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CIRCLES OF SUPPORT & ACCOUNTABILITY:

A GUIDE TO TRAINING POTENTIAL VOLUNTEERS

TRAINING MANUAL
 2002

                                                         TABLE OF CONTENTS
     ACKNOWLEDGEMENTS

      INTRODUCTION

THE PURPOSE AND HISTORY OF THIS MANUAL	5
THE ORIGINS OF CIRCLES OF SUPPORT & ACCOUNTABILITY	6
WHAT IS A CIRCLE OF SUPPORT & ACCOUNTABILITY? – A DEFINITION	7
MISSION STATEMENT AND CORE VALUES	7
RESTORATIVE JUSTICE AND CIRCLES OF SUPPORT & ACCOUNTABILITY	8
A TRAINING & DEVELOPMENT FLOW CHART	9
ATTENDANCE AT TRAINING SESSIONS	10

CIRCLES OF SUPPORT & ACCOUNTABILITY ORIENTATION SESSION	12

A) RECOMMENDED PRE-REQUISITES FOR COSA ORIENTATION	13
B) LEADERSHIP	13
C) LENGTH OF THE ORIENTATION SESSION	13
D) POSSIBLE RESOURCES	13
E) PURPOSE OF THE COSA ORIENTATION	13
F) TRAINING PROCESS FOR THE COSA ORIENTATION	15
G) RECRUITMENT STRATEGY	17
H) VIDEO: NO ONE IS DISPOSABLE	17

PHASE I: THE CORE WORKSHOP FOR POTENTIAL VOLUNTEERS	19

A)	RECOMMENDED PRE-REQUISITES FOR PHASE 1 - Core Workshop	20
B)	LEADERSHIP	20
C)	LENGTH OF THE CORE WORKSHOP	20
D)	POSSIBLE RESOURCES	20
E)	PURPOSE OF THE CORE WORKSHOP	21
F)	TRAINING PROCESS FOR THE CORE WORKSHOP	22
G)    ADDITIONAL TRAINING SUGGESTIONS FOR EACH SUBJECT AREA	23
H) PREPARING PARTICIPANTS TO CONTINUE WITH PHASE II OF TRAINING	29

PHASE II: THE SKILL BUILDING WORKSHOP	30

A) RECOMMENDED PRE-REQUISITES FOR PHASE II	31
B) LEADERSHIP	31
C) LENGTH OF THE SKILL BUILDING WORKSHOP	31
D) POSSIBLE RESOURCES	32
E) PURPOSE OF THE SKILL BUILDING WORKSHOP	33
F) TRAINING PROCESS FOR THE SKILL BUILDING WORKSHOP	34
G) ADDITIONAL TRAINING SUGGESTIONS FOR EACH SUBJECT AREA	35
H) FINAL SCREENING PRIOR TO BEING ASSIGNED TO A CIRCLE	44

APPENDICES	45

APPENDIX A - HOW DO ADULTS LEARN?	46
APPENDIX B - THE EXPERIENTIAL LEARNING CYCLE	48
APPENDIX C - GROUPS SIMULATION: "THE DILEMMA"	52
APPENDIX D - THE "FOUR SECTOR EXERCISE"	65
APPENDIX E - THE "SHEETS" EXERCISE	68
APPENDIX F - MOCK CIRCLE MEETING	71
GLOSSARY	73

Copyright - Correctional service of Canada
Cat. No. JS82-102/2002E
ISBN  0-662-32532-X
Web site - www.csc-scc.gc.ca/text/prgrm/chap/documents_e.shtml 

ACKNOWLEDGEMENTS

There are several people who should be acknowledged for the time and work they have devoted to developing this resource.  One of the individuals who first recognized the need to develop greater inter-regional consistency in the area of training was Rev. Hugh Kirkegaard.  It was also Rev. Kirkegaard who, until recently, provided the leadership that saw the Circles of Support and Accountability project become a national Canadian program.  His experience is reflected throughout this document.  

Evan Heise, David Dyck, and Andrew McWhinnie also provided expertise.  As regional consultants for Circles, they each wrote major portions of this manual and provided ongoing feedback as it took shape.  A final note of acknowledgement must be given to Rev. David Molzahn who assumed a national leadership role for Circles of Support and Accountability in the fall of 2000.  Rev. Molzahn was the catalyst in bringing the project to completion in its present form.  

A heart-felt thank you is owed to each of these individuals and, beyond them, to all others across the country who have contributed in many other ways to the ongoing development of Circles of Support and Accountability.

INTRODUCTION

THE PURPOSE AND HISTORY OF THIS MANUAL

This manual, Circles of Support and Accountability: A Guide to Training Potential Volunteers, is the first of its kind.  It builds on the previous operations manual produced by the Mennonite Central Committee Ontario and the Correctional Service Canada (1996, revised 2000) and on the work of the Victim/Survivor Advisory Team associated with the Winnipeg initiative.  

Circles of Support & Accountability(COSA - footnote 1 should go here) represent an innovative response to a controversial social issue in our society.  The purpose of this manual is to assist in the training of volunteers who are willing to become a part of a Circle of Support and Accountability for warrant expiry sex offenders.  This document is also an initial attempt at a distillation of the work and wisdom of many individuals across Canada who have worked with this still relatively new initiative.  Its creation was occasioned by a recognition of the increasing need to develop greater consistency in the process and standards of orienting and training potential volunteers and professionals.  

The need for such a guide is a testimony to the success of Circles of Support and Accountability (COSA).  Indeed, the rapid growth of COSA is clear evidence that this program is becoming a grass-roots “movement” with strong links to community-based organizations throughout the country.  At the same time it is important to acknowledge that no manual can fully capture the spirit of such a movement or the learning that happens when people gather together to create community in this way.  As such, this manual is intended as a guide to starting Circles and is offered with the full recognition that learning is a continuous process.  

For the past three years, Correctional Service Canada (CSC) Chaplaincy has played a critical role in this burgeoning movement by investing in COSA to help communities respond to the needs of high-risk sex offenders.  Initially, a contract position focused on the promotion and development of COSA initiatives through an established network of Community Chaplaincies and community-based ministries across Canada. 

In the fall of 1998, individuals from across the nation who were interested in COSA gathered for a series of meetings in Crieff Hills, Ontario.  Establishing seed funding for COSA projects was an important topic of discussion at that meeting as was the recognition that training and support resources were needed.  This document, which includes training modules and suggestions for training formats, was developed in response to those initial discussions as well as to needs which have been articulated in the intervening years.  

An experiential approach is recommended when planning training sessions based on the modules found in this manual.  Role-plays, group discussion, and interactive exercises form an important part of this type of training.  For further resources, please refer to Appendix A (How do Adults Learn?), and Appendix B (The Experiential Learning Cycle).

THE ORIGINS OF CIRCLES OF SUPPORT & ACCOUNTABILITY

In 1994 newly passed detention legislation created a dilemma.  In two separate incidents resulting from it the faith community responded to the needs of the community, the CSC, and those deemed to be the highest risk to re-offend.  That response evolved into the program now called "Circles of Support and Accountability". 

The dilemma consisted in the fact that an offender was detained to the last day of his sentence (warrant expiry or WED) and did not have access to any supports or monitoring mechanisms to assist with his safe adjustment to the community.  In both of the original instances, the detained offenders had previous involvement with faith community volunteers and programs.  The COSA response grew out of their significant history of involvement with the faith community in prison.  

Early in 1994, a pastor/director (Rev. Harry Nigh) of an inner city ministry in Hamilton was called by a prison psychologist regarding an offender who had identified this pastor as one of his few friends in the community.  The friendship had evolved from contacts more than a decade earlier when both were involved in a prison visitation program.  The pastor realized that this soon to be released offender needed more support than he would be able to deliver on his own.  Consequently, he rallied some others who knew the offender and requested their help to offer support. 

Anger greeted the offender upon his release.  The media and community response was so hostile that the offender's needs were exacerbated.  The pastor asked a few more volunteers to become a part of the support group and invited a concerned community member from Neighbourhood Watch to join as well.  Her role was to ensure that any support would be responsible and lead to greater community safety.  

During those first six months, a Correctional Service of Canada's Community Chaplain (Rev. Hugh Kirkegaard) in Toronto followed the developments in Hamilton closely.  Later that year a similar opportunity presented itself in Toronto.  In this case, a high profile offender was released to a community outside Toronto where a church and some Alcoholics Anonymous partners were prepared to receive and support him as he re-entered society.  However, within days the mounting pressure in this smaller community combined with the individual’s medical needs forced a move to Toronto.  The church volunteer involved with this individual called the chaplain in Toronto for help.
  
Again, the personal needs of the person in question and the demands placed on him by the community and the Court were such that several volunteers were required to offer support.  The chaplain, informed by the Hamilton experience, pulled together a group of committed individuals from various church contacts to walk with this person through the crisis.  

During the following months, the chaplain and the Hamilton pastor compared notes and mused on their common experiences.  They realized that these interventions calmed the anxiety in the community and that the former offenders adjusted positively to the community.  They recognised that the two men were not falling into dangerous patterns of behaviour and instead had successfully re-entered the community.

Their discussions grew to include several people involved in the support groups and a few others who worked with sex offenders and survivors of sexual abuse.  From these early experiences and after thoughtful reflection the program emerged that we now call COSA. 

WHAT IS A CIRCLE OF SUPPORT & ACCOUNTABILITY? – A DEFINITION

CSC Chaplaincy defines a Circle of Support and Accountability as: 

A group of 4 - 7* primarily faith-based community volunteers, who are committed to enhancing public safety by supporting community re-entry through: covenanting, meeting and walking daily with a person who has been detained to end of sentence because of a sexual offence history.  (*more may be needed in some circumstances")

MISSION STATEMENT AND CORE VALUES

The mission of COSA is to substantially reduce the risk of future sexual victimisation of community members by assisting and supporting released individuals in their task of integrating with the community and leading responsible, productive, and accountable lives.  The core values on which this initiative was founded and which continue to guide us in the pursuit of our mission are as follows:

•	We affirm that the community bears a responsibility for the safe restoration and healing of victims as well as the safe re-entry of released sex offenders to the community.

•	We believe in a loving and reconciling Creator who calls us to be agents in the work of healing.

•	We acknowledge the ongoing pain and need for healing among victims and survivors of sexual abuse and sexual assault.

•	We seek to “recreate community” with former offenders in responsible, safe, healthy, and life-giving ways.
•	We accept the challenge of radical hospitality, sharing our lives with one another in community and taking risks in the service of love.

RESTORATIVE JUSTICE AND CIRCLES OF SUPPORT & ACCOUNTABILITY

COSA initiatives are grounded in a commitment to the principles of restorative justice.  Circle volunteers and coordinators seek to take seriously the needs and concerns of the victims and community as well as those of the offender.  The safety of the community and potential victims is imperative if there is to be restoration in the community.  A restoration of peace must be realized for true community safety to be enhanced.  This is a key motivating factor for COSA. 

Recently, Howard Zehr (Winchester, England, April 2001) offered a definition of what Restorative Justice is, and what it is not.

Restorative Justice Is:
•	a redefinition of roles in the Criminal Justice System, placing the victims of crime at the center;
•	best used with serious crime, such as interventions with federal parolees;
•	appropriate for minor crimes, but often even more so for serious crime where the needs of victims are similar and in greater need of being addressed; 
•	an attempt to address the needs and causes of crime.  In so doing, this approach brings to bear two fundamental principles: 

-	Harm:  Restorative Justice addresses the harm caused by crime by addressing victim’s needs, and by holding the offender accountable in terms of the harm done.;
-	Engagement:  Restorative Justice engages victims, offenders and the community in the process of addressing the harms done by crime.
Restorative Justice is not:

•	forgiveness or reconciliation, even though restorative processes may open the door to them;

•	“mediation,” because mediation implies a certain moral equality between parties, which typically does not exist between victims and offenders.  At the same time, victim-offender dialogue programs (often called Victim Offender Mediation or Victim-Offender Reconciliation) offer one possible expression of restorative justice, one process or avenue through which to promote healing or restoration in some situations.

•	a program or a blueprint.  It is a philosophy, a compass, not a map.

•	a recent fad or myth.  It is found deeply imbedded in the religious and cultural past of the vast majority of societies the world over.

•	the opposite of Retributive Justice.  The contrast is a false one.  Both approaches agree that offenders owe something and victims need redress.  The currency is different.  Justice from a retributive perspective says, “pain,” while restorative justice says, “healing.” The legal system is still needed, and must be understood as a continuum.  It is also true that restorative processes are not as “soft” or “easy” as they are often perceived to be and that the court and penal system is not as uniformly “harsh” or “tough” as it is perceived to be.  Changing Lenses means changing questions and categories. 

In discussing the need for more restorative responses to crime, Susan Sharpe notes that “(t)his is not to argue that the legal system should be replaced.  There is an essential role for formal courtroom trials, which do things that a restorative process does not.  But that does not mean that justice must be retributive.  Justice, in any kind of system, should be the highest possible expression of accountability balanced with care” (emphasis ours).

Sharpe’s comments capture well the vision that guides COSA initiatives.  Circles are an attempt to engage ordinary citizens in the art of offering “accountability balanced with care.”  A critical feature of COSA’s is that they are community initiatives owned and driven by community-based volunteers. Many -- but not all -- volunteers come from the church or faith community.  These faith groups often have a natural supply of volunteers. 

Community-based volunteers possess a broad range of skills and experience and many also have previous experience working with marginalized people.  Creating a caring, supportive community for the former offender that is committed to the principles of responsibility, accountability and healing is vital to the goal of achieving greater community safety. 

A TRAINING & DEVELOPMENT FLOW CHART
A schematic diagram that charts the recommended processes for the recruitment, screening, and training of volunteers and the “forging” and ongoing maintenance of circles is found on page 11.  The training process after the Orientation includes two Phases organized into a series of training “blocks.”  The remainder of this manual consists of detailed explanations of the purposes and elements of the Orientation and both phases of the Training.  Detailed explanations of the purposes and elements of Circles Development can be found in this document’s companion volume, Circles of Support and Accountability – A Guide to Program & Policy Development.

You will notice that the flow chart indicates various “EXIT” points throughout the training and Circle development process.  Each of these are points where potential applicants are specifically asked if they wish to continue.  Those who do not may “exit” the program at any time during any stage of training or Circle development.  

These “EXIT” points are also opportunities for the local initiative co-ordinator to screen out potential volunteers if the applicant is unsuitable.  For instance, if a potential volunteer minimised the seriousness of sexual offending and/or violence against women or children in such a way that betrays more than mere ignorance of the issues, the co-ordinator might screen the individual out of further participation. 

