Ethics in Victim 

Services 

Instructor’s Manual 

 

U.S. Department of Justice 

Office of Justice Programs 

Office for Victims of Crime 
March 2009 
Table of Organization 

 Instructor’s Overview 

Module 1 Introduction and Training Overview 

Module 2 Values and Responses to Victims 

Module 3 Ethics in Victim Services

Module 4 Standard Decisionmaking Process for Ethical Decisions 

Module 5 Case Studies 

Module 6 Closing and Evaluations 

 

Acknowledgments 

The material in this manual is largely excerpted or paraphrased from writings by Melissa Hook 

with funding provided by the U.S. Department of Justice, Office of Justice Programs, Office for 

Victims of Crime, under Grant No. 95-MU-GX-K002. The materials were subsequently 

published in a text, Ethics in Victim Services (Baltimore: Sidran Institute Press and Victims’ 

Assistance Legal Organization, 2005) and are used here by the Office for Victims of Crime with 

acknowledgment to the text’s publisher. For more information about the book, visit 

www.sidran.org/store. 

The opinions, findings, and conclusions expressed in this document are those of the authors and 

do not necessarily represent the official positions or policies of the U.S. Department of Justice. 

INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Instructor’s Overview O-1 

Instructor’s Overview 

Training Goal 

This training, Ethics in Victim Services, explores common ethical conflicts and how to 

apply ethical standards and decisionmaking to resolve them. There are several goals 

associated with this training: 

 To create self-awareness and understanding of how attitudes and beliefs influence 

responses to victims of crime. 

 To become familiar with and be able to apply the Standards for Victim Assistance 

Programs and Providers developed by the National Victim Assistance Standards 

Consortium. 

 To recognize when a person is acting in an ethically questionable way. 

 To use a standard decisionmaking process when faced with an ethical dilemma. 

The participants will learn information and skills related to: 

 Values and responses to victims. 

 Ethics in victim services. 

 Standard decisionmaking process. 

Target Audience 

The training is designed for those who work in the field of victim services with at least 2 

years of experience. The training material is useful for both supervisors and direct 

services staff. 

To be most effective and best use the participatory techniques in the training, enrollment 

should be limited to 40 participants. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

O-2 Instructor’s Overview 

Instructor Requirements 

Instructors for this course should have: 

 Practical experience as a victim advocate/counselor. 

 Experience conducting training, particularly experiential and interactive (rather than 

lecture-based) programs. 

Length of the Training 

This training is designed to be conducted in 1 day. 

Using This Instructor’s Manual 

This instructor’s manual is a template to help trainers prepare for instruction and guide 

the delivery of training. It details the information to be discussed and how to introduce, 

conduct, and process group activities. It also contains a copy of all visuals (see Using the 

Visuals, below). 

Each trainer should draw on her or his knowledge and expertise to enrich the training and 

provide relevant examples and illustrations, while maintaining the integrity of the training 

design. To successfully conduct this training, you should become very familiar with all of 

the concepts and processing notes in this manual as well as the Participant’s Manual. 

The Instructor’s Manual is organized into this overview and the following six modules. 

 Module 1: Introduction and Training Overview 

 Module 2: Values and Responses to Victims 

 Module 3: Ethics in Victim Services

Module 4: Standard Decisionmaking Process 

 Module 5: Case Studies 

 Module 6: Closing and Evaluations 

An outline is provided at the beginning of each module. The outlines include specific 

learning objectives, a list of required equipment and materials, preparation instructions, 

and notification of time required to complete the module. All information and activities 

within the modules are presented in a timed sequence and have been chosen to help 

participants achieve the learning objectives for each module. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Instructor’s Overview O-3 

The following cues appear throughout this manual and are intended to help you 

determine what to say, when to show slides or overheads, and when and how to conduct 

activities. 

 The group activity icon in the margin and the bold italic type indicate directions 

for you to follow when leading activities. 

 This icon and the directive “show visual” followed by a number, means that you 

should show a specific slide or overhead; the text immediately following that 

directive is intended as an explanation of the information contained on the slide or 

overhead. 

The directives “tell participants.....” or “explain.....” are used to indicate that information 

following the directives should be verbalized to participants. Paraphrase this information 

as you present comments or brief lectures. You can use the visuals to guide the brief 

lectures. 

Using the Visuals 

The visuals for this training are designed to provide the trainer with an outline that can be 

used to guide the activities in each module. The visuals include “talking points” for use 

during lectures as well as cues for the trainer to conduct an activity, ask for questions 

from the participants, or transition to the next module. As mentioned above, the directive 

“show visual” followed by a number, appears throughout the Instructor’s Manual. Within 

each module, the visuals are numbered sequentially starting with 1-1 (indicating the first 

slide for the first module). For clarity, the visual number appears at the bottom right 

corner of the slide. This allows the trainer to determine, at a glance, both the module 

number and the number of the particular visual within that module. 

Training Approach 

The training design is based on the principles of adult learning and active training. Adults 

learn best when: 

 Training focuses on building skills rather than just transferring information. 

 They are involved in meaningful activities to practice new skills. 

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

 They see the relevance to their jobs and their lives of what they are learning. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

O-4 Instructor’s Overview 

The training also incorporates a variety of methods and activities to appeal to visual 

learners (those who learn best by seeing), auditory learners (those who learn best by 

hearing), and kinesthetic learners (those who learn best by moving and doing). 

Equipment and Materials 

Each module includes a list of required equipment and materials. In addition to each 

module-specific list, the following equipment and materials are used consistently 

throughout the training. 

 Instructor’s Manual. 

 Participant’s Manual. 

 Visuals, which are provided in a PowerPoint presentation on CD-ROM. 

 Laptop PC (with PowerPoint), LCD projector and screen (or blank space on wall for 

projection), or overhead projector and screen. 

 Tear sheets and easel. 

 Multi-colored thick markers for use with a flip chart; dark colors should be used so 

participants can see the writing on the tear sheets easily. 

 Name tags (for participants and instructor). 

 Pens (one per participant). 

Additionally, for each module there may be specific equipment and materials that are 

required to conduct the module. These are listed in the outline that precedes each module 

and are also included in the summary table at the end of this overview. 

Worksheets 

Each module includes worksheets that are used by participants during one of the 

activities in a module. The Worksheets are labeled sequentially by module (e.g., 

Worksheet 2.3 is the third worksheet in Module 2; Worksheet 5.2 is the second worksheet 

in Module 5). A complete list of worksheets is provided at the end of this overview. 

Room Layout 

If at all possible, try to avoid a traditional classroom style layout (a series of rows) in the 

training room. This type of layout makes it more difficult for participants to see and hear 

the trainer and the audiovisual equipment, and to interact with each other. Instead, try to 

organize the room so participants are seated in a series of small groups. This type of 

layout encourages discussion and participation among participants. Remember that you 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Instructor’s Overview O-5 

will need a small table at the front of the room for your training supplies, as well as a 

larger table at the side or back of the room for supplementary materials for the 

participants. 

Preparation for Training Delivery 

In addition to studying this manual and making preparations described for each module, 

be sure you visit the training room prior to the training. Confirm the layout of the training 

room, including location of furniture and audiovisual equipment, and determine if you 

need additional tables or chairs. Make sure all electrical outlets are functioning, and 

appropriate extension cords and power cords are available. Check to see if there are 

shades on the windows and whether lighting can be adjusted, to control any glare on the 

audiovisual equipment. Test all equipment to be sure it is functioning properly. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

O-6 Instructor’s Overview 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Instructor’s Overview O-7 

Instructor Preparation - Worksheets, Equipment/Materials 

Module Worksheets Equipment / 

Materials 

Preparation 

1  1.1, Introductions and 

Expectations 

 

2  2.1, Assault Victim Vignette 

 2.2, Self-Awareness 

Inventory 

 2.2, Self-Awareness 

Inventory (Instructor) 

 2.3, Domestic Violence 

Scenario 

Assault Victim 

vignette 

 View the Assault Victim vignette 

 Review the Self-Awareness 

Inventory. 

3  3.1, Is it Ethical? 

 3.2, Identify the Relevant 

NVASC Standards 

 3.2, Identify the Relevant 

NVASC Standards 

(Instructor) 

 3.3, NVASC Standards 

for Victim Assistance 

Programs and Providers 

 None  Review the five scenarios for the 

Is it Ethical? activity. 

 Review the six scenarios and the 

discussions for the Identify the 

Relevant NVASC Standard 

activity. 

 For the Identify the Relevant 

NVASC Standard activity, create 

one tear sheet for each scenario 

with the name of the scenario 

(e.g., “Sue and Connie”). 

4  4.1, The Decisionmaking 

Process 

 Handout 4.1, 

Decisionmaking Process: 

Steps 1-6 

 4.2, Disclosing Victim 

Vignette 

 4.3, Common Ethical 

Issues 

Disclosing 

Victim vignette 

 View the Disclosing Victim 

vignette. 

 Prepare a tear sheet with the 

heading “Potential Benefits.” 

5  5.1, Decisionmaking Process 

 5.2, Case Study 

 5.2, Case Study (Instructor) 

None Read the case studies. 

6  6.1, Brainstorming Ideas: 

What Can You Do When 

You Get Back? 

 None Create a tear sheet with the heading 

“Ideas.” 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

O-8 Instructor’s Overview 

Special Instructions: 

 Copy Handout 4.1, The Decisionmaking Process: Steps 1-6 – 1 per participant. 

 Copy and laminate NVASC Standards for Victim Assistance Programs and Providers – 

1 per participant. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

NVASC Standards for Victim Assistance 

Programs and Providers 

Developed by the National Victim Assistance Standards Consortium (NVASC) 

For additional information about the NVASC, go to 

www.sc.edu/ccfs/training/victimstandards.pdf. 

SECTION I: Scope of Services 

ETHICAL STANDARD 1.1: The victim assistance provider understands his or her legal 

responsibilities, limitations, and the implications of his/her actions within the service 

delivery setting, and performs duties in accord with laws, regulations, policies, and 

legislated rights of persons served. 

ETHICAL STANDARD 1.2: The victim assistance provider accurately represents his or 

her professional title, qualifications, and/or credentials in relationships with persons 

served and in public advertising. 

ETHICAL STANDARD 1.3: The victim assistance provider maintains a high standard 

of professional conduct. 

ETHICAL STANDARD 1.4: The victim assistance provider achieves and maintains a 

high level of professional competence. 

ETHICAL STANDARD 1.5: The victim assistance provider who provides a service for 

a fee informs a person served about the fee at the initial session or meeting. 

SECTION II: Coordinating within the Community 

ETHICAL STANDARD 2.1: The victim assistance provider conducts relationships with 

colleagues and other professionals in such a way as to promote mutual respect, 

confidence, and improvement of services. 

ETHICAL STANDARD 2.2: The victim assistance provider shares knowledge and 

encourages proficiency in victim assistance among colleagues and other professionals. 

ETHICAL STANDARD 2.3: The victim assistance provider serves the public interest 

by contributing to the improvement of systems that impact victims of crime. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

SECTION III: Direct Services 

ETHICAL STANDARD 3.1: The victim assistance provider respects and attempts to 

protect the victim’s civil rights. 

ETHICAL STANDARD 3.2: The victim assistance provider recognizes the interests of 

the person served as a primary responsibility. 

ETHICAL STANDARD 3.3: The victim assistance provider refrains from behaviors 

that communicate victim blame, suspicion regarding victim accounts of the crime, 

condemnation for past behavior, or other judgmental, anti-victim sentiments. 

ETHICAL STANDARD 3.4: The victim assistance provider respects the victim’s right 

to self-determination. 

ETHICAL STANDARD 3.5: The victim assistance provider preserves the 

confidentiality of information provided by the person served or acquired from other 

sources before, during, and after the course of the professional relationship. 

ETHICAL STANDARD 3.6: The victim assistance provider avoids conflicts of interest 

and discloses any possible conflict to the program or person served as well as to 

prospective programs or persons served. 

ETHICAL STANDARD 3.7: The victim assistance provider terminates a professional 

relationship with a victim when the victim is not likely to benefit from continued 

services. 

ETHICAL STANDARD 3.8: The victim assistance provider does not engage in 

personal relationships with persons served which exploit professional trust or could 

impair the victim assistance provider’s objectivity and professional judgment. 

ETHICAL STANDARD 3.9: The victim assistance provider does not discriminate 

against a victim or another staff member on the basis of race/ethnicity, language, 

sex/gender, age, sexual orientation, (dis)ability, social class, economic status, education, 

marital status, religious affiliation, residency, or HIV status. 

ETHICAL STANDARD 3.10: The victim assistance provider furnishes opportunities 

for colleague victim assistance providers to seek appropriate services when traumatized 

by a criminal event or client interaction. 

SECTION IV: Administration and Evaluation 

ETHICAL STANDARD 4.1: The victim assistance provider reports to appropriate 

authorities the conduct of any colleague or other professional (including self) that 

constitutes mistreatment of a person served or brings the profession into dishonor. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 1: Introduction and Training Overview I-1 

Module 1: Introduction and Training Overview 

Time Required 

1 hour 

Purpose 

This module introduces the instructor and participants, sets expectations for the course, 

and presents the course objectives and agenda. 

Lessons 

1. Introduction and Module Objectives (10 minutes) 

2. Participant Introductions (35 minutes) 

3. Course Objectives and Agenda (15 minutes) 

Learning Objectives 

By the end of the module, participants will be able to: 

 Identify at least one other participant and his/her role in providing services to victims 

of crime. 

