School Safety Contracting School Safety Contracting With SchoolsWith Schools

Presented Presented By By

Scott Smith MA LCPCScott Smith MA LCPCPF Dover Counseling LLCPF Dover Counseling LLC

Purpose of PresentationPurpose of Presentation

Provide the following:Provide the following:• Reasons for safety contractingReasons for safety contracting• How to approach schools when safety How to approach schools when safety

contractingcontracting• Pitfalls to avoid when dealing SchoolsPitfalls to avoid when dealing Schools• How to prepareHow to prepare• The nuts and bolts of School Safety The nuts and bolts of School Safety

ContractContract• How to provide training for school staff How to provide training for school staff

monitoring safety contractsmonitoring safety contracts

What You Get In This TrainingWhat You Get In This Training

Training materials included in this disc: Training materials included in this disc: 1.1. Form letters for trainingsForm letters for trainings2.2. Lesson plans for training educatorsLesson plans for training educators3.3. Handouts for trainingsHandouts for trainings4.4. Ways to deal with training problemsWays to deal with training problems5.5. Slides for this trainingSlides for this training6.6. Slides for grooming presentation Slides for grooming presentation Important note: Read all documents before Important note: Read all documents before

watching the rest of this video.watching the rest of this video.

Why Safety Contracts in Schools?Why Safety Contracts in Schools?

Safety concerns Safety concerns • Identify and protect vulnerable students Identify and protect vulnerable students

both physically and emotionallyboth physically and emotionally Younger childrenYounger children Mentally challenged studentsMentally challenged students Disabled studentsDisabled students Victims of the offenderVictims of the offender

Why Safety Contracts in Schools? Why Safety Contracts in Schools? Cont.Cont.

Victim sensitivity (if in same school)Victim sensitivity (if in same school)• Unnecessary contact between offender Unnecessary contact between offender

and victim may cause: and victim may cause: Problems with victim’s recovery process Problems with victim’s recovery process

(e.g., PTSD)(e.g., PTSD) Interference with the victim’s “normal Interference with the victim’s “normal

education”education”

Additional Benefits to Safety Additional Benefits to Safety Contracts in SchoolsContracts in Schools

Collaboration of all players provides:Collaboration of all players provides: Holistic view of the youthHolistic view of the youth More information to assess the More information to assess the

youth’s risk and progressyouth’s risk and progress Ability to evaluate the School Safety Ability to evaluate the School Safety

Contract from multiple perspectivesContract from multiple perspectives Establishment of professional Establishment of professional

relationships relationships

Additional Benefits to Safety Additional Benefits to Safety Contracts in Schools Cont.Contracts in Schools Cont.

Increased Data to aid supervision/treatmentIncreased Data to aid supervision/treatment• Objective data Objective data

IQ scoresIQ scores DiagnosisDiagnosis Psych evalsPsych evals IEP’sIEP’s 504 Behavioral Plan504 Behavioral Plan GradesGrades AttendanceAttendance

Additional Benefits to Safety Additional Benefits to Safety Contracts in Schools Cont.Contracts in Schools Cont.

Observation of Social interactionsObservation of Social interactions Boys and girls (peers)Boys and girls (peers) Authority figures (dean, teachers)Authority figures (dean, teachers) Conflict resolution skills (impulse Conflict resolution skills (impulse control, anger management, control, anger management, frustration tolerance)frustration tolerance)

Additional Benefits to Safety Additional Benefits to Safety Contracts in Schools Cont.Contracts in Schools Cont.

Quality Data Gained from SchoolQuality Data Gained from School• Information comes from several hours of Information comes from several hours of

observation (35+ hours per week)observation (35+ hours per week)• Multiple sources = Multiple perspectivesMultiple sources = Multiple perspectives• School not motivated to cover for School not motivated to cover for

offender (objectivity)offender (objectivity)

Additional Benefits to Safety Additional Benefits to Safety Contracts in Schools Cont.Contracts in Schools Cont.

Structured setting observationsStructured setting observations

• Can they handle structure?Can they handle structure?