The training and Circle development process is itself, therefore, a screening “mechanism” used for selecting appropriate volunteers. 

ATTENDANCE AT TRAINING SESSIONS
Attendance at six out of the seven half-day training blocks which comprise The COSA Orientation, The Core Workshop, and The Skill Building Workshop is generally considered mandatory for volunteering.  Volunteers are expected to make up any sessions they have missed.  Exceptions can be made on an individual basis.  Keeping a careful record of attendance is highly recommended.

EXIT

EXIT

ORIENTATION           
(Two Separate Orientation Workshops) (see Trainer’s Guide for more info)
•	½ Day Professional Workshop
                                and
•	½ Day Volunteer Workshop

Consists of PowerPoint or overhead transparencies based presentation

TRAINING - PHASE I
“The Core Workshop” 
(see Trainer’s Guide for more info)
One Full day or two ½ Days
Overview of restorative justice and the justice system, role-playing release issues, police concerns, public notification, & 810 legislation, sexual deviance, role-playing a Circle meeting/overview of roles & week by week functioning.

. Conclusion

Formal Volunteer Application and Commitment

TRAINING & CIRCLE DEVELOPMENT FLOW CHART

TRAINING - PHASE II
“Skill Building for Prospective Volunteers”
(see Trainer’s Guide for more info)
Two Full Days or 4 ½ Days
Long-term Institutionalization, sexual risk factors, offence cycles, relapse prevention strategies, needs of survivors, boundary setting, conflict resolution, group facilitation, and group dynamics.

ASSESS and RE-EVALUATE

EXIT

EXIT

CIRCLE DEVELOPMENT – PHASE I
“Forging A Circle”
(see Program Develop. Guide)

Building group cohesion – roles and functions of group members, crisis response strategies, liaising with correctional officials, meeting the Core Member, identifying needs, building the Covenant, Section 810 CCC.

CIRCLE DEVELOPMENT – PHASE II
“Ongoing Support”
(see Program Develop. Guide)
Enhancing healthy Circle dynamics, ongoing training and review, amending the covenant, preventing “burn out”, closing a Circle.

CIRCLES OF SUPPORT & ACCOUNTABILITY

ORIENTATION SESSION

COSA ORIENTATION

A) RECOMMENDED PRE-REQUISITES FOR COSA ORIENTATION
	
There are no suggested pre-requisites for participation in a COSA Orientation session.  Any and all people who are interested should be encouraged to attend.  Attendance for all training participants should be recorded.   

B) LEADERSHIP

Regional Consultants will be available to present the initial COSA Orientation session(s) in their region.  However, as local community members, community chaplains, and initiative co-ordinators become trained, it is imperative they become centrally involved in the recruitment and training of new volunteers.  As the COSA initiative takes root in a given community, it is normally expected that a local person (rather than the Regional Consultant) will begin to provide leadership for the COSA Orientation events.

C) LENGTH OF THE ORIENTATION SESSION

The length of this session is a 1.5 to 3-hour training block for either the professional group or the community group (The length is somewhat adaptable).

D) POSSIBLE RESOURCES  

•	3.5" floppy disks for use with Microsoft PowerPoint
•	Overhead projector transparencies made from the above program
•	No One is Disposable video (1999, 10 minutes)

E) PURPOSE OF THE COSA ORIENTATION
	
The purpose of the COSA Orientation is to provide participants with an overview of the COSA concept.  Orientation will include a Power Point presentation (or an overhead transparency presentation) on the core values, purpose, and overall structure of COSA.  It will also include the basic history of the project and an overview of the philosophy of restorative justice.  Finally, it will provide an overview of the training and screening process for volunteers.  

Orientation events are scheduled for 2 groups. 

i) Professional community  (1-3 hours)

A successful COSA is a group of well-trained and dedicated volunteers who are supported by the professional community in their jurisdiction.  A Friday afternoon presentation is recommended.  The purpose is to familiarise local professionals with the COSA philosophy and the local project. Participants could work as police officers, Correctional officers (community and institutional), psychologists, politicians such as mayor and council, Aboriginal community workers, members and advocates of the victim/survivor community, counsellors, social welfare workers, mental health workers, AIDS Network workers and others. 

The members of the professional community should be encouraged to become involved in the development of COSA initiatives in their community.  In particular, they should be invited to raise critical questions and concerns, sit on steering committees or local Board of Governance membership, assist with training, and be available to both the local initiative co-ordinator and volunteers for consultation on an ongoing basis.  The local project should expect some scepticism from this group and, in consequence, should be prepared to listen closely to their advice and concerns.  These professionals are absolutely key to the long-term safety of the community and the success of any Circles initiative.

Care should be taken not to convey the message that a Circle organization is trying to circumvent the work of the professional community.  The desired outcome for both the volunteer and professional communities should be the same.  The way in which it is accomplished might be different, but community safety is the common goal (See the section entitled Professional Support in Circles of Support and Accountability  – A Guide to Program & Policy Development for more information on the role of professionals in COSA).

ii)  General community 

The purpose of providing an “orientation” evening for this group is two-fold: 

-Firstly, the Orientation is a way of engaging a broad community audience with the idea of Circles of Support and Accountability as a meaningful and logical community safety mechanism.  Even if community members do not necessarily decide to become Circle volunteers (and many will not), the Orientation evening can garner wider community support for those citizens who do decide to volunteer.  Public education about sexual assault, sexual offenders, victim/survivors' needs, the criminal justice system and community safety is one of the goals of the Orientation session.  The orientation can be adapted for public speaking engagements and publicity events.  It acts as a primary tool for community engagement.

-Secondly, the Orientation session acts as a recruitment tool, at the same time as the primary screening tool for Circles of Support and Accountability.  Those who have heard about Circles can come and have a closer look.  Those who wish to carry on with training can do so following the Orientation evening.  Those who decide that COSA is not what they thought it was, or decide they cannot fulfil the commitments, can opt not to continue.  

At the conclusion of these educational events, participants will be provided with information regarding the next phase of training and will be invited to register for future training events.  However, given the fact that there may be many individuals who attend Orientation events who decide not to volunteer, many Orientation evenings may be held without a training event being conducted immediately afterward.  

F) TRAINING PROCESS FOR THE COSA ORIENTATION

It has proved to be useful to hold a community-based “professional workshop” in the afternoon during working hours, ideally on a Friday afternoon so professionals can clear their calendars at the end of the work week.  The “community workshop” is best held on a weekday evening (often a Thursday or Friday), followed by Phase I The Core Workshop on a full-day Saturday.  Some of the benefits of this approach are that the organisational demands are fewer and the best use is made of resources because they are all in place on the same day.  There is also continuity within the community and momentum can be gained.

The recommended training process for the Orientation session consists of one training block that is approximately three hours in length.  However, depending on time constraints, the basics can be covered in as short a timeframe as one hour).  The easiest avenue for leading the Orientation process involves acquiring the Microsoft PowerPoint presentation or overhead transparencies package and simply presenting the slides in the order in which they appear in the PowerPoint version.  Another option is to follow the training agenda presented below.  The three-hour time frame presented below assumes a fifteen-minute coffee break approximately halfway through the session.  

COSA Orientation  

- a 3-hour session is recommended (one morning, afternoon, or evening)

•	Welcome and Introductions (15-20 minutes)
Provide a sign-in sheet for all participants so you that are able to track attendance.  Review objectives and basic agenda of the COSA Orientation session.  Introduce training participants and training facilitator(s).  Acknowledge the sensitivity of this subject and the pain many people carry in relation to it.  Thank them for coming.

•	History of Circles of Support & Accountability for WED Sex-Offenders (10 min)
Review the mission statement of COSA.  Tell the story of the COSA’s beginnings in Hamilton, Ontario in 1994.  (See the Introduction section above)  Review the communities in Canada currently working on COSA initiatives (see Circles in Canada slide from the PowerPoint presentation).

•	What is the Problem? (5-10 minutes)
Review the dilemmas and problems that are created when offenders are detained until the last possible day of their sentences.  Include a description of the way in which this can actually increase the likelihood of re-offending.  Describe the type of offender who is most at risk in this situation.

•	Being Part of the Solution (10-15 minutes)
Describe how COSA initiatives attempt to address the above problem through engaging community volunteers to serve on Circles.  Describe the goals and key functions/roles of a Circle of Support and Accountability.

•	What Does a Circle Look Like & Do? (15 minutes)
Describe the way in which a Circle is built or “forged.”  Review the processes by which a high needs, high risk WED sex offender can apply to become a Core Member.  Describe the Circle’s relationship with other professionals within the community.  Finally, talk about what a Circle does on a week-to-week basis.

•	What’s the Track Record?  Why does it Work? (5 minutes)
Review the results to date in relation to COSA initiatives across Canada. (See study completed by Dr. Robin Wilson as referenced in the PowerPoint presentation)

•	Why Do This?  What is the “Soul” of COSA? (10 minutes)
Discuss some of the motivations that people have for becoming involved in the work of COSA.  Briefly articulate some the core tenets of restorative justice.  Where appropriate, make explicit connections between this philosophy and biblical and/or aboriginal concepts of a justice and peacebuilding.  Review the “Core Values” slide in the PowerPoint/overhead transparency presentation.

•	The Training Process (10-15 minutes)
If you still have time, it is often useful to review the training and Circle development process as found above on page 12 of this manual.

•	Questions/Comments/Discussion from the Floor (15-25 minutes)
Allow time for questions of clarification on the material you have presented.  Discuss, as time permits.

•	“No One is Disposable” Video (15-25 minutes)
View video and discuss, as time permits.

•	Closing Comments (5 minutes)
Inform participants of the next scheduled Core Workshop for Potential Volunteers.  Encourage them to give careful consideration to attending and volunteering.  Remind participants to sign the a sign-up sheet on the way out if they missed it coming in.  Thank them for coming and encourage them to “spread the word.”    

G) RECRUITMENT STRATEGY

A primary approach to recruitment will be to invite faith communities to send representatives to COSA Orientation events. These events are scheduled quarterly, or when needed, and will be open to anyone interested in learning more about COSA.  Orientation events will also be arranged for particular congregations or community groups when requested.  

It is recognised that not all persons interested in COSA will be members of a particular faith community or be interested in faith issues.  All are welcome to attend these events and COSA will provide training to any community groups if requested.  The primary goal is to build support for Core Members according to their particular needs and have the COSA process remain client-driven.  Volunteers will be recruited from faith communities and from other sources, but COSA will function in keeping with a Core Member's wishes and desires both in terms of whether or not there is a spiritual emphasis and the shape that emphasis takes.  As well, volunteers will have the option of choosing the Core Member with whom they will work.  A secondary goal of the COSA Orientation is to challenge communities (faith-based and otherwise) to work with ex-offenders re-entering society, even if they should choose not to join a COSA for a warrant expired, high-risk sex offender.

H) VIDEO: NO ONE IS DISPOSABLE
    (1999, 10 minutes, Vision TV production)

The video entitled, “No One is Disposable,” may also be shown during the COSA Orientation.  It is a tool for giving participants a basic understanding of what a Circle “looks like.”  Given this production’s strong emphasis on the faith-based history of Circles and the motivations and values of some of its Christian volunteers, it is useful to reiterate that not all Circle volunteers or Circles are Christian in orientation before showing the video.  By way of explanation of the strong emphasis on faith, it often helps to explain that the video was prepared for Vision TV.  Finally, a segment of the video shows a Core Member, who has a history of sexual assault against women, walking alone with a young female volunteer.  It may be helpful to discuss the impact of those scenes if the group does not raise this issue during the discussion time following the video. 

Video Discussion Guide for No One is Disposable:

1.	What are you feeling after watching the video?  What are your initial “gut" reactions?

2.	What dilemma was created in the incarceration / release process that resulted in a need for this kind of community response?   What does “detention to warrant expiry” mean?  Who is the Circles program designed for?

3.	This response grew out of a faith-based, restorative justice paradigm.  What in your own faith background or value system calls you to respond to people in need? To creating healthy community?  How does this programme respond to the needs of Victims? Offenders? The Community?

4.	What are the goals of the ‘Circle’?

5.	What do you notice about the make up of the ‘Circle’ volunteers?  Who are the volunteers?

6.	What kind of work is done at the ‘Circle meeting?”  What is discussed?   Did you find anything surprising about the nature of the meeting shown in the video?

7.	What is your understanding of what happens in between ‘Circle meetings?”

8.	Why was an emergency meeting called in this case?  What was the issue?  What was the resolution?  How would the Circle arrive at such a resolution?

9.	As a potential volunteer, what concerns and challenges are raised for you as a result of viewing this video?  What opportunities do you see?

PHASE I:

THE CORE WORKSHOP 
FOR POTENTIAL VOLUNTEERS

PHASE 1 - CORE WORKSHOP

A)	RECOMMENDED PRE-REQUISITES FOR PHASE 1 - Core Workshop

Phase I training follows an applicant’s attendance at a COSA Orientation session.  Exceptions should only be made under special circumstances and in consultation with the local initiative co-ordinator.  Attendance for all training participants should be tracked. 

B)	LEADERSHIP

The Regional Consultant will provide leadership for the initial Core Workshop(s) in each community.  However, the local initiative co-ordinator will also be involved and request that various experts from the local community provide aspects of the training.  (See the Possible Resources section below, as well as Professional Support for Circles as found in Circles of Support and Accountability – A Guide to Program & Policy Development).  As the COSA initiative takes “root” in a given community, it is normally expected that local person(s), rather than the Regional Consultant, will begin to provide leadership for The Core Workshop.

C)	LENGTH OF THE CORE WORKSHOP

The recommended length of this workshop is two 3-hour training blocks, for a total of 6 hours.  It is one full day in duration, usually held on a Saturday.  

D)	POSSIBLE RESOURCES

•	3.5" floppy disks for use with Microsoft PowerPoint (the specific section devoted to restorative justice, six pages/slides)

•	Overhead projector transparencies on restorative justice made from the above program

•	The Dilemma group simulation (See Appendix C)

•	The Four Sector Exercise – An Experiential Introduction to Restorative Justice (See Appendix D)

•	The Mock Circle Meeting role play (See Appendix F)

•	A Test of Justice video (CSC, 46 minutes - Parts of this video with text are available on the CSC web site, http://www.csc-scc.gc.ca/video/toj_e.shtml, follow the links to A Test of Justice.)

