This victim awareness module was created with a number of goals in mind:

To facilitate thinking change.
To help clients become aware of how they victimize others which reduces the false view of themselves as good people.
To increase the self-disgust of clients thereby facilitating the desire and motivation for change.
To assist change agents in facilitating the cognitive group process.

The scope of the victim awareness module is specific, but adaptable.

The module was created with community based programming in mind.
Open-ended groups are suggested, but closed groups could also be conducted.
A group size of 8 to 12 members is recommended, but groups up to 20 could be facilitated with the module.
The module is designed to stand alone, but it is suggested that it be used as a compliment to programs with a Corrective Thinking, Domestic Violence, AODA and Cognitive focus.
Adult male or female offenders, batterers and/or drug abusers with at least a 5th grade reading and writing level is the intended focus group.

The module is based on a cognitive approach to therapy and utilizes the theory and principles developed by Stanton Samenow and Yochelson. The practical application of these principles has been developed by Hazelden in their Design For Living curricula and by Truthought Seminars. It is suggested that facilitators purchase curricula and/or attend cognitive training events offered by Truthought or Hazelden to become familiar with basic principles and practice of the corrective thinking approach to the change process. It is assumed that all group participants are offenders, batterers and/or drug abusers.

This module is designed to develop the cognitive skills of participants. Most of the groups in this module focus on developing the reasoning process of clients. When we ask clients to stop and think of who is hurt as a result of their actions, we are helping to interfere in the distorted thinking that allows continued victimization.

The approach in this module is one of self-discovery and not belittling or blaming. However, the group exercises are very specific and directive. Efforts should be made to keep the groups on task and not be manipulated by tactics used for diversion.

The victim awareness module is composed of two basic types of groups. One type focuses on victimization and the other on change. Victimization is identified through the use of Ripple Effect Charts and Victim Lists. Change is facilitated by learning and practicing deterrents to distorted or harmful thinking.

Group Format and Structure:

Each group has an identified goal, tools used during the group, handouts and assignments. It is important to review the group goal to determine the direction of the group and to assess how well the goal was attained.  These group materials are linked to this module on a single web page.  However, they are also accessible as individual web pages.

TOOLS: 
The group tools are items needed for the group, such as paper and chalk. Readings, such as the group description and serenity prayer are also considered group tools. Group tools included with the module are marked with a capital "T" and a number, such as T-1 and can be copied on light blue paper.

HANDOUTS: 
The handouts should be photocopied before the group begins to ensure enough copies for all group members. It is suggested that handouts be collected at the end of the group unless they will be used for assignments. This will help to avoid the constant reproduction of handouts that are used in multiple groups. Handouts are marked with a capital "H" and a number, such as H-1.

ASSIGNMENTS: 
Assignments are typically short and simple. More detailed assignments which expand on the group goal and lesson can be suggested by the facilitator. When expanding on the suggested assignments, it is important to write down and remember what was assigned since clients will lose interest in completing assignments if they are not held accountable for them. Since some clients will not do the assignments, the facilitator will need to decide how to handle incomplete work in advance. Clients should also be informed what the consequences of incomplete assignments will be in advance of the assignment. NEVER CREATE A CONSEQUENCE THAT WILL NOT BE FOLLOWED THROUGH WITH ACTION. Clients will begin to develop respect for the facilitator as promises are made and kept, but remember, respecting does not always mean liking. The goal is thinking change not rapport.

SUGGESTIONS: 
As stated previously, this module was designed for use in community based programs with open-ended groups. Participants can begin the victim awareness group process at different points during the module. It is suggested that a shortened version of 'Group 1' be conducted whenever a new member arrives. That is, after the group description is read, the group should be asked what is important or useful about having a victim awareness group. One group member could also describe how a ripple effect works by writing a short version of one of his/her own crimes or drug usage's on the board in front of the group.

One of the group components is the preparation and presentation of a “Victim Script.” Group 4 describes the process in detail, but members should not prepare a Victim Script until they have completed the entire series of groups in this module. By that time they will be better able to identify their victims and begin to accept the harm they have caused others. When clients begin presenting their Victim Scripts, group 4 "Victim Script Presentation" can be substituted for the group that was scheduled to be next. The module was designed to be continuous and ongoing. A group member can begin during any of the groups since the information presented will be ongoing and cyclical.

The following page is a guideline for the facilitator and/or co-facilitator to achieve the most benefit and learning in conducting these groups.

Good luck and hard work in your journey towards facilitating positive change in the lives of those you serve.

