88 Victim Impact: Listen and Learn

Unit 8: Sexual Assault Facilitator Manual 

Recommended Speaker 

Have an appropriate speaker address the class on the topic of sexual assault. Listening to victim/survivor speakers may 

be uncomfortable for offenders. Make sure to instruct participants beforehand about appropriate behavior during the 

speaker’s presentation. (See pages 17–22 in “Implementing the Curriculum” for information about recruiting, selecting, and 

screening speakers and on how to prepare both speakers and participants for the experience.)

Discussion/Wrap-Up 

Discuss what participants learned in the Sexual Assault unit. Address any questions they may have.
Unit 8 Participant Worksheets
Unit 8: Sexual Assault Facilitator Manual 

90 Victim Impact: Listen and Learn

Activity B – Susan

How might Susan be affected in each of the following situations?

Assault

Susan is walking to a mall to go shopping and takes a shortcut through an alley. As she nears the end of the 

alley, a man attacks her. He grabs her, throws her to the ground, hits her in the face, and steals her purse.

Will she report this to the police? ❑ Yes ❑ No

Rape

Susan is walking to a mall to go shopping and takes a shortcut through an alley. As she nears the end of the 

alley, a man attacks her. He grabs her, throws her to the ground, hits her in the face, and rapes her.

Will she report this to the police? ❑ Yes ❑ No

Acquaintance Rape

Susan is out on a date with her boyfriend. He kisses her and Susan kisses him back. He begins to remove her 

clothing and she responds with “No!” and struggles with him. He refuses to stop and rapes her.

Will she report this to the police? ❑ Yes ❑ No

Sex

Susan is out on a date with her boyfriend. They talk about whether they are both ready to have a physically intimate relationship with each other and agree that they are. At the end of the evening, they decide to spend the night 

together and have sex.

Will she report this to the police? ❑ Yes ❑ No 

Are the emotions the same or different in each situation? How do you account for similarities or differences? 

Define rape.
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How does society’s attitude about sexual assault affect a rape victim? 

What is the difference between “giving consent” and “cooperating” in this context? 
Unit 8: Sexual Assault Facilitator Manual 

92 Victim Impact: Listen and Learn

Activity C – Mrs. Johnson

Mrs. Johnson, age 72, lives with her 76-year-old husband. Both Mr. and Mrs. Johnson are retired. Mr. Johnson 

has gone to the Laundromat. Mrs. Johnson answers the door and a stranger asks her if she has any yard work 

for him. Mrs. Johnson tells him that she doesn’t. 

As Mrs. Johnson is closing the door the man pushes his way in, knocking her to the floor. He kicks her and 

demands money. Mrs. Johnson begs the man not to hurt her and tells him all of her money is in her purse. 

The man becomes angry when he discovers only $13 and tells Mrs. Johnson he is going to teach her a lesson 

for insulting him. The man beats and rapes Mrs. Johnson.

What is the impact on Mrs. Johnson? 

Who else has been victimized? How do you think those people feel? 

Do you think the man would have raped Mrs. Johnson if she had given him more money? ❑ Yes ❑ No

If Mrs. Johnson was your grandmother, would you be embarrassed to talk to her about what happened? 

❑ Yes ❑ No . . . Why or why not? 

What do you think Mr. and Mrs. Johnson’s family and friends can do to help? 

Who else can help? 
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Activity D – Andre

Andre, 17, was kidnapped by a man, taken to an abandoned building, and tied up. He was sexually assaulted 

and lost consciousness. When he regained consciousness, he was in an alley in an unfamiliar area of town.

Will Andre call the police? 

❑ Yes ❑ No

Will Andre tell his family? 

❑ Yes ❑ No

Will Andre seek help from a sexual assault center? 

❑ Yes ❑ No

Imagine you are Andre. What are your thoughts and feelings following the attack? What are you going to do following the 

attack? 

Imagine that Andre is a member of your family. What are your thoughts and feelings after being told of the attack? What are 

you going to do to assist Andre? 

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Unit 8: Sexual Assault Facilitator Manual 

Victim Impact: Listen and Learn

Time Required: 2.5 hours 

Resources Needed 

• OVC Listen and Learn DVD (clip: Child Sexual Abuse/Nia)

• Participant Workbook (pages 53–62)

• TV and DVD player

• Chalkboard or tearsheets

Prior to the Session

• Consider gathering local and state statistics and newspaper or article clippings 

for the discussion about child abuse and neglect trends. 

• Research your state’s statutes related to child abuse and neglect; be prepared 

to provide information to participants about these statutes.

• Prepare four index cards with the following categories of child maltreatment: 

physical abuse, child neglect, sexual abuse, emotional abuse. (This is for activity A at the end of this unit.)

Objectives

• Define child abuse and neglect.

• Provide examples of child abuse and neglect.

• Describe current trends for child abuse and neglect crimes.

• Explain the impact of child abuse and neglect on victims.

• Discuss thoughts and feelings about being held accountable for child abuse 

and neglect crimes.

Victim Impact: Listen and Learn

Unit 9: Child Abuse and Neglect

Facilitator Tip

• Be prepared for participants to defend hitting and spanking children.

• Avoid discussions about people growing up “okay” despite being hit as children.

• Remember that some participants may be reacting to their own victimization.
Unit 9: Child Abuse and Neglect Facilitator Manual 

96 Victim Impact: Listen and Learn

What Is Child Abuse and Neglect? 

There are four main types of child maltreatment: physical abuse, child neglect, sexual abuse, and emotional abuse. 

Although any form of child maltreatment may be found separately, they often occur in combination. Emotional abuse is 

almost always present when other forms are identified. 

The consequences of child abuse and neglect can be serious and long term. Abused and neglected children may experience 

a lifelong pattern of depression, anxiety, low self-esteem, inappropriate or troubled relationships, or a lack of empathy. 

Have participants read the “Words To Know” aloud.

Delivery options include reading words aloud yourself, writing the words on a chalkboard or tearsheet, selecting participants to read words aloud, or dividing participants into small groups or pairs and having them discuss the terms among 

themselves. For all delivery options, survey participants to ensure that they understand the terms before moving on.

Words To Know 

Abuse: Causing harm to a person.

Emotional abuse: Includes acts or omissions by parents or caregivers that have caused, or could cause, serious behavioral, 

cognitive, emotional, or mental disorders.

Exploitation: Taking advantage of someone for one’s own benefit, whether it is economic, social, sexual, or other.

Neglect: Failure to provide for a child’s basic needs. Neglect can be physical, educational, or emotional.

Physical abuse: Causing physical injury by punching, beating, kicking, biting, burning, shaking, or otherwise harming a 

child.

Sexual abuse: Includes fondling a child’s genitals, intercourse, incest, rape, sodomy, exhibitionism, and commercial exploitation through prostitution or the production of pornographic materials.

Group Discussion 

After reading the “What Is . . . ” section, have participants discuss their thoughts and reactions and identify common 

themes or patterns.

Delivery options include taking turns with participants in reading the content aloud; dividing participants into small 

groups or pairs for part of the session; referring back to “Words To Know” as they appear in the unit; covering only a few 

sentences or paragraphs at a time. Solicit feedback from participants on an ongoing basis to ensure that they understand 

the material. Ask the following: “Do you understand what we are talking about?” “Talk about the information in your own 

words.” “What do you think?” “What is your reaction?” “What are you feeling?” “Do you know of other examples?” Encourage note taking. 

In the News: Child Abuse Trends 

This page offers recent statistics about child abuse and neglect. If you have gathered local and state statistics, integrate 

them into your discussion. If you have found relevant newspaper or magazine articles, read them out loud or assign participants into groups of three to discuss and then present the information to the larger group.

When discussing child abuse and neglect trends—

• Select participants to read the trends aloud.
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• Use local news articles, reviewing them carefully to avoid overly complex issues. Make sure that the articles do not identify offenders in your facility or victims in your community.

• Ask participants which trends do not surprise them.

Examples of Child Abuse and Neglect 

The Participant Workbook, pages 55–56, offers examples of child abuse and neglect crimes; consider having participants 

substitute the names of their family members or friends in these examples. You can also share any state-specific statutes 

related to child abuse and neglect with participants in this section. Remember to use varied delivery options when discussing the examples. 

Triad Session 

Have participants write down their answers to the questions under each example of child abuse and neglect. Then, in 

groups of three, have participants share their responses with one another and offer feedback. Finally, bring the larger group 

back together to review and discuss participants’ responses.

Group Discussion 

Have volunteers read aloud the two quotes by child abuse and neglect victims on pages 55–56 of their workbooks. As a 

group, discuss the impact of victimization on these individuals. What if the crimes had been committed against participants’ own children or family members?

What Is the Impact of Child Abuse and Neglect? 

Have volunteers read aloud the initial and long-term mental health effects of child sexual abuse. As a group, discuss the 

impact of victimization on children.
Unit 9: Child Abuse and Neglect Facilitator Manual 

98 Victim Impact: Listen and Learn

Chalkboard Exercise 

Have participants take turns reading from the areas of impact lists. Solicit additional examples from the group, looking for 

the following:

OVC Listen and Learn DVD 

Nia was sexually abused by her friend’s older brother when she was between ages 5 and 7.

Consider stopping and starting the video to reinforce key points and then initiate discussion at the end. Possible discussion 

and answers follow:

• What was the emotional impact of the abuse on Nia?

•	 When Nia disclosed her victimization, her mother was initially very upset and Nia believed her mother “was upset 

with her.”

•	 She was afraid that her family and friend blamed her.

Facilitator Note

If participants say they have never committed child abuse or neglect, ask them whether they or someone they know was 

ever a victim of child abuse or neglect and what the impact of that abuse or neglect was.

Financial

• Ongoing medical bills

• Medication

• Legal fees 

•

•

•

•

•

Emotional

• Juvenile delinquency

• Adult criminality

• Alcohol and other drug abuse

• Abusive behavior toward others

• Poor self-image

• Sexually acting out

• Inability to trust

• Aggressive and disruptive behavior

•

Physical

• Poor physical health

• Poor mental and emotional health

• Cognitive difficulties

• Social difficulties

• Self-injury

• Suicide

•

•

Religious/Spiritual

• Alienation from religion or “higher power”

• Mistrust in faith leaders, faith institutions, or 

“higher power”

•

•

•

•

•

•
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•	 She denied her victimization for some time and avoided the topic.

•	 She now has a hard time trusting people.

•	 Years later, she is still angry. 

• What was the physical impact?

•	 She had problems at school and received poor work notices from the teacher.

•	 All Nia could do was “sit in her room and watch television and eat.” 

• How was her mother affected?

•	 She was very upset about what happened, and most likely felt guilty for not being able to prevent it.

•	 She was hurt, especially when Nia was afraid to disclose the name of her abuser.

•	 She had also been attacked when she was 9 years old and had never told anyone, so Nia’s abuse probably brought 

back bad memories of her own assault.

Being Accountable for Your Crimes 

No one has the right to abuse or neglect a child. A person who commits a violent or neglectful act against a child must 

recognize the devastating and often lifelong impact that his or her criminal actions will have. 

Group Discussion 

Have participants read the accountability statements and share their thoughts with the group. Ask participants how these 

offenders can specifically demonstrate accountability.

Additional Activities 

If time permits after covering the material in this unit, you may conduct the additional activities listed on the next few pages 

before debriefing participants. You may also want to schedule a guest victim/survivor speaker.

Activity A 

Objective: Participants start thinking about the impact that child abuse and neglect has on its victims.

Divide the participants into four groups. Hand out to each group the index cards that you prepared before this unit began. 

(The index cards have one of four categories on them: physical abuse, child neglect, sexual abuse, and emotional abuse.) 

On the index cards, have each group write a definition of the category they selected and provide five examples and as many 

impact areas as possible. 

Ask each group to share their examples with the larger group, encouraging feedback.

Activity B 

Objective: Participants learn about the long-term effects of child sexual abuse. 

Participants have already watched the video clip on Nia and answered the discussion questions. Replay the video, stopping 

and pausing a few times. At the end of the video, leave Nia’s face showing on the screen.

Ask participants to answer the questions on the Nia worksheet in their workbooks. The questions and their possible answers follow:
Unit 9: Child Abuse and Neglect Facilitator Manual 

100 Victim Impact: Listen and Learn

• At what age was Nia sexually abused?

She can’t remember the exact age, but thinks she was between 5 and 7 years old.

• When did she first tell someone about the abuse?

When she was 17 years old, a senior in high school, she told her mom about the abuse. A year later, she told her mother 

the identity of the abuser.

• Who abused her?

Her best friend’s brother.

• Was Nia threatened during the abuse?

The offender told both girls, “Don’t talk about it,” which could have been a subtle threat.

• Nia says that she wishes she had told sooner, but she says, “I just couldn’t.” What do you think she means by that?

She may have been too scared, confused, or embarrassed. She was surprised when her mom believed her and took her 

to counseling.

• Is there anything specific that Nia says that makes you stop and think or change your emotions?

Activity C 

Objective: Participants identify the connection between drug-related crime and child abuse and neglect. Participants also 

understand that drug-related crimes are not victimless.

Refer participants to the “Drugs Don’t Hurt” role play in their workbooks. Assign four participants a part in the role-play 

scenario, giving them time to review and prepare. (The parts are drug dealer, Brenda, “John,” and child.) Assign six other 

participants a “ticket” that they can use to stop the role play once and ask one of the role players a question related to his 

or her behavior, thoughts, feelings, or values.

Activity D 

Objective: Participants experience the ripple effects of child abuse.

Refer participants to “The Letter” worksheet in their workbooks and have them complete the activity.

Activity E 

Objective: Demonstrate that for many victims, crime has a life-long impact.

Show participants the clip of Ron who, along with his siblings, was physically, emotionally, and sexually assaulted as a child. 

Possible questions/prompts follow:

• Who victimized Ron?

• How was Ron harmed?

• Did Ron continue the cycle of violence?

• What is your reaction to the abuse Ron suffered?

Recommended Speaker 

Have an appropriate speaker address the class on the topic of child abuse and neglect. Listening to victim/survivor speakers may be uncomfortable for offenders. Make sure to instruct participants beforehand about appropriate behavior during 

the speaker’s presentation. (See pages 17–22 in “Implementing the Curriculum” for information about recruiting, selecting, 

and screening speakers and on how to prepare both speakers and participants for the experience.)
Unit 9 Participant Worksheets
Unit 9: Child Abuse and Neglect Facilitator Manual 

104 Victim Impact: Listen and Learn

Activity B – Nia

Answer the following questions after watching Nia talk about being sexually abused as a child. 

At what age was Nia sexually abused?

When did she first tell someone about the abuse? 

Who abused her? 

Was Nia threatened during the abuse? 

Nia says that she wishes she had told sooner, but she says, “I just couldn’t.” What do you think she means by that? 

Is there anything specific that Nia says that makes you stop and think or change your emotions? 
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Activity C – “Drugs Don’t Hurt” Role Play

Drug Dealer

Brenda, age 17, is a regular customer of yours. Today she approaches you with her 3-year-old child in tow. 

The child is crying and carrying an empty water bottle. Brenda has no money and she attempts to get you 

to “loan” her some drugs. You refuse.

Later she comes back with money and you sell her what she wants. You notice that she is pregnant, but you 

are more concerned about her young child seeing the drug exchange.

Brenda

You are 17 years old, the mother of a 3-year-old, and in the early stages of pregnancy. You are broke, your 

child is hungry, and you need drugs. You take your child with you while you try to find your dealer. You a 

ttempt to get the dealer to “loan” you drugs until you can get some money. You plead but he refuses.

