Facilitator's Guide

FACILITATOR’S GUIDE Facilitator’s Guide INTRODUCTION vii ACKNOWLEDGMENTS ix Part 1—Facilitator’s Role 1 ONE TITLE, MANY ROLES 3 FEMINIST EMPOWERMENT MODEL 4 GOAL AND PROCESS FOR WORKSHOPS 5 Part 2—Goals and Expectations 9 GOALS FOR THE TRAINING 11 SCREENING PROCESS 13 Part 3—Course Design 17 ADULT LEARNING 19 STRATEGIES FOR STRUCTURING THE COURSE 21 SELECTING AND PREPARING THE SITE 27 PLANNING AN INDIVIDUAL SESSION 28 INCORPORATING STAFF AND VOLUNTEERS 31 CHOOSING TEACHING METHODS 32 Part 4—Tools and Techniques 35 OVERCOMING FACILITATOR ANXIETY 37 CREATING A SAFE AND OPEN ENVIRONMENT 38 SETTING EXPECTATIONS AND GROUND RULES 41 BUILDING PARTICIPATION 43 FACILITATING DISCUSSIONS 46 ASKING QUESTIONS 51 MANAGING CONFLICT 55 MANAGING TIME 59 CHECKING IN AND CHECKING OUT 60 USING EXPERIENTIAL ACTIVITIES 63 ROLE-PLAYING 65 FACILITATING FILMS AND VIDEOS 68 CORRECTING OUR MISTAKES 70 KEEPING TRACK OF QUESTIONS AND IDEAS 71 Part 5—Training Challenges 73 GROUP BEHAVIORS 75 HEIGHTENED ANXIETY, FEAR, AND ANGER 80 BUILDING CULTURAL COMPETENCY 81 MANAGING UNSOLICITED DISCLOSURES 84 USING GUEST PRESENTERS 88 WHEN A PARTICIPANT NEEDS TO LEAVE THE GROUP 95 Part 6—Evaluation 99 EVALUATING THE TRAINING PROGRAM 101 EVALUATING PARTICIPANTS 104 Part 7—Instructional Modules 107 INTRODUCTION 109 TOPIC: INTRODUCTION TO TRAINING 111 TOPIC: HISTORICAL, PSYCHOLOGICAL, AND SOCIOCULTURAL ASPECTS OF SEXUAL ASSAULT 112 TOPIC: VIOLENCE AGAINST WOMEN 113 TOPIC: OVERVIEW OF RAPE AND SEXUAL ASSAULT 114 TOPIC: SEXUAL HARASSMENT 116 TOPIC: DOMESTIC VIOLENCE AND SPOUSAL/PARTNER RAPE 118 TOPIC: RAPE TRAUMA SYNDROME AND COPING PATTERNS 120 TOPIC: CHILD SEXUAL ABUSE 121 TOPIC: ADULT SURVIVORS OF CHILD SEXUAL ABUSE 122 TOPIC: CRISIS INTERVENTION PRINCIPLES 124 TOPIC: CRISIS INTERVENTION TECHNIQUES 125 TOPIC: CRISIS INTERVENTION APPLICATIONS 126 TOPIC: ANTI-OPPRESSION THEORY 127 TOPIC: CULTURAL COMPETENCY AND ALLY BUILDING 128 TOPIC: PROVIDING CULTURALLY COMPETENT SERVICES TO SPECIFIC POPULATIONS 129 TOPIC: PROVIDING SERVICES TO SIGNIFICANT OTHERS AND SECONDARY VICTIMS 130 TOPIC: PORNOGRAPHY AND PROSTITUTION 131 TOPIC: MEDICAL ISSUES 132 TOPIC: LAW ENFORCEMENT PROCEDURES 133 TOPIC: LEGAL ISSUES 135 TOPIC: SELF-DEFENSE 138 TOPIC: REFERRAL METHODS AND RESOURCES 139 TOPIC: VICARIOUS TRAUMA, BURNOUT, AND SELF-CARE 140 TOPIC: VOLUNTEER POLICIES AND PROCEDURES AND AGENCY OPERATIONS 141 TOPIC: CLOSING TRAINING 142 Part 8—Learning Activities 145 INTRODUCTION TO LEARNING ACTIVITIES 147 OPENINGS AND CLOSINGS 149 QUICK CLOSING QUESTIONS 150 HOMEWORK 151 SCAVENGER HUNT 152 GET TO KNOW YOU—TWENTY QUESTIONS 152 EXTENDED NAME TAGS 155 INSPIRATIONAL READING 155 “THE REALLY BAD DAY”: AN EXERCISE ABOUT ANGER 156 WOMEN’S HISTORY TRIVIA GAME 157 THE ALLIGATOR RIVER STORY, “ANALOGY,” AND DISCUSSION GUIDE 158 THE TRIAL OF MR. SMITH 162 TALKING BACK, PART I: RESPONDING TO VERBAL HARASSMENT 164 TALKING BACK, PART II: TAKING A COMPLIMENT 165 LISTENING SKILLS 165 OPEN-ENDED QUESTION QUIZ 166 “THE BROKEN DOLL STORY” 167 LISTENING SKILLS EXERCISE 1 167 LISTENING SKILLS EXERCISE 2 168 EXPRESSING CONCERN USING “I” MESSAGES 169 BUILDING BLOCKS OF COMMUNICATION: ELEMENTS THAT HELP AND HINDER 169 RECOGNIZING SELF-DESTRUCTIVE THINKING PATTERNS 170 ENDING A CONTACT 171 COPING WITH OVERWHELMING EMOTIONS 171 CONSCIOUSNESS-RAISING EXERCISE 173 WHAT’S YOUR OPINION? 173 WHO WOULD YOU BE? 176 WHO WOULD YOU SERVE? 178 CIRCLES OF PRIVACY 178 VALUES CLARIFICATION QUESTIONS 179 POWER SHUFFLE 181 INTERCULTURAL BINGO 183 CULTURE MATES: A CROSS-CULTURAL SIMULATION 185 YOU KEEP ON KNOCKING (BUT YOU CAN’T COME IN) 186 WHAT’S YOUR BACKGROUND 186 CULTURAL ALTAR 187 SPEAKING TRUTHS AND LIES 188 THE HETEROSEXUAL QUESTIONNAIRE 188 THE CAROUSEL 189 WHO AM I AND WHERE DID I COME FROM? 191 TWO-SESSION WORKSHOP: RACISM, HOMOPHOBIA, AND DISABILITY AWARENESS 193 ELDERLY AND AGING SENSITIVITY EXERCISE 199 DISABILITY AWARENESS EXERCISE 200 SAMPLE TEST QUESTIONS 202 A DOZEN GREAT IDEAS 205 ADDITIONAL ACTIVITIES 206 SAMPLE ROLE-PLAYS 209 Appendix 233 SAMPLE DOCUMENTS 235 OCJP TRAINING STANDARDS AND CERTIFICATION REQUIREMENTS 247 SAMPLE SYLLABUS 253 BIBLIOGRAPHY 257 Introduction HE STAFFS OF RAPE CRISIS CENTERS POSSESS a wealth of collective knowledge and experience in training adults to become sexual assault counselors and T advocates. Typically, a great deal of information passes from one center to the next. The National Coalition Against Sexual Assault (NCASA), California Coalition Against Sexual Assault (CalCASA), and other organizations have also provided learning opportunities and contributed to this body of knowledge. However, because rape crisis centers have often relied on a rich oral tradition, and because of staff turnover and volunteer attrition, valuable information and experiences can be, and have been, lost. This