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Directions; Please read the case analysis and follow the Case Assessment Checklist. Page Amount is 1and a half pages. I will upload the case analysis after I have chosen the individual to complete the assignment.
Case Analysis Assessment Checklist
Criteria
Poor/
Not met
Fair/
Partially met
Good/
Partially met
Better/
Partially met
Best/
Fully met
I. Introduction. A well-written introduction succinctly identifies the setting, key people, and current situation. The introduction:
Is succinct
Identifies the setting
Identifies key people
Summarizes the current situation
II. Problem Formulation. To set the stage for action, a strong problem formulation explains what causes the problem in a concise, thoughtful, critical, and useful way. The problem formulation:
Includes essential elements of the case:
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·
·
·
·
·
·
Incorporates attention to the presenting problem, why this was a problem, and the need to act.
Asserts explanatory relationships between elements in the simplest, appropriate way.
Clarifies why deciding and/or acting was difficult for the protagonist (i.e., decision maker) in the situation.
Impartial to strategies (i.e., it does not presume a strategy)
Frames the problem in a way amenable to intervention by the protagonist (i.e., decision-maker) at the time.
III. Contextual Analysis. A strong, comprehensive contextual analysis provides an argument explaining how essential elements relate, and justifying the problem formulation. The contextual analysis:
Is factually correct.
Explains how and why the facts of the case matter.
Attends to multiple system levels (e.g., micro, meso, macro) and integrates thinking across those levels.
Uses topic sentences that make a clear and sequential argument.
Provides support for each part of the argument using analysis of case data, relevant theory, practice/empirical knowledge, and/or ethics.
Attends fairly to strengths and weaknesses of the argument.
Offers a compelling argument.
IV. Alternative Strategies. After identifying a successful outcome, a strong set of alternative strategies will represent plausible options for responding to the presenting problem and underlying issues.
Identifies what a successful outcome requires.
As a group, the strategies:
Address the presenting problem as well as underlying causes.
Are unique and distinct from each other.
Are something the protagonist (i.e., decision-maker) can do or facilitate at the time.
Discussion of each strategy (distinguished by strategy number 1, 2, and 3 below):
Responds to all essential elements of the problem formulation.
Considers relevant ethical principles and legal and policy contexts, as appropriate.
Considers unintended consequences, as appropriate.
Considers why the problem is difficult for the protagonist at this time.
Considers strengths of the strategy.
Considers limitations of the strategy.
Provides adequate detail for understanding what the strategy entails.
V. Recommendation and Rationale. A strong, complete recommendation provides a rationale for choosing one strategy over the others presented. The recommendation and rationale:
Gives explicit reason(s) for choosing this strategy over the alternatives.
Is logically coherent.
Makes claims grounded in evidence (e.g., NASW Code of Ethics, empirical literature, theoretical frameworks, professional experience).
Identifies the primary source of the student’s thinking about this case (e.g., experience, intuition, values, beliefs, theories, authority, empirical research, previous discussions, or something else).
No
Yes
VI. Writing. Well written papers will communicate clearly, persuasively, and without distractions, and will appear professional quality. Strong writing is:
Concise, efficient, and appropriate length.
Respectful (e.g., person-first, non-sexist).
In mostly active voice.
Well organized (e.g., sentence, paragraph, section).
Uses proper grammar, spelling and punctuation.
REQUIRED COMPONENTS OF CASE ANALYSIS
Includes proper APA-style in-text citations and references, as needed.
Introduction Briefly identify the major elements (i.e., who, where, what) of the case.
Problem Statement Give a specific and concisely written formulation of the problem to guide analysis and problem-solving. Not a question but a statement of the problem. Usually no more than two sentences.
Contextual Analysis Summarize internal and external issues that created or sustain the problem (i.e., why). Depending on the system level, these may include: cultural, economic/resource, political/legal, organizational, social, and ethical issues, interpersonal relationships, and intrapsychic and biological conditions. Use and cite professional sources (and include APA-style references).
Alternative Strategies Identify three or more possible solutions to the problem. These solutions should be plausible, distinct and non-contingent (i.e., not interdependent). Briefly note advantages and disadvantages of each possible solution for addressing the problem.
