Manual - ICASA
Module
12
GUIDE FOR FACILITATION
40-Hour Sexual Assault Crisis Intervention Training
Role of the Rape Crisis Center Worker
Module
12
MODULE 12:
ROLE OF THE RAPE CRISIS CENTER WORKER
LESSON PLAN
Gathering: Personal Mission (5 minutes) 12-2
Objectives (5 minutes) 12-3
Lecture: Roles, Rights and Responsibilities of Rape Crisis Center Workers
(15 minutes) 12-4
Activity: Small Group Discussions – Getting Started at Your Center
(1½ hours) 12-12
• Handouts: “Starter Kits (4)” 12-15
Group Review: Key Points (5 minutes) 12-68
Total Time: 2 Hours
|MODULE 12 – ROLE OF THE RAPE CRISIS CENTER WORKER |
|Gathering: Personal Mission |
Purpose: To focus participants on their role in the anti-rape movement and examine their personal goals as an agent for social change.
Time: 5 minutes
Instructions: 1. Explain the purpose of the Gathering.
2. Ask participants to take a moment and think about sexual violence in a social justice framework and write down their personal mission for joining the movement to end men’s violence against women.
3. Upon completion, participants may optionally share their mission, or may do so as part of the key concepts group review at the end of the module.
|MODULE 12 – ROLE OF THE RAPE CRISIS CENTER WORKER |
|Objectives |
Purpose: To identify module objectives to training participants.
Time: 5 minutes
Instructions: 1. Review the module objectives with participants.
2. Announce module objectives to participants.
At the end of this module, participants will be able to:
• Articulate the unique community services provided by rape crisis centers;
• Explain the roles, rights and responsibilities of rape crisis center workers; and
• Define their role and responsibilities specific to the discipline in which they volunteered and/or were hired to perform.
|MODULE 12 – ROLE OF THE RAPE CRISIS CENTER WORKER |
|Lecture: Roles, Rights, and Responsibilities of Rape Crisis Center Workers |
Purpose: To explain the roles, rights, and responsibilities of rape crisis center workers.
Time: 15 minutes
Instructions: 1. Explain the purpose of the presentation.
2. Use the outline provided on pages 12-5 through 12-11 of this module to educate participants on the roles, rights, and responsibilities of rape crisis center worker.
3. You may want to use the PowerPoint Presentation that accompanies this lecture. Direct participants to PowerPoint Handout: “Roles, Rights, and Responsibilities of Rape Crisis Center Workers” (located in the PowerPoint Section of Module 12 of the Crisis Intervention Manual)
HANDOUT:
• PowerPoint Presentation Handout: “Roles, Rights, and Responsibilities of Rape Crisis Center Workers” ((located in the PowerPoint Section of Module 12 of the Crisis Intervention Manual)
AUXILIARY
MATERIALS:
• PowerPoint Presentation: “Roles, Rights, and Responsibilities of Rape Crisis Center Workers”
LECTURE OUTLINE
ROLES, RIGHTS, AND RESPONSIBILITIES OF RAPE CRISIS CENTER WORKERS
[slide 1]
I. Overview of Services Provided by ICASA Centers [slide 2]
A. Primary goals of services
1. Promote safety for victims
2. Create an environment in which victims feel safe and empowered
3. Reduce the trauma experienced by victims
B. Services are victim-centered and trauma-based [slide 3]
1. Victim guides the process
2. Victim discloses only the information she feels is pertinent
• Different than traditional medical model
• Rape crisis center workers do not diagnose or direct the victim’s decisions
C. Rape crisis center workers are sensitive to all people of diverse populations [slide 4]
1. Includes, but not limited to people of any age, marital status, gender, education, sexual identity, cultures, race and ethnic backgrounds, religious or spiritual beliefs, socio-economic status, level of physical, mental or emotional functioning, residency, citizenship or immigration status, spoken language or means of communication, and HIV status
2. Rape crisis center workers recognize the system of privilege within our culture and the impact of oppression on those seeking services
D. Victim and rape crisis center worker work in partnership [slide 5]
1. To assess strengths and areas of concern
2. To develop and evaluate service goals in order to empower the victim
• Also differs from traditional medical model in which the provider may be considered the expert who will direct, treat and/or cure the victim
E. Services to significant others of a victim are also victim-centered and not counter to the interest and needs of the victim [slide 6]
II. Victim-Centered Code of Ethics for Rape Crisis Center Workers [slide 7]
A. Rape crisis center workers adhere to a feminist approach to sexual assault
1. Recognize the oppression of sexism creates a power imbalance
• To ensure this imbalance is not part of any victim’s first experience with a rape crisis center worker, first responders in the emergency room shall be female
2. Rape crisis center workers recognize rape as a consequence of social inequality, not a personal condition
3. Rape crisis center workers hold the perpetrator alone responsible for the sexual assault
4. Rape crisis center workers refrain from behaviors that communicate victim blame or doubt regarding the victim’s account of the crime, condemnation for past behavior or other judgmental, anti-victim sentiment
5. Rape crisis center workers acknowledge that, while suffering great harm, most victims can heal from sexual assault with access to appropriate support, education and resources
6. Rape crisis center workers value the role of peer support and the use of paraprofessionals
B. Rape crisis centers act as allies against the structure of privilege and oppression which supports sexual assault
1. Rape crisis center workers recognize that sexual assault derives from sexism, which is both a system of advantage and oppression interwoven with all other similar forms of oppression (racism, heterosexism, classism, ableism, etc.)
2. Rape crisis center workers respect the individuality of each person and advocate for the rights, dignity and worth of all people
3. Rape crisis center workers demonstrate an awareness and appreciation of differences among diverse populations served
4. Rape crisis center workers shall be aware of their own personal and professional beliefs and values that support and are supported by the structured system of cultural competence
• Rape crisis center workers shall be aware of how their own personal and professional beliefs and values may conflict with or accommodate their ability to meet the needs of a diverse population of victims served
5. Rape crisis center workers shall be aware of the effect of social policies and programs on diverse victim populations and shall advocate for and with clients whenever appropriate
6. Rape crisis center workers take action to dismantle the structured system of cultural oppression and eliminate all forms of injustice
C. Rape crisis center workers promote and protect the victim’s right to self-determination and autonomy [slide 8]
1. Rape crisis center workers follow the victim’s lead as she defines the issues to be addressed
2. Rape crisis center workers share all available options with victims and discuss possible outcomes of each
3. Rape crisis center workers involve victims in setting their own goals
4. Rape crisis workers respect the decisions and choices of victims
5. Rape crisis workers respect and promote victim rights, including but not limited to, the right to privacy and confidentiality
6. Rape crisis workers do not impose personal biases or preferences on the victim
D. Rape crisis center workers maintain a high standard of competence
1. Rape crisis workers adhere to ICASA Service Standards and requirements for credentials and training
2. Rape crisis workers ensure the victim receives services specific to her individual needs
3. Rape crisis workers maintain a holistic view of the person and recognize that some of her needs may be outside the scope of the center’s services
4. Rape crisis workers recognize the capabilities, specializations and limitations of the center and individual staff and making appropriate referrals as needed
5. Rape crisis workers keep up-to-date on the field of sexual assault and seek continuing education, professional development and personal growth
6. Rape crisis workers utilize supervision and consultation routinely and more often as needed
7. Rape crisis workers respect personal boundaries and avoid potentially harmful dual relationships
8. Rape crisis workers seek knowledge and understanding of the history, traditions, values, family systems and cultural expressions of diverse populations served
E. Rape crisis center workers demonstrate a high level of integrity [slide 9]
1. Rape crisis workers engage in honest, fair and respectful interactions with victims, their significant others, rape crisis center staff and allied professionals
2. Rape crisis workers demonstrate professional and ethical behavior
3. Rape crisis workers identify, disclose and resolve any perceived or actual conflict of interest
4. Rape crisis workers engage in routine self-assessment to seek to understand their own personal and professional values and beliefs and the potential impact of these values and beliefs on service provision
5. Rape crisis workers appreciate the importance of diverse identities in the lives of victims served
6. Rape crisis workers recognize the balance of power in relationship to victims and avoid exploitation of professional trust or engaging in a relationship that would compromise the worker’s professional objectivity or judgment
III. Confidentiality [slide 10]
A. Statute
1. Communication between the rape crisis counselor and the victim is confidential and protected by absolute privilege as defined by Illinois law, 735 ILCS 5/8-802.1(d)
B. Privacy
1. The center provides for confidentiality for all victim services
2. The victim and counselor/advocate have access to private space where services are provided
C. Training
1. Staff and volunteers of the center who have contact with victims and/or access to client records have completed 40 hours of sexual assault training prior to contact with victims or records
2. The training meets ICASA Service Standards
IV. Mandated Reporting [slide 11]
A. Child abuse and neglect
1. All center staff and volunteers are mandated reporters and must demonstrate compliance with the Abused and Neglected Child Reporting Act (ANCRA)
• Any suspected child abuse or neglect must be immediately reported to the Illinois Department of Children and Family Services statewide hotline or local office (1-800-25ABUSE)
• All phone reports must be confirmed in writing within 48 hours
B. Elder abuse
1. The center must report suspected abuse, neglect and exploitation of persons 60 and over who are unable to report for themselves.
• The reports, required by the Elder Abuse and Neglect Act (320 ILCS 20/1 et. seq.), must be made to the Illinois Department of Aging, Elder Abuse and Neglect Program. During the day, reports should be made to the Senior Helpline at 1-800-252-8966. During the evening and on weekends, reports should be made to 1-800-279-0400
• Reporters also may call designated elder abuse provider agencies at the local level
V. Fees for Services [slide 12]
A. Client policy fee
1. ICASA is committed to free services for sexual assault victims regardless of the victims’ ability to pay
2. ICASA centers will never charge victims for telephone counseling, medical and court advocacy services and any services for those under age 18
3. Financial status is not a factor in determining eligibility for service
• A client will not be denied services because of the inability to or choice not to pay
• A client who chooses not to pay will not be denied services
4. For in-person counseling, a sliding fee scale may be implemented after 10, free in-person counseling sessions have been provided
• Telephone counseling and medical and court advocacy will not be considered part of the 10 free sessions
5. Staff will approach the subject of pay without judgment and with great care for the victims’ perceptions and experience of the power imbalance
B. Fee for community service
1. A center may request an honorarium or fee from an organization or institution where it provides services
2. A center will not withhold any ICASA-funded services to a not-for-profit organization or government entity based solely upon that entity’s decision not to pay
C. Staff compensation
1. ICASA funds cannot be used to pay for center staff time if the staff member is paid a personal fee to provide the service during ICASA-funded time
VI. Services [slide 13]
A. 24-hour hotline or access to 24-hour telephone crisis intervention
B. Individual medical and criminal justice advocacy
C. In-person counseling
D. Education and activism
|MODULE 12 – ROLE OF THE RAPE CRISIS CENTER WORKER |
|Activity: Small Group Discussions – Getting Started at Your Center |
Purpose: To define the roles and responsibilities specific to individual disciplines and/or positions within rape crisis centers.
Time: 1 hour, 30 minutes
Instructions: 1. Prior to the activity, you will need to identify other
individuals (staff and volunteers) to serve as small group facilitators. Make sure that each facilitator has the appropriate starter kit to distribute to each member of their small group (depending upon their position with the center). These starter kits are available on pages 12-15 through 12-67 of this module and pages 12-1 through 12-51 in the Crisis Intervention Manual.
2. Explain the purpose of the activity.
3. Inform the group that they will be dividing into groups based on the specific discipline in which they will be performing at their center:
• Advocates
• Counselors
• Educators
• Managers
4. Introduce the pre-assigned small group facilitators to the entire group.
5. Explain that within each group, a starter kit will be distributed which breaks down the roles, tasks, documentation requirements, supervision expectation, etc. specific to that job and used to facilitate discussion within the group.
6. Provide a copy of the ICASA Service Standards for the small group discussion.
7. Identify the areas in which each group will meet and remind participants of exactly whom will be facilitating discussion and what discipline they will be covering.