• Compare behavior between structured Compare behavior between structured vs. unstructured environments vs. unstructured environments

Note: May represent only time youth is faced with structure.Note: May represent only time youth is faced with structure.

What is the best What is the best way to approach way to approach

schools?schools?

How to approach schoolsHow to approach schools

Usually best if:Usually best if:• Schools are not in a “crisis mode”Schools are not in a “crisis mode”• Plenty of time is availablePlenty of time is available• Meetings first take place with Meetings first take place with

administration onlyadministration only• School administration is willing to work School administration is willing to work

with youwith you• School is willing to work with youSchool is willing to work with you

How to approach schools Cont.How to approach schools Cont.

Usually best if:Usually best if:• Probation is diplomatic and assertiveProbation is diplomatic and assertive• Probation officers are teamed with a Probation officers are teamed with a

therapist or another probation officer therapist or another probation officer (power in numbers)(power in numbers)

• Probation is prepared for this missionProbation is prepared for this mission• Supported by the court, state’s Supported by the court, state’s

attorney, probation administrationattorney, probation administration

How to approach schools Cont.How to approach schools Cont.

Usually best if:Usually best if:• Probation is willing to set limits and be Probation is willing to set limits and be

flexible with the schoolflexible with the school• Parents and probationer are involved in Parents and probationer are involved in

the processthe process

THE IMPORTANCE THE IMPORTANCE OF PITFALL OF PITFALL AVOIDANCEAVOIDANCE

WITH SCHOOLS WITH SCHOOLS

Pitfalls to Avoid When Dealing With Pitfalls to Avoid When Dealing With SchoolsSchools

Scare tacticsScare tactics Appearance of being a “know it all”Appearance of being a “know it all” Not providing training to educatorsNot providing training to educators TerritorialityTerritoriality

• Their turf – we are not in chargeTheir turf – we are not in charge• They have their own set of rulesThey have their own set of rules• Forgetting that we are guestsForgetting that we are guests

Pitfalls to Avoid When Dealing With Pitfalls to Avoid When Dealing With Schools Cont. Schools Cont.

Not standing up for specific pointsNot standing up for specific points Being too pushyBeing too pushy Trying to be an authority on Trying to be an authority on

everything-giving too many opinionseverything-giving too many opinions Trying to solve all of the school’s Trying to solve all of the school’s

woeswoes Trying to do case management at Trying to do case management at

the training with specific casesthe training with specific cases

Pitfalls to Avoid When Dealing With Pitfalls to Avoid When Dealing With Schools Cont.Schools Cont.

Getting off topic Getting off topic Using jargonUsing jargon Forgetting job roles and dutiesForgetting job roles and duties Assuming educators have significant Assuming educators have significant

training and experience working with training and experience working with individuals that have committed individuals that have committed sexual offensessexual offenses

Pitfalls to Avoid When Dealing With Pitfalls to Avoid When Dealing With Schools Cont.Schools Cont.

Assuming that educators are Assuming that educators are comfortable with discussing sex comfortable with discussing sex offending issuesoffending issues

Forgetting that some educators may Forgetting that some educators may be sexual abuse victims and may still be sexual abuse victims and may still struggle with their own abusestruggle with their own abuse

Assuming that all educators will be Assuming that all educators will be motivated to work with someone that motivated to work with someone that has committed a sexual offensehas committed a sexual offense

Pitfalls to Avoid When Dealing With Pitfalls to Avoid When Dealing With Schools Cont.Schools Cont.

Establishing School Safety Contracts Establishing School Safety Contracts withoutwithout::• A written confidentiality policy for A written confidentiality policy for

schoolsschools• Educators being trained in Mandated Educators being trained in Mandated

Reporter statusReporter status• A multidisciplinary team (i.e. all the A multidisciplinary team (i.e. all the

relevant players) creating the contractrelevant players) creating the contract• A sex offense specific risk assessment A sex offense specific risk assessment

anchoring the contract anchoring the contract

Pitfalls to Avoid When Dealing With Pitfalls to Avoid When Dealing With Schools Cont.Schools Cont.