Recommendation Justify your preferred strategy, explaining why you selected that particular one, how it best resolves the problem, and how you will determine its effectiveness. Be sure your recommended strategy can be plausibly supported by resources available in the case context.
Ways of Knowing1 Self-reflectively identify the source for your thinking about this case. For example, did you base it on previous experience, intuition, specific theories, personal values, authority, empirical research, previous discussion of similar problems, or something else?
1 Instructors may provide further or alternative instructions for the Ways of Knowing section that
Inside or Out 1 Diane Rhodes and Terry A. Wolfer Sexual Assault Counselor Rebecca Collins and client Lauren Peters approached the locked door into the Pflugerville police station. As Detective Rogers put her keycard up to the scanner, she lifted a staying hand to Rebecca. “Okay, well, you ’ re good.” “This is as far as I can go?” Rebecca asked. “Yeah,” the officer continued offering a staying hand gesture. “I need her in the room with m e,” Lauren spoke up. “That you.” ’ s not what we do.” The detective had not yet scanned the lock. “I ’ ll be in there with “I want her in the room with me,” Lauren indicated Rebecca. “Is it possible?” Lauren stayed back from the door. “Is it possible? Well, I might not like it.” don ’ t know. It might be interfering,” Rogers explained. “The DA “Maybe this could be an opportunity to try and find out,” Rebecca offered. “I interfere with the investigation.” “I don ’ t feel safe unless she ’ s with me.” La uren added. ’ m not here to Detective Rogers dropped her hands and faced Lauren, eyebrows raised, “Are you telling me you don ’ t feel safe in the police department?” Austin, Texas illing into Hays In 2016, Austin was an urban community of 947,890 people sprawled across Travis County and sp and Williamson Counties. The fourth most populous city in Texas, Austin was growing fast, often appearing on national ‘ best of ’ lists. Austin s story was one of rapid growth accompanied by persistent structural and spatial socioeconomic an ’ d demographic separations. Also home to the flagship campus of the University of Texas System, the city was well educated, with more than 49% of adult residents holding a bachelor ’ s or higher degree. While there was a core liberal center in Travis County, politically conservative , consistent with the state ’ its neighbors were significantly more s conservative climate. Austin and its surrounding counties had a large and wellconnected network of agencies that provided social services. As the Texas state capi tal, Austin was home to social services operated at the federal, state, county, and local levels. Pflugerville was a small city of nearly 60,000 people north of Austin that overlap p ed 1 both Travis and Williamson Counties. This decision case was prepared solely to provide material for training discussion and not to suggest either effective or ineffective handling of the situation depicted. While based on field research regarding an actual situation, names and certain facts may have been disguised to protect confidentiality. The authors wish to thank the case reporter for cooperation in making this account available for the benefit of trainers and professionals in the field of sexual violence. Development of this case was su grant from the Office of the Governor, Criminal Justice Division (Contract No. UTA14 Copyright 2017 IDVSA and Terry A. Wolfer 1 pported by a 001266). 31cluded a small domestic violence and sexual assault shelter Williamson County social service in program. Stop Abuse For Everyone ( SAFE ) One of the largest local agencies, Stop Abuse For Everyone (SAFE) had helped victims recover from child abuse, sexual assault, and domestic violence for more than 40 years. While SAFE was one of the few programs in the state with a shelter built using public city bond dollars, the responses to sexual assault victims ac ross the metropolitan area were varied and uneven. Like several other local social services agencies, SAFE was the product of the mergers of smaller programs over the course of its long history in the community. In 2016, the agency had more than 200 paid s taff, a counseling and administrative building, a shelter for 120 families, a stateoftheart hotline call center, a shelter for children, a transitional housing complex, a daycare center and school, and more than 1,000 active volunteers. SAFE provided a continuum of services ranging from emergency shelter to individual counseling. Services included basic needs provision, legal advocacy, referrals, hospital