 State the course objectives. 

Equipment and Materials 

No special equipment or materials are required. 

Participant Worksheets 

 Worksheet 1.1, Introductions 

 Worksheet 1.2, Expectations 

Preparation 

 Place a Participant’s Manual, a highlighter, Post-It flags, and a pen at each participant 

position in the room. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

I-2 Module 1: Introduction and Training Overview 

1. Introduction and Module Objectives (10 minutes)

 Show Visual 1-1. and introduce the module and review the objectives for it. 

Review the purpose and objectives for this module. 

This module introduces the instructor and participants, sets expectations for the course, 

and presents the course objectives and agenda. 

By the end of this module, participants will be able to 

 Identify at least one other participant and his/her role in providing services to victims 

of crime. 

 State the course objectives. 

2. Participant Introductions (35 minutes)

 Show Visual 1-2 and introduce the activity. 

Activity: Introductions and Setting Expectations 

1. Ask each participant to find a partner. Each is to spend a few minutes 

interviewing the other. They are to: 

 Find out their partner’s name, the organization they work for, 

their role in providing services to victims of crime, and what they 

like best about their job in providing services to victims. 

 Find out two unique characteristics about their partner. 

 Find out one expectation their partner has for the training. 

They can record their answers about their partners on Worksheet 1.1, 

Introductions and Expectations. 

2. Ask each participant to introduce their partner. As they are doing this, 

record the expectations on a tear sheet. 

3. At the end of the introductions, review the expectations and point out 

those that are covered in the training and those that are not. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 1: Introduction and Training Overview I-3 

3. Course Objectives and Agenda (10 minutes)

 Show Visuals 1-3, 1-4, and 1-5 and present the objectives for the 

course. 

 Show Visual 1-6 and present the agenda for the course. Explain where 

each objective is covered in the agenda. 

As you review the agenda, point out the modules in which the various 

expectations will be covered. Review the contents of the Participant’s Manual 

with the participants. 

Conclude Module 

 Show Visual 1-7 and review the objectives for the module. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

I-4 Module 1: Introduction and Training Overview 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 1: Introduction and Training Overview I-5 

Worksheet 1.1 

Introductions and Expectations

1. Your partner’s name: 

2. The organization your partner works for: 

3. Your partner’s role in providing services to victims of crime: 

4. What your partner likes best about his or her job in providing services to victims: 

5. Two unique characteristics of your partner: 

6. One expectation for this training: 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

I-6 Module 1: Introduction and Training Overview 
1

Ethics in Victim Services

Welcome!

U.S. Department of Justice

Office of Justice Programs

Office for Victims of Crime

Module 1 

Introduction and 

Training Overview

1-2

Learning Objectives

Identify at least one other participant 

and his/her role in providing services 

to victims of crime.

State the course objectives.
2

1-3

Introductions and 

Setting Expectations

Worksheet 1.1

Activity

1-4

Course Objectives

Create self-awareness and 

understanding of how attitudes and 

beliefs influence responses to victims 

of crime.

1-5

Course Objectives

Learn the Standards for Victim 

Assistance Programs and Providers 

developed by the National Victim 

Assistance Standards Consortium 

(NVASC).
3

1-6

Course Objectives

Recognize when a person is acting in 

an ethically questionable way.

Use a standard decisionmaking 

process when faced with an ethical 

dilemma.

1-7

Module 1: Introduction and Training Overview

Module 2: Values and Responses to Victims

Module 3: Ethics in Victim Services

Module 4: Standard Decisionmaking Process for 

Ethical Decisions

Module 5: Case Studies

Module 6: Closing and Evaluations

Course Agenda

1-8

U.S. Department of Justice

Office of Justice Programs

Office for Victims of Crime

Identify at least one other participant 

and his/her role in providing services 

to victims of crime.

State the course objectives.

Review of Module 

Learning Objectives

INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 2: Values and Responses to Victims II-1 

Module 2: Values and Responses to Victims 

Time Required 

1 hour, 10 minutes 

Purpose 

This module helps participants become aware of their own attitudes, biases, and beliefs 

and how these affect their responses to victims of crime. 

Lessons 

1. Exploring Values (30 minutes) 

2. Self-Awareness Inventory (20 minutes) 

3. Values and Roles (20 minutes) 

Learning Objectives 

By the end of the module, participants will be able to: 

 State their own values, morals, and ethics. 

 State how these attitudes and beliefs influence their responses to victims of crime. 

Equipment and Materials 

 Assault Victim vignette (assault_victim.mpg on Ethics in Victim Services CD). 

Participant Worksheets 

 Worksheet 2.1, Assault Victim Vignette 

 Worksheet 2.2, Self-Awareness Inventory 

 Worksheet 2.3, Domestic Violence Scenario 

Instructor Worksheet 

 Worksheet 2.2, Self-Awareness Inventory (Instructor Only) 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

II-2 Module 2: Values and Responses to Victims 

Preparation 

 View the Assault Victim Vignette. 

 Review the Self-Awareness Inventory. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 2: Values and Responses to Victims II-3 

Introduce the Module 

 Show Visual 2-1 and present the objectives for the module. 

1. Exploring Values (30 minutes)

 Show Visual 2-2 and present the following key points about delivering 

services: 

 Providing quality services to victims of crime depends on many factors but begins 

with the personality, moral orientation, and the subjective beliefs and opinions of 

the victim service provider. 

 Victim services are about relationships between providers and crime victims. 

 Therefore, the personal values of the provider and the ethical codes that support 

these values will directly influence the provider’s interactions in the relationship. 

 Show Visuals 2-3 and 2-4 and tell participants that the three points on the 

visual will be used to explore values and responses to victims: 

 The distinction between personal and professional values. 

 The importance of self-awareness of one’s personal values. 

 Keeping personal attitudes from interfering with professional services. 

 Show Visual 2-5 and introduce the activity. 

Activity: What Are Values, Morals, and Ethics? 

1. Ask participants for a definition of values. Post the responses on the flip 

chart. Allow 2 minutes for this activity. 

2. Ask participants for a definition of morals. Post the responses on the flip 

chart. Allow 2 minutes for this activity. 

3. Ask participants for a definition of ethics. Post the responses on the flip 

chart. Allow 2 minutes for this activity. 

 Show Visual 2-6 and tell participants that for the purposes of this course these 

definitions for the terms values, morals, and ethics will be used.
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

II-4 Module 2: Values and Responses to Victims 

 Show Visual 2-7 and present the following key points about the victim service 

provider’s character, commitment, and personal viewpoint:

 It is important that victim service providers understand their own definition of a 

morally good person. 

 They must understand how their personal values may influence their response 

to challenging situations, how their religious beliefs may influence their 

judgments, and how their attitudes toward the rights of individuals may come 

into conflict with the broader principles of justice. 

 Victim service providers must also understand how willing they are to act on 

their values and uphold their personal ethics if they are challenged. 

 Being aware of the need for action, determining the right course of action, and 

having the emotional and intellectual commitment to follow through are all 

important factors when assessing personal values. 

 Professional values grow from the same basic desire as personal values (to do 

no harm, help others, and make the world a better place), but they are different 

in focus and content. 

 Any conflict between a victim service provider’s personal and professional 

values could affect the ethical decisionmaking process and compromise the 

capacity to serve effectively in a particular circumstance. 

 Personal values must be recognized and dealt with appropriately. A provider’s 

character and commitment, motivation, and personal viewpoint are all authentic 

components of the ethical decisionmaking process. 

 Show Visual 2-8 and introduce the following activity. 

Activity: Assault Victim Vignette 

1. Direct participants to Worksheet 2.1, Assault Victim Vignette, in their 

Participant’s Manual. Ask them to read the background for the vignette 

they are about to see. 

2. Show the Assault Victim Vignette (Assault_victim.mpg on Ethics in 

Victim Services CD). 

3. Ask participants to answer the questions on the Worksheet on their own. 

Allow 5 minutes. 

 Show Visuals 2-9 and 2-10 and lead a discussion of each question 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 2: Values and Responses to Victims II-5 

with the group. Allow 10 minutes for this activity.

2. Self-Awareness Inventory (20 minutes)

 Show Visual 2-11 and introduce the lesson. 

 Show Visual 2-12 and introduce the following activity. 

Activity: Self-Awareness Inventory 

Tell participants that it is now time to take a closer look at our values and beliefs. 

There are no right or wrong answers. 

1. Direct participants to Worksheet 2.2, Self-Awareness Inventory, in the 

Participant Manual. Ask them to take the inventory. Allow 5 minutes for this 

activity. 

2. Facilitate a discussion based on participants’ choices, using some of the points 

to consider from Worksheet 2.2, Self Awareness Inventory (Instructor Only). 

Allow 10 minutes. 

3. Values and Roles (20 minutes)

 Show Visual 2-13 and introduce the lesson.

 Show Visual 2-14 and introduce the following activity. 

Activity: Domestic Violence Scenario 

1. Direct participants to Worksheet 2.3, Domestic Violence Scenario, in their 

Participant’s Manual. 

2. Show Visual 2-15. Form four groups of participants and assign one role 

to each group. 

3. Tell the participants that each group will respond to the scenario as the 

character in their assigned role. 

4. Ask participants (in their groups) to read the scenario and develop a 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

II-6 Module 2: Values and Responses to Victims 

response. Allow 10 minutes. 

5. Ask each group to present their response based on their assigned role. 

Allow 20 minutes (5 minutes per group). 

6. Show Visual 2-16 and facilitate a discussion using the questions. Allow 

10 minutes. 

 Show Visual 2-17 and review the objectives for the module. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 2: Values and Responses to Victims II-7 

Worksheet 2.1

Assault Victim Vignette

Scenario 

Julia Sullivan is a law enforcement victim advocate. Julia has taken Charlotte Thompson 

to the emergency room for treatment of injuries resulting from an assault. 

Julia knows Charlotte Thompson because of Charlotte’s prior history of physical and 

sexual assaults. In the last year, Charlotte had recanted her story of one violent assault as 

the case moved through the legal system. 

Julia is trying to complete a compensation form to help Charlotte with her medical 

expenses. 

Questions 

 What are your reactions to the vignette? 

 Do you have any concerns or hesitations about working with this client? 

 What values cause you to feel this way? 

 How might your feelings affect your professional relationship with Charlotte 

Thompson? 

 What can you do to put Charlotte’s interest first? 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

II-8 Module 2: Values and Responses to Victims 

For your consideration: 

What other challenging victims have you dealt with and how did you handle the 

situation? 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 2: Values and Responses to Victims II-9 

Worksheet 2.2 

Self-Awareness Inventory* 

The following five questions will help you evaluate your own values, attitudes, and 

beliefs. For each question, circle 1 if you strongly disagree, 5 if you strongly agree, or 2, 

3, or 4 for points along the continuum. 

Keep in mind that there are no right or wrong answers. This is an inventory designed to 

get you thinking about your values, attitudes, and beliefs so that you may better serve 

your clients. 

1. Members of a helping profession such as victim assistance should refrain from 

getting personally involved with victims they work with. 

Strongly Strongly 

Disagree Agree 

1 2 3 4 5 

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

Strongly Strongly 

Disagree Agree 

1 2 3 4 5 

3. Women are rarely violent. 

Strongly Strongly 

Disagree Agree 

1 2 3 4 5 

4. The needs of victims must sometimes override a supervisor’s directive. 

Strongly Strongly 

Disagree Agree 

1 2 3 4 5 

5. Culture and race are not factors in a professional helping relationship. As 

human beings, we are more similar than different. 

Strongly Strongly 

Disagree Agree 

1 2 3 4 5 

* This inventory was adapted from the inventory in Victim Assistance Online (VAT Online) 

 at https://www.ovcttac.gov/vatonline. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

II-10 Module 2: Values and Responses to Victims 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 2: Values and Responses to Victims II-11 

Worksheet 2.2 (Instructor Only) 

Self Awareness Inventory 

Statement 1: Members of a helping profession such as victim assistance 

should refrain from getting too personally involved with victims they work 

with. 

Points to consider: 

 For some people “personally involved” may mean being friendly or courteous with a 

client, while for others it may mean phoning someone at home in the evening to ask 

about the client’s personal relationships and to inquire into ways the victim service 

provider can be helpful that go beyond the scope of the job. 

 A romantic relationship with a client is indisputably unethical; however, how should 

one classify grocery shopping with a client, or babysitting for a client while she is 

interviewing for jobs? 

 Some actions that seem compassionate and genuinely motivated can result in severe 

consequences for the victim service provider, client, and agency. 

 The intimate nature of the provider-client relationship, the “caretaker” role of the 

victim service provider, and client vulnerability are factors that may lead to an 

inappropriate level of personal involvement with a client. 

 Inappropriate emotional involvement with a client may blur objectivity and impact 

the process of ethical decisionmaking. 

 To act in the “best interest of your clients” requires your maintaining professional 

boundaries under any circumstance. 

What can you do to assure that you are providing victim services in the best manner 

possible? 

To help you determine when your involvement with a client is too personal: 

 Professional boundaries based on the ethical standards can help assure that you do not 

become too personally involved. Set and maintain these boundaries. Evaluate your 

conduct based on these ethical standards 

 If the relationship with your client seems similar to relationships with family and 

friends, you may have crossed a professional boundary. Seek guidance from your 

supervisor on how to proceed. 

Frequent exchange among coworkers about specific interactions with clients can be 

helpful when there are uncertainties. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

II-12 Module 2: Values and Responses to Victims 

Statement 2: A higher spiritual power should guide our behavior and 

thinking. 

