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Building a State Victim Assistance Academy—Vermont's Experience

April 2008
JAC (Judith Ann Cernese) Patrissi

"Education is the radical practice of freedom."
—Paolo Freire

"None of us is as smart as all of us."
—Unknown

Message From the Director

Many victims of crime have a complex set of needs best met by a multidisciplinary response. This publication, "Building a State Victim Assistance Academy—Vermont's Experience," highlights an Office for Victims of Crime (OVC) grant-funded initiative that focused on developing a strategy to support communities in implementing comprehensive, collaborative services for all crime victims. The initiative provided a unique opportunity to strengthen existing collaborative efforts among advocates, forge new partnerships, and focus attention on meeting the needs of crime victims.

From 1998 to 2004, OVC provided funding to the Vermont Center for Crime Victim Services to implement the Victim Services 2000 (VS2000) demonstration project in Vermont. The project supported the development of a unique victim service model tailored to the needs of the community. One of the most successful initiatives of Vermont VS2000 was the development of the Vermont Victim Assistance Academy, a statewide structure that supports training on victim/survivor issues for victim assistance providers and allied professionals. The victim assistance academy provides comprehensive, basic-level training on victimology, victims' rights, and victim services that reflect the laws and practices of the state.

Vermont VS2000 developed "Building a State Victim Assistance Academy—Vermont's Experience" to provide technical assistance to states interested in establishing a victim assistance academy. This publication describes the development of the Vermont Victim Assistance Academy and provides information about the collaborative-building strategies that strengthened the design and implementation of the academy. OVC envisions that one day there will be a victim assistance academy in every state and victim assistance courses offered at colleges and universities across the country.

John W. Gillis, Director

Introduction

Victim service professionals recognize that victims of crime are coping with a complex set of needs best met by a multidisciplinary response. Victim services education, designed specifically for a multidisciplinary audience of various cultural backgrounds and lifestyles, can be a powerful tool in support of more coordinated, skillful responses. Although jobs are often organized into discrete specializations, people's lives are not. A crime victim struggles with multiple issues: The victim may be a deaf covictim of a drunk driving fatality who needs services specifically tailored for victims with disabilities or a survivor of child sexual abuse who needs financial assistance to help pay for counseling. It takes the collaborative effort of a wide range of allied disciplines to get victims of crime the help they need in a timely and sensitive manner. A comprehensive, basic-level victim assistance curriculum made available locally to victim service providers and allied professionals could greatly enhance efforts to serve victims of crime in a more coordinated manner.

The advent of the Office for Victims of Crime (OVC)-funded State Victim Assistance Academies (SVAAs) in 34 states is one way OVC supports advancing the knowledge and skills of victim service professionals. An SVAA is traditionally a weeklong, intensive foundation course of study in victimology and victims' rights and services for victim assistance providers, victim advocates, criminal justice personnel, and allied professionals who routinely assist crime victims. SVAAs are modeled after OVC's National Victim Assistance Academy but are tailored to reflect the laws and practices of individual states.

Developing an SVAA features several core tasks, including—

Each of these major tasks demands a planning approach that supports a high degree of collaboration among partners that may not have a history of creating and implementing projects in a victim-centered environment. Any state undertaking development of an SVAA faces the challenge of creating a process that sustains relationships and can eventually institutionalize new partnerships.

Vermont State Victim Assistance Academy Mission Statement
The mission of the Vermont Victim Assistance Academy is to better serve a larger number of victims/survivors of crime by developing and implementing a statewide structure that supports sustainable, innovative training on victim/survivor issues for all those working with victims/survivors.

OVC promotes the development of educational resources for the victim services field through such efforts as the OVC National Victim Assistance Academy, training delivered via the OVC Training and Technical Assistance Center (TTAC), and other discretionary grant projects. These efforts are intended to complement training offered by state agencies, statewide victim coalitions, and national victim organizations. As OVC continues to expand its SVAA program, it envisions the development of an SVAA in every state. If properly planned and executed, SVAAs can enhance the skills and knowledge of victim advocates and allied professionals who serve victims of crime; improve the practice of victim services; and integrate information about victimology, victim services, and victims' rights into course offerings at institutions of higher learning throughout the country, which is a long-term goal for OVC.

