Survivor-Centered Advocacy Institute:
Intake and Assessment Strategies
Presented by the
U. S. Department of Justice
Office on Violence Against Women
in partnership with
The Legal Assistance Providers’ Technical Outreach Project
September 18-19, 2006
Pittsburgh, PA
INTAKE STRATEGIES FOR
TEEN CLIENTS
Diego Cartagena
Suma Mathai
Stacey Marquez
Los Angeles Center for Law & Justice
WHY WE ARE HERE
• One in three teens experience abuse (defined
as physical or sexual violence) in a dating
relationship.1
• Young women between 16 and 24 are at the
greatest risk of experiencing domestic
violence.2
• Young women between 12 and 19 are at the
greatest risk for being sexually assaulted.3
WHY WE ARE HERE
• There is a significant correlation between
being a minor parent and experiencing
domestic violence.
– In a 2001 study, teen victims of violence
were 6.7 times more likely to have an
unwanted pregnancy.4
– The risk of violent episodes increases during
pregnancy and after childbirth.4
REPORTING VIOLENCE
It is estimated that only one in every
twenty-five teenagers involved in an
abusive relationship will seek help. 5
INTERSECTION OF TEEN
DYNAMICS IN DV SITUATION
• Mobility. • Emotional,
• School/Education. developmental, and
• Economic status. cognitive factors.
• Family member as • Views on authority figures.
batterer. • Lack of dating
• Parents unaware teen is experience.
dating/sexually active. • Lack of cohabitation.
• Parent aligned with • Lack of proximity between
batterer. parties.
• Parental consent issues. • Lack of shelters.
• Mandated reporting. • Health care access.
• Inability to legally work. • Status crimes.
LEGAL & NON-LEGAL
RESPONSES
• Only 11 states and the District of
Columbia cover teen domestic
violence by protecting against dating
violence. 5
• Some survivor centered
advocacy/support in schools.
• Some shelters accepting teen
residents.
• Teen-focused advocacy and
educational groups.
ADOLESCENT DEVELOPMENT
ADOLESCENT DEVELOPMENT
• Cognitive Development
– Young children: concrete thinking;
interpret language literally.
– Middle adolescents: abstract thinking;
use metaphors and symbols.
– Adolescents: critical thinking skills
develop; begin to question “how” and
“why.”
ADOLESCENT DEVELOPMENT
• Social Changes:
– Peer group involvement: pull back from family; spend
more time with friends.
• Emotional Changes:
– Experience various emotions and emotional shifts;
experiment with intimacy.
• Identity Development:
– Middle adolescence: both introspective and
egocentric.
– Later adolescence: move toward autonomy and
development of own belief systems; develop sense of
privacy.
– Later adolescence: increased risk-taking.
ADOLESCENT DEVELOPMENT &
DOMESTIC VIOLENCE
• Body image: distorted body image; eating disorder(s).
• Sexual identity: more likely to question sexual identity.
• Peer group involvement: support from group or
ostracized; identify with “wrong crowd.”
• Mood swings: hormones; increased shift in emotions;
increased confusion due to inability to cope with new
emotions.
• Identity: incorporate weakness or vulnerability as part of
developing identity or may decide to be “tough” or
“strong;” individuation.
• Risk-taking: sometimes result in increased risk-taking (e.g.
multiple sex partners, crimes, suicide).
ADOLESCENT DEVELOPMENT &
DOMESTIC VIOLENCE
• Impact on cognitive development:
– Concrete thinking: youth who have
not developed abstract thinking skills
may feel current reality is only reality.
– Abstract/critical thinking: adolescents
ask “how” or “why,” but lack of
experience often causes them to point
to themselves.
INTAKE AND ASSESSMENT
STRATEGIES
INTAKE & ASSESSMENT
STRATEGIES
• Preparing for the intake.
• Conducting the intake.
– Specific goals for intake.
– Teen-friendly interview skills.
– Asking specific questions.
• Concluding the intake.
PREPARING FOR INTAKE
KNOW THE OPTIONS
• Shelters:
– Do they accept teens?