Points to consider: 

 An individual’s religious and spiritual beliefs can be central to one’s personal 

identity. These beliefs may shape one’s sense of morality and set of values, and 

therefore potentially impact the victim service provider-client interaction. 

 The victim service provider must remain committed to the mission of his or her 

agency and be aware of situations in which his or her spiritual beliefs conflict with 

the agency’s objectives. For example, one’s spiritual beliefs may define compassion 

as “always putting others first, and helping those in need.” This belief may dictate 

that “if anyone needs money, there is an obligation to give it to him or her under any 

circumstance.” This belief conflicts with an ethical standard that must be maintained. 

 It is perfectly acceptable for a victim service provider to engage in spiritual or 

religious practices or integrate beliefs into his/her professional identity. However, he 

or she must be aware of the potential influence of these beliefs. 

What can you do to assure that you are providing victim services in the best manner 

possible? 

 You are contracted to uphold the ethical standards of your place of employment. Be 

constantly aware of conflicts between your spiritual/religious beliefs and professional 

ethical standards. 

 If a particular case creates considerable moral conflict and resolution is unattainable, 

the best option may be removal from the case. 

It is not in the best interest of the client to act in a manner that contradicts one’s personal 

standards. Guidance from a supervisor is recommended when challenged by a particular 

case.

Statement 3: Women are rarely violent. 

Points to consider: 

 Stereotypes and generalizations have the potential to negatively impact a client and/or 

individuals associated with the client. These biases must be acknowledged and 

eliminated. 

 This practice can lead to inaccurate assessments of the client’s presenting 

characteristics, which may introduce limitations in the treatment/counseling plan. For 

example, what if a woman’s violent nature were in actuality a symptom requiring 

therapeutic intervention? 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 2: Values and Responses to Victims II-13 

 In this specific example, one must also consider the victims of the “violent woman.” 

Imagine the impact of such an assumption on the battered male client. The victim 

service provider may show decreased levels of empathy for the male victim of female 

violence. The victim service provider may further assume that a child victim of 

domestic violence should automatically remain in the care of the mother rather than 

the father, when the mother may in fact be the primary abuser. 

What can you do to assure that you are providing victim services in the best manner 

possible? 

 Your assessment of clients should be “case specific” without assumptions, 

categorizations, or generalizations. 

 Be in tune to initial reactions to clients. Do you immediately assume anything about 

the individual? 

 If you do recognize any bias, do not hesitate to discuss the problem with a supervisor 

or coworker. Although such conversations may be quite uncomfortable, you should 

act in the best manner possible for the client. 

Stereotypes may be difficult to overcome because of years of socialization. A change in 

perception may not happen immediately. Discussions with supervisors and coworkers 

will facilitate this process. 

Statement 4: The needs of victims must sometimes override the 

supervisor’s directive. 

Points to consider: 

 The ethically responsible victim service provider must simultaneously acknowledge 

ethical obligations to the client and the agency. 

 A victim service provider may be experienced, aware of relevant ethical standards, 

and confident that he is acting in the best interest of the client, and yet be challenged 

by a supervisor on the best course of action. The supervisor’s suggestion might even 

seem unethical. 

 One might immediately assume that the most ethical thing to do is to meet the client’s 

needs and ignore the supervisor. However, such action may create tension within the 

agency. 

 Though sometimes challenging, the goals of alliance building and conflict resolution 

among agency staff are ethical objectives, which ultimately serve the client and 

should be a priority. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

II-14 Module 2: Values and Responses to Victims 

What can you do to assure that you are providing victim services in the best manner 

possible? 

 Don't engage in discussions about coworkers with clients. 

 The mission of agency must be supported by presenting a “unified front” to clients. 

 When there are disputes among personnel, an appropriate third party should be 

invited to serve as a mediator before any plan is discussed with the client. This policy 

allows for a sharing of different perspectives in the presence of someone who can 

give an objective assessment of the case at hand. 

Statement 5: Culture and race are not factors in a professional helping 

relationship. As human beings we are more similar than different. 

Points to consider: 

 Race and culture are central to one’s personal experience and worldview. The victim 

service provider is ethically obligated to take a racially and culturally sensitive 

approach to all client interactions. 

 The race and culture of both the victim service provider and client may impact the 

victim service provider-client dynamic. 

 It should not be assumed that the victim service provider/client relationship is 

beneficial only if both parties are of the same race and/or culture. 

 “Color-blindness” is not an ideal approach to interacting with individuals from 

diverse races and cultures. 

 It is often assumed that adopting a “color-blind” strategy will— 

 Nurture a “connection,” which is important when building rapport with a 

client. 

 Avoid the impossible challenge of understanding the unique qualities of all 

cultures. 

 Eliminate the use of stereotypes when attempting to understand an individual 

from a race or culture that is not your own. 

 The above assumptions may express some truths. However, adopting a consistent 

standard of race and culture blindness has the potential to be of great disservice to the 

client. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 2: Values and Responses to Victims II-15 

What can you do to assure that you are providing victim services in the best manner 

possible? 

 Seek to develop an understanding of the races and ethnic backgrounds of the client 

population you serve. This goal may be reached through communication with 

experienced coworkers and dialogue with members of a particular community. 

 It is important to hear and affirm each client’s reported experience as a member of a 

specific race or culture. 

 Be aware that members of the same group may have different experiences. 

Understand your racial and cultural identity and acknowledge components that may 

impact relationships with clients. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

II-16 Module 2: Values and Responses to Victims 
1

Module 2 

Values and Responses 

to Victims

U.S. Department of Justice

Office of Justice Programs

Office for Victims of Crime

2-2

State your own values, morals, and ethics.

State how these attitudes and beliefs 

influence your responses to victims of 

crime.

Learning Objectives

2-3

Begins with personality, moral orientation, 

and beliefs of provider

Involves relationships between providers 

and victims

Requires awareness that personal values 

and ethical codes of provider influence 

interactions

Delivering Services
2

2-4

Exploring Values

2-5

Distinction between personal and 

professional values

Importance of self-awareness

Keeping personal attitudes from 

interfering with professional services

Exploring Values

2-6

What Are Values, 

Morals, and Ethics?

Activity
3

2-7

VALUES are the ideals or beliefs to 

which an individual or group aspires.

MORALS relate to making decisions 

between right and wrong.

ETHICS is the articulation of standards 

of behavior that reflect those values or 

morals.

Definition of Terms

2-8

Your character

Your commitment

Your personal viewpoint

Behind Ethical Decisions Are . . 

.

2-9

Assault Victim Vignette

Worksheet 2.1

Activity
4

2-10

Any hesitations about working with this 

client?

What values may cause you to feel this 

way?

How might your feelings affect your 

professional relationship with the victim?

Discussion Questions

2-11

What can you do to put the client’s 

interest first?

Consider: what other challenging victims 

have you dealt with, and how did you 

handle the situation?

Discussion Questions

2-12

Self-Awareness Inventory
5

2-13

Self-Awareness Inventory

Worksheet 2.2

Activity

2-14

Values and Roles

2-15

Domestic Violence Scenario

Worksheet 2.3

Activity
6

2-16

Group 1: Law enforcement victim 

assistance provider

Group 2: Child protective services 

caseworker

Group 3: Domestic violence program 

victim assistance provider

Group 4: Prosecutor’s office victim 

assistance provider

Scenario Roles

2-17

How does assuming the perspective of 

another role affect your response to the 

victim?

Would you have responded differently if 

you had been in your role as victim 

assistance provider?

Discussion Questions

2-18

U.S. Department of Justice

Office of Justice Programs

Office for Victims of Crime

State your own values, morals, and ethics.

State how your attitudes and beliefs 

influence your responses to victims of 

crime.

Review of Module 

Learning Objectives
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 3: Ethics in Victim Services III-1 

Module 3: Ethics in Victim Services 

Time Required 

1 hour, 45 minutes (including 30-minute optional lesson) 

Purpose 

This module introduces participants to the concept of ethics and the Ethical Standards for 

Victim Assistance Programs and Providers developed by the National Victim Assistance 

Standards Consortium (NVASC). 

Lessons 

1. Ethics and You (30 minutes) 

2. National Victim Assistance Standards (75 minutes) 

3. Ethical Organizations (30 minutes) Do this lesson only as time allows.

Learning Objectives 

By the end of the module, participants will be able to: 

 Recognize when a person is acting in an ethically questionable way. 

 State at least one of the NVASC’s ethical standards for victim assistance programs 

and providers and how it is used in an organization other than one’s own. 

 State at least one way to make ethics and standards part of an organizational culture. 

Equipment and Materials 

No special equipment or materials are required. 

Participant Worksheets

 Worksheet 3.1, Is It Ethical? 

 Worksheet 3.2, Identify the Relevant NVASC Standards 

 Worksheet 3.3, NVASC Standards for Victim Assistance Programs and Providers 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

III-2 Module 3: Ethics in Victim Services 

Instructor Worksheet 

 Worksheet 3.2, Identify the Relevant NVASC Standards (Instructor Only) 

Preparation 

 Review the five scenarios for the Is It Ethical? activity. 

 Review the six scenarios and the discussions for the Identify the Relevant NVASC 

Standard activity. 

 For the Identify the Relevant NVASC Standard activity, create one sheet of flip chart 

paper for each scenario with the name of the scenario (for example, Sue and Connie). 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 3: Ethics in Victim Services III-3 

Introduce the Module 

 Show Visual 3-1 and present the objectives for the module. 

1. Ethics and You (30 minutes)

 Show Visual 3-2 and introduce the lesson. 

 Show Visual 3-3 and introduce the following activity. 

Activity: Is it Ethical? 

1. Ask participants to turn to Worksheet 3.1, Is it Ethical?, in their 

Participant’s Manual. 

2. Form five groups of participants and assign one of the scenarios to 

each group. 

3. Direct each group to read the assigned scenario and determine whether 

the victim assistance provider in the scenario is acting ethically. Why or 

why not? 

Allow 5 minutes for group discussion. 

4. Ask each group to report back to the entire group. 

 Was the victim assistance provider acting in an ethically 

questionable manner? 

 Why or why not? 

Allow each group 5 minutes to report. 

5. Write the scenario number, victim service provider name, answer, and 

rationale on the flip chart.

6. At the end of the activity tell participants that you will re-visit the 

scenarios after learning the NVASC standards. 

 Show Visual 3-4 and present the following key points: 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

III-4 Module 3: Ethics in Victim Services 

 Throughout history, philosophers and teachers have contemplated what 

behaviors are most valued and the distinction between right and wrong. 

 Societies have developed systems of moral principles based on values. 

 Values reflect how people should act towards each other. 

 Moral principles are the foundation of ethics. 

 Ethics are standards of right and wrong that guide human behavior. 

 Ethics started with the ancient professions of medicine and law. 

 Victim assistance started as a grassroots movement but is now evolving as an 

established profession. 

 Show Visual 3-5 and present the following key points: 

A code of ethics for a profession serves the following purposes: 

 Safeguards the reputation of the profession. 

 Protects the public from exploitation. 

 Furthers the competent and responsible practice of the profession. 

 Show Visual 3-6 and present the following key points: 

The foundation for the victim assistance code of ethics includes: 

 Values of client autonomy, privacy, and self-determination. 

 Objectivity and abstention from abuse. 

 Honesty and equity of service. 

 Compassion and respect for individuals. 

 Social responsibility and confidentiality. 

 Working within one’s range of competence. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 3: Ethics in Victim Services III-5 

2. National Victim Assistance Standards (75 minutes)

 Show Visual 3-7 and introduce the lesson. 

Tell participants that this lesson addresses the NVASC standards and how they 

can be useful to victim assistance providers and managers.

 Show Visual 3-8 and present the following key points: 

 The field of victim assistance has moved into a professional discipline from its 

grassroots beginnings. 

 The field encompasses a wide diversity of individuals and organizations. 

 Victim assistance services cover the entire range of the justice experience. 

 Show Visual 3-9 and present the following key points: 

 With the growth of the field came a call for greater accountability by victim 

assistance providers. 

 The field is seen to be credible, worthwhile, and providing much-needed 

services. 

 To meet this demand, the National Victim Assistance Standards Consortium 

(NVASC) was formed to help develop professional standards for the field. 

 Show Visual 3-10 and present the following key points: 

 NVASC was created in 2000 by the Office for Victims of Crime at the U. S. 

Department of Justice with the express purpose of developing model program, 

competency, and ethical standards of conduct for the field of victim assistance. 

 NVASC researched existing standards in similar professions, polled the field of 

victim assistance, and utilized the expertise and experience of a representative 

and diverse core of victim assistance professionals. 

 The result of this work is the NVASC Standards for Victim Assistance 

Programs and Providers published by The Center for Child and Family 

Studies, College of Social Work at the University of South Carolina. 

 The book Ethics in Victim Services is based on the NVASC model of ethical 

standards. It is designed to help victim assistance professionals identify, 

analyze, and resolve the many ethical dilemmas they face in their daily work. 

This book was used to develop this training. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

III-6 Module 3: Ethics in Victim Services 

 Show Visuals 3-11 through 3-16 and discuss the NVASC standards. 

 Show Visual 3-17 and introduce the following activity. 

Activity: NVASC Standards in Your Organization 

1. Ask participants to pair up with someone who does not work in their organization. 

Using Worksheet 3.3, NVASC Standards for Victim Assistance Programs and 

Providers, ask participants to read the Ethical Standards 3.1 – 3.10. 