You walk down the street with your child and solicit for sex. You get paid and return to the dealer. He will 

only sell to you when you leave your child out of sight.

“John”

You are in the neighborhood looking for a prostitute. Brenda approaches you with her child. You object to 

the child being present and tell her to do something with the child first. You notice that she is pregnant but 

you don’t care. You pay her for sex.

Child

You toddle around begging your mother, holding your empty water bottle, crying, and whimpering. You say 

that you are hungry and you are scared. When your mom leaves you somewhere to prostitute herself, you 

cry.

Ticket Holders (6)

Each ticket holder gets one ticket, which can be used to stop the role play once to ask a “role-player” a question related to behavior, feelings, thoughts, or values.
Unit 9: Child Abuse and Neglect Facilitator Manual 

106 Victim Impact: Listen and Learn

Activity D – The Letter

Dear_______________________, [Your Name]

I know I usually write you with good news so that I don’t add to any of your troubles—being locked up is enough trouble. I 

know it’s hard being away from your family. I don’t feel right telling you in a letter, but I thought you should know. Your little 

girl got hurt and has a cast on her arm. I heard that your ex is hanging around someone who drinks too much and doesn’t 

like kids.

I don’t think what happened to your little girl was an accident. Let me know if you want me to do anything.

Take care, 

___________________________ [Write in your family member’s/friend’s name]

Describe your thoughts, feelings, and reactions to this letter as if it had been sent to you.
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Unit 2: Introduction to Victim Impact Facilitator Manual 

Victim Impact: Listen and Learn

Time Required: 2.5 hours 

Resources Needed

• OVC Listen and Learn DVD (clip: Domestic Violence/Rebel)

• Participant Workbook (pages 63–72)

• TV and DVD player

• Chalkboard or tearsheets

Prior to the Session

• Consider gathering local and state statistics and newspaper or article clippings 

for the discussion about domestic violence trends. 

• Research your state’s statutes related to domestic violence; be prepared to 

provide information to participants about these statutes.

• On separate index cards, write down the healthy and unhealthy statements 

and behaviors listed in activity E at the end of this unit.

Objectives

• Define domestic violence.

• Provide examples of domestic violence.

• Describe current trends for domestic violence crimes.

• Explain the impact of domestic violence on victims.

• Discuss thoughts and feelings about being held accountable for domestic 

violence crimes.

Victim Impact: Listen and Learn

Unit 10: Domestic Violence

Facilitator Tip

• Avoid justifications of any type of violence, physical or nonphysical.

• Be prepared for participants to try to focus on why the victim stays in the relationship or what the victim does to create 

the violence. Keep the focus on the impact of domestic violence on the victim.

• Participants may rationalize that they grew up “okay” in an abusive household.
Unit 10: Domestic Violence Facilitator Manual 

108 Victim Impact: Listen and Learn

What Is Domestic Violence? 

Domestic violence is a pattern of coercive (controlling) behaviors people use against their intimate partners. These behaviors may include physical, sexual, emotional or psychological, and financial abuse. Partners may be married or unmarried; 

heterosexual, gay, or lesbian; or living together, separated, or dating. 

It may begin with threats, acts of violence witnessed by another person (such as punching a fist through a wall), and/or 

damage to objects or pets. Domestic violence may escalate to physical behaviors such as restraining, pushing, slapping, 

and pinching. It may escalate further to include punching, kicking, biting, sexual assault, tripping, and throwing. Finally, the 

violence may become life threatening and cause serious injury or death. 

Have participants read the “Words To Know” aloud. 

Delivery options include reading words aloud yourself, writing the words on a chalkboard or tearsheet, selecting participants to read words aloud, or dividing participants into small groups or pairs and having them discuss the terms among 

themselves. For all delivery options, survey participants to ensure that they understand the terms before moving on.

Words To Know 

Battering: Repeated physical abuse.

Coercive: Forcing a person to do something against his or her will.

Control: Having emotional or physical power over someone.

Cycle of violence: A pattern of domestic violence consisting of three phases: the tension-building phase, the acute 

battering incident, and the calm, loving, apologetic, “it will never happen again” phase.

Denial: Refusing to admit thoughts or behaviors to oneself or to others.

Escalation: An increase in either threats or level of violence.

Intimate: Emotional or physical relationship usually involving affectionate, romantic, or passionate feelings.

Intimidation: The act of making others do what one wants through fear.

Psychological: Related to the mind or the will (in this context, an example might be using mind games to control 

others).

Obstacle: A barrier that prevents something from occurring.

Tactic: A method or plan for accomplishing a goal.

In the News: Domestic Violence Trends 

This section offers recent statistics about domestic violence. If you have gathered local and state statistics, integrate them 

into your discussion. If you have found relevant newspaper or magazine articles, read them out loud or assign participants 

into groups of three to discuss and then present the information to the larger group.

When discussing domestic violence trends—

• Select participants to read aloud the trends.

• Use local news articles, reviewing them carefully to avoid overly complex issues. Make sure that the articles do not identify offenders in your facility or victims in your community.

• Ask participants “How do these trends make you feel?”

• Come up with additional questions, if desired.
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The Cycle of Violence 

Those who have studied domestic violence believe that it usually occurs in three stages—referred to as the “cycle of 

violence.” First, the abuser uses words or threats, perhaps humiliation or ridicule. Next, the abuser explodes at some 

perceived “mistake” by the other person, and the abuser becomes physically violent. Finally, the abuser “cools off,” asks 

forgiveness, and promises that the violence will never occur again. At this point, the victim often gives up on leaving the 

violent situation or having charges brought against the abuser. Typically, the abuser’s rage begins to build again after the 

reconciliation, and the violent cycle may be repeated. 

The Violence Wheel illustrates the relationship of physical abuse to other forms of abuse. The wheel was developed after 

victims described common control tactics abusers used. The center of the wheel represents the intention of all violence 

tactics: to establish power and control. Each spoke of the wheel represents a particular tactic. The rim of the wheel—which 

gives it strength and holds it together—is physical abuse. The wheel model is important because it demonstrates how 

domestic violence behaviors are cyclical and recurring, rather than linear. 

Group Discussion 

Have participants read aloud the tactics contained within the spokes of the Violence Wheel and then ask them to share 

their thoughts about the cycle of violence. How do they think the cycle can be interrupted?

Examples of Domestic Violence 

The Participant Workbook, pages 65–67, offers a definition of domestic violence and personal stories; consider having 

participants substitute the names of their family members or friends in the scenarios. You can also share any state-specific 

statutes related to domestic violence with participants in this section. Remember to use varied delivery options when discussing the examples of domestic violence. 

PHYSICAL VIOLENCE SEXUAL

PHYSICAL VIOLENCE SEXUAL

POWER

AND

CONTROL

USING COERCION

AND THREATS Making and/or carrying out threats

to do something to hurt her

• threatening to leave her, to

commit suicide, to report

her to welfare • making

her drop charges

• making her do

illegal things

USING

CHILDREN Making her feel guilty

about the children • using

the children to relay messages

• using visitation to harass her

• threatening to take the

children away

USING 

INTIMIDATION

Making her afraid by using

looks, actions, gestures

• smashing things • destroying

her property • abusing

pets • displaying

weapons

MINIMIZING

DENYING

AND BLAMING

Making light of the abuse

and not taking her concerns

about it seriously • saying the

abuse didn't happen • shifting

responsibility for abusive

behavior • saying she

caused it

 USING 

 ECONOMIC

 ABUSE

 Preventing her from getting

 or keeping a job • making her

 ask for money • giving her an

 allowance • taking her money • not

 letting her know about or have access

to family income

USING 

EMOTIONAL 

ABUSE Putting her down • making her 

feel bad about herself • calling her 

names • making her think she's crazy 

• playing mind games • humiliating her 

• making her feel guilty

USING MALE PRIVILEGE

 Treating her like a servant • making all 

 the big decisions • acting like the 

 "master of the castle" • being the 

 one to define men's and 

 women's roles

 USING ISOLATION

Controlling what she does, who she sees

 and talks to, what she reads, where

 she goes • limiting her outside

 involvement • using jealousy

 to justify actions

Created by the Domestic Abuse Intervention Project, 206 West Fourth Street, Duluth, MN 55806; 

phone: 218–722–4134.
Unit 10: Domestic Violence Facilitator Manual 

110 Victim Impact: Listen and Learn

Triad Sessions 

Have participants write their answers to the questions under each type of domestic violence. Then, in groups of three, have 

participants share their responses with one another and offer feedback. Finally, bring the larger group back together to 

review and discuss participants’ responses.

Reasons Victims Stay 

“Why do victims stay?” This is the most common question asked of domestic violence victims and is a key point in 

understanding the impact of domestic violence. Many obstacles can prevent a victim from leaving an abusive relationship. 

Most victims of domestic violence repeatedly attempt to leave the relationship, but return when they cannot overcome the 

obstacles.

Group Discussion 

As a group, review the reasons why victims stay. Ask participants if they can think of any other reason why a victim of domestic 

violence might stay.

What Is the Impact of Domestic Violence? 

Acts of domestic violence create a ripple effect throughout several areas in victims’ lives: financial, physical, emotional, and 

religious/spiritual.

Chalkboard Exercise 

Have participants take turns reading from the areas of impact lists. Solicit additional examples from the group, looking for 

the following:
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OVC Listen and Learn DVD 

Rebel is a victim of domestic violence perpetrated by her ex-husband.

Consider stopping and starting the video to reinforce key points and then initiate discussion at the end. Possible discussion questions and answers follow:

• What was the emotional and physical impact of domestic violence on Rebel?

Facilitator Note

If participants say they have never committed acts of domestic violence, ask them whether they or someone they know 

was ever a victim of domestic violence and what the impact of that violence was.

Financial

• Lost wages

• Medical bills 

•

•

•

•

•

•

•

• 

Emotional

• Fear

• Anger

• Insecurity

• Sadness

• Guilt

• Shame

• Embarrassment

• Depression

• Revenge 

• Loss of confidence

• Anxiety

• Emotional overreactions

• Emotional numbness

Physical

• Pregnancy-related problems

• Sexually transmitted diseases

• Chronic pain

• Dehydration

• Eating disorders

• Drug/alcohol dependence

• Malnutrition

• Repeated self-injury

• Self-neglect

• Sexual problems

Religious/Spiritual

• Questioning the goodness of others

• Questioning faith

• “Why would my ‘higher power’ let this happen?”

•

•

•

•

•

•

•

•

•

• 
Unit 10: Domestic Violence Facilitator Manual 

112 Victim Impact: Listen and Learn

•	 She felt her husband was constantly controlling her.

•	 He isolated her from her family, friends, and church.

•	 He told her that she, and everything she did, was stupid, which made her constantly try to “fix it.”

•	 She had panic attacks when she went home.

•	 She is afraid to get into a relationship with any man.

•	 She is afraid “it will happen again.” 

• Domestic violence is a crime that escalates in severity and frequency of violence. What did Rebel feel was the 

turning point in the relationship when she knew she had to leave?

•	 Her husband threatened to have her killed.

•	 He had isolated her from her family and friends, so she had nowhere to turn. 

• How did domestic violence affect Rebel’s relationship with her family and friends?

•	 She was isolated from them by her batterer.

•	 Friends and family members were uncomfortable and unsure about discussing the problem with her.

Being Accountable for Your Crimes 

Domestic violence often comes from a person the victim trusts. The victim’s sense of control and trust has been harmed, 

leaving her or him feeling very vulnerable. The experience of violence makes it difficult for victims to have healthy relationships with others. In addition, many victims are financially dependent on their abusive partners, and if they leave, sometimes with children, they have little financial support. Remind participants that no one, regardless of the circumstances, 

has the right to use violence or abuse to control, intimidate, or harm another person. 

Group Discussion 

Have participants read the accountability statements and share their thoughts with the group. How do participants think 

these offenders can specifically demonstrate accountability?

Additional Activities 

If time permits after covering the material in this unit, you may conduct the additional activities listed on the next few pages 

before debriefing participants. you may also want to schedule a guest victim/survivor speaker.

Activity A 

Objective: Participants understand the harmful effects of emotional and psychological abuse.

Refer participants to one of the examples on pp. 65–67 of their workbooks. In small or large groups, have participants read 

the scenario and the examples of abusive behavior listed below it. Ask participants to identify behaviors that are more difficult to recognize as examples of domestic violence.

Activity B 

Objective: Participants apply their knowledge about the Violence Wheel.

Have participants complete the “Violence Wheel” worksheet in their workbooks. 
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Victim Impact: Listen and Learn

Activity C 

Objective: Participants understand the impact of the cycle of violence on the victim and his or her children. 

Discuss the cycle of violence below and then, in small groups, have participants complete the ”Cycle of Violence” worksheet in their workbooks.

Activity D 

Objective: Reinforce learning about the types of domestic violence.

Assign participants to small groups and ask them to make presentations on the types of domestic violence: physical abuse, 

sexual abuse, emotional/psychological abuse, and financial/economic abuse. (Guidelines might include providing the definition of domestic violence, specific examples, the impact on the victim and children, and a role play.)

Activity E 

Objective: Participants understand the harm caused by controlling, abusive behavior. 

Pass out the index cards listing healthy and unhealthy statements and behaviors that you prepared before this unit began. 

Have each participant read a statement or behavior out loud and then decide if it is a “healthy” or “unhealthy” statement. 

Ask participants to tape the statements or behaviors on a wall underneath a “healthy” or “unhealthy” heading. Once all 

the statements are taped to the wall, ask participants how they would feel if someone important to them behaved in an 

“unhealthy” way with them.

Cycle of Violence

Stage 3: Honeymoon Period

Calm stage (this stage may 

decrease over time). Denial of 

violence, say they are sorry and 

promise it will never happen 

again. 

Stage 1: Tension 

Building

Increased 

tension, anger, 

blaming and 

arguing.

Stage 2: Abusive Incident/Violent 

Explosion

Battering, hitting, slapping, kicking, choking, 

use of objects or weapons. Sexual abuse. 

Verbal threats of abuse.

With time, the cycle will occur more frequently and the abuse during the violent episodes will become more 

severe. The cycle stops only if the perpetrator gets counseling and learns alternatives to being violent, if the 

victim leaves the relationship, or if the victim is killed.
114 Victim Impact: Listen and Learn

Unit 10: Domestic Violence Facilitator Manual 

Healthy Behaviors/Statements Unhealthy Behaviors/Statements

“You’re a good friend.” Expecting you to be perfect

“What’s wrong? You look upset.” “You’re getting fat, you need to lose weight.”

Spending time with other friends Telling you what you have to wear

Communicating Hitting

“I’d like to talk to you about something that is upsetting 

me.” Kicking

“Where were you, I was worried about you. I’m glad you’re 

okay.” “Don’t make me hit you.”

“Do you need some money?” “Stop making me mad.”

“You might want to take another look at what you’re wearing.” “Where were you? You’re supposed to tell me where you 

are.”

“Let’s talk. I don’t understand why you want to get a job.” “Here’s your bus fare. If I feel like you need more money, I 

might give you more.”

Sharing feelings “Who were you just talking to on the phone?”

“I’m surprised you went to lunch with friends. How was it?” “You don’t need a job. I want you at home.”

“Sure, I’m okay with you going to your sister’s place.” “I didn’t really mean to hurt you, I was just playing rough.”

“You look good. I don’t want someone who looks like a fake 

model in a magazine.”

“I wouldn’t have to hurt you if you would do what I tell you 

to do.”

“Let’s exercise together, we both need to get healthy.” “Keep embarrassing me in front of my friends and I’ll keep 

putting you in check.”

