointment.

He has said to you, "Put these Nazis in jail, and I'll come for a
visit." He says that if you are so interested, the whole neighborhood
would like to hear from you. He invites you to come see the destruction
and vandalism for yourself. You explain that you have looked carefully
at all the pictures, that you are very familiar with what happened
there, and that you would need to cancel several appointments in order
to make the trip across town. You invite him once again to come to your
office.

The man yells into the phone, "If you want to help, help! If you are
scared, then so be it. Sit back and let another Holocaust happen. Sit
back and call me paranoid. This is exactly how the last one started. You
ask anyone here. You ask anyone." Before you can respond, the man hangs
up.

33. What are some of the issues in this case? What are the different
    perspectives of the victim assistance professional and the
    storeowner? How do these perspectives affect their interaction?

34. What are some realistic strategies the victim assistance
    professional can employ, given limited time and resources?

**Instructor Tips---Case Study #13: Premises Vacated**

-   The victim assistance professional sees this hate crime as a
    specific case that must be tried. She or he has a clear definition
    of the victim (the Jewish owners of the store). The owner, however,
    sees the vandalism in a larger context. He is aware that, while his
    family has lost the store, many other Jewish people in the community
    have been victimized as well. He sees this as a threat to the safety
    of Jews, not just that of his family. The type of vandalism is
    reminiscent of the early days of Hitler's rise to power.

-   The victim assistance professional first should broaden the
    operating definition of crime and victim. A simple strategy in
    talking to the shop owners is to listen and affirm their fears and
    anxieties. Second, he or she should understand the impact this crime
    has had on the community. Realizing that the best way to reach the
    shop owners is through the community at large, she or he might want
    to find a way to inform the community about the legal proceedings.

**Case Study #14: Shattered Glass**

You are a transgender female driving through Dupont Circle at 1:00 a.m.
You see two men in a scuffle. You slow down to pass them and, trying to
be helpful, you roll down your window enough to say, "Come on guys,
whatever it is, it's not worth it."

Before you know it, a fist crashes through the window, shattering the
glass, and lands on the side of your face. The man who has hit you
yells, "You keep out of this you f\-\-\-\--." The other man, bleeding
profusely from a cut above his eye yells, "Hey! Do you still have a
dick?" followed by a string of profanities. Stunned, you sit at the
wheel. Slowly, you pick up your cell phone and call 911.

The police and emergency medical crew arrive in minutes. Seeing the
glass, the police come up to you and ask, "Is anyone hurt?" Before the
words are out of his mouth, his partner, a female police officer says,
"We should have known. It's just one of those d\-\-- queers," and they
turn away swearing in disgust.

The police officers proceed to interview the men who had been involved
in the scuffle. One of the emergency medical technicians comes up to you
and yells to her partner, "You're going to need your gloves for this
one. I am not going to risk getting AIDS." The police officer walks back
to you and says, "You are being charged with assault. ..."

35. What are the assumptions the police officers are making?

36. How might encounters like this have an impact on future reporting by
    members of the GLBT (gay, lesbian, bisexual, and transgender)
    community?

**Instructor Tips---Case Study #14: Shattered Glass**

-   The police assume the transgender female is the perpetrator, not the
    victim. This results in revictimizing the victim.

-   Negative experiences with law enforcement may make gay, bisexual,
    lesbian, and transgender victims reluctant to report crimes. As a
    result, they may wait to report all but very serious crimes.
    Consequently, the police may see more violence in cases involving
    gays and lesbians and assume they are prone to more severe violence.

**Case Study #15: Cruel Capabilities**

You are an elderly white man, living with your son and daughter-in-law.
Two years ago, you suffered a major stroke, and since then several
smaller strokes have diminished your ability to speak or move around
independently.