2. Ask each participant to choose one standard. Have the pair of participants: 

 Explain the standard chosen. 

 Explain how the standard applies to what they each do in their organizations. 

Allow 5 – 10 minutes for this activity. 

3. Ask for a few participants to share the standard they chose and explain how it 

applies to the work they do in their organization. 

 Show Visual 3-18 and introduce the following activity. 

Activity: Identify the Relevant NVASC Standards 

1. Tell participants they will now read the NVASC Ethical Standards and 

have an opportunity to apply them to a specific scenario. 

2. Direct participants to Worksheet 3.2, Identify the Relevant NVASC 

Standards, in the Participant’s Manual where they will find the six 

scenarios. Tell them that the NVASC Ethical Standards are included on 

Worksheet 3.3, NVASC Standards for Victim Assistance Programs 

and Providers. 

3. Form six groups of participants. Assign one scenario to each group. 

4. Direct participants to read the NVASC Ethical Standards and then work 

in their groups to identify which standards are involved in their assigned 

scenario. 

Allow 15 minutes for this activity. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 3: Ethics in Victim Services III-7 

5. Ask groups to report on their assigned scenarios. 

 For each scenario, have a group member read the scenario and list 

the relevant NVASC standards. 

 Post relevant NVASC standards on the prepared flip chart page for 

the scenario. 

 Ask participants if they would like to add any other standards. 

 Ensure that the relevant standards on Trainer Worksheet 3.2, Identify 

the Relevant NVASC Standards Activity, are included if not identified 

by the group or other participants.

Allow 30 minutes for this activity, 5 minutes per group. 

 Show Visual 3-19 and remind participants about the Is it Ethical? activity. 

Turn the flip chart to those pages where you recorded the scenario number, 

victim service provider name, answer, and rationale for those scenarios. 

Discuss each scenario using the points on Visual 3-19. 

Tell participants that there often are “gray” areas in a situation and that the NVASC 

standards were created as guidelines. 

In the discussions, ensure that the following points are made for each scenario. 

Scenario 1 Betty

Betty should do her best to avoid dual relationships that could impair her objectivity 

and professional judgment. 

Standard 3.8 

Scenario 2 Marsha

Marsha needs to realize that Jean has a right to self-determination and that Marsha 

should not be giving advice regarding legal issues. 

Standards 1.1 and 3.4 

Scenario 3 Kevin

If a client is suicidal or if there is a duty to warn, for example, exceptions to 

confidentiality can be made. Kevin should have warned Heidi up front of exceptions to 

confidentiality. 

Standard 3.5 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

III-8 Module 3: Ethics in Victim Services 

Scenario 4 Rebecca

Rebecca needs to recognize her limitations and make appropriate outside referrals. Part 

of professional competence is staying within defined responsibilities. Rebecca should 

consider whether fear of being perceived as racially biased influenced her decision. 

That would be a form of discrimination. 

Standards 1.4 and 3.9 

Scenario 5 Jeff

Confidentiality requires paperwork and any other information about a victim should be 

kept secure. 

Standard 3.5 

3. Ethical Organizations (30 minutes – optional if time allows)

 Show Visual 3-20 and introduce the lesson. 

 Show Visual 3-21 and introduce the following activity. 

Activity: Creating Ethical Organizations 

1. Form four groups of participants. 

2. Ask participants (in their groups) to brainstorm ways to make ethics and the 

NVASC standards part of an organizational culture. 

Allow 10 minutes. 

3. Ask each group to present their brainstorming ideas. Post the ideas on the flip 

chart. 

 Allow 20 minutes (5 minutes per group). 

4. Review ideas and add from the following list, if they have not been mentioned. 

 Create a set of ethical standards specifically designed for your organization. 

 Conduct in-service training sessions. 

 Post the standards in the office. 

 Encourage peer consultation. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 3: Ethics in Victim Services III-9 

 Encourage supervisor consultation. 

 Discuss articles or books in staff meetings to increase knowledge base of staff. 

 Take the initiative to develop good, respectful, and knowledgeable 

relationships with partner agencies. 

 Establish a library for tapes, books, and resources for staff. 

 In staff meetings, present a case with an ethical dilemma and discuss it for a 

few minutes using the ethical standards. 

 Create opportunities for staff professional development. 

Conclude Module 

 Show Visual 3-22 and review the objectives for the module. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

III-10 Module 3: Ethics in Victim Services 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 3: Ethics in Victim Services III-11 

Worksheet 3.1 

Is It Ethical? 

Scenario 1 

Jo, a woman who is trying to leave her violent husband, asks Betty, the victim assistance 

provider at a local domestic violence shelter, to help her find a place to stay for a while. 

The shelter has been filled to capacity the past 2 weeks. Betty’s friend has a vacant 

garage apartment. After checking with her friend, Betty offers the apartment as a safe 

place for Jo and her two young children to stay until everything is settled. 

Scenario 2 

Marsha, who is a victim assistance provider, is working with Jean, a stalking victim who 

wants to sue the employer of the man who stalked her. The stalker accessed Jean’s 

financial records through the database at his place of employment. Marsha advises Jean, 

“Getting involved in a stressful lawsuit isn’t a good idea right now. You really need to 

focus on your recovery.” 

Scenario 3 

Kevin, a victim assistance provider, has been working with Heidi for a couple months. 

She recently moved to a different town to get away from her abusive boyfriend, and she 

has asked Kevin not to share her new address and phone number with anyone. One day 

she calls Kevin; she is distraught and reluctantly discloses that she is thinking about 

suicide, but she begs him not to tell anyone. He explains that he is obligated to report 

someone who is suicidal and will give her contact information to law enforcement. 

Scenario 4 

Rebecca, a white victim assistance provider who majored in psychology in college, 

realizes that an African-American victim she is working with, Shauna, has a substance 

abuse problem. Shauna is just starting to open up to Rebecca after several weeks of 

silence. When Rebecca suggests that Shauna see a substance abuse counselor or check 

out a 12-step program, Shauna accuses Rebecca of trying to get rid of her because she is 

black. Rebecca denies the accusation and assures Shauna that she will continue working 

with her. Rebecca figures that she has had enough experience to help Shauna with her 

substance abuse problem. 

Scenario 5 

Jeff, who works long hours as a victim assistance provider at a law enforcement agency, 

regularly takes records home and finishes up his documentation at night. After he eats 

dinner with his wife and two adolescent daughters, Jeff spreads his work on the kitchen 

table and puts in a couple more hours. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

III-12 Module 3: Ethics in Victim Services 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 3: Ethics in Victim Services III-13 

Worksheet 3.2 

 Identify the Relevant NVASC Standards 

Scenario: Sue and Connie 

Sue, a rape crisis advocate, has been called to the emergency room to assist Connie, a 

rape victim. Connie is too embarrassed to describe, in the presence of a police officer, the 

intimate details of the rape. Eventually, the officer agrees to leave the room but asks Sue 

to report the details of Connie’s story to him. According to her agency’s policy, Sue 

should decline because doing what the officer requested would allow her to be 

subpoenaed if the case comes to trial. 

Scenario: June and Abeir 

June, the victim services coordinator for a large metropolitan police department, is 

particularly fond of Abeir, a young Sudanese immigrant who has filed a report on her 

boyfriend after he threatened to kill Abeir’s young daughter. June soon realizes that Abeir 

has severe mental health problems exacerbated by dynamics within her family. June 

decides Abeir needs therapy to deal with her anger and understand the threat these issues 

pose for her daughter. Because June has 10 years’ experience as a psychotherapist, she is 

considering counseling Abeir herself, despite having little knowledge of Abeir’s culture. 

Scenario: David and Emma 

David, the chief district attorney popular for his get-tough policy on crime, is being 

honored at a political dinner for his public service work. After David’s thank-you speech, 

Emma, a victim assistance provider at a domestic violence shelter, realizes she has an 

opportunity to ask that he publicly defend his “no-drop” policy, which prevents women 

from dropping charges against their batterers once they have made a report. A batterer 

has recently carried out his threat to murder his wife if she ever brought charges against 

him, even though the woman had desperately tried to drop the charges. 

Scenario: Lee and Lisa 

Lee Chan works at a nonprofit advocacy center where she provides support to victims of 

abuse and neglect. She is working with Lisa, a 19-year-old immigrant who lives with her 

father, sisters, and two aunts and uncles (none of whom have green cards) in a Southeast 

Asian neighborhood. They suffered greatly in their country of origin, and Lisa feels it is 

her duty to keep her family together in America. One of Lisa’s uncles molests her, but 

she refuses to report him. She is terrified that an official report will trigger his 

deportation, and the whole family will turn against her. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

III-14 Module 3: Ethics in Victim Services 

Scenario: Carlotta and Inez 

Carlotta, a victim assistance provider at the police department, often encounters young 

women in the Hispanic community who are at risk of violence when they break up with 

their gang-member boyfriends. Today, Inez was fired upon by someone she believes (but 

cannot prove) was her ex-boyfriend. Inez reluctantly agrees to stay out of sight while 

Carlotta looks for a safe place for her to stay. Later that afternoon, Carlotta receives a call 

saying that Inez has been hospitalized for a gunshot wound she received while standing in 

front of a popular gang hangout. Carlotta is so angry with Inez for not staying home that 

she does not want to see her. 

Scenario: Sam and Little Saigon 

Sam, a community-based crisis responder who speaks Vietnamese, is called out on a 

homicide in Little Saigon, a city neighborhood where Asian immigrants reside. 

Neighbors have witnessed the shooting of a teenaged boy, and the alleged killer has been 

arrested. The boy’s parents arrive as the emergency medical team is preparing to remove 

his body. The parents insist that his body cannot be moved until the Buddhist monk, who 

is on the way, conducts a short ceremony to support their son’s departing soul. A hostile 

crowd, shouting in Vietnamese, grows as the police officer in charge proceeds with the 

removal. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 3: Ethics in Victim Services III-15 

Instructor Worksheet 3.2 

Identify the Relevant NVASC Standards 

Below each scenario are examples of which NVASC standards might be relevant and the 

corresponding practical considerations that help explain how the standard could be 

applied to the scenario. If the group assigned the scenario does not include these items, 

add them to the list on the flip chart. 

 

Scenario: Sue and Connie 

Sue, a rape crisis advocate, has been called to the emergency room to assist Connie, a 

rape victim. Connie is too embarrassed to describe, in the presence of a police officer, the 

intimate details of the rape. Eventually, the officer agrees to leave the room but asks Sue 

to report the details of Connie’s story to him. According to her agency’s policy, Sue 

should decline because doing what the officer requested would allow her to be 

subpoenaed if the case comes to trial. 

Ethical Standards Practical Considerations 

1.1 Understand service delivery setting Agency policy/state laws/risk of subpoena 

2.1 Colleagues and other professionals Clarification of roles 

3.2 Best interests of person served Connie’s fragile emotional state 

3.5 Confidentiality To help Connie, Sue needs to know what 

happened. 

 

Scenario: June and Abeir 

June, the victim services coordinator for a large metropolitan police department, is 

particularly fond of Abeir, a young Sudanese immigrant who has filed a report on her 

boyfriend after he threatened to kill Abeir’s young daughter. June soon realizes that Abeir 

has severe mental health problems exacerbated by dynamics within her family. June 

decides Abeir needs therapy to deal with her anger and understand the threat these issues 

pose for her daughter. Because June has 10 years’ experience as a psychotherapist, she is 

considering counseling Abeir herself, despite having little knowledge of Abeir’s culture. 

Ethical Standards Practical Considerations 

1.1 Understand legal responsibilities Safety concerns for Abeir’s daughter 

1.4 Professional competence June’s inexperience working with 

multicultural clients in a therapeutic 

context 

3.2 Best interests of person served June’s affection for Abeir 

3.8 Dual relationship Abeir’s need to deal with her anger 

 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

III-16 Module 3: Ethics in Victim Services 

Scenario: David and Emma 

David, the Chief District Attorney popular for his get-tough policy on crime, is being 

honored at a political dinner for his public service work. After David’s thank-you speech, 

Emma, a victim assistance provider at a domestic violence shelter, realizes she has an 

opportunity to ask that he publicly defend his “no-drop” policy, which prevents women 

from dropping charges against their batterers once they have made a report. A batterer 

has recently carried out his threat to murder his wife if she ever brought charges against 

him, even though the woman had desperately tried to drop the charges. 

Ethical Standards Practical Considerations 

2.1 Respect for relationships with 

colleagues and other professionals 

Potential embarrassment caused to David, 

the District Attorney’s office, and the 

victim services agency 

2.3 Improve systems that impact Finding opportunities to be heard in a 

public venue 

3.2 Best interests of person served The local no-drop policy can be bad for 

domestic violence victims. 

 

Scenario: Lee and Lisa 

Lee Chan works at a nonprofit advocacy center where she provides support to victims of 

abuse and neglect. She is working with Lisa, a 19-year-old immigrant who lives with her 

father, sisters, and two aunts and uncles (none of whom have green cards) in a Southeast 

Asian neighborhood. They suffered greatly in their country of origin, and Lisa feels it is 

her duty to keep her family together in America. One of Lisa’s uncles molests her, but 

she refuses to report him. She is terrified that an official report will trigger his 

deportation, and the whole family will turn against her. 