This bulletin provides information, ideas, and resources to support the successful creation of an SVAA by describing the development of Vermont's Victim Assistance Academy (VVAA) under the auspices of the Victim Services 2000 (VS2000) Grant described below. Strategies that strengthened the collaborative design and implementation of the VVAA are highlighted because VS2000's collaborative building strategies laid the foundation for the state academy project in Vermont.

Background

From 1998 to 2004, OVC supported the development of the VVAA through its VS2000 Grant, a demonstration project focusing on developing a strategy to support communities in implementing comprehensive, collaborative services for all crime victims. The mission and goals of the VS2000 Project guided assessing, planning, implementing, and evaluating the VVAA Project.

The mission of the VS2000 Project was to join with victims, survivors, and those who interact with victims to implement, sustain, and support a system of services across Vermont that is victim centered, comprehensive, and just. Five goals were identified:

Because the victim assistance movement has grown significantly in the past 25 years and victim assistance programs have become part of the Nation's criminal, tribal, military, and juvenile justice infrastructure, victim service providers, advocates, and allied professionals with practical experience, training, and education can be found working in a variety of settings. These include:

The VS2000 initiative presented Vermont with a unique opportunity to strengthen existing collaborative relationships among these diverse advocates, forge new partnerships, and focus shared attention on meeting the needs of victims of crime.

The VS2000 Project began with a thorough needs assessment to gain a better understanding of the range and accessibility of victim services in Vermont, highlight gaps in services, identify underserved populations of crime victims, and develop a preliminary plan. Assessment tools included interviews and focus groups held around the state, surveys of victim service providers and survivors of crime, documents and reports of victim assistance programs, and an analysis of the infrastructure of the current victim service network.

As the first year of the Vermont VS2000 Project's needs assessment and planning drew to a close, one goal began to emerge with unmistakable clarity: To better serve a larger number of victims/survivors of crime, Vermont needed to develop and implement a statewide structure capable of supporting sustainable, innovative training on victim/survivor issues for all those who work with survivors of crime. Vermont committed to exploring the possibility of creating its own SVAA to meet this goal.

Project Strategy

To develop a successful strategy and a viable application for SVAA funding, applicants must demonstrate commitment from the state's Victims of Crime Act (VOCA) victim assistance and compensation program offices to help develop an academy. States must also demonstrate commitment from an accredited college or university to host and promote the state academy, including assistance in overseeing the planning, implementation, and evaluation of the project.

Vermont's VS2000 Project and the work of building the VVAA was housed in the Vermont Center for Crime Victim Services, the state agency that administers the VOCA funds and the victim compensation program. The VS2000 Project initially funded a half-time training coordinator position to oversee planning for the VVAA. To strengthen the planning phase, Vermont's Network Against Domestic and Sexual Violence (the state's battered women's and rape crisis coalition) committed to providing funding for the balance of the position. The result was a full-time coordinator's position, housed half-time in the state-based Center for Crime Victim Services and half-time in the office of Vermont's Network Against Domestic and Sexual Violence. The intention behind the shared position was to foster a power-sharing relationship with the grassroots coalition from the earliest possible point.

To continue to broaden support for creating the VVAA as a means to reach the VS2000 training goals, the training coordinator devised a simple questionnaire. The questionnaire was intended to reach the broadest range of stakeholders during the conceptual phase of the project, when the training coordinator was openly exploring the perceived value of the state academy model as a way to address the gap in training identified by the VS2000 needs assessment. The questionnaire more specifically focused on the SVAA model rather than the initial VS2000 needs assessment; it was intended to reveal format and topic preferences for potential participants as well as identify the level of commitment and support from allied agencies that might serve as advisers or contribute their training expertise.

The training coordinator conducted phone interviews with fledgling SVAA projects. From these interviews, the coordinator learned that power issues emerged during the planning phase and affected the development of these projects; thus, sensitivity to power dynamics would be required. Potential partners were asked if they would support the concept of an SVAA, and, if so, what was needed to make the concept most effective for them. A series of both open and closed exploratory questions related to SVAA structure, content, and the perceived appropriateness of agencies in charge conveyed a genuine interest in finding out what was needed to create an SVAA that would be planned in a way that was truly responsive.

The newly formed VVAA Advisory Group for the VS2000 Project, composed of the leadership for all key allied criminal justice and grassroots victim-centered agencies, gave its support to the VVAA planning by approving the use of its staff time toward the planning efforts. The questionnaire was supplemented by short, individual face-to-face meetings, brief phone interviews with state agency directors and their training directors, focus groups with relevant task forces, and groups for victims/survivors of crime. Those who offered training from within community-based nonprofits and the criminal justice system were asked to participate in the questionnaire or interview.