After the stroke, your son couldn't look at you. He seemed ashamed to
talk to you. His wife took over all the care except that which required
moving you from your bed to the wheelchair, helping dress you, or
bathing you. Your son became rougher and more careless with you as
months went by. Once, while moving you into the bathtub, he let your
head bang hard against the tub. Another time, he left you for 20 minutes
straddled between the bed and your chair as he talked on the phone.
Recently, he has refused to help dress you, so you have been left in bed
for days at a time.

He complains often about the cost of medicine and doctor bills. You even
overheard him saying to his wife, "It's time the old man kicks off."

You are deeply ashamed by your son's disrespect. You wonder if you
raised this man who is capable of being so cruel. You think that you
must have hurt him terribly in the past for him to act like this.

Yesterday, you received a prescription from the pharmacy. Inside the bag
was a leaflet that asked, "Are you the victim of elder abuse?" You look
away in disgust without reading the rest of the message.

37. What are some of the factors that obstruct the man's likelihood of
    finding help?

38. What can victim advocates do to reach people in this situation?

39. What on the leaflet caused the man to stop reading? What are other
    ways that the leaflet might have been worded?

**Instructor Tips---Case Study #15: Cruel Capabilities**

-   Some of the barriers in this case are physical ability (it is
    difficult to make a telephone call or initiate contact with the
    outside world), shame about the situation, and self-blame. Other
    barriers might be the fear of getting his son into trouble, being
    moved to an institution, or being judged for raising a son who would
    act like this.

-   Including a flier in pharmacy deliveries is an excellent method of
    outreach. Other methods used are messages on placemats delivered by
    Meals on Wheels and fliers delivered by the post office. Some
    organizations coordinate volunteer "buddy" programs so elderly
    people can have contact with someone in the outside world. Victim
    agencies can team up with health care providers to train doctors and
    nurses to recognize the signs of abuse and provide their patients
    with information and support.

-   The use of the words "victim" and "abuse" may have triggered a
    negative reaction. Fliers can use softer language, or frame elder
    assistance programs in the context of strengthening families. For
    example, the flier could have read, "Having difficulties at home?
    Are the transitions to old age difficult or sometimes painful for
    you and your caregivers?"

**Case Study #16: A Large Lake**

A man comes to your victim services clinic for guidance. His mother
recently was killed by a reckless driver, and he hopes to receive advice
from you about legal steps he might take.

You begin the intake interview by asking him to talk a little about
himself. He tells you that he is middle aged, spent most of his
childhood on a Cherokee reservation, is a high school physics teacher,
and has lived in the city for 18 years. His mother was visiting him here
for a few weeks.

Then you ask him to tell you what happened. He tells you that last night
he imagined walking by a large lake, and in the distance he saw a white
bear. Walking faster and faster, he tried to reach the bear, but the
faster he walked, the more distant the bear became.

You smile and nod, waiting for him to go on. After a period of silence,
you ask, "Was your mother hit by the car here in the city?"

"Yes," is the reply. And another period of silence.

"How can we help you? What is it that you need?" you ask.

The man looks at you for a moment, says, "Thank you for your time," and
leaves.

40. What were some of the communication issues that made this
    interaction difficult?

41. What did the victim service provider do that was effective?

42. What might he or she do to be more effective?

**Instructor Tips---Case Study #16: A Large Lake**

-   The man is communicating something important with his story of the
    bear, but the provider does not understand the message. Some people
    will be more comfortable discussing feelings, emotions, and needs
    through images, stories, and symbols. If a victim service provider
    does not have a shared context with a victim, it is difficult to
    understand these messages.

-   The provider opened the meeting by inviting the man to talk about
    himself. She or he got valuable information as a result of this
    open-ended and interested question.

-   If the provider had continued to build a relationship, creating a
    shared context, the message in the story may have been clarified.
    Second, she or he might have asked the man to talk a little bit more
    about the image, asking for more detail. Another strategy might be
    to move from open-ended questions to a more directed approach;
    rather than relying on the man to articulate his needs (which he
    might feel he has already done), offer him several options.

