Minnesota Center Against Violence and Abuse http://www.mincava.umn.edu/ Community Policing to Reduce and Prevent Violence Against Women --------------------------------------------------------------- Training Curriculum and Resource Guide -------------------------------------- Police Executive Research Forum Publication Date: Not Available Table of Contents ----------------- * Chapter 1: Introduction * Acknowledgments * Section 1: Introduction * Section1-1: Opening Remarks and Introductions * Section 1-2: What to Expect During the Workshop * Section 1-3: Workshop Guide, Activities, and Facilitators * Section 1-4:Overall Training Goals for the Workshop * Section 1-5:Group Process Skills * Section 1-6:Workshop Ground Rules * Section1-7:Introducing the Definition and Principles of Community Policing * Section 1-8:Defining Violence Against Women: Domestic Violence, Stalking, and Sexual Assault * Section1-9:Community Policing: Developing a Strategic Approach to Violence Against Women in Your Jurisdiction * Appendix A: Script for "That's Me!" Exercise * Appendix B: VAWA Definitions * Chapter 2: Myths, Stereotypes and Reality * Section 2: Myths, Stereotypes and Reality * Section 2-1: The Dynamics of Violence Against Women * Section 2-2: Stalking---Fact and Fiction * Section 2-3:Domestic Violence ----Fact and Fiction * Section 2-4:Sexual Assault---Fact and Fiction * Section 2-5:Other Myths About Perpetrators and Victims * Section 2-6:The Real Costs of Violence Against Women * APPENDIX A: THE "F" EXERCISE * Chapter 3: Building A Community Vision for Change * Section 3: Building A Community Vision for Change * Section 3-1: Change * Section 3-2: Accountability * Section 3-3:Vision * Appendix A: Change Exercise * Appendix B: Police/Advocate Accountability Exercise * Appendix C: Vision of Success Exercise * Chapter 4: Leadership * Section 4: Leadership * Section 4-1: Leadership and Management * Section 4-2: Motivating, Coaching, and Modeling * Section 4-3: External Leadership * Section 4-4: Trust with the Community * Section 4-5: Leadership and Stakeholders * Section 4-6:Community Support * Appendix A: Leaders and Leadershp * Appendix B: Trust * Appendix C: Alternate Scenarios * Chapter 5: Partership * Section 5: Partership * Section 5-1: Partnership * Section 5-2: The New Paradigm: Collaboration * Section 5-3: Equity * Section 5-4: Empowerment * Section 5-5: Service * Appendix A: Equity * Appendix B: Service * Appendix C: Alternate Exercises and Scenario * Chapter 6: Problem Solving * Section 6: Problem Solving * Section 6-1: Problem Solving: The Concept * Section 6-2:The Scanning Component of SARA * Section 6-3:The Analysis Component of SARA * Appendix A: Scanning and Analysis Checklist * Chapter 7: Designing Responses and Action Planning * Section 7: Designing Responses and Action Planning * Section 7-1:The Response Component of SARA * Section 7-2:The Assessment Component of SARA * Section 7-3: Building an Action Plan * Appendix A: Response Checklist * Appendix B: Develop a Response Plan: Team Excercise Worksheet * Appendix C: Alternate Exercise * Chapter 8: Resources * Section 8: Resources * Section 8-1: Vital Statistics * Section 8-2:Violence-Against-Women Resources * Section 8-3:Community-Policing Resources * Section 8-4: Community-Policing Web Sites * Section 8-5:Principle-Specific Resources List of Tables -------------- * Roles of Leaders and Managers * Differences between Coordination/cooperation and Collaboration * Team Response Action Plan Form ------------------------------------------------------------------------------ Chapter 1: Introduction ----------------------- ------------------------------------------------------------------------------ Acknowledgments --------------- The Police Executive Research Forum (PERF) is pleased to provide advocates, police, social-service providers, and other violence-against-women professionals and practitioners with a training curriculum and resource guide for community-policing approaches to reducing and preventing violence against women. This project could not have been completed without the input and efforts of numerous persons from our advisory board and the persons who participated in various focus groups and pilot training sessions. The project team remains indebted to the Department of Justice?s Office of Justice Programs, the Violence Against Women Grants Office (VAWGO), and the Community Oriented Policing Services (COPS) Office, whose financial support made this technical-assistance and training project possible. In particular, we would like to thank Kathy Schwartz, Catherine Pierce, Ellen Scrivner, Beverly Alford, and Stephanie Condon for their guidance and recognition of the need for community-policing and advocate-education initiatives. Special thanks to our project advisory board members, who provided suggestions and guidance in the development and design of this curriculum and resource guide: * Lt. Debbie Allen, Office of the Chief of Police, Seattle, WA, Police Department * Sgt. Louis Armijo, DART, Albuquerque, NM, Police Department * Detective Howard Black, Domestic Violence Coordinator, Colorado Springs, CO, Police Department * Gail Garfield, Executive Director, Institute on Violence Inc., New York, NY * Nancy Kachel, President and CEO, Planned Parenthood of Eastern Oklahoma and Western Arkansas, Inc. * Barbara O?Brien, Senior Executive Assistant, Attorney General's Office, Tallahassee, FL * Darrel Stephens, City Administrator, City of St. Petersburg, FL PERF also recognizes the outstanding work of the following individuals in making this project concept a reality: * Drew Diamond, Senior Associate * Police Executive Research Forum * D'Arcy Morgan, Management Associate * Police Executive Research Forum * Bonnie Bucqueroux, Executive Director * Michigan Victim Alliance * Colleen Clifford, Technical Writer/Editor Consultant * Police Executive Research Forum * Rita Duncan, Assistant Professor * Tulsa Community College * Dr. James Golden, Associate Professor * University of Arkansas, Little Rock * Rhonda Martinson, Staff Attorney * Battered Women's Justice Project ------------------------------------------------------------------------------ Section 1: Introduction ----------------------- Purpose: This section introduces participants to the workshop's objectives, materials, process, and outcomes. Participants will understand how the workshop fits the goals of the Violence Against Women Act (VAWA) and, with an initial explanation of community policing, will start to become aware of how community-policing principles, policies, and procedures address violence against women effectively and impact the stakeholders' organizations and the broader community. Learning Objectives * Understand the overall training goals and the importance of leadership in addressing violence against women. * Recognize the definition and principles of community policing. * Define domestic violence, stalking, and sexual assault according to the Violence Against Women Act (VAWA) and the jargon and terminology of policing and advocacy. * Understand how community policing provides a foundation for developing an action plan to address violence against women in the community. * Identify how this training can meet participants? needs concerning violence against women. * Develop ground rules that promote positive interaction and collaboration among participants. Section1-1: Opening Remarks and Introductions --------------------------------------------- Training Sponsors * Violence Against Women Grants Office (VAWGO), U.S. Department of Justice * Community Oriented Policing Services (COPS) Office, U.S. Department of Just * Police Executive Research Forum (PERF) Introductions * VAWGO representative * COPS representative * PERF staff, facilitators, and consultants (note the team/diversity approach Training Mission Statement Community Policing to Reduce and Prevent Violence Against Women: Training Curriculum and Resource Guide is a collaborative effort by the VAWGO, the COPS office, and PERF to teach criminal justice and advocacy professionals how to apply community-policing principles to the crimes of violence against women. We struggled to balance information broad enough to teach the organizational process involved in community policing with information specific enough to give newcomers foundation-building examples and ideas. To give only the former burdens newcomers with "recreating the wheel." To give only the latter gives participants the "how" of adopting the community-policing philosophy, but not the skills and processes needed to apply community-policing principles agency wide. We have balanced the information by designing a curriculum that teaches community-policing principles in an exercise-rich format that targets specific violence against women problems and illustrates the information in the manual's comprehensive and unique appendices. This workshop is unique among its counterparts as the first proactive, community-policing approach to addressing?and combating?violence against women in our communities. "THAT'S ME!" Introductory Exercise TIMING:5 minutes SUPPLIES:Trainer's script (see Appendix A of this section) "That's Me!" is a quick icebreaker that gives a snapshot of workshop participants. The facilitator asks participants to stand, throw their arms over their heads, and announce, "That's me!" whenever the facilitator reads a statement that describes them. Section 1-2: What to Expect During the Workshop ----------------------------------------------- This workshop is an opportunity for you and your team members to experience community policing, but everyone must participate actively. Because this workshop is interactive, lectures are minimized and a lot of time is devoted to working on issues that are important to your community. Workshop themes are: * Ethics * Diversity * Victim safety * Myths * Barriers Section 1-3: Workshop Guide, Activities, and Facilitators --------------------------------------------------------- Workshop Guide This is your copy of the workshop guide. Feel free to write and complete exercises in it. The first tab of your guide contains the workshop agenda, participant list, and facilitator biographies, as well as descriptions of the program and sponsoring organizations. Subsequent tabs contain: * Text, interactive exercises, scenarios, and checklists * Section-specific appendices of optional exercises, selected readings, and references * All standard overheads, so you don?t have to copy them during the workshop * Supplemental readings about violence-against-women programs around the country that may spark your interest and imagination Workshop Activities Space permitting, the facilitator will display charts of the themes, principles, definitions, and other concepts that are critical to understanding community policing. These charts will be "permanent fixtures" during the workshop. As the workshop proceeds, your team will also post charts of the ideas, comments, and plans that result from your discussions and activities. These activities will include: * Discussions and explanations by the facilitator * Self-assessment checklists and individual exercises * Interactive team exercises, which include discussions, decision making, and action planning * Team responses to exercises (e.g., team spokespeople report to the full gro * Real-life scenarios Workshop Facilitators During team exercises your team will be assigned a facilitator. The facilitator's main duty is to help your team complete its task. The facilitator acts as a coach, not as a controller or decision maker. Facilitators can provide immediate support for consensus building and other team processes, and they can also help teams identify the resources they