•	Restorative Justice: Making Things Right video (Mennonite Central Committee, 1994, 22 minutes.  This video may be available at your local offices of MCC or John Howard Society etc.

•	Local parole officer, community or institutional chaplain, ex-offender, or other worker(s) (e.g. John Howard Society employee) who are able to explain the basic workings of the criminal justice system (policing, the courts, corrections) and who can situate the work of COSA within that system.  They should ideally be aware and supportive of the mission and nature of COSA.

•	Local police officer(s) who are able to provide an overview of legislation such as S. 810 CCC, public notification procedures for the local community, and other matters of police concern in relation to high risk, WED sex offenders who are re-entering the community.  Ideally these officer(s) should be aware and supportive of COSA.

•	Local prison psychologist, therapist, or social worker(s) who specializes in working with sex offenders.  They should be able to help participants increase their understanding of human sexuality and sexual deviation and of power, control, and gender issues as they relate to sexual offending.  They should be aware and supportive of COSA and, ideally, should be able to engage learners in interactive discussions and exercises.  (See Appendices A and B for more information on effective training with adults) 

E)	PURPOSE OF THE CORE WORKSHOP

The purposes of Phase I are as follows: 

•	To explore the philosophical and theological foundations for COSA (i.e. restorative justice and its connections to biblical, historical, and aboriginal understandings);

•	To provide an overview of the criminal justice system from the perspective of someone who has been in the prison system; 

•	To become aware of police concerns and gain an overview of legislation such as S. 810 CCC, public notification procedures for the local community, and other matters relating to the release of a Core Member to the community;

•	To explore and appreciate the dilemma presented by releasing a high-needs, high-risk individual into a fearful community. This is facilitated by group role play;

•	To enhance the understanding of human sexuality and sexual deviation; to enhance the understanding of power, control, and gender issues as they relate to sexual offending;    

•	To provide participants with the basic experience of a Circle meeting through a role-play demonstration; to familiarise volunteers with Circle logistics, roles, and week by week functioning.  Time permitting, he component occurs in this Phase, but may be moved to Phase II if not completed at this point.

•	To provide an introduction to one-on-one “walking with” the Core Member. (Time permitting, his topic is covered at this point in the training, but will be moved to the next Phase if not completed in this Phase).

F)	TRAINING PROCESS FOR THE CORE WORKSHOP

It is recommended that a Core Workshop be conducted approximately once every six months, although it can be held more or less often as the needs of the particular community dictate.  The recommended training process consists of two training blocks of approximately three hours each in length.  The time frames below assume 15-minute coffee breaks approximately halfway through each training block.

Block One
- a 3-hour session is recommended (morning)

•	Welcome and Introductions (30 Minutes for this section)  
Review objectives of the Core Workshop and the purpose of using simulations.  Introduce training participants and the training facilitator(s) using some sort of “ice breaker” exercise.  (See Additional Training Suggestions below) 

•	Overview of the Philosophical/Theological Foundations for Circles (45 minutes)
This section focuses on helping participants understand restorative justice.  Please see Additional Training Suggestions in Appendix D for details on an experiential option for exploring the needs and responsibilities of victims, offenders, the community, and the “system”. 

•	Overview of the Criminal Justice System (45 minutes)
This section focuses on helping participants understand policing, the courts, and corrections (See Additional Training Suggestions below for additional details)  All or part of the CSC video, A Test of Justice, may be useful here. 

•	Overview of Police Concerns, Public Notification, and 810 Legislation (45 minutes)
(See Additional Training Suggestions below for further details)

Block Two

- a 3-hour session is recommended (afternoon)

•	Exercise: The Dilemma  (60 minutes)
This section explores the problems of releasing former offenders at WED.  Please see Additional Training Suggestions in Appendix C below for details on role-play set-up, facilitation, and debriefing.  The need for communication and co-operation within the community and the importance of supporting ("walking with") the Core Member is emphasised. 

•	Understanding Human Sexuality and Sexual Deviation (60 minutes)
Utilising a local professional resource person such as a prison psychologist or local therapist.  (See Possible Resources listed above)  This section should also include an analysis of power, control, and gender issues as they relate to sexual offending (see Additional Training Suggestions below for more details).  

•	Demonstration/Role-Play of the Circle Meeting Process and/or Introduction to “One on One” Meetings with the Core Member (45 minutes)
Please see Appendix F.  (See Additional Training Suggestions below for additional details) 

G) ADDITIONAL TRAINING SUGGESTIONS FOR EACH SUBJECT AREA

Welcome and Introductions

The purposes of the first component of any training event are essentially the same. 

•	To introduce training participants to the trainer(s)/facilitator(s) and other participants; 
•	To inform all present about what to expect in terms of the session’s objectives and major activity blocks; 
•	To establish a basic level of rapport and comfort for the event’s duration.  

The importance of “breaking the ice” by helping people to begin sharing of themselves with one another cannot be over-emphasised in an experientially based, adult learning environment.  Such is the learning environment favoured by COSA.  As such, this introductory session is your opportunity as a facilitator to set a positive tone for the remainder of your day.  A general outline of activities for accomplishing these objectives follows below:

•	Introductory Small Group Exercise with participants  (20 Minutes total)

- Form groups of three persons.

- Ask groups to discuss the following: 1) your name, 2) what drew you to COSA, and 3) a role that you play that is particularly important to you, such as that of a parent, coach etc.  (5 Minutes in Small Groups)

- Return to the large group.  Go around the room and have each person present share briefly the responses to the above questions from.  Acknowledge people by name and thank them for participating.  (15 Minutes in plenary)

•	Acknowledge the presence of victims/survivors and former perpetrators within the training context.  Ask participants to remember that sexual offending involves real people rather than an “issue out there” and that these people are present. 

•	Briefly review your objectives and training agenda for The Core Workshop and where the latter fits into the overall schemata of training.  Allow for basic questions of clarification. (2-5 Minutes)

•	Briefly explain how you will be using handouts and/or other written material.
 
•	Briefly explain the purpose of using role plays or simulations; inform participants that they will be given more detailed guidelines out prior to each simulation. (1 Minute)

Overview of the Philosophical/Theological Foundations for Circles

The primary purpose of the section is to allow training participants to come to a better understanding of the philosophical and theological foundation for COSA.  A more specific goal is to assist training participants to better understand the key elements of restorative justice.  

In this session, trainees should: 

•	be assisted to better understand how the goals and assumptions of a restorative approach differ from those of a retributive approach;

•	reflect on the degree to which the current justice system does or does not effectively facilitate healing on the part of victims, responsibility and safe re-integration on the part of offenders, and the involvement and safety of the community and why this is the case;

•	explore the practical implications of approaching a released sex offender from a restorative perspective;

•	be introduced to the topic of victims’ needs and experiences.  This topic is covered in more depth in Phase II – Skill Building for Potential Volunteers; 
 
•	come to better understand how the COSA model reflects a restorative approach. 

Some training options for exploring the above issues follow.  Please be aware that the schedule will not allow you to use all of the options reviewed below.  (See Appendices A and B for more information on how to combine different options in order to provide the optimal learning experience)

Some possible options for exploring the topics in this section include:

•	leading a plenary presentation and  discussion of restorative justice using the overhead transparencies/PowerPoint presentation referred to above;

•	the experiential exercise for exploring restorative justice found in Appendix B, The Four Sector Exercise;  

•	showing parts or all of the video Restorative Justice – Making Things Right (Mennonite Central Committee, 1994, 22 Minutes). 

Overview of the Criminal Justice System

The primary purpose of this component is to educate training participants about the basic purpose and functioning of the different aspects of the justice system (police, courts, corrections).  This is critical for potential Circle volunteers to understand the experiences and needs of their Core Member.  

A secondary purpose of this session can be to enhance participants’ understanding of the deep personal impact which the various aspects of the criminal justice system often have on individuals, by listening to the story and reflections of someone who has been in the prison system.  Guest speakers should be encouraged to begin by eliciting or drawing out the knowledge that the group already possesses and to use stories or case studies to illustrate their points.  

Some of the elements that should be covered in this session include:

•	a general overview of the Criminal Justice System
•	a personal story of a former inmate’s experience of the criminal justice system (optional since it is covered in more detail in Phase II)
•	A Test of Justice Video (optional depending on time remaining and/or whether you have someone who is willing to share their personal experience instead)

If you decide to show a video clip, it is often helpful to have some questions prepared to provide focus to the debriefing discussion that follows.  For example:

•	What are you feeling after watching the video?

•	Did you find anything disturbing?  Did anything leave you feeling some hope?

•	What are you thinking?

•	What questions or concerns about the criminal justice system did the video raise  for you?

•	What are the implications for us as volunteers seeking to come alongside ex-offenders being released?  What do you want to remember?

Overview of Police Concerns, Public Notification, & 810 Legislation

The primary purpose of this session is to enhance trainees’ understanding of police concerns.  A secondary intent is to provide an overview of local processes related to public notification and 810.1 legislation.  A third purpose of this section is to continue to build trust and rapport between the local Circles initiative and the police.  To this end, it is ideal to invite a member of your local police force to explain these concepts to training participants and to participate in a Question and Answer session.  Another option would be to have someone else from the justice system (a Crown Attorney, parole officer etc.) serve in this capacity.  It is important that the training facilitator or local initiative co-ordinator consult the police well in advance about which of their members could best serve in this capacity.

Some of the components that should be included in this section are:

•	an overview of the purpose of this section of training and an emphasis on the importance of COSA’s relationship with the local police force;

•	a review of the way in which a Correctional facility brings an ex-offender’s information to the attention of the local Police force (i.e. how do the police come to know that a WED, high-needs sex offender is planning to move to his locale?); 

•	a review of police concerns and typical procedures in relation to WED sex offenders who are planning to move to their jurisdiction;

•	a brief presentation on the purpose, nature, and processes related to Public Notification (Who makes the decision to do a Notification?  What criteria are used in making such a decision?  What are the police officer’s reflections on the goals and effectiveness of Public Notification?);

•	a brief presentation on the purposes, nature, and processes related to S. 810 CCC as it is executed in the local jurisdiction;
 
•	a reminder of the difference between the role of the police based on a responsibility to enforce the law, includes coercive measures, and that of Circle members based on relationship/covenant, the power of consensus only.

Exercise: “The Dilemma”
  
The purpose of this section is to help participants explore and appreciate the dilemma presented by releasing a high-needs, high-risk individual into a fearful community.  This objective is accomplished via a group simulation.  The reason to use a group simulation is to help participants experience a microcosm of the community dynamics of escalation that generally occur in such a situation.  This approach provides participants with the opportunity to identify the specific behaviours and emotional reactions that lie behind a community’s collective responses.  The simulation facilitates a depth of exploration and analysis that participants would be unlikely to achieve if a more traditional style of classroom teaching were used.  The specific traits of a community in a crisis, such as feelings of isolation and powerlessness, can powerfully “set the stage” for participants to come to recognize the value of a COSA.

A detailed set of instructions for simulation set-up, facilitation, and debriefing, along with the roles for the various groups, can be found in Appendix C at the back of this manual.  

Understanding Human Sexuality and Sexual Deviation

Human sexuality is a sensitive topic.  When sexual deviance is added, the topic becomes more difficult.  It should be made clear, however, that sexual deviance is part of human sexuality.  Many members of the community are uncomfortable talking about human sexuality and sexual deviance in a matter of fact manner.  Misconceptions, guilt, blame, prejudice, victimisation as well as other issues frequently surface and are discussed.  This session begins to create the forum for an ongoing discussion about human sexuality.  

Beyond broaching a difficult subject and creating “space” for open dialogue about it, this session should help to educate potential volunteers about the following topics:

•	the reasons why people commit sexual offences, ie. the causes of sexually aggressive, abusive, and deviant behaviour; 

•	the various “philias” and the various behaviours associated with them;

•	the relationship between individual “sexual deviance,” issues of personal power and control, and broader societal realities related to power distribution and gender socialisation; 

•	the many different behaviours included in the terms “sexual offence” and “sex offender”, possibly including a review of the criminal code in terms of sexual offences. 

Two recommended resources for this session are:

Lagace, D. & Wilson, R. (1999).  Assessment, treatment and supervision of sex offenders: A companion text to the staff training package.  Correctional Service of Canada.

Yantzi, M. (1998).  Sexual offending and restoration.  Waterloo, Ontario and Scottdale, Pennsylvania: Herald Press.

Demonstration/Role-Play of the Circle Meeting Process and/or Introduction to “One on One” Meetings with the Core Member

The purpose of this session is to provide participants with a clear, experientially based understanding of the functioning of a Circle meeting.  This objective is accomplished through a demonstration format.  As the final component of the Core Workshop, this section will only take place during this phase if time permits.  If not, it should be moved to Phase II.  

A role-play designed for use in this section can be found in Appendix F.  Some of the key steps in facilitating an effective role play demonstration include the following:

•	Clear Set-Up and Basic Explanation of the Demonstration (10 Min)

-Training facilitator provides explanation and instructions for simulation or demonstration.

•	Facilitating the Demonstration (15-25 Min)

- Training facilitator signals the start of the demonstration. 

- Other training personnel and/or training participants typically take on the roles of various Circle Members.

- The facilitator or someone very familiar with the work of COSA should play the role of the Core Member. 

- Likewise, it is critical that the person who is playing the role of the Circle Facilitator be a person who has actual experience working with a Circle (COSA).

-Once the role play has begun, the various players “play out” their part in accordance with their roles.

•	Debriefing the Demonstration (15 Min)
- The training facilitator stops the simulation and leads the group in a debriefing process in which training participants are invited to share observations, learning, and raise questions for further discussion and clarification.

•	Final Wrap-up to Demonstration (15 Min)
- Allow and opportunity for final observations from participants before moving to wrap up the exercise.

H) PREPARING PARTICIPANTS TO CONTINUE WITH PHASE II OF TRAINING

The Core Workshop, Phase I serves as the first intensive opportunity for mutual screening between the local initiative and the prospective volunteers.  At the conclusion of The Core Workshop participants should be provided with information regarding the next phase of training (Skill Building for Circles, Phase II) and be encouraged to consider continuing with the process.  

Participants who are interested in continuing are required to complete and submit a volunteer application form in advance of participating in Phase II training.  These applicants should also be required to provide at least three references from community members in good standing.  For more information, see Volunteer Application & Screening Process as found in Circles of Support and Accountability – A Guide for Program & Policy Development .  