and court accompaniment, and prevention initiatives. In addition, SAFE offered extensive educational , advocacy, and prevention programs to Travis County. The agency owned and operated several buildings on two campuses in East Austin. The sexual assault services were housed in a nonresidential building at an imposing twelveacre campus with visible secur ity. Potential clients accessed SAFE services by first calling the hotline. In an initial call, a hotline advocate screened callers by gathering brief demographic and background data and some information about their relationships with perpetrators on a one– page call record. From there, the advocate and potential client worked together to plan for safety and discover what services would be most useful to the situation. When a caller was interested in scheduling an intake for in person services, the hotline a dvocate used an online agencyarrange the next available intake appointment. Rebecca Collins wide scheduling calendar to Rebecca Collins grew up the older of two girls, with parents who worked long, hard hours. There was a history of mental illness in the family. Rebecca ’ s mom had a diagnosis of borderline personality disorder that resulted in frequent hospitalizations. The family had moved a lot, primarily around the Gulf Coast region. An outgoing child, Rebecca saw her role as taking care of her little making her sister ’ sister after school and s way easier. When she was young, Rebecca wanted to be an architect and planned to attend Rice University in Houston, Texas. While she was in high school, however, the family moved to the Ft. Worth area and Rebecca stumbled upon journalism and writing. She worked on the student newspaper and was the editor during her junior and senior years. Those experiences led her to Journalism School at the University of Texas at Austin in 2006. Then, also interested in studying religion, Rebecca added a second major to her degree program. However, she graduated in 2010 still unsure what profession she wanted to pursue. She moved with an intimate partner to a small town and took an administrative job while she continued searching 2 32for professional direction. Her boss, observing that Rebecca was extremely good at listening to others, suggested she become a counselor. It was not the first time. Rebecca had been told repeatedly she would be a good counselor throughout life. She spent many high school hours in the girls ’ bathroom hearing confessions of friends who were having trouble in school or at home, coerced into sex, abused by boyfriends, or other stories. Then she ’ d go home and look up resources to help. After looking at several programs she chose to attend the University of Texas Masters in Counseling Psychology program. the At SAFE, she was the first intern assigned exclusively to the Sexual Assault program. Following internship, Rebecca knew she ’ ’ d found the work she wanted to pursue. After Rebecca graduated in 2013, SAFE hired her part time and she supplemented her income with another position at the local Mental Health Authority. She learned a lot from her second job, but didn t like working in a setting that was less client c entered and empowering. When a full time position opened up at SAFE, she immediately applied for it and got it. In the new position, she used her fluency in sign language to do outreach and counseling for clients with disabilities. She loved her work, but still really wanted to be a sexual assault counselor. After a oneyear wait, she finally got the job she wanted as the Senior Sexual Assault Counselor. Part of Rebecca ’ several times a w s role was to provide intake assessments for sexual assault survivors eek. Each Monday, the calllogs for the week ’ s upcoming intakes arrived in her mailbox. She glanced at the logs for the week, made notes about the scheduled clients in her calendar, and prepared to conduct the intakes as part of her work week. Meeting Lau ren Peters On Thursday, Rebecca answered a call from the receptionist. “Hey, your 11 o ’ clock intake is here.” Rebecca confirmed that the client was the one she was expecting and went to the front of the building to meet her. The public waiting room was bus y that morning and Rebecca quietly asked the receptionist to point out Lauren Peters before stepping into the waiting room. “Ms. Peters?” Rebecca asked. Lauren Peters made eye contact with a nod as Rebecca crossed the room. “Hi, my name is Rebecca, I Does that sound right?” ’ m a counselor here, and you have an appointment this morning. Rebecca practiced an informal manner in her professional interactions with clients but was cautious