Circles of Support and Accountability

A Guide To Training Potential Volunteers

Training Manual 2002

Circles of Support & Accountability Orientation Session

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 best16

  • 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.

16 Mediation Services (1996). Adapted from Training for Trainers booklet compiled by Karen Ridd in Winnipeg, Manitoba.

Why Use Experiential Training Methodologies?17

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.

17 Adapted and expanded from Marge Burdine's (1993) Training for Trainers handouts as provided at a course taught at Mediation Services in Winnipeg, Manitoba.

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:18

APPLYING EXPERIENCING/PRACTICING
GENERALIZING/ EVALUATING   SHARING/ DESCRIBING
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.

18 Adapted and expanded from Marge Burdine (1993) and Ron Kraybill (1998) as presented at a Design of Training course conducted at Eastern Mennonite University in 1998.

What are "Elicitive" Training Techniques and Why Use Them?19

"Elicitive" training is a term coined by John Paul Lederach20 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.

19 Adapted and expanded from Mediation Services' (1996) Training for Trainers booklet.
20 John Paul Lederach (1995). Preparing for peace: Conflict transformation across cultures. Syracuse University Press: Syracuse, New York.

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.?


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 Exercise21

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.

21 Adapted from a training exercise used by Marie Marshall Fortune and Community Justice Initiatives in Kitchener, Ontario.

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?

5. Set time and place for next meeting.

6. 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.