– Special considerations regarding distance.
– Consent issues.
• Transportation:
– Available to teen?
• School:
– District/school policy regarding survivor assistance.
• Counseling/support group:
– Group sessions.
– Individual counselors.
KNOW THE OPTIONS
• Medical options:
– Consent laws.
– Mandated reporting.
– Public/private health coverage.
• Government benefits:
– Exceptions for teens.
• Law:
– Minor consent laws.
– Mandated reporting laws.
– Competency laws.
– Standing of minor party.
• Role of advocate/attorney.
– Ex: Guardian ad litem; minor’s counsel.
KNOW YOUR CLIENT
• Identify who your client is.
• Consider factors that may be
affecting your client.
• Keep in mind purpose of interview
and goals to achieve.
PRECONCEPTIONS
• Understand a teen’s (potential)
preconceptions:
– I have no legal power.
– I have no economic power.
– No one is willing to help me.
– I will not be taken seriously.
– My situation is normal.
– I am alone.
– I feel powerless and frustrated.
– What I went through wasn’t domestic
violence.
PRECONCEPTIONS
• Know your (potential)
preconceptions:
– Teens don’t know themselves.
– Teens don’t know what’s best.
– Teens will rebel for no reason.
– Teens won’t understand.
– Teens are uncooperative/flaky.
SCHEDULING THE INTAKE
• Be cognizant of:
– School schedules.
– Individual transportation limits.
– Creating a teen-friendly environment.
– Possibly conducting the intake off-site.
• Presenting yourself at intake - be
cognizant of your attire.
CONDUCTING THE INTAKE –
SPECIFIC GOALS FOR INTAKE
GOALS
• Confidentiality (or exceptions to it).
• Explain your role.
• Explain purpose of intake.
• Establish rapport.
• Determine teen’s language
competence.
• Conduct intake.
CONFIDENTIALITY
• State whether discussion is confidential.
• Disclose whether you are a mandated
reporter.
• If rules of confidentiality apply:
– Define with age appropriate language.
– Avoid certain terms: “It will be our secret.”
– Explain purpose of rule.
– Provide exceptions.
• Presence of support person/friend.
– Sign waiver.
DEFINE YOUR ROLE AND
PURPOSE OF INTAKE
• Help the teen understand your role:
– Introduce yourself.
– Explain what you do.
• Explain to the teen what you hope
to accomplish during intake.
• Explain what you will not do.
ESTABLISH RAPPORT
• Keep in mind your language.
• Keep in mind your tone.
• Consider an ice-breaker.
– Try to note something unique about the
teen.
– Talk about something in popular
culture.
– Be sincere.
DETERMINE LANGUAGE
COMPETENCE
• Language and vocabulary used by
teen serves as guide for your own
language.
• Examine use of abstract ideas and
analogies.
• Determine whether teen is visual or
auditory focused.
• Measure comprehension by asking
teen to define a word or repeat a
concept.
CONDUCTING THE INTAKE –
TEEN-FRIENDLY
INTERVIEW SKILLS
INTERVIEW SKILLS
• Language.
• Tone.
• Asking questions.
• Managing the intake.
• Length of intake.
• Professionalism.
LANGUAGE
• Used by the teen:
– Use as clues to determine teen’s language
skills and level of cognitive development.
– Slang:
• Discouragement of slang can lead to discomfort in
teen.
• Do not be afraid to ask teen to define a word.
– Obscenities: May have to explain that it is ok
to recount verbal abuse accurately.
LANGUAGE
• Used by the advocate/attorney:
– Depends on determination of teen’s
language skills and cognitive abilities.
– Generally:
• Short sentences, concrete language.
• Avoid technical terms or legalese.
• Define terms.
• Use examples, repetition, visuals.
• Don’t be afraid to be explicit.
• Body language: relax!
TONE
• Non-judgmental.
• Non-paternalistic.
• Non-patronizing.
• Conversational.
ASKING QUESTIONS
• Let teen tell her/his experience.
• Then ask questions for details.
• Short, open ended.
• Listen to the answer.