about public conversation. On the way out of the lobby and into the hall way, she asked Lauren about the notorious Austin traffic and the humidity. In the privacy of the hallway, Rebecca asked whether Lauren had been to SAFE before. Rebecca went on to describe the layout of the large building and how they would get to the couns eling rooms. Lauren Peters was a white woman in her early 40 ’ s, older than Rebecca, but dressed down in casual clothing. She lamented the awful traffic and the heat. Lauren and Rebecca both had several visible tattoos, and Lauren complimented Rebecca ’ s bo dy art. She spoke with a forthright manner. She asked if Rebecca was queer. Rebecca answered yes. As they turned a corner and approached the client lobby, a private waiting room, Rebecca asked Lauren if she needed the bathroom, or would like some water. Kn owing they were headed to one of the 3 33smaller counseling rooms, Rebecca also picked up a box of tissues and a spare pen. Rebecca assured Lauren that although they weren ’ comfortable, private space further i t meeting in her office, they would be meeting in a nto the building. “It will just be me and you.” The counseling rooms were located near the center of the large building. Each room was small and windowless, yet at the same time cozy, private, and intimate. The women made themselves comfortable in the chai rs. As they settled, Rebecca introduced herself again. “I understand you made this appointment with the hotline.” She went on to describe the current session as a registration intake, not counseling. “I talk fast, I might skip some things. If you have a q TMI.” “Cool I uestion just let me know. Stop me right there, nothing ’ ’ s off limit and nothing is ll do that,” Lauren answered. And, based on the ease and directness of their conversation in the hallways, Rebecca had every indication she would. Together, t hey went over the agency confidentiality policy, signing and dating the document for Lauren ’ s file. Then they tackled the demographics form that touched on what brought Lauren to the agency, what her reactions were, what services she might want, what her g oals were, and what services were available. “Have you been in counseling or therapy before?” Rebecca asked. “Yes, but not in Texas,” Lauren offered. “It was in another state.” “Was it for this same event?” “No, it was about other abuses I Rebecca noted Lauren ’ ’ ve had before other trauma.” s use of the term trauma, which wasn session. “The first couple of forms might seem familiar if you ’ ’ t common for clients in a first ve been in counseling before.” “Okay, sounds good.” Lauren smiled. They companionably plowed on through the forms and explanations. Rebecca covered issues of informed consent and detailed the second parts of that form which described the rights and responsibilities of a client at SAFE. Rebecca made sure to explicitly state those rights rat than assume Lauren read them. “You have the right to refuse services, you ’ her re not promising us anything, all services are totally up to you, we ’ re not going to come looking for you. You have the right not to be discriminated against because of your race religion, national origin, gender, or ability.” “So,” Lauren lifted her hand, “do you see men here?” “We do we do see men and children and non, ethnicity, gender, orientation, binary folks. Why do you ask?” “Because I used to work at a trans hotline the trans community.” ’ “No, we do.” Rebecca assured. “That s great,” Lauren ’ and a lot of people don s relief and approval evident in her voice. ’ Rebecca continued with an outline of client responsibilities. “Don t serve men or don ’ Keep everyone ’ t be violent with ’ t serve anyone. s information confidential.” She explained the exceptions to confidentiality involving child abuse, elder abuse, and a present danger to one be reported by law. “Another exception to confidentiality ’ s self or others all of which must if you want us to talk to someone if you have anyone you want us to be able to talk to, then that will take a Consent to Release 4345 Form which is coming up.” Rebecca also explained about the rare instances that a session might be recorded for supervision or educational purposes and how that was kept confidential. She wrapped up with a description of the agency grievance policy and procedures. Lauren listened to everything carefully. “Okay. Sounds like y ’ all take this really seriously here.” Lauren wanted two release of information consent forms on file. One was for her roommate, Ashley, and a second was for the Pflugerville Police Department. With the critical service documentation taken care