Ethical Standards Practical Considerations 

1.4 Professional competence Southeast Asian family values in conflict 

with American attitudes about family 

violence 

2.3 Serving public interest Possibility that the uncle is molesting 

others or would in the future 

3.2 Best interests of person served Lee’s desire for justice and safety for Lisa 

3.4 Right to self-determination Offering services despite nondisclosure of 

uncle’s criminal behavior 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 3: Ethics in Victim Services III-17 

Scenario: Carlotta and Inez 

Carlotta, a victim assistance provider at the police department, often encounters young 

women in the Hispanic community who are at risk of violence when they break up with 

their gang-member boyfriends. Today, Inez was fired upon by someone she believes (but 

cannot prove) was her ex-boyfriend. Inez reluctantly agrees to stay out of sight while 

Carlotta looks for a safe place for her to stay. Later that afternoon, Carlotta receives a call 

saying that Inez has been hospitalized for a gunshot wound she received while standing in 

front of a popular gang hangout. Carlotta is so angry with Inez for not staying home that 

she does not want to see her. 

Ethical Standards Practical Considerations 

1.3 Professional conduct Professional capacity at all times 

1.4 Professional competence Carlotta’s anger and frustration 

3.2 Best interests of person served Safety issues and fear 

3.3 Refrain from victim blaming Carlotta’s reaction to Inez’s poor judgment 

 

Scenario: Sam and Little Saigon 

Sam, a community-based crisis responder who speaks Vietnamese, is called out on a 

homicide in Little Saigon, a city neighborhood where Asian immigrants reside. 

Neighbors have witnessed the shooting of a teenaged boy, and the alleged killer has been 

arrested. The boy’s parents arrive as the emergency medical team is preparing to remove 

his body. The parents insist that his body cannot be moved until the Buddhist monk, who 

is on the way, conducts a short ceremony to support their son’s departing soul. A hostile 

crowd, shouting in Vietnamese, grows as the police officer in charge proceeds with the 

removal. 

Ethical Standards Practical Considerations 

1.4 Professional competence Beliefs/rituals conflict with protocol 

2.1 Respect for relationships with 

colleagues and other professionals 

Body is treated as evidence in the 

investigation 

3.2 Best interests of person served Hostile crowd and police indifference 

further traumatize family 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

III-18 Module 3: Ethics in Victim Services 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 3: Ethics in Victim Services III-19 

Worksheet 3.3 

NVASC Standards for Victim Assistance 

Programs and Providers 

Developed by the National Victim Assistance Standards Consortium (NVASC) 

SECTION I: Scope of Services 

ETHICAL STANDARD 1.1: The victim assistance provider understands his or her legal 

responsibilities, limitations, and the implications of his/her actions within the service 

delivery setting, and performs duties in accord with laws, regulations, policies, and 

legislated rights of persons served. 

ETHICAL STANDARD 1.2: The victim assistance provider accurately represents his or 

her professional title, qualifications, and/or credentials in relationships with persons 

served and in public advertising. 

ETHICAL STANDARD 1.3: The victim assistance provider maintains a high standard 

of professional conduct. 

ETHICAL STANDARD 1.4: The victim assistance provider achieves and maintains a 

high level of professional competence. 

ETHICAL STANDARD 1.5: The victim assistance provider who provides a service for 

a fee informs a person served about the fee at the initial session or meeting. 

SECTION II: Coordinating within the Community 

ETHICAL STANDARD 2.1: The victim assistance provider conducts relationships with 

colleagues and other professionals in such a way as to promote mutual respect, 

confidence, and improvement of services. 

ETHICAL STANDARD 2.2: The victim assistance provider shares knowledge and 

encourages proficiency in victim assistance among colleagues and other professionals. 

ETHICAL STANDARD 2.3: The victim assistance provider serves the public interest 

by contributing to the improvement of systems that impact victims of crime. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

III-20 Module 3: Ethics in Victim Services 

SECTION III: Direct Services 

ETHICAL STANDARD 3.1: The victim assistance provider respects and attempts to 

protect the victim’s civil rights. 

ETHICAL STANDARD 3.2: The victim assistance provider recognizes the interests of 

the person served as a primary responsibility. 

ETHICAL STANDARD 3.3: The victim assistance provider refrains from behaviors 

that communicate victim blame, suspicion regarding victim accounts of the crime, 

condemnation for past behavior, or other judgmental, anti-victim sentiments. 

ETHICAL STANDARD 3.4: The victim assistance provider respects the victim’s right 

to self-determination. 

ETHICAL STANDARD 3.5: The victim assistance provider preserves the 

confidentiality of information provided by the person served or acquired from other 

sources before, during, and after the course of the professional relationship. 

ETHICAL STANDARD 3.6: The victim assistance provider avoids conflicts of interest 

and discloses any possible conflict to the program or person served as well as to 

prospective programs or persons served. 

ETHICAL STANDARD 3.7: The victim assistance provider terminates a professional 

relationship with a victim when the victim is not likely to benefit from continued 

services. 

ETHICAL STANDARD 3.8: The victim assistance provider does not engage in 

personal relationships with persons served which exploit professional trust or could 

impair the victim assistance provider’s objectivity and professional judgment. 

ETHICAL STANDARD 3.9: The victim assistance provider does not discriminate 

against a victim or another staff member on the basis of race/ethnicity, language, 

sex/gender, age, sexual orientation, (dis)ability, social class, economic status, education, 

marital status, religious affiliation, residency, or HIV status. 

ETHICAL STANDARD 3.10: The victim assistance provider furnishes opportunities 

for colleague victim assistance providers to seek appropriate services when traumatized 

by a criminal event or client interaction. 

SECTION IV: Administration and Evaluation 

ETHICAL STANDARD 4.1: The victim assistance provider reports to appropriate 

authorities the conduct of any colleague or other professional (including self) that 

constitutes mistreatment of a person served or brings the profession into dishonor. 
1

Module 3

Ethics in Victim Services

U.S. Department of Justice

Office of Justice Programs

Office for Victims of Crime

3-2

Recognize when a person is acting in an 

ethically questionable way.

State at least one NVASC ethical 

standard for victim service providers.

State at least one way to make ethical 

standards a part of an organizational 

culture.

Learning Objectives

3-3

Ethics and You
2

3-4

Is It Ethical?

Worksheet 3.1

Activity

3-5

Ancient civilized societies 

developed systems of moral 

principles based on values.

Early ethical codes of law and medicine 

were set in place.

Victim assistance evolved into an 

established profession.

Ethics Background

3-6

Safeguards reputation of the profession

Protects public from exploitation

Furthers competent and responsible 

practice

Code of Ethics Purposes
3

3-7

Client autonomy, privacy and selfdetermination

Objectivity and abstention from abuse

Honesty and equity of service

Compassion and respect for individuals

Social responsibility and confidentiality

Working within one’s range of competence

Foundation for Code of Ethics

3-8

National Victim 

Assistance Standards

3-9

Victim Assistance Field 

Background

Moved from grassroots beginnings to a 

professional discipline

Encompasses a wide diversity of individuals 

and organizations

Provides services over the entire range of 

the justice experience
4

3-10

Victim Assistance Field 

Background

Greater accountability by victim 

assistance providers was needed.

Field is viewed as credible, worthwhile, 

and providing much-needed services.

National Victim Assistance Standards 

Consortium (NVASC) was formed to 

develop professional standards for the 

field.

3-11

NVASC

National Victim Assistance Standards Consortium

Created in 2000 by OVC

Purpose: To create model program, 

competency, and ethical standards

Result: Standards for Victim Assistance 

Programs and Providers

Ethics in Victim Services – book based 

on the NVASC model

3-12

NVASC Ethical Standards 

Scope of Services

 Professional activities

Coordinating within the Community

 Collaboration

Direct Services

 Relationships 

Administration and Evaluation

 Monitors activities and relationships
5

3-13

Scope of Services

Professional activities

• Follow the law

• Accurate representation

• Professional conduct

• Professional competence

• Inform about costs

3-14

Coordinating within the Community

Collaboration

Respect colleagues

Share knowledge

Improve systems

3-15

Direct Services

 Relationships

 Respect civil rights

 Protect victim interests

 Nonjudgmental

 Self-determination

 Confidentiality
6

3-16

Direct Services

Relationships

• Terminate appropriately

• Good boundaries

• Non-discriminatory

• Support colleagues

• Avoid conflict of interest

3-17

Administration and Evaluation

Monitors activities and relationships

 Reports mistreatment

 Reports misconduct

3-18

Identify the Relevant 

NVASC Standards

Worksheet 3.2

Activity
7

3-19

NVASC Standards 

in Your Organization

Worksheet 3.3

Activity

3-20

Was the victim assistance provider 

acting in an ethically questionable 

manner?

Any additional rationale?

What NVASC standards might apply?

Is it Ethical?

Revisited

3-21

Ethical Organizations
8

3-22

Creating Ethical Organizations

Activity

3-23

U.S. Department of Justice

Office of Justice Programs

Office for Victims of Crime

Recognize when a person is acting in an 

ethically questionable way.

State at least one NVASC ethical 

standard for victim service providers.

State at least one way to make ethical 

standards a part of an organizational 

culture.

Review of Module 

Learning Objectives
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 4: Standard Decisionmaking Process for Ethical Decisions IV-1 

Module 4: Standard Decisionmaking Process 

for Ethical Decisions 

Time Required 

1 hour 

Purpose 

This module teaches participants a standard process for making ethical decisions and how 

to use the process. 

Lessons 

1. The Decisionmaking Process (25 minutes) 

2. Common Ethical Issues (35 minutes) 

Learning Objectives 

By the end of the module, participants will be able to: 

 State the steps in the standard decisionmaking process. 

 Use the standard decisionmaking process when faced with an ethical dilemma. 

Equipment and Materials 

 Disclosing Victim vignette (disclose_victim.mpg on CD). 

Participant Worksheets

 Worksheet 4.1, The Decisionmaking Process 

 Worksheet 4.2, Disclosing Victim Vignette 

 Worksheet 4.3, Common Ethical Issues 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

IV-2 Module 4: Standard Decisionmaking Process for Ethical Decisions 

Participant Handouts 

Handout 4.1, Decisionmaking Process: Steps 1-6 – one per participant 

Preparation 

 View the Disclosing Victim Vignette. 

 Prepare a sheet on the tear sheet titled “Potential Benefits.” This sheet is used in the 

Decisionmaking Process lesson. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 4: Standard Decisionmaking Process for Ethical Decisions IV-3 

Introduce the Module 

 Show Visual 4-1 and present the objectives for the module. 

1. The Decisionmaking Process (25 minutes)

 Show Visual 4-2 and introduce the lesson. 

Tell participants that you will: 

 Present the decisionmaking process.

 Show a vignette.

 Demonstrate how the decisionmaking process can be used in the situation 

presented in the vignette.

Ask participants: 

What are the potential benefits of using a standard process to make 

decisions when faced with an ethical dilemma? 

Post the responses on the tear sheet.

Allow 5 minutes for this discussion. 

Direct participants to Worksheet 4.1, The Decisionmaking Process. 

 Show Visual 4-3 and present the six-step decisionmaking process. 

1. Assess the facts. Review all relevant documents and legislation. Verify all sources 

of information. 

2. Identify relevant standards and practical considerations. What ethical standards and 

corresponding practical considerations are in conflict? 

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

consequences of each. 

4. Consult peers or supervisor. 

5. Choose the best option and act. 

6. Evaluate: How can this situation be avoided in the future? 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

IV-4 Module 4: Standard Decisionmaking Process for Ethical Decisions 

 Show Visual 4-4 and introduce the activity. 

Activity: Disclosing Victim Vignette 

1. Direct participants to Worksheet 4.2, Disclosing Victim vignette, in the 

Participant’s Manual. 

2. Ask them to read the background for the vignette they are about to see. 

3. Run the Disclosing Victim vignette (Disclose_victim.mpg on Ethics in 

Victim Services CD).

4. Ask participants: what is the ethical dilemma that Deborah Giles is 

facing? 

 Show Visual 4-5. 

Tell participants that you will now demonstrate how to use the six-step decisionmaking process to determine the best course of action for Deborah Giles. 

Tell participants that the process related to the Disclosing Victim vignette is on 

Handout 4.1, The Decisionmaking Process: Steps 1-6, which you will hand out at 

the end of this section. 

Tell participants that the first step is to assess the facts.

Paraphrase the following information: 

 Paulina Mantegna is a teenager who has been traumatized by her 

experience as a victim of criminal sexual assault. 

 When law enforcement questioned Paulina about whether she had 

sexual intercourse prior to the rape, she denied it though, in fact, she had 

sexual intercourse with her brother’s roommate on one occasion prior to 

the rape. This information, if known, could affect the outcome of the 

plea bargain. 

 Deborah Giles, as an employee of the prosecutor’s office, has the 

obligation to tell the prosecutor any information pertinent to a case. 

 A community-based victim assistance provider might approach the 

confidentiality issues from a different angle. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 4: Standard Decisionmaking Process for Ethical Decisions IV-5 

Ask participants: are there any other facts to be added? 

Tell participants that the second step is to identify relevant standards and 

practical considerations. 

Ask participants: what are the ethical standards and practical considerations 

for each standard? 

Post them on the tear sheet. Ensure that the following are included: 

Ethical Standards 

1.1 Obligations within the service 

delivery system. 

3.2 Best interests of person served 

3.5 Confidentiality issues 

Practical Considerations 

Deborah should explain the limits of 

confidentiality to Paulina. 

Deborah must keep in mind what is best 

for Paulina and treat her with respect 

and courtesy. 

Deborah is obligated to report pertinent 

information to the prosecutor. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

IV-6 Module 4: Standard Decisionmaking Process for Ethical Decisions 

Tell participants that the third step is to brainstorm options and consequences.