Forgetting that this may be the first time Forgetting that this may be the first time that educators have had to professionally that educators have had to professionally deal with sex offending issuesdeal with sex offending issues

Forgetting that educators’ main job is Forgetting that educators’ main job is TEACHING CHILDRENTEACHING CHILDREN – For most – For most educators, working with individuals that educators, working with individuals that committed a sexual offense is more than committed a sexual offense is more than what they bargained for.what they bargained for.

THE IMPORTANCE OF BEING THE IMPORTANCE OF BEING PREPARED PREPARED

Preparation for Training SchoolsPreparation for Training Schools

Read and understand: Read and understand: • Reference Information for Myths Reference Information for Myths

and Facts about Sex Offendingand Facts about Sex Offending• School Safety ContractSchool Safety Contract• Lesson Plans and all accompanying Lesson Plans and all accompanying

documentsdocuments

Preparation for Training Schools Preparation for Training Schools Cont.Cont.

Read through all documents with co-Read through all documents with co-presenter and discuss any points that are presenter and discuss any points that are not understood and resolve not understood and resolve

Read through Read through Lesson Plan 2BLesson Plan 2B and and complete safety plans for the 3 scenarios. complete safety plans for the 3 scenarios. Work independently of your co-presenter Work independently of your co-presenter to look for inter-rater reliability. Safety to look for inter-rater reliability. Safety Plans should look similar to one another. Plans should look similar to one another.

Practice scenarios of risk in the Practice scenarios of risk in the community.community.

Preparation for Training Schools Preparation for Training Schools Cont.Cont.

Assign job duties to you and your Assign job duties to you and your presenter (who will do what?)presenter (who will do what?)

Rehearse your presentation at least Rehearse your presentation at least once before presenting itonce before presenting it

After rehearsing, be honest with After rehearsing, be honest with yourself and determine what parts yourself and determine what parts you need to improve on and make you need to improve on and make necessary changes.necessary changes.

School Safety PlanningSchool Safety Planning

The nuts and Bolts The nuts and Bolts

Reminder…The Purpose of the Reminder…The Purpose of the School Safety ContractSchool Safety Contract

Two main featuresTwo main features

1) Minimization of SEXUAL RECIDIVISM 1) Minimization of SEXUAL RECIDIVISM RISKRISK

2) SENSITIVITY to the needs of the 2) SENSITIVITY to the needs of the victim…when possible, should be victim…when possible, should be placed above the concerns of the placed above the concerns of the offender offender

Safety Planning Should be…Safety Planning Should be…

IndividualizedIndividualized Completed after sex offense specific Completed after sex offense specific

evaluation/risk assessmentevaluation/risk assessment Completed by the MDTCompleted by the MDT Based on the offender’s risk to re- Based on the offender’s risk to re-

offend, triggers, past patterns and offend, triggers, past patterns and static and dynamic environmental static and dynamic environmental factorsfactors

Safety Planning Should Be Cont.Safety Planning Should Be Cont.

Flexible - Restrictions can be lifted or Flexible - Restrictions can be lifted or added easily and quickly when needed added easily and quickly when needed

Least restrictive approachLeast restrictive approach Should be stated clearly and is understood Should be stated clearly and is understood

by allby all Enforced fairly, professionally and Enforced fairly, professionally and

consistentlyconsistently Communicated to all relevant parties (e.g., Communicated to all relevant parties (e.g.,

parents, teachers, PO’s therapists, parents, teachers, PO’s therapists, coaches, substitute teachers, aides, etc.)coaches, substitute teachers, aides, etc.)

More Pitfalls to AvoidMore Pitfalls to Avoid Outdated planOutdated plan Staff forgetting the plan/plan is shelved Staff forgetting the plan/plan is shelved Containment is not universalContainment is not universal Violations are not reported in a timely Violations are not reported in a timely

mannermanner Plan is not individualized – “Boilerplate” Plan is not individualized – “Boilerplate” DenialDenial

a. “It wasn’t a big deal”a. “It wasn’t a big deal”b. “He’ll be okay. He won’t do it again.”b. “He’ll be okay. He won’t do it again.”c. “He won’t abuse a guy.”c. “He won’t abuse a guy.”