8. Instruct participants to move to their appropriate group.
9. Small group facilitators:
A. Introduce yourself to a fuller extent to group.
B. Ask each group member to introduce themselves and which center they represent.
C. Distribute the starter kit.
D. Provide a brief synopsis of the kit and explain that it will be used as a tool to guide the discussion.
E. Emphasize that the information provided is specific to ICASA Service Standards. Additional policies and procedures adopted by local centers, but not required per ICASA service standards, are not included.
F. Encourage group members to ask questions and explain the process of how questions will be answered. This will be based on your personal preference. Should group members ask questions as they arise or should they write them down and ask at the conclusion of each section? Pick your method and inform the group prior to covering the material.
G. Use the kit to explain the specifics of their identified discipline. Your pace will depend on the group dynamic. If time is running short, change your approach to answering questions in an effort to cover the contents of the entire kit.
H. Make a note of any questions you are unable to answer, and follow-up through the on-site trainers or, if necessary, though individual contact.
I. Provide group members your contact information by offering business cards.
J. Conclude the discussion by welcoming them to the movement to end violence against women!
HANDOUT:
• Starter Kits (one each for counselors, advocates, managers and educators) on pages 12-15 through 12-67 of this module and on pages 12-1 through 12-51 of the Crisis Intervention Manual
AUXILLARY
Materials:
• ICASA Service Standards (available through ICASA at )
STARTER KIT
ICASA SEXUAL ASSAULT COUNSELOR
INTRODUCTION
Welcome to the anti-rape movement! Until ICASA’s mission of eliminating sexual violence in all its forms is realized, your role as a counselor is critical. You will create an atmosphere and relationship where the victim can heal from the trauma of sexual assault.
This kit provides a general overview of your position and provides guidance regarding:
• Your role
• Associated activities and tasks
• Orientation and supervision
• Guidelines for documentation
• Resources
WHAT IS MY ROLE?
Counselors in each ICASA center provide victim-centered, culturally competent counseling for adults and/or children of all diverse populations who are victims of sexual violence. Counseling services are grounded in a feminist philosophy where the focus for recovery is on restoring control to the victim, helping her identify and explore options, and supporting her right to make decisions and guide her own recovery. Attention is given to being respectful and effective in responding to all people of diverse populations.
Victim-centered, culturally competent counseling has an expressed goal of helping the survivor return to her level of functioning prior to the rape through re-empowerment and reconnection efforts. You will assist survivors in managing the emotional and physical impact of the sexual assault which is critical for healing. You will also provide information about the rape culture and the status of women in our culture as education serves a central function in the recovery process.
The victim-centered supportive counseling model used in ICASA rape crisis centers is primarily delivered in-person and can be in the form of individual, family and/or group counseling. An array of counseling services are available for survivors; however, no counseling services can be conducted electronically. Some services are required by ICASA; others are optional and are provided at each center’s discretion. It is important to know the counseling services your center offers and which you are expected to provide. A description of counseling services follows:
• Sexual Assault Crisis Intervention – available 24 hours with a stated function to restore a sense of equilibrium to the survivor through empathic listening; medical advocacy, criminal justice advocacy or information and referral. (Required)
• Non-client Crisis Intervention – providing crisis intervention counseling to someone who doesn’t want to be identified or become a client. The service is usually conducted via a hotline call after a prevention program, or with someone who walks in for services without a prior appointment. (Required)
• Sexual Assault Counseling – a short-term counseling process focused on supporting the victim’s recovery through listening, encouraging, validating, reflecting, giving resources and providing a safe counseling environment. Returning the victim to her level of functioning prior to the sexual assault is the goal. The counselor will address the emotional and physical changes resulting from the victim’s experience. (Required)
• Sexual Assault Therapy – usually a longer term counseling process seeking to help the victim gain insight into life patterns and coping mechanisms she has adopted overtime to deal with the trauma of her assault. As these coping mechanisms are no longer working for her, sexual assault therapy will promote healthy internal and external changes while incorporating the elements of sexual assault counseling. (Optional)
• Significant Other Consultation – with the consent of the victim, counseling staff may consult with non-offending parents and/or legal guardians of minor clients to build support for the victim or gather information regarding the victim’s progress. This service can also be used to address basic concerns of the significant other about sexual assault in general. (Optional)
• Victims With Inappropriate Sexual Behaviors – only programs that offer counseling to children have the option to provide these services. This service is intended to allow continuity of care by the rape crisis program to child victims under the age of 12 whom, while healing from the effects of sexual assault, exhibit behaviors that are sexually inappropriate. These behaviors can only be present for a short period of time and present minimal risk to other victims seeking sexual assault services at the center. A safety plan will be developed during this time with continuous review by the counselor and the clinical supervisor. (Optional)
WHAT WILL I DO ALL DAY?
As a counselor in a rape crisis center, your day typically consists of scheduled in-person counseling sessions. However, the probability of a crisis situation disruption in your daily schedule is a reality. And, although you may be scheduled for an eight-hour work day, a client in crisis can easily change your schedule and extend your day. Many counselors don’t work a 9-5 shift, as it is often necessary to have evening and sometimes weekend hours to accommodate clients’ availability and program events.
Several elements are involved in the counseling process and can occur daily:
• Screening and intake
• Service planning
• Service review
• Scheduling appointments
• No-shows and follow-up
• Off-site services
• Information and referral
Screening and Intake
Gathering information to determine if the sexual assault center is the most appropriate service provider based on the caller’s expressed need describes the screening and intake process. The goal is to ascertain the impact the sexual assault has had on the caller and offer assistance in the recovery process.
In some centers, screening and intake are the responsibility of a central person, usually the clinical supervisor. In other programs, all clinical staff may be responsible for screening and completing an intake on a new client. Three in-person sessions can be used to complete screening and intake. At the end of the process, the client will have reviewed and signed three forms:
• Rights to Confidentiality
• Complaint/grievance policy
• Client’s rights
It’s important to note that being a victim of sexual assault does not automatically qualify someone for sexual assault services. If a caller identifies herself as a survivor of sexual assault but is requesting only assistance with employment or some other issue not directly related to her sexual assault, you may need to refer her elsewhere.
Service Planning
While screening and intake may be the task of another staff member, service planning with the victim is the responsibility of the counselor assigned to the case.
Service planning is an individualized statement of short and/or long term goals, identified by the client. Strengths of the client must be included on the service plan along with strategies to reach the goals. ICASA Standards permit five in-person sessions with the client to complete the service plan; your center may require a shorter timeline. The service plan must adhere to the following:
• Language is understood by the client
• Goal statements will refer to the identified concerns, as stated by the client, and be expressed in behavioral terms
• It will link the concern to the goal
• It will describe the services to be provided ( i.e. individual counseling, victims with inappropriate behaviors), and by whom
Service Plan Review
Service review with the victim is also the responsibility of the counselor assigned to the case. This is the process of reviewing overall services including the service plan and making revisions based on feedback from the victim regarding expressed concerns, and goals and methods for reaching those goals.
Any revisions to the service plan must be documented on the service plan and, if reviewed with the client, documentation must also be noted in the progress note section of the client file. Service plan review will occur:
• Every 24 sessions or 180 days with the client
• Within 30 days of completing the intake during clinical supervision
• Every 90 days after the initial review
If the service plan is reviewed with someone other than the client and the clinical supervisor:
• The review must be requested by the client
• The client must be made aware of her confidentiality rights
• The client must sign a release of information form
Scheduling Appointments
The counselor is usually responsible for scheduling appointments for clients assigned to them. Some centers may require counselors to leave open time slots in their schedule so that other staff can schedule appointments for victims in crisis. Open time slots may also be used to respond to walk-ins (clients who present at the center requesting services without an appointment).
When scheduling an appointment, speaking to the client in person is preferred. You should never leave a message on an answering machine or with a family member unless you and the client have agreed to this. Using email or text messaging to set up an appointment should also be agreed upon between the counselor and the client before it is used. The possibility of a breach of confidentiality of statements made to rape crisis personnel must be discussed with the client if using electronic communication for contact. You should document the agreement in the progress notes section of the client file and on the intake/screening form.
Follow-up/No-shows
For reasons of their own, clients won’t always keep appointments. Some will notify you in advance to cancel an appointment; others simply won’t show up. It is your responsibility to reach out to clients who fail to keep an appointment.
Outreach efforts should always include speaking directly to the client. If using mutually agreed upon electronic communication, follow directions under “scheduling appointments.”
Additionally, you should know your center’s policy for sending correspondence through U.S. mail before attempting to contact a client by mail.
Off-site Services
To maintain a victim-centered response to clients, you may sometimes provide counseling services to survivors in other locations. Alternate locations must be private and confidential. Consider the following options as you identify off-site service locations.
• Client’s school
• Residential facilities
• Confinement facilities (e.g., county jail)
• Borrowed counseling space
• Mutually agreed upon safe space
If providing off-site services you must have the prior approval of your supervisor and someone at the center must know where you are.
Safety for the counselor and client is always a top priority when counseling off-site. You may not always be able to accommodate the client’s request for her preferred location for off-site services. Do your best to locate centralized, safe and confidential space as an alternative to your primary office site(s).
Information and Referral
Each ICASA center is responsible for being a source of information and referral for victims, significant others and the public on sexual assault and the availability of non-sexual assault services in the community. As a counselor, you will answer calls for information and referral.
Client Referral
At times, the center may cease being the most appropriate provider for an ongoing client. When this is the case, you will need to make a referral to another provider, being mindful of the victim-centered approach. A referral is offered when:
• The client requests closure and or referral to another counselor.
• The center determines its services are no longer appropriate for the client.
• There is mutual agreement that other services, in addition to those the center is providing, may be appropriate.
• The center services are no longer available.
• The counselor and clinical supervisor determine that the victim requires services which are above or beyond the scope of center staff education, training or experience.
• The counselor and clinical supervisor determine that the victim poses a safety risk in the center.
Closure of Services
Closing a client’s case file is inevitable. The process may take several sessions, and you must review any remaining barriers and plans for continued recovery with the client. Reasons for closing a case file can be any of the following:
• The client requests closure.
• The client and center mutually agree to closure.
• The center determines its services are no longer appropriate for the client.
• The center services are no longer available.
• The client does not return for services.
Individual centers determine the time frame for closing a case file when a client doesn’t return for services.
What If…..
• I have a client that won’t respond to my outreach efforts?
It is important to note that victims of sexual assault use counseling services in a manner that suits them. For some this may involve only a few, sometimes one, face-to-face contact.
To the extent that a victim’s decision to discontinue services at the rape crisis center is not based on dissatisfaction with how services were provided, it is not necessary to press a client for reasons she has decided to decline services.
• I have a client who offends my sensibilities?
Sexual assault services are about assisting the survivors and meeting her where she is. It is required that we provide her with our best services – those that are non-judgmental and victim-centered.
• I have a client who has a mental illness?
Being diagnosed with a mental illness doesn’t mean that a woman is not aware when things cause her harm or traumatize her. It’s important to remember that we are here to assist all victims of sexual assault with their recovery, without prejudice. If you are struggling with supporting a woman with a mental illness because of her connection with reality, consult with your supervisor. If a woman is unable to benefit from services because of her mental status a referral to a more appropriate agency may be necessary.
• I know that a client should have a clinical diagnosis?
As a counselor in a rape crisis center your job is to provide victim-centered, supportive counseling. Your sessions should focus on how her life has changed since the assault and what needs to happen to restore her to her level of functioning prior to the rape. While previous clinical experience and advanced education may serve you well as you support a women, it is not necessary or allowed to give her a clinical diagnosis to do that.
• I’m triggered by a client/ haven’t resolved my own issues of sexual trauma?
You have to take care of yourself if you want to help others. If memories of your experience emerge when working with a survivor and it interrupts your ability to focus on your client’s needs, you too should seek out someone you trust that you can talk to. Notify your supervisor of the situation and once you feel that you are able to fulfill your responsibilities as a counselor you should be able to return to your duties.
• I am the only sexual assault counselor available in my town for someone I know who seeks counseling?
