Chapter 5.

Peace Corps Approach

to Safety and Security
Staging

Directors Guide
















Session Number: CEN005
Last revised: November 2005
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I nt r oduc t i on
This session sets forth the safety and security philosophy of the Peace Corps and
how this philosophy is applied in the field. Special emphasis is placed on the
connection between the approach to safety and our approach to development: both
depend upon community integration and acceptance.

Participants should be familiar with the Peace Corps' Approach to Safety & Security,
which they receive in their Staging Kits prior to staging.

This session has 3 parts:
Motivation
Explaining Peace Corps' Approach to Safety & Security
How Peace Corps Implements its Approach to Safety & Security

It will take about 30-40 minutes to complete this session.

Activities in this section include:
Facilitator-led presentation
Questions and answers

Rat i onal e
The Peace Corps places high priority on the safety and security of the Volunteers.
The better Volunteers understand the Peace Corps' approach to safety and security,
the better they will be able to define their roles with respect to their own well-being.

Obj ec t i ves
By the end of this section participants will be able to:
Articulate the Peace Corps' major assumptions regarding Volunteer safety,
the components of the Volunteer Safety Support System, and why the
acceptance model fits best with the Peace Corps' overall mission.

Par t i c i pant s Buy-i n
Trainees will have expressed some concerns regarding safety and security during the
previous Anxieties and Aspirations session.

Tr ai ner s pr epar at i on
Things to do before session begins:
Prepare flip charts
- Personal Safety Paradigm(Triangle diagram)
- Peace Corps Assumptions about Safety & Security
- The 5 Components of the Volunteer Safety Support System(VSSS)
Re-read Peace Corps' Approach to Safety and Security

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Mat eri al s
Flipcharts
Markers
Staging Workbooks


Desc r i pt i on of Ac t i vi t i es

Motivation
Time: 3 minutes

Transition by drawing a clear and obvious connection between Peace Corps
Approach to Development and Peace Corps' Approach to Safety and Security. Say
something like:

We've already discussed how good grass-roots development requires
community integration and acceptance. Additionally, community
integration and acceptance are key to your safety. Let's explore what we
mean by this.


Information
Time: 25-35 minutes

1. Introduce Peace Corps' Approach to Safety & Security

Refer trainees to the Workbook section on Peace Corps' Approach to Safety and
Security.

Say something like:

Like the Peace Corps Approach to Development, safety and security are
predicated on the development of close interpersonal relationships between
Volunteers and host-country community members. The traditional Peace
Corps approach to safety and security has been characterized by obtaining
and maintaining the acceptance and consent of host country authorities and
the population-at-large for its presence and the work Volunteers have been
recruited to perform. The operative assumption has been: the better
integrated the Volunteer becomes with the local culture and people, the
safer the Volunteer will be. The Peace Corps commitment to this integrative
approach is manifested in the type of individuals it recruits, the programs it
develops, and the language/cross-cultural focus of its training.



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2. Inductive reasoning exercise

A. Draw a large triangle on a sheet of flipchart paper. Do not label the
triangle with the terms acceptance, protection, or deterrence. Do not explain
the triangle yet.





B. Next, ask trainees to share examples of safety strategies that they've read
about in PC literature, heard about fromother Volunteers, or practiced
themselves. As trainees share these examples, add each one to the diagram
in the appropriate place. For example, put all protection examples together
on one corner of the triangle, and all deterrence examples together in another
corner, etc. Note: Some strategies might fit in two categories. For example,
befriending locals can be considered a Deterrence and an Acceptance
strategy.













Carry a money bel t
Lock your doors
Have a decoy wallet
Use a condom


Travel in pairs/groups
Leave a light on at night
Carry a walking stick
Befriend local authori ties


Live with a host family
Adapt to the cul ture
Befriend locals
Learn the language

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C. Then, add the terms "acceptance", "protection", and "deterrence". Explain
to trainees that the examples they've provided illustrate the three safety
paradigms of Peace Corps' approach. Explain these three models.


















ACCEPTANCE PARADIGM: Emphasis is on integrating into the local culture
and gaining acceptance in the community to stay safe. Peace Corps safety
and security is predicated largely on this Acceptance, and data have lent credence
to it. Historically, our Volunteers are safest when they are at their sites and have
established strong relationships with community members, a host family, and
others. When you are seen as part of the community, you are no longer an
anonymous outsider and, therefore, less likely to be viewed as a target by
unlawful or hostile characters. The community members become part of your
safety net, and you become a part of theirs.