• Do not change your reaction or
tone.
LISTEN & WATCH
• Listen:
– Type of answer.
– Tone of answer.
• Watch body language:
– Is the teen relaxing?
– Is the teen more tense or appearing more
reserved as interview continues?
• Evaluate:
– Is teen’s reaction to you and your questions or
nature of subject matter?
• Don’t change your tone or react.
FOLLOW-UP QUESTIONS
• Teen may not necessarily give details or
context.
• Ask follow-up questions to acquire details:
– Short.
– Open ended.
– Rephrase question.
• Don’t be afraid to ask for clarification.
CHRONOLOGY
• The younger the teen, the more difficulty
determining time frames.
• Tips:
– Start by ordering events: “First,” “before or
after,” etc.
– Place in relation to other events: “Where you
still in school?” or “Was it near your birthday?”
– Reinforce that it’s ok not to be 100% exact.
TAKING NOTES
• Ask if you may take notes.
• Gauge teen’s reaction to note taking.
– If seems uncomfortable, stop.
• Don’t be afraid to ask teen to slow down
or repeat.
– “I’m sorry, I want to make sure I write down
this important information. Can we go over
something one more time?”
MANAGING THE INTAKE
• Listen to the client.
• Adapt to client.
– Follow a line of inquiry/information.
– Acknowledge other information, but move
forward.
• “I’m going to make a note of that, but I’d like to go
back to…”
• Prevent teen from directing the interview.
– Answer questions and address concerns.
– Maintain goals in mind.
LENGTH OF INTAKE
• Depends on:
– Age.
– Practical considerations.
• Consider multiple interviews.
• Inform teen that s/he can stop
interview and/or return later.
ONE SHOT INTAKE AND
ASSESSMENT
• Consider whether teen will be able
to return for further meetings.
• Ask teen whether s/he can return.
• If unlikely/unable to return, consider
maximizing the intake.
• Be patient and understanding.
PROFESSIONALISM
• Equal to that given any other client:
– Do not take phone calls.
– Do not leave to see other clients.
– Try to prevent interruptions.
– Extend common courtesies:
• “Excuse me.”
• “I’m sorry.”
– Make sure and define who the client is.
CONDUCTING THE INTAKE –
ASKING SPECIFIC QUESTIONS
DOMESTIC VIOLENCE
• Teen may be unaware of different forms
of domestic violence.
• May need to do an educational
component.
– Power and control.
– Types of violence and control techniques.
• Ask specifically about different types of
violence.
– “Has any of this ever happened to you?”
SCHOOL
• Is the teen attending school?
• Middle school, high school, or college?
• Is the violence occurring at school?
• Has the teen experienced help or
resistance from school?
• What is teen’s point of view as to
addressing the issue at school?
– Desire to maintain anonymity/confidentiality.
– Desire to remain in same school.
DEPENDENT MINORS
• Is the teen a dependent?
– Is teen aware of any court orders?
– What is the teen’s living situation?
– If teen has a child, is the child “in the
system”?
– What, if any, support systems are
already in place?
PREGNANT AND PARENTING
TEENS
• Are there any open cases relating to
custody and/or visitation of infant child?
• What has been the status quo?
• What has been the other parent’s pattern
of behavior with infant child?
• Does teen need child care assistance?
• Is teen receiving aid for the children?
IMMIGRATION
• Is there concern over immigration
status?
• Is status an issue for client, for family,
or both?
• Are there remedies available?
MEDICAL NEEDS
• Does the teen have some form of
health care coverage?
• Does the teen need immediate
medical attention or mental health
needs?
• Does the teen have long term
medical or mental health needs?
HOUSING/SHELTERS
• What’s the teen’s current living situation?
• Is there a need for alternative housing?
• How does teen feel about shelters?
• Is parental consent necessary?
• Are infant children allowed?
• Does teen feel there are “too many rules”?
– If had difficulty with rules, ask what the
difficulty was in non-judgmental terms.
• Does teen feel there is not enough privacy?
