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Session Titles:
I. Effective Communication with Victims and Survivors (SARLs and SSCs
in blue and green mixed break-out groups; 2 hours)
II. Tools for Success (SARLs and SSCs in blue and green mixed break-out
groups; 2.5 hours)
Interacting with Different Types of Victims
Victim Relations
Team Communications
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Session Title: Effective Communication with Victims and Survivors
Mixed SARL/ SSC groups split across two rooms. Approx. 25 participants per room.
Date: Tuesday, Session One Time: 2 hours Facilitator(s): One lead facilitator and one
discussion leader at each table.
Learning Objectives:
Demonstrate the use of five communication skills to establish trust (active listening, paraphrasing,
reflective listening, affirmation, and open-ended and closed-ended questions).
Introduction 5
Active-listening mini-lecture/ pair share 5
It Changed My Life Story Activity 15
Non-verbal communication mini-lecture 5
Paraphrasing mini-lecture 5
Paraphrasing modeling and debrief 10
Reflective Listening mini-lecture 5
Reflective Listening practice 15
Affirmation mini-lecture 5
Listening checklist 5
Questions Mini-lecture 5
Questions activity 10
Total Minutes 120
Preparation:
Room Set: Round tables; 8 or 9 participants to across 3 tables (table composition is not important for this
session)
Facilitators Required: 2 Facilitators and 3 Discussion Leaders per room. Discussion leaders can be staff if there
are enough available or ask for a participant from each table to serve as the discussion leader. If participants
are discussion leaders, lead facilitators need to monitor conversations carefully.
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Time Instructional Sequence Materials
Active Listening Slide 5: We will begin our practice today with active listening. N/A
Mini-lecture/
Ask: Who can tell me what active listening is? Use equity
pair-share
cards to call on a participant to respond. Allow for one or
two ideas from participants.
5 mins
Active Listening is different from marginal listening (e.g., the
listener is not listening carefully; mind is wandering) and evaluative
listening (e.g., the listener is assessing the speaker’s remarks and
planning what to say in response). During active listening we
should be:
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Carefully listening to what the speaker is saying,
without judgment or evaluation.
- Ask the A’s to share for 3 minutes a time when they made a
decision that they knew would affect the rest of their life.
While A’s are sharing, B’s give their total attention to what A is
saying and do not speak.
After 3 minutes, call time. Switch roles so that B’s share and
A’s listen, without speaking.
As the speaker:
Did you feel that your partner understood what you were
saying and how you were feeling?
Was there anything that your partner did that prevented you
from feeling listened to?
As the listener:
Did you feel that you could really listen without making
judgments or having your attention wander?
Did you feel that you understood what your partner was saying
and feeling?
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In nonverbal communication, the words you use are the least
important factor in communicating the message to the other
person. The majority of the meaning conveyed while
communicating with someone is expressed without words.
Paraphrasing Slide 11: We are now going to move on to another skill that is N/A
Mini-lecture important for effective communication, paraphrasing.
Repeat what the speaker has said, using your own words,
without changing the meaning.
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“If I hear you correctly …”
The purpose of paraphrasing is too make sure that you have heard
and understood what the volunteer has said and is feeling.
Effective paraphrasing helps avoid misunderstandings between you
and the volunteer. Paraphrasing is effective to use before moving
on to another subject.
Paraphrasing Slide 12: The two lead facilitators should now paraphrase a story N/A
Modeling and one tells the other to model effective paraphrasing. Facilitators
debrief can be creative here. One facilitator tells the other a brief story
and then the other should paraphrase. The facilitator who
10 mins paraphrases should be sure to use paraphrasing language from
slide 11.
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Slide 14: Reflective Listening (cont.)
Allow for a few responses and then click the slide again to show
the “RAPPORT” acronym. Explain that this is just a fun way to
remember the meaning.
Respecting
Another
Person’s
Perspective (for)
Obtaining
Respect (and)
Trust
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Make a mental note of key points.
Ask yourself how you would feel if you were the volunteer as
you listen to them share their experience.
1. What did your partner say that made you feel understood?
Purpose of Affirmations:
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“You certainly are coping with a lot of problems right now.”