PHASE II:

THE SKILL BUILDING WORKSHOP
FOR POTENTIAL VOLUNTEERS

PHASE II - SKILL BUILDING WORSHOP

A) RECOMMENDED PRE-REQUISITES FOR PHASE II - Skill Building for Potential 
     Volunteers

An applicant’s participation in Phase II training follows the COSA Orientation session and Phase I – The Core Workshop.  Exceptions to this requirement should only be made in consultation with the local initiative co-ordinator and/or Regional Consultant.  Attendance for all training participants should be tracked.  

 At this stage, participants should also have received conditional acceptance as a volunteer based on completion of the application and initial screening interview. (See Volunteer Application & Screening Process as found in Circles of Support and Accountability – A Guide for Program & Policy Development manual for more information)  It is assumed that the vast majority of participants in Phase II will complete training and begin work as Circle volunteers in some capacity.  However, this phase continues to function as part of the screening process; participants may choose to withdraw at any time.  

B) LEADERSHIP

The Regional Consultant will provide leadership for the initial Skill Building workshop(s) in each community and acts as a primary resource person for each of the modules contained therein.  However, the local initiative co-ordinator will also be involved and invite various experts from the local community to provide aspects of the training. (See Appendix D, Possible Resources below, as well as Professional Support for Circles as found in Circles of Support and Accountability – A Guide to Program & Policy Development)  As the COSA initiative takes root in a given community, it is expected that local person(s), rather than the Regional Consultant, will begin to provide leadership for the Core Workshop.

C) LENGTH OF THE SKILL BUILDING WORKSHOP 

The recommended length of this workshop is four 3-hour training blocks for a total of 12 hours.  It usually takes place over two full days and is usually held on Saturdays.
D) POSSIBLE RESOURCES

•	Local ex-offenders who have had direct experience as inmate(s) within the correctional system and who are able to share about that experience for the purposes of educating training participants on the effects of long-term institutionalisation.  It is critical that this person have “processed” their experiences to the point where he is able to share about them in front of a group in a reflective manner.  Ideally, this resource person should be aware of and supportive of the mission of COSA.  

•	Local prison(s) may serve the above purpose equally well by allowing training participants to tour the facility and meet selected inmates.  This enables them to see firsthand how life “inside” differs from life in the community and to begin to reflect on how their future Core Member may have been affected by this experience.  (For more information, see Prison Tours below.) 

•	Local prison psychologist, therapist, or social worker(s) who specialises in working with sex offenders.  This resource person must have the capacity to help participants understand dynamic risk factors, the analytical tools of the offence cycle, and relapse prevention plans.  He or she should also be able to help participants understand how these tools are used by the Circle on a week to week basis.  As such, this person should be aware and supportive of COSA and, ideally, should be able to elicit participation using an interactive teaching method.  (See Appendices A and B for more information on effective training techniques with adults).

•	The Establishing Roles & Functions section of the Guide to Program and Policy Development which is devoted to the topic of Circle logistics, roles, and week by week functioning.

•	The Mock Circle Meeting role play (See Appendix F)

•	The appendix devoted to the topic of Core Member needs and resources entitled Developing a Needs & Resources Profile, as found in the Guide to Program and Policy Development manual for more information).

•	Local women’s shelter/transition house worker(s), a therapist who works with victims of sexual offending, a sexual assault centre worker/victim advocacy worker, a sexual assault squad police officer, and/or a trauma unit nurse.  The person must have the capacity to help training participants understand the effects of sexual offending on victims, victim’s families, and on the community as a whole.  It is important that he or she be aware of and supportive of COSA and be able to lead interactive exercises and discussions. (See Appendices A and B for more information on adult education techniques)

•	Video: No More Victims: Accountability & Community Safety (2001, 14 minutes)

•	Video: The Other Prison (CSC production)

•	Local professional(s) with expertise in boundary setting and self-care, interpersonal communication, conflict resolution, group dynamics, and group facilitation.  This may include workers with a local community mediation program or instructors in a conflict resolution studies department at a local college or university.  These person(s) should be aware and supportive of COSA and should be able to facilitate and instruct in an interactive manner suitable for adult learners. (See Appendices A and B for more information on effective training techniques with adults.)

E) PURPOSE OF THE SKILL BUILDING WORKSHOP

The purposes of Phase II are as follows:

•	To help participants better understand the effects of long-term institutionalisation;

•	To help participants understand dynamic risk factors and the analytical tools of the offence cycle;

•	To help participants understand relapse prevention plans and how they are used by the Circle;

•	To familiarise volunteers with Circle logistics, roles, and week-to-week functioning, if this was not covered during Phase I, using a role play and/or demonstration of a typical Circle Meeting and typical one-to one interaction;

•	To reflect on a typical Core Member’s needs and the Circle’s responses; 

•	To enhance understanding of the victim’s needs and experience which will be facilitated by group exercises and debriefing questions; 

•	To begin to develop skills and awareness related to boundary setting and self-care, interpersonal communication/conflict resolution, group dynamics, and group facilitation. 

F) TRAINING PROCESS FOR THE SKILL BUILDING WORKSHOP

It is recommended that a Skill Building Workshop be conducted approximately once every six months, although it can be held more or less often as needs dictate.   The recommended process consists of four training blocks that are each approximately three hours in length.  The timeframes below assume fifteen-minute coffee breaks approximately halfway through each training block.

Block One 
- a 3-hour training session is recommended (morning)

•	Welcome and Introductions (25 minutes) 
Review objectives of the Skill-Building Workshop and the agenda for the current sessions.  Allow an opportunity for training participants to raise questions and concerns that may have arisen since The Core Workshop. 

•	Understanding the Long Term Effects of Institutionalisation  (140 minutes)  
Invite several appropriate ex-offenders who have experienced prison life to speak, visit a prison to meet with inmates, or invite someone like a prison social worker, chaplain, or parole officer to lead a discussion about prison experience. (See Possible Resources above)  This discussion leads naturally to a focused consideration of the ex-offender’s needs for both support and accountability upon release.  (See Additional Training Suggestions below for details on both of these subject areas)  Approximately one hour and ten minutes should be devoted to each of these areas. 

Block Two
- a 3-hour training session is recommended (afternoon)

•	Victim/Survivor and Community Concerns (165 minutes)
Drawing on the services of a professional who works with victims and survivors of sexual abuse/assault (see Possible Resources, above), the goal of this session is to help trainees develop awareness and empathy regarding the impact of sexual offending on victims/survivors and the community as a whole. (See Additional Training Suggestions below for additional details)

Block Three
- a 3-hour training session is recommended (morning)

•	Welcome and Check-In (15-20 minutes)
Review agenda for the current sessions/training day.  Allow an opportunity for training participants to raise questions and concerns that may have occurred to them since completing Blocks One and Two of Skill-Building Workshop).

•	Crime Cycles and Relapse Prevention (150 minutes)
This component is intended to familiarise trainees with crime cycles, risk factors, and relapse prevention strategies (see Additional Training Suggestions below for additional details).  This session should be led by a professional who is very experienced in working with sex offenders (see Possible Resources above for specific suggestions).  

Block Four
-a 3-hour training session is recommended (afternoon)

•	Group Dynamics, Boundaries, and Volunteer Self-Care (165 minutes)
This session is divided into two parts.  The first is devoted to a discussion of the dynamics that surround groups when they gather together for a particular purpose, called 'group dynamics'. This includes such topics as interpersonal communication, conflict resolution, and group facilitation.  The second part focuses on the care of the individual volunteer. (See Additional Training Suggestions, below, for more detail.  Someone knowledgeable in these areas should facilitate this session. (See Possible Resources, above, for suggestions.)

G) ADDITIONAL TRAINING SUGGESTIONS FOR EACH SUBJECT AREA 

Understanding the Long Term Effects of Institutionalisation  

i) SUPPORT: 

Whether one solicits the help of ex-offenders, inmates still serving their sentences, or a professional to discuss the effects of long term institutionalisation, the speakers should be encouraged to “tell the story” of the practical difficulties which ex-offenders encounter when they re-enter the community.  They can discuss such challenges as:

•	obtaining identification documents
•	setting up a bank account
•	learning about banking/budgeting
•	finding housing
•	learning about transportation
•	registering with police
•	obtaining telephone service
•	learning about parenting
•	cooking, doing laundry and other practical matters of daily life

They should also be encouraged to describe their emotional re-entry and social re-entry adjustments such as:

•	moving away from self-centred thinking
•	overcoming fear
•	dealing effectively with anger
•	learning to trust
•	struggling with power and control issues
•	feeling like a victim
•	scheduling
•	keeping appointments
•	learning appropriate communication and conflict resolution

Discussing these issues leads naturally to a consideration of the high level of support that a Core Member is likely to need from his/her Circle, especially immediately following release.  The training facilitator should lead a discussion in which s/he helps trainees make the link between the stories they have heard and the role of a COSA.

Video Option – The Other Prison (CSC production):
Viewing part or all of the CSC video The Other Prison may prove useful during this section.  This video examines the extent to which many ex-offenders experience life on the “outside” as another “prison” because of re-adjustment difficulties upon release.  Your local CSC or Community Chaplaincy offices may have a copy of this video. 

Prison Tours:
As suggested above, it is highly recommended that arrangements be made for prospective COSA volunteers to travel to a nearby institution for a tour.  This may be done in addition to inviting several ex-offenders in the community to speak to your group of trainees.  A prison tour provides a dimension that guest speakers are unlikely to be able to convey with the same power.  Local initiative co-ordinators or training facilitators should work closely with prison officials to determine which inmates are most suitable to meet with volunteers.  

The goal of a tour is to give prospective volunteers an opportunity to:

•	understand the enormity of what is being asked of men and women released at the end of their sentences; 
•	gain insight into daily life in an Institution in contrast to life at home in the community, and the dramatic transition between the two worlds. 
•	learn from Institutional staff, Inmate Committee members, Native Brotherhood members and other groups within the institutional setting.  An invitation for these groups to speak with the Circle volunteers should be made well in advance of the tour.

Ideally, volunteers will be exposed to various the custodial settings within the criminal justice system, including:

•	police lock-ups
•	court holding rooms
•	remand centres
•	intake units
•	maximum medium and minimum security settings
•	detention cells
•	Regional Health Centres. 

These activities allow a volunteer in training to trace the “walk” that an offender experiences on his way through the criminal justice system.  Volunteers should be encouraged to just look, listen and absorb, rather than to engage in discussion or debate with those they meet.  Their experience during this “walk through” of the Core Member’s world should be contrasted with the world he is now being asked to rejoin and live in peacefully.  The experience is often profound.

ii) ACCOUNTABILITY:

The discussion with ex-offenders about their struggles to adjust naturally leads to consideration of the contrast between the Core Member moving from a highly regulated environment to one with little or no supervision and few, if any, meaningful relationships.  The need for accountability becomes apparent and is stressed in this session along with the dynamic tension between support and accountability in a “non-custodial” relationship.  

The training facilitator should lead this presentation/discussion and should ensure that it includes careful consideration of the following issues:

•	That the Circle volunteers are not surrogate parole officers, and that a COSA does not fulfil a custodial function vis-à-vis a Core Member.  This is one of the fundamental building blocks of all COSA and, therefore, must be understood by all Circle volunteers in training).
•	That Circle volunteers are friends who hold each other accountable;
•	That there are dilemmas, inconsistencies, and a dynamic tension inherent in the above concepts which should be considered;
•	That this dynamic tension between support and accountability in a “non-custodial” relationship will remain a focus throughout the life of the Circle.  

Video Option: No More Victims: Accountability and Community Safety (2001, 14 minutes):

This video is one of a series prepared for the training of volunteers.  While this video emphasises the accountability aspect of COSA, it also demonstrates their “support” or friendship function.  Friendship and support are critical in helping the core member become responsive and accountable to the Circle.  (For a general overview of COSA, see the Vision TV production No One is Disposable.)  

Video Discussion Guide for No More Victims: Accountability and Community Safety:

1.  What are you feeling after watching this video?  What things disturbed you most about this story?  What, if anything, leaves you feeling hopeful?

2.  In the preamble to the video, we heard: “Sooner or later most sex offenders are released from prison. Some have the support of family and friends; others don’t. The police and the courts manage risk from a legal perspective. But to live responsibly in the community offenders need much more.”

•	What are the ways that the police and courts manage risk in the community?
•	How can the support of family and friends reduce the risk of re-offending?

3.   The CSC Chaplaincy model of a Circle of Support and Accountability is a group of 
4 - 7 primarily faith-based community volunteers who are committed to enhancing public safety by supporting community re-entry through: covenanting, meeting, and walking daily with a person who has been detained to the end of sentence because of a sexual offence history.

•	How do the covenant, the circle meeting, and one-on-one walking with the offender interrelate to provide accountability?

4.  In this video, the ‘Circle’ deals with a significant “lapse” in the core member’s behaviour.

•	What is the lapse?
•	Why is it of concern?
•	Has any law been broken?
•	Is there any legal action that would be either helpful or necessary?
•	Would your reaction as an individual and as a circle member be any different if the teen in question had been 13 instead of 16?If so, how?  Would you have taken any different action?
•	Why do you think the core member is so open about volunteering information about this situation to his circle?

5.  Throughout the video there is reference to building trust and rapport with the core member.

•	List the ways that friendship, trust, and rapport as identified in this video had been established.  What are the particular ways in which a rapport had been established between the Core Member and each of the volunteers?  What are the specific signs of trust?
•	How do the volunteers’ different styles seem to complement each another?
•	What does ”being there” in a crisis mean to the volunteer named Roy?

6.  The volunteer named Ian says that the Circle is there to ‘help articulate standards, not pass judgement’.

•	How does the Circle do that?
•	How does the Circle help the core member take ownership for the course of action agreed to be appropriate in the “crisis” scenario?
7.  At the end of the video, the core member articulates a shift in his attitude toward teen boys.

•	What was the original attitude?  Where does such an attitude originate?
•	Who are some of the people in our society who tend to get talked about or seen as “things?”  Why does this happen? 
•	What brings this shift in attitude about for the Core Member in the video?  Over what period of time does it take place?
•	Is the community safer as a result of this attitudinal shift?  Why or why not?

8.  In the closing portion of the video, the core member says, ”If they (the volunteers) weren’t there, I’d be back inside now.”  In fact the police predicted that this core member would re-offend within two weeks of release without a ‘Circle.’  At the time this video was made, four years have passed without a re-offence. 

•	What is there about the “Circle” that made a difference to this man?
•	Why would the core member want to continue with the ‘circle’ after the one-year commitment was complete?