of, Rebecca sat back a bit and repeated her original question t o help Lauren get started talking. “Can you tell me about what brings you here today? What experience resulted in you calling?” “I had a really horrible experience. I was raped by this guy who worked for me.” Lauren became tearful while she spoke. “I was his boss at the restaurant. He came over, and it was terrible, my roommates saw it, I don ’ t know if they saw it, they were outside – I was smoking pot. Is that okay? The cops didn ’ t think it was. I still smoke pot.” Lauren ’ s beginning was a bit of a jumble . “We ’ re not going to judge you,” Rebecca said. “It ’ s okay.” “We ’ re smoking, then I went to sleep. I was on medication for anxiety. Then I called the cops, but I didn ’ t call them right away like I ’ m ‘ supposed to ’ ,” Lauren made air- quotes. She was getting wound up, the tears increased with her distress, “ w hich is why they gave me sass . . .” “We ’ re gonna pump the breaks here, take a breath,” Rebecca leaned forward. “Let ’ s just slow things down.” She offered Lauren more tissues. “I ’ m sorry, I ’ m sorry,” La uren gulped a little and swallowed. “It ’ s fine,” Rebecca said. “Can you tell me what happened when, slowly? When did this happen?” To Rebecca ’ s surprise, the incident of Lauren ’ s rape was only days in the past. It was not unusual for new clients to seek s ervices for sexual assaults from months or even years past. With immediacy, Lauren offered a detailed moment- by- moment account of being raped by an employee. Her true distress however, was with how the responding police officer handled her report, leaving her feeling as if she couldn ’ t make a police statement in the near future with any hope of being taken seriously. “I did not like the way she looked at me,” Lauren said. “I didn ’ t like her tone, I felt like I was being judged. I thought, ‘ This is fucked up. ’ But, this is what I had. This is who I had to talk to. I was going to walk her through everything but she just immediately started asking questions. Like, ‘ Are you sure this wasn ’ t consensual? ’ ‘ I don ’ t see any bruising? ’ ‘ Where ’ s the evidence? ’ I ’ m l ike, ‘ Are you fucking kidding me? No. He is not my boyfriend. ’ She goes, ‘ Then why was he staying on the couch? ‘ Because we ’ re nice people and he ’ s my employee? ’ We didn ’ t want him to be homeless,” Lauren sounded sarcastic. “ ‘ Okay, ’ she says. ‘ Calm down, m a ’ am. ’ She asked, ‘ Did you swab yourself? Did you go to the hospital? When did this happen? ’ She counted off hours on her fingers and said, ‘ Y ou can ’ t get a rape kit. ’ I go, ‘ What?! ’ because I had Googled some information about sexual assault investigations earlier in the day, and that didn ’ t sound right. She says, ‘ You showered and didn ’ t swab yourself — that ’ s not good for the case. Because you were high — and you shouldn ’ t be smoking p ot — that ’ s assuming you 356 even recall who he was. ’ ” Interrupting her story, Lauren asked Rebecca, “Have you ever seen that YouTube about If Burglary was Investigated like Sexual Assault (Kao, 2015), where two officers do everything wrong? It ’ s like she watche d that video and decided, ‘ This is the way I ’ m gonna talk to people. ’ ” “Then, she goes, ‘ Can I see the bed? Did you change the sheets? ’ ‘ Yes, ’ I told her, ‘ but I kept them. ’ So I brought out the sheets. And she wanted to know if there was any evidence on the sheets. I said, ‘ Isn ’ t that your job? ’ She wants to know, ‘ Why are you keeping your doors open if you know there ’ s a strange man in the house? ’ ‘ I was strangled! ’ I was getting so mad. ‘ You don ’ t have any bruises, ’ she says. ‘ Yeah, well I don ’ t bruise easily and wouldn ’ t have visible bruising yet. ’ She seemed skeptical, so I told her how Cole had held me down. She didn ’ t seem to understand, so I put my hands on my neck to show her. Then, she reaches her hands and touches my neck, like the assault. Shit! I jerked out of her reach. After that, I just wanted her to leave and lied about having to go to work. ‘ What needs to happen next? ’ ‘ Well, ’ she goes, ‘ there could be an investigation, and you would need to make an official statement. ’ I ’ m like, ‘ What?! I thought that ’ s what we were doing. ’ I was so tired of talking to her, I didn ’ t pursue the subject.” Seeking More Help “After she left, I called the Women ’ s Center, hoping to get some answers about procedures and perhaps complain about the report she ’ d just made. But that person was no better! She goes, ‘ Why do you want to call the Center if you ’ ve already called the police? ’ I didn ’ t like her either, so I hung up on