Course Logistics

Course Logistics

Optimum Class Size and Room Set Up

It is suggested that there be at least 20 participants representing a broad array of disciplines and agencies, including law enforcement, child protective services, disabilities, forensic nursing, health care, child welfare, and forensic interviewers. It is suggested that because of allotted time, small group work, and the interactive nature of the course, the class size not exceed 50 participants.

Seating

Attendees should be seated at tables in multidisciplinary groups of 5-8 persons. Tables should be arranged to facilitate small group work, e.g., table rounds or table pods. The goal is to create working groups comprised of the various participating disciplines that teach and learn from one another and to build trust of and confidence in one another. If participants and their disciplines are known prior to the training, it is recommended that attendees be pre-assigned to work groups. When pre-assignment is not feasible, the organizer or trainers should consider having attendees count off by the number of tables and move into work groups.

Because there may be some participants who only are able to attend Day or Day 2 of the Training Course, it is important to confirm that on Day 2 all participants are assigned to a table work group. It is suggested that the groups be changed from Day 1 to encourage participants to meet and interact with other people and begin to build new professional relationships which are critical in these cases.

Prior to the beginning the training each table should be identified with a table tent displaying the table number.

Faculty

This course is designed to be taught by four instructors representing law enforcement, prosecution, disabilities, and child protective services. Faculty should be adept at team teaching and teaching adults using adult experiential training methods which draw on the expertise of the participants.

Materials and Equipment

The equipment and materials needed for the event are a laptop computer; LCD projector; projection screen; DVD player, flipcharts (at least 2) and marking pens; and, depending on room size and accommodation needs, lavaliere microphones.

Participants are provided with a Manual with course material, power point slides, and resource information.

Role of Organizer

The course planner/presenter is responsible for advertising the event, locating a training site, arranging for refreshments, duplicating the Participant Manual, and enrolling participants. Prior to the event the planner should consult with instructors and preassign participants to multidisciplinary workgroups.

On the day of the event, the organizer should register attendees, provide table assignments, and assure that the Pre-Test is completed and collected. At the end of the course, the organizer should collect the Post-Test.

MODULE 1

Introductions

This 40 minute segment will introduce the instructors and participants to one another, and introduce the course theme. This theme is that first responders – law enforcement and child protective frontline workers – are critical to protecting child abuse victims with disabilities, and how they respond has relevance to professionals beyond the first response. Their work may make or break the case. Course objectives are reviewed.

Class participants will:

Recognize the critical role of first responders and allied professionals in child abuse cases in which the victim has a disability.

Become familiar with the adult and minor population of persons with disabilities.

Segment / Length / Video / Exercise / Slides / Participant Handbook
Introductions / 15 minutes / Class will be asked to respond to questions about the disciplines they represent and experience handling relevant cases / 1-3
Course details, agenda, objectives,
materials / 15 / VIDEO TBA / 5-6
Prevalence of children with disabilities and vulnerability to abuse / 10 / Call out to estimate rate of abuse of children with disabilities / 7-10

Background Material:

NATIONAL Crime victims Survey Report issued October 2, 1009, BJS, available online at:

Progress Report of the New Freedom Initiative, May 2002 available online at

“Individuals with Disabilities Education Act Guide to Frequently Asked

Questions”, House of Representatives Committee on Education and the

Work Force, and Subcommittee on Education Reform, Feb. 17, 2005, p. 1.

United States Census, 2002

Crime Victims with Developmental Disabilities: Report of a Workshop, 2001, National Research Council, 2001, Committee On Law And Justice: Joan Petersilia, Joseph Foote, Nancy A. Crowell, Editors. Commission On Behavioral and Social Sciences and Education, Washington, DC: National Academy Press. Available online at: .

Presentation Outline:

SLIDE XXX

(TO BE DISPLAYED AS PARTICIPANTS ENTER THE CLASSROOM)

The slide welcomes participants, directs them to sit where ever there is an open seat with a Participant Manual, and reminds them to complete the Pretest before the course begins.

SLIDE #1: COURSE TITLE SLIDE

One instructor welcomes the class and says that the training team reflects many of the

critical disciplines involved in building criminal cases against perpetrators who victimize children and protecting children from harm. The instructors introduce themselves describing their name, relevant employment history, and expertise in the subject matter.

SLIDE #2 – INTRODUCTIONS

Instructor asks people to raise their hand in response to naming their discipline: law enforcement, CPS, medical/health care, therapists, social workers, disability services specialists, victims advocates, and forensic interviewers. The instructor encourages participants to draw on their experience throughout the class and especially during the various exercises.

The instructor asks the group who has done investigations of child abuse involving children with disabilities; who has conducted forensic interviews of children with disabilities who are victims of abuse, and what has been their participants’ experience working with such cases. The goal is to “break the ice” while surveying the class’ experience and creating the first of many opportunities for people to speak.

