Section 1: Introduction
1 Hour


Learning ActivityLearning Activity: Introduction of Faculty and Participants
(30 minutes)

The facilitator or lead trainer should introduce the faculty and/or invite them to introduce themselves, and include their experience in working in the field of sex offender management and with juveniles in particular.

Ask each participant to consider one word that describes their experience or perception of working with juvenile sex offenders.

Participants should then introduce themselves by providing their name, the nature of their job, their experience in sex offender supervision, treatment, victim advocacy, or other fields, and their expectations of the training. Participants should then share the word they would use to describe their experience or perception of working with juvenile sex offenders.

The Framework for the Training

Now that you’ve gotten to know each other a little bit, it should be apparent that some of you have different roles and responsibilities in the management of juvenile sex offenders. And that highlights an important point: that this work is complex. It involves multiple agencies and multiple professionals, each of whom is responsible for specific and often unique functions and activities. In years past—and even in some jurisdictions today—these agencies and professionals did not (and do not) work closely with one another. Instead, they “did their own thing” and did not always concern themselves with the work of the other agencies and professionals. It may be that different agency missions, confidentiality limits, limited understanding of one another’s roles, and even “turf” issues contributed to the tendency to operate in isolation.

However, it is generally agreed that no single agency, entity, or individual can or should assume full responsibility for the complexities of juvenile sex offender management—nor are they likely to be effective on their own. Rather, the roles and responsibilities of each agency or individual tends to be interdependent and synergistic. When each of these roles and responsibilities is integrated into a more comprehensive approach, and one in which a shared vision and common goals exist, resources and outcomes can be maximized.

As I mentioned at the beginning of this section, we will use this kind of integrated and comprehensive approach as a primary foundation for this training. One well known, innovative, and influential model is known as the Containment Approach.2 This model emphasizes the importance of multi–agency collaboration, and suggests that sex offenders can be more effectively managed through the close working relationships and information–sharing between treatment providers, supervision officers, and polygraph examiners. In a similar vein, the Comprehensive Approach to Sex Offender Management suggests that several elements are critical to the sex offender management process, and that a range of entities play important roles in these efforts.

Use SlideUse Slides #6–7: Defining the Comprehensive Approach to Sex Offender Management
Slide 6
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Slide 7
Enlarge Slide 7

Generally speaking, the Comprehensive Approach is designed to answer three primary questions:

Use SlideUse Slide #8: Fundamental Principles of the Comprehensive Approach

Starting with the “how” question, the Comprehensive Approach is driven by five fundamental guiding principles (you will see these listed in the center “bubble” of slide number seven):

These core tenets or principles represent the “underpinnings” of the Comprehensive Approach. These guiding principles should be considered and incorporated into all of the operational components of sex offender management, which are outlined next.

Use SlideUse Slide #9: Defining the Comprehensive Approach to Sex Offender Management

The “who” and “what” questions of the Comprehensive Approach are answered through an examination of the key components, represented in this graphic by the “bubbles” on the perimeter. Those components or elements, which are interrelated in many ways, are:

And as you’ve seen in the outline of the curriculum sections, we will be focusing on each of these components in more detail throughout the course of this training, with the exception of the investigation, adjudication, and disposition component. That’s primarily because, as I mentioned earlier, this training is focused on managing youth who have already been adjudicated. Suffice it to say that, without careful investigations, victim–sensitive court processes, appropriately crafted sentences, and informed prosecutors, defense attorneys, and judges, our ability to manage these cases effectively will be hampered.

In closing, all of the agencies who work with offenders, victims, families, and the community at large have a role to play in the effective management of this population. Each entity brings a unique perspective to—and responsibility for—working toward the prevention of further victimization. I’m looking forward to discussing with you some promising ideas about the “what, how, and who” of juvenile sex offender management, and I hope that this brief introduction has provided you with a good idea of what we will be covering from this point forward.

Does anyone have any questions about what we have discussed so far?

Let’s now move on to the Overview section.

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