Session 1 Introduction training - APAV PT · Note the various agreements on the flip-chart 3....

Basic Training ‘Children and Victim Support’ Czech Republic Trainer instructions Session 1

Session 1 Introduction training Session components

• Welcome and introduction participants • Short explanation about supporting children within Victim Support • Explanation of course objectives • Outline of course programme • Participants are split up in small groups and exchange information about experiences with

children and youngsters. Expectations for the training • This is brought before the whole group

Trainer instructions

1. Introduction. Introduce yourself and allow participants to introduce themselves: apart from name, also mention working experience within Victim Support

2. Split up participants into small groups and exchange information about experiences with children and youngsters as victims and expectations for the training. • Experiences whith children and youngsters as victims • Difficulties they had to cope with? • Expectations for the training? • Ask the participants to write down 1 question on a flip-chart (possibly 1 per person,

but certainly 1 per group) that they really want to be answered during the training. Flip-charts are displayed and are a leitmotiv during the whole training.

3. Explain objectives of Musas I and Musas II 4. Explain view of Victim support on supporting children and youngsters 5. Explaining training objectives and training program. You therefore return to the flip-charts

with the questions of the participants and explain which questions will certainly be answered during the training.

6. Handout training programme(If the handout has not been mailed previously) 7. Tell the participants they will receive a handout at the end of the training with background

information, along with a list of tips for parents and children.


Materials Text: notes on juveniles (see texts trainer file) Objectives training (see texts trainer file) Text Musas: history and future (see texts trainer file) Trainer programme Participants programme Flipchart and pens


Session 2: International and European legal framework. Theoretical

framework: definitions and principles for supporting children, victims and witnesses of crime

Session components Trainer input: International and European legal framework. Definitions

and principles for supporting children, victims and witnesses of crime Trainer instructions

Materials Texts session 2 Slides session 2

Basic training ‘Children and Vicitim Support’ Czech Republic Trainer Instruction Session 3

Session 3: Age range specific reactions of children after a shocking event. Session components Trainer input on the reactions of children after a shocking event,

specific to their age Trainer instruction Explain the reactions of children after a shocking event, specific to their age.

Emphasize that every child reacts to a shocking event in its own individual way, but that also specific common characteristics can be found in every age phase. Explain form bout which age it’s possible to speak with a child directly. Put attention on the fact that for young children (till 14) it is always important also to work with the parents.

Material Text trainer session 3 sheets session 3

Basic training ‘Children and Victim Support’ Czech Republic Trainer instruction Session 4

Session 4: Children’s and youngster’s healing process after a shocking event Session components Theoretical framework for the phases and tasks in the healing

process children and youngsters have to go through after a shocking event.

Theoretical framework for the factors that can influence the healing process.

Trainer instruction Explaining the theoretical framework for the phases in the healing process and for the tasks according to young children and youngsters. Explaining the factors that can influence the healing process of children and youngsters. Emphasize that a ‘good’ healing process for children and youngsters is based on trust and security. The reactions of the parents after a shocking event can have a great inluence on young children. It is therefore very important to point out to the participants that they not only have to check with the children how the children themselves reacted to the shocking event, but also how their parents reacted and how the children felt about their parents’ reaction(s). The parents’ reactions may influence the child’s healing process to a great extent and it is important that this reaction can be interpreted. Parents normally also react to an abnormal incident. Material Text trainer session 4a and 4b Sheets session 4


Session 5: How differently do children react to a shocking event? Session components Proposition game

Trainer input on the reactions of children after a shocking event

Trainer instruction

Different propostions belonging to different reactions of children to a shocking event

1. Participants form pairs, discuss the propositions and find answers. (15 min.) 2. Group discussions of the propositions and answers 3. This discussion helps to explain the theoretical framework 4. All the propositions have to be dealt with and these discussions will help to outline

the complete theoretical framework Material Text trainer session 5 Proposition game: sheet to be filled in by participants (Participant work sheet file session 5) Proposition game with answers for the trainer (Trainer work sheet file session 5)


Session 6 : Role play 1: telephone call Session components Role play in small groups The group decides on points of interest concerning a

conversation with a parent and the possible attention for a child

Trainer instruction

1. Split up the group in small groups of three persons 2. Give them their roles: Victim, Victim Support worker, observer 3. After the role play short discussion in the small groups 4. Discussion of the points of interest from the various groups in the large group 5. Decide with the group upon points of interest in the case of a conversation with a parent 6. List this points of interest on a flipchart

Material Story and roles for role play (trainer work sheet session 6 + participant work sheet session 6) Flipchart and pens


Session 7: Theoretical framework: different possibilities for supporting

children Session Components Make a list of the agreements made with the parent(s) at the

end of the phone call. Use this to arrive at the different possibilities when supporting children:

1. via the parent(s) 2. in a talk with parent(s) and child together 3. in a talk with the individual child

Points of interest concerning the various possibilities have to be passed on.