For questions or comments contact:

Brian Loebig MBA, CADCIII
brian@loebigink.com

1. Before Group Begins (the discussion with the co-facilitator)

a. Discuss general purpose of group.
b. Describe goals and the methods and materials to accomplish them.
c. Discuss group activities (who will present what, when and how)
d. Determine role of co-facilitator;

Observer-takes notes, evaluates, learns-student
Participant-asks questions as a group member, is involved in process-encourager
Facilitator-guides group process equally with other facilitator-guide

-determine the level and type of confrontation which will be used by both facilitators
-determine how tangent subjects or diversions by staff or clients will be directed
-discuss how you will both stay consistent with each other

To be effective facilitators both counselors must have knowledge of the group’s content & purpose and understand the method and means in facilitating the group process.

2. During Group Process.

a. Help group members concentrate and work on personal issues and problems
b. Help members learn how to help each other. Teach and show them by example how to give and receive appropriate feedback.
c. Deal with tactics and resistance together-involve the group in this process.
d. Assist the co-facilitator in guiding group interaction and structure.
e. Take note of any questions or problems you would like to discuss after the group is over

3. After Group Ends

Analyze the group’s process and interaction together.

a. How was resistance handled? 
b. How could you have worked more effectively together?
c. Discuss any questions, disagreements or problems that you witnessed.
d. Describe what worked: solutions developed, thinking that changed, client progress, etc.
e. Evaluate group dynamics: 

emotional factors
thinking patterns
action factors
personality characteristics
synergy
cohesiveness
trust/mistrust
resistance/compliance
tactics/games

Note group participants, subjects discussed and any other notes in group log.

Group Lessons

Goal: 
1. To understand the group purpose
2. To learn how the ripple effect works

Tools: 
Chalk/Grease Board, Group Description T-1, Crime Creed T-2, Owning Your Program T-4, Code of Conduct T-5

Handouts: 
The Ripple Effect H-1, The Ripple Effect Practice Chart H-2

1. Read the Code of Conduct, Group Description and Owning Your Program tools.

2. Ask the group, "Why do you think this group is being offered" and/or "What do you think is the purpose of this group?" Write their answers on the board. Also ask group members to take notes on what is being written on the board. Encourage all responses.

3. Next, ask the group " How do you think this type of group will be helpful?" Write their answers on the board.

4. Hand out The Ripple Effect sheets to each group member.

5. Explain to the group how a stone thrown in a pond creates a ripple effect long after the stone reaches the bottom. Ask the group "Can anyone give me an example of a ripple effect from a person’s action?" Encourage positive and negative examples.

6. Draw a Ripple Effect Triangle on the board and in the top space write 'battery'. Ask the group "What is the effect of battery on the victim?" Include physical, emotional, financial and psychological effects. Then ask "What is the effect of battery on the victimizer?" Include physical, emotional, financial and psychological effects. Continue this process until the victim’s family, community and friends and criminal’s family are discussed.

State to the group that "most people do not think of the harm they cause when using drugs or committing crimes. When you involve yourself in the process of understanding the experience of your victims, you will be better able to deter yourself from new crimes and drug usage."

7. Ask the group to stand and recite the Crime Creed. One of the group members should lead the recitation.

ASSIGNMENT

1. Pass out The Ripple Effect Practice Chart and ask clients to write out the ripple effect of their last drug usage, battery or crime.

Group 2 Ripple Effect Switch

Goal: 
To begin discovering the “ripple effect” of crime and/or drug use on oneself and others

Tools: 
Chalk/Grease Board, Group Description T-1, Crime Creed T-2, Serenity Prayer T-3

Handouts: 
Plain paper, The Ripple Effect Practice Chart H-2

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1. Read the Group Description or Read the Crime Creed; collect assignments from previous group.

2. Hand out plain paper. Ask clients "Write your name on the paper. Then, write down three crimes you have committed on the paper."

3. After everyone has finished writing, ask them to "pass the papers two people to the left."

4. With the new piece of paper in their hands, ask them to "pick one of the three crimes listed and write a Ripple Effect Chart on the crime." Pass out The Ripple Effect Practice Sheet for the clients to write on.

5. When everyone is finished ask them to hand the chart back to the original person so that they can assess the accuracy of the chart. Ask all clients to write a percentage at the top of the chart. 100% means the chart is completely accurate. 0% means nothing on the chart, except for the crime, is accurate.

6. Ask the clients to call out their name and the percentage as you write the information on the board.

7. State that everyone who believed the chart to be less than 75% accurate should rewrite the chart on the same crime themselves. Ask all clients who stated that the chart was more than 75% accurate to write five more ways they victimized others as a result of the crime listed.

8. Close with the Serenity Prayer. Recite together.

ASSIGNMENT

1. See step 7

Group 3 Deterrent Details

Goal: 
To begin learning the deterrent thinking patterns as a means to prevent further victimization of others.

Tools: 
Chalk/Grease Board, Group Description T-1, Owning Your Program T-4

Handouts: 
Deterrent Thinking Patterns H-3, Deterrent Details Assignment H-7 and H-8

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1. Handout and Read the Group Description and Deterrent Thinking Patterns; collect assignments from previous group.