9.  Incidental points on “Circle meeting” and “walking with” aspects of the Circle of Support and Accountability.

•	As the "Circle meeting" begins, what is being talked about? And what does this have to do with the core member or the process?
•	What kinds of interaction between the core member and volunteers outside the context of the "Circle meeting" do you see or are alluded to in the video?

Victim/Survivor and Community Concerns

The goal of this session is to help volunteers develop awareness and empathy regarding the impact of sexual offending on victims and survivors.  The community is also affected by sexual offending and can, therefore, be understood as a victim with certain needs.  In preparing for this session, it may be helpful to review Working with Victims and Survivors as found in Circles of Support & Accountability – A Guide to Program and Policy Development.

Professional support is usually required for this session and is best facilitated by a person who works with victims/survivors and who is committed to the principles of restorative justice.  (See Possible Resources above for a list of possible resource persons.)  Topics to be covered are: 

•	The impact of sexual offending on individuals and families - This session can be reinforced with the "Sheets Exercise" and may include stories from survivors. (See Appendix E)  

•	The impact of sexual offending on the community - This session is reinforced by the group reviewing newspaper clippings or television news footage of community reaction to an offence.  These media stories are intended to help trainees reflect on community responses to sex offenders.  Identifying community fears and strategies to address the fear is part of this session.

Video Option – Hunting Bobby Oatway (CBC production):
Viewing of parts or all of this CBC production may be useful.  This video examines the real life reactions of the media, local politicians, and community groups when a former sex-offender begins life at a Toronto halfway house.  The production includes some interviews with victims and is useful for helping potential volunteers reflect on the value of COSA in such volatile situations.  In debriefing this video, it is often useful to explore with participants how COSA might have been helpful to Bobby Oatway, those persons he had victimized, and the Toronto community in question.  Local CSC offices or community chaplaincy offices may have a copy of this video.

Crime Cycles and Relapse Prevention

This component is intended to help familiarise volunteers with crime cycles, risk factors and relapse prevention strategies.  At the outset of this session, facilitators should briefly review the section in Phase I – The Core Workshop that discussed human sexuality and sexual deviance. (See 2f and 2g,above).  A professional like a psychologist or someone who is very experienced in working with sex offenders should lead the component devoted to relapse prevention. (See Possible Resources above)  

The majority of Core Members will have participated to some degree in sex offender relapse prevention programs.  At the very least someone like a counsellor would have talked to the Core Member about how to stay offence-free.  Thus, this training session should help familiarise the volunteer with these concepts and terminology.  

In this session, volunteers should learn about how to:
•	recognize crime cycles; 
•	help reinforce the relapse prevention strategies that the Core Member is familiar with;
•	provide the necessary challenge to the Core Member when the his thoughts, feelings or behaviours reflect a higher level of risk by using familiar terms and concepts.

Group Dynamics, Boundaries and Volunteer Self-Care

As suggested above, this session is divided into two parts. The first discusses the dynamics that surround groups when they gather together for a particular purpose.  It explores such topics as communication, conflict resolution, and consensus building.  The second part is devoted to the care of the individual volunteer.  

i) Group Dynamics
All groups have an energy that comes from the way group members think, feel and behave when they meet together.  Knowing how the group deals with influences originating both from within and from without the group is critical.  "Group dynamics" are the way groups work (or fail to work) together in meeting these challenges.  Healthy group dynamics occur in groups that meet challenges in ways that are respectful and that take special care to nurture a cohesive and safe environment for all members. 
All group members have the responsibility for developing and maintaining healthy group dynamics.   When considering ways to effectively manage conflict in groups and between individuals, it is useful to discuss the following skills/principles: 

•	The need to look for and affirm the strengths of others

•	The importance of refraining from putting-down yourself or others

•	The vital importance of listening without interrupting

•	The value of paraphrasing, especially when tensions are running high, to ensure that one has understood the other person(s) and to demonstrate one's commitment to listening

•	The need to avoid speaking too often or for too long

•	The importance of only speaking for oneself rather than for others or the group as a whole (the use of  “I Messages”)

•	The need to volunteer yourself only, not someone else

•	The importance of being open to perspectives that are different from your own

•	The need to show respect to everyone through all words and actions

•	The importance of considering the unintended negative consequences of one's actions

•	The value of sharing your feelings honestly and inviting an inclusive approach to resolving conflict (i.e. remaining open to hearing about others’ feelings/needs)

•	The need to separate the person from the problem by naming the specific behaviour instead of generalizing.  For example, “When you miss Circle meetings or consistently come late, I feel a bit concerned because it feels like we begin to lose our connection to you” is better than “You really haven’t been keeping up your responsibilities.”)

•	The importance of focusing on the resolution of the conflict rather than the attribution of blame.

There are many excellent resources for understanding group dynamics, interpersonal communication, conflict resolution, and building consensus.  Some of these include:
Fisher, R. and Ury, W. (1991)  Getting to Yes:  Negotiating Agreement Without Giving In, New York, New York: Penguin Books Inc.

Laiken, M. (1994).  The Anatomy of High Performing Teams.

Schrock-Shenk C. and Ressler, L. (Eds.) (1999).  Making Peace With Conflict: Practical Skills for Conflict Transformation, Scottsdale, Pa: Herald Press.
 
Schrock-Shenk C. (Ed.) (2000).  Mediation and Facilitation Training Manual: Foundations and Skills for Constructive Conflict Transformation (Fourth Edition), Akron, Pennsylvania: Mennonite Conciliation Service.  

The Mediation and Facilitation Training Manual (listed directly above) is especially valuable from a training perspective because it contains many shorter articles on topics such as group dynamics, consensus building, steps for dealing with conflict, anger etc.  It also contains a wealth of ideas for practical training exercises.  

ii) Personal Boundaries, Self Care and Friendship
Boundaries refer to those social guidelines that help maintain healthy relationships between friends.  This session is led by the local initiative co-ordinator by a local resource person such as a counsellor or a therapist when one is available.  It should include a discussion about specific application of boundary issues to Circles.

For instance, one of the hallmarks of sexual offending and sexual assaults is the failure to maintain safe boundaries between individuals.  A person who has sexually assaulted children has often spent a great deal of time and energy breaking down the social boundaries that exist between children and adults.  This is sometimes called “grooming”.  A person who has raped someone else often fails to understand that when someone says “No” he or she is defining personal limits and saying they want those limits respected.  The person who has raped frequently fails to understand the need for boundaries, or is simply wilfully crossing those boundaries.  A victim who has been assaulted may feel fear and feel unsafe in the world because their boundaries were violated, and they can no longer trust others to respect them.
One danger to be aware of in the context of COSA is that many sexual offenders will misinterpret an extension of friendship between two people as a “sexual come-on.”  When this sort of misinterpretation happens consistently, it is often a sign of a person who does not recognize appropriate boundaries between individuals. 

For the purposes of this training session, potential volunteers should be encouraged to consider boundaries in terms of limit setting.  That is, Circle volunteers should learn to set clear limits in the following areas as a part of this session:

•	physical contact - clarity about what sort of contact is okay (a hand shake in greeting) and what is not (stroking, cuddling, kissing, lengthy hugging, etc.)

•	time commitments - clear boundaries on the amount of time you will give and a willingness to say "No"

•	responsibility-taking - clarity regarding where your responsibility ends and the Core Member’s begins and a willingness to say "No" firmly

•	friendships - how we define “friendship”,  what friends can reasonably expect from one another

•	volunteer commitments -what the COSA initiative can reasonably expect from its volunteers, how many volunteer commitments are realistic for a prospective Circle volunteer)

Group members are encouraged to think about and discuss their ability to make a reasonable commitment to becoming a volunteer.  Volunteers have individual needs that must be respected.   Balancing the volunteers’ needs with the group's needs is a critical part of this exercise and the future success of the Circle.  The goal is to extend sufficient contact and hospitality to the Core Member in order to create a community in which the Core Member will feel wanted, respected, and valued, but not at the expense of volunteers’ health or safety.  

Questions for discussion might include:

•	What are each person’s comfort level and feelings of safety around having contact with the Core Member? 

•	Does everyone feel comfortable sharing their phone number with the Core Member?  Their address?  If not, how can arrangements be made that allow everyone to feel comfortable? 

•	Will some have the Core Member visit with them in their home?  If so, what are the safety issues to be aware of? 

•	How can group members be sensitive to the needs of the other volunteers in the group?  How can the group acknowledge that different volunteers may have different limits and boundaries?  How can this be normalised and affirmed? 

•	How can the members nurture and care for each other?

•	How can the group become a community that knows each other well enough to care for each other?

H) FINAL SCREENING PRIOR TO BEING ASSIGNED TO A CIRCLE

Following the completion of Phase II – The Skill Building Workshop, participants should be provided with information regarding the next step, that of being assigned to a Circle for Circle Development, Phase I, Forging a Circle (see Flow Chart above on page 12).  However, interested participants should be prepared to participate in a final screening interview prior to moving on.  This provides both the local initiative co-ordinator and the volunteer another opportunity to evaluate and determine if proceeding is still appropriate.  Assuming that the candidate is still deemed appropriate to volunteer, s/he is asked to make an initial commitment of one year to the project and may be assigned to a group of volunteers for Circle development.  

APPENDICES

APPENDIX A - HOW DO ADULTS LEARN?

If you want to solve a problem, you cannot solve it if you continue 
to think the same you were thinking when you created it.
Albert Einstein

Adults tend to learn in different ways from teenagers and children.  These ways are more dependent on the experience, maturity, and motivation of a later stage in life.  Knowing some of the important aspects of an adult’s approach to learning will be of assistance to you in the task of creating the best possible learning environment.   

Adults learn best…

•	when the relevance is clear: Adults learn best when the knowledge they are trying to acquire can be used directly in understanding or meeting a present need or responsibility.  The adult learner wants to know, “How will this help me right now?”

•	when it relates to something practical and concrete: Adults tend to learn faster whenever the subject under study relates to specific problems drawn from actual experiences or derived from practical or specific situations.

•	when they are allowed to talk and discuss:  All previous experiences affect an adult’s ability to learn.  It is therefore important to introduce new knowledge or skills in ways that relate the new material to accumulated results of past learning.  For this reason, it is essential that adult learners be given every opportunity to ask questions, debate, discuss, and cite examples of how they see things.

•	when they are involved: Adults learn by doing, through involvement and participation.   If learning is received passively – for example, by reading or listening alone – much of the material learned is lost very quickly.  Retention is much higher when the learner is actively involved with the topic and given repeated opportunities to practice and use what is learned in practical situations.

•	when their knowledge and experience is respected: Adults learn best in settings where they are being treated as competent persons.  They also respond quickly to the genuine interest of a trainer, one who earns their trust by being interested in what the learner has to offer.

•	when they are enthused!: The enthusiasm displayed by a trainer is a major motivating factor because it is contagious.  If a trainer believes in the training content and process, this belief is respected by most adults who will become enthused as well.

•	when instructional media are varied: For learners of all ages, all the senses are involved in a learning experience.  Sight is the most effective pathway, hearing is next, and touch follows.  Effective lessons for adults engage all three pathways actively.  Alternating 'watching' and 'listening' with doing things is an effective way to teach, and is also an antidote to boredom.

•	when they are invited to teach each other: Adults are more apt to learn from each other through shared experiences.  Generally, they are not comfortable with a trainer who tries to be the only source of expertise in the group.  For example, assigning learners responsibility for delivering a segment of the training (with guidance), is an effective way for adult learners to acquire knowledge and skills. 

Why Use Experiential Training Methodologies?

Experiential learning is effective, especially with adult learns because…

•	It is based on recreating the experience in the classroom.  It is based on learning in the moment – their moment - rather than learning solely from someone else’s words and experiences.  This is why simulation or role-play can be very effective; the experience is very immediate or “fresh.”

•	It relies much less heavily on lecture and print material.  When compared to traditional classroom teaching, experiential learning engages a much wider range of the senses or “pathways”, as described above.

•	It draws on the emotional (the heart), the somatic (the body) and the cognitive (the head), and therefore engages the whole person in a “holistic” learning experience.

•	It draws on the real life experience of the learner to evaluate and interpret the new learning.

•	It is based on trusting the learners' ability and motivation to learn from their experience.

•	It places the primary responsibility for learning and changing on the learner.  

APPENDIX B - THE EXPERIENTIAL LEARNING CYCLE

Using experiential training methodologies can be made easier by following the path of the “Experiential Learning Cycle” when you are making lesson plans.  This cycle consists of five phases that are pictured below: 

EXPERIENCING/
PRACTICING

	
                          APPLYING
	
	GENERALIZING/		SHARING/ DESCRIBING
	     EVALUATING	

INTERPRETING/
UNDERSTANDING

Experiencing/Practicing: 
This is the first phase of the cycle and it consists of recreating or creating an experience for the training participants.  The participants go through an experience that generates the “raw material” (feelings, thoughts, reactions) for further reflection and learning.  Examples include role-plays or simulations, case studies, story-telling or sharing, exercises, or games.

Sharing/Describing: 
During this second phase, participants are invited to describe what happened, how it happened, how they felt, what they observed.  They begin to share, focusing simply on describing their experience from their perspective.

Interpreting/Understanding:  
In the third phase, participants begin to interpret and gain a deeper understanding of what they have just experienced.  Why did things unfold the way they did?  What were they feeling? Why those feelings? What were they thinking about at the time?  Why those thoughts?  What do the participants' reaction reveal to him about him/herself?  What does it reveal about others around them and about the human condition?

Generalizing/Evaluating: 
 Now the participants begin to ask themselves, “So what?”  What are the implications of their interpretation for the subject matter being considered.  What are the implications in relation to other contexts the participants may find themselves in?  What impact might this experience have on their attitudes, values, belief systems?  What might it all mean for the rest of life?  What general principles have they learned or had reinforced that may be useful in the future?  

Applying:  
Lastly, participants consider how these principles can or should be applied to a specific problem or context.  How will these insights help them the next time they face a similar situation, or meet a similar person or circumstance?  In what specific ways will it strengthen their approach to particular issues?  How will it specifically affect or change their behaviour?  What specific consequences or outcomes do they expect to result from their learning?  The fifth phase then serves as the lead back into phase one and another opportunity to experience or practice as they begin yet another round of the cycle.

What are “Elicitive” Training Techniques and Why Use Them?

"Elicitive" training is a term coined by John Paul Lederach to describe a trainer’s efforts to evoke or “draw out”  (i.e. “elicit”) the feelings, thoughts, and personal experiences of the workshop participants about the subject matter the trainer is presenting.  Why elicit?  