**Case Study #17: On the School Bus**

A 5-year-old second generation Chinese-American child, David, comes home
and says that he doesn't want to go to school any more because he has
been teased and beaten up on the school bus. His grandfather, a
68-year-old Chinese immigrant, goes to the bus stop with his grandson
the next day to identify the children who had teased and hit his
grandchild. The grandfather approaches one 8-year-old boy, Tom, pats his
head, and tries to ask the boy questions in his halting English. Tom is
scared by this old Chinese man and does not quite understand him, so he
turns his back and tries to run. The grandfather grabs the boy's arm in
an effort to restrain him so he can talk to Tom.

Tom's father reports this incident to the sheriff's office. Sheriff
Anderson investigates, but he can't communicate with the grandfather
because the grandfather speaks little English. An interpreter is called
to help. After the interview, Sheriff Anderson moves the case to court
and a date is set for a hearing. The interpreter goes to the court with
the grandfather. A public attorney, Mr. Swedlund, is assigned to the
case. The interpreter explains the situation to Mr. Swedlund. The
interpreter also tries to explain the cultural issues in the case. But
Mr. Swedlund says, "Even though an adult may be permitted to grab a
child in China, he is in the U.S. This is still an assault." Mr.
Swedlund suggests that the grandfather plead guilty so the case will not
go to trial. The interpreter explains the suggestions to the
grandfather, but the grandfather is totally confused. He believes that
he didn't do anything wrong. All he did was grab a boy's arm and try to
ask him questions. He is bewildered that he is in the court. "Is this
justice?" he asks. "My grandson was beaten and teased to the point that
he did not want to go to school. Should not that be the punishable
crime?"

When the judge calls the grandfather's name, the interpreter goes with
him. The judge asks him questions and the interpreter translates them to
the grandfather. However, the grandfather is nervous and confused. The
judge asks him the same questions again and the interpreter translates
again. The grandfather just stands there and is too nervous to answer
the questions. The interpreter says to the judge, "Your honor, he is
very nervous, and this is all too new to him. He needs time to think
about your questions." The judge says, "Well, you better tell him to
answer my questions soon. I am losing my patience." The interpreter
translates the judge's words to the grandfather who becomes even more
nervous.

43. What are the cultural issues?

44. What are the issues from the grandfather's perspective?

45. What are the issues from the public attorney's perspective?

46. What are the issues from the judge's point of view?

Brainstorm some realistic strategies for the interpreter.

**Instructor Tips---Case Study \# 17: On the School Bus**

-   In traditional Chinese culture, when an elder pats your head in a
    nonthreatening manner, it means that the elder wants you to feel
    that he or she is friendly and means no harm.

-   When elders ask a young person questions, elders expect the youth to
    stand straight, listen to him or her, and answer the questions. If
    the youth tries to run away, it is considered very bad manners, and
    the elder can grab the youth to have his or her questions answered.

-   Often, new immigrants are not familiar with U.S. law or culture and
    find them confusing and intimidating.

-   This is a good opportunity to discuss cultural considerations versus
    a cultural defense. By examining cultural motivations in this
    situation, providers would not use culture as a rationale or
    justification, but instead would understand the behavior in its
    cultural context in order to be knowledgeable and effective in
    addressing the case appropriately.

**Case Study #18: The Intervening Interpreter**

You are a child advocate in the victim assistance division of a large
child-abuse prevention agency. You have been assigned the case of two
Bosnian children who recently arrived in the United States and have been
living with a foster family for the past 4 months. The children are
sisters; one is 15 years old, the other is 10.

The case was referred to your agency by a social worker in a nearby
hospital. The younger of the two sisters arrived at the emergency room
with a large cut on her hand that was bleeding profusely. As the nurse
was preparing the girl for stitches, he noticed many scars on her arms
and legs. The scars appeared to be the result of deliberate cuts. When
he asked the girl about the scars, she simply shook her head in
confusion.