At this embryonic stage, what made this approach effective was clarifying the commitment required of those contacted: Strengthen Vermont's exploration of the concept of an academy by answering the questionnaire in whatever form was chosen, and attend one facilitated planning meeting where the results would be presented and decisions would be made as to whether and how the project should continue.

One-Day Collaborative Planning Meeting

Before the planning meeting, the training coordinator compiled the results of the interviews and questionnaires for attendees of a 1-day collaborative meeting held on February 2, 2001. The results were sent to meeting attendees along with background information on the project concept and VS2000 and the highlighted questions that would comprise the agenda for the meeting. Results were also posted in the meeting room. Because participants were informed of interview and questionnaire results before the meeting, it was clear to all attendees where the group needed to focus its attention.

After referring to the posted results and facilitating a multistep collaborative problem-solving process, the group acknowledged the momentum that existed in Vermont for creating a victim assistance academy and laid the groundwork for coordination on the project. Group members agreed on a draft mission for the project and outlined advisory and coordinating responsibilities. In addition, they determined that the VVAA should be guided by an Advisory Group for the planning and implementation stage (2 to 3 years) and even identified ideal member agencies of this group. Location, duration, participant base, preferred trainers, scope, and general topics were chosen.

The 1-day planning group suggested that a Curriculum Committee of preferred trainers be formed to decide the hours allotted per topic and the sequence for the topics chosen. Two other committees were formed that eventually became stand-alone projects: the Tri-State Victim Assistance Consortium and the Standards Committee. Eventually, the work of the National Victim Assistance Standards Consortium was used to evaluate the victim assistance standards that were being met through the VVAA. Vermont also undertook creating its own standards, based on the national work.

At the end of the single collaborative planning meeting, members identified their interest in and ability to continue with the project by joining one of the committees or joining the Advisory Group. Advance planning and preparation helped create a well-thought-out plan with broad support, which helped when approaching potential members; all potential Advisory Group members accepted the invitation to participate. Two more were later added on their own request after the project was presented to the Governor's Criminal Justice Cabinet. Advisory Group membership was composed of leaders from the Criminal Justice Training Council (the Police Academy), the Department of Corrections, the Department of Social and Rehabilitation Services, the Bar Association, the Department of State's Attorneys and Sheriffs, the Network Against Domestic and Sexual Violence, the Center for Crime Victim Services, the Department of Mental Health, the Victim/Survivor of Crime Council, the Attorney General's Office, and the Defender General's Office.

Establishing an Academy Format Suitable for Vermont

The results of the questionnaires, interviews, and 1-day collaborative planning meeting reflected the political and geographical realities of Vermont. Respondents did not support the idea of a weeklong training academy. Several factors were involved. Small, rural programs could little afford to have one or two representatives gone an entire week without severely inhibiting their ability to function. In Vermont, there is a heavy concentration of mothers of young children in the workforce; childcare issues were cited as a factor prohibiting a weeklong absence for many in the field. A small mountain range runs through Vermont, making travel to one central location undesirable. The format most appealing to respondents included three 2-day segments delivered in May, October, and February. Respondents requested delivery in at least two locations, one in the south and one more centrally located. This meant that the entire sequence would be offered twice. Not hosting participants overnight would significantly reduce the cost of the state academy. It was decided that during the implementation phase, courses would be offered free of charge. In addition, texts, handouts, refreshments (including lunch), and fees for academic credit would also be free. The cost of delivering both the southern and central 6-day academy sequence to approximately 80 participants would cost approximately $20,000 (about $250 per person).

Finding an Academic Partnership That Works

The challenge is to find the right level of involvement with the appropriate partner.

Vermont is home to one large university, the University of Vermont (UVM). This university is home to 9,040 undergraduates, 1,351 graduate students, 406 medical students, and 1,292 full-time and part-time faculty. Vermont also hosts a few small private institutions and the Vermont State College System. Interviews with university staff and input from allies in the field indicated that the project would not be a good fit within the academic departments of UVM. Nevertheless, UVM was in the beginning stages of forming a large statewide partnership, called the Anti-Violence Partnership, which could eventually house the VVAA Advisory Group. This partnership was being formed by the head of the UVM Social Work Department, who was also the evaluation consultant for the VS2000 Project. One Advisory Group member representing child protective services was actually a contract employee at the university. Her main contribution became that of making design recommendations.