2. Ask the clients, "How can learning the Deterrent Thinking Patterns keep us from victimizing others?" Write their answers on the board. Ask clients to take notes on all information that is written on the board.

3. Reread Deterrent 1. State that, "this is the most common deterrent for criminals and addicts. Sometimes it is the only deterrent. Some people remain in treatment only due to deterrent number one. However, this deterrent never lasts very long. When the restrictions are reduced a return to drugs or crime always occurs. If other deterrents are not used, more people will be victimized."

4. Read Deterrent 2. Tell clients that "Victim Awareness Group is Deterrent number 2 in practice." Ask clients what is meant by the reasoning process. Make sure the definition is clear to everyone. Let clients use their own words. Ask, "could someone give me an example of how they have used this deterrent in their life?"

5. Read Deterrent 3. Instruct clients that "Deterrent 3 is an example of relapse prevention planning." Go around the group and ask each client to give one example of how they could put this deterrent into practice. Write their answers on the board.

6. Read Deterrent 4. State that "this deterrent is parallel to Step Four of Alcoholics Anonymous." Ask clients "what does it mean to take a moral inventory?" Answers should include looking at the positive and negative one has done, both good and bad choices. Ask the group "How is Deterrent 3 a preventative tool?" Write their answers on the board.

7. Read Deterrent 5. Ask clients how doing the opposite of Deterrent 5, dwelling on irresponsible thinking, has caused problems for them in the past.

8. Ask the group to stand and recite the Owning Your Program sheet. One of the group members could lead the recitation.

ASSIGNMENT

1. Handout Deterrent Details Assignment page 1 and page 2. (Handout H-7 and H-8) Read through the assignment so that all participants understand what is expected.

Group 4 Victim Script Prep and Present

Goal: 
To teach clients how to prepare and present a victim script and participate in a victim script group

Tools: 
Chalk/Grease Board, Group Description T-1, Serenity Prayer T-3

Handouts: 
Victim Script Directions H-4, Victim Script Poster H-5

++++++++++++++++++++

1. Read the Group Description. Collect assignments. Instruct clients to take notes during this group.

VICTIM SCRIPT PREPARATION

2. Handout the Victim Script Directions. Write the group goal on the board. Read the Victim Script Directions number one. State that, "the list of victimized groups and individuals should be written on a regular sheet of paper."

3. Read number two. Tell clients, "The first victim’s name should be written on a new sheet of paper. Then you can write in detail how they may have been or were affected psychologically, emotionally, physically, and financially. This process will continue until all groups and individuals have been described."

4. Read number three. State that, "after discussing the victim script with your primary counselor, outside of group, the Victim Script can be transferred to large poster paper. Each person and group should be listed on the paper with a few notes after their names to remind you how you affected them. (Hand out the Victim Script Poster.)

The Victim Script can then be taped to the wall or easel and the information can be presented to the group describing how each person was victimized." Use the Victim Script Poster as an example of how to prepare the information.

VICTIM SCRIPT PRESENTATION

5. The group is instructed to take notes while the person is presenting his/her victim script. They should look for omissions, distortions, minimizing, blaming or denial.

6. When the Victim Script Presentation is completed, the group can ask questions of the presenter related to the Victim Script, i.e. clarifications, other possible victims, what the presenter learned, etc.

7. The facilitator then draws a continuum on the board with denial written on one end and total awareness and acceptance written on the other. The group votes for each point on the continuum as to where they see the presenter. This is done by a show of hands. If more than half the group sees the presenter at points one and two (denial and more denial than acceptance) the presenter must revise the victim script and make another presentation at a later date. If a majority of the group sees the presenter at points 3 through 5, a follow up assignment can be given. Suggested follow-up assignment questions are listed on the Victim Script Directions.

1                              2                                3                             4                                5
[---------------------|----------------------|------------------- -|----------------------]

Denial            More Denial           Some Awareness      More Awareness     Total Awareness
                 Than Acceptance           Some Denial              Than Denial          And Acceptance

In short the victim script presentation process is as follows:

a. Presenter Begins

b. Group Takes Notes On The Presentation

c. Questions Are Asked By The Group And Answered By The Presenter

d. Group Votes On Acceptance Continuum

e. New Assignment Or Revision Of The Presentation Follows

8. Close the group by asking the Victim Script presenter to stand in the middle of the group. The rest of the group would then place a hand on the person as they recite the Serenity Prayer together.

Group 5 Deterrent Memory

Goal: 
To practice memorizing the deterrent thinking patterns

Tools: 
Chalk/Grease Board, Group Description T-1

Handouts: 
Deterrent Thinking Patterns H-3, Tactics H-6

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1. Read the Group Description. Handout Deterrent Thinking Patterns H-3.