“I’m sorry.” “I like your hair except for when you wear it like that. It 

makes you look stupid.”

Recommended Speaker 

Have an appropriate speaker address the class on the topic of domestic violence. Listening to victim/survivor speakers 

may be uncomfortable for offenders. Make sure to instruct participants beforehand about appropriate behavior during the 

speaker’s presentation. (See pages 17–22 in “Implementing the Curriculum” for information about recruiting, selecting, 

and screening speakers and on how to prepare both speakers and participants for the experience.)

Discussion/Wrap-Up 

Discuss what participants learned in the Domestic Violence unit. Address any questions they may have.
Unit 10 Participant Worksheets
Unit 10: Domestic Violence Facilitator Manual 

116 Victim Impact: Listen and Learn

Activity B – Violence Wheel

Refer to the Violence Wheel on page 64 of your workbooks. Write one or two sentences that demonstrate a specific example 

of each of the power and control tactics illustrated on the wheel. Also, write about how a victim might feel when the tactic is 

used.

Tactic: ___________________________________

Example: _________________________________

Victim’s Feelings: __________________________

Tactic: ___________________________________

Example: _________________________________

Victim’s Feelings: __________________________

Tactic: ___________________________________

Example: _________________________________

Victim’s Feelings: __________________________

Tactic: ___________________________________

Example: _________________________________

Victim’s Feelings: __________________________

Tactic: ___________________________________

Example: _________________________________

Victim’s Feelings: __________________________

Tactic: ___________________________________

Example: _________________________________

Victim’s Feelings: __________________________

Sample

Tactic: Using Isolation

Example: The victim is dropped off at work and picked 

up every day. She is not allowed to drive herself to work 

or ride with anyone.

Victim’s Feelings: Powerless, alone 
117

Unit 10: Domestic Violence Facilitator Manual 

Victim Impact: Listen and Learn

Tactic: ___________________________________

Example: _________________________________

Victim’s Feelings: __________________________

Tactic: ___________________________________

Example: _________________________________

Victim’s Feelings: __________________________
Unit 10: Domestic Violence Facilitator Manual 

118 Victim Impact: Listen and Learn

Activity C – Cycle of Violence

What are some examples of how the batterer acts during each of the three stages?

______________________________________________________________________________________________________ 

______________________________________________________________________________________________________ 

______________________________________________________________________________________________________

What is the victim going through physically and emotionally during each stage?

______________________________________________________________________________________________________ 

______________________________________________________________________________________________________ 

______________________________________________________________________________________________________

If any children are present in the home, what are they going though physically and emotionally during each stage?

______________________________________________________________________________________________________ 

______________________________________________________________________________________________________ 

______________________________________________________________________________________________________

Cycle of Violence

Stage 3: Honeymoon Period

Calm stage (this stage may 

decrease over time). Denial of 

violence, say they are sorry and 

promise it will never happen 

again. 

Stage 1: Tension 

Building

Increased 

tension, anger, 

blaming, and 

arguing.

Stage 2: Abusive Incident/Violent 

Explosion

Battering, hitting, slapping, kicking, 

choking, use of objects or weapons. 

Sexual abuse. Verbal threats of abuse.

With time, the cycle will occur more frequently and the abuse during the violent episodes will become more 

severe. The cycle stops only if the perpetrator gets counseling and learns alternatives to being violent, if the victim leaves the relationship, or if the victim is killed.
119

Unit 2: Introduction to Victim Impact Facilitator Manual 

Victim Impact: Listen and Learn

Time Required: 2.5 hours 

Resources Needed

• OVC Listen and Learn DVD (clip: Drunk and Impaired Driving/Cindi)

• Participant Workbook (pages 73–79)

• TV and DVD player

• Chalkboard or tearsheets

Prior to the Session

• Consider gathering local and state statistics and newspaper or article clippings 

for the discussion about drunk and impaired driving trends. 

• Research your state’s statutes related to drunk and impaired driving; be prepared to provide information to participants about these statutes.

• Find props for activity C at the end of this unit.

• Find a newspaper or Internet story about a survivor of a drunk or impaired 

driver. Make copies of the story to hand out during activity D at the end of this 

unit (unless you decide to read the story aloud).

Objectives

• Define drunk and impaired driving.

• Provide examples of drunk and impaired driving.

• Describe current trends for drunk and impaired driving.

• Explain the impact of drunk and impaired driving on victims.

• Discuss thoughts and feelings about being held accountable for drunk or 

impaired driving.

Victim Impact: Listen and Learn

Unit 11: Drunk and Impaired Driving

Facilitator Tip

• Avoid self-disclosure about drinking and social behavior (e.g., driving after “happy hour,” football games, parties).

• Avoid debates about drinking and drug use.

• Do not focus on substance abuse and prevention.

• Prevent discussions about politics and legislation related to alcohol and drugs. Keep the focus on the impact on the 

victim.
Unit 11: Drunk and Impaired Driving Facilitator Manual 

120 Victim Impact: Listen and Learn

What Is Drunk and Impaired Driving? 

Driving while drunk or otherwise impaired (using illegal drugs or taking certain prescription medications) is not an “accident”; 

it is against the law. It is a crime that too often results in serious injury or death. Drunk or impaired drivers seldom plan to 

injure or kill people. However, while they may not plan to cause a crash, they are making a choice. 

It is painful for victims/survivors when the courts, media, and sometimes friends refer to the crash as an “accident” or a 

“nonviolent” crime. Victims/survivors have a difficult time understanding how someone would make the choice to drive a 

vehicle when his or her reaction time and decisionmaking are affected. For survivors there is no time to prepare, to adjust 

to the idea that the victim is dead, or to prepare for the feelings of loss. Many survivors talk about not having had the 

opportunity to say “good-bye,” or “I love you,” or anything else they may have wanted or needed to say. Survivors also have 

to face seeing or imagining the damage to their loved one’s body from a violent and fatal crash.

Have participants read the “Words To Know” aloud. 

Delivery options include reading the words aloud yourself, writing the words on a chalkboard or tearsheet, selecting participants to read words aloud, or dividing participants into small groups or pairs and having them discuss the terms among 

themselves. For all options, survey participants to ensure that they understand the terms before moving on.

Words To Know 

Accident: An unforeseen or unintended event.

BAC (blood alcohol content or concentration): A measurement of the concentration of alcohol in the blood.

Covictim: People who are touched by crime, usually someone who has a close relationship to the victim.

Crash: A violent vehicle collision causing injury or damage.

Homicide: The killing of another human being.

Impaired: Having mental and physical reactions diminished by alcohol or other substances.

Manslaughter: The killing of another person without prior intent to kill.

Negligent homicide: The killing of another person by failure to exercise care or responsibility.

Under the influence: The criminal act of driving while drinking or using other substances.

Group Discussion 

As a group, discuss the impact of drunk and impaired driving on victims.

• Why should crashes that involve drunk or otherwise impaired drivers not be referred to as “accidents” or “nonviolent”?

• Who are the “covictims” in crashes involving drunk or impaired drivers?

Facilitator Note

Keep in mind that states may have their own terms for the crime of drunk and impaired driving, including DUI (driving under 

the influence); DWI (driving while intoxicated); and OUI (operating under the influence).
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Unit 11: Drunk and Impaired Driving Facilitator Manual 

Victim Impact: Listen and Learn

In the News: Drunk and Impaired Driving Trends 

This page offers recent statistics about drunk and impaired driving. If you have gathered local and state statistics, integrate 

them into your discussion. If you have found relevant newspaper or magazine articles, read them out loud or assign participants into groups of three to discuss and then present the information to the larger group.

When discussing drunk and impaired driving trends—

• Select participants to read the drunk and impaired driving trends aloud.

• Use local news articles, reviewing them carefully to avoid overly complex issues. Make sure that the articles do not identify offenders in your facility or victims in your community.

• Which trends might affect your family?

Examples of Drunk and Impaired Driving 

The Participant Workbook, page 74, offers personal stories involving drunk and impaired driving; consider having participants substitute the names of their family members or friends in the scenarios. You also can share any state-specific statutes related to drunk and impaired driving with participants in this section. Remember to use various delivery options cited 

on page 14 in this manual when discussing the examples. 

Triad Session 

Have participants write their answers to the questions under each drunk and impaired driving example. Then, in groups 

of three, have participants share their responses with one another and offer feedback. Finally, bring the larger group back 

together to review and discuss participants’ responses.

What Is the Impact of Drunk and Impaired Driving? 

Drunk and impaired driving has serious negative consequences for victims, their families, and communities. These effects 

ripple throughout several areas in victims’ lives: financial, physical, emotional, and religious/spiritual.

Chalkboard Exercise 

Have participants read from the areas of impact lists. Solicit additional examples from the group, looking for the following:
Unit 11: Drunk and Impaired Driving Facilitator Manual 

122 Victim Impact: Listen and Learn

 

OVC Listen and Learn DVD 

Cindi is the victim of a drunk driving crash that left her with devastating physical injuries. Her 5-month-old daughter, 

Laura, was left a quadriplegic and later died at age 7.

Consider stopping and starting the video to reinforce key points and then initiate discussion at the end. Possible discussion 

questions and answers follow:

• What was the physical impact on Cindi’s daughter Laura?

•	 The cervical section of her spinal cord was crushed and, at 5 months old, she became the Nation’s youngest 

quadriplegic—paralyzed from the neck down.

•	 She had many infections, some requiring tracheotomies.

•	 She eventually died from her injuries at age 7. 

• How did this crash and crime affect Cindi?

•	 She spent 7 years tending to her daughter Laura around the clock.

•	 She felt hatred for the man who did this to her.

•	 She kept imagining “all kinds of plans for how I was gonna kill this guy.”

•	 She had much pain and sorrow when Laura was alive, as well as when she died.

Financial

• Loss of income

• Inability to work

• Loss of job 

•

•

•

Emotional

• Damage to self-image

• Embarrassment

• Shame and guilt

• Suicide/attempted suicide

• Violent dreams

• Fear

• Anger

• Frustration

Physical

• Brain damage

• Loss of limbs

• Scars

• Surgeries

• Skin grafts

• Paralysis 

Religious/Spiritual

• Feeling abandoned by a “higher power”

•

•

•

•

•

•

•

Facilitator Note

If participants say they have never driven while drunk or otherwise impaired, ask them whether they or someone they know 

has ever been a victim of a drunk or otherwise impaired driver and what the impact of that crime was.
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Unit 11: Drunk and Impaired Driving Facilitator Manual 

Victim Impact: Listen and Learn

Being Accountable for Your Crimes 

Victims of drunk or otherwise impaired driving crashes suffer physically, emotionally, financially, and religiously/spiritually. 

Their lives are often changed in such a way that many never fully recover. For those who are killed, their families will always 

mourn the loss. All drunk and impaired driving crashes are preventable. Remind participants that no one has the right to 

drive drunk or otherwise impaired and risk injuring or killing others.

Group Discussion 

Have participants read the accountability statements and share their thoughts with the group. Also ask them what else 

offenders could do to demonstrate accountability.

Additional Activities 

If time permits after covering the material in this unit, you may conduct the additional activities listed on the next few pages 

before debriefing participants. You may also want to schedule a guest victim/survivor speaker.

Activity A 

Objective: Participants focus on how a mother’s life is changed by a drunk driving crash. 

Participants have already watched the drunk driving video clip on Cindi and answered the discussion questions. Replay the 

video, stopping and pausing if necessary. Stop the video and leave Cindi’s face on the screen.

• Have the participants write a victim impact statement as if they were Cindi.

• Have participants present their impact statements to the class and encourage feedback.

• Have participants answer the following questions:

•	 What might be the hardest holiday or special date for Cindi?

•	 What might it be like for Cindi when people ask, “Do you have children?” or “What happened to Laura?”

•	 If Cindi had other children, how might they have been affected?

Activity B 

Objective: Participants understand the impact of drunk driving on victims and survivors. 

Read the following:

Gregory is a well-known lawyer and is interested in becoming a judge. He has been drinking heavily at a 

bar for a few hours with friends. His friends laugh when he slurs his words, stumbles around, and says, 

“Sure hope I don’t mess up my car on the way home.”

While driving home, Gregory crashes into three cars, injuring the following people: Karen, a single mom, 

has wrist injuries and her young child is uninjured. Marcus is married, has a family, and has just gotten a 

new job with a good salary. He is in a coma and medical personnel are unsure of his injuries. Tamara has 

a broken leg. She is a defense attorney scheduled for a final day in court for a death penalty case.

Have the participants fill in the “Gregory” worksheet in their workbooks for each person using specific examples of the 

physical, emotional, financial, and religious/spiritual harm they have suffered.
124 Victim Impact: Listen and Learn

Unit 11: Drunk and Impaired Driving Facilitator Manual 

Activity C 

Objective: Participants experience the ripple effect of drunk and impaired driving.

Assign participants a part in the “Bud” role play in their workbooks and give them time to review and prepare. (The parts 

are a drunk driver, his friend, his 6-year-old son, his mother, and an emergency room doctor. Two optional parts are a talk 

show host and the CEO of a beer company.) Start the scenario at the party and let it play out all the way through the hospital scene. If you found props, use them whenever possible. Stop the scenario at any point at which participants want to ask 

a question of the role players. 

Activity D 

Objective: Participants apply what they learned to a real case of drunk and impaired driving.

Either read the story you found before this unit began about a drunk or otherwise impaired driving survivor or hand out 

copies to participants. Have the participants discuss their reactions. Possible questions and prompts follow:

• How has life changed for the victim/survivor and his or her family or friends?

• What is the ripple effect?

• How do you think the victim’s family feels seeing this article in the newspaper/on the Internet?

• What might the offender’s family be going through?

Recommended Speaker 

Have an appropriate speaker address the class on the topic of drunk and impaired driving crimes. Listening to victim/survivor speakers may be uncomfortable for offenders. Make sure to instruct participants beforehand about appropriate behavior during the speaker’s presentation. (See pages 17–22 in “Implementing the Curriculum” for information about recruiting, 

selecting, and screening speakers and on how to prepare both speakers and participants for the experience.)

Discussion/Wrap-Up 

Discuss what participants learned in the Drunk and Impaired Driving unit. Address any questions they may have.
Unit 11 Participant Worksheets
Unit 11: Drunk and Impaired Driving Facilitator Manual 

126 Victim Impact: Listen and Learn

Activity B – Gregory

Read the following scenario and fill in the impact chart below for each person.

Gregory is a well-known lawyer and is interested in becoming a judge. He has been drinking heavily at a bar for 

a few hours with friends. His friends laugh when he slurs his words, stumbles around, and says, “Sure hope I 

don’t mess up my car on the way home.”

While driving home, Gregory crashes into three cars injuring the following people: Karen, a single mom, has 

wrist injuries; her young child is uninjured. Marcus is married, has a family, and has just gotten a new job with a 

good salary. He is in a coma and medical personnel are unsure of the extent of his injuries. Tamara has a broken 

leg. She is a defense attorney scheduled for a final day in court for a death penalty case.

Karen, a single mom, has wrist injuries; her young child is uninjured.

Physical Emotional Financial Religious/Spiritual

Marcus is married, has a family, and has just gotten a new job with a good salary. He is in a coma and medical personnel 

are unsure of the extent of his injuries.

Physical Emotional Financial Religious/Spiritual
127

Unit 11: Drunk and Impaired Driving Facilitator Manual 

Victim Impact: Listen and Learn

Tamara has a broken leg. She is a defense attorney scheduled for a final day in court for a death penalty case.