More Pitfalls to Avoid Cont.More Pitfalls to Avoid Cont.

Reluctance to supervise - “Not me Man”Reluctance to supervise - “Not me Man” Inadequate supervision ratioInadequate supervision ratio Blame is placed on the victimBlame is placed on the victim Offender is viewed as “special”Offender is viewed as “special” Overly “policed”Overly “policed” Supervision is applied with emotions and not Supervision is applied with emotions and not

objectivity objectivity Self-fulfilling prophecy is relayed to the Self-fulfilling prophecy is relayed to the

offender offender Plan is overly restrictive or not restrictive Plan is overly restrictive or not restrictive

enoughenough

Things to considerThings to consider

When does the plan begin and end?When does the plan begin and end? Who do you want involved?Who do you want involved? Does your plan include special Does your plan include special

events?events? Is there coverage when it is needed?Is there coverage when it is needed? How will violations be handled?How will violations be handled? How will violations be How will violations be

reported/documented?reported/documented?

Risk Situations to ConsiderRisk Situations to Consider

IMPORTANT NOTE: THIS IS NOT A IMPORTANT NOTE: THIS IS NOT A EXHAUSTIVE LIST OF ALL RISK EXHAUSTIVE LIST OF ALL RISK FACTORS THAT WILL EXIST. NOT ALL FACTORS THAT WILL EXIST. NOT ALL OF THESE RISK FACTORS WILL APPLY OF THESE RISK FACTORS WILL APPLY TO EACH YOUTH. PLANS WILL BE TO EACH YOUTH. PLANS WILL BE TAILORED TO EACH YOUTH’S TAILORED TO EACH YOUTH’S INDIVIDUAL NEEDS. INDIVIDUAL NEEDS.

DON’T FREAK OUT!!! DON’T FREAK OUT!!! NOT ALL OF THESE NOT ALL OF THESE

WILL APPLY!!!WILL APPLY!!!

Risk to ConsiderRisk to Consider

Supervision at bussing times (before Supervision at bussing times (before school and after)school and after)

Bus ride supervisionBus ride supervision Victim and offender ride the same Victim and offender ride the same

busbus Arrival and departure times, methods Arrival and departure times, methods

and locationsand locations Aimless wandering of hallways – hall Aimless wandering of hallways – hall

passes?passes?

Risk to Consider Cont.Risk to Consider Cont.

Are daycares on the premises? Are daycares on the premises? Are special education students at risk?Are special education students at risk? Are younger children (3 years or more or Are younger children (3 years or more or

court ordered restricted age range) at court ordered restricted age range) at risk?risk?

Escorts to manage frottage, highly Escorts to manage frottage, highly impulsive youths, etc.impulsive youths, etc.

School dance restrictions to manage School dance restrictions to manage frottage, highly impulsive youths, etc.frottage, highly impulsive youths, etc.

Risk to Consider Cont.Risk to Consider Cont.

No volunteering, tutoring, No volunteering, tutoring, supervising younger children (3 supervising younger children (3 years or more or court ordered years or more or court ordered restricted age range) restricted age range)

No employment in grade schools or No employment in grade schools or where vulnerable students existwhere vulnerable students exist

Risk to Consider Cont.Risk to Consider Cont.

Not hold a position of authority (e.g., Not hold a position of authority (e.g., crossing guard, class monitor, peer crossing guard, class monitor, peer tutor, aid for younger kids, or referee tutor, aid for younger kids, or referee for games) for games)

Field trips and extracurricular events Field trips and extracurricular events (with the victim, supervision, (with the victim, supervision, dynamic environmental risks)dynamic environmental risks)

Victim and offender in the same classVictim and offender in the same class

Risk to Consider Cont.Risk to Consider Cont.

