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Safety Matters

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Safety Matters Cover Slide

Managing Relationships in Women’s Facilities Learn Plan

This curriculum uses the term “justice-involved women” where possible, as this is the term of art in the literature at the time of this writing. The terms “woman inmate” or “inmate” are also used to designate a status of incarceration. Furthermore, the terms “offender” or “prisoner” may appear when used in reference to particular research where the respective terms were originally used. Trainers are encouraged to use the terms most commonly used by the agency, such as “detainee” or “resident” as appropriate.

Welcome to your microlearning plan for NIC’s Safety Matters: Managing Relationships in Women’s Facilities. By completing these activities, you will be ready for your upcoming training program!

  • Each learn plan section consists of:
    1. reading an introductory paragraph;
    2. viewing a video clip(s), and
    3. answering questions.
  • Work your way through each section by clicking each link, until you have completed all microlearning components in the learning plan.
  • Please bring your completed answers to class, as we will refer back to them as we move through the training program.

  Download the Participant Manual


Learning Byte 1:

Safety Matters: Introduction

This section is designed to provide a welcome, purpose of the Safety Matters training initiative, overview of the initiative, trainer introductions, and immediate directions on required pre-work as part of the training.

Introduction Questions

  1. What challenges will you face in completing the microlearning sessions?
  2. How can the National Institute of Corrections (NIC) or The Moss Group (TMG) support you in navigating those challenges?

Learning Byte 2:

What Do We Know?

This two-part video answers the question “what do we know” by providing an overview of research and best practice specific to enhancing safety in women’s facilities. Part 1, which is 30 minutes, will cover PREA and safety in women’s facilities. Part 2, which is 30 minutes, will cover the intersection of sexual safety and gender-responsive practice. Participant Manual Reference: Pages 8-18.

What Do We Know? Questions

  1. My agency considers the effect of the gender of inmates on the implementation of PREA.
    1. True/False
    2. Comment Box to Explain
  2. The profile of women we have been discussing includes similar characteristics to the population in my facility.
    1. True/False
    2. Comment Box to Explain
  3. In my agency, I believe sexual abuse or sexual harassment is reported _______.
    1. All of the time
    2. Most of the time
    3. About half the time
    4. Rarely
    5. Never
  4. Share one way you believe staff behavior could jeopardize sexual safety in women’s facilities.
  5. Share one way you believe staff behavior could enhance sexual safety in women’s facilities.

*Complete these questions after you have viewed both videos.

Learning Byte 3:

What Do We See?

This video answers the question “what do we see” by providing an overview of the dynamics of healthy and unhealthy relationships in women’s facilities, sexual abuse, and sexual harassment in these specialized settings. Participant Manual Reference: Pages 22-27.

What Do We See? Questions

  1. Inmates often forge close relationships in a facility. Which of the following are true about these relationships in a facility?
    • Promote order and stability
    • Pose a threat to the sexual safety of staff and inmates
    • Require staff to identify and respond appropriately to the behaviors that constitute a rule violation and those that don’t
    • Can promote healing and change
    • All are true
  2. In your experience, what are the most common red flags when staff are engaged in an inappropriate relationship with an inmate?
  3. In your experience, what are the most common red flags when inmates are being sexually abused, coerced, or are in fear of sexual abuse?

Learning Byte 4:

Communication Skills

This video answers the question “what do we do” by reviewing key communication skills to include active listening and the basic skills of motivational interviewing.
Participant Manual Reference: Pages 87-91.

Communication Skills - Questions

In addition to this review, which of the OARS skills would you like more practice with?

  • Open-ended questions
  • Affirmation
  • Reflective listening
  • Summarizations

Learning Byte 5:

De-escalation and effective use of Authority

This video answers the question “what do we do” by reviewing key strategies to support de-escalation and effective use of authority.
Participant Manual Reference: Pages 92-94.

De-escalation and effective use of Authority - Questions

List three key learning take-aways from video 4 and 5.

Learning Byte 6:

Meet the Lab Characters

This video will introduce you to the characters you will work with in the highly interactive and application-based lab activities that you will participate in during VILT sessions. Be sure you take notes so that you remember them when you encounter these characters in a scenario.