You should expect that working in small town you will have or have had a relationship with someone requesting services. Assure the client that you will maintain her confidentiality, that the center is a safe place and that you will provide her with your best service. Develop strategies for when and if you run into each other in the community and abide by them. Notify your supervisor of the situation.
• I receive clinical reports from other providers about my client?
Only documents you create should be kept in a client’s file; these are the only papers you can speak to. While reading other reports may offer helpful information, it is not necessary or allowed to compile a history of social services a woman has or is receiving. You can give the document to the client, send it back to the provider or destroy it.
• I need additional training or skills building?
As a counselor, it is expected that you receive additional training within your first year of hire and continual ongoing professional training each year you are a counselor in the rape crisis center. Additionally, clinical supervision and clinical staff meetings are excellent forums to enhance your professional skills. Most programs have trade resources to grow your counseling skills and the ICASA library is stocked with resources to assist in your professional development. And, don’t forget the Internet!
• I received a request to release information on a client?
Whenever information about a client is released the client must be fully apprised of how this may affect her confidentiality. The discussion should clarify the reason for the release - you want to assure that records kept at the rape crisis center will meet the need of the agency requesting them. You should always have a client sign a release of information form from your center if she wants to share her records with others.
HOW DO I GET STARTED?
Know What is Expected
First, read your job description and/or letter of employment. Make sure you understand the expectations and priorities for your position and know how and when your supervisor(s) will assess your performance. Indicate any preferences you may have about how to receive feedback.
Get Acclimated to the Office
Tour the office and discuss access to the building. Ask your supervisor what role she/he will play in getting you familiar to your new position. Possible questions include:
• What services will I provide?
• What will my regular work hours be?
• Am I expected to work evenings/weekends/off site?
• How many cases will I have on my caseload?
• Will I be on call?
• What agencies do we work with/have networking agreements with?
• What forms will I use to document my work?
Get Acclimated to the Community
As a counselor you will be more effective if you know the key players in the communities you serve. Ask your supervisor to introduce you or tell you the names of the following people in each of the counties your center serves:
• School administrators
• DCFS investigators
• Child Advocacy Center staff
• Staff at other social service organizations, particularly those organizations to whom your clients may need referrals (e.g., domestic violence shelters, elder abuse programs, disabilities groups, sex trafficking/prostitution support groups, substance abuse programs)
Communication
Ask your supervisor for clarity regarding internal and external communication. Possible questions include:
• Who is my direct supervisor?
• Can I contact other staff and supervisors for information about my job?
• What is my e-mail address?
• Should I expect to receive business cards?
• If I have questions about agency policies and procedures, who should I ask?
• When and how often are staff meetings?
• Do we use electronic communication to correspond with clients?
• Do I contact my supervisor before making a mandated reporting call?
WHAT ABOUT ORIENTATION, SUPERVISION AND TRAINING?
Orientation
Before you begin your duties as a counselor, at a minimum you should receive a general overview of the day-to-day program operation, number of service hours you are expected to perform within a specific timeframe, clarity on job responsibilities and duties and introduction to existing staff. Additional information may be discussed during this time.
Clinical Supervision and Training
ICASA requirements state that all staff providing counseling of any sort are required to have specific hours of training, clinical supervision and ongoing training. For details see “Sexual Assault Crisis Intervention, Counseling and Therapy Education and Training Requirements for Staff and Volunteers”.
WHAT ABOUT DOCUMENTATION?
Proper documentation of services is a critical element of your role as a Counselor. It’s important for you to document the services you provide and that documentation is victim-centered, clear, concise and compliant with ICASA standards. You should expect to receive some basic training at your center regarding proper forms to use and language to include when documenting services.
The InfoNet is the electronic database used by ICASA centers to collect service data. You should receive a basic overview of how the InfoNet system works as well as what information you are required to collect, document and enter into the system. There are certain data elements that are collected uniformly by all ICASA centers (e.g., client data, community & institutional service data and service hours) and other information that may be collected specifically for your center’s use (e.g., household income, township).
InfoNet training is provided regularly by the Illinois Criminal Justice Information Authority (ICJIA). ICJIA and ICASA staff can provide technical assistance with InfoNet questions and held address problems with data entry.
Service Documentation
Basic Documentation – As a counselor you are required to document services provided to clients on ICASA approved forms. Forms should indicate:
• Name or client ID number
• Victim or significant other
• Gender, race, age (if known)
• Service(s) provided
• Date/time service(s) provided
• Amount of time
• Summary of contact
• Signature of worker
Centers must use the following ICASA approved forms:
• Screening and Intake
• Service Plan
• Contact Log
• Progress Notes
• Release of Information
• Evaluation of Services
• Crisis Intervention
• Closure Summary
All services conducted with and on behalf of an ongoing client must be documented in a progress note and on a client contact form. Only information directly relevant to the client’s immediate concerns and goals should be documented.
Progress notes must protect the victim’s rights, be culturally competent and victim-centered. At a minimum, service documentation/progress notes should include:
• Date and time of contact
• Services provided
• Hour(s) of service
• Signature or initials of worker
• Succinct summary addressing issues
Most centers hand write progress notes and other service documentation. If your center documents client services using a computer, that computer must be kept in a secure area and away from outsiders.
See ICASA’s “Guidelines for Rape Crisis Center Electronic Communications” for additional information on handling electronic communication.
Progress Notes Examples: Writing Them Right
Counseling Scenario #1:
A client talks about feeling guilty for not fighting off her attacker and blames herself for going to the bar on the bad side of town. She continues to question her complicity in the assault.
You write: 06/09/09 – individual counseling – 1.0 hour
Today the client was dealing with the emotional impact of her sexual assault. She expressed a desire for this counselor to help her make sense of what happened to her. We will continue to explore how and why rape happens, validate her emotions and affirm that rape is never the victim’s fault. Next session scheduled for 6/16/09 at 2:00 p.m.
Denyse Snyder, MA
Counseling Scenario #2:
During her session, client states that she needs to get back to work because she has used all the sick time she can without needing a doctor’s excuse. She is afraid to leave her house alone. She still hasn’t told any family or friends about the assault. She reports that she feels like she’s losing her mind and going crazy and wants to know if she will ever return to normal.
You write: 6/10/09 – individual – .75 hour
In today’s session we discussed the role of a support system in healing and getting one’s life back on track after rape. Strategies for returning to work next week were discussed. We also explored strategies to help her feel safe in her surroundings. Clarity about the emotional toll of rape trauma was discussed. Providing emotional support, coping strategies for addressing feelings regarding the rape, along with education about rape in our culture will continue. Next session scheduled for 6/17/09 at 2:00 p.m.
Denyse Snyder, MA
All client files are stored locked with access only to center personnel who is 40 hour trained and with a need to use the file.
Counselor/Advocate Records– Counselor and advocate records must be distinguishable, but may be retained in the same file.
Sexual Assault Crisis Intervention – All crisis intervention calls will be documented on an ICASA-approved crisis intervention form. Only information directly relevant to the callers’ immediate concerns and goals should be documented. If the caller is a current client of the center, a copy of the crisis intervention form should be placed in the client’s individual file. If the caller is requesting follow-up services, the screening process will be initiated.
Information and Referral – Each staff person/volunteer documents information and referral contacts, indicating the date, caller/client, information provided and the worker. Minimally, centers must offer two referrals when available.
Community health and resource fairs are also documented as information and referral unless public education presentations are provided.
Professional Training – Each staff person/volunteer documents the dates, venue, number of trainings provided, the number of participants, length of the session, contact person and topic for each training.
Institutional Advocacy – Each staff person/volunteer documents the date and length of each contact, name of institution, contact person, content summary and staff name.
Documentation of institutional advocacy contacts should indicate which entity was contacted (e.g., medical, criminal justice, social service, school).
Employee Documentation – Talk to your supervisor about the center’s policies and procedures for documentation of employee time sheets and travel vouchers. Specific forms are generally used. Be sure to get clear instructions on filling out the forms and when they are due.
WHAT SHOULD I LOOK FOR AT MY CENTER?
Center Resources:
• Phone extensions and numbers to rape crisis center staff
• Policy and Procedure Manual
• Organizational Chart
• Strategic Plan or components related to your job responsibilities
• List of Community Referrals
• Approved ICASA forms
ICASA Resources:
• ICASA Policy and Procedures Manual
• ICASA Web Site (, ask for the user ID and password)
• InfoNet Manual
• ICASA Personnel Guidelines (part of Policy and Procedure’s Manual)
• Crisis Intervention Resource Manual
• Confidentiality Counts
Other
• Trade Resources – articles, books, journals
• Internet Sites
AND FINALLY…
Boundaries with Clients
It is essential to maintain clear boundaries with clients. Boundaries protect the relationship with the client, ensuring it is not complicated by personal interaction or expectations. Establishing and maintaining boundaries with the client involves some concrete steps:
1. Respect the client’s time. Be on time for appointments and avoid rescheduling. Turn off your cell phone and mute the desk phone during session.
2. Check yourself; be certain that the things you say and do are victim-centered and directed toward the client’s needs and goals.
3. Do not give the client your home or cell phone number. Instruct clients to call the hotline or business line to contact you.
4. Do not initiate any type of social relationship with a client. Never engage in any flirtation or sexual relationship with a client.
If you are uncertain about whether you are maintaining appropriate boundaries with a client, ask your supervisor for feedback and guidance.
Boundaries with the Board of Directors
The Executive Director is the chief staff connection with the board of directors. Be certain that you understand your role in relation to the board and that you operate within the boundaries defined by your agency.
Boundaries with Others in the Community
As you become comfortable in your role and develop relationships with colleagues in the community, you need to be aware of and attentive to boundaries. You need to build rapport with others, such as police officers, prosecutors and school principals. However, even as you build positive, friendly relationships with allies in other agencies/institutions, you must remember that your priority is the survivor/agency you represent. You must exercise care not to protect relationships with allies at the victim’s or your agency’s expense. The balance is to preserve your collegial relationships while still asserting victims’ rights and interests. Do not let yourself be co-opted.
Self-Care
Hearing first hand accounts of sexual violence on a continuing basis can and will have an emotional toil on you. Self-care is a must! Pay attention to how well you are eating, sleeping, and exercising. Make it a priority to enjoy life by spending time with family, socializing with people not working in the sexual assault field, and indulging in the hobbies and activities you love.
General
• Your attire for work should be appropriate for the services you’re providing; however, you should always opt to dress professionally. If you’re just starting as a professional, some clients may use your age as a disqualifier of your ability to help them. Dressing professionally may help to overcome this barrier.
• You will wear less professional clothing if you and a client will be finger painting than if you are facilitating a family session. If the center dress code is not brought up during orientation or supervision, just ask.
• Your office should be welcoming and inviting for the diversity of clients you will see. Icons, objects, artwork in the counseling space should be indicative of the inclusiveness of all people at the rape crisis center. You must assure privacy and safety when counseling and the counseling space must be accessible to people with disabilities.
• Familiarize yourself with resources in your agency and community so that referrals are appropriate for the victims you serve.
• Victim-centered services are extended to child and youth victims as well as adults. Be sure to inform parents of minors about the philosophy of sharing information about a minor client’s counseling session.
• Unless a parent was involved in the sexual abuse of the child or failed to protect the child from the abuse once apprised of the situation, do nothing to imply blame to that parent.
• Being victim-centered doesn’t require you to address every issue a client brings up. You will always listen to a victim’s voice; but only provide those services you can ethically and professionally provide.
• Be prepared to interject tenets of the rape culture as you support survivors of sexual assault.
CONTACT INFORMATION
Call ICASA for help. If we can’t help, we’ll find someone who can. For specific information regarding counseling services please contact:
• Carrie Ward (cward@)
• Denyse Snyder (dsnyder@)
STARTER KIT
ICASA SEXUAL ASSAULT Advocate
INTRODUCTION
Welcome to the anti-rape movement! Until ICASA’s mission of eliminating sexual violence in all its forms is realized, your role as an advocate is critical.