Physical Emotional Financial Religious/Spiritual
Unit 11: Drunk and Impaired Driving Facilitator Manual 

128 Victim Impact: Listen and Learn

Activity C – “Bud” Role Play

Bud (drunk driver)

You pick up your son Buddy at your mom’s house. You have just come from a party where you have been 

drinking for about 2 hours. You are in a hurry to pick up Buddy and drive home, a few miles away. Your 

mom tells you not to drive home, but you don’t listen. You put Buddy in the car seat and drive off. You 

then call your mom on the car phone to prove everything is okay. You talk to her for a second before saying, 

“Oh, no!” and crashing the car. You end up semiconscious in the emergency room, asking for Buddy.

Mike (Bud’s friend)

You are at the same party as Bud. You see him leave the party and you know he’s drunk but you don’t say 

anything. You argue with yourself about whether to try to stop him, “Man, he’s my friend, I should stop 

him. He may think I’m nagging him. He doesn’t have far to drive.”

Buddy (Bud’s 6-year-old) 

You ask “grandma” to drive you home because daddy is acting funny. Neither one of them pay much 

attention to you. After the crash, you are left sitting outside the emergency room by yourself.

Mom

Bud shows up to pick up his son. You notice that he looks and smells like he has been drinking. You try 

just a few times to get him not to drive, but he doesn’t listen. You have seen him in the same condition 

before, and he always gets home safely. He calls you later from his car phone telling you that everything 

is fine. Suddenly, he says “Oh, no!” You hear a crash, and then the line goes dead.

Doc (emergency room doctor)

Bud is brought into the emergency room with injuries. A blood alcohol test shows he is over the legal limit. 

You see injuries and deaths from drunk driving crashes all the time. You are upset that Bud put his son at 

risk and you tell him that.

Optional Roles

Dr. Bill (talk show host)

You are conducting a phone interview with Mr. Bucks, CEO of Sudsweiser. You ask him whether his 

company feels any responsibility for Bud’s crash.

Mr. Bucks (CEO of Sudsweiser) 

While being interviewed, you deny any responsibility for the crash, saying that you heard the man was 

talking on the car phone—which caused the crash. “Was he drinking MY product?” you demand. “I’m 

not responsible for people’s drinking habits!”
129

Unit 2: Introduction to Victim Impact Facilitator Manual 

Victim Impact: Listen and Learn

Time Required: 2.5 hours 

Resources Needed

• OVC Listen and Learn DVD (clip: Arson-Related Homicide/Peggy; Homicide/

Amy; Homicide/Myrtle)

• Participant Workbook (pages 81–90)

• TV and DVD player

• Chalkboard or tearsheets

Prior to the Session

• Consider gathering local and state statistics and newspaper or article clippings 

for the discussion about homicide trends. 

• Research your state’s statutes related to homicide; be prepared to provide 

information to participants about these statutes.

• On individual sheets of paper, copy the victim statements from activity C at 

the end of this unit; use different color paper if available.

Objectives

• Define homicide.

• Provide examples of homicide.

• Describe current trends for homicide crimes.

• Explain the impact of homicide on victims and survivors.

• Discuss thoughts and feelings about being held accountable for homicide 

crimes.

Victim Impact: Listen and Learn

Unit 12: Homicide

Facilitator Tip

• Remind participants that although the victim is dead, survivors are left behind.

• Confront the attitude that the survivors will “get over it” or that “time heals all wounds.”
Unit 12: Homicide Facilitator Manual 

130 Victim Impact: Listen and Learn

What Is Homicide? 

Homicide is defined as— 

• Murder: Killing another person with prior intent to kill that particular victim or anyone who gets in the way and with no 

legal excuse or authority. 

• Manslaughter: Killing another person without prior intent to kill. 

•	 Voluntary manslaughter involves killing another person in the heat of passion or while in the act of committing 

another felony crime. 

•	 Involuntary manslaughter involves killing another person while committing an illegal activity that is not a felony. 

Have participants read the “Words To Know” aloud. 

Delivery options include reading words aloud yourself, writing the words on a chalkboard or tearsheet, selecting participants to read words aloud, or dividing participants into small groups or pairs and having them discuss the terms among 

themselves. For all delivery options, survey participants to ensure that they understand the terms before moving on.

Words To Know 

Covictim: The loved ones or people associated with the event who are left behind after a homicide.

Homicide: The killing of a person.

Homicide survivor: See “covictim.”

Murder: The killing of another person with the prior intent to kill.

Manslaughter: Unlawfully killing a person without the prior intent to kill.

Ripple effect: The impact on others associated with the victim, such as coworkers, classmates, casual acquaintances, or 

neighbors.

Survivor reactions: Responses, such as thoughts or feelings about the murder of a loved one.

Group Discussion 

As a group, discuss some of the issues that homicide survivors must deal with:

• Death notification process.

• Identification of the body.

• Funeral arrangements.

• The media.

• An unsolved case.

Ask participants the following:

• What other issues can you think of?

• How would your family deal with these issues?
131

Unit 12: Homicide Facilitator Manual 

Victim Impact: Listen and Learn

In the News: Homicide Trends 

This page offers recent statistics about homicide. If you have gathered local and state statistics, integrate them into your 

discussion. If you have found relevant newspaper or magazine articles, read them out loud or assign participants into 

groups of three to discuss and then present the information to the larger group.

When discussing homicide trends—

• Select participants to read the trends aloud.

• Use local news articles, reviewing them carefully to avoid overly complex issues. Make sure that the articles do not identify offenders in your facility or victims in your community.

• Ask participants “Which trend is the most surprising to you?”

Examples of Homicide 

The Participant Workbook, pages 82–83, offers definitions and personal stories involving homicide; consider having participants substitute the names of their family members or friends in the scenarios. You also can share any state-specific 

statutes related to homicide with participants in this section. 

Delivery options include taking turns with the participants in reading scenarios aloud; selecting participants to read 

scenarios (be mindful of reading abilities); and dividing participants into small groups or pairs to discuss scenarios. Refer 

back to “Words To Know” as they appear in the scenarios. Solicit feedback by asking the following questions: “Who was the 

primary victim?” “Who else may have been harmed by the offender?” “How was the victim harmed?” and “What do you 

think the victim is experiencing?” Add details to the scenarios. Encourage note taking. 

Triad Session 

Have participants write their answers to the questions under each type of homicide example. Then, in groups of three, have 

participants share their responses with one another and offer feedback. Finally, bring the larger group back together to 

discuss participants’ responses. 

Group Discussion 

Have volunteers read aloud the three quotes by homicide survivors on pages 82–83 in their workbooks. As a group, discuss 

the impact of victimization on these individuals. What if the crimes had been committed against participants’ family 

members?

What Is the Impact of Homicide? 

Homicide creates a ripple effect throughout several areas in victims’ lives: financial, physical, emotional, and religious/

spiritual.

Chalkboard Exercise 

Have participants take turns reading from the areas of impact lists. Solicit additional examples from the group, looking for 

the following:
Unit 12: Homicide Facilitator Manual 

132 Victim Impact: Listen and Learn

OVC Listen and Learn DVD 

Peggy’s son Joey was killed in an arson crime.

Consider stopping and starting the video to reinforce key points and then initiate discussion at the end. Possible discussion 

questions and answers follow:

• What was the emotional impact of Joey’s murder on Peggy?

•	 It was extremely difficult for her to understand how the murderer’s intended victim survived while Joey was senselessly murdered.

•	 She is very angry because she is a law-abiding citizen, and her son was an upstanding young man.

•	 She feels as though “We’ve been punished for the rest of our lives because of someone we didn’t even know.”

Financial

• Temporary or permanent job loss

• Out-of-pocket costs

• Travel expenses related to parole hearings

• Loss of family home

•

•

Emotional

• Guilt/self-blame

• Shame

• Lack of trust

• Depression

• Changes in personal values

• Hypervigilance

•

•

Physical

• Stomach pain

• Headaches

• Eating disorders

•

•

•

Religious/Spiritual

• Questioning the goodness of others

• Reevaluating basic values/beliefs

• Issues about forgiveness

•

•

•

•

• 

Facilitator Note

If participants say they have never committed homicide, ask them whether someone they know was ever a victim or 

survivor of homicide and what the impact of that crime was.

Facilitator Note

There are three “homicide” video clips in this unit. Each is accompanied by its own set of questions. You may show them 

all in one class session or in multiple sessions.
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Unit 12: Homicide Facilitator Manual 

Victim Impact: Listen and Learn

•	 She is very sad because she knows the painful circumstance of Joey’s death from smoke inhalation, and the memory 

will stay with her for the rest of her life. 

• What was the “domino effect” of Joey’s murder on Peggy’s family?

•	 Her daughter has had to sleep with her since she saw her brother’s murderer at the trial.

•	 Her daughter’s victim impact statement at sentencing was “heartbreaking.” 

• How can offenders demonstrate accountability and remorse for killing someone?

•	 They should not address their victim’s surviving members in court unless they are truly sorry. Saying “He would pray 

for us” was an insult to Peggy and her family. 

Myrtle’s daughter, Nanette, was murdered while attempting to stop an argument between two women. 

Consider stopping and starting the video to reinforce key points and then initiate discussion at the end. Possible discussion 

questions and answers follow:

• When Nanette was murdered, what was the emotional impact of this crime on Myrtle?

•	 She was very angry because Nanette had multiple sclerosis and could not defend herself.

•	 She was upset because the murderer showed no remorse. 

• When a victim/survivor is an elder, how might the impact of the crime be aggravated?

•	 Older people are not generally as strong as young people, so the emotional impact may cause additional physical 

aggravations or ailments.

•	 Most older parents believe they will die before their children, so the loss of a child—particularly in a violent manner—is 

devastating. 

• What could Nanette’s murderer do to be accountable?

•	 Apologize to Myrtle and her family.

•	 When she is released from prison, live a life free from crime, and be a good mother to her son. 

Amy’s sister Jill was raped, tortured, and murdered 8 years ago. 

Consider stopping and starting the video to reinforce key points and then initiate discussion at the end. Possible discussion 

questions and answers follow:

• What was the emotional impact of her sister’s rape and murder on Amy?

•	 The crime has had a long-term impact on her. “Eight years ago . . . it seems like yesterday,” she said.

•	 She became suicidal. 

• How did the emotional stress of the murder affect Amy physically?

•	 She developed dermatitis, a serious skin disease.

•	 She grinds her jaw, which is a sign of stress. 

• What was the “domino effect” of Jill’s murder on Amy’s family?

•	 Her mother committed suicide.

•	 Her older sister became “agoraphobic” (a person who is incapable of leaving the safety of home).

•	 Her brother became an alcoholic.

•	 Amy says, “There is not just one victim. You’re not just stopping at one person. . . . more than 200 people were 

affected by her (Jill’s) loss.”
Unit 12: Homicide Facilitator Manual 

134 Victim Impact: Listen and Learn

Being Accountable for Your Crimes 

Homicide is a crime of choice. It is the direct or indirect decision and behavior to harm a person that results in death, the 

ultimate loss. The result of this choice has long-term and intense emotional impacts on covictims and survivors. Remind 

participants that no one has the right to kill another person, regardless of the circumstances. 

Group Discussion 

Have participants read the accountability statements and share their thoughts with the group. Ask participants how they 

think the victims’ families would feel hearing these statements.

Additional Activities 

If time permits after covering the material in this unit, you may conduct the additional activities listed on the next few pages 

before debriefing participants. You may also want to schedule a guest victim/survivor speaker.

Before conducting these activities, survey the group first for any cultural, religious, or personal opposition to participating 

in activities about death.

Activity A 

Objective: Participants focus on typical reactions of homicide survivors. 

Ask participants to complete the “Reactions to My Murder” worksheet in their workbooks. 

Activity B 

Objective: Participants experience what it is like to plan a cremation, burial service, ceremony, or memorial. 

Ask participants to complete the “Plan a Funeral” worksheet in their workbooks. 

Activity C 

Objective: Participants apply what they have learned about crime thus far by identifying types of crimes.

Choose three types of crime, such as burglary, sexual assault, and homicide, and write them down on individual tearsheets 

or on a chalkboard. Assign participants to small groups, give each group a batch of the victim statements you prepared 

before this unit began, and have each group place their statements under the “correct” crime.

When each group is finished, see if the other groups are in agreement. After some time, a few participants will catch on and 

say that any of the statements could fit under any of the crimes. If there is disagreement or a lack of understanding why, 

discuss with the class.

Victim Statements:

• This has been the worst thing that has ever happened in my life.

• I’m not getting much help with expenses.

• I have trouble concentrating at work.

• Maybe if I had been more careful, this wouldn’t have happened.

• I’ve bought personal mace for protection.
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• People treat me differently.

• The media was outside of my house after the trial.

• I think I will always be afraid.

• I don’t want my name in the paper or on TV.

• This has taught me not to trust the way I used to.

• It’s difficult to focus and spend time with my kids; I get distracted easily.

• I’ve bought a dog for protection.

• My friends say that I’ve changed.

• I was revictimized by the responding police officers.

• I don’t know how to tell my family.

• I never thought I would be a victim.

• The material losses are the last thing on my mind.

• I don’t look forward to the days ahead.

• I’ve bought a gun for protection.

• I found the criminal justice system confusing.

Recommended Speaker 

Have an appropriate speaker address the class on the topic of homicide.

Discussion/Wrap-Up 

Discuss what participants learned in the Homicide unit. Address any questions they may have.
Appendix H Facilitator Manual

136 Victim Impact: Listen and Learn
Unit 12 Participant Worksheets
Unit 12: Homicide Facilitator Manual 

138 Victim Impact: Listen and Learn

Activity A – Reactions to My Murder

Imagine that you have been murdered. Read the following reactions typically experienced by covictims during the first 

weeks or months after someone they know has been murdered. Choose the reactions that you believe specific family members or friends would have. Write their names under each reaction that applies.

Shock:

Suicidal thoughts:

Denial: 

Anger:

Unable to make day-to-day decisions:

Unable to sleep:

Worrying whether you suffered:

Able to make day-to-day decisions:

Thoughts of revenge:

Sadness, missing you:
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Having to take medication: 

Attending the offenders’ hearings or execution:

Constantly thinking about you:

For most survivors, the trauma of your murder would be made worse by the need to make decisions and plans that are very 

stressful. Write the name of the person who would most likely deal with the following decisions or planning:

Notifying family and friends of your death: __________________________________________________________________

Identifying your body: ___________________________________________________________________________________

Dealing with the religious or cultural issues your death raises with your family: ____________________________________

Informing law enforcement officials or victim services advocates of any religious or cultural taboos or requirements of your 

family: ________________________________________________________________________________________________

Making the cremation/funeral/burial arrangements: __________________________________________________________

Reviewing and paying the medical bills: _____________________________________________________________________

Reviewing and paying the cremation/funeral/burial bills: _______________________________________________________

Dealing with the court process: ____________________________________________________________________________

Activity B – Plan a Funeral

Plan a cremation, burial, ceremony, or memorial by filling out the information below. Be as specific as you can. 
Unit 12: Homicide Facilitator Manual 

140 Victim Impact: Listen and Learn

Services and burial costs: 

______________________________________________________________________________________________________

______________________________________________________________________________________________________

Burial options: 

______________________________________________________________________________________________________

______________________________________________________________________________________________________

• Type of casket/urn/container: 

______________________________________________________________________________________________________

______________________________________________________________________________________________________

• Flowers/decorations: 

______________________________________________________________________________________________________

______________________________________________________________________________________________________

• Music: 

______________________________________________________________________________________________________

______________________________________________________________________________________________________

• Photographers/video: 

______________________________________________________________________________________________________

______________________________________________________________________________________________________

• Program (type of service): 

______________________________________________________________________________________________________

______________________________________________________________________________________________________

• Obituary: 

______________________________________________________________________________________________________

______________________________________________________________________________________________________

• Clothing: 

______________________________________________________________________________________________________

______________________________________________________________________________________________________

• Faith leader, speakers or attendants: 

______________________________________________________________________________________________________

______________________________________________________________________________________________________

• Reception/refreshments:

______________________________________________________________________________________________________

______________________________________________________________________________________________________

Taking the Next Step 
Victim Impact: Listen and Learn 141

Time Required: 2.5 hours 

Resources Needed

• Pre-/post-test (see appendix B)

• Participant Workbook (pages 91–96)

• Chalkboard or tearsheets

Prior to the Session

• Review the activities at the end of this unit. Make any necessary preparations 

for the activities you elect to conduct.