Victim and offender are on the same sport Victim and offender are on the same sport teams, academic teams, or other teams, academic teams, or other extracurricular organizations affiliated with extracurricular organizations affiliated with the school systemthe school system

Victim and offender are serving detentions Victim and offender are serving detentions or in school suspensions at the same time or in school suspensions at the same time in the same locationin the same location

Victim and offender attend same lunch Victim and offender attend same lunch period togetherperiod together

Risk to Consider Cont.Risk to Consider Cont.

Offender will sit separately from the victim Offender will sit separately from the victim at school assemblies, sporting events, and at school assemblies, sporting events, and other school sponsored activities other school sponsored activities

Offender and victim are in same PE class, Offender and victim are in same PE class, lab partners, etc.lab partners, etc.

Contact sportsContact sports Showering, whirlpools, sauna, steam Showering, whirlpools, sauna, steam

room, undressing and changing of clothesroom, undressing and changing of clothes—Supervision?—Supervision?

Risk to Consider Cont.Risk to Consider Cont.

Computer usage monitoringComputer usage monitoring Bathroom usage and monitoringBathroom usage and monitoring

Additional Things Additional Things

Review dates for the planReview dates for the plan Signatures of those involvedSignatures of those involved Established support network for the Established support network for the

offender to seek out assistance when offender to seek out assistance when neededneeded

Contact information of all partiesContact information of all parties Establish MDTEstablish MDT Currents releases of information Currents releases of information

signed signed

We All Need to Practice We All Need to Practice CONFIDENTIALITY!!!CONFIDENTIALITY!!!

The potential for harm, hysteria, fear, The potential for harm, hysteria, fear, embarrassment, ostracism, re-embarrassment, ostracism, re-victimization, parental outrage and victimization, parental outrage and safety problems increases when safety problems increases when confidentiality is breached. Sensitive confidentiality is breached. Sensitive topics need to be treated sensitively. topics need to be treated sensitively.

How to Begin the How to Begin the Process with Process with

SchoolsSchools

How to Start With SchoolsHow to Start With Schools

Start first with administrators Start first with administrators • Begin with a form letter stating your Begin with a form letter stating your

intention and purpose for wanting to intention and purpose for wanting to work with their schoolwork with their school

• Follow this letter with a phone call Follow this letter with a phone call asking for a meeting with school asking for a meeting with school administration onlyadministration only

• Send training materials to Send training materials to administration for their reviewadministration for their review

How to Start With Schools Cont.How to Start With Schools Cont.

Once administration has reviewed Once administration has reviewed these materials, attend a meeting these materials, attend a meeting with them to discuss: with them to discuss: • One hour training with school personnelOne hour training with school personnel• Training documentsTraining documents• Multidisciplinary teamMultidisciplinary team• Concerns about confidentialityConcerns about confidentiality• Mandated Reporter TrainingMandated Reporter Training• Training logistics Training logistics

How to Start With Schools Cont.How to Start With Schools Cont.

Prepare for trainings with school Prepare for trainings with school personnelpersonnel

Refer to Lesson Plans 2A and 2BRefer to Lesson Plans 2A and 2B

Demonstration Demonstration

Lesson plans Lesson plans • Lesson Plan 2A Lesson Plan 2A • Lesson Plan 2BLesson Plan 2B

Q: Will there be a need for more Q: Will there be a need for more training?training?

A: Probably YESA: Probably YES

Additional Training TopicsAdditional Training Topics

Grooming techniquesGrooming techniques Continuum of sexual abuseContinuum of sexual abuse Consenting sexConsenting sex Registration lawsRegistration laws Court orders Court orders Normal vs. abnormal sexual Normal vs. abnormal sexual

expression expression

Additional Training Topics Cont.Additional Training Topics Cont.

Victim impact Victim impact Managing your feelingsManaging your feelings Contributing risk factors for sex Contributing risk factors for sex

offendingoffending Denial Denial Risk assessmentRisk assessment Treatment Treatment

Additional Training Topics Cont.Additional Training Topics Cont.

Sex offense cyclesSex offense cycles Relapse prevention plansRelapse prevention plans