Trainer instruction

1. Make a list of the agreements made 2. Note the various agreements on the flip-chart 3. Arrive at the various possibilities in supporting children 4. Discuss possibilities 1 and 2 taking into account the tips 5. Tell the participants that they will receive the tips on paper at the end of the training.

Material Text trainer session 7 (1and 2) Flipchart and pens


Session 8 : Role play 2: conversation with parent and child at the office Session components Role play in small groups The group decides on points of interest concerning a

conversation with a parent and a child Trainer instruction

1. Split up the group in small groups of five persons 2. Give them their roles: Two Victim Support Workers, Ann, Casper, observer 3. After the role play short discussion in the small groups 4. Discussion of the points of interest from the various groups in the large group 5. Decide with the group upon points of interest in the case of a conversation with a child and a

parent 6. Go back to the list of points you put on a flipchart during session 5, add points if necessary

Material Story and roles for role play (trainer work sheet session 8 + participant work sheet session 8 Flipchart and pens Text trainer session 7


Sessie 9: Winding up the day – question time Session components Group discussion Trainer instruction Ask the group for their intial comments on that day and if they have still questions


Session 10 Introduction day 2

Session components Brief summary of the previous day Outline of the day programme Trainer instruction

1. Summarize the activities and contents of the previous day 2. Short presentation about the programme of the day

Material Programme participants day 2 Programme trainer day 2


Session 11: Arrive at tips for communicating with children by way of an

empathy exercise If there is not enough time this session can always been put out of the training. Session components Participants think about heir own childhood in order to come

up with a number of tips that may be important in contacts with children

Trainer instruction

1. Trainer asks participants what they think is important to make contact with a child. The answers are written on a flip-chart.

2. Empathy exercise: • Explaining the objective of the exercise to the participants • The participants can sit in a quiet spot in the room • Ask the participants to close their eyes • Instruct them to follow your directions • Ask the participants to open their eyes again • Ask the participants why they told their problem at that special person and what was

so special (they don’t have to tell what the problem was) • List the answers on a flipchart • Conclude with possible tips for contacting and supporting children (see text trainers

session 5) Material Instruction sheet for empathy exercise (trainer worksheet session 11) Flipchart and pen Text trainer session 7


Session 12: Role play 3: direct conversation with the child Session components Role play in small groups The group decides on points of interest concerning the first

contact with the child Points of interest are listed on a flysheet Points of interest are explained and completed Trainer instruction

1. Split up the group in small groups of three persons 2. Give them their roles: child, victim Support worker and observer 3. Give the obeservers their task 4. Play the role play about 15 minutes 5. After the role play, first let the two actors express their feelings during the role play 6. Let the observers comment 7. Decide with the group upon points of interest for the first contact with the child 8. List these points of interest on a flysheet 9. Explain the points of interest

Material Story and roles for role-play (trainer work sheet session 12 + participant work sheet session 12) Flipchart and pen Text trainer session 7 point 3


Session 13: Role play 4: Conversation with parent and child, after the conversation with the child This roleplay can always be replaced by a group discussion about this subject Session components Role play in small groups The group decides on points of interest concerning the first


1. Split up the group in small groups of four persons 2. Give them their roles: child, parent, Victim Support worker and observer 3. Give the obeservers their task 4. Play the role play about 15 minutes 5. After the role play, first let the two actors express their feelings during the role play 6. Let the observers comment 7. Decide with the group upon points of interest for the first contact with the child 8. List these points of interest on a flysheet 9. Explain the points of interest

If group discussion: After the conversation with Casper. Discuss with the group how they could bring the information to the parent. (see parent as parent, and parent also as a victim, keep balance between child and parent, respect them both) Material Story and roles for role-play (trainer work sheet session 13 + participant work sheet session 13) Flipchart and pen