As the hospital reported that the girl did not seem to speak much
English, you bring a Bosnian interpreter with you on your first home
visit. The foster parents welcome you warmly, invite you in, and listen
attentively as you express your concerns. They say that they had noticed
similar scars on both the girls when they came to live with them. They
had asked the girls about them, but both had seemed uncomfortable and
embarrassed with the subject. They worried that the girls had been
victims of abuse within their families or of violence due to the war in
the former Yugoslavia.

After your conversation with the parents you ask to meet with the girls.
The parents hesitate and suggest that you come back later. You insist
firmly, and finally they agree. After the foster parents have left the
room, the older girl begins crying and talking quickly to the
interpreter. She gestures toward her foster parents' room, and looks
over her shoulder nervously. You cannot understand what she is saying,
but she seems to be pleading with the interpreter.

The interpreter tells you that the girl is very grateful to her foster
parents, that she does not want to be sent back to Bosnia, and that her
younger sister simply cut herself accidentally. The interpreter says
that the girl insists they are happy.

You feel uncomfortable with the interpreter's translation, as both
girls' body language is telling you more. However, this is the only
Bosnian interpreter your agency has been able to find.

47. What are some of the issues that may obstruct the child advocate
    from making an accurate assessment of the situation?

48. How can the advocate learn more?

49. How can the advocate identify and compensate for any bias on the
    part of the interpreter?

**Instructor Tips---Case Study #18: The Intervening Interpreter**

-   Language is only one of the challenges faced by the child advocate
    in this case. The children come from a different cultural background
    than the foster parents, they recently emerged from a volatile
    region, and they have not been living with the family for a long
    time. The foster parents could be abusing the children, but they
    just as likely could have been victims of violence or abuse in their
    home country. They are possibly suffering from culture shock,
    homesickness, grief at the loss of family members, and
    post-traumatic stress disorder. They may be afraid that if they were
    to report any current abuse, they would be sent back to Bosnia.

-   By creating a relationship with the children over time, meeting them
    regularly, watching for new cuts or signs of recent violence, and
    gaining their trust, the advocate would be able to learn more about
    the situation. Relying on nonverbal communication, such as body
    language, art, and pictures would allow the advocate and the
    children to bypass the interpreter in some of their interactions.

-   Before working with the children, the child advocate should have a
    conversation with the interpreter to assess any potential bias
    created by personal experience and opinions. Once the advocate knows
    that, for instance, the interpreter has recently come from Bosnia
    and believes that any violence here is preferable to what he or she
    encountered in Bosnia, compensations can be made in the translation.
    Often certain words and phrases are not easily translated into
    English. In such situations, it may be necessary for the interpreter
    to use many sentences to communicate one word. In this case, the
    girl spoke a long time with the interpreter while the advocate
    simply received a summary of the conversation. For a more accurate
    translation, the advocate could insist that each sentence be
    relayed.

    **Worksheet 9.1**

    **Self-Awareness Inventory**

Using the scale below each statement, evaluate your own values,
attitudes, and beliefs. Circle a 1 if you strongly disagree with the
statement; a 5 indicates strong agreement; and 2, 3, and 4 are points
along the continuum.

**Members of a helping profession such as victim assistance should
refrain from getting personally involved with victims they serve.**

*Strongly Disagree Strongly Agree*

1 2 3 4 5

**Women are rarely violent.**

*Strongly Disagree Strongly Agree*

1 2 3 4 5

**Violence is more prevalent among persons of low income.**

*Strongly Disagree Strongly Agree*

1 2 3 4 5

**A higher spiritual power should guide our behavior and thinking.**

*Strongly Disagree Strongly Agree*

1 2 3 4 5

**People usually become crime victims as a result of their poor
choices.**

*Strongly Disagree Strongly Agree*

1 2 3 4 5

**Domestic violence laws should apply to homosexual as well as
heterosexual couples.**

*Strongly Disagree Strongly Agree*

1 2 3 4 5

**People with developmental disabilities are more traumatized by
victimization than are individuals without disabilities.**

*Strongly Disagree Strongly Agree*

1 2 3 4 5

**Culture and race are not factors in a professional helping
relationship; as human beings, we are more similar than different.**