The 1-day collaborative planning group supported the idea of becoming an accredited program through the Vermont State Colleges Office of External Programs. The successful completion of the accreditation process has allowed some of the smaller private colleges to offer credits to their students who attend the program and has sparked interest in creating courses within their institutions. The accreditation process began in earnest after successful completion of one round of the VVAA. A team of subject-matter experts chosen by the Vermont State Colleges Office of External Programs reviewed lesson plans, presenters' curriculum vitae, text and all supplementary materials, and any formative or terminal assessment tools, including self-tests, activities that measure accountability of students' learning, and the final exam. This was followed by a verbal interview of the planners. The VVAA was awarded three college credits in victimology for a 5-year period, after which the planners must undergo a review. The project was specifically commended for its planning structure, which ensured content relevance because topics were identified by those who work in the field. At the close of the review process, Vermont State Colleges administration communicated interest in having its students access the VVAA and eventually adopted a course of study within its system. The cost of the accreditation process for this institution was $5,000. It takes careful documentation to acquire such accreditation, which should be noted before undertaking that approach.

In a larger state with more and varied options, planners might interview various college and university programs, looking specifically for those who have an interest in working in a collaborative, power-sharing environment on one or all of several fronts: program planning and leadership (including logistical planning), curriculum design, and adult learning delivery skills. Each of these requires different skills, but all require a willingness to participate actively in planning and learning sessions. Emphasizing the project's goal of creating systemic change in the way victim service providers get education and build skills might pique the interest of academic institutions interested in community-action partnerships. Even for smaller states such as Vermont, the challenge is to find the right level of involvement with the appropriate academic partner.

Collaborative Curriculum Subcommittee

Participation in this subcommittee was active and fruitful because of its clear goal and its short duration. In addition to certain members who volunteered at the collaborative planning meeting, other individuals identified at that meeting as training coordinators or content experts in the field were also invited to participate. The goals of this subcommittee were simply to take the suggested topics and to assign a number of training hours to them, then to create a logical sequence for the topics. Participants were then asked to review the list of recommended trainers and make additions or changes. Assigning numbers of hours, which can be a tedious process, was accomplished effectively through fruitful dialogue. Topics were posted on newsprint around a room. Each member of the group took a few minutes to explain why he or she believed the topics championed were crucial to improving the response to victims in Vermont. The training coordinator facilitated the dialogue in exploring the varied viewpoints. Following, each member was given a bank of 42 hours to "spend" any way the member wanted. Members assigned each posted topic the number of hours they thought it merited. There was a great deal of agreement, and when there was not, it was brought to the group for a facilitated process of consensus decisionmaking. Through this discussion, each topic was assigned a number of hours and a place in the presentation sequence. Group members agreed that the task of designing the lesson plan needed to reside with the actual trainers, who could be convened in an ongoing Curriculum Subcommittee that would replace them. They concluded their work together in one morning.

Working With the Advisory Group

The Advisory Group's initial role was to oversee VVAA's development, make policy recommendations, and focus on adoption and implementation issues as well as quality control.

Potential members of the VVAA Advisory Group responded enthusiastically to the invitation to serve when they learned numerous colleagues had identified them as ideal members through the questionnaire, interviews, and 1-day collaborative planning meeting. The training coordinator asked the VVAA Advisory Group members to commit to two to three meetings over the course of a year for a total of 3 years. Group members were asked to attend themselves and not to delegate the membership. The Advisory Group convened on June 21, 2001, 4 months after the 1-day collaborative planning meeting. Before the first meeting, members were sent orientation packets to review so as to make the best use of the meeting time. They were asked to bring their thoughts, suggestions, and advice on specific questions related to the materials. The packet of materials included the project's working mission statement, drafts of training principles, a draft action plan, structural and governance decisions made at the collaborative planning meeting that included the working subcommittees, and their work product to date. They were also provided a list of potential suggested trainers and the plan for "Behind the Curtain of the Great Oz" Training of Trainers and Gathering of Trainers.