Paraphrase the following three options and consequences. 

1. Deborah convinces Paulina to keep quiet about having had sexual intercourse prior 

to the rape. 

Pro: Paulina’s attacker gets the maximum punishment for his crime. 

Con: Deborah puts her job in jeopardy if the truth comes out that she withheld 

information from the prosecutor. Paulina may be left with feelings of guilt for 

lying. 

2. Deborah promises not to tell anyone what Paulina has revealed to her, but she 

encourages Paulina to tell the prosecutor. 

Pro: Deborah keeps Paulina’s trust by promising not to tell. By putting the 

decisionmaking responsibility on Paulina, Deborah feels exonerated from taking 

action. 

Con: Deborah puts her job in jeopardy if the truth comes out that she withheld 

information from the prosecutor. 

3. Deborah explains to Paulina that she, as an employee of the prosecutor, cannot 

keep this information confidential. She offers to accompany Paulina through the 

process of setting the record straight. 

Pro: Deborah fulfills her obligations as a victim assistance provider at the 

prosecutor’s office. Paulina takes responsibility for her actions. 

Con: Paulina may fell betrayed. The plea bargain may be affected. Jake will 

probably receive a lighter sentence because Paulina is perceived to be less credible. 

Ask participants: do you want to include any additional options? 

Post them on the tear sheet. 

Tell participants that the fourth step is to consult with peers or supervisor. 

Ask participants: what choice would they make? 

Tell participants that the fifth step is to choose the best option and act.

Ask participants: what option seems to be the most ethical decision? Why? 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 4: Standard Decisionmaking Process for Ethical Decisions IV-7 

Tell participants that the sixth step is to evaluate how the situation can be 

avoided in the future. 

Ask participants for suggestions. Post them on the tear sheet. 

Ensure that the following information is included: 

Deborah should always stress to crime victims the importance of telling 

the truth from the beginning. She is also obligated to be certain that crime 

victims understand the limits to confidentiality within the prosecutor’s 

office. 

Ask for any reactions they have to applying the decision-making process to this 

case scenario. 

2. Common Ethical Issues (35 minutes)

 Show Visual 4-6 and introduce the lesson. 

 Show Visual 4-7. 

Tell participants that these are common ethical issues faced by victim assistance 

providers. Ask them if they have other examples of ethical issues. 

 Show Visual 4-8 and introduce the activity. 

Activity: Common Ethical Issues 

1. Direct participants to Worksheet 4.3, Common Ethical Issues. 

2. Form five groups of participants. Ask each group to identify one ethical 

dilemma they personally have faced as a victim assistance provider. Using 

Worksheet 4.3, ask each group to record the situation, the ethical standards 

that apply, and some of the actions the victim assistance provider could take to 

resolve the dilemma. Allow 15 minutes for group work. 

3. Allow each group 10 minutes to present their ethical dilemma and some 

solutions. Draw out common themes and grey areas.

 Show Visual 4-9 and review the objectives for the module. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

IV-8 Module 4: Standard Decisionmaking Process for Ethical Decisions 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 4: Standard Decisionmaking Process for Ethical Decisions IV-9 

Worksheet 4.1 

The Decisionmaking Process 

1. Assess the facts. Review all relevant documents and legislation. Verify all sources of 

information. 

2. Identify relevant standards and practical considerations. What ethical standards and 

corresponding practical considerations are in conflict? 

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

consequences of each. 

4. Consult your peers or your supervisor. 

5. Choose the best option and act. 

6. Evaluate: How can this situation be avoided in the future? 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

IV-10 Module 4: Standard Decisionmaking Process for Ethical Decisions 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 4: Standard Decisionmaking Process for Ethical Decisions IV-11 

Worksheet 4.2 

Disclosing Victim Vignette 

Deborah Giles is a victim assistance provider in a prosecutor’s office. For the past 5 

months, Deborah has been working with Paulina Mantegna, a young woman who is a 

victim of criminal sexual assault. The case against Paulina’s rapist is about to plead out. 

A call has been patched through to Deborah’s home phone. As this scenario opens, we 

hear the phone ring in Deborah’s apartment. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

IV-12 Module 4: Standard Decisionmaking Process for Ethical Decisions 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 4: Standard Decisionmaking Process for Ethical Decisions IV-13 

Worksheet 4.3 

Common Ethical Issues 

State the ethical issue. 

What standards are relevant to this issue? 

What practical considerations should the victim service provider be aware of? 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

IV-14 Module 4: Standard Decisionmaking Process for Ethical Decisions 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 4: Standard Decisionmaking Process for Ethical Decisions IV-15 

Handout 4.1 

Decisionmaking Process: Steps 1- 6 

Step 1: Assess the facts. 

 Paulina Mantegna is a teenager who has been traumatized by her experience 

as a victim of criminal sexual assault. 

 When law enforcement questioned Paulina about whether she had sexual 

intercourse prior to the rape, she denied it though, in fact, she had sexual 

intercourse with her brother’s roommate on one occasion prior to the rape. 

This information, if known, could affect the outcome of the plea bargain. 

 Deborah Giles, as an employee of the prosecutor’s office, has the obligation 

to tell the prosecutor any information pertinent to a case.

 A community-based victim assistance provider might approach the 

confidentiality issues from a different angle. 

Step 2: Identify relevant standards and practical considerations. 

Ethical Standards Practical Considerations

1.1 Obligations within the service 

delivery system. 

Deborah should explain the limits of 

confidentiality to Paulina. 

 

3.2 Best interests of person served Deborah must keep in mind what is best 

for Paulina and treat her with respect and 

courtesy. 

 

3.5 Confidentiality issues Deborah is obligated to report pertinent 

information to the prosecutor. 

Step 3: Brainstorm options and consequences. 

1. Deborah convinces Paulina to keep quiet about having had sexual intercourse 

prior to the rape. 

Pro: Paulina’s attacker gets the maximum punishment for his crime. 

Con: Deborah puts her job in jeopardy if the truth comes out that she withheld 

information from the prosecutor. Paulina may be left with feelings of guilt for 

lying. 

2. Deborah promises not to tell anyone what Paulina has revealed to her, but she 

encourages Paulina to tell the prosecutor. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

IV-16 Module 4: Standard Decisionmaking Process for Ethical Decisions 

Pro: Deborah keeps Paulina’s trust by promising not to tell. By putting the 

decisionmaking responsibility on Paulina, Deborah feels exonerated from taking 

action. 

Con: Deborah puts her job in jeopardy if the truth comes out that she withheld 

information from the prosecutor. 

3. Deborah explains to Paulina that she, as an employee of the prosecutor, cannot 

keep this information confidential. She offers to accompany Paulina through the 

process of setting the record straight. 

Pro: Deborah fulfills her obligations as a victim assistance provider at the 

prosecutor’s office. Paulina takes responsibility for her actions. 

Con: Paulina may feel betrayed. The plea bargain may be affected. Jake will 

probably receive a lighter sentence because Paulina is perceived to be less 

credible. 

Step 4: Consult with peers or supervisor. 

Which is the most appropriate and why? 

Step 5: Choose the best action and act. 

In this scenario, option 3 above seems to be the most ethical decision. 

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

Deborah should always stress to crime victims the importance of telling the truth 

from the beginning. She is also obligated to be certain that crime victims understand 

the limits to confidentiality within the prosecutor’s office. 
1

Module 4 

Standard Decisionmaking

Process for Ethical Decisions

U.S. Department of Justice

Office of Justice Programs

Office for Victims of Crime

4-2

State the steps in the standard 

decisionmaking process.

Use the standard decisionmaking 

process when faced with an ethical 

dilemma.

Learning Objectives

4-3

The Decisionmaking 

Process
2

4-4

1. Assess the facts.

2. Identify relevant standards and 

practical considerations.

3. Brainstorm options and 

consequences.

4. Consult with peers/supervisor.

5. Choose best option and act.

6. Evaluate.

Decisionmaking Process

4-5

Disclosing Victim Vignette

Worksheet 4.2

Activity

4-6

1. Assess the facts.

2. Identify relevant standards and 

practical considerations.

3. Brainstorm options and 

consequences.

4. Consult with peers/supervisor.

5. Choose best option and act.

6. Evaluate.

Decisionmaking Process
3

4-7

Common Ethical Issues

4-8

 Boundary issues and multiple 

relationships

 Confidentiality

 Legal advocacy versus legal advice

 Professional competence

Common Ethical Issues

4-9

Activity

Common Ethical Issues

Worksheet 4.3
4

4-10

U.S. Department of Justice

Office of Justice Programs

Office for Victims of Crime

State the standard decisionmaking 

process.

Use the standard decisionmaking 

process when faced with an ethical 

dilemma.

Review of Module 

Learning Objectives
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 5: Case Studies V-1 

Module 5: Case Studies 

Time Required 

1 hour 

Purpose 

This module provides practice in using the standard process for making ethical decisions 

given an ethical dilemma. 

Lesson 

Case Study (60 minutes) 

Learning Objective 

By the end of the module, participants will be able to: 

 Use the standard decisionmaking process given a particular ethical dilemma. 

Equipment and Materials 

No special equipment or materials are required. 

Participant Worksheets 

 Worksheet 5.1, The Decisionmaking Process 

 Worksheet 5.2, Case Study 

Instructor Worksheet

 Worksheet 5.2, Case Study (Instructor Only) 

Preparation 

 Read the case studies.
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

V-2 Module 5: Case Studies 

Introduce the Module 

 Show Visual 5-1 and present the objective for the module. 

Tell participants that they now have the opportunity to apply the decisionmaking 

process to two case studies. 

Case Study (60 minutes) 

 Show Visual 5-2 and introduce the lesson and activity. 

Activity: Case Study 

 

1. Tell the participants that they are going to be using Worksheet 5.1, The 

Decisionmaking Process, to complete the case studies. 

2. Form five groups of participants and assign one of the cases from 

Worksheet 5.2, Case Study, to each group. 

3. Tell participants that each group is to use the decisionmaking process 

with the assigned case study and then report back to the full group. 

4. Show Visual 5-3 and explain what each group will report on their case 

study. 

Allow 15 minutes for the group work. 

5. Ask each group to present their case. Allow 10 minutes for each group. 

 Show Visual 5-4 and review the objectives for the module. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 5: Case Studies V-3 

Worksheet 5.1 

The Decisionmaking Process 

1. Assess the facts. Review all relevant documents and legislation. Verify all sources of 

information. 

2. Identify relevant standards and practical considerations. What ethical standards and 

corresponding practical considerations are in conflict? 

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

consequences of each. 

4. Consult your peers or your supervisor. 

5. Choose the best option and act. 

6. Evaluate: how can this situation be avoided in the future? 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

V-4 Module 5: Case Studies 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 5: Case Studies V-5 

Worksheet 5.2 

Case Study 

1. Blake and Philip 

Blake is the victim advocate in the Surry County Sheriff’s Department. He recently had a 

case that posed a dilemma for him. His sister has been through a traumatic divorce and 

her minister Philip helped her through it. A woman in the choir has accused the minister 

of molesting her during a counseling session. Blake is certain that Philip could not be 

guilty. In fact, he knows from his sister that there are factions within the church that are 

trying to get rid of the minister. Some members think he takes the Bible too literally. This 

accusation could be a ploy to ruin the minister’s name. 

Ethical Standards Practical Considerations 

 

Three options and consequences for each: 

1.

2.

3.
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

V-6 Module 5: Case Studies 

Chosen course of action: 

How can this situation be avoided in the future? 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 5: Case Studies V-7 

2. Carrie and Maria 

Carrie is a victim assistance provider with a private nonprofit agency that serves victims 

of sexual assault. She has recently started working with Maria, who refuses to leave her 

abusive husband though he frequently assaults her sexually. Carrie has suggested that 

Maria talk to a counselor, and Maria has agreed, provided she can see an Hispanic female 

counselor. Carrie’s agency has a practice of referring victims to a counseling group that is 

regarded as having special expertise in working with crime victims. The director of the 

group, Brooke, works hard to accommodate sexual assault victims and be supportive of 

Carrie’s agency. Brooke and Carrie have become friends. In fact, their families have 

vacationed together several times at Brooke’s mountain home. Carrie knows that Brooke 

has recently hired an Hispanic male counselor in an effort to meet the cultural needs of 

clients, but Maria keeps saying that she cannot relate to a man. 

Ethical Standards Practical Considerations 

 

Three options and consequences for each: 

1.

2. 

 

3. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

V-8 Module 5: Case Studies 

Chosen course of action: 

How can this situation be avoided in the future? 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 5: Case Studies V-9 

3. Kayla, Liz, and Kate 

Kayla, a sworn officer at a law enforcement agency, has recently taken on the role of 

victim assistance provider at the agency. She is riding with Frieda, another officer, to 

respond to a domestic violence report, which turns out to be at the home of a lesbian 

couple. Kayla sees that one of the women, Kate, has bruises around her wrists and neck 

(evidence of previous abuse), and her nose is bleeding. The woman seems terrified but 

submissive to the other, more outspoken woman, Liz. Kate readily agrees with Liz’s story 

that Kate ran into a door and broke her nose. Although the state’s domestic violence laws 

do not apply to homosexual couples, Kayla thinks that she and Frieda should make an 

arrest on assault and battery, but Frieda treats the women with condescending 

indifference and leaves without making an arrest. In the car, she tells Kayla that a couple 

of dykes can beat each other up all they want as far as she is concerned. 

Ethical Standards Practical Considerations 

 

Three options and consequences for each: 

1.