may need to develop and implement their action plans. After the workshop, your facilitator will give you follow-up assistance (e.g., sources for additional training, resource lists, personal contacts). Section 1-4:Overall Training Goals for the Workshop --------------------------------------------------- Community Policing and Violence Against Women: A Philosophy, Not a Program offers a unique opportunity for a participating jurisdiction to decide on, plan, and implement a community-policing response to violence against women by having advocates, citizens, police commanders, and other stakeholders work together and experience collaborative problem solving. The overall training goals of this workshop are to: * Build a sense of "team" among participants by empowering each to work collaboratively toward a common goal * Use problem-solving and community-policing principles, policies, and procedures to show teams how community policing addresses violence-against-women issues successfully * Inspire teams to introduce and test community-policing strategies in their jurisdictions * Promote leadership in planning and implementing community-policing response Your Goals for the Workshop What are your goals for this workshop? * * * * * * Section 1-5:Group Process Skills -------------------------------- Teams or groups sometimes have a hard time staying "on track." Often, the seriousness of a problem creates tension between group members. Group members who represent diverse cultures or interests can find it difficult to get to know and work with other members. Members with higher workplace statuses than their fellow team members may "pull rank." Other team members may be uncomfortable disagreeing with their supervisors. Therefore, all team members should "leave their ranks at the door." The workshop facilitators will model many of the process skills needed for effective group work. By becoming more aware of group dynamics, all participants can help keep their teams' behaviors on track. Section 1-6:Workshop Ground Rules --------------------------------- To stay on track, all participants must agree on a set of ground rules that will govern behavior during the workshop. Ground rules help ensure all team members can listen and be heard. As a full group, add to the following: * Respect others' opinions. Agree to disagree. * Treat all team members as equals. Avoid using ranks or titles. * Smoke only in designated areas. * Consider all statements personal opinions, not official organization or agency opinions. * Try not to interrupt the person who is speaking. Be a good listener. * Begin and end on time. * * * * Section1-7:Introducing the Definition and Principles of Community Policing -------------------------------------------------------------------------- Group Discussion * Why do communities need community policing? Defining Community Policing Community policing is an organization-wide philosophy and management approach that promotes partnerships, proactive problem solving, and community engagement to address the causes of crime, the fear of crime, and other community issues. Defining the 10 Community-Policing Principles Accountability Accountability refers to mutual accountability. In community policing, the community holds police officers accountable for their actions, and the police hold the community accountable for shouldering its share of the responsibility for promoting and maintaining public safety and the overall quality of life. Change Change drives organizations and individuals to view the transition to community policing as an opportunity to improve the way police deliver their service. Community-policing changes should result from strategic planning, which involves all employees, government officials, and community members. Trust Trust is the conviction that people mean what they say. A community-policing organization must demonstrate that it has integrity, that it follows through on its promises to the community. Trust reduces the mutual suspicions police and community members harbor. Trust allows the police and the community to collaborate. Vision Vision is creating an ideal, a grand image of how to improve security and the quality of life through community policing. This vision, which should include community members? core values, should provide the inspiration, motivation, and authority to achieve short-term and long-term community-policing goals. Community-policing vision is an entirely new philosophy and management approach that influences organizational policies, procedures, and practices. Partnership Partnership supports the development of collaborative relationships between individuals and organizations. Developing community-policing partnerships is an organizational philosophy and strategy. Empowerment Empowerment is the act of creating an opportunity for shared power and ownership. Community policing in a police organization gives line personnel greater autonomy (freedom to make decisions). In the community, community policing allows citizens to share police decisions and responsibilities with the police, as well as their thoughts about which problems are important and more. Problem Solving Problem solving is a collaborative, analytical process for identifying specific community situations/events and their causes and tailoring responses to those events. Problem solving involves an organization-wide commitment to transcend traditional police responses to crime and, in creative and innovative ways, address the multitude of problems eroding the quality of life. Leadership Leadership involves constantly emphasizing and reinforcing community policing?s vision, values, and mission in an organization. Leaders must support and articulate the commitment to community policing as the dominant way of doing business in the organization. Leaders serve as role models for taking risks and building collaborative relationships that implement community policing in the Equity Equity in the delivery of police service recognizes that all community members will receive the same level of effective, respectful police service, regardless of race, gender, religious belief, income, and any other difference. Community policing also recognizes the special needs of populations like women, the elderly, and juveniles. Service Service is community policing?s commitment to providing decentralized and personalized police service to neighborhoods according to the intensities and types of services the neighborhoods need. To serve neighborhoods properly, the police must value community members as "customers." By viewing community members as clients, the police can learn, through empathic listening, which services are most needed and when. Why Women Don't Call Scenario One woman who grew up in an inner city was fortunate her dad fulfilled the American dream and moved the family to an affluent neighborhood. The woman married young and, much to her horror, soon found her husband physically abusive. The abuse escalated to the point that the woman would end up in the emergency room periodically, but she kept the violence a secret, primarily out of shame and fear. When asked why she never reached out to the police for help, the woman gave three reasons: 1. 1.In the woman's old neighborhood, community members viewed the police as an occupying army. 2. 2.Even in the affluent suburbs, the woman's only contact with police had been during a routine traffic stop, and the officer had treated her rudely. The woman did not trust the police. 3. 3.The woman did not know the police department?s policies for mandatory arrest, and she wanted assurance she would have some say in what would happen. * How can this image of police be changed? * How would community policing change this scenario? Section 1-8:Defining Violence Against Women: Domestic Violence, Stalking, and Sexual Assault ----------------------------------------------------------------------------- The VAWA legal definitions for domestic violence, stalking, and sexual assault appear in Appendix B of this section. As a group, provide examples of the issues and challenges these legal definitions pose (e.g., police officers who are batterers). Domestic Violence * Stalking * Sexual Assault * Section1-9:Community Policing: Developing a Strategic Approach to Violence Against Women in Your Jurisdiction -------------------------------------------------------------------------- What can community policing do to prevent violence against women? To answer to this question, you must first understand that community policing is philosophy driven and built on the core components of community partnership and problem solving. Second, you must understand that while many communities have developed and implemented wide-ranging and successful programs in response to domestic violence, sexual assault, and stalking, these quality programs are not universal. It is important that the police response to violence against women go beyond the formation of special units and task forces. As vital as these units are to current protection efforts, they do not meet the daily demands for police patrol response to violence against women. The community-policing framework ensures all police officers take an ongoing and comprehensive approach to respond to, and even prevent, violence against women. A police agency that embraces community policing and provides its officers the related education and organizational support can balance the more conventional reactive responses to violence against women with proactive efforts that encompass early intervention, prevention, and treatment. Community policing reduces the risk of losing good initiatives due to political or leadership changes, and it creates an atmosphere in the police department that supports collaborative problem solving and fosters a higher level of community trust. The key principle in implementing community policing is leadership. TEAM COMMERCIAL EXERCISE TIMING: 10 minutes SUPPLIES: Newsprint, markers, anything else the team can find Each team has 5 minutes and 5 minutes only to prepare and present a 60-second commercial about the good things its community is already doing to address violence against women. Teams can do anything they want?sing, dance, give a speech, include a poster?but they have only 5 minutes to "get their acts together." Appendix A: Script for "That's Me!" Exercise -------------------------------------------- Stand up and shout, "That's me!" if you: * Are a member of the training staff * Drove to the workshop * Are a parent * Are a member of the team from ____________ (community name) * Own a dog * Are a victim advocate * Have a birthday next month * Are in community partnerships * Own an iguana * Are a police officer * Can chew gum * Can chew gum and walk at the same time * Can chew gum, walk, and pat your head at the same time * Can chew gum, walk, pat your head, and play the harmonica at the same time * Sincerely want to see violence against women reduced in our culture Appendix B: VAWA Definitions ---------------------------- DOMESTIC VIOLENCE Title IV of the Violent Crime Control and Law Enforcement Act of 1994 is commonly known as the Violence Against Women Act (VAWA). To paraphrase VAWA: Domestic violence is defined as a violent crime in which the victim and perpetrator are current or former spouses, or have a child in common, or have lived together as spouses. Sexual assault is defined as knowingly engaging in sexual contact with a person without that person's permission. Stalking is discussed several places in VAWA in the context of enumerating the new crimes of interstate domestic violence (crossing a state line or Indian country, or forcing an intimate partner to cross a state line or Indian