At the meeting, the Advisory Group determined its focus would be to oversee the academy development, initially recommend policy, and focus on adoption and implementation issues and quality control. After the implementation phase, the role of the group would be revisited. After the focus was determined, group members proceeded to discuss and give advice related to the material in the premeeting packet. They also gave their comments on the training coordinator's plans for revising the NVAA text to make it relevant to Vermont and presented ideas for a brochure.

The training coordinator asked each member to serve as a champion for the project and its goals, becoming the contact person for recruiting participants from within his or her discipline. Other meetings of the Advisory Group were conducted in a similar manner. There were specific tasks based on the training coordinator's groundwork that needed direction and response. (The training coordinator's title was changed to VVAA development coordinator.) Courtesies such as reminder e-mails and phone calls, as well as thoroughly planned meetings, went a long way toward sustaining participation. As champions for the academy project, Advisory Group members presented the project to their departments or agencies and secured the names of participants for both the pilot project and the ongoing academy.

The Advisory Group had several marketing ideas. The first was to hold a mini version of the training for agency heads or local nonprofits. The group also suggested that the development coordinator introduce the project through short presentations at the Governor's Criminal Justice Cabinet meetings and to the Governor's Council on Domestic Violence and local Domestic Violence Task Forces. In addition, the group suggested that the development coordinator explore Dr. Jane Vella's training, "Seven Steps of Design," as its specific adult learning design methods would complement the "Ultimate Trainer," an OVC training curriculum. Dr. Vella's professional training, Evaluation by Design, with its Accountability Planner, helps design sessions so that trainers and participants can immediately assess whether they are learning. Some 3 to 4 months later, followup surveys can be used to measure transfer of the learning into the field. Long-term impact can be measured by comparing data from victim/survivor surveys over time.

The Advisory Group also suggested that the first VVAA be offered as a pilot session to respected, experienced members of the field and to frontline workers. Following this advice, the development coordinator informed the pilot participants that they were invited as colleagues to guide the work. The assessments at the end of each module were far more indepth than at the regular academy. Individual invitations were sent to pilot participants, along with separate reminders that emphasized how their experience would strengthen the project. Obvious changes to the design were made based on the pilot participants' feedback. The use of feedback from experienced stakeholders in a pilot project made the VVAA's commitment to collaboration and respectful power dynamics even more credible. The experience also impressed pilot participants enough to engender their colleagues' interest in the project.

Working With Trainers

VVAA embraced a highly collaborative training design approach and created a respectful environment for feedback that made trainers feel creative, supported, and appreciated.

Most VVAA trainers were content experts involved in various Violence Against Women Act (VAWA)- or Victims of Crime Act (VOCA)-funded training initiatives. Agreements with these grant coordinators helped the development coordinator secure trainers' participation as part of the goals of their individual grants. A mental health expert and a substance abuse expert entered into low-cost contracts to deliver those sections that required their expertise but could not be delivered within the scope of their regular duties. To attract participants, other trainers included high-profile criminal justice experts such as Vermont's U.S. Attorney.

Trainers were prepared individually or in groups according to their approach to the topic. For example, the trainers responsible for the sections on child victimization and domestic and sexual violence decided to pool their hours and present the topics jointly over the course of a 2-day section. Their section, dramatically presented to the participants, features a family wending its way through the criminal justice system. Each trainer agreed to abide by Vermont's Training Principles. They also agreed to use the design tools featured in Dr. Vella's dialogue-education work and OVC's "Ultimate Trainer." The Vella "Seven Steps of Design" is a collaborative design approach that systematically explores the relevant knowledge base of identified participants and trainers, why each topic is necessary at that time in the state, the amount of time needed to present each topic, and the ultimate goals of the training segments. The process continues by having designers identify the knowledge, skills, and attitudes needed to address the desired outcome. The trainers then discern the exact level of educational goals from Bloom's Taxonomy of Educational Objectives. From there, they formulate the learning tasks or activities that meet those goals. This ensures that in every section, participants must engage in one of the learning activities listed in Bloom's Taxonomy so as to ensure learning comprehension. Participants would, for example, recall or predict information through their learning tasks, and then design, explain, or outline as a way of applying the learning. For trainers, the design process is iterative, with activities influencing the chosen knowledge, skills, and attitudes. It is also very collaborative, drawing on the expertise of all, which can be especially challenging during training design.

The development coordinator was careful to respect the trainers' level of commitment, as they were almost exclusively volunteering their time. An optional 2-day Training for Trainers, titled "Behind the Curtain of the Great Oz," was held 6 months after the first collaborative planning meeting. All trainers were invited, but only some opted to attend. Those who chose not to attend later went through the design process step by step with the development coordinator to ensure the quality of the presentations.