Your role is to support individual victims in the medical and criminal justice systems and to represent the interests of individual victims in those systems. Your role is also to advocate for changes within a system or institution that will benefit all sexual assault victims.
This kit provides a general overview of your position and provides guidance regarding:
• Your role
• Associated activities and tasks
• Orientation and supervision
• Guidelines for documentation
• Resources
WHAT IS MY ROLE?
Medical Advocacy
Advocates provide 24-hour, in-person support and information to sexual assault victims at medical facilities. With the victim’s permission, you will stay with the victim throughout the medical exam and evidence collection process and provide follow-up services and referrals. You will represent and advance the needs, interests and requests of the victim. It is important to remember that your priority is the victim, rather than the medical personnel/facility.
When you arrive at the emergency department (ED) introduce yourself to ED staff and the victim. Tell the victim why you are there and how you can help. Ask her if she wants you to call family, friends, a significant other or arrange for transportation.
You will remain with the victim and provide information and support to her during the sexual assault exam and evidence collection process. Be certain to explain the rights of the victim to receive comprehensive emergency and follow-up medical care pursuant to the Sexual Assault Survivors Emergency Treatment Act (SASETA).
Before you leave the ED, ask the victim if someone from the rape crisis center can call her to follow up with her in the next two days. Be sure to get contact information.
Provide information and support to significant others who may arrive at the ED.
But what if . . .
• the victim is a minor?
o Treat her with the same care and compassion as an adult victim.
o Be aware that minors are entitled to consent to a number of important health care services without parental notice.
• police discover the victim has a criminal record?
o If necessary, remind law enforcement that the victim’s criminal record is not an immediate concern and that she still has the same rights as any other victim.
o If necessary, remind hospital staff that they are not required to give identifying information to law enforcement when they call to inform police that a sexual assault victim has presented at the hospital.
• hospital staff are not fully informed about the victim’s rights under SASETA?
o Take the opportunity to educate the hospital staff.
o If the hospital is not signed up to access SASETA vouchers through the State of Illinois MEDI system, you can access information online at or call Kathy Prunty at the Department of Healthcare and Family Services: 217-782-3303.
Criminal Justice Advocacy
Advocates also provide 24-hour, in-person advocacy for sexual assault victims with police, state’s attorneys and the courts. In this role, you will provide the victim with emotional support and accompaniment throughout the criminal justice proceedings.
You will assist the victim with reporting to police and follow up with the prosecutor, talking to victims and their significant others about legal issues and options.
Make sure the victim knows that the prosecutor is the sole decision maker regarding prosecuting the case. The victim’s willingness to pursue charges is essential, but may not result in a prosecution.
As the case moves along, keep in touch with the police and state’s attorney’s office and keep the victim up-to-date on court dates and the status of the case. You will advocate with the police and prosecutor for the outcome the victim wants in an investigation or prosecution. Be informed and persuasive about why the police and prosecutor should investigate and file charges. Use every contact with law enforcement and the prosecutor as an opportunity to educate them about sexual violence, myths and facts, and the law.
But what if . . .
• a prosecutor refuses to charge a case?
o Set up and attend a meeting with the prosecutor and the victim and let the prosecutor explain to the victim why he or she will not prosecute the case. Come armed with prosecution rates for sexual assault/sexual abuse cases in that county.
• DCFS unfounds a case of obvious sexual abuse?
o The mandated reporter receives a notice from the State Central Register when a report is unfounded. The reporter then has 10 days to request a review of the investigation.
o If you have additional information that supports a reconsideration of the case, send it to the Administrator of the State Central Register.
o Unfounded reports of child sexual abuse are kept for three years. If the case remains unfounded after reconsideration, refer to the original report number when calling in any new instances of abuse to the hotline.
• the rape crisis center receives a subpoena for a client’s records?
o Find out what the client wants to do.
o Use the Confidentiality Counts training materials (see resources, page 11).
o If the client does not want to waive her rape crisis center privilege talk to your supervisor(s) and contact your center’s attorney.
o If you, your center, or the center’s attorney, need additional assistance, call Lyn Schollett, ICASA General Counsel.
• a client needs a personal attorney?
o Know your local resources.
o Know whether a legal aid organization exists in your community, what services they provide for low-income residents in low civil cases, and how long the waiting list might be.
o The local bar association may have an attorney referral service.
o Other people or organizations may give referrals.
o Develop a list of attorneys in your area who are willing to represent sexual assault victims in civil and/or criminal cases (e.g., child custody, divorce, resisting arrest, filing a false police report) and find out whether these attorneys will take cases on a pro bono or sliding fee basis.
o If you develop a list of attorney referrals, make sure you list at least three attorneys and let the client choose.
o For a criminal case against a client (e.g., filing a false police report), the client may qualify for a public defender.
General individual advocacy
You may provide advocacy with victims that is not specific to medical or criminal justice processes. This is called “general advocacy” and includes the following types of activity.
• Contact school personnel, social service agencies, civil attorneys, child protective services or other service providers on behalf of a victim.
• Conduct case coordination activities (case management) (provided upon the clients’ request and/or consent and signature on ICASA-approved release forms, if needed).
• Correspond with any of the aforementioned entities, on behalf of an individual victim.
Institutional advocacy
Beyond providing assistance to individual victims, you may have significant responsibility for working toward change in the systems/institutions that respond to victims. This is called “institutional advocacy” and may include activities listed below.
• Assist in the development of standard protocols for the medical and/or criminal justice systems, schools, employers, etc., to respond to victims
• Advocate for implementation of a system of vertical prosecution (the same prosecutor stays with the case from beginning to end and a knowledgeable prosecutor(s) is assigned to sex crimes cases) within the county
• Create a coordinated community-wide task force to develop policies and procedures that are sensitive to victims' needs and rights from the point of outcry through the end of a case
WHAT WILL I DO ALL DAY?
The role of the advocate is extensive and unique. Most likely, you will not work a regular 9-5 Monday through Friday work week because sexual assaults can occur 24/7. You may be on call and need to respond to a victim in the emergency room at midnight or attend a court hearing at 8 a.m. You may also need to meet with allies or clients outside normal work hours.
Your primary goal each day will be to provide support for victims and their significant others by providing criminal justice and medical advocacy. You will spend a great deal of time working with individual clients and working with others on behalf of these individuals.
Your success on behalf of individual victims is closely related to your success with the institutions in the community.
On an annual basis, each rape crisis center assesses existing or potential barriers in local institutions. Based on annual assessment, the center writes an annual plan for institutional advocacy. The plan includes strategies to promote equal access to services for culturally diverse populations. Ask your supervisor to share and review this plan with you. Make sure you understand your role in implementation of the plan.
Following is a description of some steps you can take to build positive relationships with key representatives of the institutions that respond to victims (e.g., emergency department personnel, police, prosecutors, etc.).
Build Bridges – The most effective rape crisis center advocates are the ones who build lasting relationships within their communities. When legal speed bumps occur in a sexual assault case or a victim needs additional resources beyond what a rape crisis center can provide, an effective advocate can draw on these relationships within the community. Approach relationship-building as a key element of effective advocacy.
A common mistake is to wait and react to negative events, rather than starting now to proactively build support for sexual assault victims. Here are a few general tips that can help you be proactive and effective from the outset.
Set Goals – Before doing anything else, determine what it is you want to accomplish (e.g., see more sexual assault cases prosecuted, build or repair relationships with law enforcement or prosecutors?) Consult your center’s institutional advocacy plan and work with your supervisor to set goals and identify strategies to accomplish them.
Work with Others – The most effective change occurs when people work together. Think about who has an interest in accomplishing the same goal. Who else can be part of your "advocacy team"?
• Your supervisor? Past clients?
• Other organizations in your community?
• Is there a group that already has similar goals that could work with you? (E.g., if you want to advocate for a local police department to change a policy, perhaps a prosecutor will join you in asking for this change.)
• Not only does working with others broaden your power base, it also spreads the work around!
Develop a Plan – Once you know what you want to accomplish, the next step is to decide how your "advocacy team" is going to achieve it.
• Do your homework – find out who the decision makers are who will influence the outcome you want to achieve. Learn the opposition — find out why others might oppose your goal.
• Decide how you will effect change. Think of the milestones that will help you reach your goal.
• Include representatives from the "advocacy team" in the planning process, either in the initial stages or before the plan in finalized. This will not only lead to a better plan, but it will also demonstrate your respect for your advocacy partners and will generate a higher level of commitment.
Develop Your Message – Before you can sway another person's opinion, you will need to have a clear, concise, convincing and consistent message. People are busy, so you must be able to make your case in only a few minutes. Answering the following questions will help you to develop your message:
• Who are you?
• What is your issue?
• Be specific and arm yourself with accurate statistics and facts (e.g., 1 in 10 cases of sexual assault reported to police in this county and referred to the state’s attorney have actually have been prosecuted in the past year – use InfoNet data to support your case).
• Why should they (your intended audience) care?
• What do you want them to do about it?
• Put your answers into a 3 – 4 sentences, no more. This should become the "core message" of all your communications - written or oral.
Present your issue in a way that shows how your issue is linked to their interests.
• Develop talking points that elaborate on your message.
• Consider how you will address the opposing arguments. The better you can articulate both sides of the argument and present responses to opposing arguments (often “rape myths”), the more credible your message will be.
Focus on Building Champions
• Champions are people who are in a position of influence, dedicated to a cause and knowledgeable about the issue. They can be a state’s attorney, police officer, DCFS investigator, or school principal.
• Building champions takes time. The payoff isn't immediate, but it is what works. Effective advocates have built champions within the system by:
o Spending time getting to know the decision makers
o Learning about the decision makers’ interests and background
o Serving as a resource to policymakers
o Identifying decision makers who have a particular passion or connection to the cause
o Building trust and rapport
Adapted from the Parents as Teachers National Center, Inc. Advocacy Guide:
HOW DO I GET STARTED?
Know What is Expected
First, read your job description and/or letter of employment. Make sure you understand the expectations and priorities for your position and know how and when your supervisor(s) will assess your performance. Indicate any preferences you may have about how to receive feedback.
Get Acclimated to the Office
Tour the office and discuss access to the building. Ask your supervisor what role she/he will play in getting you familiar to your new position. Possible questions include:
• What services will I provide?
• What will my regular work hours be?
• Am I expected to work evenings/weekends/off site?
• How many cases will I have on my caseload?
• Will I be on call?
• What agencies do we work with/have networking agreements with?
• What forms will I use to document my work?
Get Acclimated to the Community
As an advocate you will be most effective if you get to know all of the key players in the communities you serve. As soon as possible after starting the job, you should introduce yourself to, or ask your supervisor to introduce you to, the following people in each of the counties your center serves:
• Law enforcement detectives and supervisors
• State’s attorneys, especially sexual assault prosecutors and victim-witness coordinators
• School administrators
• DCFS investigators
• Child Advocacy Center staff
• Staff at other social service organizations, particularly those organizations to whom your clients may need referrals (e.g., domestic violence shelters, elder abuse programs, disabilities groups, sex trafficking/prostitution support groups)
Communication
Ask your supervisor for clarity regarding internal and external communication. Possible questions include:
• Who is my direct supervisor?
• Can I contact other staff and supervisors for information about my job?
• What is my e-mail address?
• Should I expect to receive business cards?
• If I have questions about agency policies and procedures, who should I ask?
• When and how often are staff meetings?
• Do we use electronic communication to correspond with clients?
• Do I contact my supervisor before making a mandated report?
What About Orientation, Supervision and training?
Orientation and supervision are necessary important components of your training. Your supervisor and/or staff members should show you around the office, show you where important forms, publications and records are kept, and help you become acclimated to your new surroundings. If you have questions about the daily operations of the center and the larger community, just ask. If your supervisor does not schedule regular meetings with you, ask for meetings, either on a scheduled or as-needed basis to make sure you have the guidance you need to be successful.
Staff and volunteers providing sexual assault crisis intervention are required to complete 40 hours of training on sexual assault, sexual abuse and sexual harassment prior to providing client services.