country, in order to injure or harass the partner and in the course of such travel, intentionally committing a violent crime that injures the partner); interstate violation of a protection order (crossing a state line or Indian country, or forcing an intimate partner to cross a state line or Indian country, to violate an order that protects against threats of violence, harassment, or bodily injury and then subsequently engaging in such conduct); firearm possession by a person subject to a domestic abuse restraining order (firearm possession by a person subject to an order that was issued after a hearing to which the person had notice and the opportunity to participate; that restrains the person from harassing, stalking, or threatening an intimate partner; and that finds that the person represents a credible threat to the safety of the partner or child, or that prohibits actual, attempted, or threatened force against the partner or child). This last crime created by VAWA "firearm possession by a person subject to a domestic abuse restraining order" is sometimes confused with a new crime created by the Omnibus Consolidated Appropriations Act of 1997, which amends the Gun Control Act of 1968. Commonly called the Lautenberg amendment, this new crime is firearm possession by a person convicted of a misdemeanor crime of domestic violence (firearm possession by a person convicted of a federal or state misdemeanor that has as an element the use or attempted use of force or a weapon by the victim?s current or former spouse; parent; guardian; person with whom the victim shares a child; or person with whom the victim has cohabited as a spouse, parent, or guardian). As of this writing, the law is retroactive (applies to persons convicted of such misdemeanors before the Lautenberg amendment was passed) and does not exempt government employees (applies to law enforcement officers). Section 2003(1) of VAWA defines domestic violence as including "felony or misdemeanor crimes of violence committed by a current or former spouse of the victim, by a person with whom the victim shares a child in common, by a person who is cohabiting with or has cohabited with the victim as a spouse, by a person similarly situated to a spouse of the victim under the domestic or family violence laws of the jurisdiction receiving grant monies, or by any other adult person against a victim who is protected from that person's acts under the domestic or family violence laws of the jurisdiction receiving grant monies." SEXUAL ASSAULT Section 2003(6) of VAWA defines sexual assault as "any conduct proscribed by chapter 109A of title 18 of the United States Code." Section 109A reads as follows: Section 2241. Aggravated sexual abuse * (a) By force or threat.---Whoever, in the special maritime and territorial jurisdiction of the United States or in a federal prison, knowingly causes another person to engage in a sexual act--- o (1) by using force against that other person; or o (2) by threatening or placing that other person in fear that any person will be subjected to death, serious bodily injury, or kidnaping; o or attempts to do so, shall be fined under this title, imprisoned for any terms of years or life, or both. * (b) By other means.---Whoever, in the special maritime and territorial jurisdiction of the United States or in a federal prison, knowingly--- o (1) renders another person unconscious and thereby engages in a sexual act with that other person; or o administers to another person by force or threat of force, or without the knowledge or permission of that person, a drug, intoxicant, or o other similar substance and thereby?substantially impairs the ability of that other person to appraise or control conduct; and o (2) engages in a sexual act with that other person; or attempts to do so, shall be fined under this title, imprisoned for any term of years or life, or both. * (c) With children.---Whoever, in the special maritime and territorial jurisdiction of the United States or in a federal prison, knowingly engages in a sexual act with another person who has not attained the age of 12 years, or attempts to do so, shall be fined under this title, imprisoned for any term of life, or both. * (d) State of mind proof requirement.---In a prosecution under subsection C of this section, the government need not prove that the defendant knew that the other person engaging in the sexual act had not attained the age of 12 years. Section 2242. Sexual abuse Whoever, in the special maritime and territorial jurisdiction of the United States or in a Federal prison, knowingly--- * (1) causes another person to engage in a sexual act by threatening or placing that other person in fear (other than by threatening or placing that other person in fear that any person will be subjected to death, serious bodily injury, or kidnaping; or * (2) engages in a sexual act with another person if that other person is--- o (A)incapable of appraising the nature of the conduct; or o (B)physically incapable of declining participation in, or communicating unwillingness to engage in, that sexual actor attempts to do so, shall be fined under this title, imprisoned not more than 20 years, or both. Section 2243. Sexual abuse of a minor or ward * (a) Of a minor.---Whoever, in the special maritime and territorial jurisdiction of the United States or in a federal prison, knowingly engages in a sexual act with another person who--- o (1) has attained the age of 12 years but has not attained the age of 16 years; and o (2) is at least 4 years younger than the person so engaging; or attempts to do so, shall be fined under this title, imprisoned not more than 1 year, or both. * (b) Of a ward.---Whoever, in the special maritime and territorial jurisdiction of the United States or in a federal prison, knowingly engages in a sexual act with another person who is--- o (1)in official detention; and o (2) under the custodial, supervisory, or disciplinary authority of the person so engaging; or attempts to do so, shall be fined under this title, imprisoned not more than 1 year, or both. * (c) Defenses--- o (1) In a prosecution under subsection (a) of this section, it is a defense, which the defendant must establish by a preponderance of the evidence, that the defendant reasonably believed that the other person had attained the age of 16 years. o (2) In a prosecution under this section, it is a defense, which the defendant must establish by a preponderance of the evidence, that the person engaging in the sexual act were at that time married to each other. * (d) State of mind proof requirement.---In a prosecution under subsection (a) of this section, the government need not prove that the defendant knew--- o (1) the age of the other person engaging in the sexual act; or o (2) that the requisite age difference existed between the persons so engaging. Section 2244. Abusive sexual contact. * (b) In other circumstances.---Whoever, in the special maritime and territorial jurisdiction of the United States or in a federal prison, knowingly engages in sexual contact with another person without that other person?s permission shall be fined not more than $5,000, imprisoned not more than 6 months, or both. Section 2245. Definitions for chapter * (2) the term "sexual act" means--- o (A) contact between the penis and the vulva or the penis and the anus, and for purposes of this subparagraph contact involving the penis occurs upon penetration, however slight; o (B) contact between the mouth and the penis, the mouth and the vulva, or the mouth and the anus; or o (C) the penetration, however slight, of the anal or genital opening of another by a hand or finger or by any object, with an intent to abuse, humiliate, harass, degrade, or arouse or gratify the sexual desire of any person; and * (3) the term "sexual contact" means the intentional touching, either directly or through the clothing, of the genitalia, anus, groin, breast, inner thigh, or buttocks of any person with an intent to abuse, humiliate, harass, degrade, or arouse or gratify the sexual desire of any person; * (4) the term "serious bodily injury" means bodily injury that involves a substantial risk of death, unconsciousness, extreme physical pain, protracted loss or impairment of the function of a bodily member, organ, or mental faculty; STALKING Stalking is discussed at several places in VAWA: Section 2261. Interstate domestic violence * (a) OFFENSES.--- o (1) CROSSING A STATE LINE. ---A person who travels across a state line or enters or leaves Indian country with the intent to injure, harass, or intimidate that person's spouse or intimate partner and who, in the course of or as a result of such travel, intentionally commits a crime of violence and thereby causes bodily injury to such spouse or intimate partner, shall be punished as provided in subsection (b). Section 2262. Interstate violation of protection order * (a) OFFENSES.--- o (1) CROSSING A STATE LINE. ---A person who travels across a state line or enters or leaves Indian country with the intent to engage in conduct that--- o (A)(i) violates the portion of a protection order that involves protection against credible threats of violence, repeated harassment, or bodily injury to the person or persons for whom the protection order was issued; or o (ii) would violate subparagraph (A) if the conduct occurred in the jurisdiction in which the order was issued; and o (B) subsequently engages in such conduct, shall be punished as provided in subsection (b). Subtitle F: National Stalker and Domestic Violence Reduction Section 40601. Authorizing access to federal criminal information databases * (B) the term "protection order" includes any injunction or other order issued for the purpose of preventing violent or threatening acts or harassment against, or contact or communication with or physical proximity to, another person, including temporary and final orders issued by civil and criminal courts (other than support or child custody orders) whether obtained by filing an independent action or as a pendente lite order in another proceeding so long as any civil order was issued in response to a complaint, petition, or motion filed by or on behalf of a person seeking protection. Section 110401. Prohibition against disposal of firearms to, or receipt of firearms by, persons who have committed domestic abuse. (32) The term "intimate partner" means, with respect to a person, the spouse of the person, a former spouse of the person, an individual who is a parent of a child of the person, and an individual who cohabitates or has cohabited with the person. (b) PROHIBITION AGAINST DISPOSAL OF FIREARMS.---Section 922(d) of title 18, United States Code, is amended--- (3) by inserting after paragraph (7) the following new paragraph: (8) is subject to a court order that restrains such person from harassing, stalking, or threatening an intimate partner of such person or child of such intimate partner or person, or engaging in other conduct that would place an intimate partner in reasonable fear of bodily injury to the partner or child, except that this paragraph shall only apply to a court order that--- (A) was issued after a hearing of which such person received actual notice, and at which such person had the opportunity to participate; (B)(i) includes a finding that such person represents a credible threat to the physical safety of such intimate partner or child; or (ii) by its terms explicitly prohibits the use, attempted use, or threatened use of physical force against such intimate partner or child that would reasonably be expected to cause bodily injury." The Lautenberg Amendment creates the crime of firearm possession by a person convicted of a misdemeanor crime of domestic violence. (a)Definitions.