Objectives

• Participants show increased awareness of the impact of crime on victims.

• Participants acknowledge harm they have done and begin to make amends.

Victim Impact: Listen and Learn

Unit 13: Making Amends

Facilitator Tip

The goal of the Victim Impact: Listen and Learn curriculum is to prevent further victimization by helping offenders become aware of the impact of crime on victims 

and entire communities. Once offenders become aware of the harm caused, a secondary goal is to help them take action to “right the wrong” to the extent possible. 

It is important for participants to acknowledge their wrongdoing, confront themselves, make amends for the harm they have caused, heal unresolved sadness and 

pain (as best as possible), and make a conscious choice to live a violence-free life. 
Unit 13: Making Amends Facilitator Manual 

142 Victim Impact: Listen and Learn

By the end of this 13-week program, some participants will understand the impact of victimization, and they will ask, 

“What’s the next step?” “What can I do?” 

Facilitators are not expected to provide indepth counseling or negotiate behavioral contracts. Ideally, counseling staff are 

working with offenders in a therapeutic environment as they progress through this curriculum. What facilitators can do is 

to provide the opportunity for “the next step.” This unit will assist facilitators in providing participants with an introduction 

to making amends.

Concepts such as making amends, forgiveness, and reconciliation can be controversial and subject to varying definitions 

and individual perspectives. For crime victims, survivors, and offenders, it is important to stress that making amends does 

not mean that the offender’s behavior is being excused or condoned. Offenders cannot undo the harm they have caused, 

but they can be expected to make attempts to “right” wrongs to victims and the community.

It’s not easy, and change doesn’t happen overnight or after participating in one 13-week program. It requires time, effort, 

and ongoing commitment. Hopefully, participating in this curriculum will plant seeds that lead to life-long, positive change.

Introduction 

10 minutes

• You have chosen to do harm, and you have an obligation to repair the harm to the extent possible.

• Serving time is not enough. “Doing time” is legal punishment—it does not fulfill any other obligations.

• It is your responsibility to try to make things “right,” if possible.

• It is your responsibility to make amends, either directly or indirectly.

• It is your choice whether to treat others, and their property, with respect.

• It is your choice to have self-control.

• It is your choice to respect others and respect rules.

• You are responsible for the choices you make.

• Make choices that help, not hurt.

Survey participants for their definitions of “accountability.” Possible answers include being responsible for their actions 

and being willing to explain their actions. Ask participants if their thoughts about accountability have changed during the 

program.

Review Definitions 

30 minutes

Write each of the following terms/concepts on a chalkboard or tearsheet. Survey the group for their interpretations. Definitions and possible questions to pose or issues to raise follow each term.

Amends: Something done or paid to make up for the harm you caused. 

Ask participants how they and other offenders can make amends. 

Apology: To acknowledge and express regret for a fault, wrongdoing, or injury.
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Remind participants that apology letters are not to be sent without staff supervision, monitoring, and victim/survivor permission. Ask participants the following: Why are apologies important? What happens if an apology is not accepted? What 

are you sorry for? Does saying “I’m sorry” mean you can repeat that same behavior?

Changing behavior: Acting in a positive, nonviolent, noncriminal way. 

How do you currently talk about your offense and your victim? Does your family know what you did? Most victims do not 

want anyone else to go through what they have experienced. Victims may be angry, sad, and disappointed when they discover that the offender is still behaving in a criminal or violent way. Express remorse through your actions.

Community service: Meaningful activities and projects performed for the benefit of the local community and/or victim 

service agencies; helping others.

Offenders may be required to perform community service while in custody or when on probation or parole. Offenders can 

also volunteer for community service. Community service projects may help reduce crime, fear of crime, and/or assist 

victims directly.

Forgiveness: To give up resentment or the desire to punish.

Forgiving does not mean that a victim is willing to forget what offenders have done. For some victims, forgiveness has nothing to 

do with the offender’s remorse or lack of remorse; it is a process that they experience in their own time and in their own way.

Restitution: Paying back a victim for loss, damage, or injury.

Offenders should not assume that victims can financially recover because they have a job or have insurance. If offenders think 

that they shouldn’t have to pay restitution, ask them why a victim should have to pay for the offender’s harmful behavior.

Victim contact: Direct or indirect communication with the victim.

Offenders may want to contact their victims to apologize or let the victims know they have nothing to fear. Victims may 

not be interested in or prepared for contact. Offenders should avoid contacting victims while in custody and upon parole 

unless a victim gives his or her consent, the contact is approved through a staff member, and the contact is for a specific 

reason. Upon parole or probation, the offender must abide by any “no contact” requirements.

Victim-offender dialogue: Supervised discussion between victim/survivor and offender.

This process gives victims an opportunity to ask offenders questions and to share the impact of the crime. The offender 

has the opportunity to provide answers and potentially express his or her remorse. Ask participants how they would feel if 

the victim asked for a meeting with them.

Summary 

20 minutes

Ask participants to complete the “Summary” page in their workbooks and then to discuss their thoughts with other group 

members. Keep in mind that this page can be assigned as homework.

Group Discussion 

Have participants share their thoughts about changing their thinking, beliefs, how they feel about themselves and others, 

and how they act.
Unit 13: Making Amends Facilitator Manual 

144 Victim Impact: Listen and Learn

Additional Activities 

Choose any of the following activities to complete the class.

Activity A: Crime Impact Statement 

30–60 minutes

Instruct participants to write a detailed Crime Impact Statement including their thoughts and actions before, during, and after 

they harmed a victim. The statement should include all four areas of impact. Look and listen for specific and detailed information.

Activity B: Accountability Letter 

30–60 minutes

Have participants write a letter to a person other than the victim (e.g., family member, coach/teacher/counselor/mentor/religious leader) who they have hurt through their actions. Participants should include detailed information in the letter about 

how they harmed the victim and how they harmed the person the letter is addressed to.

Activity C: Community Service 

30 minutes

Discuss the concept of meaningful community service. Divide the class into small groups and have them brainstorm ideas 

for community service. Have them record their responses on tearsheets and share their ideas with the larger group.

Activity D: Restitution Payments 

30–45 minutes

Prior to class, instruct participants to bring a copy of their court order or restitution documents if accessible.

Discuss the concept of restitution. Using the “Restitution” worksheet in their workbooks, participants should write each 

out-of-pocket expense they know or think their victims had. Then have participants develop a payment plan based on their 

current financial situation and their projected financial situation 6 months, 1 year, and 5 years after release from custody.

Activity E: In-Custody Victimizing Behavior 

30–45 minutes

Clearly, victimizing behavior happens between a criminal and a crime victim. Other victimizing behaviors are not criminal 

but they do harm. Words or actions that harm others are victimization as is the use of physical, verbal, or emotional force 

to hurt, put down, scare, or control another person and/or to take away their property or their rights. Victimizing behavior 

does not stop because offenders were charged with a crime and either placed on probation or incarcerated. They do not 

have to wait until they are released back into the community to change their thinking patterns and behaviors.

Have participants read the “Victimizing Behavior” worksheet in their workbooks, and ask them to identify and talk about 

examples of victimizing behavior. It may be their own behavior or behavior they have seen in others. Have them come up 

with ideas about how they can stop their own victimizing behavior and safely confront others’ behavior.
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Activity F: Victim Empathy Worksheet 

45 minutes

Have participants complete the “Victim Empathy” worksheet in their workbooks.

Activity G: Ripple Effect 

30–60 minutes

This role-playing activity will reinforce the impact of victimization.

1. Prepare individual index cards ahead of time, each listing one of the following categories and a specific role in that category (e.g., Teena’s family: Mother); on some of the cards, you also can provide a written prompt. The number of roles 

will depend on the number of participants. Make sure, however, that one participant receives the “offender” category/

role. You may ask for participation from staff members if they would not be disruptive to the group process. Categories, 

roles, and prompts follow:

• Teena’s family

•	 Specific role: mother, father, cousin, brother

•	 Prompts: 

– “I’m Teena’s mother and I feel . . . . Because of Teena’s death, I will . . . .”

– “I’m Teena’s father and I heard about my baby being murdered from a noon hour newscast. I feel . . . . Because 

of her murder, I will . . . .”

– “I’m Teena’s cousin, and we had a little argument on the phone last night and I feel . . . .”

– “I’m Teena’s brother, and I’m in juvenile hall and they won’t let me out to go to the funeral and I feel . . . . 

Because she is dead, I will . . . .”

• School community

•	 Specific role: best friend, principal, teacher, student

•	 Prompts: 

– “I’m Teena’s best friend. I was supposed to go with her to lunch and I didn’t. I feel . . . . Because of her death, I 

am quitting school.”

– “I’m Teena’s principal, and I’m worried about the safety of the other students. I’m worried about the school’s 

liability and responsibility. I’m worried about her family.”

– “I’m Teena’s teacher. I didn’t know her that well and now I guess I won’t.”

– “I’m a student at the school; I didn’t know Teena. I feel . . . . Because she was killed, I will . . . .”

•	 Community

•	 Specific role: business person, assembly person, community member, parent of child at school, burglar who carries a 

gun, realtor

•	 Prompts: 

•	 “I own a business next door to where the girl was killed and I feel... Because of the shooting, I will . . . .”

– “I’m the assembly person for the area and I have gotten 15 calls about Teena’s murder and I feel . . . . Because 

of her murder, I will ask for longer prison sentences for all people who carry guns.”

– “I live right around the corner. I heard about it on TV and came to the crime scene. I feel . . . . Because a murder happened in my community, I will . . . .”

– “I’m a parent of a child at that school and I feel . . . . Because of Teena’s killing, I will walk my child to and from 

school.”
146 Victim Impact: Listen and Learn

Unit 13: Making Amends Facilitator Manual 

– “I’m a burglar and sometimes I carry a gun when I break into people’s houses. I feel . . . . Because someone 

got shot, I will . . . .”

– “I sell real estate and I have two families that are in the process of buying houses in the area and I feel. . . . 

Because of the girl’s murder, I will sponsor a community fundraiser.”

• Crime scene observer

•	 Specific role: ambulance driver, TV reporter, elderly person

•	 Prompts: 

– “I’m the ambulance driver who was called to the scene. I can still see Teena’s eyes and hear her last words. I 

feel . . . . Because of her death, I will . . . .”

– “I’m a reporter and I didn’t really want to say the victim’s name on TV right away but my boss said I had to. I 

feel . . . . Because of Teena’s murder, I wil l. . . .”

– “I live near the restaurant. I heard the shooting and all the noise. I saw the girl laying there screaming for her 

mom. I want to move now but I’m old and don’t have the money. I feel . . . . Because that poor girl died, I will . . . .”

• Offender

•	 Prompts: 

– “I’m the robber. I shot that girl. I feel . . . . Because I murdered Teena, I will . . . .”

2. Place strings on the floor in circles that are increasingly larger, symbolizing a ripple effect.

3. Read the following scenario to participants:

Teena is a 16-year-old student. She leaves her school and goes off campus to have lunch at a fast food restaurant, as she has many times before. While Teena is waiting for her order, the restaurant is robbed. Teena is shot 

by the robber and dies at the scene.

Just as a rock thrown into a pond creates a widening ripple on the water [Have someone in the back of the room or 

offstage pop a balloon or brown bag or make a loud sound], so to, crime and victimization create a ripple effect . . . . 

sometimes more than we all know.

4. Hand out the index cards. Tell participants not to show or tell anyone what role they are playing until you ask them 

to step forward.

5. Ask each group to step forward into the correct circle, starting with the smallest circle first. Follow this script in doing so:

Would Teena’s family please step into the very inside of the circle? Please identify yourself and tell us what you 

are feeling and what you will do because of Teena’s death. 

Would members of the school community please step into the circle just outside of Teena’s family? Please 

identify yourself and tell us what you are feeling and what you will do because of Teena’s death. 

Would members of the community please step into the circle, just outside of the school community? Please 

identify yourself and tell us what you are feeling and what you will do because of Teena’s death. 

Would the crime scene observers please step into the circle, just outside of the community? Please identify 

yourself and tell us what you are feeling and what you will do because of Teena’s death. 

We have one more person who has something to say. Please step into the circle and identify yourself. Tell us 

what you are feeling and what you will do because of Teena’s death. [This is the person who received the 

“Offender” index card.]

Pre-/Post-Test 

60 minutes

Administer the Pre-/Post-Test, located in appendix B.
Unit 13 Participant Worksheets
Unit 13: Making Amends Facilitator Manual 

148 Victim Impact: Listen and Learn

Activity D – Restitution

Using this worksheet, write each out-of-pocket expense your victims had. Then, develop a payment plan based on your 

current financial situation and your projected financial situation 6 months, 1 year, and 5 years after release from custody

Total victim restitution obligation: $ 

Victim’s Out-of-Pocket Costs

$ 

$ 

$ 

$ 

Current Financial Situation

Income Source

1. _______________________ 1. _______________________

2. _______________________ 2. _______________________

3._______________________ 3. _______________________

4. _______________________ 4. _______________________

Payment plan

Amount per month Source

1. _______________________ 1. _______________________

2. _______________________ 2. _______________________

3. ______________________ 3. _______________________

4. _______________________ 4. _______________________

Financial Situation: 6 Months After Release

Income Source

1. _______________________ 1. _______________________

2. _______________________ 2. _______________________

3. _______________________ 3. _______________________

4. _______________________ 4. _______________________

Payment plan

Amount per month Source

1. _______________________ 1. _______________________

2. _______________________ 2. _______________________

3. _______________________ 3. _______________________

4. _______________________ 4. _______________________
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Financial Situation: 1 Year After Release

Income Source

1. _______________________ 1. _______________________

2. _______________________ 2. _______________________

3. _______________________ 3. _______________________

4. _______________________ 4. _______________________

Payment plan

Amount per month Source

1. _______________________ 1. _______________________

2. _______________________ 2. _______________________

3. _______________________ 3. _______________________

4. _______________________ 4. _______________________

Financial Situation: 5 Years After Release

Income Source

1. _______________________ 1. _______________________

2. _______________________ 2. _______________________

3. _______________________ 3. _______________________

4. _______________________ 4. _______________________

Payment plan

Amount per month Source

1. _______________________ 1. _______________________

2. _______________________ 2. _______________________

3. _______________________ 3. _______________________

4. _______________________ 4. _______________________

 
Unit 13: Making Amends Facilitator Manual 

150 Victim Impact: Listen and Learn

Activity E – Victimizing Behavior

Victimizing behavior does not stop because you were charged with a crime and either placed on probation or incarcerated. 

You do not have to wait until you are released back into the community to change your thinking patterns and your behavior.