•	This way of teaching allows the learner to develop a sense of ownership of the subject material.

•	It becomes a collaborative learning experience whereby the workshop provider or trainer/facilitator is able to increase his/her knowledge base along with that of the participants.  Collective insight is gained into the subject matter. This method of teaching and learning is a less hierarchical way of giving, receiving and creating knowledge.

•	It allows the trainer/facilitator to get a better sense of the level of interest, expertise, experiences, and needs of the training group s/he is working with.

•	It encourages participation and interaction in the group, thus fostering experiential learning.

•	It creates trust and models sharing and equality.

How to Elicit?

Be positive and open 

Create a positive and warm environment from the very beginning.

Use Body Language

•	Show that you are confident in what you are talking about.

•	Use hand gestures to encourage participants to expand on what is being said.

•	Be open and give yourself room to move (literally and figuratively!).

•	Make lots of eye contact. 
 
Tell Your Stories  

The use of appropriate self-disclosure by the trainer creates trust.  Participants are more likely to share their own stories as a result.  

Care should be taken, however, that personal storytelling does not become too personal, making people uncomfortable.  Stories and “personal sharing” should be brief and to the point.  People will generally follow your lead, so be aware of what you model!  

Use Visual Prompts 

Use headings on flipcharts or whiteboards to focus the responses from the training group.  For example, if you are leading a discussion on personal boundaries in relation to the Core Member and other group members, you might choose to write the following question in large block letter on the flipchart: “What are my personal boundaries?” and “Why are these important to me?”

Do “Temperature Checks” 

Visually monitor your group and be aware of their body language.  Check in with the group relatively frequently as to their interest level and/or understanding of what you are presenting: “Am I making sense here?” or “Does anyone have any comments or questions at this stage?”, etc.

Use “What” or “How” Questions
 
Use open-ended questions rather than those that evoke simply a 'yes' or 'no' answer.  This will encourage discussion.

Make Real Life Comparisons

Offer examples or analogies that will help people visualize and relate to what you are talking about.  

Paraphrase
  
Re-phrase people’s thoughts and questions in your own words and check in with them to ensure that you have understood what they said. Repeat a person’s question to make sure everyone understands it.

Listen, Listen, Listen!
 
Validate, clarify, restate, and reflect, especially when you think you may disagree.  When people put a question to you as the “expert,” make a practice of inviting others to respond first by putting the question to the group as a whole.  You will often be surprised at how much wisdom resides with the group.

Draw on Others to Avoid a Battle
 
If you find yourself being criticized by a participant or in strong disagreement with what s/he is saying, it is often helpful to invite the comments of the rest of the group before commenting yourself.  Others in the group will often raise your concern or perspective or offer another angle on the issue, thereby allowing you to avoid appearing defensive or overly controlling.  This also models a comfort with disagreement and encourages open dialogue over contentious issues.

Be Affirming!
 
Wherever possible, find something positive and useful in whatever information is offered.  Refocus the discussion if you have gotten off topic. 

APPENDIX C - GROUPS SIMULATION: "THE DILEMMA"

Purpose
  
To explore and appreciate the dilemma presented by releasing a high-needs, high-risk individual into a fearful community.

Set-Up (10 minutes)

Prior to the start of training, approach two people in the group whom you believe would feel comfortable playing the ex-offender and the ex-offender’s sibling. You should approach someone to play the ex-offender who has good common sense and understands the experiences of ex-inmates.  The local chaplain or training event organiser is often best suited to this task.

Create four different signs: “Sex Offender’s Home, “Parents Group,”  “Police", and “Local Ministerial Association.”  Prior to the participants arriving, post these signs in the four corners of the room. 

Once your training group has gathered, explain the purpose of the role-play in the plenary.  Briefly explain to participants what is required of them in a simulation in terms of getting into and out of roles.  Acknowledge the intensity of this experience and invite people to do “self care” by choosing to observe if they do not feel emotionally “safe” enough to participate.

Divide the participants into three smaller groups by numbering off 1-3.  Seek gender balance in the groups if possible.  Do not include the two people who will be playing the ex-offender and his sibling.  Ask each of the three groups to go to one of locations in the room designated by the signs.

Explain to participants that they will be taking on the role of the Parents’ Association, the Local Ministerial Group, or the Police. Each group will receive a brief description of the situation in their community.  Their role is to discuss the situation within their small groups and to decide on a course of action.  Explain that it is natural to have trouble reaching consensus and that, in fact, it should be expected that some individual group members take action on their own.  Encourage people to play different types of parents, police officers, and ministers; some will be “hard line,” others “bleeding hearts”, etc.  

Explain that, just as in real life people within the community approach each other, so in this exercise they are to approach other groups within “the community” for either constructive or aggressive reasons.  Finally, explain that every 5-10 minutes of workshop time represents a week and that you, as the trainer, will be bringing around “late-breaking weekly” information which the group will need to take into account.

Distribute the “Part I” descriptions to each of the groups.  Ask someone in each of the groups to read the description out loud.  Call attention back to the plenary after the reading and allow for a brief opportunity for persons to ask any final questions of clarification. 

Facilitating the Simulation (20-30 minutes)

During Part I (5-10 Minutes)

•	Signal the start of the simulation/role play. 

•	As the simulation begins, circulate around the ”community” (i.e. room) and be aware of potential confusion (especially early on) and the needfor clarification.

•	Pay special attention to the dynamics that are developing in each of the four groups.  Who is taking on which role?  Who is adopting a “hard line” or retributive attitude?  Who is taking on the role of the more constructive community member?  How is the ex-offender, “Ron Smith”, reacting to the situation?  Does anyone seem “out of it” or overwhelmed by the experience?  As the trainer, you may need to check in with some participants re: how they are doing.

•	If everyone is playing it “soft” and understanding, which is sometimes a problem among groups who are attracted to COSA training!, you may wish to pull an individual or two from each group aside and ask them to take on a more “in your face” stance.

During Part II (5-10 minutes)

•	Distribute the “late breaking” information (the Part II scenarios) to each group after 5-10 minutes in Part I.  Depending on the energy of the group,  you may need to ask people to return to their original groups for the start of Part II if they have already begun interacting with other groups.

•	Ask someone in each group to read the new information out loud to their group.  Invite them to continue with the simulation, taking into account the new information.

•	Part way through Part II, begin to approach individuals within each of the three groups with the “Additional Individual Info” sheets. (See #6 below)  These sheets instruct the individuals to begin acting more aggressively on their own, if they have not done so already,.  Give “aggressive” roles to those who have already been behaving somewhat aggressively.

Continue to circulate and be aware of group dynamics.

During Part III (5-10 minutes)

•	Distribute the third piece of “late breaking” information (the Part III scenarios) to each group after 5-10 minutes into Part II.  Again, judge by the energy of the group whether you need to ask people to return to their original groups for the start of Part III.

•	For the final time, ask someone in each group to read the new information out loud.  Invite them to continue with the simulation, taking into account the new information.

•	Part way through Part III, begin to approach individuals within each group with a second round of “Additional Individual Info” sheets.  These sheets instruct these individuals to act in still more aggressive ways.  

•	In general, the room should be becoming increasingly noisy and chaotic at this point.  

Debriefing the Simulation (15 minutes)

•	At a point that feels natural to you, stop the simulation.

•	Follow the debriefing stages in the Experiential Learning Cycle found in Appendix B.  Be sure to hear from each of the groups and pay particular attention to the feelings of the person playing the ex-offender.

Questions to consider for discussion “around” the cycle are the following:

Sharing

1.	What was it like for you to play the role of a _____in this escalating community situation?  Describe what was going on for you…

2.	What were you feeling?  How did your feelings change as the situation changed?

3.	What did you observe going on around you that caught your attention?  Within your group?  With other groups etc.?

4.	Who did you find yourself “reacting” to negatively?  Who did you feel positive towards or feel like reaching out to?  

5.	What was important to you in your role?  What were your needs and concerns?

6.	What gave you hope?  What left you feeling helpless/fatalistic?

Interpreting

1.	Why were you feeling the way that you did?

2.	Why did events unfold as they did in this community?  Why did (or why might) people behave the way that they did? What leads to violence?

3.	Why did you find yourself reacting negatively to ____?  What was going on there? 

4.	Why did you feel compelled to reach out to ____ in a positive way?

5.	What was working for you?  What wasn’t? 

6.	Why did ____ give you a sense of hope?  Why did ___ leave you feeling hopeless?

Generalizing & Applying

1.	In general, what does this experience suggest about what causes a community to escalate? 

2.	In general, what do you think is the key to decreasing the chances of re-offending or vigilante violence in a community?  

3.	What specifically would have been necessary for your group to stay pro-active and positive and move beyond paralysis or fear?

4.	In this scenario, what specific actions could have been taken to decrease the chances of escalation?  What could you, personally, have done?  What could your group have done?  Who needed to talk to whom?  Why? (specific)

5.	As you understand it, how might the work of a local COSA initiative been helpful in this situation?  What specific characteristics of a COSA might have helped? OR What are your thoughts on the links between what you needed and what COSA is about?

Wrap Up
As the participants respond to the Generalizing and Applying questions above, they should find themselves essentially describing a COSA-type response to the dilemma.  If they do not, you may wish to help people begin to see the link between their suggestions and the purpose and activities of COSA.  That is, you may want to make the connection explicit: “And these are exactly the types of activities and goals which COSA tries to pursue”...etc.  

NOTE:  Another option is to considering re-doing the simulation, perhaps on another day or evening, with a focus on how the situation might be different if COSA was involved.  Role-play the situation again, this time with some members playing Circle volunteers with a view to simulating the successful re-integration of the Core Member rather than the chaos that ensued in the first version).

You may also wish to conclude the simulation by tying it back into “real life” by showing part of a video such as “Hunting Bobby Oatway.”  If you choose to do this, however, be mindful to not overwhelm the participants and allow more time for debriefing after the video.  Again, follow the basic elements of the Experiential Learning Cycle.

You should allow an opportunity for final observations before moving to the next component of the training day.  One or two participants may have a need for further individual debriefing later in the day.

The Roles:  PARENTS’ GROUP

PART I - PARENTS’ GROUP 

-  You live in a vibrant community. You are aware that slum-landlords, poverty and unemployment, and the ready availability of drugs are all challenges you face.  Worst of all is the fact that many troublemakers choose to re-locate in your neighbourhood when they get out of jail.  This is scary for all of you!  It seems like the police are constantly giving out warnings to be aware of some sex-pervert moving into your community.  Why can’t they go somewhere else?  Why can’t the system do something to keep them locked up or at least let you know sooner?  

-  You have met to discuss your concerns about this threat to you and your children.  Imagine yourself to be a frightened parent and discuss the situation and your options from that perspective.

PART II - PARENTS’ GROUP 

-  Yesterday, the papers, radio and TV were all full of the news again.  Ron Smith, a pedophile considered a dangerous offender with a high risk to re-offend, is moving to your city.  And guess which neighbourhood he is bound to set up in?!  The police have said he is likely to move into your part of town.  Some of you are very anxious, some of you are furious, some of you are confused and feeling helpless.   All of you are concerned.  Who will you go see and what will you say? 
 
-  Discuss your feelings and concerns and then some of you may choose to take action of some kind in relation to the other groups in the community. 
 
-  Some individuals and sub-groups within your group may choose different courses of action since you may well not reach unanimous agreement on a course of action.  

-  Be aware that other groups may also approach you.

a) Additional Info for You: You’re extremely concerned about your three small school age children.  Begin advocating for more militant action, such as forming a group to picket this “sex pervert’s” home.  You’ve heard it has worked elsewhere.

b) Additional Info for You: Approach the police.  Tell them that if they won’t do their job properly, you and your friends will have to do it for them (i.e. make a thinly veiled threat to physically harm the offender).

c) Additional Info for You: Go to Ron Smith’s house and knock on his door.  When he answers, tell him he should get the out of this neighbourhood while he still can.

d) Additional Info for You: Approach the Ministerial Association.  Ask them if they would be willing to work with you develop pro-active, positive ideas for addressing the community’s concerns.  Ask them to help you brainstorm solutions.

PART III - PARENTS’ GROUP

-  Two days ago, Ron Smith took up residence on one of the streets in your neighbourhood not two blocks away from where you’re meeting tonight.  His picture has been up all over the place and one of the mothers in your group phoned and called an emergency gathering after seeing a man who definitely fit the description moving boxes into a small one-bedroom apartment on her block.  She was beside herself with anxiety. One man corroborated her story by relating that he heard from a reliable source that a six-year old boy was propositioned from a vehicle right next to the same apartment. You also got a call from a similar parents’ organization in a neighbouring town, telling you of their successful strategy to drive the last creep out of their neighbourhood using bullhorns and constant surveillance. What do you think?  What are you feeling?  What will you do?

-  Discuss your latest feelings and thoughts, then some of you may take some action. 

-  Again, different individuals or sub-groups within you midst may choose different courses of action.

a) Additional Info for You: You have reached a breaking point of panic.  Make a sign with a marker and paper that says something like: “Ron Smith – Get Out of Our Neighbourhood!”  Ask the other people in your group to join you in picketing his home in order to drive him away.  If they refuse to join you, begin picketing on your own.

b) Additional Info for You: You decide to join/start pickets at Smith’s home.  Take a very vocal role; shout slogans telling Smith to get out of your neighbourhood.

c) Additional Info for You: Join the efforts to drive Ron Smith from your community.

The Roles:  POLICE

PART I - POLICE  

You recently got news of the impending release on Warrant Expiry of a highly dangerous sexual offender.  Ron Smith has been assessed by correctional psychologists as being at an extremely high risk to re-offend.  Mr. Smith has a criminal record involving pedophilia with young boys between the ages of 10 and 14 that goes back a long way.  First convicted of sexual interference with a minor in 1973 when he was only 23 years old, Mr. Smith has been charged with 7 different similar offences since then.  He has been convicted five times and has by now spent a total of over 15 years in jail.  He last entered prison in late 1996 and his Warrant of Committal expires on June 18; that is when he will be released from prison).  

You have ascertained from CSC officials that he plans to move to the local town/city of _______.  Your first duty is to protect the public and you will be meeting with officials on the Public Notification committee later today to discuss your obligations.

-  Discuss this case in terms of the pros and cons of doing Public Notification.

-  Discuss your ideas for how to keep Ron Smith “in line” and protect your community.