---Section 921(a) of title 18, United States Code, is amended by adding at the end the following new paragraph: (33) The term "crime involving domestic violence" means a felony or misdemeanor crime of violence, regardless of length, term, or manner of punishment, committed by a current or former spouse, parent, or guardian of the victim, by a person with whom the victim shares a child in common, by a person who is cohabiting with or has cohabited with the victim as a spouse, parent, or guardian, or by a person similarly situated to a spouse, parent, or guardian of the victim under the domestic or family violence laws of the jurisdiction in which such felony or misdemeanor was committed. (b)Unlawful Acts.---Section 922 of title 18, United States Code, is amended--- * (1) in subsection (d)--- o (A) by striking "or" at the end of paragraph (7); o (B) by striking the period at the end of paragraph (8) and inserting "; or"; and o (C) by inserting after paragraph (8) the following new paragraph: o "(9) has been convicted in any court of any crime involving domestic violence, if the individual has been represented by counsel or knowingly and intelligently waived the right to counsel"; * (2) in subsection (g)--- o (A) by striking "or" at the end of paragraph (7); o (B) in paragraph (8), by striking the comma and inserting ";or"; and o (C) by inserting after paragraph (8) the following new paragraph: (9) has been convicted in any court of any crime involving domestic violence, if the individual has been represented by counsel or knowingly and intelligently waived the right to counsel," and (3) in subsection (s)(3)(B)(I), by inserting before the semicolon the following: "and has not been convicted in any court of any crime involving domestic violence, if the individual has been represented by counsel or knowingly and intelligently waived the right to counsel." (C) Rules and Regulations.---Section 926(a) of title 18, United States Code, is amended? (1) by striking "and" at the end of paragraph (2); (2) by striking the period at the end of paragraph (3) and inserting "; and"; and (3) by inserting after paragraph (3) the following new paragraph: "(4) regulations providing for the effective receipt and secure storage of firearms relinquished by or seized from persons described in subsection (d)(9) or (g)(9) of section 922." ------------------------------------------------------------------------------ Chapter 2: Myths, Stereotypes and Reality ----------------------------------------- ------------------------------------------------------------------------------ Section 2: Myths, Stereotypes and Reality ----------------------------------------- Purpose: This section explores the myths and stereotypes of violence against women, as well as the misconceptions police and advocates may have of each other. Learning Objectives * Understand the dynamics underlying the definitions of domestic violence, stalking, and sexual assault discussed in Section 1. * Identify the common myths and stereotypes of various kinds of violence against women and how they impede efforts to address violence against women. * Explore how false assumptions impair communication between police and advocates. * Identify the direct and indirect costs of violence against women. Section 2-1: The Dynamics of Violence Against Women --------------------------------------------------- Section 1 gave you the legal definitions of domestic violence, stalking, and sexual assault, but those definitions are not a detailed and complete picture of how violence against women permeates our communities. Various misperceptions, misconceptions, myths, and stereotypes can cloud our understanding of violence against women. Many times, violence-against-women incidents are private, "hidden" crimes even victims try to shield from public view. This section helps you to understand the dynamics underlying violence against women and clarifies the reality of domestic violence, stalking, and sexual assault so you can collaborate on community-based problem solving. THE "F" EXERCISE TIMING:20 minutes (5 minutes setup and execution, 15 minutes results verification and discussion) SUPPLIES:Slips of paper with one of five different sentences Each participant receives, face down, one slip of paper with one of the five different sentences. Participants are then asked to follow the facilitator?s instructions. The instructions and the balance of this exercise are in Appendix A of this section, but participants should not look until after the facilitator takes them through the debriefing checklist in Appendix A. * How do "filters" like the ones in this exercise relate to the myths and stereotypes of violence against women? Section 2-2: Stalking---Fact and Fiction ---------------------------------------- The "He Just Likes Her" Scenario A woman arrives at the police station to make a complaint against her male coworker, a vice president in the company where she works. The man has pursued the woman for 18 months, sending cards and letters telling her how much he loves her. The woman changed jobs to avoid working for this man directly, but it made no difference. In fact, the man is now sending her flowers twice a week. The civilian volunteer at the desk asks the woman to take a seat and calls an officer in the sex crimes unit. "We've got a woman here who has some guy pestering her with cards and flowers," the volunteer says. "I think he just has a crush on her. Should I tell her we?re too busy to see her today?" * What does this scenario say about the importance of educating everyone in the police department?sworn, nonsworn, and civilian? * How do we hope the officer on the other end of the line responds? * What are the victim-safety issues in this scenario? * What are the diversity issues? Myth of "Normal":"What's the big deal? The guy's just in love. She should be flattered." Fact:Stalking may be difficult to identify at first. Initially a victim may not feel there is any cause for alarm and may even be flattered by the attention. If the behavior escalates and becomes more overt, however, the victim faces a very real threat (George Mason University Sexual Assault Services, 1997). Lovesickness and obsession are different; stalking is the latter. Pay close attention to what a stalker says and the way he says it. He will often use words or phrases that indicate a sense of entitlement. Myth of Free Speech Excuse: A man has a First Amendment right to "express himself." Fact:The right to speak and associate freely is not absolute. Sometimes the constitutional right of speech and association must be balanced with the right of privacy and the right to be left alone. Myth of the Stalker "Profile":Stalkers are just "weirdos." Fact:A stalker can be anyone: a stranger, a classmate, a coworker, an ex-boyfriend, a spouse. Stalkers can be male or female. Stalkers tend to be highly intelligent. They know the stalking laws, and they know how to skirt those laws. Stalkers have a "Wizard of Oz" mentality of controlling people from behind the scenes. They also have histories of failed relationships (George Mason University Sexual Assault Services, 1997). Section 2-3:Domestic Violence ----Fact and Fiction -------------------------------------------------- The "Not in My Part of Town" Scenario A new community outreach effort on the part of police and advocates includes a series of town hall meetings on domestic violence. In the most affluent neighborhoods, some residents express the view that domestic violence "doesn't happen in my part of town." "Why are we wasting all this time and money on those people?" they ask. "If they want to beat on each other, that?s their business." * What stereotypes about class does this scenario reinforce? * How can the prosecutor help to educate the community about the actual distribution of domestic violence within the community? * How does this misperception about socioeconomic class distort the priorities of the criminal justice system? Myth of Socioeconomic Class: Domestic violence occurs only in poor, poorly educated, and minority families. Fact:Studies consistently find battering among all types of families, regardless of income, profession, religion, ethnicity, educational level, or race. However, lower income victims and abusers are overrepresented in calls to police, shelters, and social service agencies because they lack other resources. Why Women? Scenario As part of the new community-policing approach to violence against women, the local police department elects to train everyone on new ways to address domestic violence. At each training session, however, at least one respected officer challenges the basic premise that the issue is violence against women. "I heard on Rush Limbaugh [from my pastor] that new research shows women are just as likely to be abusive as men," he might say, or, "Feminists exaggerate the statistics to make it seem women are at risk and this is a big deal. The truth is, some women push men over the edge, and many women end up shooting or stabbing their husbands." * How can the trainer educate the audience without antagonizing the officer who speaks up? * How can the trainer avoid polarizing the audience? Myth of Parity:The real problem is couples who assault each other. Fact: One study did find women use violent means to resolve conflict in relationships as often as men (Strauss, M., 1985), but other researchers have criticized that study on several grounds. First, the study did not find out whether the violent acts were acts of self-defense, nor did it examine the effects of the violent acts on the victims (National Woman Abuse Prevention Project). Careful fact-finding often reveals that one party is the primary physical aggressor and the other party responds violently in self-defense (e.g., she stabbed him as he choked her), or that one party?s violence is more severe (e.g., punching/choking versus scratching) (Saunders, D., 1986). The U.S. Department of Justice has found that 95 percent of victims of spousal abuse are female. Myth of Rarity:Domestic violence affects only a small percentage of the population and is therefore rare. Fact: National studies estimate 3 to 4 million women are beaten each year in our country. In a 1995 study, 31 percent of women said they were physically assaulted by their husbands or boyfriends. "The Devil Made Me Do It" Scenario Two police officers?one male and one female?arrive at the scene of a domestic violence call. The man has clearly been drinking, and the woman is obviously injured. The department urges arrest in cases with visible injury, but the man takes the male officer aside and urges the officer to "give him a break." "I just got a little tanked," the man says. "I never do this. Believe me, this?ll never happen again." * Clearly, sexual dynamics could complicate this scenario if the male officer buys the man's excuse and the female officer does not. If that happens, how should the female officer respond? * How can the officers challenge the man?s thinking in a way that encourages him to face his problems? Myth of the Substance Abuse Excuse:Alcohol and drugs cause battering. Fact: Alcohol and drugs like marijuana, depressants, antidepressants, or antianxiety drugs do not cause nonviolent people to become violent. Many people use or abuse those drugs without ever battering their partners. Batterers often use alcohol and drugs as excuses for their actions, but research indicates those chemicals do not cause the assaultive behaviors of domestic violence (Critchlow, B., 1986). While the presence of alcohol or drugs does not negate the domestic violence incident, it is relevant to assessing lethality and determining case dispositions. The