All trainers were required to attend the Gathering of Trainers on the third day. The gathering began with an orientation that reviewed the history, goals, and expectations of the training. Then, trainers presented their thoughts about their design process and solicited input from the other trainers. After the presentations, group members identified themes they wanted to keep consistent throughout. Trainers whose material was closely related met in small groups to prevent overlap and discuss their unique approaches.

After completion of the VVAA pilot round, an annual voluntary Gathering of Academy Trainers has traditionally been hosted at a scenic summer spot. Trainers go through a process similar to the Gathering of Trainers in that they present the feedback they received from the participants' evaluations and invite feedback from the other trainers in attendance. The feedback process takes place in a supportive, constructive environment. After the trainers review their participants' evaluation comments aloud, the development coordinator asks the trainers to identify what they liked about their own delivery. The development coordinator then asks the trainers if they would like positive feedback from their colleagues. Trainers then identify what, in light of the evaluations, might be changed in the presentation. Finally, trainers are asked if they are interested in hearing their colleagues' suggestions for improvement. As a result of the respectful environment, trainers report feeling supported, appreciated, and creative. They also report feeling "part of something larger." In addition to this yearly gathering, the development coordinator facilitates feedback sessions individually with trainers who do not attend. The development coordinator also facilitates preparation sessions for all trainers.

Trainers are thanked in writing and given small tokens of appreciation after their presentations. Their meals and overnight accommodations are included in the VVAA budget. Evaluations are returned promptly. Certain trainers, such as the state's attorney, act more as guest speakers. The development coordinator suggests in writing simple ways of supporting the participants in applying the lecture concepts. For example, before the lecture, the development coordinator has participants refer to specific open questions that will be answered in the lecture, and they are instructed to note their responses. After the lecture, the development coordinator acts out common frustrations victims face related to the criminal justice system's application of the material in the lecture. The participants identify any issues that were missed and then work in two-person teams, writing and practicing empowering ways to address the identified barriers. Because trainers and lecturers want to be dynamic educators, they have embraced the development coordinator's suggestions. All trainers are asked to secure and prepare backup trainers in case of an emergency.

Quality Support

The pilot audience was assured that the Advisory Group would use the advice pilot participants gave in their detailed evaluations. Once the evaluations were compiled, the results were sent to the Advisory Group as part of their preparation packet after the first sessions were completed. All of the pilot participants, the trainers, and the former subcommittee members were notified that the academy had been strengthened in specific ways based on the pilot project's feedback. Several of the most positive comments were used as direct quotations on the brochure advertising the academy. A 4-month postcompletion evaluation was designed, measuring the transfer of skills to the work. These evaluative measures help designers understand what is most effective over time in the coursework.

Adapting the Text

Before the close of the short and productive life of the initial Curriculum Subcommittee, members were asked to list the individuals and projects that would be the best resources to review each chapter of the text. The Advisory Group also made its recommendations. Reviewers were contacted individually in writing and by phone. They were asked to review the chapters and to add relevant Vermont statutes, best practices, or supplementary materials. If they agreed to do this, another letter followed with more details that included a deadline for the revisions and materials. Two weeks before the deadline, the development coordinator called all reviewers to check on the status of their work. Once their comments were received, they were edited into the text by VS2000 staff. Because the VVAA was offered in sections occurring in May, October, and February, the lengthy text revisions could be completed by section as well.

A VVAA trainer who teaches at Vermont Law School researched parts of the text with assistance from students from South Royalton Legal Clinic. Attorneys who delivered the first segment of the pilot academy also created an Ethics Booklet as supplemental course material. The updating of the VVAA text is ongoing as laws and practice change within the state.

Recruiting Participants

One of the tasks of the Advisory Group was to identify and recruit participants for the pilot program. The group also did this for the regular sessions of the VVAA. The Advisory Group selected participants they thought would be role models supporting positive change in the field and those who they felt most needed the training. The development coordinator compiled a list of more than 40 groups identified at the 1-day collaborative planning meeting as ideal participants. The Advisory Group prioritized the groups and identified the ideal number of participants from each field. The group's focus was on maintaining a well-balanced mix of those professions that have contact with victims of crime. A number of slots were reserved for members of Vermont's Victim/Survivor of Crime Council, Mothers Against Drunk Driving, Parents of Murdered Children, and rape crisis and battered women's shelters support groups. During the pilot sessions, crime victims evaluated how the presentations respected their experience as crime victims. Members of the VS2000 Advisory Group agreed to make it mandatory that new deputy state's attorneys, new state police, and new state-based advocates attend the academy.