ICASA’s training standards require advocates to complete a minimum of six hours per year of continuing education; at least two of the six hours of continuing education must be directly related to child and family issues. Centers may have additional training standards.
WHAT ABOUT DOCUMENTATION?
Proper documentation of services is a critical element of your role as an advocate. It’s important for you to document the services you provide and ensure that documentation is victim-centered, clear, concise and compliant with ICASA standards. You should expect to receive some basic training at your center regarding proper forms to use and language to include when documenting services.
The InfoNet is the electronic database used by ICASA centers to collect service data. You should receive a basic overview of how the InfoNet system works as well as what information you are required to collect, document and enter into the system. There are certain data elements that are collected uniformly by all ICASA centers (e.g., client data, community & institutional service data and service hours) and other information that may be collected specifically for your center’s use (e.g., household income, township).
InfoNet training is provided regularly by the Illinois Criminal Justice Information Authority (ICJIA). ICJIA and ICASA staff can provide technical assistance with InfoNet questions and held address problems with data entry.
Service Documentation
Basic Documentation – The center documents all services provided to clients. Minimally the center has one form to document contact with a victim or significant other who has used a service. This form indicates:
• Name or client ID number
• Victim or significant other
• Gender, race, age (if known)
• Service(s) provided
• Date/time service(s) provided
• Amount of time
• Summary of contact
• Signature of worker
For clients who receive services more than once, the center documents each contact. Minimally this includes:
• Date and time of contact
• Service(s) provided
• Hour(s) of service
• Summary of actions, referrals, follow-up required, etc.
• Signature or initial of worker
When documenting client services, care must be taken to ensure victims’ rights are protected and that all documentation is victim-centered and culturally competent. Records should be documented in a consistent manner regardless of a victim’s race, ethnicity, gender identity, or other diversity factors and must not include rape crisis workers’ personal judgment or opinions.
Counselor/Advocate Records – Counselor and advocate records must be distinguishable, but may be retained in the same file.
Confidentiality Form – Upon first contact with the center, adult clients are informed about confidentiality. Within three in-person contacts, one of the ICASA approved confidentiality forms, ("Your Right to Confidentiality" or "Explanation of Your Rights to Confidentiality") must be signed and filed with the client's other records. If a victim consents to a release of information, ICASA's form entitled "Authorization and Consent for Release of Information" must be signed and filed in the client's records.
Locked Files – All client records are kept in locked files with access limited to center personnel with 40-hours of training who have a need to use the file for service delivery or record keeping (including data entry, record distribution, etc.).
Sexual Assault Crisis Intervention – All crisis intervention calls will be documented on an ICASA-approved crisis intervention form. Only information directly relevant to the callers’ immediate concerns and goals should be documented. If the caller is a current client of the center, a copy of the crisis intervention form should be placed in the client’s individual file. If the caller is requesting follow-up services, the screening process will be initiated.
Information and Referral – Each staff person/volunteer documents information and referral contacts, indicating the date, caller/client, information provided and the worker. Minimally, centers must offer two referrals when available.
Community health and resource fairs are also documented as information and referral unless public education presentations are provided.
Professional Training – Each staff person/volunteer documents the dates, venue, number of trainings provided, the number of participants, length of the session, contact person and topic for each training.
Institutional Advocacy – Each staff person/volunteer documents the date and length of each contact, name of institution, contact person, content summary and staff name.
Documentation of institutional advocacy contacts should indicate which entity was contacted (e.g., medical, criminal justice, social service, school).
Employee Documentation
Talk to your supervisor about the center’s policies and procedures for documentation of employee time sheets and travel vouchers. Specific forms are generally used. Be sure to get clear instructions on filling out the forms and when they are due.
What Should I look for at my center?
Once you begin work as a sexual assault advocate, additional resources are available to assist you. As part of your orientation, you should locate and review each of these.
Center Resources:
• Phone extensions and numbers to rape crisis center staff
• Policy and Procedure Manual
• Organizational Chart
• Strategic Plan or components related to your job responsibilities
• List of Community Resources
• Approved ICASA forms
General ICASA Resources:
• ICASA Policy and Procedures Manual
• ICASA Web Site (, ask for the user ID and password)
• InfoNet Manual
• ICASA Personnel Guidelines (part of Policy and Procedure’s Manual)
• Crisis Intervention Resource Manual
ICASA Advocacy Resources:
• ICASA Advocacy Manual
• Confidentiality Counts Training Materials (, Member Services).
• Handbook of Policies and Procedures: Safeguarding Confidentiality in Rape Crisis Services (ICASA, June 1993). (hard copy only – not on Web site)
• Guide to Preserving Confidentiality in Illinois: The Sexual Assault victim’s Right to Privacy (ICASA, August 1995). (hard copy only – not on Web site)
• A Guide To Civil Lawsuits: Practical Considerations for Survivors of Rape and Childhood Sexual Abuse (ICASA 2007).
(hard copy only – not on Web site)
• Illinois Sex Crimes Statutes of Limitations Guide and accompanying charts (ICASA, July 2007).
• Pro Bono Packet (materials for lawyers who represent centers) (Member Services section of the Web site).
ICASA Legal Resources:
The ICASA Web site also includes links to current and pending key sexual assault-related legislation, as well as forms and other legal information. Go to the ICASA Web site and familiarize yourself with information and resources for:
• The Law Book (ICASA, March 2007). This definitive guide to sexual assault-related laws in Illinois should travel with you everywhere. The Law Book (a.k.a., Blue Book) is updated approximately every two years.
• Civil No Contact Order Act
• SASETA (Act, information and resources)
• Crime Victim Compensation Act (Act, links to forms and documents)
• Illinois Criminal Court Process Charts are available on the Web site, and were created to help walk victims through the steps of having a misdemeanor or felony crime prosecuted in Illinois.
Outside Resources:
Below are descriptions of key resources produced by other organizations that are frequently used by sexual assault victims and advocates.
Employment Rights
• The Victims Economic Security and Safety Act (VESSA) (employment rights in Illinois) (Act, manual, overview): .
Housing
• Safe Homes Act (link to information and forms to help sexual assault victims with housing issues: /advocacy/women-and-family/safe-homes-act
AIDS/HIV
• AIDS Foundation of Chicago: home/index.php
Mandated Reporting for Child Abuse
• Manual for Mandated Reporters (DCFS, Rev.Ed. Jan. 2008): state.il.us/DCFS/docs/Mandated.pdf
Minors’ Rights
• Illinois Caucus for Adolescent Health:
Sexual Assault Nurse Examiners (SANES)
• Sexual Assault Nurse Examiner information: Illinois Office of the Attorney General: victims/sane.html
• Sexual Assault Nurse Examiner – Sexual Assault Response Team: sane-
People with Disabilities
• Reporting and Investigating Abuse and Neglect in Illinois
(Equip for Equality): publications/aiu_handbook.pdf.
Elder Abuse
• Reporting Elder Abuse: What Professionals Need to Know (Illinois Department on Aging, November 2005)
state.il.us/aging/1news_pubs/publications/ea-prof_book.pdf
AND FINALLY…
Boundaries with Clients
It is essential to maintain clear boundaries with clients. Boundaries protect the relationship with the client, ensuring it is not complicated by personal interaction or expectations. Establishing and maintaining boundaries with the client involves some concrete steps:
1. Respect the client’s time. Be on time for appointments and avoid rescheduling. Turn off your cell phone and mute the desk phone during session.
2. Check yourself; be certain that the things you say and do are victim-centered and directed toward the client’s needs and goals.
3. Do not give the client your home or cell phone number. Instruct clients to call the hotline or business line to contact you.
4. Do not initiate any type of social relationship with a client. Never engage in any flirtation or sexual relationship with a client.
If you are uncertain about whether you are maintaining appropriate boundaries with a client, ask your supervisor for feedback and guidance.
Boundaries with the Board of Directors
The Executive Director is the chief staff connection with the board of directors. Be certain that you understand your role in relation to the board and that you operate within the boundaries defined by your agency.
Boundaries with Others in the Community
As you become comfortable in your role and develop relationships with colleagues in the community, you need to be aware of and attentive to boundaries. You need to build rapport with others, such as police officers, prosecutors and school principals. However, even as you build positive, friendly relationships with allies in other agencies/institutions, you must remember that your priority is the survivor/agency you represent. You must exercise care not to protect relationships with allies at the victim’s or your agency’s expense. The balance is to preserve your collegial relationships while still asserting victims’ rights and interests. Do not let yourself be co-opted.
Self-Care
Hearing first hand accounts of sexual violence on a continuing basis can and will have an emotional toll on you. Self-care is a must! Pay attention to how well you are eating, sleeping, and exercising. Make it a priority to enjoy life by spending time with family, socializing with people not working in the sexual assault field, and indulging in the hobbies and activities you love.
General
• Your attire for work should be appropriate for the services you are providing; however, you should always opt to dress professionally. If you’re just starting as a professional, some clients may use your age as a disqualifier of your ability to help them. Dressing professionally may help to overcome that barrier.
• If you are training volunteers, business casual attire should be fine, but ask your supervisor. If you are training prosecutors, police, judges or hospital personnel, business attire is a must!
• If the center dress code is not brought up during orientation or supervision, just ask.
• Your office should be welcoming and inviting for the diversity of clients you will see. Icons, objects, artwork in your office should be indicative of the inclusiveness of all people at the rape crisis center. You must assure privacy and safety when providing advocacy and the office where you meet clients must be accessible to people with disabilities.
• Familiarize yourself with resources in your agency and community so that referrals are appropriate for the victims you serve.
• Victim-centered services are extended to child and youth victims as well as adults. Be sure to inform parents of minors about the philosophy of sharing information about a minor client’s services.
• Unless a parent was involved in the sexual abuse of the child or failed to protect the child from the abuse once apprised of the situation, do nothing to imply blame to that parent.
• Being victim-centered doesn’t require you to address every issue a client brings up. You will always listen to a victims’ voice; but only afford those services you can ethically and professionally provide.
• Be prepared to challenge tenets of the rape culture as you support victims of sexual assault.
CONTACT INFORMATION
Call ICASA for help. If we can’t help, we’ll find someone who can. For specific information regarding advocacy issues please contact:
• Lyn Schollett (lscholl@)
• Libby Shawgo (lshawgo@)
STARTER KIT
ICASA SEXUAL ASSAULT MANAGER/DIRECTOR
INTRODUCTION
Welcome to the anti-rape movement. As a manager, your role is integral in achieving ICASA’s mission to eliminate sexual assault. By managing a rape crisis center you will serve as an agent for social change in your community.
This kit provides a general overview of your position and provides guidance regarding:
• Your role
• Associated activities and tasks
• Orientation and supervision
• Guidelines for documentation
• Resources
WHAT IS MY ROLE?
As the agency or program manager, you have several key roles. While the role of a manager varies with the position (e.g., Executive Director versus Program Manager) and the type of agency (e.g., single service or multi-service), managers generally have some level of involvement in six key areas: governance, leadership, community relations, program management, financial management and personnel management. This guide focuses primarily on the role of executive director. If you are a Program Manager or supervisor consult with your supervisor (presumably the Executive Director) regarding how to adapt this material for your role.
The variety of roles you play as a manager requires a broad range of knowledge and skills and can be daunting. Yet, in many areas of the job, you will have assistance and will be working with staff who have primary responsibility for the work. For example, you will probably have a fiscal officer/accountant/bookkeeper who will do the daily work of fiscal management. Your role is to understand the big picture associated with their work. You will need to delegate, know the questions to ask your staff and make use of their knowledge and work on behalf of the entire agency.
A brief description of each area of responsibility follows.
Governance – Your link to the agency’s governance is through your relationship with the agency board of directors. This role will vary considerably depending on: 1) whether you are the Executive Director or Program Manager and 2) whether you work in a single service or multi-service agency. Regardless of which role you are in, working with the board requires that you understand its role, the way it operates and the board “culture.”