guide has drawn upon the expertise, diverse experience, and input of our peers in the field to create a tangible guide that is comprehensive, accessible, easy-to-use, and based on firsthand experience, as well as one that we hope educates, encourages, and inspires. The development process relied heavily on the input of both new and experienced facilitators. CalCASA sent a notice to rape crisis centers asking if they were interested and available to participate in a telephone interview about their training programs. Twenty-six people responded, and all twenty-six shared information about their unique programs, organizational and facilitation challenges, and personal experiences. Experienced facilitators contributed successful strategies, effective teaching tools, methods, insights, and anecdotes. Less experienced trainers brought a fresh perspective and new ideas, called attention to contemporary issues, and helped determine the needs to be met by this project. Consistent with feminist principles of inclusion and respect, the development process encouraged the participation of facilitators at all levels of experience as well as allies out- side the rape crisis field. We believe it is crucial to recognize the value of contributions from all people doing this work. The gathering of feedback from a diverse group of trainers, facilitators, “experts,” and others enriched the effectiveness, scope, and quality of the Facilitator’s Guide. Scope of This Guide The Facilitator’s Guide was created not only to recognize and preserve the foundations of the anti-rape movement and the invaluable work of past teachers, but also to help facilitators at all levels of experience enhance their existing methods, incorporate new and inno- vative techniques, and provide up-to-date information and resources. CalCASA is acutely aware that rape crisis centers throughout California are very diverse in their organizational size and structure, service area and population, geograph- ic setting, and financial and other resources, and we recognize that each center faces unique challenges within its community. This guide does not attempt to address the individual needs of each center, and it is not our intent to impose a one-size-fits-all model. Rather, the Facilitator’s Guide is a collection of “best practices” and “better practices” gleaned from more than two decades of training by rape crisis centers and from experts in training and education. vii viii CALCASA N SUPPORT FOR SURVIVORS Long-standing rape crisis centers and staff may find the Facilitator’s Guide a valuable resource for updating information and resources, strengthening the effectiveness of an existing training program, and providing a written foundation into which to incorporate their own materials. The guide may also be used as a model for comparing and evaluating current programs. New and emerging centers with less-experienced staff and centers with limited resources will find the Facilitator’s Guide a foundation upon which to build a comprehensive training guide tailored to their own community. You are encouraged to try new learning exercises, new techniques, and different for- mats while retaining the successful practices of your current training program. We hope you will be inspired, challenged, and validated by many of the ideas in the Facilitator’s Guide, and we look forward to your feedback and contribution to our movement’s ongo- ing commitment to end sexual violence. How to Use This Guide This is a training manual, not a curriculum. What you hold are the elements of a comprehensive training program, not the program itself. It is suggested you begin with the big picture. Part 1, “Facilitator’s Role,” describes the many roles of a facilitator working in the feminist empowerment model. Part 2, “Goals and Expectations,” lays out the process of setting goals for your training course and then screening candidates for training. A sample application packet and a screening checklist are provided in appendix A. Part 3, “Course Design,” provides strategies for program design. These chapters provide information about developing a program and structuring individual sessions. Session design and preparation checklists are provided in appendix B. The chapters in Part 4, “Tools and Techniques,” and Part 5, “Training Challenges,” provide ideas for teaching and facilitation. They are the how-to sections of this manual that were most requested by training coordinators. It is in tandem with these chapters that Part 8, “Learning Activities,” will be most useful. Part 6, “Evaluation,” provides suggestions for evaluating the course, the facilitator, and the participants. Although evaluations are often viewed as cumbersome and time- consuming, they are the key to an effective

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