-  After 5 minutes (with 5 min left), go around to the other groups in the room and give them each a Notification notice warning them of Smith’s release into their area. Make it up yourselves based on what you’ve seen and heard in the media.

PART II - POLICE 

The public has already become agitated and fearful since you released the information to the media a few days ago.  You have had Mr. Smith under surveillance since he was released from prison and know that he has moved into the Salvation Army facility in the city’s North end.  This is a low-income neighbourhood with a fair amount of infrastructure problems and a high rate of crime and illegal commerce in drugs and prostitution.  It is also the part of town in which dilapidated buildings are rented out for the use of “raves” and other such events.  You have been receiving a steady stream of calls from anxious and angry community residents from all over the city asking you where Mr. Smith has taken up residence.

-  Should you mount a 24-hour surveillance on this guy for a time?  What level of surveillance is warranted?

-  How much information should you divulge to the public?

-  At what point are you in danger of violating Mr. Smith’s constitutional rights?

-  Should you seek a court order prohibiting him from going near young children, requiring him to stay more than X number of meters from playgrounds, schoolyards, and swimming pools, etc.?

-  During the role-play, act on your plans in some way.
-  Also, be prepared to respond to trouble breaking-out in the community!

a) Additional Info for You: You and your partner have decided to pay a “unofficial visit” to Ron Smith’s home.  Warn him that you know who he is and will be watching his every move.  Be sure not to be too friendly!

b) Additional Info for You: You are an officer who is concerned with the rights of the ex-offender as well as those of the community.  Try to encourage your fellow officers to remember the balance required of them as “peace officers.”

c) Additional Info for You: As a child, you were traumatized by a sexual offender who was a camp counsellor and last year something similar happened to your niece.  Advocate hard with your fellow officers to seek a court order prohibiting this monster from destroying the lives of other young children.  You want a court order for him to stay more than X number of meters from playgrounds, schoolyards, and swimming pools, etc. 

PART III - POLICE
 
Tension has continued to escalate in the community.  The phone-in radio talk shows have been filled with anger, fear, and venom.  Several people have called and threatened to take their own action to “get rid of that ^%&$# !”  One man called your office saying, “If you don’t do your job, we’ll do it for you!”  You have strictly warned people against taking action into their own hands.  You are aware that Smith is now trying to take up residence in a local apartment block.  One police chief has recently been in contact with you to share the strategy his force used to drive a sexual offender from their community.  

-  Discuss your options and responsibilities at this point.

-  Be aware that you also have a duty to protect Mr. Smith’s safety and his rights, although some among you may not be very enthused about this dimension of your duties!)

-  Again, be watchful of the community actions at this point and be ready to respond.

-  You are prepared to make arrests if things get out of hand in any way.

The Roles:  LOCAL MINISTERIAL ASSOCIATION

Part I - LOCAL MINISTERIAL ASSOCIATION 

You are group of church ministers and priests from various denominations who meet regularly for a prayer breakfast and to discuss your various ministry efforts.  Around 15 years ago, a significant downturn in the local economy meant that your already hard-hit area of town became more unstable.  While you know you still live in a vibrant community, you are also aware that slum-landlords, unemployment, and the ready availability of drugs are all challenges you face.  

You have also noticed that many ex-offenders choose to re-locate in your neighbourhood when they get out of jail.  This is scary for some of your parishioners and, to be honest, for many of you, especially those with children.  There is some theological variation among your group in terms of attitudes towards ex-offenders; some are more “hard-line” while others want to find a way to work at this redemptively.  You are meeting today to discuss this issue because one of you has a connection to a chaplain on “the inside” who has told you that you should expect the release of a sex offender into your neighbourhood within the next few weeks.

You have met to discuss your concerns and the concerns of your community about dealing with ex-cons, especially sex offenders moving into your neighbourhood.

-  What should you do, if anything?  Feel free to take different positions.

a) Additional Info for You: You think that someone has to show compassion to this man.  He is clearly a person who does not know the love of God and has not accepted Jesus into his heart.  Discuss the importance of “witnessing” to him with your colleagues.

b) Additional Info for You: You believe that the church needs to be a force for healing at the points of conflict and fear in our society..  Encourage your fellow ministers to think creatively about the role your Ministerial Association can play in this situation.

c) Additional Info for You: Express alarm if any of your colleagues think that the Ministerial Association should get involved in this situation in any way.  You believe this situation is best left to professionals and you will argue this point with passion.

Part II - LOCAL MINISTERIAL ASSOCIATION 

Yesterday, the papers and radio and TV were full of the news again.  Ron Smith, a pedophile considered to be a dangerous offender with a high risk to re-offend, is getting out of prison.  The police have said he is likely to move into your part of town.  Some of you are very anxious and a number of you are now feeling overwhelmed by calls from anxious parishioners wanting you to help in some way.  All of you are concerned.  Who will you go to see about this and what will you say? 
 
-  Discuss your feelings and concerns and then some of you may choose to take action in relation to the other groups in the community.  

-  Some individuals and sub-groups within your group may choose different courses of action since it is unlikely you will reach unanimous agreement on a course of action.  

-  Be aware that other groups may also approach you.

c) Additional Info for You: You refuse to take part in any kind of community action whatsoever.  Instead, you resolve to bring this item for prayer to your next Church Council meeting, scheduled to take place 10 days from now.

Part III - LOCAL MINISTERIAL COMMITTEE  
 
Two days ago, Ron Smith took up residence on one of the streets in your neighbourhood, only three blocks away from where you’re meeting tonight.  His picture has been up all over the place and a mother in one of your churches called the pastor after seeing a man who she says definitely fit the description moving boxes into a small one-bedroom apartment in her block.  She was beside herself with anxiety.  Rumours are flying all over the community, including one that Smith has already attempted to get two little girls into his apartment.  What do you think?  What are you feeling?  What will you do?

-  Discuss your latest feelings and thoughts; then some of you may take some action.

-  Again, different individuals or sub-groups within you midst may choose different courses of action.

b) Additional Info for You: You decide to attend the pickets because you are concerned about the potential for violence to break out and wish to be a voice counselling reason.

c) Additional Info for You: You decide to contact the police to urge them to use every means at their disposal to remove Ron Smith from your neighbourhood.

The Roles:  Family

Part I - Family:  RON SMITH & GERI SMITH (brother or sister) 
 
Ron:  You will be released in a few days.  You are VERY nervous and scared.  You are not sure what to do, so you think you’ll simply head to the largest urban centre in the area where you have gone before and where your lone sibling lives.  It is easier to be anonymous in that place.  The police have already paid you a visit to find out about your plans and have let you know in no uncertain terms that they’ll be watching you.  You hate going through this and are really anxious and depressed.  

You would like to stay out of your offence pattern but are very worried you’ll fall into it again.  You have no one who cares about you except you sister/brother and even s/he pisses you off a lot of the time.  Her/his husband/wife can’t stand you and more or less gives you the silent treatment whenever you’re around.  Even though you know you’ve done wrong, you don’t know why everyone seems to hate you. 

You tend to have something of a “poor me” attitude and can sometimes be quite short with your sibling and others.  You are meeting to discuss your plans, prospects, and both of your concerns.

Geri:  You are VERY worried about your brother.  You are also worried about your family.  Your husband/wife says that you’ve already done way more for your brother than he deserves and you that should have nothing more to do with him.  Your kids don’t know what to do.  They’re a bit afraid of their uncle and feel caught between their parents.  You just wish it was as simple as your husband/wife says, but you can’t just dump family.  That’s not right…However, if the situation gets really bad and your kids are threatened at high school or whatever, you may have no choice but to put some distance between you and your brother.

You are meeting to discuss Ron’s plans, prospects, and both of your concerns.

Part II Family: - RON & GERI 
 
Ron has been released and is living at the Sally Ann.  Ron and Geri are meeting to discuss potential apartments and job possibilities.  You are both very concerned that Ron’s face and name has been all over the papers, TV, and radio.  There are vigilantes out there and yesterday, when you went together to open a bank account, several young men in a passing car shouted obscenities and threats at you. You’ve also noticed a police cruiser outside both your doors and feel like you’re constantly being followed.  This is especially distressing for Geri, since s/he hasn’t hurt anyone or broken any law!

Ron: You would like to work for at least $15.00/hour.  You’re qualified as a computer technician and don’t think it’s fair for people to hold your past against you.  You’re not sure what to do about all this prejudice against you.  Isn’t there someone Geri knows who could offer you some help?  What’s the matter, doesn’t s/he have any true friends? Or maybe you should just “hunker down” until the initial fury of the storm passes over?

During the role-play, feel free to approach others in different groups…or not to.

Geri: You don’t think that your brother’s attitude about his job prospects is very realistic.  Frankly, you’re also getting a little sick of his “poor me” attitude.  He’s never really been prepared to take responsibility for his actions.  Maybe your husband/wife is right and you should let him sink or swim on his own.  You don’t know what to do.  Should you seek out help?  But where?  Or maybe you should just lay low for a while? 
 
During the role-play, feel free to approach others in different groups…or not to.

Part III Family:  RON & GERI 
 
Ron:  The tension continues to escalate.  You are very jumpy.

-Discuss your situation and respond as you think you might…

Geri:  Your kids are now being threatened regularly at high school and yesterday your youngest, Ronny, came home with a bloody nose.  You’ve got some tough decisions to make.  Discuss them with your brother or find someone else.

During the role-play, feel free to approach others in different groups… 

APPENDIX D - THE "FOUR SECTOR EXERCISE"

An Experiential Introduction to Restorative Justice:
The Needs of Victims, Offenders, Community and Criminal Justice System

-  Explain the context of the role play:  A former youth pastor who sexually offended against girls is coming out of prison.

-  Divide the participants into groups of five.

-  Assign the following roles in each group and allow a moment for people to read their short role description:

•	Ron Smith is a former sex offender
•	Ron’s sibling
•	Michelle is a survivor of sexual assault 
•	Michelle’s relative
•	A Police, Parole or Probation Officer

-  Using Flip Chart Paper, divide a sheet into four parts, one for each of the following: 

•	Victim
•	Offender
•	Community
•	Criminal Justice System Representative 

-  On each sheet create two columns, one labelled “Needs” and the other “Responsibilities”.

The members of each group comment in turn ("do a round”) on each of the 2 categories – Needs and Responsibilities.  You might want to use a “talking stick” or some other symbol as part of this process.  

Role players tell their stories in the first person; others may ask open-ended questions to draw out more information.

While one person is talking, the rest of the group listens carefully 
When s/he is finished, the next person paraphrases what s/he has heard the speaker say in terms of their core needs and responsibilities, to ensure the group has understood.  This is called “reflective” or “active listening”.

Others may also ask questions of clarification and further exploration.

Record comments in point form in the appropriate column for each role.  Be very concise, using only a word or two for each comment.

Take 2-3 minutes per person per round; this should not exceed 20-30 minutes.

Debrief in Plenary (large group) by harvesting ideas from each group, listing them in point form on a separate sheet of flipchart paper.

Discuss (free flowing) in Large Group:

•	What is likely to happen with this situation without a COSA?
•	How will Ron experience this?  
•	How will his sibling experience this?
•	How will Michelle experience this? Her relatives?
•	Which of the listed needs are likely to be met effectively? 
•	Which of the listed responsibilities are likely to be taken up? Which are not?
•	How might COSA facilitate the meeting of some of the needs and the taking up of some of the responsibilities?
•	Other Comments/Observations?
								
Roles for “Four Sector” Exercise:

Michelle:  You were victimised over 15 years ago by a youth pastor when you were about 12 years old.  You have spent much of the last 8 years of your life in therapy sorting through what happened to you.  While you are still very much on a healing journey, you have worked through a lot of horrendous “fall out” and feel your darkest days are now behind you.  Still, whenever you hear about such a person getting out of prison, your stomach tightens up.  As a result, you are determined to do what you can to prevent such things from happening to other women or children.  You want such men to understand the hellish affects of their behaviour on a wide circle of people (your mother is still very traumatised by what happened to you).  You also want them to take responsibility for their actions so that they never do it again.  Above all you want to feel safe and to help ensure a safe community for others.  You feel you have a right to live a life free from fear.

Ron:  Your family, especially your mother and siblings, were horrified at your behaviour when you were convicted of sexual assault.  Then, as other victims came forward and the full extent of your behaviour began to come to light, your carefully constructed world of deception crumbled around you.  You have spent much of the past three years in prison in programming for sexual offenders.  You have also lived in fear for your life because of the violent treatment “your kind” often receive at the hands of other inmates.  You fluctuate between feeling intense guilt about your actions and feeling sorry for yourself.  Most of all, you are determined you will not adopt a pattern of offending upon your release.  You want to make a life for yourself.  You don’t want to hurt anyone ever again, but you know you’ll need help and support to have a chance.  You are very worried since only one sibling and none of your former friends want anything to do with you now.  You are also very afraid of vigilantism as you contemplate your imminent release from prison.  So many people know about you, where will you go?

Michelle’s Parent:  You have never really fully recovered from what happened to Michelle.  She was just becoming a woman when that monster who called himself a man of God took something from her she didn’t even realize she had.  You’re also very  afraid that it might happen again to her or, even worse, to one of your precious young grandchildren.  You’re also still very angry. These evil monsters must be held accountable!  You believe they should just be kept locked up forever, or worse.  How else can we be sure they won’t do it again?  How are you ever supposed to feel safe and secure again?

Ron’s Sister/Brother:  While you knew Ron had problems, the revelations of some 5 years ago totally devastated you.  At first, when Ron denied things, you completely believed him.  Even as the victims continued to come forward, you refused to believe as long as you possibly could.  Then, when one of your own nieces finally spoke out, the family could deny it no more.  You have never known such intense rage as that which you felt for your own brother at that time.  The extent of your anger shocked you and left you feeling confused and guilty.  The whole experience was just so traumatising and humiliating for your whole family.  

After he had spent over a year in prison, you began to feel guilty about not visiting him.  Then when you finally did, you felt guilty for “betraying” those family members who still wanted nothing to do with him.  So much shame!  You went to a counsellor for over a year but, after much thought, you decided you wanted to support Ron in making a new start to his life.  You still love your brother and you are determined to do whatever is within your power to help him to never, never hurt another person again.  However, the pressure of the whole situation really gets to you sometimes.  You find yourself arguing with him a lot whenever you visit, especially in the last six months as his release date has neared.  You’re really not sure how long you can last as the sole supporter. 