*Strongly Disagree Strongly Agree*

1 2 3 4 5

**The needs of victims must sometimes override a supervisor's
directive.**

*Strongly Disagree Strongly Agree*

1 2 3 4 5

**Illegal residents should be entitled to the same protections of the
law as citizens.**

*Strongly Disagree Strongly Agree*

1 2 3 4 5

**Victims with substance abuse problems are likely to lie.**

*Strongly Disagree Strongly Agree*

1 2 3 4 5

Worksheet 9.2

NVASC Standards for Victim Assistance Programs and Providers

Developed by the National Victim Assistance Standards Consortium (NVASC)

**Section I: Scope of Services**

-   **Ethical Standard 1.1:** The victim assistance provider understands
    his or her legal responsibilities, limitations, and the implications
    of his/her actions within the service delivery setting and performs
    duties in accord with laws, regulations, policies, and legislated
    rights of persons served.

-   **Ethical Standard 1.2:** The victim assistance provider accurately
    represents his or her professional title, qualifications, and/or
    credentials in relationships with persons served and in public
    advertising.

-   **Ethical Standard 1.3:** The victim assistance provider maintains a
    high standard of professional conduct.

-   **Ethical Standard 1.4:** The victim assistance provider achieves
    and maintains a high level of professional competence.

-   **Ethical Standard 1.5:** The victim assistance provider who
    provides a service for a fee informs a person served about the fee
    at the initial session or meeting.

**Section II: Coordinating within the Community**

-   **Ethical Standard 2.1:** The victim assistance provider conducts
    relationships with colleagues and other professionals in such a way
    as to promote mutual respect, public confidence, and improvement of
    service.

-   **Ethical Standard 2.2:** The victim assistance provider shares
    knowledge and encourages proficiency in victim assistance among
    colleagues and other professionals.

-   **Ethical Standard 2.3:** The victim assistance provider serves the
    public interest by contributing to the improvement of systems that
    impact victims of crime.

**Section III: Direct Services**

-   **Ethical Standard 3.1:** The victim assistance provider respects
    and attempts to protect the victim's civil rights.

-   **Ethical Standard 3.2:** The victim assistance provider recognizes
    the interests of the person served as a primary responsibility.

-   **Ethical Standard 3.3:** The victim assistance provider refrains
    from behaviors that communicate victim blame, suspicion regarding
    victim accounts of the crime, condemnation for past behavior, or
    other judgmental, anti-victim sentiment.

-   **Ethical Standard 3.4:** The victim assistance provider respects
    the victim's right to self-determination.

-   **Ethical Standard 3.5:** The victim assistance provider preserves
    the confidentiality of information provided by the person served or
    acquired from other sources before, during, and after the course of
    the professional relationship.

-   **Ethical Standard 3.6:** The victim assistance provider avoids
    conflicts of interest and discloses any possible conflict to the
    program or person served, as well as to prospective programs or
    persons served.

-   **Ethical Standard 3.7:** The victim assistance provider terminates
    a professional relationship with a victim when the victim is not
    likely to benefit from continued services.

-   **Ethical Standard 3.8:** The victim assistance provider does not
    engage in personal relationships with persons served which exploit
    professional trust or which could impair the victim assistance
    provider's objectivity and professional judgment.

-   **Ethical Standard 3.9:** The victim assistance provider does not
    discriminate against a victim or another staff member on the basis
    of race/ethnicity, language, sex/gender, age, sexual orientation,
    (dis)ability, social class, economic status, education, marital
    status, religious affiliation, residency, or HIV status.

-   **Ethical Standard 3.10:** The victim assistance provider furnishes
    opportunities for colleague victim assistance providers to seek
    appropriate services when traumatized by a criminal event or client
    interaction.

**Section IV: Administration and Evaluation**

-   **Ethical Standard 4.1:** The victim assistance provider reports to
    appropriate authorities the conduct of any colleague or other
    professional (including oneself) that constitutes mistreatment of a
    person served or that brings the profession into dishonor.