Management/board relationships are quite variable from agency to agency. Your board was there before you, and you will need to observe and listen to discern how they expect to relate to you. Once you have a handle on their values/practices, you can begin to assert yourself within the culture. Through a process of building relationships and rapport and showing them what you can (and want) to do, you will negotiate your role in relation to the board. Some managers are leaders on the board, and initiate agendas, projects and direction of the board. Others have more of a mutual leadership style. Still others take direction from the board and exercise little independent discretion. Decide which way you want to relate to the board, and build the relationships that help you get there.
Leadership – As the agency leader, you will ensure that staff, board and volunteers are aware of the agency vision, mission/purpose, goals and strategies. In addition to promoting agency-wide awareness of vision, mission and goals, you are the coach who will guide the agency toward accomplishment of its work. You ensure that program and financial planning occurs and direct others toward fulfillment of agreed upon plans. When others are discouraged, you inspire. When you all hit a rough spot (or a wall), your words and tone help maintain morale. When you are straying from mission or decide that current strategies are ineffective, you direct any change in course.
Community Relations – As director you are the community relations agent for your agency (if Program Manager, you are the ambassador for the rape crisis program to the larger agency and the community). In this role, you build relationships with community allies, promote the agency to funders, units of government and others who interact on behalf of sexual assault victims. You are the one who cultivates relationships that may yield an immediate benefit or a benefit that is not yet tangible.
Success in this role requires patience, optimism, enthusiasm, some amount of charm and discretion. You have to be willing to speak up, represent the agency positively, advocate diplomatically, tolerate compromise and keep your eye on the long run outcomes.
Program Management – You will oversee all agency services, ensure compliance with contracts/standards and monitor progress toward goals/objectives/projections. Program management requires that you pay attention to the big picture (vision, strategic planning) and the details (funding contracts, service standards). In this role, you will ensure that the agency meets its own expectations for services as well as the expectations of funders and the community.
This work requires extensive knowledge of the agency’s services, all program requirements (internal and external), mechanisms for data collection and reporting and evaluation processes. As the person who signs contracts, you must be aware of the program requirements of each one you sign. Presumably you will have program staff who will work with you on this.
Financial Management – This includes ensuring the agency has an approved annual budget (preferably a balanced budget) and that it operates within the budget. As previously referenced, you will probably have a fiscal staff person who manages agency funding on a daily basis. Your role is to understand the agency’s financial status and manage the budget accordingly. This includes knowing the agency income sources, expenditures and fiscal policies. As with signing contracts, your signature on a check implies approval of the transaction. Pay attention to each one.
To be successful in this role, you need to understand financial statements and an audit. If you need training, find it. When you don’t know, you need to ask. If you don’t understand the information presented, keep asking.
In addition to managing the agency funds, your are in charge of revenue. You will write grants, cultivate funders and participate in fundraising. Fund development is a key board role. If your board does not participate (e.g., lead, plan, do) you will need to lead the board forward assuming that responsibility.
Personnel Management (also Human Resources) – This is a broad category of duties that includes staff hiring, supervision, training, evaluation, retention, remediation and termination of staff. The agency has personnel guidelines to help you with this aspect of your job. Review them.
The role of personnel manager is critical to agency health and functioning and will determine your success as a manager. If you have good staff (trustworthy, knowledgeable, motivated, accountable, productive, team-oriented) you will be able to do your job. If you don’t, you will struggle. You cannot pay too much attention to how individual staff members perform and to how they perform together.
Staff success becomes agency success and staff problems become agency problems. Do not procrastinate when faced with any staff issues. They don’t usually resolve themselves spontaneously. Be involved, provide regular supervision, listen, take action, resolve conflict promptly, praise readily. While it is important to give staff room to fail and feedback to improve performance, don’t hesitate to terminate staff who repeatedly fall short of expectations. Keeping them is a strong message to other staff that you will settle for mediocrity.
If your personnel guidelines are outdated or if you want feedback about them, call ICASA. If you ever need help with an employment issue, call ICASA. ICASA is your ally in addressing personnel issues.
Mentoring – Provide individual guidance for staff to maximize professional development and build leadership within the agency. You are the role model – the person others in the agency will look to for advice, help, and conflict resolution. They will model the way you dress, speak, and do your job. And you are in the privileged position of being able to teach them. Make time for group and individual meetings to share what you know, what you think, what you want from them. Help them set goals, evaluate accomplishments, self-critique. Use your opportunity to mentor or build leadership within your staff. Let them know their leadership does not threaten you. When used to build the staff team and the agency’s programs, it builds capacity within the agency and reinforces the agency’s internal and external capacity.
WHAT WILL I DO ALL DAY?
Because you have a role with ultimate (or immediate) authority and accountability, your schedule will be varied and will rarely fit within a 9-5 workday. You are the face and voice of the agency and the “go-to” person for all program and fiscal issues and concerns.
Primary Responsibility And Associated Tasks
You Will Think – Managers need to take some time to think. Set aside time alone every week to pause, gather your thoughts and consider what you are doing and why. Some focal questions to consider include:
• Do your priorities for the week (month, year) align with agency mission/goals/strategic plan?
• Does the way you are spending your time align with your priorities?
• Do you know what the staff is doing? Does staff work align with agency mission/goals/strategic plan/service projections? If you don’t know, what do you need to do to remedy this?
• Is any correction needed? Who needs to be involved in making any correction?
• What isn’t getting done? How do you fix this?
• Is everybody happy (enough)? Is the staff a team? Is the volunteer corp healthy? Is the board on board? If not, what is needed?
• Are you happy? Motivated? Informed? Engaged? If not, what would help? What resources are available to help you?
You Will Listen – You will listen to every stakeholder. Staff, board and volunteers will talk with you about every aspect of the agency, the services and the issue of sexual violence. Their thoughts, ideas, critiques, plans and dreams are vital information. You will also hear from community members who want or need something or who have something to give. Their input is a measure of your agency’s reputation, so pay careful attention. Be open to their ideas and critique. Listen to the news, your family, friends and neighbors, your faith community and mostly listen to victims.
You Will Talk – Prepare to speechify. When someone asks you to speak, say yes. You will regularly present brief talks on behalf of the agency. Some will be structured (e.g., grant presentation) and others less so (e.g., media interview). All are a chance to deliver a message about sexual violence and your agency. Prepare regularly. Ask staff to help you. Keep up with local and national news, research findings, cases in your agency, fiscal status of agency and your community. Know your talking points before you pick up the telephone or go to the training/meeting. Summon up your passion and stay on message.
You Will Meet – Since thinking, listening and talking are the core duties required of each of your roles, much of your time will be spent in meetings. You will meet with staff, board members, volunteers, funders, representatives of local agencies and members of the media and even agency clients.
One key to enjoying and benefiting from all these meetings is to know why you are in each one and to know what you want as a result. Some key reasons to meet follow.
Supervision – Staff need supervision. Some supervision (e.g., clinical supervision of counselors) may be delegated. Other supervision may be solely yours. Make time to meet individually with all staff you supervise. This can be done on a specific schedule (e.g., one hour every Monday) or more randomly. This decision will flow from your preference and the needs of each staff person.
Supervision should include a review of tasks and projects, status of each, discussion of questions and concerns identified by either of you, and your delegation of any new tasks with instructions regarding expected products and timelines.
Staff Meetings – It is useful to hold regular meeting of all staff. Use this time for tasks like scheduling, informing one another about projects and issues that each staff is engaged with and engaging the staff as a team. If staff meeting does nothing else, it should promote some sense of unity and connection. If at all possible, laugh (and share food) at every meeting.
Board Meetings – The board of directors for a rape crisis center typically meets 10-12 times per year, approximately monthly. You will attend each of these meetings. (Program Managers may or may not work directly with the board and its committees. Ask the Executive Director.)
In addition to board meetings, committees of the board will meet between board meetings. It is in your interest to participate in every committee meeting. You do not want the board to agree on plans and make decisions without your input (and guidance). Work with officers of the board and committee chairs to schedule meetings that satisfy your schedule as well as the schedules of the board members.
Beyond these meetings, you may want to meet with individual board members on a routine basis. For example, you may want to prepare an agenda with the board chair prior to each board meeting. You may want to meet with the treasurer and your fiscal staff person to prepare and revise the budget and to review financial statements, the audit, contracts and other key fiscal documents.
Funders – You will meet with funders when they invite you or when you initiate a meeting. In meetings with funders, you might present or defend a funding proposal; discuss new funds, your agency’s needs, a change you are requesting in your services contract or any other issue pertinent to your agency’s relationship with that funder.
ICASA is one of the funders, and we have a lot of meetings…all of them are fun and informative. You can choose to be the ICASA Governing Body delegate from your agency or designate a staff person to be your representative.
Community Agencies/Institutions – As Executive Director, you are the face of the agency; everyone needs to know your name. This includes: the mayor, chief of police, sheriff, prosecutors, judges, the superintendent of schools, faith leaders, directors of city and county agencies and directors of non-profit service agencies (e.g., domestic violence, child advocacy centers, youth services, disability service agencies, senior center, crisis nursery, etc.) and civic organizations (Junior League, Optimists, Kiwanis, VFW, etc.).
All of these community members are in a position to help victims of sexual violence and your agency. The more they see your agency as an ally, the more likely they are to help. You may meet with some of them individually and others in task forces, work groups or other collaborations. Treat each interaction as an opportunity to change misperceptions about rape, promote victim rights, promote services, secure referrals, and identify others who can provide adjunct services for victims.
Much of your work with other agencies is defined as institutional advocacy, the goal of which is to improve systems’ responses to sexual assault victims. When that is the purpose of the contact, remember to document it.
In some instances, other staff in your agency will have more regular contact with community members. For instance, your advocate will have regular contact with police and prosecutors, and the educators will be primary liaisons with schools. This is appropriate, but they need to know you are in charge.
For instance, when you have turnover, it is your role to personally introduce the new advocate to the police, sheriff and prosecutor. And, when they make a bad call (especially publicly), you need to be visible to them (call, visit) as your agency responds. Similarly, your educators will be in the schools each day, but the superintendent and principal need to know you are in charge of the education services and that you are accessible to them.
You Will Delegate – A large part of your work is to give work away. It is also critical that you recognize your limits – both in time and talent. Expect staff to do work that is within their area of responsibility. Call on them again to complete tasks that are in an area of interest or strength to them (e.g., writing a speech, creating an event flyer). Keep in mind that staff want important, meaningful work. They want to make contributions to the agency and develop new skills. Delegation gives them these opportunities. And it makes your job viable.
You Will Do – As a manager you will have a diverse range of tasks that are solely yours (e.g., think, talk, listen, meet, delegate). You will do all of them. And you will be back up to staff doing a range of tasks. You may have to fill in on the hotline, at the emergency department, or in a prevention education program. Your capacity to juggle tasks, be flexible, re-prioritize and produce under pressure are central to your success. Every time you take a hotline or on-call shift, remember it keeps you grounded in the core work and connects you to the knowledge base of your staff.
HOW DO I GET STARTED?
Know What is Expected
First, read your job description and/or letter of employment. Next, meet with the board chair and/or personnel chair/committee. Make certain you understand their expectations and priorities and know how and when they will assess your performance. Indicate any preferences you may have about how to receive feedback (praise, critique, correction). Ask about the discretion you have to make changes.
Get Acclimated to the Office
• Get a tour of the office. Learn where people are, where things are.
• Ask about office hours, staff structure, access to building (keys).
• Meet with the previous Executive Director/Program Manager, if possible. If not, meet with the board chair and or senior staff or office manager. Find out what you can about the agency’s overall status (financial health, program health, community relationships, etc.). Review current organizational chart.
• Meet with the staff. Get acquainted. Ask about what they want from you. Assess their morale, functioning as a team and needs.
• Review paper. Find out what is in your new office. Get a grip on these things first.
o Financial Status – Review most recent audit, current fiscal year budget, current fiscal year’s financial statements.
o Funders – Who are they? Assess the status of each grant/allocation (contract period, performance expectations, reporting requirements, imminent due dates).
o Organizational Chart/Job Descriptions – Learn who does what and who reports to whom.
o Personnel Policies/Guidelines – Know what they say and follow them. If they need to be changed, put that on your to do list.
o Community Contacts – Identify who you need to meet. Prioritize and call to introduce yourself and schedule meetings.