You continue to be a victimizer if you—

1. Lie.

2. Con.

3. Cheat.

4. Steal.

5. Damage property on purpose.

6. Verbally abuse other offenders.

7. Verbally abuse staff, volunteers, or guests.

8. Physically abuse offenders.

9. Physically abuse staff, volunteers, or guests.

10. Sexually abuse offenders.

11. Sexually abuse staff, volunteers, or guests.

12. Disrupt classes or group sessions.

13. Intimidate others.

14. Verbally threaten others in person, over the phone, or in writing.

15. Set up another person.

16. Blame others for what you did.

17. Label a person in a negative way.

18. Make a weaker person a target.

19. Take advantage of others.

20. Gossip about others.

21. Start problems between others.

22. Encourage someone to harm another person.

23. Fail to be responsible for your behavior when another person is hurt.

Identify other examples of victimizing behavior:

______________________________________________________________________________________________________

______________________________________________________________________________________________________

Come up with ideas for changing your own behavior:

______________________________________________________________________________________________________

______________________________________________________________________________________________________

How can you safely confront someone else’s victimizing behavior?

______________________________________________________________________________________________________

______________________________________________________________________________________________________
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Activity F – Victim Empathy

Name: ________________________________________________________________________________________________

Date: _________________________________________________________________________________________________

Recall the crime you committed. With this crime in mind, answer the following questions. The purpose of this exercise is 

for you to consider how your behavior affected your victims.

Describe the crime you committed. 

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

Who was your victim? How would you describe him or her? 

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________ 

Did you know the victim before the crime? ❑ Yes ❑ No

If yes, how?

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________ 

What did your crime cost the victim? 

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

Financially? 

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Emotionally? 

__________________________________________________________________________________________________

__________________________________________________________________________________________________
Unit 13: Making Amends Facilitator Manual 

152 Victim Impact: Listen and Learn

What effect do you think this crime had on your victim? 

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

How did your crime affect the victim’s family, friends, and community? 

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

How would you feel if the crime had been committed against you? 

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

How would you feel if the crime had been committed against a member of your family?

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

What do you think should happen to people who commit this type of crime? 

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

Are you paying too much or too little for this crime? Why? 

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

Source: Denver Community Accountability Program
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Victim Impact: Listen and Learn

Appendix A: Class Contract

Appendix B: Pre-/Post-Test (including scoring instructions)

Appendix C: Crime Clock Activity: Scenarios and Statistics

Appendix D: “I Am Not a Victim” Activity: Statements

Appendix E: Advisory Board

Appendix F: Pilot Site Locations

Appendix G: Statistics

Appendix H: Research and Evaluation References

Appendix I: OVC Victim Impact: Listen and Learn—Victim Synopses

Appendix J: Information and Referral About Victims’ Rights/Services

Appendix K: Sample Thank You Letter to Victim Speakers

Appendix L: Certificate of Completion

Victim Impact: Listen and Learn

Appendixes
154 Victim Impact: Listen and Learn

Appendix A 

Class Contract

The class contract on the following page is a sample. Revise as necessary to suit your needs.
155

Appendix A Facilitator Manual

Victim Impact: Listen and Learn

Victim Impact: Listen and Learn 

Program Participant Contract and Records Release Form

I, ______________________, Inmate Number: ______________________, agree to participate in the Agency/Department 

Impact of Crime on Victims Program. I understand that this program deals with the aftermath of crime on victims and with 

victim rights and services. I understand that my participation is voluntary and that I will be permitted to continue as long 

as I abide by this contract.

To participate in this program, I agree to the following:

To attend all classes and to be on time.

To participate fully and complete all in-class and other assignments.

To respect the confidentiality of this group.

To follow all institution rules.

To follow all other ground rules established for this course and all reasonable instructions of the class facilitator.

To listen attentively and respectfully to all guest speakers, including crime victims, survivors, their families, and service 

providers.

To refrain from using inappropriate or derogatory language (e.g., bad words, unacceptable tone).

To disagree respectfully and understand that I may need to rethink my beliefs in order to change my behavior.

To complete the pre-test and post-test questionnaires and other program tests/surveys.

I further understand and agree that a file on my performance in, and other records regarding, this educational program 

will be maintained during the course and that, upon course completion and/or other termination of my involvement in the 

course, that this file will be sent to and maintained by the Department of Corrections (DOC) for statistical, record-keeping, 

and research purposes. I understand that the DOC will monitor and evaluate this program and may utilize the services of 

universities and other researchers to assist in this task. I hereby authorize my files, tests, surveys, questionnaires, and any 

other records to be released and available for these purposes.

__________________________ ________________________

Participant Date

__________________________ ________________________

Facilitator Date
156 Victim Impact: Listen and Learn

 Appendix B Facilitator Manual 

Appendix B 

Pre-/Post-Test (including scoring instructions) 

Use the test on the following pages during unit 1 and after unit 13. Scoring instructions are found after the 

test. 

 
Victim Impact: Listen and Learn 157

 Appendix B Facilitator Manual 

Victim Impact: Listen and Learn Program 

Pre- /Post-Test 

(Circle one) Pre-Test Post-Test Date: __________ 

Name: ______________________________ Inmate Number: __________ 

For Staff Use: 

Age: ___ Sex: ❑ M ❑ F Ethnic Group: _________ Race: __________ 

Please CIRCLE a number from 1 to 6 for each question to tell us what you think. 

(“1” Means You Strongly DISAGREE, “6” Means You Strongly AGREE, or you may choose a middle 

number.) 

Statements Scale 

SD SA 

 1. Being the victim of a crime changes a person’s life. 1 2 3 4 5 6 

 2. Blaming the victim is common in gang violence. 1 2 3 4 5 6 

 3. Parents of murdered children never really recover. 1 2 3 4 5 6 

 4. Most homicide victims killed with a weapon were stabbed. 1 2 3 4 5 6 

 5. Most victims of crime get over it as time passes. 1 2 3 4 5 6 

 6. It is OK to spank your child if you are disciplining them. 1 2 3 4 5 6 

 7. Victims deserve what they get. 1 2 3 4 5 6 

 8. If a girlfriend says “no” to sex, she’s really just teasing. 1 2 3 4 5 6 

 9. If someone controls or isolates his or her partner, it’s because he or she 

 cares about them. 

1 2 3 4 5 6 

10. I always tell the truth. 1 2 3 4 5 6 

11. Someone who leaves their car unlocked is asking for it to be stolen. 1 2 3 4 5 6 

12. You can abuse someone without using violence. 1 2 3 4 5 6 

13. Stealing from people with insurance isn’t so bad. 1 2 3 4 5 6 

14. If you commit a crime you should admit it. 1 2 3 4 5 6 

15. Children who claim to be abused are usually just lying to get attention. 1 2 3 4 5 6 

16. Victims can have a say in the sentencing of their offender. 1 2 3 4 5 6 

17. It’s OK for parents to hit each other in front of their children. 1 2 3 4 5 6 

18. When houses are broken into, people often have things stolen that can’t be 

replaced. 

1 2 3 4 5 6 

19. Women who wear sexy clothes are asking to be raped. 1 2 3 4 5 6 

20. Sometimes I get angry. 1 2 3 4 5 6 

21. People who batter or abuse others just can’t help themselves. 1 2 3 4 5 6 

22. Abused boys are often more seriously injured physically than abused girls. 1 2 3 4 5 6 

23. No one ever has the right to abuse or intimidate a person, no matter what. 1 2 3 4 5 6 
158 Victim Impact: Listen and Learn

 Appendix B Facilitator Manual 

Statements Scale 

SD SA 

24. Posttraumatic Stress Disorder (PTSD) is a common problem for many 

crime victims and causes them problems so bad that they may lose their 

jobs and marriages. 

1 2 3 4 5 6 

25. Victims should be able to speak at parole hearings. 1 2 3 4 5 6 

26. Not many people are injured or killed in alcohol-related crashes, making it 

a minor crime. 

1 2 3 4 5 6 

27. Child abuse can be found in all types of families. 1 2 3 4 5 6 

28. If a woman does not fight back against a rapist, it is because she really 

enjoyed it. 

1 2 3 4 5 6 

29. If you rob someone, you should pay them back. 1 2 3 4 5 6 

30. Sometimes I think of things too bad to talk about. 1 2 3 4 5 6 

31. Children are more likely to be abused at home or by someone they know 

than by strangers outside the home. 

1 2 3 4 5 6 

32. If you’re involved in a relationship, you should not talk to or be friends with 

anybody else who is the same sex as your partner. 

1 2 3 4 5 6 

33. Crime has a ripple effect that impacts the victim’s family, friends, and 

community. 

1 2 3 4 5 6 

34. In many courts victims may make a “victim impact statement” about the 

crime, or send a written or videotaped statement. 

1 2 3 4 5 6 

35. Victims of crime can often live in fear for the rest of their lives. 1 2 3 4 5 6 

36. If you victimize someone, it is important to find an appropriate way to 

apologize or make amends to your victim. 

1 2 3 4 5 6 

37. Girls are much more often victims of child sexual abuse than are boys. 1 2 3 4 5 6 

38. When someone’s house is burglarized, they often never feel safe there 

again. 

1 2 3 4 5 6 

39. Gay people deserve it when they get beaten. 1 2 3 4 5 6 

40. Kids often lie when they claim to have been abused by an adult. 1 2 3 4 5 6 

41. It’s OK to drink and drive as long as it’s only beer. 1 2 3 4 5 6 

42. Children who are molested often have emotional problems as adults. 1 2 3 4 5 6 

43. If you hit your kids, it proves you love them. 1 2 3 4 5 6 

44. If a 35-year-old woman has sex with a 14-year-old boy; it’s OK because it 

helps him learn about sex. 

1 2 3 4 5 6 

45. Victims are not allowed to be present or speak at parole hearings. 1 2 3 4 5 6 

46. After an offender has served his time, the victims and/or the victim’s family 

should forget what happened. 

1 2 3 4 5 6 

47. Spraying graffiti on building or buses shouldn’t bother anyone. 1 2 3 4 5 6 

48. Even when people are dating regularly and one person is spending money 

on the other person; they have no right to expect sex. 

1 2 3 4 5 6 

49. Only a very small number of children are victims of sexual abuse. 1 2 3 4 5 6 

50. I feel sorry for people who suffer in life. 1 2 3 4 5 6 

 
Victim Impact: Listen and Learn 159

 Appendix B Facilitator Manual 

Scoring the Pre- /Post-Test 

When administered in a pre- /post manner, the 50-item pre- /post-test provides both a baseline measure 

(the pre-survey) and an opportunity to gauge change (the post-survey). The survey statements are 

geared at measuring five general constructs: 

1. Knowledge of Victims’ Rights (KR): These statements are meant to measure the respondent’s 

knowledge of victims’ rights-related information. In the survey, these are items 16, 25, 34, and 45. 

2. Knowledge of Victim-Related Facts (KF): These statements are meant to measure the respondent’s 

absorption of factual material from the curriculum. In the survey, these are items 2, 4, 6, 9, 12, 15, 17, 

22, 24, 26, 27, 31, 33, 37, 40, 42, 48, and 49. 

3. Sensitivity to Victim’s Plight (SP): These statements are meant to measure the respondent’s attitudes 

toward the victimization experience, and aim to provide a rough measure of levels of expressed 

empathy. In the survey, these are items 1, 3, 5, 18, 35, 38, 46, and 50. 

4. Victim Blaming (B): These statements are meant to measure the respondent’s tendency to blame 

victims for their victimization. In the survey, these are items 7, 8, 11, 19, 28, 32, and 39. 

5. Accountability (AC): These statements are meant to measure the respondent’s attitude regarding selfaccountability and the need or desire to make amends with victims. In the survey, these are items 13, 

14, 21, 23, 29, 36, 41, and 47. 

**Note: Five items (items 10, 20, 30, 43, and 44) went uncategorized. 

Creating a Scorable Database 

Step 1: Establish a common scale. When reviewing the survey, notice that for some items a high score 

denotes a desirable response, while for others a low score is desirable. Such reversal items are 

employed as a safeguard against careless responses; if a respondent is making a sincere effort to 

answer the survey truthfully, there should be a mix of high and low responses. When coding the results 

into the database, the responses for reversal items should be reverse coded so that desirable responses 

receive high scores. As an example, consider the following item: 

“It is always okay to spank your child if you are disciplining them.” 

This is a question in which a response of disagreement is desirable. On the survey itself, respondents are 

provided with a range of choices in which “1” denotes strong disagreement while “6” denotes strong 

agreement. However, in the data it is necessary for all items to be scored in the same direction. This is 

necessary because additive summary scores will be created later. In this case, we would recode the 

response “1” as a “6” for analytical purposes. 

For items in which a disagreement response is desirable: 

If the respondent circled_______________ enter a score of ____ into the database. 

If the respondent circled: Enter a score of ____ into the database. 

1 6 

2 5 

3 4 

4 3 

5 2 

6 1 
160 Victim Impact: Listen and Learn

 Appendix B Facilitator Manual 

Before proceeding to Step 2, be sure that all appropriate items have been reverse coded!! 

Reverse Coding 

Item # Respondent 

Score 

Reverse 

Score 

5 

6 

7 

8 

9 

10 

11 

13 

15 

17 

19 

21 

26 

28 

32 

39 

40 

41 

43 

44 

45 

46 

47 

49 

Step 2: Binary coding for knowledge items. On knowledge items (KR and KF statements), responses 

should be recorded into “correct” and “incorrect” categories. Low-scoring responses (scale scores of 3 or 

lower) should be recoded as “0,” and high-scoring responses (scale scores of 4 or higher) should be 

recoded as “1.” Following this procedure allows for summation of correct responses within the Knowledge 

of Facts and Knowledge of Rights factors. 

 
Victim Impact: Listen and Learn 161

 Appendix B Facilitator Manual 

Item # Respondent Score Recoded Score 

2 

4 

6 

9 

12 

15 

16 

17 

22 

24 

25 

26 

27 

31 

33 

34 

37 

40 

42 

45 

48 

49 

Step 3: Create summary scores. Within each factor, sum up the response scores. For knowledge items 

(KR and KF), the summary scores should now represent the number of correct responses; please recall 

that the scores have been recoded to a “0” or “1.” For the Sensitivity, Blaming, and Accountability items, 

summary scores should now represent an additive scale of desirable responses; higher summary scores 

indicate more favorable or desirable attitudes and responses. 

1. Knowledge of Victims’ Rights (KR): Respondent’s knowledge of victims’ rights-related information. Bold 

statements denote reverse coding. 

Statement Respondent 

Answer 

Score 

16. Victims can have a say in the sentencing of their offender. 

25. Victims should be able to speak at parole hearings. 

34. In many courts victims may make a “victim impact statement” about the crime or 

send a written or videotaped statement. 

 

45. Victims are not allowed to be present or speak at parole hearings. 

 TOTAL SUMMARY SCORE 
162 Victim Impact: Listen and Learn

 Appendix B Facilitator Manual 

2. Knowledge of Victim-Related Facts (KF): Respondent’s absorption of factual material. Bold statements 

denote reverse coding. 

Statement Respondent 

Answer 

Score 

2. Blaming the victim is common in gang violence. 

4. Most homicide victims killed with a weapon were stabbed. 

6. It is always OK to spank your child if you are disciplining them. 

9. If someone controls or isolate his or her partner, it’s because he or she 

cares about them. 

12. You can abuse someone without using violence. 

15. Children who claim to be abused are usually just lying to get attention. 

17. It’s not OK for parents to hit each other in front of their children. 

22. Abused boys are often more seriously injured physically than abused girls. 

24. Five out of every six people will be the victim of an attempted or completed violent 

crime in their lifetime. 