2. 

3. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

V-10 Module 5: Case Studies 

Chosen course of action: 

How can this situation be avoided in the future? 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 5: Case Studies V-11 

4. Teresa and Mandy

Teresa works at a local domestic violence shelter. She has taken a couple of counseling 

classes but has no formal training as a therapist or mental health professional. She has 

recently gained the trust of Mandy, a client who was abused as a child and has recently 

left an emotionally and physically abusive relationship. Teresa soon realizes that Mandy 

has serious mental health issues and needs additional therapy. Mandy expresses a deepseated mistrust of “shrinks” because she became sexually involved with one therapist 10 

years ago. The relationship did not last and she felt betrayed. 

Ethical Standards Practical Considerations 

 

Three options and consequences for each: 

1.

2. 

3. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

V-12 Module 5: Case Studies 

Chosen course of action: 

How can this situation be avoided in the future? 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 5: Case Studies V-13 

5. Sally and Jeffrey 

Sally is a victim assistant who facilitates a homicide survivor support group. She has 

been working closely with Jeffrey, whose life partner was murdered. Sally knows that 

Jeffrey is battling a cocaine addiction, and she has helped him secure drug treatment out 

of state. Sally recently learned that Jeffrey was arrested as an uninsured driver after 

wrecking another person’s sports car, which has raised her concerns about whether he is 

still actively using cocaine. The passenger in the car was seriously injured. Jeffrey passed 

the breathalyzer test, but the district attorney’s office thinks he might have been high on 

something else. Today, Sally received a voicemail message from a prosecutor she has 

known for years asking her to come in to discuss Jeffrey. Sally knows that there is no 

statutory protection of confidential privilege for providers in the state where she lives and 

works. 

Ethical Standards Practical Considerations 

 

Three options and consequences for each: 

1.

2. 

3. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

V-14 Module 5: Case Studies 

Chosen course of action: 

How can this situation be avoided in the future? 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 5: Case Studies V-15 

6. Frances and Skip 

Frances’s son was killed in a car accident last year, and she is now going though a painful 

divorce. She is taking over-the-counter and prescription medications to help her cope. 

Her friend and fellow victim assistance provider, Skip, who has worked with Frances for 

several years, has noticed she has been neglectful of her clients, failing to return phone 

calls or keep up with case documentation. Several times she has asked Skip to cover for 

her. Recently he found out that she has had dinner a couple of times with a married man, 

a client with whom she has been working for a couple of months. When Skip asks 

Frances about it, she replies that the man just wants to express his gratitude. Skip knows 

that Frances is going through a rough time and is looking for solace wherever she can 

find it, but he also knows that her actions are inappropriate. 

Ethical Standards Practical Considerations 

 

Three options and consequences for each: 

1.

2. 

3. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

V-16 Module 5: Case Studies 

Chosen course of action: 

How can this situation be avoided in the future? 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 5: Case Studies V-17 

7. Chana, Tanya, and Rosanne 

Chana is a trauma counselor who works with high school teenagers who have been 

victims of child molestation. Two of her most problematic cases are Tanya and Rosanne, 

who are best friends and always at risk of suspension from school as chronic 

troublemakers. Tanya is generally the instigator of the trouble, but Rosanne is her loyal 

follower. Chana feels that her professional relationship with Tanya is ineffective and 

wants to refer her elsewhere, but she is also aware that she responds negatively to Tanya 

because of her bad behavior. Rosanne, on the other hand, is quite receptive to treatment, 

particularly when she is free of Tanya’s negative influences. Chana fears that she may 

lose Rosanne’s interest and possibly her trust if she terminates the relationship with 

Tanya. Clearly, the two girls talk about their meetings with Chana and share experiences 

which may be the only way Tanya is benefiting, albeit indirectly, from treatment. 

Ethical Standards Practical Considerations 

 

Three options and consequences for each: 

1.

2. 

3. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

V-18 Module 5: Case Studies 

Chosen course of action: 

How can this situation be avoided in the future? 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 5: Case Studies V-19 

8. Carolyn and Grassroots Groups 

Carolyn, who is white, has a large grant to provide assistance to the five culturally and 

ethnically diverse populations that have started grassroots homicide survivor groups in 

the city. Her role as a strategic planner/victim assistance provider is to help them assess 

their needs as an organization, to assist them in applying for not-for-profit status, and to 

help them become self-sufficient as support groups for survivors. Carolyn believes that 

she is color blind – that race and culture are not factors in her job. However, many of the 

members of the grassroots groups feel that she does not understand them. Over a period 

of months they have been increasingly frustrated by her stereotypical views about their 

cultures. When they ask her to bring in interpreters and members of their own 

communities to assist her, she replies that the money will be better spent hiring lawyers to 

secure the not-for-profit status. 

Ethical Standards Practical Considerations 

 

Three options and consequences for each: 

1.

2. 

3. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

V-20 Module 5: Case Studies 

Chosen course of action: 

How can this situation be avoided in the future? 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 5: Case Studies V-21 

9. Jane and Linda 

Jane works as a victim assistance provider in a nonprofit counseling center. Linda, her 

newest client, is a Native American activist working to reclaim land for the Lakota tribe. 

Linda was beaten up 3 weeks ago in a heated argument during a land claims meeting. 

Linda does not want to report the incident because she believes it will reflect poorly on 

the activist group. In conversation, Linda reveals that her religion has been central to the 

process of healing from this violence. She belongs to a Native American church that uses 

peyote as part of its religious ceremonies, particularly those involving healing. Although 

some argue that peyote is legal because of freedom of religious practice, Native 

Americans who have gone up against the courts in the past have often lost their cases. 

Now Jane has found out that Linda’s 10-year-old son also participates in the healing 

ceremonies to help him get over the paranoia and fear he has been experiencing since his 

mother was attacked. 

Ethical Standards Practical Considerations 

 

Three options and consequences for each: 

1.

2. 

3. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

V-22 Module 5: Case Studies 

Chosen course of action: 

How can this situation be avoided in the future? 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 5: Case Studies V-23 

10. Charlotte and Teisha 

Teisha has been battling her husband Andre for custody of their two sons. They have 

filed for divorce after 3 years of marriage during which they had five domestic violent 

incidents involving law enforcement. Charlotte, a victim advocate with the sheriff’s 

department, has been assisting Teisha throughout her troubled marriage. A couple of 

weeks prior to the custody hearing, Teisha convinced Andre to meet for dinner without 

their lawyers and try to work some things out on their own. The evening ended in another 

domestic violence incident that left Teisha with a black eye and sprained wrist. She called 

Charlotte the next morning and vehemently expressed her desire to report the incident. 

Charlotte understands Teisha’s anger but is afraid that reporting Andre may jeopardize 

custody of Teisha’s sons, considering that Teisha talked Andre into meeting without the 

lawyers and that Teisha also left a nasty scratch on Andre’s face. 

Ethical Standards Practical Considerations 

 

Three options and consequences for each: 

1.

2. 

3. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

V-24 Module 5: Case Studies 

Chosen course of action: 

How can this situation be avoided in the future? 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 5: Case Studies V-25 

Worksheet 5.2 (Instructor Only) 

1. Blake and Philip 

Blake is the victim advocate in the Surry County Sheriff’s Department. He recently had a 

case that posed a dilemma for him. His sister has been through a traumatic divorce and 

her minister Philip helped her through it. A woman in the choir has accused the minister 

of molesting her during a counseling session. Blake is certain that Philip could not be 

guilty. In fact, he knows from his sister that there are factions within the church that are 

trying to get rid of the minister. Some members think he takes the Bible too literally. This 

accusation could be a ploy to ruin the minister’s name. 

Examples of how the standards might apply to this scenario: 

 Standard 3.6. Previous relationships, whether familial, professional, personal, or 

business, create potential conflicts of interest which should be avoided. 

 Standard 3.3. Blake should refrain from suspicion of the victim’s account of the crime 

or any judgmental, anti-victim sentiment. 

2. Carrie and Maria 

Carrie is a victim assistance provider with a private nonprofit agency that serves victims 

of sexual assault. She has recently started working with Maria, who refuses to leave her 

abusive husband though he frequently assaults her sexually. Carrie has suggested that 

Maria talk to a counselor, and Maria has agreed, provided she can see an Hispanic female 

counselor. Carrie’s agency has a practice of referring victims to a counseling group that is 

regarded as having special expertise in working with crime victims. The director of the 

group, Brooke, works hard to accommodate sexual assault victims and be supportive of 

Carrie’s agency. Brooke and Carries have become friends. In fact, their families have 

vacationed together several times at Brooke’s mountain home. Carrie knows that Brooke 

has recently hired an Hispanic male counselor in an effort to meet the cultural needs of 

clients, but Maria keeps saying that she cannot relate to a man. 

Examples of how the standards might apply to this scenario: 

 Standards 1.4 and 3.8. Multicultural competency is part of professional competence, 

and insensitivity to culture can be considered a form of discrimination. 

 Standard 3.6. Dual relationships with other providers can create a conflict of interest. 

 Standard 3.4. Maria has the right to self-determination. 

 Standard 2.1. Carrie needs to conduct relationships in a manner that promotes public 

confidence. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

V-26 Module 5: Case Studies 

3. Kayla, Liz, and Kate 

Kayla, a sworn officer at a law enforcement agency, has recently taken on the role of 

victim assistance provider at the agency. She is riding with Frieda, another officer, to 

respond to a domestic violence report, which turns out to be at the home of a lesbian 

couple. Kayla sees that one of the women, Kate, has bruises around her wrists and neck 

(evidence of previous abuse), and her nose is bleeding. The woman seems terrified but 

submissive to the other, more outspoken woman, Liz. Kate readily agrees with Liz’s story 

that Kate ran into a door and broke her nose. Although the state’s domestic violence laws 

do not apply to homosexual couples, Kayla thinks that she and Frieda should make an 

arrest on assault and battery, but Frieda treats the women with condescending 

indifference and leaves without making an arrest. In the car, she tells Kayla that a couple 

of dykes can beat each other up all they want as far as she is concerned. 

Examples of how the standards might apply to this scenario: 

 Standard 2.1. Kayla has an ethical obligation to treat her colleagues and professionals 

with whom she works in a way that promotes mutual respect and improvement of 

services. 

 Standard 1.4. Multicultural competence is part of professional competence and 

includes gay, lesbian, bisexual, and transgender populations as well as ethnic and 

racial minority populations. In some states protective orders are unavailable to 

victims of same-sex domestic violence. 

 Standard 4.1. Kay must report to appropriate authorities the conduct of any 

professional that constitutes mistreatment of a person served. 

 Standards 3.2 and 3.9. Kate, as a victim, deserves to have services offered to her, and 

not offering those services can be considered discrimination. 

4. Teresa and Mandy 

Teresa works at a local domestic violence shelter. She has taken a couple of counseling 

classes but has no formal training as a therapist or mental health professional. She has 

recently gained the trust of Mandy, a client who was abused as a child and has recently 

left an emotionally and physically abusive relationship. Teresa soon realizes that Mandy 

has serious mental health issues and needs additional therapy. Mandy expresses a deepseated mistrust of “shrinks” because she became sexually involved with one therapist 10 

years ago. The relationship did not last and she felt betrayed. 

Examples of how the standards might apply to this scenario: 

 Standards 1.1 and 1.4. Part of being professionally competent is knowing one’s own 

limitations and staying within the clearly defined range of responsibility. Teresa must 

make an outside referral. 

 Standard 3.2. Teresa must also keep the client’s fragile emotional and mental state in 

mind. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 5: Case Studies V-27 

5. Sally and Jeffrey

Sally is a victim assistant who facilitates a homicide survivor support group. She has 

been working closely with Jeffrey, whose life partner was murdered. Sally knows that 

Jeffrey is battling a cocaine addiction, and she has helped him secure drug treatment out 

of state. Sally recently learned that Jeffrey was arrested as an uninsured driver after 

wrecking another person’s sports car, which has raised her concerns about whether he is 

still actively using cocaine. The passenger in the car was seriously injured. Jeffrey passed 

the breathalyzer test, but the district attorney’s office thinks he might have been high on 

something else. Today, Sally received a voicemail message from a prosecutor she has 

known for years asking her to come in to discuss Jeffrey. Sally knows that there is no 

statutory protection of confidential privilege for providers in the state where she lives and 

works. 

Examples of how the standards might apply to this scenario: 

 Standard 1.1. Driving under the influence of illicit drugs is criminal behavior. 

 Standard 1.1 Providers should be fully informed and continually current regarding 

legal, statutory, policy, and agency authority. 

 Standard 3.2. Sally must recognize the interests of the person serviced as her primary 

responsibility. 

 Standard 3.5. Sally knows about Jeffrey’s cocaine addition but is not covered under 

confidential privilege. She should keep her clients informed about the limitations to 

confidentiality. 

 Standard 1.3. Sally must keep a mutually respectful relationship with the district 

attorney’s office. 

 Standard 3.3. Jeffrey should not be condemned for past behavior. 

6. Frances and Skip 

Frances’s son was killed in a car accident last year, and she is now going though a painful 

divorce. She is taking over-the-counter and prescription medications to help her cope. 

Her friend and fellow victim assistance provider, Skip, who has worked with Frances for 

several years, has noticed she has been neglectful of her clients, failing to return phone 

calls or keep up with case documentation. Several times she has asked Skip to cover for 

her. Recently he found out that she has had dinner a couple of times with a married man, 

a client with whom she has been working for a couple of months. When Skip asks 

Frances about it, she replies that the man just wants to express his gratitude. Skip knows 

that Frances is going through a rough time and is looking for solace wherever she can 

find it, but he also knows that her actions are inappropriate. 