use of or addiction to substances may increase the lethality of domestic violence and must be carefully considered when weighing the safety issues of the abused party, the children, and the community (Browne, 1987). Myth of the "Only Once" Excuse:Domestic violence is usually a one-time, isolated incident. Fact:Domestic violence is not a one-time, stress-induced event. Most domestic violence is not out-of-control behavior but rather a pattern of behavior the perpetrator adopts because it works. We all have different sources of stress in our lives (e.g., our jobs, marital and relationship conflicts, losses, discrimination, poverty). We can respond to stress in a wide variety of ways (e.g., problem solving, abusing chemical substances, eating, laughing, withdrawing, being violent). People choose ways to reduce stress according to what has worked for them before (Bandura, A., 1973). It is important to hold people accountable for their choices in reducing stress, especially when the choices involve violence or other illegal behaviors. We don?t excuse robbery or a mugging because the perpetrator was stressed. We can no longer excuse the perpetrator of domestic violence. In fact, many episodes of domestic violence don?t even occur when the perpetrator is emotionally charged or stressed. When we remember that domestic violence is a pattern of behavior consisting of various tactics repeated over time, citing specific stressors becomes less meaningful in explaining the pattern (Pence, E., & Paymer, M., 1993). The Love Tap Scenario The police respond to a neighbor's call that violent sounds are coming from the house next door. When the officers arrive at the house next door, they find a well-kept home and an agitated couple. The woman's face is bruised. Both the woman and her husband insist the neighbor who called the police overreacted. "Sure, we had an argument," the husband says. "But my wife bruised her face when we were tussling." When the officer asks to speak to the wife alone, she responds, "Look. I was raised that the husband's the man of the house. His word is law. You tell our neighbor to "butt out." The officers leave, muttering to each other that there is nothing that they can do in such cases. "She must like it," one remarks. * How could the officers have done more to address the problem? * What myths or stereotypes impaired the officers? ability to respond to the call more effectively? * How do those myths or stereotypes impact victim safety? * What can the department do to improve the likelihood its officers will respond better next time? Myth of Severity: Women exaggerate the problem of domestic violence. Fact: Domestic violence is the leading cause of injury to women between ages 15 and 44 in our country. The FBI estimates a woman is beaten every 15 seconds. Thirty percent of female homicide victims are killed by partners or ex-partners. Each year in the United States, 1,500 women are murdered as a result of domestic violence. Myth of Women as Provocateurs: Battered women are masochistic and provoke abuse. They must like it or they would leave. When there is violence in the family, all family members participate. Therefore, the whole family must change for the violence to stop. Fact: Some mistakenly argue that the domestic violence perpetrator and the abused are both abusive, one physically and one verbally. While some domestic abuse victims may resort to verbal insults, the reality is that verbal insults are not the same as a fist in the face. Furthermore, perpetrators use physical as well as verbal assaults. Domestic violence perpetrators are more verbally abusive than their victims or others in distressed or nondistressed intimate relationships (Margolin, G., Gleberman, L., John, J., & Ransford, T., 1987). The acts perpetrators report as victims' abusive behaviors are often acts of resistance. Victims do not receive violence passively but often engage in strategic survival during which they sometimes resist demands they see as immoral or inappropriate. Perpetrators respond to their victims' resistance with escalating tactics of control and violence. The batterer often sees the person seeking separation as engaging in the ultimate act of resistance. Consequently, the perpetrator may increase the violence during separation. Myth of the "Man's Right" Excuse:Men who wish to be in "traditional" relationships with women have the right to discipline their partners. The criminal justice system should not handle domestic abuse. Fact:Our society does come from a patriarchal legal system that gave men the right to physically chastise their wives and children. However, we do not live under such a system now. Women and children are no longer the property of men, and domestic violence is a crime in every state in the country. Section 2-4:Sexual Assault---Fact and Fiction --------------------------------------------- SEXUAL ASSAULT VICTIM EXERCISE TIMING:10 minutes SUPPLIES: None This exercise illustrates why a sexual assault victim may be reluctant to report the sexual assault. The facilitator asks a participant to stand and represent the sexual assault victim. The facilitator then asks the remaining participants to name people to whom the sexual assault victim would have to tell her story (e.g., medical professionals, police officers, social workers, the prosecutor, the media, the employer, and so on). Each time a participant names a person or an entity in the community, the facilitator asks that person to stand and represent that person or entity. Between 10 and 20 participants should stand. When the participants exhaust their ideas, the facilitator turns to the participant representing the sexual assault victim and says, "All right, Ms. Victim. Now detail the most humiliating, embarrassing, and painful experience of your life to each of these people, one at a time. Make sure you tell your story exactly the same way each time, or you might be called a liar." The "She Asked for It" Scenario A man takes his employees out for drinks after work. One is a 20-year-old female who is unaccustomed to drinking. She drinks too much, so the man offers his employee a ride home. Instead, he takes the woman to his house where he starts groping her. The woman pushes him away, and he says she is "teasing him." The woman then passes out. The man removes his employee's clothes and has sex with her while she is unconscious. The man is eventually convicted of sexual assault, but the judge hands him a relatively light sentence, saying the situation is "not like [the woman] was raped by a stranger hiding in an alley." * How can the police and advocates educate other community members about the spectrum of sexual assault? * How do community-based initiatives involve courts and corrections? Myth of Collusion: Women bring sexual assault on themselves by drinking too much, dressing too sexy, or being in places where they shouldn't be. Fact:Blaming the victim for the crime is supporting the myth that sexual violence is nothing more than sex. In reality, sexual violence is a crime of power, a way for the powerless to feel stronger. It has nothing to do with the way someone dresses, how she acts, or how much she drinks. The law is, " 'No' means 'no.' " Myth of Implied Consent:Sometimes when a woman says "no," she really means "yes." Fact:The law regarding consent to sex states that consent must be overt; a man is not entitled to infer, guess, or assume consent. Myth:If women were just more careful and alert, they could avoid being victims of sexual violence. Fact:Over 78 percent of sexual assault victims know their assailants. Over 50 percent of sexual assaults occur in the victims' homes. Being careful and alert does not identify the people you know who may be rapists. Myth of Collusion:A woman cannot be raped if she keeps her legs crossed, keeps moving, or fights back. Fact: Rapists often use weapons, physical violence, or the threat of violence to get what they want. Fighting back might reduce the incidence of rape, but it would also increase the incidence of physical injury. Section 2-5:Other Myths About Perpetrators and Victims ------------------------------------------------------ Myth About Men Who Rape:(1) Rapists are "dirty old men." (2) Rapists are crazy. (3) Rapists are oversexed. (4) Rape is a crime of impulse. Fact:(1)Half of all rapists are between ages 15 and 24. Many imprisoned rapists reveal they committed their first crimes at age 14 (Santa Monica Rape Treatment Center). (2) Anyone who commits rape has a problem, but to assume a rapist is crazy or psychotic and not responsible for his actions is a mistake. In many other areas of their lives, rapists appear like other people. They are married, hold jobs, and have children (Santa Monica Rape Treatment Center). (3) Because rape involves forced sex, many people find it hard to understand that rape is not committed to achieve sexual gratification. Psychologists, psychiatrists, and social workers who have counseled rapists and conducted studies of their behavior confirm this. Rapists are not desperate for sex. Many rapists say they do not rape for sex. They use sex to abuse and humiliate their victims (Santa Monica Rape Treatment Center). Rapists often carefully plan their attacks and wait patiently for vulnerable victims. Myths About Women Who Are Raped:(1) Women often lie about being raped. (2) "Real" rape victims report their crimes to police immediately. (3) Most rape victims recover and "get on with lives" without major problems. (4) Most rape victims are white, and most perpetrators are black. Fact:(1) The FBI reports that false reporting of sex crimes mirror the number of false reports for other felonious crimes (3 to 5 percent). A case that is not prosecuted or does not result in a conviction is not necessarily a false complaint. (2) Of victims who do contact police, 25 percent report after at least 24 hours have passed. (3) Victims report sex crimes are life-changing events that impact the rest of their lives. (4) Ninety percent of sexual violence involves an offender of the same race as the victim. The misconception that the offender is usually of a different race is due in part to stereotypes and in part to the media, which have sensationalized white-black sex crimes. Section 2-6:The Real Costs of Violence Against Women ---------------------------------------------------- THE PENALTY WE PAY EXERCISE TIMING:15 minutes SUPPLIES:Newsprint on easels, markers This brainstorming exercise explores the overt and hidden costs violence against women exacts from all of us. Participants count off 1 through 5 to form five teams. Each team is challenged to list all the ways in which violence against women exacts an economic, a social, a cultural, a social, and a spiritual toll from one of the following areas: * Families * The community * Society * The workplace * Our international reputation When brainstorming ends, a spokesperson from each team briefly explains to the full group the list his or her team compiled. APPENDIX A: THE "F" EXERCISE ---------------------------- Facilitator Instructions The facilitator begins the exercise by instructing the participants to: * Turn over the slip of paper when I say "go." You will have 10 seconds to count the F s on your paper. Remember, your sentence may not be the same as those people have around you. Just count the F s in your sentence. After 10 seconds the facilitator instructs the participants to turn their slips of paper face down. * Now let's see how many F s you found. How many of you found one F ? How many of you found two? How many of you found three F s? The facilitator continues until participants stop responding. * Accuracy is very important in this exercise, so I think