that bitch. Next I called RAINN, 2 – and talked to an advocate there. I asked her, ‘ Where els e can I go? I need to talk to somebody who ’ s not going to be a judgmental prick and I need to talk to somebody who can do something. ’ She connected me to the SAFE hotline. Rebecca listened closely while Lauren talked, taking few notes. As Lauren wound down by repeating how badly she ’ d been treated by the responding officer, Rebecca set her pen down. “Thank you for telling me what happened,” Rebecca said. “Can you believe this shit?” Lauren asked. “I ’ ve heard similar stories,” Rebecca responded. “What are you looking for here? What would you like to do now?” “I want somebody to tell the police they fucked this up,” Lauren said, “and they shouldn ’ t do that to people.” Rebecca described legal advocacy and asked if Lauren was also interested in counseling ser vices. “Yeah. Whatever you ’ ve got,” Lauren agreed. “This is bringing up other stuff for me.” “Do you want to talk about that now?” 2 Rape, Abuse & Incest National Network (RAINN) is the nation ’ s largest anti- sexual violence organization. R AINN created and operates the National Sexual Assault Hotline (800.656.HOPE). 36“Nah,” Lauren shook her head. “I experienced some abuse as a kid and spent some time in foster care. I spent time on the street, and was raped when I was tricking. But I dealt with that at the time, you know, just charged it to game.” Lauren paused, “I have a job now, I have insurance, I ’ “It ’ m doing what I do. Now this.” s normal,” Rebecca offered softly, “for trauma to tri gger past trauma. I recommend you think about both group and individual counseling.” She took time to describe the waiting list for counseling as well as how to contact a victims Department. “Yeah, but I ’ m wondering,” L ’ advocate at the Pflugerville Police auren asked, “if you could help me if I have to deal with the Pflugerville police again, or if I want to make a complaint about the police?” “That makes sense, although that ’ want to be sure you get s not usually what we do here,” Rebecca responded, “but I the help you need. Let me know if I can help with that.” As their conversation came to an end, Rebecca made sure Lauren had her card and walked her back to the lobby where they said goodLauren ’ s Request bye. The following Monday, Rebecca had a long voicem ail message from Lauren: Hey, Rebecca. This is Lauren. Listen, Detective Rogers called to ask me to come in for an official statement. I asked her, ‘ Can I have my counselor come with me, because I met with her and she wants to come with me to do that state ment? ’ but won ’ She said you can come, t be allowed in the room with me, but you can be outside. In the building. I told her, ‘ I need to call my counselor and see when she call her to make an appointment. While I had h ’ s available. ’ And I told her you would er on the phone I asked her who that first cop was. ‘ Can she give me her name? ’ I told her, ‘ She was unprofessional, she touched me, she was judgmental and blaming. Someone needs . . . The message cut off, too long to record. So Rebecca returned Lauren information. ’ s call to get the rest of the “I told Detective Rogers that the first officer told me not to get a rape kit. She was surprised by that. Detective Rogers didn ’ to look at the mattr t seem to know that I gave her my bed sheets. She also asked me ess pad to see whether I could find any blood. I told her I already washed the mattress pad but took photos of the stain with my phone. That officer fucked up have had a rape kit done and evidence that could ’ ve been collected wasn ’ — she could t. Do you think this sounds right?” “No,” Rebecca replied. “I believe you. I ’ any of ve never heard an officer asking a victim to wash evidence. But, there are bad encounters. So, I believe you, but I haven I ’ ll call Detective Rogers and make an ’ t had this happen before. appointment for us.” After several rounds of phone tag, Rebecca was blunt with Detective Rogers: “Ms. Peters wants me to accompany her to give her statement.” “Okay,” Rogers responded, “I told her that you can come, but you won room.” 7 ’ t be allowed in the 37“ ll be in the lobby?” I ’ “Yeah.” “What ’ s the point of that?” “Well, you ’ re still there . . .” “Lauren wants me in the room with her,” Rebecca repeated. “She prefers me to be in the room. Is that an option?” “I don ’ t think so,” Rogers said. “I don Rebecca realized she wasn ’ ’ t see how that would work.” t getting a hard no. Rogers explained she had no real ability to schedule an appointment, but Rebecca proposed a day and time for the statement. Rebecca called Lauren back to