Appendix 9: Excerpted SARTCP training agenda

• Introduction of trainer
• Introduction of students
• Housekeeping issues
• Lesson overview
• Objectives for the lesson

PREA Basics/History

• PREA legislation history
• PREA strategies
• Applications, goals, and definitions

Facilitated Discussion:

• What are your definitions of sexual assault?
• How do you expect a victim to react to being sexually assaulted?
• How would you handle it, if someone disclosed to you right now?

Three Types of Sexual Assault:

• Stranger sexual assault
• Non-stranger sexual assault
• Institutional sexual assault

Definitions of Sexual Assault:

• Inmate-on-inmate sexual assault
• Staff-on-inmate sexual assault
• Sexual harassment
• Definition of vulnerable populations

• Withdrawal, depression, feelings of guilt
• Angry, aggressive, combative behavior
• Overly sexualized
• Changes in behavior and personality

• Victim lives with the perpetrator in most cases.
• It is difficult to access services confidentially.
• Victim must worry about retaliation from others.

• Hotline
• Information and referral
• Individual and group counseling
• Medical and legal advocacy and accompaniment

Facilitated Discussion:

• What services can be provided in the institutional setting? What services cannot be provided?

Discuss the importance of words and physical response to a disclosure.

Trauma-Informed Response

• Victims need to know that they are believed.
• Knowledge is powerful for victims/survivors. It is important for them to know what is going to happen for reporting.
• Who will they talk to?
• Where will they go?
• What is the process?

Physical Reaction to a Disclosure

• Try to stay relaxed.
• Don’t appear to close yourself off from the victim/survivor; for example, do not fold your arms in front of your chest.
• Don’t step back from the victim.

Importance of Choice of Words

• Do not make victim-blaming statements/questions.
• “What were you doing with that loser?”
• “You should know better than to trust him/her.”
• “What did you think would happen if you were acting that way?”
• Intonation should be a normal conversational tone; no yelling or raising your voice.

Identify follow-up responsibilities to a disclosure.

Basic Responsibilities When Receiving an Immediate Disclosure (within the past seven days)

• Separate the victim and the perpetrator by taking them to separate locations.
• Determine whether there is any immediate medical need. If so, contact 911.
• Ask basic questions:
• Are you hurt?
• Where did this happen?
• Who did this?
• When did this happen?
• Talk to the victim/survivor about not doing the following actions that could destroy possible evidence:
• washing
• brushing teeth
• changing clothes
• urinating
• defecating
• smoking
• drinking
• eating

Responsibilities When Receiving a Delayed Disclosure (more than seven days ago)

• Separate the victim and the perpetrator by taking them to separate locations, if applicable.
• Notify the shift supervisor.

It is important to review all six flowcharts. Each one is different, depending on who the alleged perpetrator is.

Follow-up with the Victim/Survivor

• The victim/survivor chose you to disclose to and it is important to acknowledge that.
• It is important to remind victims that there is help for them.

Identify follow-up responsibilities to a disclosure.

Responsibilities When Receiving an Immediate Disclosure (within the past seven days)

• Separate the victim and the perpetrator by taking them to separate locations.
• Determine whether there is any immediate medical need.
• If so, contact 911 and call Code Green and make a report to DCF (child protection agency).
• Ask basic questions:
• Are you hurt?
• Where did this happen?
• Who did this?
• When did this happen?
• If the incident occurred within the past seven days, the first responder should talk to the victim/survivor about not doing the following actions that could destroy possible evidence:
• washing
• brushing teeth
• changing clothes
• urinating
• defecating
• smoking
• drinking
• eating

Responsibilities When Receiving a Delayed Disclosure (more than seven days ago)

• Separate the victim and the perpetrator by taking them to separate locations.
• Notify the shift supervisor.
• Make a report to DCF (child protection agency).

Follow-up with the Victim/Survivor

• The victim/survivor chose you to disclose to and so it is important to acknowledge that.
• It is important to remind victims that there is help for them.

Discuss appropriate actions to take with regard to confidentiality.

Confidentiality

• No matter who the alleged perpetrator is, it is important that as few people as possible become aware of the details.
• Be clear with the alleged victim/survivor about what you as a staff member are required to report and who you are required to report to.
• Thank you so much for trusting me to tell me about this. I am required to report this, but I will not talk about this with anyone other than the people I am required to report this to.
  (Indicate the types of people who must be notified.)
• It is important to understand the confidentiality policies of the victim service provider that may come into the facility or that the inmate may go to see in the community.

Facilitated Discussion:

• What are the differences in the confidentiality policy of the DOC and that of the victim service provider?
• How could these two policies/philosophies clash?
• How would you handle that?

Discuss appropriate actions to take with regard to confidentiality.

Confidentiality

• No matter who the alleged perpetrator is, it is important that as few people as possible become aware of the details.
• Be clear with the alleged victim/survivor about what you as a staff member are required to report and who you are required to report to.
• Thank you so much for trusting me to tell me about this. I am required to report this, but I will not talk about this with anyone other than the people I am required to report this to.
  (Indicate the types of people who must be notified.)
• It is important to understand the confidentiality policies of the victim service provider that may come into the facility or that the inmate may go to see in the community.
• Know the differences for those over and under the age of 14 when it comes to the services a victim service provider can offer. (Note: This varies from state-to-state.)

Facilitated Discussion:

• What are the differences in the confidentiality policy of the DOC and that of the victim service provider?
• How could these two policies/philosophies clash?
• How would you handle that?

Facilitated Discussion:

• What staff positions do you think victims/survivors might be likely to report to?
• Why do you think so? What makes that position/person one who may be reported to?

Identify how residents are informed of these options.

Methods of Reporting:

• Report to a staff member verbally.
• Report by filling out an Informal Communication Form and putting it in the secure box.

Notification of Reporting Methods

• ARC handbook

Identify how residents are informed of these options.

Methods of Reporting:

• Report to a staff member verbally.
• Report by filling out an Informal Communication Form and putting it in the secure box.

Notification of Reporting Methods

• JDC handbook

Methods of reporting:

• Olathe Police Department
• Johnson County Sheriff’s Department

Notification of reporting methods

• ARC handbook
• DOC website

Identify how residents are informed of these options.

Methods of Reporting:

• KDHE (health department)
• Kansas Child Abuse Hotline/Kansas Protection Report Center
• Olathe School personnel

Notification of Reporting Methods

• JDC handbook
• DOC website

Identify additional barriers incarcerated victims have to not report.

Reasons Victims Do Not Report

• fear that no one will believe them
• fear that they will lose friends and/or loved ones
• fear that no one will understand
• fear that no one else has to deal with this

Additional Barriers that Incarcerated Victims Face

• retaliation from other inmates
• retaliation from staff members

Identify risks relating to sexual assault for this population.

Definitions of LGBTQI Orientations

• Lesbian/gay
• Bisexual
• Transgender
• Questioning/queer
• Intersex

Risk Factors for This Population in a Facility Setting

• often a more vulnerable segment of inmate population
• sometimes more feminine in appearance and demeanor
• often considered a potential threat by other inmates, staff, or both
• often perceived as a molester, whether true or not, by other inmates, staff, or both
• often a potential target for physical and psychological abuse by other inmates, staff, or both

Identify potential perpetrators.

Retaliation Methods

• physical abuse
• verbal harassment
• psychological abuse
• repeat victimization

Potential Perpetrators

• friends of the accused perpetrator on the inside
• friends or relatives of the accused perpetrator on the outside
• “head” inmate of the unit and/or block
• staff members

• Summary review of information covered in this lesson
• Q and A session to check learning
• Lesson wrap-up/summary