Get Acclimated to the Community
As the Executive Director you will be most effective if you get to know all of the key players in the communities you serve. As soon as possible after starting the job, you should introduce yourself to the following people in each of the counties your center serves:
• Mayor
• Leaders in the faith community
• Law enforcement: police chief(s), sheriff(s)
• State’s attorneys, especially sexual assault prosecutors and victim-witness coordinators
• School administrators
• DCFS regional administrator
• Child Advocacy Center Director
• Directors at other social service organizations, particularly those organizations to whom your clients may need referrals (e.g., domestic violence shelters, elder abuse programs, disabilities groups, sex trafficking/prostitution support groups)
Communication
Become familiar with agency protocol for internal and external communication.
• Who is my primary contact on the board?
• What is my e-mail address?
• Should I expect to receive business cards?
• If I have questions about agency policies and procedures, who should I ask?
• When and how often are staff meetings?
• Do we use electronic communication to correspond with board members, staff, volunteers, clients and others?
WHAT ABOUT ORIENTATION, SUPERVISION AND TRAINING?
Orientation – Your board may have a formal orientation process for you. Regardless of orientation provided by the board, the following steps will give you a good start on learning your new job.
• Meet regularly with your board contact (chair or personnel chair). Keep a list of questions and concerns. Get feedback.
• Read all the paper you found in your office.
• Read staff job descriptions to find out what they are supposed to do. Meet with each staff person to review how they do their work and how they feel about their jobs. Establish mutual expectations and schedule regular supervision.
• As you meet with community members, learn about community perception of the agency. Take notes.
• Attend ICASA’s New Manager’s Training.
Supervision – Use your meetings with the board chair and/or personnel chair/committee to get feedback and guidance. Ask for advice. Ask for approval for any changes you are considering. Listen to feedback and incorporate it into your work. Establish mutual expectations regarding how the board will supervise and evaluate you.
Training – Ask the board to support your participation in education that will help you with your job. For instance, if budget management and financial management is your weakness, find a workshop or a mentor.
Review ICASA training requirements for managers (page 5-54 and 5-55 of ICASA Policy and Procedures Manual).
First Year of Employment or Tenure as Governing Body Delegate – Managers at ICASA centers and each center’s Governing Body delegate must attend four hours of training provided by ICASA on anti-oppression and social justice issues during their first year of employment as manager/delegate. Training objectives will focus on anti-oppression issues and concerns, management strategies and communication techniques specific to managing rape crisis centers. ICASA will offer trainings multiple times throughout the year. Attendance at the 40-hour crisis-intervention training does not meet this requirement.
Managers are defined as Executive Directors at single service centers and Sexual Assault Program Directors at multi-service centers. Governing Body delegate refers to the center’s designated delegate for the fiscal year.
All ICASA Centers must have met this requirement in FY06. After FY06, policy applies to new managers and center Governing Body delegates only.
Annual Continuing Education - after the first year of employment, managers and Governing Body delegates must attend three hours of annual ICASA approved continuing education on anti-oppression and social justice. Continuing education may be provided by the rape crisis center, ICASA or another agency/organization. Training must specifically address anti-oppression and social justice issues.
Documentation – all training and continuing education must be documented and maintained on file at the center.
WHAT ABOUT DOCUMENTATION?
Oversight of all center documentation is one of your key responsibilities. Be aware of all documentation required for both internal and external uses.
Center Documentation – Your center has specific procedures and forms to document work time, travel and other expenditures. Be aware of required paperwork and ensure staff is too.
InfoNet – Find out how InfoNet data is entered, approved and submitted to funders. Who approves reports? Should you? Review data in comparison to annual service projections. Assess progress regularly, and give staff feedback (e.g., Wow! You are so productive! or Yikes! Are we forgetting to enter data or are we just not working?).
Client Services – Your role is to know what staff must document and to make sure it is happening. Spot check records. Print InfoNet reports by staff and check for back-up (or delegate this to a staff supervisor).
Community and Institutional Services – Ditto above. You also need to document any education and/or training you do as well as any institutional advocacy (e.g., meetings with local collaborations).
WHAT SHOULD I LOOK FOR AT MY CENTER?
Center Resources
• Institutional advocacy plan
• Education program plan
• Budget (current fiscal year)
• Audit (most recent)
• Financial statements (current fiscal year)
• Board meeting minutes from the past 12 months
• Staff meeting minutes, if they exist
ICASA Resources
• ICASA Policy and Procedures Manual
• ICASA Web Site (, ask for the user ID and password)
• InfoNet Manual
• ICASA Personnel Guidelines (part of Policy and Procedure’s Manual)
AND FINALLY…
Boundaries
In small agencies, people get to know each other well. This is good. However, you need to maintain sufficient boundaries at work to be effective as a supervisor and mentor to staff. You also need to establish clear boundaries with the board of directors. Ensure that your staff knows the boundaries you expect them to maintain with each other, board members and clients. Address boundary issues quickly and directly.
Boundaries with Clients
It is essential to maintain clear boundaries with clients. Boundaries protect the relationship with the client, ensuring it is not complicated by personal interaction or expectations. Establishing and maintaining boundaries with the client involves some concrete steps:
1. Respect the client’s time. Be on time for appointments and avoid rescheduling. Turn off your cell phone and mute the desk phone during session.
2. Check yourself; be certain that the things you say and do are victim-centered and directed toward the client’s needs and goals.
3. Do not give the client your home or cell phone number. Instruct clients to call the hotline or business line to contact you.
4. Do not initiate any type of social relationship with a client. Never engage in any flirtation or sexual relationship with a client.
If you are uncertain about whether your staff is maintaining appropriate boundaries with a client, provide supervision and direction.
Boundaries with Others in the Community
As you become comfortable in your role and develop relationships with colleagues in the community, you need to be aware of and attentive to boundaries. You need to build rapport with others, such as police officers, prosecutors and school principals. However, even as you build positive, friendly relationships with allies in other agencies/institutions, you must remember that your priority is the survivor/agency you represent. You must exercise care not to protect relationships with allies at the victim’s or your agency’s expense. The balance is to preserve your collegial relationships while still asserting victims’ rights and interests. Do not let yourself be co-opted.
Self-Care
The role of leader can be lonely. To sustain yourself, it is useful to find an ally outside of the agency who can be your sounding board and support.
Hearing first hand accounts of sexual violence on a continuing basis can and will have an emotional toil on you. Self-care is a must for both you and your staff. Pay attention to how well you are eating, sleeping, and exercising. Make it a priority to enjoy life by spending time with family, socializing with people not working in sexual assault, and indulging in the hobbies and activities you love. Engage staff to do the same.
General
• Ask questions. When you want information, ask for it. If you don’t understand it, ask more questions. Ask until you understand the answer.
• Don’t settle for “because we’ve always…”
• Listen, observe, think, plan, propose, revise, decide, do.
• Delegate and evaluate.
• Laugh. Bring a sense of humor to your office. Share it liberally.
• Use your leave time. Vacations and leisure days are critical for self-care and model self-care for the staff.
• Plan staff play days (or half days or hours) to build team connection and promote wellness.
CONTACT INFORMATION
Call ICASA for help. If we can’t help, we’ll find someone who can. For specific information regarding management issues please contact:
• Polly Poskin (pposkin@)
• Carol Corgan (ccorgan@)
• Lyn Schollett (lscholl@)
STARTER KIT
ICASA SEXUAL ASSAULT EDUCATOR
INTRODUCTION
Welcome to the anti-rape movement! As an educator, your role is integral in achieving ICASA’s mission to eliminate sexual assault. By conducting activities directed toward preventing sexual assault, you will serve as an agent for social change in your community.
This kit provides a general overview of your position and provides guidance regarding:
• Your role
• Associated activities and tasks
• Orientation and supervision
• Guidelines for documentation
• Resources
WHAT IS MY ROLE?
Educators conduct a wide range of activities directed toward social change and primary prevention of sexual assault. Primary prevention is defined as decreasing the incidence of a problem. In the instance of sexual assault, primary prevention efforts include preventing the offender from assaulting, and changing societal norms to decrease rape supportive attitudes.
The goals of these activities are to make individuals and communities aware of sexual violence in all its forms and to engage the community in both primary prevention and social change. Strategies to achieve these outcomes include education programs, awareness campaigns, and social activism.
Education Programs
Rape crisis centers provide education programs in a range of venues and audiences. Youth education programs primarily target day care, primary, middle and secondary schools as well as local colleges. After school programs, Boys and Girls Clubs, 4-H, Scouts, places of faith and other organizations that serve youth provide additional opportunities and venues for presenting programs. Programs for adult audiences may reach out to places of faith, PTA/PTO, and other community service clubs (e.g., Kiwanis, Shriner’s, Optimists, etc.). Training curriculum and handout materials are tailored for each audience.
Regardless of how it approaches prevention services, each rape crisis center is required to have an annual prevention plan (ICASA Policy and Procedures Manual, pp 5-34 – 5-35). This plan should indicate education priorities, outreach goals, strategies and an implementation plan.
Educators in each center are responsible for providing age and culture appropriate presentations to community groups on subjects of sexual violence including:
• Myths associated with its origins and perpetuation
• Prevention strategies
• The impact of sexual assault on the victim
• The needs of diverse populations of victims
• Sexual assault laws and policies
• The characteristics of offenders
Education programs are designed primarily to inform an audience, raise awareness, and promote change in attitudes and behavior regarding sexual violence and related issues.
The prevention plan should describe what the center plans to do to provide and expand education in the coming year. It may even list, either generally or in detail, venues for education services and curriculum to be used in each. Ask your supervisor to review this plan with you.
Awareness Promotion
Educators in each center will also aid in awareness promotion which includes a broad spectrum of activities aimed at the community in general rather than a particular audience gathered for a presentation. Such activities may include:
• Community health and resource fairs
• Distribution of flyers/leaflets in public venues
• Media activities
• Other strategies designed to reach the community at large with messages directed at increasing awareness of sexual violence and rape crisis services
Messages focus on sexual violence topics ranging from primary prevention to specific aspects of sexual violence or sexual violence services.
Social Justice Activism
Educators in each center will also be expected to participate in social justice activism which includes a wide variety of strategies directed at social change Strategies may be directed specifically at sexual violence or at the broad spectrum of oppressions that contribute to the perpetuation of sexual violence including protests and rallies (e.g., Take Back the Night, Walk a Mile in Her Shoes, Clothesline Project), task forces to engage the community in challenging oppression (e.g., community task force on racism), media activity (e.g., letters to the editor, opinion columns, press conferences) and other activist efforts to prevent and end sexual assault and oppression through changes in institutions, the community and the broader culture.
Educators play various roles in helping facilitate social justice activism. For example, April is Sexual Assault Awareness month and a time in which center’s focus on social justice activism. Your tasks may include organizing logistical details (e.g., obtaining necessary permits) for events as well as strategizing approaches to social justice activism since, within your role, you’re immersed in the community and, as such, gain a sense of its unmet needs and underserved populations.
WHAT WILL I DO ALL DAY?
The role of the educator is extensive and unique. A typical week of consecutive 9-5 days is unlikely, as adjusting your hours to accommodate evening and weekend programs, trainings, and/or events may be required.
Education and Community Awareness
You will spend your days on three primary tasks:
• Presenting education programs
• Finding new audiences for those programs
• Preparing your presentation materials
In addition to duties outlined above, educators may also participate in the development of annual community awareness and social justice plans which identify audiences the center plans to reach with educational programs, marketing strategies to reach those audiences and a tentative schedule of programs.
Associated tasks may include:
• Identifying service and outreach goals
• Conducting institutional advocacy with education venues and other organizations to promote inclusion of education programs in those institutions
• Seeking opportunities to sponsor or participate in social justice activities
• Conducting outreach to marginalized populations in the service area
• Performing outcome evaluation to assess the impact of community awareness and social justice activism services on individual participants and the community
Institutional Advocacy
Institutional advocacy is defined as working with systems (e.g., criminal justice, medical institutions, child protective services, schools and other institutions) on behalf of all sexual assault victims. Performing institutional advocacy is a part of your position as you are a representative to the agency in the community. Practicing behavior conducive to gaining allies is essential in your role as an educator to ending sexual violence.