SLIDE #3 – HOUSEKEEPING DETAILS

One instructor will discuss housekeeping details, including the following:

Location of rest rooms

Place cell phones and pagers on vibrate

Regular breaks are provided throughout the day

Lunch is provided and is 1 hour long

Please return promptly so we can stay on schedule

For those receiving credit for taking this class, complete the sign-in sheets before lunch

Location of emergency exits

NEW SLIDE XXX: Video _____

A short video clip is shown to ground the group, put a “face” on the subject matter, and provide a shared framework for the material to follow.

SLIDE # 4 – WHY THIS TRAINING

There is and needs to be increasing awareness of child abuse victims who have disabilities. First responders, forensic interviewers, and allied professionals have less experience and training handling these victims and their cases. They may feel less competent as a result.

To be effective, first responders and allied professionals must be knowledgeable of the most common disabilities. They must also understand what individuals with disabilities can and cannot do. With this information, first responders will conduct better investigations, identify additional sources of information, interview more effectively, and improve their fact finding. This will enhance victim safety, reduce the likelihood of additional victimizations, and increase offender accountability.

A significant number of people have disabilities. Children (and adults) with disabilities are at a heightened risk for becoming crime victims. First responders, particularly law enforcement personnel and child protective services workers, emergency medical technicians and paramedics likely will respond to and investigate matters involving a child with a disability. Allied professionals including forensic interviewers will play a critical role in these cases. Upon completion of this course, participants will have increased competency and fewer misgivings when working with children with disabilities.

SLIDE XXX: DISCLAIMER

To address possible differences between the content in the curriculum and specific state practices and laws, this disclaimer provides: “Because this is a national curriculum, it is always advisable to review your state laws and regulations if any practices or content seem at variance with your practices. Attempts have been made to include state specific legal content.”

SLIDE #5 – COURSE OBJECTIVES

Improve overall understanding of disabilities

Improve investigative skills for building cases

Increase legal knowledge

Enhance response techniques

Improve forensic interviewing skills with children who have disabilities

Support Multidisciplinary Team work in these cases

SLIDE # 6 – COURSE AGENDA

This two day course includes the following subjects:

Introduction

Common Held Beliefs About Children with Disabilities

Overview of Disabilities

Legal Update and Disabilities

Multidisciplinary Response

Preliminary Investigation

Overview of Interviewing of Children with Disabilities

The Forensic Interview

Conducting the Interview

Complex Situations

The course is interactive with many small and large group activities. It draws on your knowledge and experience as you expand your own knowledge and learn from one another.

NEW SLIDE: PARTICIPANT MANUAL

One instructor highlights the content of the Participant Manual commenting that it is theirs to keep, urging them to put their name or business card on the front. The Manual is divided into Modules that follow the course design. Each Module has relevant materials, activity sheets, and space for notes. The PowerPoint slides are in a separate section and Supplemental Materials are also provided.

SLIDE #7 – FIRST RESPONDER CAN MAKE OR BREAK THE CASE

First responders can make or break cases and their role is critical! If these cases aren’t handled correctly and offenders may continue to abuse, and the likelihood of a successful prosecution is diminished.

SLIDE #8 – PEOPLE WITH DISABILITIES

Prevalence Data

Overall, individuals with disabilities represent 15-20% of the population, and approximately 10% of those with disabilities have severe disabilities. These represent the full range of disability. The statistics do not include individuals living in institutions such as state hospitals.

Prevalence Data for the United States on People with Disabilities

54 million people of all ages (Source: Progress Report of the New Freedom Initiative, May 2002).

6 million children (Source: “Individuals with Disabilities Education Act Guide to Frequently Asked Questions”, Committee on Education and the Workforce, John Boehner (R-OH), Chairman, Subcommittee On Education Reform, Mike Castle (R-DE), Chairman, Feb. 17, 2005, P.1)

Many of these disabilities are hidden. Individuals with disabilities are not required to disclose their disability.

SLIDE XXX: PLACEHOLDER: This placeholder slide is provided to show the host state’s own population statistics of adults and children with disabilities

SLIDE #10– PREVALENCE OF ABUSE OF CHILDREN WITH DISABILITIES

Instructor asks the group : What percentage of children who have disabilities become victims of abuse, ask for show of hands….lighten 10% of the montage; 25%, then 50% then greater than 70%. After polling participants the instructor teaches:

Children with disabilities are abused at a higher rate than children without disabilities.

Findings of a Congressionally mandated survey in 1991 found that children with disabilities were

abused at 1.7 times the rate of other children. (Westat).

Findings of a major study in Nebraska in 2001 found that children with disabilities were abused at

3.4 times the rate of other children. (Sullivan).

Most agree that the rate is between 4-10 times that of other children. (Garbarino). Rate of reporting

is estimated at 10%.

NEW SLIDE: Summary

There are significant numbers of children with disabilities. However, underrepresentation both in population surveys and reporting of abuse statistics may lower than actual numbers.

The information we are talking about today and tomorrow is intended to help you improve your response and increase your confidence.

MODULE 2

Commonly Held Beliefs and Case Challenges When Handling Cases of Children with Disabilities Who Are Victims of Abuse

This 25 minute module will discuss myths and beliefs about children with disabilities and provide accurate information to counter misconceptions. Challenges to handling cases will be discussed and strategies to meet and overcome difficulties. Significant differences in the lives of children with disabilities are described.