The Advisory Group decided against a fee during the initial adoption and implementation phases of the project. It also decided against an application process for participants, feeling it would hinder rather than enhance participation. In addition to the efforts of the Advisory Group, the development coordinator met with individual supervisors within various offices throughout the state to present the project and recruit participants. The development coordinator found that contacting the individual community-based battered women's and rape crisis programs to recruit participants was more effective than going through the statewide coordinating body. Prospective participants were more likely to attend once they were informed of the names of respected presenters from their own field. As always, written invitations and a phone call to participants shortly before the event can help ensure their presence. The Guidance Counselor Association, local schools, and small colleges became a great source of participants.

Logistical Arrangements

University or college dormitories are one option for academy participants. Vermont presented its VVAA at local government agency conference rooms and an all-inclusive conference site. Limiting refreshments to mornings only and holding the training near restaurants where participants can pursue lunch options on their own can further reduce costs, although the VVAA pays for participants' lunches. Sending the pretraining reading packets without binders reduced postage costs considerably. (Participants received binders on arrival.) Recently, the VVAA did away with a printed text and went exclusively to a CD-ROM format to reduce costs even further. The number of meals figured in the working budget was always fewer than the number of participants because caterers tend to provide more food than needed; thus, 80 people could eat for the cost of 60.

Planning for Sustainability

Getting presenters and Advisory Group members who work on VOCA and VAWA grants to participate early in the process also plants the seed for talks with fund administrators concerning the future use of VOCA and VAWA dollars to help sustain costs. The goals of each section of the academy and the mixed nature of the audience might easily meet the training goals of many of these grants. Because the VS2000 Grant was administered by the Vermont Center for Crime Victim Services, which also administers the state's VOCA and VAWA grants, planning for sustainability began early. VOCA and VAWA training dollars, some state general funds, and some applicable Byrne funding were used to pay for the project. The development coordinator position was changed into a full-time training director position at the Center for Crime Victim Services. Additional responsibilities were added to this position for statewide training planning and coordination, and the cost of the position was not included in the budget that reflects VVAA operating costs. The training director asked project administrators, who were supportive of the work of the VVAA but hesitant to share their training dollars, to commit their trainers' time. Small participant fees can help to ensure that participants show up while still keeping it within the budgetary reach of very small programs.

Lessons Learned

VVAA staff learned numerous lessons about project planning, implementation, and sustainability that could benefit other states interested in establishing their own victim assistance academies. Lessons learned include the following:

* * *

The work of VS2000, with its focus on respectful collaboration both on the local and statewide tiers, helped Vermont create a victim assistance academy that is now deeply intertwined in the systems of response for victims of crime in Vermont, even as the structures of those state systems continue to change. The VVAA has become the shared project of many, for many. Literally hundreds have contributed their expertise. The talents and expertise of so many benefit all who attend and the victims they serve.

About the Author

JAC (Judith Ann Cernese) Patrissi's expertise in training and facilitation is drawn from her 20 years of experience as an educator and advocate in a variety of capacities in the United States, Asia, and Europe. Before becoming a consultant, Ms. Patrissi spent 10 years in Vermont, where she worked in various capacities in victim services, including in a domestic and sexual violence shelter, the statewide coalition office, and as the training director for the Vermont Center for Crime Victim Services, the state agency that administers the VOCA and VAWA funding streams. Ms. Patrissi developed and implemented the Vermont Victim Assistance Academy and has worked on numerous statewide collaborative project planning efforts. She delivers training nationally and statewide on a variety of victim service-related topics, including HIV and victim services, "The DOC and Other Acronyms," reparative board training, domestic and sexual violence, development of victim/survivor of crime councils, "The Roots of Victim Services: Exploring Barriers to Collaboration in Victim Services," "Parallel Justice," and "Behind the Curtain of the Great Oz," Training of Trainers and Gathering of Trainers. Ms. Patrissi now lives in New England with her family. She is a survivor of violence. Ms. Patrissi can be contacted through www.ethicalconversations.com.

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