Strategies to achieve this may include:
• Making personal contacts
• Using good social skills and extending hospitality
• Dressing appropriately
• Being professional and using diplomacy
• Avoiding unnecessary conflict
• Admitting your mistakes
• Being clear on your role
• Identifying what you are willing to do and following through
Prepare for Presentations
• Before presenting any program, it’s important to feel comfortable with the material. Practice any new program prior to presenting it as much as you can. Present it to coworkers. Ask for feedback. Confidence is key.
• Always have extra copies of materials and back-up copies of any audio visual materials used in the presentation.
• Plan ahead regarding audio-visual needs. Does the facility have a DVD/TV? If so, is it available for you to use? If not, what are your other options? Be ready to adapt your presentation on site should audio-visual difficulties arise.
• Know your audience. Make sure you know exactly who will comprise your audience and adapt programs and materials as needed. Also prepare to make on site adjustments in case your intended audience does not match the description provided by the institution.
• It’s important to know your expectations as an educator, especially when presenting programs within schools. Dynamics will vary and expectations will differ in every presentation. For example, will the classroom teacher be present during the presentation? Will you be providing educational programs as well as managing the classroom? Examining the documentation of past programs will provide valuable information as you prepare for this aspect of your program. For new programs, clear communication with the contact from the institution is critical in terms of expectations.
Respond to Disclosures
• Prepare strategies to address disclosures in all forms, from within the group during a presentation to individual disclosures following a program.
• Learn the mandated reporting procedure for each institution in which you present prior to your presentation.
• Know your space. Will there be a safe space to speak privately to individuals following presentations?
• Always remember your role as a sexual assault worker, to believe and validate, when responding to disclosures.
Debunk Myths
• Rape and violence are normalized in our culture. Prepare to be challenged by audience members about the topics in which you are presenting.
• The more ways you are equipped to address audience challenges, the better.
• It is important to remember that push-back from an individual may be an indicator of being touched personally by sexual assault in the past.
• Your strategies to address individual comments should serve to challenge the comment, not attack the individual. In doing so respectfully, you model ways of responding to confrontation in a manner that is non-violent.
• Moving on. Many times it’s best to ask individuals to “take what’s being said in the spirit in which it’s offered” and move on. Invite the specific individual to speak to you after the presentation if they desire.
Frame the Message
• Prepare to provide rape prevention education under the guise of Healthy Relationships, Anti-Bullying, Cybersafety, etc.
• Think of additional ways to frame the issue in remembering that violence occurs on a continuum as the more frameworks you have to address the issue, the more opportunities you will have to present programs. Rarely do institutions invite centers to present on the specific topic of rape.
HOW DO I GET STARTED?
Know What is Expected
First, read your job description and/or letter of employment. Make sure you understand the expectations and priorities for your position and know how and when your supervisor(s) will assess your performance. Indicate any preferences you may have about how to receive feedback.
Get Acclimated to the Office
Tour the office and discuss access to the building. Ask your supervisor what role she/he will play in getting you familiar to your new position. Possible questions include:
• What services will I provide?
• What will my regular work hours be?
• Am I expected to work evenings/weekends/off site?
• Will I be on call?
• What agencies do we work with/have networking agreements with?
• What forms will I use to document my work?
Get Acclimated to the Community
As an educator, developing and enhancing relationships with key players of the institutions in the communities you serve is essential. Ask your supervisor what role she/he will play in getting you acclimated to the community. Possible questions may include:
• How will I introduce myself to established contacts in the community?
• What upcoming programs are already scheduled?
• Is there a follow-up procedure to confirm already scheduled programs?
• Where can I find specific information about which programs I’ll be presenting to whom?
Communication
Ask your supervisor for clarity regarding internal and external communication. Possible questions include:
• Who is my direct supervisor?
• Can I contact other staff and supervisors for information about my job?
• What is my e-mail address?
• Should I expect to receive business cards?
• If I have questions about agency policies and procedures, who should I ask?
• When and how often are staff meetings?
• Do we use electronic communication to correspond with clients?
• Do I contact my supervisor before making a mandated reporting call?
What about orientation, supervision AND TRAINING?
Per Illinois state law, staff and volunteers providing Sexual Assault Crisis Intervention are required to complete 40 hours of training on sexual assault, sexual abuse and sexual harassment prior to providing client services.
The minimum requirements for orientation, supervision and ongoing training of educators, per ICASA Policy and Procedures, are outlined below.
Orientation
A review of your center’s current annual education and activism plan will take place within 60 days of hire. This will include:
• Examining curricula for the education program
• Examining documents associated with awareness campaigns for the previous year and plans for the current year
Supervision
Prior to conducting education programs, new educators will:
• Observe presentations representative of those that will be conducted
• Practice presentations representative of those that will be conducted
• Be observed by a supervisor at least once
Supervisors will observe the educator conducting an education program annually thereafter.
Ongoing Training
In addition to completing the 40-hour sexual assault crisis intervention training, educators must attend 12 hours of continuing education annually. Continuing education topics focus on sexual assault prevention programs and related issues, and/or public speaking skills. Attendance must be documented.
WHAT ABOUT DOCUMENTATION?
Educators may be responsible for the documentation of client services and community and institutional services.
The InfoNet is the electronic database used by ICASA centers to collect service data. You should receive a basic overview of how the InfoNet system works as well as what information you are required to collect, document and enter into the system. There are certain data elements that are collected uniformly by all ICASA centers (e.g., client data, community & institutional service data and service hours) and other information that may be collected specifically for your center’s use (e.g., household income, township).
InfoNet training is provided regularly by the Illinois Criminal Justice Information Authority (ICJIA). ICJIA and ICASA staff can provide technical assistance with InfoNet questions and held address problems with data entry.
Client Service
Performing crisis intervention within the context of presenting education programs is a likely occurrence.
Educators will be responsible for the documentation of sexual assault crisis intervention performed on an ICASA-approved crisis intervention form.
Proper documentation of services is a critical element of your role as an educator. It’s important for you to document the services you provide and that documentation is victim-centered, clear, concise and compliant with ICASA standards. You should expect to receive some basic training at your center regarding proper forms to use and language to include when documenting services.
Only information directly relevant to the individuals’ immediate concerns and goals should be documented. If the individual is a current client of the center, a copy of the crisis intervention form should be placed in the client’s individual file. If the individual is requesting follow-up services, the screening process will be initiated.
Community and Institutional Services
Educators will be responsible for the documentation of professional training, public education and information and referral services provided.
Professional training should be documented by noting:
• Dates
• Venue
• Number of trainings provided
• Number of participants
• Length of session
• Contact person
• Topic for each training
Public education documentation should also include the:
• Date
• Venue
• Number of presentations provided
• Number of participants
• Length of session
• Contact person
• Topic for each presentation
Unless public education presentations are provided, community health and resource fairs are documented as information and referral.
Information and referral documentation should include:
• Information and referral contacts
• Information provided
Center Documentation
Talk to your supervisor about the center’s policies and procedures for documentation of employee time sheets and travel vouchers. Specific forms are generally used. Be sure to get clear instructions on filling out the forms and when they are due.
What should I look for AT MY CENTER?
Center Resources
• Phone extensions and numbers to rape crisis center staff
• Policy and Procedure Manual
• Organizational Chart
• Strategic Plan or components related to your job responsibilities
• List of Community Resources
• Approved ICASA forms
ICASA Resources
• ICASA Policy and Procedures Manual
• ICASA Web Site (, ask for the user ID and password)
• InfoNet Manual
• ICASA Personnel Guidelines (part of Policy and Procedure’s Manual)
• Crisis Intervention Resource Manual
• Confidentiality Counts
ICASA Educator Resources
• Inside The Classroom (a kit which includes a variety of 6 programs which were evaluated as high-performing)
• ICASA’s Guide for Facilitation for the 40-hour sexual assault crisis intervention training (a manual which includes information on the fundamentals of facilitating training as well as several activities useful in preparing programs)
• Sexual Assault Myths DVD (short filmed clips developed to reinforce information surrounding the myths of sexual assault)
• The Committee for Children’s Steps to Respect and Second Step Curriculum
Program Documentation
• A copy of your center’s current education plan
• Per ICASA service standards, each center must have written education outlines and objectives for education programs presented to school-age audiences, civic organizations and faith-based groups utilizing evidence-based, culturally sensitive curricula, resource materials and teaching strategies appropriate for populations served, on file
Outside Resources
• For a comprehensive list of resources specific to sexual violence prevention education including curriculum, materials, activities, and research articles visit CALCASA’s PreventConnect website ()
AND FINALLY…
Boundaries with Clients
It is essential to maintain clear boundaries with clients. Boundaries protect the relationship with the client, ensuring it is not complicated by personal interaction or expectations. Establishing and maintaining boundaries with the client involves some concrete steps:
1. Respect the client’s time. Be on time for appointments and avoid rescheduling. Turn off your cell phone and mute the desk phone during session.
2. Check yourself; be certain that the things you say and do are victim-centered and directed toward the client’s needs and goals.
3. Do not give the client your home or cell phone number. Instruct clients to call the hotline or business line to contact you.
4. Do not initiate any type of social relationship with a client. Never engage in any flirtation or sexual relationship with a client.
If you are uncertain about whether you are maintaining appropriate boundaries with a client, ask your supervisor for feedback and guidance.
Boundaries with the Board of Directors
The Executive Director is the chief staff connection with the board of directors. Be certain that you understand your role in relation to the board and that you operate within the boundaries defined by your agency.
Boundaries with Others in the Community
As you become comfortable in your role and develop relationships with colleagues in the community, you need to be aware of and attentive to boundaries. You need to build rapport with others, such as police officers, prosecutors and school principals. However, even as you build positive, friendly relationships with allies in other agencies/institutions, you must remember that your priority is the survivor/agency you represent. You must exercise care not to protect relationships with allies at the victim’s or your agency’s expense. The balance is to preserve your collegial relationships while still asserting victims’ rights and interests. Do not let yourself be co-opted.
Self-Care
Hearing first hand accounts of sexual violence on a continuing basis can and will have an emotional toil on you. Self-care is a must! Pay attention to how well you are eating, sleeping, and exercising. Make it a priority to enjoy life by spending time with family, socializing with people not working in the sexual assault field, and indulging in the hobbies and activities you love.
General
• Educators are agency representatives in the community and as such, should dress professionally. If you’re conducting a prevention program with students, your attire can be casual, but never jeans! If you’re training faculty, civic organizations, participating in health fair, dressing casual or business attire is in order.
• Being victim-centered doesn’t require you to address every issue presented. You will always listen to a victims’ voice; but only afford those services you can ethically and professionally provide.
• Familiarize yourself with resources in your agency and community so that referrals are appropriate and current.
• Be prepared to inject tenets of rape culture and address victim-blaming in nearly every program you present.
CONTACT INFORMATION
Call ICASA for help. If we can’t help, we’ll find someone who can. For specific information regarding education services please contact:
• Sean Black (sblack@)
• Jesse Pierce (jpierce@)
|MODULE 12 – ROLE OF THE RAPE CRISIS CENTER WORKER |
|Group Review: Key Points |
Purpose: To reinforce module content and material.
Time: 5 minutes
Instructions: 1. Ask participants to identify the key points of this module of
the training.
2. Prompt the participants by asking specific questions and/or calling on individuals to share what they learned.
3. Review key points.
4. Following review, invite participants to share the personal mission they composed as part of the Gathering activity which began this module.
KEY POINTS: 1. The victim and the worker work in partnership in a victim-
centered model of service delivery. The victim guides the process in assessing strengths and developing service goals. The worker does not diagnose or direct the victim’s decisions.
2. You can use the Starter Kit(s) to give me direction on getting started in my new job.
3. You do not have to do this alone. There are resources and contact people available to help me.
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