Section 5: Strategies for Applying the Victim–Centered Approach
3 Hours, 25 Minutes

(90 minutes)

Action Planning
(15 minutes)

As we’re putting all these pieces together, what I’d like to ask you to do is to think about your work, and how you do your work, and consider what, if anything, you might want to do differently either to begin implementing a victim–centered approach, or how your current approach to working with victims could be improved or enhanced. Consider for a moment the different stages of supervision (when someone is first assigned to you, for example) or different decision points (like approving employment or residence requests) or different supervision situations (like field visits). Consider also your unit as a whole, or your policy or case management team. Finally consider what victims need:

Note: Write responses on a flip chart. Try to solicit both individual and policy suggestions. Encourage responses that are small and very manageable (such as including the phone number to the rape crisis center on the mandatory letters that go out to rape victims), as well broader, more substantial change strategies.

Trainer QuestionWhat is something you do currently in your position, and how do you think you could do it differently to better address victim needs or concerns or issues?

This could be on an individual level or on a policy level. It could be something you’d like to do, but would need to address some obstacles or challenges before you could actually do it.

Learning ActivityLearning Activity: Creating an Action Plan
(75 minutes)

Refer to HandoutRefer to Handout

Action Planning

Note: You can use an example from the list on the flip chart to go through a sample for the action plan. If you have several participants from the same jurisdiction, encourage them to work together on action planning. If everyone is from the same community, you might want to have people work in groups that are mixed by role or position. If you have a particularly large group, you may want to consider breaking participants into smaller groups and assigning a leader to report out about their group’s work.

  1. Invite participants to look at the Action Planning handout. Invite them to work together on this, especially if they are at the training with colleagues from the same office or jurisdiction.
  2. Describe the task: Name five things that they do in their work managing sex offenders. Consider how victims or victim advocates could be more involved in those activities—what kind of choices or information could victims be offered? What kind of options exist for participation or access? Who needs to be involved in order to make these changes happen, and what their involvement would need to be; for example, do they need approval from a supervisor or agency head? Do they need a particular individual’s participation in meetings? Again, encourage participants to consider both individual and policy level changes. Finally, list three actions that they could take to move toward this change.
  3. Give as much time as possible to write down ideas, and encourage the participants to complete the action plan with their colleagues.
  4. Ask if anyone has an idea that came to them that they would like to share and add it to the flip chart list.
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