2. Discuss the value of committing information to memory. "When we memorize a poem, song or phrase, it becomes an actual part of our mind. It helps shape our attitudes, beliefs and thinking patterns. By committing something to memory, we can call on the information at any moment.”

3. Ask clients how memorizing things can be useful in the recovery and change process. Write their answers on the board.

4. Write the number "1." on the board with the word "Stop..." after it. Ask a client to read the first line of Deterrent 1, i.e. Stop and think of the immediate consequences.

5. Write the number "2." on the board with the word "Stop..." after it. Ask a client to read the first line of Deterrent 2, i.e. Stop and think who gets hurt. Reasoning process. Also ask him/her what Deterrent 1 was without looking at his paper.

6.Write the number "3." on the board with the word "Plan..." after it. Ask a client to read the first line of Deterrent 3, i.e. Plan ahead, think ahead and make another choice. Also ask him/her to recite Deterrents 1 and 2 from memory.

7. Continue this process until Deterrent 5 is reached. At this point the board should read:

1. Stop...

2. Stop...

3. Plan...

4. Exam...

5. Do...

8. Suggest to clients that by remembering the first word of each deterrent they will be better able to commit all the deterrents to memory.

9. Ask, "who would like to volunteer to recite all the deterrents from memory?" After the volunteers recite the deterrents, continue to circle the group until all members have a chance to recite the information.

As a closing exercise ask the clients to repeat after you. Read each deterrent, stopping after each one to let them repeat the line. 

ASSIGNMENT

1. Distribute the "Tactics" sheet H-6.

2. Ask the group to memorize the first five "Tactics" in order and be ready to recite them in the next victim awareness group.

Group 6 Reverse Ripple Effect

Goal: 
To understand the positive effect of doing something responsible.

Tools: 
Chalk/Grease Board, Group Description T-1

Handouts: 
The Ripple Effect Practice Chart H-2

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1. Read the Group Description.

2. Review assignment from previous group. Ask volunteers to recite five tactics from memory.

3. Handout the Ripple Effect Practice Chart H-2. Explain to the group that, "ripple effects come in two forms: positive and negative. Negative ripple effects are the focus of this group because they have caused others and ourselves the most problems in life. However, positive ripple effects are the reason we continue to live responsibly."

4. Ask one group member to "name one negative behavior that has caused a negative ripple effect in your life." Then ask, “What is one responsible alternative you could have chosen." Write the answers on the board. Continue this process until all group members have had the opportunity to disclose.

5. Ask the group to write down their responsible alternative on the Ripple Effect Practice Chart in the top problem/situation triangle.

6. Ask for a volunteer to finish their positive Ripple Effect Chart on the board. Make sure they describe the positive emotional, psychological, physical and financial effects of the responsible alternative for each group of individuals on the chart. Continue this process with other group members as time permits.

7. In closing, write on the board, "WHAT HAPPENS TO YOU MATTERS TO ME!" Recite the statement to the person on your left as you take hold of their hand. Ask that person to continue the process until the entire group has been included.

ASSIGNMENT

1. Ask group members who did not go to the board to finish their positive Ripple Effect Chart individually.

Group 7 Victim Role Play

Goal: 
To begin empathizing for victims of our abuse and to build self'-disgust.

Tools: 
Chalk/Grease Board, Group Description T-1, Crime Creed T-2, Owning Your Program T-4

Handouts: 
Victim Role Play Assignment H-9

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1. Read the Group Description and Owning Your Program tools.

2. Review assignment from previous group. Have group members explain their positive Ripple Effect Charts.

3. Discuss with the group that you will need three volunteers after you explain the process of today’s lesson. State, "a volunteer will sit in the middle of the group circle (or in front of the class) and describe a situation where he victimized someone close to him (a friend or family member.) The volunteer will explain the details of the situation including the following things." Write on the board:

a. How did you harm them?

b. Who was involved?

c. What was said?

d. How did it end?

Explain that, "the rest of the group will be taking notes on the details of the situation as explained by the volunteer. Then, the other two volunteers will act out the situation that the first person described. One will play the role of the victim and the other will play the client (victimizer).” Ask the group if they have any questions and then begin the process.

In short: 

1. Volunteer describes situation

2. Group takes notes

3. Two different volunteers role play situation

4. Group processes situation

5. After the role play is finished ask the group members to describe their thoughts and feelings while playing the different roles. Also ask the first volunteer what he learned from this situation.

6. If time permits return to step #3 and continue the process with new clients.

7. As a closing, recite the Crime Creed together.

ASSIGNMENT

Pass out Victim Role Play Assignment. (See handout H-9.) Read through the assignment so that all participants understand what is expected.

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(feel free to request use of this material by sending an email request to brian@loebigink.com)