confirm. “I situation and I can be in the room with you.” “Given how awful this has been — ’ m going to try to see i f we can work around the I need someone in the room with me.” Lauren said, her voice cracking. “I ’ “I ’ m not talking to anyone without you in the room.” ll find out what we can do, ” Rebecca assured. “But you and I will meet before the appointment and we can talk about what I “You need to be in the room.” “I understand. I ’ ’ ve found out about being in the room with you.” ll find out what we can do. I decide.” With the appointment for Lauren ’ ’ m here to support you regardless of what you s police statement looming, Rebecca talked with the attorneys and legal advocates at Texas RioGrande Legal Aid and at Legal Aid for Survivors of Sexual Assault. She also put in a call to the Texas Associat ion Against Sexual Assault. She wanted to find out what the options were. She was looking for any resources to bolster her argument for being present with Lauren when she gave her formal statement. The SAFE consulting attorney listened to the details of th e situation and commented that it was not a clearly defined circumstance. “We ‘ not allowed ’ ’ re not explicitly allowed in the room, but we in the room either. The Crime Victim ’ ’ re not s Bill of Rights is extremely clear about a victim ’ s right to have an advo cate present in the hospital and in court, but it s silent on any portion of the investigation in between. You can try citing the Crime Victims Bill of Rights ’ carefully use the words, ‘ I ’ m not here to interfere with the investigation. ’ 3 n might take some creativity. You know, good advocacy requires adhering to the rules and if there The conversatio ’ s no rule, keep pushing on behalf of the victim until you find a rule. But don adversarial, because that could ensure failure.” At the Police Statio n ’ t get too and Rebecca arrived at the Pflugerville Police Department several minutes before the meeting with Lauren. As their appointment time passed and Lauren wasn ’ 3 t at the agreed upon meeting Victims of crime are guaranteed certain rights and participation in the criminal justice system under Texas law. The Crime Victims ’ Rights are within the Texas Code of Criminal 56.021. https://www.tdcj.state.tx.us/divisions/vs/victim_rights.html 8 Procedure arts. 56.01 38spot, Rebecca called her. “Sorry, I ’ m about ready,” Lauren was still at h a hard time getting out of bed this morning. I ’ ome, her voice was reedy and unsure. “I had m feeling really nervous.” “I can go back to work,” Rebecca offered, “if you ’ re not feeling ready.” “Please wait,” Lauren pleaded, “I Lauren ’ ’ m walking toward the station now. s house was only a few blocks from the police station, and she arrived shortly. The two women sat outside the station on a park bench and went over what Rebecca had learned about using the Crime Victim ’ something she didn ’ s Bill of Ri t want to do. “If it ’ ghts. Rebecca did not want to influence Lauren to do s okay with you,” Rebecca said, “I will cite this “I ’ m not going in the fucking room if you ’I will not lie but . . .” re not with me,” Lauren interrupted. “Oka y, let ’ s try this,” Rebecca responded. They went in to the station and Rebecca let the receptionist know they had arrived. While they waited for Detective Rogers, Rebecca continued to clarify with Lauren, “They don let me in. How much bargaining are you willing to let me do?” “Do whatever you gotta do,” Lauren insisted. “Inside the room. Not out.” ’ t have to Rebecca and Lauren were the only people in the station lobby when Detective Rogers met them. “Hi guys, good to see you. Are you ready?” Both women stoo d up and approached the locked door into the station. As Rogers put her keycard up to the scanner, she lifted a staying hand to Rebecca. “Okay, well, you “This is as far as I can go?” Rebecca asked. “Yeah,” the officer continued offering a stayin ’ g hand gesture. “I need her in the room with me,” Lauren spoke up. “That s not what we do.” The detective had not yet scanned the lock. “I you.” ’ ’ re good.” ll be in there with “I want her in the room with me,” Lauren indicated Rebecca. “Is it possible?” Lauren stay back from the door. “Is it possible? Well, I don might not like it.” ’ t know. It might be interfering,” Rogers explained. “The DA “Maybe this could be an opportunity to try and find out,” Rebecca offered. “I ’ ed m not here to interfere with the investigation “I don ’ t feel safe unless she .” ’ s with me.” Lauren added. Detective Rogers dropped her hands and faced Lauren, eyebrows raised. “Are you telling me you don Reference ’ t feel safe in the police department?”