SEXUAL ORIENTATION &
GENDER IDENTITY
• Is violence related to gender identity or sexual
orientation?
• Does the teen have questions about sexual
orientation or gender identity?
• Has the teen considered peer groups?
• Are privacy issues at stake?
– Are there concerns regarding revealing sexual
orientation?
VIOLENCE BY TEEN
• Teen may be hesitant to discuss due
to concern of repercussions.
• Remind teen of confidentiality.
• Explain importance of disclosure.
CONCLUDING THE INTAKE
ASSESSMENT OF NEEDS
• Need to determine teen’s current state:
– Keep in mind teen’s goals.
– Teen’s priorities: shelter, medical care, food,
order of protection?
– Teen’s available resources: support systems,
finances, etc.
– Teen’s level of functionality: special needs.
– Teens mental state: crisis counseling, suicidal
ideation, etc.
– Teen’ safety needs.
LETHALITY ASSESSMENT
• Determine batterer’s lethality:
– Involvement in gangs.
– Discipline record at school.
– Violence towards others.
– Violence towards pets.
– Access to weapons.
– Threat realization.
– Drug/alcohol use.
– Violence by family to survivor.
SAFETY PLANNING FOR TEENS
• Before an incident:
– At home: escape route, where to go, who to call,
keep doors locked.
– At school or work: who can help, safe places,
rearrange class schedule, change school routine,
continue to participate in activities.
– With friends: who can you trust, avoid being alone, go
on double dates, tell others plans, avoid dependence
on partner for ride.
– With your phone/email/internet: restrict access by
changing password, clearing history, creating a private
account.
– Be prepared: pack a bag, keep a journal, keep a
calling card/cell/change, arrange a code word, have
money/documents ready, avoid allowing other party’s
family to care for child.
SAFETY PLANNING FOR TEENS
• During an incident:
– Call 911, get away, call a support
person, take pictures with phone, get
medical care, make sure kids are safe.
SAFETY PLANNING FOR TEENS
• After an incident:
– Consider housing options.
– Consider telling school officials.
– Change locks and passwords, block phone
number.
– Change school schedule and routines.
– Surround self with support network: friends,
school officials, family.
– Screen calls.
– Be wary of batterer’s friends and places he
frequents.
– Get an order of protection.
SAFETY PLANNING FOR TEEN
ADVOCATES
• Be careful about leaving messages for
teen.
• Block your phone number when calling.
• Make sure staff keeps info confidential.
• Make sure it is ok to send mail to client.
• Ask if it’s safe to talk when you call.
• Do not confirm or deny if you are
providing services to third party.
ASSESSMENT OF OTHER
NEEDS
• Assess other type of assistance needed:
– What are teen’s self-identified needs?
• Economic - economic dependence; job; keeping cash.
• Housing - parent’s, partner’s, or friend’s home; shelter.
• Immigration.
• Transportation - ability to travel to other service providers.
• Communication – cell phone; calling card.
• Medical assistance - need for immediate/long-term care.
• Infant children - child care; child support.
• Counseling - individual or support groups.
• Legal remedies - protective orders; custody orders.
ASSESSMENT OF NON-LEGAL
REMEDIES
• Provide teen with teen friendly options:
– Shelter or alternative housing –consent, child care, etc.
– Counseling/support groups –consent, availability.
– Medical care –consent/disclosure laws.
– Public benefits - exceptions for teens.
– Educational programs/classes.
– Crime Victims’ Compensation programs.
– School resources (e.g. counseling, protection, changing
classes, changing location of lockers, school entry/exit.
– Internet resources: Teen help-lines, discussion groups,
educational materials.
– Defer to teen’s assessment of situation and options.
ASSESSMENT IN TERMS OF
EMPOWERMENT
• Discuss remedies in terms of
empowerment
– Review with teen how much s/he is already capable of
accomplishing: protective order, parentage laws, exceptions
to welfare laws, access to shelters.
– Provide teen with other resources.
– Describe remedies in terms of teen’s rights.
– Provide remedies that do not require assistance from adult
(e.g. avoid guardian ad litem).