26. Posttraumatic Stress Disorder (PTSD) is a common problem for many crime 

victims and causes them problems so bad that they may lose their jobs and 

marriages. 

27. Child abuse can be found in all types of families. 

31. Children are more likely to be abused at home or by someone they know than by 

strangers outside the home. 

33. Crime has a ripple effect that impacts the victim’s family, friends, and community. 

37. Girls are much more often victims of child sexual abuse than are boys. 

40. Kids often lie when they claim to have been abused by an adult. 

42. Children who are molested often have emotional problems as adults. 

48. Even if people are dating regularly and one person is spending money on the other 

person, they have no right to expect sex. 

49. Only a very small number of children are victims of sexual abuse. 

 TOTAL SUMMARY SCORE 

3. Sensitivity to Victim’s Plight (SP): Respondent’s attitudes toward the victimization experience and 

rough measure of levels of expressed empathy. Bold statements denote reverse coding. 

 Statement Respondent 

Answer 

Score 

1. Being the victim of a crime changes a person’s life. 

3. Parents of murdered children never really recover. 

5. Most victims of crime get over it as time passes. 

18. When houses are broken into, people often have things stolen that can’t be 

replaced. 

 

35. Victims of crime can often live in fear the rest of their lives. 

38. When someone’s house is burglarized, they often never feel safe there again. 

46. After an offender has served his time, the victim and/or the victim’s family 

should forget what happened. 

 

50. I feel sorry for people who suffer in life. 

 TOTAL SUMMARY SCORE 
Victim Impact: Listen and Learn 163

 Appendix B Facilitator Manual 

4. Victim Blaming (B): Respondent’s tendency to blame victims for their victimization. Bold statements 

denote reverse coding. 

Statement Respondent 

Answer 

Score 

7. Victims deserve what they get. 

8. If a girlfriend says “no” to sex, she’s really just teasing. 

11. Someone who leaves their car unlocked is just asking for it to be stolen. 

19. Women who wear sexy clothes are asking to be raped. 

28. If a women does not fight back against a rapist, it is because she really 

enjoyed it. 

 

32. If you’re involved in a relationship, you should not talk to or be friends with 

anybody else who is the same sex as your partner. 

 

39. Gay people deserve it when they get beaten. 

 TOTAL SUMMARY SCORE 

5. Accountability (AC): Respondent’s attitudes regarding self-accountability and the need or desire to 

make amends with victims. Bold statements denote reverse coding. 

Statement Respondent 

Answer 

Score 

13. Stealing from people with insurance isn’t so bad. 

14. If you commit a crime you should admit it. 

21. People who batter or abuse others just can’t help themselves. 

23. No one ever has the right to abuse or intimidate a person, no matter what. 

29. If you rob someone, you should pay them back. 

36. If you victimize someone, it is important to find an appropriate way to apologize 

or make amends to your victim. 

41. It’s OK to drink and drive as long as it’s only beer. 

47. Spraying graffiti on buildings or buses shouldn’t bother anyone. 

 TOTAL SUMMARY SCORE 

 
164 Victim Impact: Listen and Learn

 Appendix B Facilitator Manual 

Step 4: Compare the pre-participation and post-participation scores. Ideally, program participants 

should exhibit higher scores on the post- survey. In comparing the pre- and post- factor summary scores, 

nonparametric tests such as the Wilcox on Signed Ranks Test are appropriate. More information about 

this test can be found at www.psych.cornell.edu/darlington/wilcoxon/wilcox0.htm. 

Summary Score Table 

Constructs 

Summary Score 

Pre Post 

Knowledge of Victims’ Rights (KR)* 

Knowledge of Victim-Related Facts (KF)* 

Sensitivity to Victim’s Plight (SP)** 

Victim Blaming (B)** 

Accountability (AC)** 

*Note: This score is the number correct out of the total number of statements. 

**Note: High summary scores indicate more desirable attitudes and responses. 
161

Appendix C Facilitator Manual

Victim Impact: Listen and Learn

Appendix C 

Crime Clock Activity: Scenarios and Statistics

(Cut each scenario and its corresponding statistic into a single strip of paper, fold them up, and hand them out at the 

beginning of unit 2.)

• My little sister was raped when she went out with a neighbor. 

(1.3 adult women are raped every minute)

• A drunk driver hit my car and killed my dad. I was hurt badly. 

(48 Americans are killed in alcohol-related traffic crashes every day)

• My kid told me that his friend has cigarette burns on his legs. 

(Approximately six children are reported abused and neglected in America every minute)

• They broke into my house and stole the TV and irreplaceable items. On top of it all, they vandalized the house, too. 

(One burglary every 11 seconds)

• Some kids took my car and went joyriding in it. 

(One motor vehicle theft every 20 seconds)

• My brother is a teacher and he says that some of his students come to school with no coats and no lunch. 

(Approximately six children are reported abused and neglected in America every minute)

• My neighbor was murdered on his way home from work. 

(One murder every 21 minutes)

• I was carjacked at gunpoint. 

(One violent crime every 16 seconds)

• My best friend’s sister has been stalked for 2 years. 

(84 stalking cases are reported every hour)

• When they were beating me up, they were yelling racial slurs at me. 

(One violent crime every 16 seconds)

• I deliver pizza and I was robbed last night. My boss took the money out of my pay. 

(One robbery every 48 seconds)
Appendix C Facilitator Manual

162 Victim Impact: Listen and Learn

• My kids and I were out shopping and we saw a man getting beat up. 

(One violent crime every 16 seconds)

• At work, a lady’s husband showed up with a gun looking for her. 

(One violent crime every 16 seconds)

• I got assaulted trying to stop a shoplifter. My boss fired me. 

(One violent crime every 16 seconds)

• My boss didn’t come to work one day. Her boyfriend hit her with a bat until he broke her nose and arm.

(One woman is battered every 15 seconds)

• I was hit by a drunk driver. I can’t play ball with my kid. 

(One alcohol-related injury every minute)

• I rented a car once and it got stolen. My insurance didn’t cover the costs. 

(One motor vehicle theft every 20 seconds)

• My kid got beat up and his bike was stolen. 

(One violent crime every 16 seconds)

• Someone mugged my Mom while she was shopping and dislocated her shoulder. 

(One violent crime every 16 seconds)

• My aunt told me her husband has been punching her. 

(One woman is raped and/or physically assaulted by an intimate every 3 minutes)

• My car was stolen at work. I was packed for vacation. 

(One motor vehicle theft every 20 seconds)

• I was hit by a drunk driver. 

(One alcohol-related injury every 20 seconds)

• My daughter told me her boyfriend has been hitting her. 

(One woman is raped and/or physically assaulted by an intimate every 3 minutes)

• I was robbed at gunpoint. They took my wallet, car keys, and house keys. 

(One robbery every 48 seconds)
163

Appendix C Facilitator Manual

Victim Impact: Listen and Learn

• I got hit by a car and had to go to the hospital. A test showed the guy was high. 

(One alcohol-related injury every minute)

• The kid next door always looks skinny and sick. 

(Approximately six children are reported abused and neglected in America every minute)

• I’ve had a knife pulled on me twice. 

(One violent crime every 16 seconds)

• I broke my leg once and had to use crutches. Some young kids beat me up and laughed the whole time. 

(One violent crime every 16 seconds)

• Some kid pointed a gun at my grandmother, knocked her down, and stole her Social Security check. Her hip is broken. 

(One violent crime every 16 seconds)

• When I worked at a store, I got robbed five times, a couple of times at gunpoint. 

(One robbery every 48 seconds)

• I lost important legal papers and family photos in the burglary. 

(One burglary every 11 seconds)

• My delivery trucks are always getting vandalized with gang writing. 

(One burglary every 11 seconds)

• I was watching the news yesterday and a little kid got shot during gang crossfire. 

(One violent crime every 16 seconds)

• My garage was broken into and my work tools were stolen. 

(One burglary every 11 seconds)
Appendix D Facilitator Manual

164 Victim Impact: Listen and Learn

Appendix D 

“I Am Not a Victim” Activity: Statements 

(Cut each statement into a single strip of paper and hand them out during unit 2’s “I Am Not a Victim” activity.)

Reader 1: I am not a victim. No one has committed a crime against me. I haven’t had my car stolen.

Reader 2: I haven’t been beat up. I haven’t been robbed. No one has used my credit cards.

Reader 3: I haven’t been shot at. My kids haven’t been molested. My business that I own hasn’t been robbed. I did hear 

that the crime rate is going up where I live.

Reader 4: I have not been abused. I am not a victim. No one has hacked into my computer. I did read about someone being robbed.

Reader 5: No one has tried to victimize my kids through their computers. I haven’t had my cell phone stolen. I did find out 

that there are a lot of sex offenders living near me.

Reader 6: I haven’t had a gang member shoot at me. My neighbor was burglarized last month. Another neighbor was burglarized last week.

Reader 7: The evening news had a special news story about local crimes. I’m getting nervous about leaving my car on the 

street. I’m not a victim, but I’m thinking about getting a home security system.

Reader 8: I haven’t been stabbed. I got worried when I thought someone was going to rob me. There were four newspaper 

stories about different murders that happened in my community.

Reader 9: I bought a security system. I haven’t been carjacked. . . . yet. I’m being more careful about where I go. I don’t let 

my kids go certain places alone.

Reader 10: I got worried when someone walked past me at the bank ATM. I didn’t stop for gas because it was late at night. 

I don’t watch the news very much, too much violence.

Reader 11: I have been affected. I have been harmed. I have changed my thinking. I have changed my beliefs. I have 

changed what I do every day.
165

Appendix E Facilitator Manual

Victim Impact: Listen and Learn

Appendix E 

Advisory Board

The project was guided by an advisory board that included the following members:

Project Team

• Sharon J. English, Project Director, Justice Systems Consultant, California

• Dr. Mario Gaboury, Professor and Chair of Criminal Justice, University of New Haven, Henry C. Lee College of Criminal 

Justice and Forensic Sciences, Connecticut

• Frankie Lemus, Vice President of Clinical Development, The Change Companies®, Nevada

• Dr. Kevin “Kip” Lowe, Assistant Project Director, Professor, Sacramento State University, California

• Dr. Christopher Sedelmaier, Assistant Professor, University of New Haven, Henry C. Lee College of Criminal Justice and 

Forensic Sciences, Connecticut

• Anne Seymour, Project Consultant, Washington, D.C.

• Jill Weston, Parole Agent II, Department of Corrections and Rehabilitation, Office of Victim and Survivor Rights and 

Services, California

Project Advisory Committee

• Suzanne Neuhaus, Parole Agent II, Department of Corrections and Rehabilitation, Office of Victims and Survivor Services, California

• Jeanne Becker Powell, Victim Services Consultant, Florida

• Marcia Blackstock, Executive Director, Bay Area Women Against Rape, California

• Judy Campbell, Assistant Director, Riverside County Victim Witness, Domestic Violence Consultant, California

• Jeri Nardacci, Director, Victims’ Services Unit, Department of Corrections, Virginia

• Paul Chiano, Director of Inmate and Community Programs, Plymouth County Sheriff’s Department, Massachusetts

• Phil Cloeter, Victim Impact Teacher, N.A. Chaderjian Youth Correctional Facility, California

• Michael Davis, Project Coordinator, Office of Victim Services, Department of Rehabilitation and Correction, Ohio

• Sheryl DeMott, Victim Services Director, Department of Correction, Tennessee

• Rochelle Edwards, Inmate Programming Volunteer, San Quentin State Prison, California

• Felicia Jones, Victim Impact Teacher, Heman G. Stark Youth Correctional Facility, California

• Miriam Maldonado, Mothers Against Drunk Driving (MADD) Speaker, California

• Lori Muir, Supervising Parole Agent, MADD Impact Panel Speaker, Department of Corrections and Rehabilitation, 

California

• Jean O’Hara, President, Families and Friends of Homicide Victims, California

• Russ Turner, Consultant, Department of Justice, Crime and Violence Prevention Center, California
Appendix F Facilitator Manual

166 Victim Impact: Listen and Learn

Appendix F 

Pilot Site Locations

California

• Heman G. Stark Youth Training Facility, Chino

• San Quentin State Prison, San Quentin

Ohio

• Allen Correctional Institution, Lima

• Canton Adult Parole Authority, Canton

• Correctional Reception Center, Orient

• Richland Correctional Institution, Mansfield

Tennessee

• Brushy Mountain/Morgan Correctional Complex, Petros/Wartburg

• Northeast Correctional Complex, Mountain City

Virginia

• Greensville Correctional Center, Jarratt

• Haynesville Correctional Center, Haynesville
167

Appendix G Facilitator Manual

Victim Impact: Listen and Learn

Appendix G 

Statistics

The trends and statistics used in this curriculum were taken from the following documents:

• Federal Bureau of Investigation 2007 Crime in the United States Preliminary Semiannual 

Uniform Crime Report January–June

http://www.fbi.gov/ucr/prelim2007/index.html 

• Juvenile Offenders and Victims: 2006 National Report 

http://ojjdp.ncjrs.gov/publications/PubAbstract.asp?pubi=234394 

• Office for Victims of Crime 2007 National Crime Victims’ Rights Week Resource Guide 

http://www.ojp.usdoj.gov/ovc/ncvrw/2006/pdf/statistical_overviews.pdf
Appendix H Facilitator Manual

168 Victim Impact: Listen and Learn

Appendix H 

Research and Evaluation References

Gaboury, M.T., Sedelmaier, C., Monahan, L.H., and Monahan, J.J. 2008. “A Preliminary Evaluation of Behavioral Outcomes 

of a Corrections-based Victim Awareness Program for Offenders.” Victims & Offenders 3(2/3).

Monahan, L.H., Monahan, J.J., Gaboury, M.T., and Niesyn, P.A. 2004. “Victims’ Voices in the Correctional Setting: Cognitive 

Gains in an Offender Education Program,” Journal of Offender Rehabilitation 39(3): 21.

Putnins, A.L. 1997. “Victim Awareness Programs for Delinquent Youths: Effects on Moral Reasoning Maturity,” Adolescence 

32: 709–15.

Schiebstad, I. 2003. An Evaluation of Victim Impact Classes, unpublished paper, Saint Ambrose University, Social Work 

Program, Davenport, IA.

Stutz, W.A. 1994. Victim Awareness Educational Program Evaluation, unpublished paper, Washington State Department of 

Corrections, Division of Community Corrections, Victim Services Unit, Olympia, WA.
169

Appendix I Facilitator Manual

Victim Impact: Listen and Learn

Appendix I 

OVC Victim Impact: Listen and Learn DVD/Video 

Victim Synopses

Leanna

While Leanna and her husband were at work, their home was broken into. Virtually everything of value in the house was stolen, along with what Leanna describes as “weird stuff,” including wash rags and bratwurst from the refrigerator. No arrests 

were ever made.

To feel safer, Leanna describes installing a security system and buying a gun. She said, “I’ve been burglarized and thousands of people are burglarized every day, but until you actually experience (it), you do kind of downplay it because you 

don’t realize how it does affect you.”

Alan

At the time of his attack, Alan was a 44-year-old maintenance superintendent who had recently experienced difficult times 

because of family problems, but was getting his “life back together again.”

His victimization was a result of mistaken identity at one of his job’s properties, where he was severely beaten by a total 

stranger and knocked unconscious. The woman who owned the property saw the attack on security cameras and chased 

the assailant away.

Alan spent 6 days in the hospital but didn’t have medical insurance, so the doctors decided “just to let his knee heal by itself.” Upon his release, he lost his dog when the dog chased a squirrel and Alan couldn’t chase after him. Alan also suffers 

from short-term memory loss and is unable to hold down a steady job because of his physical injuries and depression. He 

has endured major financial bills.