Session 14: International and European legal framework. Right and guidelines

for supporting children, victims and witnesses of crime Session components International and European legal framework. Right and guidelines for

supporting children, victims and witnesses of crime by means of a case study

Trainer instruction Material Handout legal framework (Session 14) Text trainer legal framework (Session 14)


Session 15 : Short introduction on youngsters

Session components Short introduction on working with youngsters Trainer instruction

1. Ask participants to write down the first word that come in their mind if they hear the word

“youngster’ 2. Write the words down on a flipchart

Material Flipchart and pens


Session 16: Age range specific reactions of youngsters in general Session components Trainer input Trainer instructions 1. Trainer input on age range specific reactions of youngsters . 2. question time Material Texts trainer session 16 Slides session 16


Session 17: Specific reactions of youngsters after a shocking event Session components Case-study, discussion in small groups followed by plenary

Trainer input on the reactions of children after a shocking event

Trainer instruction

1. Participants form pairs, reading the case-study and writing down the specific

reactions of youngsters (15 min.) 2. Go through the case-study, participants give the answers. Answers are written

down on a flipchart 3. Trainer input on the reaction of youngsters after a shocking event

Material Worksheet trainer session 17 Worksheet participants session 17 Texts trainer session 17 Sheets session 17


Session 18 : Arriving to tips for communicating with youngsters Session components In small groups participants arriving to tips for communicating

with youngsters Trainer instruction

1. Divide the group in small groups of three persons 2. Every groups writes down a ‘top 3’of best tips 3. The participants bring the tips in the large group 4. Write down the tips on a flipchart

Material Flipchart and pens Texts trainer session 18


Session 19: Role play: conversation with a youngster Session components Role play with two participants (the trainer or an actor can

always play the role of the youngster) Two other participants observe The group decides on points of interest concerning the first


1. Ask two participants for the role play (if the trainer or an actor plays the child one participant is

needed to play the Victim Support worker) and two participants to be observer 2. Give them their roles 3. Give the obeservers their task 4. Play the role play about 10 minutes 5. After the role play, first let the two actors express their feelings during the role play 6. Let the observers comment 7. Decide with the group upon points of interest for the conversation with a youngster 8. List these points of interest on the flipchart with the tips 9. Explain the points of interest

Material Story and roles for role-play (trainer work sheet session 19 + participant work sheet session 19) Flipchart and pen


Session 20: What if…? Session components Part 1 What if… a youngsters react in this way , by means of short roleplays Part 2 Different situations are discussed in the large group, this way points of interest concerning the training are reviewed once again. For this part you also can use the questions of day 1 and make what if … situations of them. Trainer instruction Part 1

1. Everyone of the group gets one role: youngster, Victim Support worker, co Victim Support worker.

2. Different small role plays are played plenary. The VS-worker every time asks the same question, the youngster gives the reaction as given in his role and the VS-worker react, the co can help the VS-worker, after this reaction ask the group which other reactions could be possible and go further with the next situation.

3. Discussion of the points of interest in the large group 4. Ad the points of interest on the flipchart with the tips

Part 2

1. Trainer asks the participants for situations (If necessary trainer brings in own situations) 2. Also the questions given at the beginning of day 1 can be used 3. Situations are discussed in the large group


Material Worksheet trainer session 20 part 1 Worksheet participants session 20 part 1 Worksheet trainer session 20 part 2


Session 21: Question time Session components Round up (possibly lingering) questions of participants and

answer them if they refer to the basic training Trainer instruction

1. Review with the participants the questions of the first day and find out if they have been answered

2. Round up (possibly lingering) questions of participants 3. Answer the questions if they refer to the basic training, other questions are postponed 4. Inform the group who to go to with further questions

Material Flip-chart day 1 with questions from different small groups

Basic training ‘Children an Victim Support’ Czech Republic Trainer instruction Session 22

Session 22 Evaluation and conclusion Session components Participants evaluate training orally Filling in evaluation form Trainer instruction

1. Ask the group for their initial comments on the training 2. Hand out teh evaluation form and ask to fill in 3. Inform group of person to contact if they have any further questions 4. Give participants the handouts.

Material Evaluation (work sheet participants) Handout for the participants

Session 1 Introduction training - APAV PT · Note the various agreements on the flip-chart 3....

Documents

Transcript of Session 1 Introduction training - APAV PT · Note the various agreements on the flip-chart 3....