    Worksheet 9.3

    Elderly Victim

    1.  What are the facts of this case?

    2.  Where do you think there are ethical dilemmas---conflicts
        between the victim service provider's behavior and the Standards
        for Victim Assistance Programs and Providers?

    3.  What actions would you recommend to solve the ethical dilemma?

        Worksheet 9.3

        Elderly Victim (Instructor Only)

    ```{=html}
    <!-- -->
    ```
    1.  What are the facts of this case?

-   Addie Austin is traumatized by her husband's murder and is paranoid.

-   Gene Wade has failed to establish clear professional boundaries with
    Addie. Gene meets with Addie in her home rather than at his office
    and looks through her personal papers for the necessary documents to
    complete her application for victim compensation.

-   Addie is growing increasingly dependent on Gene, and he does not
    challenge her thinking that he is all she needs to deal with the
    death of her husband.

    2.  Where do you think there are ethical dilemmas---conflicts
        between the victim service provider's behavior and the Standards
        for Victim Assistance Programs and Providers?

  --------------------------- -------------------------------------------
  **Ethical Standards**       **Practical Considerations**

  3.2 Best interest of person Addie needs help to complete her victim-
  served                      compensation forms and is unlikely to
                              follow through with a referral for
                              counseling.

  3.8 Dual relationship       Addie depends on Gene to help her with
                              everything.

  1.4 Professional competence Addie's paranoia requires an outside
                              referral from Gene.
  --------------------------- -------------------------------------------

1.  What actions would you recommend to solve the ethical dilemma?

2.  Gene could continue on the track he has been on, helping Addie with
    everything he can and providing emotional support as she struggles
    with trauma and paranoia.

Pro: Gene gets to continue feeling useful, and Addie stays within her
comfort zone.

Con: Addie is suffering from trauma and does not receive the therapy she
needs for healing and recovery. She may also become increasingly
dependent on Gene for support.

-   Gene realizes that he has made a mistake by letting Addie depend on
    him so much. He refers Addie to another victim assistance provider
    who can make the needed referral to a counselor.

Pro: Addie gets the help she needs from a therapist, and Gene removes
himself from a dual relationship.

Con: Addie may feel abandoned by Gene, which could add to her trauma.
She might also refuse to see a counselor.

-   Gene realizes that he has formed a dual relationship with Addie and
    decides to refer her to a counselor. He prepares Addie for the
    visit, convinces her that it is a good idea, and accompanies her on
    the first visit. Once he completes his work with her victim
    compensation, he terminates the relationship.

Pro: Addie gets the help she needs, and feelings of abandonment are
minimized. Gene extracts himself from a dual relationship.

Con: Addie may still have some feelings of abandonment.

Worksheet 9.4

Applying the Decisionmaking Process

Briefly describe the ethical dilemma.

Assess facts.

2\. Identify the ethical standards and the corresponding practical
considerations that are in conflict.

3\. Brainstorm at least three (preferably more than five) courses of
action and the\
consequences of each.

4\. Consult peers or supervisor.

5\. Choose the best option and act.

6\. Evaluate: How can this situation be avoided in the future?

Worksheet 10.1

Resilience Assessment

With "5" being high and "1" being low, put a circle around the number
that you believe best represents you and a square around the number that
you believe best represents your agency.

**Self-Knowledge and Insight**

Self-Esteem 5 4 3 2 1

Inner Locus of Control 5 4 3 2 1

Independence 5 4 3 2 1

**Sense of Hope**

Optimism 5 4 3 2 1

Sense of Humor/Ability to Have Fun 5 4 3 2 1

**Healthy Coping**

Utilization of Skills and Abilities 5 4 3 2 1

Creativity 5 4 3 2 1

Planning 5 4 3 2 1

Addressing Negativity Proactively 5 4 3 2 1

**Strong Relationships**

Attachment to Others 5 4 3 2 1

Seeking and Giving Support 5 4 3 2 1

**Personal Perspective and Meaning**

Morality and Integrity 5 4 3 2 1

Spirituality 5 4 3 2 1

Coherent Life Meaning 5 4 3 2 1

Worksheet 10.2

Personal Resilience Development Plan

**Resilience Challenge Column:** Write down those areas in which you
scored yourself as a "1" or "2" on the Resilience Assessment and would
like to improve your resilience.