we should make sure we have our numbers straight. I'm going to give you another 10 seconds to verify your count. Ready... "Go." After another 10 seconds, the facilitator again instructs the participants to turn their slips of paper face down. * Now let's see how many F s you found. How many of you found one F? How many of you found two? How many of you found three F s? Again, the facilitator continues until participants stop responding. For a second time, the facilitator prompts participants to verify their counts by running the exercise for another 10 seconds. Debriefing To follow up the exercise, the facilitator says: * The first thing you must understand is I lied. There is only one sentence. You all have the same sentence on your slips of paper: Feature films are the result of years of scientific study combined with the experience of years. * The second thing you must understand is we are all products of our life experiences. This exercise has nothing to do with intelligence, and everything to do with perception. Why did different people see different numbers of F s? Because we all have filters through which we see. Our perceptions can be colored by: 1. Time pressure 2. Excess data 3. Peer pressure 4. False data 5. Lack of data ------------------------------------------------------------------------------ Chapter 3: Building A Community Vision for Change ------------------------------------------------- ------------------------------------------------------------------------------ Section 3: Building A Community Vision for Change ------------------------------------------------- Purpose:This section gives participants an overview of community policing and an in-depth examination of three of the 10 community-policing principles' change, accountability, and vision. Community policing is both a philosophy and a management style that differs from current practice by requiring the police to form new partnerships with various stakeholders in the community so that the police and stakeholders can together identify, prioritize, and solve the community?s problems. For the shift to community policing to have lasting purpose and meaning, the police and the community must develop a shared vision of the future. This shared vision will shape continued police-community collaboration. Learning Objectives * Identify the changes community policing requires in internal and external relationships. * Determine how community policing enhances the accountability of all community members. * Develop a vision of how community policing can improve the ways in which communities address violence against women. Change drives organizations and individuals to view the transition to community policing as an opportunity to improve the way police deliver their service. Accountability refers to mutual accountability. In community policing, the community holds police officers accountable for their actions, and the police hold the community accountable for shouldering its share of the responsibility for promoting and maintaining public safety and the overall quality of life. Vision is creating an ideal, a grand image of how to improve security and the quality of life through community policing. Community-policing vision is an entirely new philosophy and management approach that influences organizational policies, procedures, and practices. This section explores in depth three of the 10 community-policing principles? change, accountability, and vision ---as they relate to violence against women: Change Community policing is not "business as usual." It is a profound change in the philosophy and practice of policing, based on involving the community directly in identifying, prioritizing, and solving problems related to crime, the fear of crime, and disorder. Accountability Community policing allows stakeholders to hold the police accountable for their actions as well as their outcomes. At the same time, the police can hold the community accountable for shouldering its share of the responsibility for positive change. Vision The framework and goals of community policing are informed by a shared vision of making the community a better and safer place in which to live and work. Section 3-1: Change ------------------- Community policing offers an opportunity to change the current philosophy, management style, and practice of policing in ways that can improve police response to violence against women. Community policing means changing from the status quo. Community policing demands changes in the philosophy and practice of policing, which means not only internal changes but changes in relationships with the community as well. Particularly when it comes to addressing the issue of violence against women, if nothing has changed, it is not community policing. * Change drives organizations and individuals to view the transition to community policing as an opportunity to improve the ways in which police address violence against women. * Changes in police philosophy, management style, and practice should result from strategic planning and collaborative work between the police, advocate groups, and stakeholders. CHANGE EXERCISE TIMING: 10 to 15 minutes, 20-minute maximum SUPPLIES:Newsprint on easels, markers To illustrate the kinds of changes community policing asks police to make, participants will use domestic violence as an example of how current practice addresses violence against women. As teams, participants will have 10 minutes to indulge their collective sense of humor and their understanding of the shortcomings of bureaucracies to describe a worst-case scenario related to: * Dispatching/prioritizing * Responding to calls * Selecting officers * The officer's goal * The sergeant's goal * The manager's goal * The chief's goal * Training * Crime analysis * Problem solving * Internal collaboration * External collaboration * ___________________ * ___________________ * ___________________ After completing this list, which also appears in Appendix A of this section, participants will go back through the list and note how community policing changes the paradigm. How Your Jurisdiction Measures Up This exercise should help participants identify areas in police agencies that must change to fulfill the philosophy, management style, policies, practices, and procedures of community policing. Using the second part of the worksheet in Appendix A, participants will record three areas in their agencies that must change if they are to implement community policing in their jurisdictions. Nothing New Here Change Scenario I The chief has announced a new planning initiative to implement community policing. A series of training sessions are being held within the department, and participants are encouraged to ask questions and provide input. At one session, a veteran sergeant announces, "I don't see anything new here. We?ve been doing community policing. All the good police departments do community policing. What's the big deal?" * How do you respond to the sergeant? * When responding, what examples of the kinds of changes community policing requires the department to make do you use? * message should top leadership in the department send? * message should middle managers send? Soft on Crime Change Scenario II The department has worked to produce a new strategic plan that uses community policing to address violence against women. One of the major revisions concerns how police officers will handle domestic violence calls. Even though everyone in the department has had the opportunity to provide input, during a training session on the new policies and procedures an agitated male line officer in the front of the room asks to speak. "I signed on to be a cop, not a social worker," he says. "The problem with domestic violence calls is that the women don't leave. It's their fault." * How do you respond to the line officer? * What role can advocates play in addressing statements like the one the line officer made? * What other partners in the community could play a role in addressing this situation? * What other kinds of training does this scenario suggest the community needs Section 3-2: Accountability --------------------------- Community policing recognizes that accountability means more than quantifying activity as proof of good intentions. It means that the police and the other stakeholders must hold each other accountable, both in terms of behavior and outcomes. The mutual accountability afforded by changing to community policing can be both immediate and direct, allowing groups to work as partners in community building and problem solving. It gives women new opportunities to collaborate on changes that offer the promise of making women safer. It also allows women input into how changes will be made, which ensures the process will empower women and respect their concerns. The new openness and accessibility associated with community policing encourages feedback. With feedback, efforts can be revised and refined to improve the chances the new initiatives will succeed. The goal is to use accountability as a means of encouraging risk taking, not as a means of stifling creativity. Police/Advocate Accountability Community-policing principles serve as the foundation for mutual accountability between police and advocates. The test is that both groups embrace the 10 principles as the framework for collaboration. POLICE/ADVOCATE ACCOUNTABILITY EXERCISE TIMING:25 minutes SUPPLIES:Newsprint on easels, markers Using the principle of change, participants should review the previous exercise in which they identified three areas in the police agency that must change so community policing can be applied more effectively against violence toward women. Participants should review the lists their teams developed and, using the worksheet in Appendix B of this section, identify ways in which advocates can hold the police directly accountable for making those changes. For example, if a team targeted officer training for change, how can advocates hold the police directly accountable for making that change? Use the 10 community-policing principles as the framework for discussion. Consider the role of principles like trust, service, and problem solving. Accountability to Other Stakeholders The principle of accountability extends beyond the mutual accountability of police and advocates to accountability to all the other stakeholders in the community. Trust Among Stakeholders Scenario The department and various advocate groups in the community have been working to develop a new partnership. About 2 months into this new partnership, an officer sets out to the local battered women shelter on a warrant to pick up a woman who is reportedly housed there. Because of the department's new relationship with the shelter, the officer calls ahead to say he is coming and is told all is well. When he arrives, however, he is told there must be some mistake?the woman isn?t there. The officer suspects the staff spirited the woman from the house before he arrived. The officer tells his fellow officers, and the story quickly spreads through the department. * How can this new partnership be salvaged? * What must happen for trust to rebuild between the partners? Accountability and Diversity We live in a diverse culture where different groups have different norms, expectations, and traditions. Those groups have divergent views on the role and appropriate behavior of women. Balancing sensitivity and respect for difference with fairness in enforcing the law requires sound judgment. The following scenarios stimulate discussion about appropriate conduct and training needs. "In My Country..." Scenario A suburban police department outside Detroit wanted to establish a new outreach