Jim

Jim is a 45-year-old bartender and personal trainer who was assaulted and robbed by three assailants in February 1995. 

When he was asked to identify his assailants at a police lineup, he was unable to do so and doesn’t know what happened to 

them.

In addition to suffering from serious physical injuries, Jim was concerned about the impact of his victimization on his 

elderly parents who live in another state. Jim experienced intense fear, has problems trusting other people, and suffered 

financially. The Crime Victim Compensation Program in his jurisdiction was “out of money at the time.” He credits his 

strong social support system for helping him recover. Today, Jim is a personal trainer and has a catering business.

Jee Young Ahn

While on a spring break from college, Jee Young Ahn’s brother, Dong, was playing basketball with his Korean church youth 

group when the five opposing team members (all white) began racially taunting him and intentionally fouling him. While 

he waited for a ride home, the same basketball players plus 10 others showed up shouting more racial slurs, and brutally 

kicked and beat Dong on his head, face, and back. He didn’t have medical insurance and refused to go to the hospital. 

Instead, he waited in his sister’s apartment until she took him to the hospital.

The district attorney, who wasn’t aware of the extent of Dong’s injuries, treated the case as a “gang fight.” Because “he 

didn’t seek treatment and he didn’t have sufficient English skills to verbalize what he was going through or what had happened, the police report was drafted . . . . against him.” Ahn credits a victim advocate for helping to make a strong case and 

for getting Crime Victim Compensation to cover more than $6,000 in medical bills. Ahn’s and Dong’s parents live in Korea 

and did not want their son to testify “for fear of retaliation.” Now they call daily to make sure their children are safe.
170 Victim Impact: Listen and Learn

Appendix I Facilitator Manual

Three of the youth, who were thought to have done the most damage to Dong were prosecuted for aggravated assault. The 

district attorney stated that there “were some hate crime components,” but the assault was not prosecuted as a hate crime. 

The family “didn’t want them to go through jail time because . . . we thought maybe counseling or therapy would help them 

better.” Those assailants were sentenced to probation.

Teri

Teri’s 16-year-old son Anthony, unbeknownst to her, joined a gang because he was “getting beat up all the time.” In January 

1997, the gang members (ages 17–27) beat Anthony, put him in a trash can, and rolled him down an embankment. When 

Anthony regained consciousness and tried to walk up the hill, the gang leader ordered him to be killed. The gang member 

who kicked Anthony to death also stole his shoes and was wearing them when arrested.

Teri describes the defendants as “cruel . . . insensitive . . . only concerned about plea bargaining . . . they have no concept of 

what they had done . . . the crime they committed . . . his death meant nothing really to them.” The trial took 13 months. The 

murderers were sentenced to a range of 7 to 30 years. Teri says she plans to attend the parole hearings of all of the murderers.

Debbie

In March 1989, Debbie was brutally raped and robbed by a stranger at home while her police officer husband, Rob, slept 

upstairs. Debbie’s attacker was identified through a “cold hit” in her state’s DNA database of convicted felons. Her attacker 

had abducted and robbed two other women. Six-and-a-half years after the rape occurred—years in which Debbie describes 

constant fear and emotional turmoil—the arrest was made. DNA evidence was a new technology at the time, and the district attorney was “scared to death of the case. He wanted me to drop the rape charge and just go for robbery and abduction. I didn’t care about the $30 he took from me.” A new district attorney came on board and successfully prosecuted the 

case after approximately 3 years. The rapist was sentenced to two life sentences plus 25 years, with no chance of parole.

In the decade following her rape, Debbie became an outspoken advocate for rape victims and is credited with helping 

to pass the “Debbie Smith Act” within the Federal “Justice for All Act” passed by Congress in 2004. The Act authorizes 

funding to eliminate the backlog of DNA evidence collection; provides support for sexual assault forensic examiners; and 

provides funding to train law enforcement officers in the use of DNA technology. Today, Debbie is a national spokesperson 

for rape victims through her H-E-A-R-T foundation (Hope Exists After Rape Trama). In 2005, Debbie received the “Special 

Courage Award” from OVC.

Nia

Nia is a 28-year-old office worker and aspiring filmmaker. She was molested by her best friend’s older brother (7 years older 

than her) when she was between 5 and 7 years old, but never told anyone about her victimization until she was a senior in 

high school. The offender’s family is very close to Nia’s family. Nia is on her “third round of therapy now.”

Ron

Ron, age 43, and his siblings were victims of chronic physical, emotional, and sexual child abuse and neglect at the hands 

of their mother and uncle. Today Ron is estranged from his siblings, whom he describes as “violent” and “scary.” He says, 

“I’ve invented my own family, and I love them and they love me . . . and that’s a wonderful thing, especially for someone 

who’s coming from this kind of darkness . . . . ” He has become an advocate for children, volunteers at his local children’s 

hospital, and expresses a desire to “help with any part of our culture to help us wake up and wise up to honor our children.”

Rebel

Rebel is a 36-year-old victim of domestic violence. Although Rebel says that her ex-husband was “not physically abusive,” 

he threw things at her; restrained her whenever she tried to call the police; and drove recklessly with her in the car for “the 
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Appendix I Facilitator Manual

Victim Impact: Listen and Learn

shock and the scare factor.” He was also controlling; emotionally, financially and sexually abusive; “degrading and demoralizing”; and isolated Rebel from her family, friends, and church. When they separated, and she filed a “protection from 

abuse” order, he became enraged.

He monitored her whereabouts at all times, didn’t let her talk on the phone, and threatened to have her killed. Rebel realized she was a victim when the hospital where she worked became a pilot site for screening for cases of domestic violence. 

Rebel took the training program, read the six screening questions, and said, “Holy smokes, this is me! This is my life.”

The impact of domestic violence on Rebel included fear, panic attacks, sleep disorders, self-blame, and difficulty with social 

relationships and intimacy. She takes extreme precautions to ensure that her ex-husband cannot find her. Rebel attends a 

support group for battered women and now speaks out publicly about her victimization and the issue of domestic violence.

Kimberly

When Kimberly was 16, she was in a major car accident that left her paralyzed from the neck down. A few years later, while 

in college, she married a young man who abused her verbally, physically, and emotionally. When her family and the university intervened to help her get out of this relationship, Kim pressed charges against her husband.

When the initial case went to trial a year later, Kim “went into the courtroom with the utmost confidence that the person 

who did this to me would be punished for what he did.” After a 5-day trial in 1990 in which the defense attorney portrayed 

Kim as “a woman with a severe disability that no other man would ever want or love,” and explained away her multiple 

broken bones as a result of Kim “just (falling) out of her wheelchair,” the jury found her husband not guilty.

Kim says, “That was completely devastating for me. I felt revictimized only this time by the system.” Kim chose not to 

testify at the trial involving the second charge, and the court proceeded without her. Her batterer pleaded “no contest” and 

was sentenced to 2 years of probation, counseling, and a $10,000 fine. Kim says, “That didn’t feel like any justice to me.”

In 1996, after Kim had completed her master’s degree in social work, she was the victim of an armed gang rape and 

burglary in her apartment, during which the rapists threatened to kill her. There was an investigation, but nobody was ever 

apprehended. Kim filed a civil suit against her apartment complex because no security was around when she was assaulted. 

The attorneys asked her questions such as, “If you’re paralyzed, how do you know you were raped? How do you know you 

were penetrated?” Kim describes the experience as “so humiliating and degrading” that she chose to settle out of court, 

and says, “So I felt like, once again, I was victimized . . . by the justice system.”

Kim now works for a disability services program within a domestic violence center and helps develop services for victims 

with disabilities, including counseling, prevention and intervention in the community, and training. She says, “It is not only 

my life’s work, it is my life.” In 2002, Kimberly received the Special Courage Award from OVC.

Cindi

In 1979, Cindi and her 5-month-old daughter, Laura, were hit by a repeat drunk driver. Laura became the Nation’s youngest 

quadriplegic and later died at the age of 7. Her mother, Cindi, endured treatment for multiple physical injuries. 

Cindi says this tragedy “broke my family up” and describes feeling a hatred that “was just unbearable for the man who hit 

me.” Twenty years after the drunk driving crash, Cindi initiated a personal meeting with the offender that lasted 3 hours. He 

listened quietly and, when asked, told her about his life, including that he had been sober for 10 years, and was “praying 

that I would forgive him, and he asked me to forgive him.” Cindi said, “I can’t. I won’t forgive you. I don’t forgive you now, 

and I don’t think I’ll ever forgive you.” She said that she “thought that would . . . make me feel better and it didn’t.” So she 

met with him again, and offered her personal forgiveness.

In 1982, Cindi cofounded Mothers Against Drunk Driving (MADD), considered one of the Nation’s most effective victim 

services organizations.
172 Victim Impact: Listen and Learn

Appendix I Facilitator Manual

Peggy

Peggy’s only son, Joey, was a senior at the University of Pittsburgh. He was a 4.0 student; president of both his senior and 

junior classes; and worked two jobs to help support himself. He was also very close to his 15-year-old sister.

Joey was murdered in September 2000 when the ex-boyfriend of a neighbor set fire to the building, which had no smoke 

detectors. Three days after Joey’s funeral, Peggy learned he was a victim of arson. The detectives told Peggy that he “was 

truly an innocent victim.” Peggy said, “I worried so much about getting in there to clean that apartment. Why didn’t I think 

to check the smoke detectors or whether he had a fire escape?”

At the sentencing phase, the offender said that “he couldn’t apologize, but he would pray for us.” He was convicted of 

second-degree murder and sentenced to life without parole.

Myrtle

In July 2000, Nanette, who had multiple sclerosis, was trying to stop an argument between two girls when she was stabbed 

in the neck and aorta. She bled to death. A police officer at the scene drew his gun on the girl who killed Nanette to make 

her drop the knife. 

When Nanette was killed, her mother, Myrtle, an elderly widow had just been released from a lengthy hospital stay following 

a hit-and-run crash in March that resulted in a broken wrist and leg, broken ribs, and serious infections. The murderer was 

“rude” during the trial, and “acted as if she didn’t care.” She received a 10-year prison sentence, with 3 years in a mental 

institution. Myrtle says she participated in the videotaping because “maybe I could help someone else, and that’s what I’d 

like to do.”

Amy

Amy is 40 years old and owns a bookstore. Her sister, Jill, had been “traveling a really bad road” and Amy convinced her to 

move closer to the family for support. Jill (whom Amy describes as “soulful” and “compassionate”) lived in an old converted apartment house for 2 months before she was murdered. The man who killed Jill lived downstairs. He cut her cable line; 

threw the circuit breakers so that when she returned to her apartment at 1 a.m., it was in total darkness. He beat and raped 

Jill for 6 hours before brutally murdering her. Amy’s husband, John, a firefighter, found Jill’s body, which was “completely 

unidentifiable.”

Four months after Jill’s murder, her mother committed suicide, her father started having heart attacks (and had to miss the 

entire trial), her older sister became agoraphobic, and her brother became a “full-blown alcoholic.” Her other sister began 

having problems with her son because “she was too busy mourning and trying to deal with her grief.” Amy, who had been a 

victim of acquaintance rape while in college, had to quit her job as a hairdresser because she had “problems having physical contact with her clients.” She recalled, “All of it came back, big and ugly.”

Amy now suffers from sleep disturbances, an eating disorder, clinical depression, stomach problems, dermatitis, and jaw 

and back problems. She doesn’t “really have friends anymore” because of “a tremendous feeling of being alone in the 

world.” Her husband, John, has been faced with “not being able to keep Jill safe, and trying to keep me safe.” He suffers 

from symptoms that sound like posttraumatic stress disorder.

The murderer was initially found guilty of first-degree murder and rape and was sentenced to the death penalty, plus 60 

years. When the death penalty was overturned on appeal to a life sentence, Amy and her family “made the choice not to 

pursue another sentencing phase.”
Victim Impact: Listen and Learn 173

Appendix J Facilitator Manual

Appendix J 

Information and Referral About Victims’ Rights/Services

State Resources www.navaa.org

Battered Women’s Justice Project 800–903–0111 

www.bwjp.org

Childhelp 800–4–A–CHILD (800–422–4453) 

800–2–A–CHILD (TDD) 

www.childhelpusa.org

Federal Trade Commission Identity Theft Hotline 877–ID–THEFT (800–438–4338) 

866–653–4261 (TTY) 

www.ftc.gov/bcp/edu/microsites/idtheft

Bureau of Justice Statistics 800–851–3420 

www.ojp.usdoj.gov/bjs

Mothers Against Drunk Driving 800–GET–MADD (800–438–6233) 

www.madd.org

National Center for Missing & Exploited Children 800–THE–LOST (800–843–5678) 

800–826–7653 (TDD) 

www.missingkids.com

National Center for Victims of Crime 800–FYI–CALL (800–394–2255) 

www.ncvc.org

National Children’s Alliance 800–239–9950 

www.nca-online.org

Child Welfare Information Gateway 800–394–3366 

www.childwelfare.gov

National Crime Prevention Council 800–NCPC–911 

www.ncpc.org
174 Victim Impact: Listen and Learn

Appendix J Facilitator Manual

National Domestic Violence Hotline 800–799–SAFE (800–799–7233) 

800–787–3224 (TTY) 

www.ndvh.org

National Consumer League’s Fraud Center 800–876–7060 

www.fraud.org

National Insurance Crime Bureau 800–TEL–NICB (800–835–6422) 

www.nicb.org

National Organization for Victim Assistance 800–TRY–NOVA (800–879–6682) 

www.trynova.org

National Organization of Parents of Murdered Children, Inc. 888–818–POMC (800–818–7662) 

www.pomc.org

National Resource Center on Domestic Violence 800–537–2238 

800–553–2508 (TTY) 

www.nrcdv.org

National Sexual Violence Resource Center 877–739–3895 

www.nsvrc.org

Office for Victims of Crime Resource Center 800–851–3420 

877–712–9279 (TTY) 

www.ncjrs.gov

Rape, Abuse & Incest National Network 800–656–HOPE (800–656–4673) 

www.rainn.org

Stalking Resource Center 800–FYI–CALL 

www.ncvc.org/src
Victim Impact: Listen and Learn 175

Appendix K Facilitator Manual

Appendix K 

Sample Thank You Letter to Victim Speakers

Dear [recall how they asked to be addressed]:

This is to personally thank you again for your presentation to offenders in the [Department/Agency] Impact of Crime class. 

Your willingness to speak so personally about how you and your family were affected by crime had an observable effect on 

the participants.

I continue to receive positive feedback and meaningful discussion points from the participants. They were especially 

[moved, touched, troubled, surprised] by your presentation. Their comments included the following: [insert comments].

Thank you for your courage and willingness to share your experience with these offenders. We believe that it is programs 

like these, and the involvement of people like you, that will contribute to a change in criminal values and hurtful behavior. 

Our [Department/Agency/Facility] appreciates your assistance in holding offenders accountable, and we look forward to a 

continued partnership.

If I can assist you in any way, please let me know.

Sincerely, 

[Name, Title]
176 Victim Impact: Listen and Learn

Appendix L Facilitator Manual

Appendix L 

Certificate of Completion

Make copies of the certificate on the following page, fill them out, and hand them to participants who have completed the 

curriculum.
 (Name of Institution)

Certificate of Completion

This hereby certifies that

[Name]

has successfully completed the class requirements 

Impact of Crime on Victims Program

on

[Date]

[s

Warden/Superintende

[s