**Strategy Column:** Using **Worksheet 10.3, Resilience Strategies**,
identify a strategy you will use to strengthen your resilience in these
areas.

**Action Plan Column:** Based on the strategy you have identified, write
down action steps you will take to implement the strategy.

  ----------------------- ----------------------- -----------------------
  **Resilience            **Strategy**            **Action Plan**
  Challenge**                                     

                                                  

                                                  

                                                  

                                                  
  ----------------------- ----------------------- -----------------------

Worksheet 10.3

Resilience Strategies

-   Worksheet 11.1

    Types of Working Relationships

    The purpose of this activity is for participants to identify and
    analyze a relationship between one of their organizations and
    another to determine whether the relationship is based on
    cooperation, coordination, collaboration, or partnership.

```{=html}
<!-- -->
```
-   Pick one relationship as volunteered by a member of your group.

-   Review the elements of the different types of relationships and
    circle those elements that are present.

  ----------------------------------------------------------------------------------------------
  **Elements**        **Cooperation**   **Coordination**   **Collaboration**   **Partnership**
  ------------------- ----------------- ------------------ ------------------- -----------------
  **Characteristics   Trust and         Integrity and      Understanding and   Commitment and
  of Relationship**   reliability       discipline         selflessness        ownership

  **Nature of         Informal, ad hoc  Semi-formal        Formal              Formal, legal
  Relationship**                                                               incorporation

  **Involvement**     As few as two     Several, maybe     Several, many       New or refined
                      people            horizontal         horizontal and      organization
                                        organizational     vertical            
                                        slices             organizational      
                                                           slices              

  **Resource          Minimal           Moderate           Major               Major
  Investment**                                                                 

  **Control over      Unchanged         Modified original  Shared or           Legally binding
  Resource**          original          organizations      transferred to new  
                      organizations                        unit                

  **Authority to Make Retained by       Retained by        Transferred to new  Create new
  Decisions**         original          original           unit                structure
                      organizations     organizations                          
  ----------------------------------------------------------------------------------------------

Worksheet 11.2

Collaboration Scenario: Mental Health

For the first time, the mental health leaders in your community have
invited victim service providers to collaborate with them in developing
a victim needs assessment protocol. You and your colleagues have heard
good things about the people involved in this proposed collaboration,
but none of you knows them personally.

In addition to your initial invitation, you were added to a project
listserv and sent in advance of the meeting a detailed agenda and
project goals that clearly are written from a mental-health perspective.
While the first meeting was well-structured, the victim advocates felt
that they had few opportunities to really get to know the mental health
members or offer significant input. The mental health members did not
appear truly interested in concrete suggestions from the victim advocate
members.

At the after-meeting of the victim advocates, people commented that the
group was all female; while the vision and goals were clear, they did
not reflect a victim-centered perspective, and since the project relied
solely on volunteers, there were concerns about limited time and
resources.

Worksheet 11.2

Collaboration Scenario: Mental Health (Instructor Only)

  ----------------------- --------- -------------------------------------
  **1. Factors related to           
  the environment**                 

  History of              NO        There has been no history to date,
  collaboration or                  but this can be viewed as a good
  cooperation in the                opportunity.
  community.                        

  Collaborative group     YES       It is likely that both groups are
  seen as a legitimate              respected as leaders.
  leader in the                     
  community.                        

  **2. Factors related to           
  membership                        
  characteristics**                 

  Mutual respect,         NO        There was little effort to encourage
  understanding, and                introductions or use icebreakers to
  trust.                            build respect and trust.