program for its Iraqi community, and it named a young officer, not an Iraqi, to this new position. As one of his first duties, the officer went on a follow-up call to investigate a robbery at a store owned by a prominent Iraqi family. The officer was interviewing the husband and wife together when the wife tried to correct something her husband had said. In front of the officer, the man punched his wife in the face, announcing, "In my country, it is not proper for a wife to contradict her husband in front of another man." What should the officer do? * If the officer tries to arrest the husband and the wife begs him not to, should the officer relent? * What can the officer do to maintain a positive relationship with the Iraqi community? * What can advocates do to help police enforce the laws that protect women who live in the Iraqi community? This scenario is based on a real case, and the officer is ashamed to admit he did nothing. He now feels he made a mistake and should have arrested the husband. Everyone's Guilty Scenario A male and a female police officer respond to a domestic violence call. When they arrive at the scene, the man argues he hit his wife only in self-defense. He points to bruises on his upper forearms that appear to be from someone's fingers. The woman is sobbing, and she has a badly bruised eye. The male officer suggests, "Let's run them both in and let the system sort it out." The female officer protests, however. "He?s the one who should be arrested," she contends. "Why punish the victim twice? Those bruises on his arm are clearly where she tried to hold him away from her." "Look," the male officer says. "I'm no forensic expert. I say we stop wasting time and run them both in. You women always stick up for each other. My way is fair." * What should the female officer do? * What should the male officer do? * How can advocates play a role in educating officers? * What other community groups can help educate officers? A Matter of Shame Scenario A middle-school principal calls the local police department to report that one of his young female students may have been sexually attacked in one of the school's bathrooms. The principal says that the girl is crying and upset, her clothes are in disarray, and her skirt is bloodied on its bottom edge. The principal also says the girl has refused to talk to him until her parents arrive. The girl's parents, who arrive with the responding officer, insist they will take their daughter home to address the matter. The officer protests that the girl may have been raped. The parents contend that such situations are matters for families to address. * What should the officer do? * What should the principal do? * How can advocates play a role in this scenario? * What are the victim-safety issues in this scenario? The Abusive Officer Scenario During a training session on domestic violence, it becomes clear that one of the male officers who is participating is quite uncomfortable. At one point, the officer blurts out, "You know, there are times when it's the woman's fault. They just push you too far. Just because you push or slap someone doesn't mean you're a batterer." * What should the training facilitator do? * Should this officer be making calls that involve violence against women? * Should an officer who has been the victim of domestic violence make calls that involve violence against women? * How does life experience affect an officer's performance? Accountability and Outcomes How do we evaluate the community-policing approach to violence against women? How can we move from measures that quantify activity toward those that focus on results? Section 3-3:Vision ------------------ Building a better future requires building a shared vision of success. That vision must include the mission of the police department, and it must be based on shared values. Community policing proposes a future in which communities are better and safer places in which to live and work. What will that mean in terms of violence against women? * Vision is the framework that shapes how community policing can address violence against women and the fear it spawns. * Vision includes stakeholders? shared core values as they relate to improving the overall quality of life for women in the community. * Vision provides the foundation for changing policies, procedures, and practices. VISION OF SUCCESS EXERCISE TIMING: 15 minutes SUPPLIES:Newsprint on easel, markers If the collaboration succeeds and community policing becomes the framework for addressing violence against women, what will our communities look like in 10 years? How could we tell the difference? Using domestic violence, stalking, and sexual assault as the framework for discussion, the facilitator will use guided-relaxation techniques and the script in Appendix C of this section to paint a picture of this positive vision for the future. (Note that the goal is to express the impact on the large issues through smaller details' more youngsters are smiling and well-rested in school because Dad no longer hits mom; the young mother can dash to the convenience store safely at 10 pm now that the community has street patrols.) Appendix A: Change Exercise --------------------------- Using domestic violence as the example, imagine a worst-case scenario that shows the drawbacks of current practice: * Dispatching/prioritizing calls * Responding to calls * Selecting officers * The officer's goal * The sergeant's goal * The manager's goal * The chief's goal * Training * Crime analysis * Problem solving * Internal collaboration * External collaboration * * * * * Go back through the list and note how community policing changes the paradigm. How Your Jurisdiction Measures Up Identify three areas that must change to implement community policing as the means for addressing violence against women: * * * CHANGE CHECKLIST CHANGE WITHIN THE POLICE AGENCY * Does everyone in the department understand the reasons for the changes? * Do they understand the correlation between the proposed changes and reducing violence against women? * Is there a strategic planning process to develop a coherent plan for change * Will that strategic process involve everyone in the department'sworn, nonsworn, and civilian? * Are there structured opportunities for other stakeholders to participate in developing the plan? * How will you identify policies, procedures, and practices that can hinder meaningful and effective change? * Is the timetable realistic? * How will the plan encourage risk taking and creativity? * Does the plan address the need for changes in: 1. Philosophy and practice? 2. Selecting and hiring personnel? 3. Training of all personnel? 4. Recognition and promotion? 5. Assessment and evaluation? 6. Leadership and decision making? CHANGE IN EXTERNAL RELATIONSHIPS * How will the department forge partnerships with other stakeholders? * How will power sharing be expressed in practice? * What changes does this imply in relationships with advocate groups? * What policies, practices, and procedures must be changed? * How does this change the politics within the community, and how must partners respond? CHANGE WITHIN ADVOCATE GROUPS * How must advocate groups change to accommodate this new partnership? * What policies, procedures, and practices should change to facilitate this new partnership? Appendix B: Police/Advocate Accountability Exercise --------------------------------------------------- Using the three areas identified previously, identify how advocates can hold police accountable for making the changes needed to implement community policing. * * * ACCOUNTABILITY CHECKLIST POLICE/ADVOCATE ACCOUNTABILITY * On what issues will police and advocates want to hold each other accountabl * What kinds of police/advocate conduct raise concern? * What mechanisms can be developed to enhance mutual accountability? ACCOUNTABILITY AND DIVERSITY * How will the police department address internal issues of diversity, particularly as they relate to initiatives to reduce violence against women? * Have the stakeholders incorporated efforts to address diversity in the implementation plan? * What are the implications for hiring? Training? Evaluation? * What new mechanisms are needed to ensure these issues are being addressed internally as well as externally? ACCOUNTABILITY AND OUTCOMES * How will the partners measure success in terms of addressing violence against women? * What kinds of new and creative measures can be used to go beyond quantifying activity to evaluating outcomes? * How will you assess proactive efforts to prevent violence against women? * What structured opportunities do other stakeholders have to play a major role in the assessment/evaluation process? * What are the opportunities for informal feedback? Appendix C: Vision of Success Exercise -------------------------------------- Capture the details of your vision of success. FACILITATOR'S SCRIPT: VISION OF SUCCESS The facilitator should lower the lights and speak slowly and soothingly: I would like each of you to find a comfortable position---loosen your tie, kick off your shoes, if that helps. We are going to participate in a guided-relaxation exercise. This is not a religious or spiritual exercise but an exercise in imagination. If anyone feels uncomfortable, feel free to participate at the level of your satisfaction. For those of you who feel comfortable, I'd like you to breathe deeply---feel the air fill your lungs. Now release. Fill your lungs slowly. Now release. Now close your eyes and do the same thing. Fill your lungs slowly. Then release. Fill your lungs slowly. Then release. Now let's imagine ourselves climbing into a beautiful hot-air balloon---it's a balloon of your favorite colors, suspended in a gentle breeze. We climb in and look over the side as we start to glide gently up and up and up. Slowly and peacefully, we are rising above our town. We can see it there below us. Don't forget to keep breathing deeply and slowly. No hurry. Just relax. Now we are drifting over the countryside---green meadows below us. Slowly, very slowly turning around. The balloon is rocking gently and we are slowly returning to our town. This is truly a magic balloon. Very special. It is allowing us to look at our town 10 years into the future---after all our hard work and changes have had a chance to bloom. Our magic balloon is giving us a glimpse of this wonderful future. Oh, we have worked so hard together. So many meetings. So many new people at the table. So many nights and weekends out in the neighborhoods talking with people. So many new ideas. And now here is that bright future we all worked so hard to achieve. The balloon is dipping closer. Slowly it is getting closer to earth. I can see some young girls leaving school, on their way home. Let's listen in. What are they saying? How do they look? What kinds of things are they talking about? There are some young girls out in the soccer field. Let's hear what they're saying. Oh, our balloon is gently rising a bit. Here we go to a new location. I can see it now---it's a park where a group of young mothers are watching their babies. I see the babies in their strollers. Let's listen in. What are they talking about? How do they look? How are they interacting with their babies? One of the fathers has arrived. What are they talking about? Our balloon is on the move again. Gliding gently over the trees. It's strating to get darker now it's just about dusk. Who is that down there? Oh, I see. There's a group of women leaving their jobs. They are walking to their cars in the parking lots downtown. Let's see how they are doing. Are they moving fast or slow? Are they talking to each other? Do they look concerned or secure? Our balloon