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A Project of the Office of Justice Programs, U.S. Department of Justice
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Long Version
Section 5: Lecture Content and Teaching Notes
Practical Supervision Strategies

4 hours, 30 minutes

(5 minutes)


Note: This portion of the training is devoted to assisting line officers with the day-to-day mechanics of their work with sex offenders. Trainers should try to be as flexible as possible when discussing the issues that seem to be of most concern to the participants. Small-group discussions are highly recommended for this section of the training. Participants should understand that this section is not intended to be a protocol for handling sex offender cases, but rather that it offers specific strategies for working with sex offenders that should be applied according to local supervision protocols.

Use Slide # SymbolUse Slide #1: Learning Objectives
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Use Slide # SymbolUse Slides #2-3: Practical Strategy Areas
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Note: The trainer should plan to ask for examples of participants' experiences in each area—hopefully a technique that has been helpful and/or a situation that has been difficult. Allow participants to problem solve if they express an interest in discussing specific case examples.

At the conclusion of this section, you will be able to—

  • Identify 11 major areas in which you can develop personal strategies for more effective supervision of sex offenders in the community; and
  • Develop a plan of action to improve your strategies for effective supervision of sex offenders in the community.

This section of the training program introduces a set of practical strategies that will be helpful in carrying out your supervision responsibilities with sex offenders in the community. Those strategic areas include—

  • Desensitization;
  • Maintaining control of interactions with offenders;
  • Initial interviewing;
  • Techniques to handle denial;
  • Being prepared for inappropriate behaviors;
  • Managing intrafamilial cases of child sexual abuse (incest);
  • Case work in various settings;
  • Eliciting the offender's cooperation;
  • Dealing with lapses;
  • Testifying in court; and
  • Preventing and dealing with secondary trauma.