Class participants will:

Recognize how incorrect information can reduce the first responder’s effectiveness

Identify barriers and challenges to handling cases involving child abuse victims who have disabilities

Describe how a disability affects the life of a child

Background Material:

Police Response to People with Mental Illness or Developmental Disability: A Field Guide, California Commission on Peace officer Standards and Training (POST), 2002. Available from: POST Media Distribution Center (916) 227-4856, email: .

“Victims with Disabilities: The Forensic Interview” Training DVD and Guide, by Arc Riverside’s CAN DO Project, available through OVC.

Segment / Length / Video / Exercise / Slides / Participant Handbook
Commonly held beliefs and case challenges / 18 / Small group discussion and report back / 12 - 14
Significance of beliefs / 7 / 18-19

Presentation Outline:

NEW SLIDE XXX: “COMMONLY HELD BELIEFS ABOUT AND CASE CHALLENGES WHEN HANDLING CASES OF CHILDREN WITH DISABILITIES WHO ARE VICTIMS OF ABUSE”

SLIDE #12 – Small Group activity “Beliefs and Challenges”

Type of Activity:Small Group and Reports to Class

Instructions for Activity: Table groups are assigned one of two assignments.
Group 1: What are commonly held beliefs about children with disabilities?

Group 2: What makes cases of abuse involving children with disabilities challenging?

Groups develop lists of issues.

Groups then describe how the beliefs or challenges affect the work.

Finally groups identify strategies to address the beliefs/challenges so the work can continue successfully.

Timing of activity:

Small groups work 5-7 minutes. Groups reports are 2 minutes per group not to exceed 10 minutes total.

Special items needed:

None

Key Teaching Points:

Beliefs when incorrect will impede protection, detection, and investigation of cases. Otherwise credible information and witnesses will be discounted or ignored.

Cases can be difficult and challenging but with correct information, a knowledge of information about disabilities and communicating with children who have disabilities, and community resources and partners confidence and success handling cases will improve.

SLIDE #15 – COMMON BELIEFS

The instructor briefly teaches back the next several slides highlighting only what the groups did not mention in their group reports.

Possible answers for commonly held beliefs about children with disabilities:

People have many disabilities, not a single one

Are asexual

Do not feel pain

Cannot understand or learn

Fantasize and are unable to distinguish truth from fantasy

Cannot communicate

The instructor then addresses these myths and beliefs in the next slide.

SLIDE #16 – CHILDREN WITH DISABILITIES

Beliefs: Children with a disability have multiple disabilities

- Concept of “spread”

- Reality: most have only one disability

Persons with disabilities are asexual

- Have the same sexual drives as rest of population

- Often lack information about sexuality

- Generally have received no sex education

SLIDE #17 – CHILDREN WITH DISABILITIES (Cont’d))

Like other children,

Children with disabilities can be accurate historians and reporters like other children
Know the difference between truth and untruth
Have a range of abilities within any disability type

Cannot generalize about children with disabilities, or the type, severity, or number of disabilities

present.

NEW SLIDE: “DIFFICULTIES AND CHALLENGES HANDLING CASES OF CHILD ABUSE INVOLVING CHILDREN WITH DISABILITIES”

Possible responses include:

Fear of not being effective or knowing how to communicate or understand the child
Not know how to determine credibility
Discomfort being with the child
Not know how to investigate the case
Personal biases and attitudes about persons with disabilities, including children

Refer students to chart in Participant Manual, page XXX

Next mention that there are some common reactions many people have when in close proximity to people with disabilities. Such reactions are due usually to a lack of interaction and knowledge about the population.

SLIDE #18 – COMMON REACTIONS TO PERSONS WITH DISABILITIES –

Instructor should draw on own experience and reference time when unfamiliar with subject and had limited knowledge.

Dread/fear of being in their presence
Embarrassment and shame
Pity
Disbelieve, disregard and discount
Dehumanize

SLIDE #19 – SIGNIFICANCE OF BELIEFS

These beliefs and reactions can make responders less willing to believe the child with a disability
May insist on more evidence than is required to take action.
These reactions can make professionals less effective
Lack of accurate information about disabilities
Can make them more of a target for victimization
Can make us less effective in handling crimes against them
What may look like threatening conduct may be behaviors associated with the disability

so it is importance of distinguishing a disability from suspicious conduct (CP, FASD)

NEW SLIDE: MODULE SUMMARY

This module discussed general myths and beliefs about children with disabilities, challenges to handling cases, and common reactions to them based on these misconceptions or challenges. These represent obstacles to successful response and intervention which keep the child in harm’s way and permit abuse to continue.

MODULE 3

Overview of Disabilities

This 85minute module provides legal and medical descriptions of various disabilities. It contains information on the effect of these disabilities on children’s lives. The various types of disability a child may have are categorized into six areas. A specific focus is on those disabilities that effect communication, cognitive skills and social interaction. Due to the fact that most responders to child abuse calls have not been given training in disability factors, including the culture of disability, and how to best interact with the child, this section provides both information and activities to help participants learn strategies and skills to work with a child with any type of disability.