Listening Slide 19: Before we move on to the final skill we will be practice - Listening checklist
checklist during this session, open and closed-ended questions, I’d like
everyone to take a moment to reflect on the listening skills we
5 mins have discussed thus far. Please take a few moments to
honestly evaluate your own listening skills by completing the
“listening checklist” at the back of Tab 6 your participant
binder.
Open-Closed The final skill we will be learning about and practicing today - N/A
ended are questions, both open and closed-ended. Who can tell me
Questions the difference between the two?
Mini-lecture
Elicit a few responses from the group (possibly using equity
5 mins cards).
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assault?
Questions Slide 21: Distribute one graphic case scenario to each table. - Three graphic case
Scenario scenarios
Activity Ask each table to read their scenario, and work as a team - Flipchart and
to develop a list of 10 questions (5 open and 5 closed- Markers
10 mins ended that you would ask the Volunteer) in order to
provide effective support.
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Session Title: Tools for Success
Learning Objectives:
Interactive with Different Types of Victims
Explain common assumptions and the impact of these assumptions on supporting different types of
victims.
Outline steps for providing the most effective support possible according to victim type.
Victim Relations
Identify ways to establish trust with for a volunteer through demonstrating acceptance, empathy,
support, and transparency.
Team Communications
Recognize the importance of, and strategies for, effective team communication when supporting
volunteer victims of sexual assault.
Timing:
Preparation:
Room Set: Round tables; approx.. 8 participants to each table (table composition is not important for this
session)
Facilitators Required: 2 Presenters
You will need:
- PowerPoint presentation entitled: “Tools for Success”
- Flip chart
- Markers
- Minute warning cards
All of these materials are in Tab 7 of the SARL and SSC binders.
-
Interpreting and Responding to Behavior (in binders)
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Tips for Assisting a Volunteer (in binders)
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Please note that the theories associated with the behaviors are
assumptions and should be avoided. We will be talking more
during the joint training day on Thursday about the importance of
avoiding assumptions.
5-minute Presentations can be given in the order they are shown on Slide 4: Five- minute
presentations presentation
1. A female Volunteer raped by a host country national; handout (in binders)
45 mins 2. A male Volunteer sexually assaulted by another male
Volunteer; 2 minute, 1 minute
3. A lesbian Volunteer sexually assaulted by a male non- warning cards
Volunteer ex-pat living in country;
4. A gay male Volunteer raped by a host country national
male;
5. A female Volunteer with a physical disability sexually
assaulted by a male Volunteer.
Remember, it’s okay to say ‘I don’t know but I will try to find out for
you’.
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For additional ideas on language tips, please turn your attention to
the Language Tips handout in your binders for further guidance.
Let a facilitator know if you have any questions about language to
use or language to avoid that you would like to take offline.
Victim Relations Yesterday, the SARLs worked to generate a list of shared values for Effective Victim
handout their role at as SARLs at Post. Can a SARL in the room please share Relations handout
completion some of the values we discussed? (in binders)
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country team names one item from their charts that
someone has not previously mentioned, OR, ask for one or
two volunteers to share out a few responses from their
sheet.
Mini-lecture on Slide 8: As many of you likely already know due to your N/A
team experiences working at Posts, when working with a team of
communication people to provide support to volunteers, effective
and pair-share communication is critical. When working with a volunteer
victim of crime, effective communication can be even more
important. For example, if a volunteer is going to court but
has ongoing medical concerns it is important for the whole
team to be aware of this in order to avoid missing a court
date.
If you find you have documented a volunteer’s PII for any reason,
be sure to shred the document ASAP.
Facilitators note: If time is short, skip turn and talk and conduct a
quick all group discussion.
Role Plays Tell participants they will now be applying some of the
tools we have talked about to scenarios with your country Laura, Kendra and
40 mins team. Ask country teams to determine “who has worked Sam Role plays (in
for Peace Corps the longest?” The person who has worked binders)
for PC the longest will play the SARL/SSC role in the role
play first for the Kendra role play. The person who has Role Play
worked for PC the second longest will play the SARL/ SSC in Observation
the Laura role play. The person who has worked for PC the checklist (in binders)
third longest will play the SARL/ SSC in the Sam role play.
The other two members for the triad can decide who will
play the volunteer and who will observe while the other
member is role playing the SARL/ SSC.
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Session Title: Understanding Medical and Legal Processes
Plenary SARL/ SSC session.