  Appropriate             NO        Diversity is lacking.
  cross-section of                  
  members.                          

  **3. Factors related to           
  process and structure**           

  Members share a stake   YES/NO    The process was already established
  in both process and               with no input from victim advocates;
  outcome.                          there is a shared stake in the
                                    outcome.

  Flexibility.            NO        The mental health members are clearly
                                    in control here.

  **4. Factors related to           
  communication**                   

  Open and frequent       YES/NO    Currently, communications are
  communication.                    one-way, and victim advocates were
                                    added to a listserv without
                                    permission.

  Established informal    YES       But there is room for improvement.
  relationships and                 
  communication links.              

  **5. Factors related to           
  purpose**                         

  Concrete, attainable    YES/NO    Clear goals were established by a
  goals and objectives.             portion of the collaborative group.

  Shared vision.          NO        Vision is from a mental health
                                    perspective and not victim-centered.

  **6. Factors related to           
  resources**                       

  Sufficient funds,       NO        This is an all-volunteer project.
  staff, materials, and             
  time.                             

  Skilled leadership      NOT SURE  It is not clear at this point but,
                                    judging from the after-meeting,
                                    victim advocates are interested in
                                    making improvements to the process.
  ----------------------- --------- -------------------------------------

Worksheet 11.3

Collaboration Scenario : Sexual Assault

In a rural community (population 14,500), law enforcement officers
believe there is a serial rapist. Over the past 2 years, six women and
girls, ages 12 to 42, have been sexually assaulted or raped in places as
diverse as the victims' homes, middle and high schools, and at the local
lake. The community is rife with rumors about the crimes and who might
be responsible, which has created tremendous tension among neighbors and
friends.

The chair of the county board of supervisors wants to establish a task
force to inform and engage the community, promote prevention strategies,
provide support to the victims, and catch the perpetrator, without
causing undue alarm among the residents. The local newspaper is about to
publish a front-page story about "rape in the heartland," for the first
time linking the assaults to one assailant.

Worksheet 11.4

Case Study Worksheet

**Step III**

In your small group, please take **2 minutes** to brainstorm key steps
for "how do we get going" with the proposed task force.

+-----------------------------------------------------------------------+
| **How Do We Get Going?**                                              |
+-----------------------------------------------------------------------+
| 1\.                                                                   |
|                                                                       |
| 2\.                                                                   |
|                                                                       |
| 3\.                                                                   |
|                                                                       |
| 4\.                                                                   |
|                                                                       |
| 5\.                                                                   |
+-----------------------------------------------------------------------+

**Step IV**

In your small group, please take **2 minutes** to brainstorm "what are
we going to do" through specific activities of the proposed task force.

+-----------------------------------------------------------------------+
| **What Are We Going to Do?**                                          |
+-----------------------------------------------------------------------+
| 1\.                                                                   |
|                                                                       |
| 2\.                                                                   |
|                                                                       |
| 3\.                                                                   |
|                                                                       |
| 4\.                                                                   |
|                                                                       |
| 5\.                                                                   |
+-----------------------------------------------------------------------+

**Step V**

In your small group, please take **2 minutes** to brainstorm and
determine up to five outcomes that will determine "how you will measure
whether the task force met its goals."

+-----------------------------------------------------------------------+
| **How Will You Measure whether the Task Force Met Its Goals?**        |
+-----------------------------------------------------------------------+
| 1\.                                                                   |
|                                                                       |
| 2\.                                                                   |
|                                                                       |
| 3\.                                                                   |
+-----------------------------------------------------------------------+

**Step VI**

In your small group, please take **2 minutes** to brainstorm "what's
next" with the proposed task force. Should you continue your
collaborative task force, and, if so, why and how?

+-----------------------------------------------------------------------+
| **What's Next?**                                                      |
+-----------------------------------------------------------------------+
| 1\.                                                                   |
|                                                                       |
| 2\.                                                                   |
|                                                                       |
| 3\.                                                                   |
+-----------------------------------------------------------------------+