Examples of how the standards might apply to this scenario: 

 Standard 1.3. Frances is not maintaining a high level of professional conduct. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

V-28 Module 5: Case Studies 

 Standard 1.4. Frances’s professional competence is being compromised by her high 

stress level and possibly by her medications. 

 Standard 3.8. Frances is developing a dual relationship with a client. 

 Standard 4.1. Skip has an obligation to report to the appropriate authorities conduct 

that constitutes mistreatment of a person served or that brings the profession into 

dishonor. 

 Standard 2.1 Skip must also treat his colleagues in a way that promotes mutual 

respect. 

 Standard 1.1. Skip must keep in mind the implications of his and Frances’s actions 

within the service delivery system.

7. Chana, Tanya, and Rosanne 

Chana is a trauma counselor who works with high school teenagers who have been 

victims of child molestation. Two of her most problematic cases are Tanya and Rosanne, 

who are best friends and always at risk of suspension from school as chronic 

troublemakers. Tanya is generally the instigator of the trouble, but Rosanne is her loyal 

follower. Chana feels that her professional relationship with Tanya is ineffective and 

wants to refer her elsewhere, but she is also aware that she responds negatively to Tanya 

because of her bad behavior. Rosanne, on the other hand, is quite receptive to treatment, 

particularly when she is free of Tanya’s negative influences. Chana fears that she may 

lose Rosanne’s interest and possibly her trust if she terminates the relationship with 

Tanya. Clearly, the two girls talk about their meetings with Chana and share experiences 

which may be the only way Tanya is benefiting, albeit indirectly, from treatment. 

Examples of how the standards might apply to this scenario: 

 Standard 3.7. Providers must terminate the professional relationship when a victim no 

longer benefits from the services offered, and the provider should prepare victims for 

this eventuality.

 Standard 3.3. Chana reacts negatively to Tanya’s poor decisions and bad behavior.

 Standard 3.2. Chana must keep in mind what is in the best interests of both her 

clients.

8. Carolyn and Grassroots Groups 

Carolyn, who is white, has a large grant to provide assistance to the five culturally and 

ethnically diverse populations that have started grassroots homicide survivor groups in 

the city. Her role as a strategic planner/victim assistance provider is to help them assess 

their needs as an organization, to assist them in applying for not-for-profit status, and to 

help them become self-sufficient as support groups for survivors. Carolyn believes that 

she is color blind – that race and culture are not factors in her job. However, many of the 

members of the grassroots groups feel that she does not understand them. Over a period 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 5: Case Studies V-29 

of months they have been increasingly frustrated by her stereotypical views about their 

cultures. When they ask her to bring in interpreters and members of their own 

communities to assist her, she replies that the money will be better spent hiring lawyers to 

secure the not-for-profit status. 

Examples of how the standards might apply to this scenario: 

 Standard 3.9. Carolyn’s insistence that race and culture are not factors is a form of 

discrimination.

 Standard 3.4. The grassroots groups clearly disagree with Carolyn’s approach.

 Standard 3.2. Carolyn’s primary responsibility is to do what is in the best interest of 

those she serves.

 Standard 1.4. Carolyn should be sensitive to crime victims.

 Standard 1.1. Carolyn must keep in mind the implications of her actions within the 

service delivery system.

9. Jane and Linda 

Jane works as a victim assistance provider in a nonprofit counseling center. Linda, her 

newest client, is a Native American activist working to reclaim land for the Lakota tribe. 

Linda was beaten up 3 weeks ago in a heated argument during a land claims meeting. 

Linda does not want to report the incident because she believes it will reflect poorly on 

the activist group. In conversation, Linda reveals that her religion has been central to the 

process of healing from this violence. She belongs to a Native American church that uses 

peyote as part of its religious ceremonies, particularly those involving healing. Although 

some argue that peyote is legal because of freedom of religious practice, Native 

Americans who have gone up against the courts in the past have often lost their cases. 

Now Jane has found out that Linda’s 10-year-old son also participates in the healing 

ceremonies to help him get over the paranoia and fear he has been experiencing since his 

mother was attacked. 

Examples of how the standards might apply to this scenario: 

 Standard 1.1. Jane must find out what federal and state laws require regarding 

children and substance abuse of any kind. 

 Standard 1.1. Jane must find out what federal laws apply to peyote and religious 

freedom in her state. 

 Standards 1.4 and 3.8. Jane must respect Linda’s values and religious practices. 

 Standard 3.4. Jane needs to recognize Linda’s right not to report the crime. 

 Standard 3.5. Linda has the right to keep her story confidential. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

V-30 Module 5: Case Studies 

10. Charlotte and Teisha 

Teisha has been battling her husband Andre for custody of their two sons. They have 

filed for divorce after 3 years of marriage during which they had five domestic violent 

incidents involving law enforcement. Charlotte, a victim advocate with the sheriff’s 

department, has been assisting Teisha throughout her troubled marriage. A couple of 

weeks prior to the custody hearing, Teisha convinced Andre to meet for dinner without 

their lawyers and try to work some things out on their own. The evening ended in another 

domestic violence incident that left Teisha with a black eye and sprained wrist. She called 

Charlotte the next morning and vehemently expressed her desire to report the incident. 

Charlotte understands Teisha’s anger but is afraid that reporting Andre may jeopardize 

custody of Teisha’s sons, considering that Teisha talked Andre into meeting without the 

lawyers and that Teisha also left a nasty scratch on Andre’s face. 

Examples of how the standards might apply to this scenario: 

 Standard 1.1. Charlotte must keep in mind her role as legal advocate and not legal 

counsel. She cannot give legal advice to Teisha. 

 Standard 3.4. Teisha has the right to self-determination. 

 Standard 3.2. The victim assistance provider needs to keep the client’s best interests 

in mind. 
1

Module 5

Case Studies

U.S. Department of Justice

Office of Justice Programs

Office for Victims of Crime

5-2

Use the standard decisionmaking 

process when faced with an ethical 

dilemma.

Learning Objective

5-3

Activity

Case Study

Worksheets 5.1, 5.2
2

5-4

1. Explain the facts of the case.

2. What are the relevant standards and 

practical considerations?

3. Present your three options and pros 

and cons of each.

4. Which option did you chose and why?

5. Evaluate: how can this situation be 

avoided in the future?

Case Study 

5-5

Use the standard decisionmaking 

process when faced with an ethical 

dilemma.

Review of Module

Learning Objective

5-6

U.S. Department of Justice

Office of Justice Programs

Office for Victims of Crime

Use the standard decisionmaking 

process when faced with an ethical 

dilemma.

Review of Module

Learning Objective
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 6: Closing and Evaluations VI-1 

Module 6: Closing and Evaluations 

Time Required 

50 minutes 

Purpose 

This module provides a wrap-up of the course. Participants fill out an evaluation of the 

course. 

Lessons 

1. Personal and Professional Ethics Conflict 

2. Closing 

3. Evaluations 

Learning Objectives 

By the end of the module, participants will be able to: 

 State the skills presented in the course. 

 Generate ideas on how to implement ethics in their organizations. 

Equipment and Materials 

No special equipment or materials are required. 

Participant Worksheets

 Worksheet 6.1, Brainstorming Ideas: What Can You Do When You Get Back? 

Preparation 

 Create a tear sheet with the heading “Ideas.” 
INSTRUCTOR’S MANUAL 

 Ethics in Victim Services 

VI-2 Module 6: Closing and Evaluations 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 6: Closing and Evaluations VI-3 

Introduce the Module 

 Show Visual 6-1 and present the objectives for the module. 

1. Personal and Professional Ethics Conflict 

 Show Visual 6-2 and introduce the following activity.

Activity: Personal and Professional Ethics Conflict

1. Ask participants to take out their pre-Training assignment in which they 

summarized situations where there was a conflict between their personal interests 

and professional responsibilities. 

2. Ask participants to review what they wrote. Ask them to consider what they have 

learned in this training and if what they have learned may have influenced how 

they viewed the conflict or how it was resolved. What would they do differently? 

3. Ask participants to find a partner and briefly share the situation and any changes 

in how the conflict was viewed or how it was resolved, based on learnings from the 

training. 

4. Facilitate a brief discussion of a few of the conflicts and their resolutions. 

2. Closing (20 minutes)

 Show Visuals 6-3 and 6-4 and introduce the following activity.

Activity: What Can You Do When You Get Back? 

1. Direct participants to Worksheet 6.1, Brainstorming Ideas: What Can You Do 

When You Get Back?, in the Participant’s Manual. 

2. Ask participants to brainstorm strategies that they can use when they return to 

their organizations to implement what they have learned. 

Allow 5–10 minutes for this activity. 
INSTRUCTOR’S MANUAL 

 Ethics in Victim Services 

VI-4 Module 6: Closing and Evaluations 

3. Write the ideas on the tear sheet page that you prepared. 

4. Ask them to make a commitment to implement at least one new strategy when they 

return to their organization. 

 Show Visual 6-5. 

Review the expectations that were identified in Module 1 and point out those that were 

covered in the course. 

 Show Visuals 6-6 through 6-8 and review the course objectives as presented in 

Module 1. 

3. Evaluations (10 minutes)

 Show Visual 6-9. 

Pass out the evaluations and tell participants how to fill them out and return them. 

 Show Visual 6-10 and thank participants for attending the course. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

Module 6: Closing and Evaluations VI-5 

Worksheet 6.1 

Brainstorming Ideas: What Can You Do When You Get Back? 
INSTRUCTOR’S MANUAL 

 Ethics in Victim Services 

VI-6 Module 6: Closing and Evaluations 
1

Module 6

Closing and Evaluations

U.S. Department of Justice

Office of Justice Programs

Office for Victims of Crime

6-2

State the skills presented in the course.

Generate ideas on how to implement 

ethics in your organization.

Learning Objectives

6-3

Activity

Personal and Professional 

Ethics Conflict
2

6-4

Closing

6-5

Brainstorming: What Can You Do 

When You Get Back?

Worksheet 6.1

Activity

6-6

Expectations
3

6-7

Create self-awareness and 

understanding of how attitudes and 

beliefs influence responses to victims 

of crime.

Course Objectives

6-8

Learn the Standards for Victim 

Assistance Programs and Providers 

developed by the National Victim 

Assistance Standards Consortium 

(NVASC).

Course Objectives

6-9

Recognize when a person is acting in 

an ethically questionable way.

Use a standard decisionmaking 

process when faced with an ethical 

dilemma.

Course Objectives
4

6-10

Evaluations

6-11

Thank You

U.S. Department of Justice

Office of Justice Programs

Office for Victims of Crime
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

1

Handout 4.1 

Decisionmaking Process: Steps 1- 6 

Step 1: Assess the facts. 

 Paulina Mantegna is a teenager who has been traumatized by her experience 

as a victim of criminal sexual assault. 

 When law enforcement questioned Paulina about whether she had sexual 

intercourse prior to the rape, she denied it though, in fact, she had sexual 

intercourse with her brother’s roommate on one occasion prior to the rape. 

This information, if known, could affect the outcome of the plea bargain. 

 Deborah Giles, as an employee of the prosecutor’s office, has the obligation 

to tell the prosecutor any information pertinent to a case.

 A community-based victim assistance provider might approach the 

confidentiality issues from a different angle. 

Step 2: Identify relevant standards and practical considerations. 

Ethical Standards Practical Considerations

1.1 Obligations within the service 

delivery system. 

Deborah should explain the limits of 

confidentiality to Paulina. 

 

3.2 Best interests of person served Deborah must keep in mind what is best 

for Paulina and treat her with respect and 

courtesy. 

 

3.5 Confidentiality issues Deborah is obligated to report pertinent 

information to the prosecutor. 

Step 3: Brainstorm options and consequences. 

1. Deborah convinces Paulina to keep quiet about having had sexual intercourse 

prior to the rape. 

Pro: Paulina’s attacker gets the maximum punishment for his crime. 

Con: Deborah puts her job in jeopardy if the truth comes out that she withheld 

information from the prosecutor. Paulina may be left with feelings of guilt for 

lying. 

2. Deborah promises not to tell anyone what Paulina has revealed to her, but she 

encourages Paulina to tell the prosecutor. 
INSTRUCTOR’S MANUAL 

Ethics in Victim Services 

2

Pro: Deborah keeps Paulina’s trust by promising not to tell. By putting the 

decisionmaking responsibility on Paulina, Deborah feels exonerated from taking 

action. 

Con: Deborah puts her job in jeopardy if the truth comes out that she withheld 

information from the prosecutor. 

3. Deborah explains to Paulina that she, as an employee of the prosecutor, cannot 

keep this information confidential. She offers to accompany Paulina through the 

process of setting the record straight. 

Pro: Deborah fulfills her obligations as a victim assistance provider at the 

prosecutor’s office. Paulina takes responsibility for her actions. 

Con: Paulina may feel betrayed. The plea bargain may be affected. Jake will 

probably receive a lighter sentence because Paulina is perceived to be less 

credible. 

Step 4: Consult with peers or supervisor. 

Which is the most appropriate and why? 

Step 5: Choose the best action and act. 

In this scenario, option 3 above seems to be the most ethical decision. 

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

Deborah should always stress to crime victims the importance of telling the truth 

from the beginning. She is also obligated to be certain that crime victims understand 

the limits to confidentiality within the prosecutor’s office.