LASA 2: Train The Trainers

LASA 2: Train The Trainers

Here’s What Happened . . .

After your report was presented to the Centervale chief of police, he realized there is a need for training for law enforcement officials. Using the Simpson case as the basis, a proposal was presented and approved by the mayor to fund a special project.

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You have been asked to produce a written training curriculum to educate the trainers of Centervale’s law enforcement officials about dealing with crime victims. The chief has asked you to cover both stranger violence and intimate violence. Your curriculum will supply trainers with information that would assist them in training new recruits, first responders, and detectives.

Here’s What You Need to Do . . .

• Prepare three short scenarios that could be used as training material. In the training material, include the three areas of stalking, intimate violence, and stranger violence.
• Following each scenario, generate questions that the trainers could present. Be sure to offer answers to these questions, with support, as a handy guide for the trainers.
• Finally, design a summary for the trainers that they can use to end their training. The summary should:
  • Highlight the differences between criminology and victimology and why it is important for law enforcement officials to have a basic knowledge of both. Use examples from your created scenarios as support. Identify the relevant theories that pertain to violence against women. How can law enforcement make use of these facts?
  • Explain the importance of law enforcement learning more about proper treatment of victims in order to ensure the system does not revictimize them. Consider how interviews, order of protection service, time until arrest, safety planning, and lethality assessments play into this treatment.
• Create a curriculum:
  • Develop three to five questions for each scenario. Focus on relevant victimology or criminology theories, victims’ rights, lethality assessments, and proper treatment of victims.
  • Develop potential answers for those questions, including the reasoning behind those answers. Hypothesize how past inadequacies in victims’ rights, as they pertain to law enforcement, might have led to different endings to the scenarios.
  • Predict the danger level for each victim and connect to the necessary actions of the advocate or the detective that will come from this alert.
  • Create a solution that would properly treat victims in order to ensure the system does not revictimize them. In creating a solution, consider these questions:
    • What can you recommend should be done for the victim?
    • What can you recommend should be done to the suspect?
    • What resources are available to assist law enforcement in working with victims?

Note: Use APA-formatted in-text citations and external sources that are referred to on a corresponding reference page.

submit your final presentation

LASA 2 Grading Criteria and Rubric All discussion assignments in this course will be graded using a rubric. This assignment is worth 300 points. Download the discussion rubric and carefully read it to understand the expectations. Assignment 1 Grading Criteria Maximum Points Predicted the danger level for each victim. 60 Connected the danger level for each victim to actions of the advocate or the detective. 40 Created a solution that would properly treat victims without allowing the system to revictimize them. 48 Developed questions for each scenario. 16 Developed possible answers for each question for each scenario. 28 Hypothesized on how past inadequacies in victims’ rights could have led to a different ending to each scenario. 32 Identified and explained the usefulness of relevant theories that pertain to violence against women. 12 Writing components. 64 Total: 300

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ADDITIONAL INSTRUCTIONS FOR THE CLASS – LASA 2: Train The Trainers

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses. LASA 2: Train The Trainers

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. LASA 2: Train The Trainers

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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