Parole, Probation or Police Officer:  This is a pretty typical case.  A guy who uses his influence and trust as a youth pastor to sexually assault many young females over a 7 year period.  You’re committed to doing your job to protect society by monitoring people like Ron and trying to ensure that he is as ready as he can be for his release into the community.  You are deeply troubled, however, by how little can really be done in a case like this because he is being released at WARRANT EXPIRY.  This means that you will have no jurisdiction over him whatsoever from the moment he walks out the prison door.  And although Ron showed pretty good motivation in the programming you set up for him while he was in prison, you have to admit that his lengthy past pattern of offending and his total lack of social supports - apart from one rocky relationship with a lone sibling - mean that his chances of re-offending remain high.  All you can really do now is warn the police and other professionals in the town where he is likely to settle.  Your ultimate goal is to do whatever you can to protect the community.
APPENDIX E - THE "SHEETS" EXERCISE

A Victim Sensitivity Training Exercise

Ask each participant to bring a bed sheet for this exercise.  Alternatively, bring seven of your own!

You will need someone to assume the role of “Heather,” “John”, and the “police officer.”  The first two roles only involve being seated on a chair in the centre of the room and having the sheets placed on and removed from their heads.  The role of the police officer in Part II involves entering the room and abruptly asking John if he is “John Smith” before removing all the blankets at once.  Role players should be prepared for this in advance.

Part I

After each statement is read, ask someone (anyone) to place a sheet over the “victim”, seated passively on a chair in the middle of the room.

Heather’s Story (24 years old):

In elementary school, I was ridiculed after being put in a lower level reading class.

When I was 12 years old, my godmother and I were on a trip together.  A drunk driver ran into our car and my godmother was killed.

In my first year of junior high, we moved to the city and I felt very isolated at school.

On my way home from basketball practice, a group of older girls jumped me for my sports jacket.

My parents were very busy getting adjusted to new jobs and told me to smarten up and get over it.

At summer camp, a counsellor said that if you were faithful to God and practised your religion, then bad things wouldn’t happen to you.  I felt very guilty.

Growing up, I learned that it was not acceptable for me to express angry feelings, even though my Dad shouted at me and Mom a lot.

Six months after I moved into my own apartment, someone broke in and sexually assaulted me.  
After reading each of the following statements, ask any one of the participants to remove one of the sheets.

When I was a child, my godmother told me I was a special person.

A guidance counsellor in junior high encouraged me to try out for the basketball team.

I recently read an article about anger.  It validated that it is okay to be angry about injustices.

The officer at Sexual Assault Division told me about victim services and a volunteer there told me about some of the options and resources available.  I’ve been to see a counsellor and she told me that it wasn’t my fault.

I saw a news story about a group that is working at victim-centred justice issues.  I phoned and asked if I could get involved.

Now, debrief in plenary.

Part II

After each statement is read place a sheet over “John.”

John’s Story (22 years old)

When I was a child I remember some happy times with my friends, but I found life at home to be difficult.  It was not always a safe place to be.

I did very well in elementary school but my grades slipped when I moved to live with an aunt and uncle in a different town.

I thought my life would improve, but I found it very difficult to make friends.

My anger came out indirectly towards others, but for the most part I just bottled things up inside.

My neighbour invited me over and introduced me to her friends.  I started partying and doing drugs occasionally.

Drugs helped me to escape.

I owed my friends and family a lot of money and got kicked out of my place.  I was really angry and got really drunk.  Then I broke into the victim’s place and raped her.

I felt really guilty for a few days, but then when I was at the bar two months later, this girl was really bugging me and when she left I…(Interrupt with entry into room of a police officer)

Police officer enters room abruptly, interrupting John:  “Are you John Smith?”

Reply from under the blankets: (muffled) “Yes”

Police officer: “John Smith, I’m Constable Brown from the RCMP and based on information we have received you are under arrest for three counts of Aggravated Sexual Assault.”  

(Yanks all the sheets off at once)

“I’d like you to come with me to the police station for questioning.”   

APPENDIX F - MOCK CIRCLE MEETING

CORE MEMBER: Ray, age 36:

Ray is a low-skills, poorly educated individual.  However, he seems genuinely motivated to end his cycle of re-offending.  Part of his offence cycle includes a tendency to “awfulize” and feel sorry for himself.  

NOTE:  The role of Ray should be played by the training facilitator or someone else who has worked extensively with sex offenders.

Ray’s Offence History:

-A history of petty theft from an early age.

-Most recent incarceration - 6 years for sexual assault on a 12 year-old girl. There is no doubt that Ray sexually assaulted the girl; he does not deny this.  He does deny penetration, even though medical evidence proves otherwise.  He had gone to his employer's home, thinking no one was home and he would steal something.  The employer's 12 year-old daughter opened the door.  This was his first charge and only conviction for a sexual assault.  Despite there being no grounds for an S. 810, nevertheless, Ray was deemed a high risk to re-offend by prison officials.

While on parole he developed a relationship with a woman in a wheelchair who subsequently broke off the relationship.  Ray aggressively confronted her and she complained to Ray’s Parole Officer and parole was revoked just a few weeks before WED.   He is back inside for the last 6 weeks of his sentence and is coming out hurt and angry.  His files indicate frequent marijuana and hash use; he is considered lazy, manipulative, and out of money.

Volunteers on Ray's circle:

John & Kathy - John is a Legal Aid lawyer, Kathy is a political activist.  They have a 12 year-old daughter and 14 year-old son.
Gary - welfare officer and Circle Facilitator (played by someone with Circle experience)
Peter - minister
Sam (or Samantha) - mid-life student in addiction counselling
Harry - Neighbourhood Watch captain

Thursday evening circle meeting

1. Open with prayer or period of silence (as appropriate for your group).  

2. Check-in -  Go around the circle with Core Member speaking last.  Everyone shares a little of their personal joys and struggles of the past week.  Mutual caring takes place.
John & Kathy – Both John and Kathy have been very busy of late.  There is a lot on the go what with their own commitments and driving the kids to their various activities.  They took Ray to a BBQ with their family in a park on Saturday.  Ray did not show up at the park entrance as planned so John dropped off family and went to Ray's apartment.  Ray was watching TV but readily came along and had a good time.  

Gary – Had a tough week because his elderly mother took a bad fall and he spent quite a bit of time attending to her needs and worrying.  He met Ray at lunch on Monday.  Advised him on procedures to keep his welfare. 

Peter – Has really been enjoying his ministry recently.  A lot of good things are happening with the congregation.  Like the new Wednesday evening study group that he’s started that has had very good attendance.  He met Ray at the coffee shop across the street from church on Tuesday.  Peter invited Ray to help with church's men's breakfast and yard sale the following Saturday.  Ray was non-committal. 

Harry – Held a surprise birthday party for his daughter on the weekend.  Other than that, nothing special to report.  Last Wednesday he had Ray come to help in restoring an antique car in his garage. 

Ray – Expresses a lot of frustration with his week.  He had applied for a job as a technician’s assistant at a University laboratory and didn’t even get a call back!   The job would have paid $14/hour.  He’s pretty sure that people are discriminating against him because of his past and that’s just not fair.  He also doesn’t like to be nagged about getting involved with volunteer activities…he’s a busy guy!  If asked about positive things, he will acknowledge that he did like the trip to the park.  Working on the car was okay too…

3.  Review past week with Ray.  Discuss how these events went, how or if Ray enjoyed them, any issues or concerns arising, any seemingly insignificant behaviours.

-  What can Ray be praised for - accomplishments, etc?  What issues is Ray dealing with this week?  What support is needed from the group?

-  Is there any outstanding circle process or issue to deal with such as finalizing or changing the covenant?

4. Check on next week’s activities and goals and also the next week’s interactions with Circle members.  When will Ray be seeing whom?

6. Set time and place for next meeting.  

7. Closing prayer or period of silence (as appropriate for your group).

GLOSSARY

Boundaries
Physical (time and space) and psychological boundaries are limits we establish for ourselves in order to be safe or to feel safe, or to maintain our mental health.   Examples of boundaries in this work may be guidelines for acceptable telephone calls unless made in an extreme emergency, accessibility to one's home, the time one is willing to offer etc.  Boundaries may also refer to the division between various roles as in the differences in expectations for the role of the Core Member, a Circle volunteer, and the local initiative co-ordinator.
Community Chaplain
A community chaplain is a person who offers spiritual and religious care in a community setting, generally across denominational and religious lines. CSC has a long history of providing chaplaincy service in the institution and is increasing the presence of chaplains in the community to assist ex-prisoners to integrate into the faith community of their choice and to deal with related spiritual care issues.
Consensus
Consensus is reached when everyone in a group is willing to ‘live with’ the decision. Some may have other preferences but there is a willingness to accept the decision. This contrasts with a ‘majority’ decision-making model where several members may be absolutely opposed to the decision adopted.
Core Member
The core member is the primary person for whom the Circle has been formed.  In this context, the core member is the ex-offender.
Court Orders
Any requirements imposed by the Court.
Crime Cycle
Repeated crime usually follows a defined pattern. There are attitudes and behaviours that the offender engages in prior to committing a criminal offence that signal a problem is pending.
Detained
Denied some form of conditional release, be it parole or other supervised or conditional release).
Faith Community
A faith community is group of people who identify themselves sharing a common faith.   Usually a faith community would be a subset of a major religion.  For example, in Christianity, the Anglican Communion, the Roman Catholic Church, the United Church would be “faith communities”. 
Federal Sentence
A custodial sentence, one requiring prison time, is served in a federal institution if it is to last two or more years.
Group Dynamics
Group dynamics refers to the interplay of personalities and roles at work in a setting of three or more persons.  These include power and control issues, communication patterns, and modes of decision-making, conflict resolution, and task accomplishment.
High Profile Offender
An offender who has been given a lot of media attention and/or who is likely to be targeted by media upon release.
Index Offence
The offence considered to be the primary or main one for which a prisoner is sentenced. There may have been many charges of which the person has been convicted, but there is usually one that is the primary cause of arrest and detention.
Institutionalisation
The condition resulting from adapting to life in an institution.  Forms of dependence are often characterized by the need for rigid routine and different norms of interpersonal behaviour.
IPO (Institutional Parole Officer)
The IPO, sometimes referred to as a Case Manager, is the staff person in the prison responsible for the ongoing supervision of an inmate’s progress through the system.
Local Initiative Co-ordinator (LIC)
A person designated by CSC chaplaincy to oversee Circles of Support and Accountability programming in a community.
National Parole Board (NPB)
The NPB is a body independent of CSC that reviews each prisoner's application for parole,d decides if he/she is to be granted parole and what conditions will apply to the parole order.
Non-Custodial
Instance in which custodial care is not assumed over the person in question.  Opposite to an instance of custodial care in which someone assumes the power to control the other person and responsibility for that person's actions.
Offence Cycle
As in Crime Cycle above.
Paraphilias (e.g. pedophilia)
A variety of disorders of sexual preference, characterized by recurrent sexually arousing fantasies, sexual urges, or behaviours generally involving 1) non-human objects, 2) the suffering or humiliation of oneself or one’s partner, or 3) children or other non-consenting persons, that occur over a period of at least 6 months.  These fantasies, urges, or behaviours cause clinically significant distress or impairment in social, occupational, or other important areas of functioning.
Provincial Sentence
A custodial sentence (one requiring prison time) is served in an institution administered by the province if it is for less than two years.
Relapse
Engaging in the unacceptable activity / behaviour that one is meaning to avoid.
Relapse Prevention
Behaviour patterns that lead to successful living and the successful avoidance of relapse.
Restorative Justice
Restorative Justice is an approach to justice making that has as its primary goal repairing the harm done by crime to the extent possible, with regard to and for the victim, the community, and the offender.
Risk Factors
Situations, circumstances and behaviours that can trigger a return to unacceptable (illegal) activity.
Section 810 (Judicial Restraint Orders, “810 Orders”)
Orders based on Section 810 of the Criminal Code, ”peace bonds,” or “sureties to keep the peace” have existed in Canadian law since in 1892.  Initially this part of the law consisted of only "where injury or damage feared", but since then these provisions have been expanded to include several others.  "Where fear of sexual offence" was added as 810.1 in 1993, and "Where fear of Serious Personal Injury Offence" enacted as 810.2 in 1997.  

The 810.1 order allows the court to restrict a person’s movements and behaviour when there are reasonable grounds to fear that a person will commit a sex offence against someone under the age of 14.  The 810.2 order focuses on violent offenders, including sexual offenders.  These orders can be made for a maximum of one year. Conditions can be attached to these orders and a breach of an 810 order constitutes an offence.  Should a defendant refuse to enter into an 810 order s/he may be imprisoned for up to one year (Source: Solicitor General Canada publication High-Risk Offenders: A Handbook for Criminal justice Professionals (May 2001).

Sex Offender
An offender whose primary offence leading to incarceration is a sexual offence. In the context of the ‘Circles’ program a person is considered to be a sexual offender if a sexual offence constitutes at least one of the charges and the sexual offence is the reason for the detention.
Sexual Deviation
Sexual behaviour that is outside the acceptable norms set by society, as defined by psychiatry and/or the law.
Statutory Release
At the two-thirds point of a sentence a prisoner must be granted a conditional release that is a release with conditions that may include restricted movement, reporting requirements, etc.  Exceptions are sometimes made when a prisoner is considered to be a great danger to society.  In such a case, he/she may be “detained.”  If detained beyond the statutory release date, there must be a review every year to determine if the inmate is ready for release. The annual reviews continue until the expiry of his warrant (WED) at which time Correctional Service Canada must release the offender and has no further jurisdiction over him/her.
Supervision
Supervision implies a responsibility for the actions of the person being supervised.
Risk Assessment
Risk Assessment is an assessment of the likelihood that an individual will re-offend.  A rating is given in terms of probability of re-offending over time.
Victim Advocate
A person who walks with a victim to give emotional support, assist that person to attain needed services, and/or to articulate her/his perspective.

Volunteer
The volunteers on the ‘Circle’ are people from the community who give of their time to provide friendship, emotional support, and accountability to the core member.
VORP, Victim Offender Reconciliation Program or VOM, Victim Offender Mediation
These programs, which are also sometimes referred to as Victim-Offender Conferencing, facilitate face-to-face encounters or other forms of dialogue between victims and offenders for the purpose of healing the effects of crime done.
Warrant Expiry Date or WED
The date on which a sentence imposed by the sentencing judge ends.  This is the last day that the Correctional Service of Canada has jurisdiction over an offender.  In other words, CSC cannot tell the person what to do, hold any coercive authority over him, offer any service, or spend any public money on him/her after this date.