– Give teen tools to advocate for her/himself.
– Instill a sense of agency in the client.
• Remind teen s/he is ultimate decision maker.
• Give teen your card.
ADVISING AND/OR
COUNSELING YOUR TEEN
• Explain in an appropriate language:
– Avoid technical terms or legalese, unless
already defined.
– Concise explanations.
– Avoid abstractions.
– Repeat to reinforce.
• Ask teen to repeat in own words.
• Visual and/or auditory explanations.
• Handouts.
• Do not leave things out because you
assume a teen wouldn’t understand.
ADVISING AND/OR
COUNSELING YOUR TEEN
• Time matters:
– Distant consequences may be discarded.
– Immediate results sometimes given higher
weight.
– Therefore, help connect information, choices,
and consequences/impact.
• Giving directions v. presenting options.
• If giving legal assistance, give
background information on legal
procedures.
UNSOLICITED ADVICE
• “Well, what you should have done
was …”
– Avoid such advice.
• Tends to reestablish roles of authority and
dominance.
• Might create tension.
FOLLOW-UP &
FOLLOW-THROUGH
• Subsequent appointments:
– Convenience and comfort with current
location.
– Ask teen if s/he would like you to write it
down.
• Don’t be afraid to use written materials
and handouts. (note: be wary of
privilege issues.)
– To-do list.
– Need to find list.
ENDING WITH
EMPOWERMENT
• Review how much teen is capable of doing: protective
order, parentage laws, exceptions to welfare laws.
• Provide teen with options.
• Defer to their assessment of situation and options.
• Provide teen with other resources.
• Describe remedies in terms of teen’s rights.
• Provide remedies that do not require assistance from adult
(e.g. avoid guardian ad litem).
• Allow teen to advocate for her/himself.
• Ask teen to complete tasks on their own if appropriate and
so long as you give them the tools do it with.
• Instill a sense of agency in the client.
– Remind teen s/he is ultimate decision maker.
– Give teen your card.
• Form teen advocacy groups with teens in it!
ENDING WITH EMPOWERMENT
• If teen is not ready, you can still
empower:
– Make it clear that it is teen’s choice.
– Make it clear that teen can come
back at a later time.
– Help teen formulate support network.
1 Carolyn Tucker Halpern, Ph.D. et al., “Partner Violence Among Adolescents
in Opposite-Sex Romantic Relationships: Findings From the National
Longitudinal Study on Adolescent Health.” American Journal of Public Health
91, 2001, 1680.
2 U.S. Department of Justice. Intimate Partner Violence and Age of Victim,
1993-1999. Washington, D.C.: Bureau of Justice Statistics, October 2001.
Young women are often victims of domestic violence even though they are not
married to their abuser. These women are frequently victims of “dating
violence” which is encompassed by “domestic violence” as the term is used
by service providers. Dating violence is not yet recognized within all domestic
violence statutes.
3 Rennison, Callie. Criminal Victimization, 2002. Washington, D.C.: Bureau of
Justice Statistics, U.S. Department of Justice, 2003.
4 Jay G. Silverman, Ph.D., “Dating Violence Against Adolescent Girls: Social
Contexts and Relations to Health.” Harvard School of Public Health.
5 Alaska, California, Colorado, Illinois, Massachusetts, New Hampshire,
New Mexico, North Dakota, Pennsylvania, Washington, and West
Virginia. Teen Dating Violence: The Need for Awareness and Legislation.
California Law Review, 82 Calif. L. Rev. 423,429.
Suggested Reading
Talking to Teens in the Justice System: Strategies for
Interviewing Adolescent Defendants, Witnesses, and Victims.
American Bar Association Juvenile Justice Center, June
2000.
Article: Teen Dating Violence is Not Puppy Love. 32
Westchester B.J. 29,29.
Leidholt, Dorchen A. Interviewing Battered Women.
Sample Interview Models:
http://www.ojp.usdoj.gov/ovc/publications/infores/probparole/chap5.htm
Sample Client Checklist:
http://www.growing.com/nonviolent/victim/vict_res.htm#S1_5