Date: Tuesday, Session 3 Time: 2 hours, 15 mins Facilitator(s):
Learning Objectives:
Clearly explain the criminal investigation and legal process specific to your country and your role
within each.
Describe the major components of a typical SAFE exam and its potential psychological and physical
impacts on a volunteer.
Preparation:
Room Set: Round tables; 8 participants to each table (participants should sit with their country teams across
7 tables)
Facilitators Required: 2 Presenters
You will need:
- PowerPoint presentation entitled: “Understanding Medical and Legal Processes”
- Flip chart
- Markers
- 3 copies of each countries’ Legal Environment Survey
- LES Summary Sheet (handouts, not in binders)
- Equity Cards (index cards with participant names on them)
Place:
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Mini-lecture on Slide 4: Criminal Investigation Process N/A
criminal
investigation The level of power volunteers have related to the legal process
process ends with their reporting of the assault. PC is the first responder as
it pertains to volunteer health and safety. Should a volunteer
10 mins decide to report a sexual assault to local authority, only then do
local law enforcement officials become involved.
It is important that SARLs and SSCs are familiar with the criminal
and legal processes in their country; know their roles and
responsibilities within each as well as who to refer to for
clarifications/ additional information.
What does Slide 5: What would justice mean for you? N/A
justice mean
for you? Pair Take a moment to put yourselves in the shoes of a volunteer victim
share of sexual assault. What would justice mean for you? Do you think
you would define justice by:
10 mins
- The prosecution of the offender?
- The ability to finish your service?
- Feeling you have returned to life as it was before the
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assault?
- All of the above?
- Something else?
LES Review and Slide 8: Peace Corps Statistics One copy of each
Summary participant’s
Exercise Slide 9: Legal Environment Surveys (LES) country specific
Provide brief overview of what a complete LES should contain. LES
40 mins
Explain 10: Explain to participants that they will now work with LES Summary
their country teams to review their country’s LES and complete the handout (in
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LES summary sheet. The purpose of this activity is for country binders)
teams to familiarize themselves with the LES but more
importantly, think about how they would summarize key points of
the LES for a Volunteer.
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Session Title: Understanding Post- Trauma Reactions
Plenary SARL/ SSC session.
Date: Tuesday, Session 4 Time: 1 hours, 30 mins Facilitator(s): Priscilla Schulz
Learning Objectives:
Clearly explain the ways in which trauma such as sexual assault can impact a Volunteer.
Describe actions that SARLs and SSCs can take to help mitigate the impact of trauma in a
Volunteer.
Preparation:
Room Set: Round tables; 8 participants to each table (participants should sit with their country teams across
7 tables)
You will need:
- PowerPoint presentation entitled: “Understanding Post-Trauma Reactions”
- Flip chart
- Markers
- Copies of Trauma Reactions Handout- one per participant
- Equity Cards (index cards with participant names or country names on them)
-
Time Instructional Sequence Materials
Warm-up - Participants write the “three (3) most important things a - PPT
SARL or SSC should do to help a Volunteer immediate - Laptop/ projector
10 mins following of a sexual assault or other trauma” on page 1 - Flipchart and
of handout at the back of Tab 9 in binders. markers
- Two Question
- Participants share responses briefly with a partner. trees posted
around room on
- Facilitator solicits a few responses from the group.
flip chart paper
- Post-its on tables
- Equity Cards
- Handout in
binders
-
Lecture on N/A
trauma Tell participants that copies of the slides are in Tab 9 of their
reactions with participant binders in case they would like to follow along and take
intermittent notes.
checks for
understanding
50 mins
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Scenario Participants work with country team to respond to three Handout in binders (p.
exercise questions on page 2 of handout (in binders) related to 2)
“Shelly” scenario.
30 mins
At approximately 9:30pm today, Shelly, an education Volunteer in
a rural village, was at her site when a tall male suddenly entered
her hut armed with a knife. The man was dressed in a black hooded
sweatshirt, dark jeans and tennis shoes. Shelly was not able to see
the assailant's face. The man hit Shelly in the head with a heavy
object which made her dizzy but did not knock her unconscious.
The attacker then pushed Shelly down on to her bed, put a cloth
sack over her head, pulled up her skirt, held her down and raped
her. Immediately following the attack, Shelly ran to her neighbor’s
house who reported the incident to Peace Corps.
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