is drifting back over the neighborhoods. Because ours is a magic balloon, we can listen in to the meeting taking place there in the community room. There's a police officer and an advocate. Let's let our magic balloon drift closer. Let?s hear what they are talking about. One young woman looks concerned. She is having a problem with her former boyfriend. What are they telling her? What is she saying? Who else is there at the meeting? Outside the meeting in the complex, we see a police officer knocking on the door. A woman opens the door. She looks upset. What is the officer saying? What is she saying? Her husband or boyfriend comes outside shaking his fist. What happens now? What is the officer doing? Our balloon is rising again. What are our last images as we drift away? How does the community look? How have our efforts to control disorder paid off?what do the streets look like? We are now heading to an open field. Our balloon is gently settling down. Gently. Gently. Breathe deeply again. The balloon lands. We carefully step out of the gondola. Take another deep breath and slowly open your eyes. Shake your hands gently. And again. VISION CHECKLIST * Do the partners have a shared vision of what success in addressing violence against women will look like? * Is there a process to allow them to continue to refine that vision? * Is the vision consistent with the mission of the police? * Is the vision supported by the shared values of the stakeholders? * How is the vision communicated to every level of the police agency? * How is the vision communicated within the advocate group? * How is the vision communicated to other stakeholders? ------------------------------------------------------------------------------ Chapter 4: Leadership --------------------- ------------------------------------------------------------------------------ Section 4: Leadership --------------------- Purpose: Leadership turns vision into reality. Leaders of police and advocacy groups must be committed to and demonstrate support for community policing. They must support changes in their organizations and reinforce efforts to collaborate with each other as well as with other stakeholders in the community. Leaders are responsible for educating the community about violence against women and about the community?s role in identifying, prioritizing, and addressing the problem of violence against women. Learning Objectives * Understand what leadership entails and how it differs from management. * Identify opportunities for leaders at all levels of police departments and community advocacy agencies to institute changes that aim for "zero tolerance" of violence against women. * Understand the roles of motivating, coaching, and modeling in the leadership process. * Identify how police and advocacy leaders can exercise leadership on the issue of violence against women in the broader community. * Explore how police and advocacy leaders can identify other stakeholders and reinforce community collaboration efforts. * Identify ways in which community members can support the efforts of police and advocacy leaders to combat violence against women. Trust is the conviction that people mean what they say. Trust allows the police and the community to collaborate. Leadership involves constantly emphasizing and reinforcing community policing?s vision, values, and mission in an organization. Leadership styles range from the inspiration of Roosevelt's "nothing to fear but fear itself" speech to the dangerous and inflammatory rhetoric of Hitler. Both men were clearly leaders, so leadership alone is not enough to ensure positive change. Even today, we see management books on how to lead by fear and intimidation. In this section, you will explore leadership that is informed by the vision, values, and mission that are developed as part of community policing. Community policing encourages positive relationships based on mutual trust, openness, and honesty. Community policing is about means and ends. Addressing the problem of violence against women requires leadership that embraces the best in us. Section 4-1: Leadership and Management -------------------------------------- The roles of the leader and the manager differ. Leadership places special demands on individuals at the top of organizations to do more than function solely as managers. Leadership entails establishing, communicating, and reinforcing the vision, values, and mission of the organization, internally and externally. If a person is perceived as a leader within an organization or the community, he or she is a leader. Roles of Leaders and Managers ----------------------------- +-------------------------------------+-------------------------------------+ | LEADERS | MANAGERS | +-------------------------------------+-------------------------------------+ | Vision | Implementation | +-------------------------------------+-------------------------------------+ | Big picture | Specific action plan | +-------------------------------------+-------------------------------------+ | Long-term time horizon | Short-term time horizon | +-------------------------------------+-------------------------------------+ | Inspire | Direct | +-------------------------------------+-------------------------------------+ | Establish framework/timelines | Supervise and assess progress | +-------------------------------------+-------------------------------------+ | Delegate | Delegate | +-------------------------------------+-------------------------------------+ | Proactive | Reactive | +-------------------------------------+-------------------------------------+ | Motivate | Facilitate | +-------------------------------------+-------------------------------------+ | Change agent | | +-------------------------------------+-------------------------------------+ Add other items to these lists to clarify the distinction between these two roles. * Can one person be an effective leader and an effective manager? * Is leadership limited to top positions within an organization (police and advocacy groups)? Internal Leadership Leadership is needed to create a climate for change. Part of the challenge of internal leadership is to communicate the shared vision outlined in Section 3. Leadership is also needed to challenge the organization to plan strategically to translate that vision into an action plan (see Section 7 following). All this must occur within the framework of shared values, which must inform the process. POLICE INTERNAL LEADERSHIP EXERCISE TIME: 20 minutes SUPPLIES:Newsprint on easels, markers There is consensus that the success or failure of community policing ultimately rests on whether middle managers in police organizations not only buy into the changes required but provide leadership that inspires the line-level personnel they supervise. Each team has 10 minutes to brainstorm a laundry list of ways top police managers can exercise leadership in bringing middle police managers on board. Advocates should also offer ideas, because they bring a fresh perspective. The police-advocate collaboration benefits from the latter learning about police culture. Section 4-2: Motivating, Coaching, and Modeling ----------------------------------------------- Leadership that expresses the community-policing philosophy relies on three basic approaches to promote positive change: Motivating Community-policing leadership uses motivation as the key to inspiring people to make changes that address violence against women more effectively. Coaching Leaders give a pat on the back for a job well done; offer advice, feedback, and tips; tap people for tasks based on their strengths; and offer training and encouragement to help people rise above their past performances. Modeling Community-policing leadership basically asks leaders to treat people as they would want to be treated. Therefore, leaders should express the values the department stands for. Take the following 5-minute self-test to determine whether you are fulfilling your leadership role in ways that support community policing. * Am I flexible? * Do people inside and outside the organization trust me? * Do I encourage collaboration? * Do I reward teamwork? * Do I trust subordinates and delegate power to them? * Do I share power with the community? * Do I share information freely, inside and outside the organization? * Does my organization reflect my leadership style? Section 4-3: External Leadership -------------------------------- In addition to leadership within the organization (both police and advocacy), there is also a clear need for external leadership on the issue of violence against women in the community. The same principles and tactics of motivation, coaching, and modeling apply, of course, but the challenge is greater externally because the number of groups with their own agendas and turfs are far greater and the challenges of operating in a political context are very real. Loss of Trust Scenario A police officer arrives at the battered women?s shelter with a warrant for an abuse victim who lives there. The shelter worker claims the woman is not on site, but the officer doubts her word. The officer demands entry, and harsh words are exchanged. The officer finally enters the premises and finds the woman is not there, and he suspects she was spirited out the back door during the discussion at the doorway. The officer makes it clear to the shelter worker that he will report his concerns to his supervisors and that this incident could jeopardize future police-shelter collaboration. The shelter worker tells the officer that the shelter director "has the ear of the mayor" and that in any such battle the police department will lose. * Who are the stakeholders in this scenario? * How can police and advocate leaders work together to resolve this crisis? * What can both parties do to prevent similar problems? Section 4-4: Trust with the Community ------------------------------------- Trust among groups who collaborate is extremely important, but trust with the community is critical. Part of the challenge of developing trust with the community is developing rapport with community members, because doing so requires partners to meet community members face-to-face. Accountability is also essential, and that often requires partners to make a special effort to dispel myths about violence against women within police agencies so the community can count on the police to respond appropriately. Community Trust and Accountability Scenario A 911 call comes in from a young boy who says his mother is being beaten by her boyfriend. Police respond, but the woman answers the door and downplays the incident, saying her son misunderstood. The woman has no visible marks, so the officers leave. A few hours later, a neighbor makes a 911 call about the same address. This time, both mother and son are injured badly enough to require hospitalization. Neighbors are outraged because they saw the patrol car at the residence earlier but "nothing was done" to protect the woman and her child. * What can police do to restore the community?s trust? * How can advocates help restore community trust? * What other groups could assist in restoring trust, and what should they be asked to do? * What are the victim-safety issues in this scenario? * What are the diversity issues? Section 4-5: Leadership and Stakeholders ---------------------------------------- Partnership and collaboration go beyond developing a new working relationship between police and advocates to engaging all relevant groups in the community. As this implies, leadership is essential in keeping efforts to address violence against women on track as more and more groups with their own agendas and goals become inv