PROTECTION PARADIGM: Emphasis is on basic, effective protection
strategies that can make Volunteers less susceptible to crime or harm.
These strategies "harden the target". In other words, these strategies create
barriers that help keep the Volunteer safe. Examples of protection strategies
include having bars on windows, a lockbox for valuables, or a hidden money
belt.

PROTECTION
Carry a money bel t
Lock your doors
Have a decoy wallet
Use a condom


DETERRENCE
Travel in pairs/groups
Leave a light on at night
Carry a walking stick
Befriend local authori ties


ACCEPTANCE
Live with a host family
Adapt to the cul ture
Befriend locals
Learn the language

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DETERRENCE PARADIGM: Emphasis is on strategies that reduce crime
because the criminal fears the negative consequences of his actions, like
getting caught or punished. Simply put, deterrence strategies cause criminals
to reconsider whether or not a crime is worth the risk. For example, one strategy
to deter burglars that's common in the United States is to post a "Brinks" security
signs in the window or yard. Another strategy is to have a pet dog, since a
barking dog might deter intruders who fear being bitten. Leaving a light on at
night might deter criminals who fear getting caught. Carrying a walking stick
while hiking and swinging it when needed is a great deterrent to roaming
animals that might otherwise come too close. A more subtle deterrence strategy
is getting to know the local authorities or elders. If everyone in a small
community knows you're being looked after by these elders, then criminals might
be deterred fromharassing you. This strategy, in particular, ties nicely with the
Acceptance paradigm.

Trainer's Note: If the group has difficulty generating strategies, try this
alternative. Begin by describing the Acceptance, Protection, and Deterrence
paradigms to the trainees and showing themthe triangle. Then, propose a
strategy to them such as leaving a light on and ask themto identify which
paradigm(s) that strategy belongs to. Have trainees write it on flipchart under
the appropriate paradigm. Run through a list of strategies until they grasp the
concepts. Some strategies might fit in more than one paradigm.

Next, pose a few questions to encourage some critical thinking about these
paradigms.

Which paradigm do the trainees have the most familiarity with?

What are some pros and cons to each paradigm?

Which strategies, in one paradigm, might have trade-offs in another?
(For example, putting bars on your window for Protection might interfere
with your Acceptance if most local homes don't have bars.)

Which paradigm best supports Peace Corps' approach to Development?

Transition fromthe paradigms by saying something like:

In summary, the Peace Corps approach to safety and security is
characterized first and foremost by Acceptance, though Protection and
Deterrence also play a role. Your acceptance is predicated on building close,
interpersonal relationships within your community and demonstrating and
earning respect. You can take clear steps towards acceptance in your
community. For example, Volunteers can modify their dress to locally
appropriate standards, abide by local cultural norms, be respectful of host
country national values, and forge relationships with colleagues and
neighbors. Each individual Volunteer is expected to take responsibility for
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behaving in a respectful manner and adopting a lifestyle that promotes
his/her safety. Personal safety is a lifestyle choice!


3. How Peace Corps Implements its Approach to Safety and Security

Cover the three operating assumptions about safety and security (see
Staging Workbook).

Describe the five components of the Volunteer Safety Support System.

Prepare your CDU Representative in advance and then ask her/himto
contribute to this session by sharing some specifics frompost, such as when
the EAP was last tested, who does site assessments, or what topics are
included in safety training.



VSSS Component #1: Information sharing
Risk assessment is conducted annually (or as warranted)
Security environment monitored regularly
Welcome Book addresses safety and security issues
Procedures are established and applied for updating Volunteers
regarding security issues in a timely manner

VSSS Component #2: Volunteer training
Safety training competencies are established for Pre-service training
and in-service training
Evaluation process is established and applied to determine
competencies are met
Safety training is integrated into language, cross-cultural and health
components
Safety training integration strategies are addressed in pre-service
training planning workshop and TOT
Safety and security training is provided throughout Volunteer service

VSSS Component #3: Site assessment
Site selection criteria are established and applied
Site selection procedures are established and applied
Community and counterpart orientation procedures are established
and applied
Volunteer site visit standards are established and applied
Site history files are established and maintained
Site Locator Formstandards are established and applied

VSSS Component #4: Emergency Action Planning and Communications
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EAP is developed/revised to incorporate Country Desk Unit
comments
EAP submitted to U.S. Embassy
EAP tested annually
Staff and Volunteers are trained to fulfill respective Emergency
Action Plan responsibilities

VSSS Component #5: Incident reporting and response
Incident reporting protocols are established and applied
Incident response protocols are established and applied
Rape Response Handbook responsibilities are understood by staff
Incident report data is analyzed and appropriate recommendations
applied
Procedures for sharing incident report data with Regional Security
Officers and Peace Corps/Washington established and applied


If time permits, you might breathe life into this lecture by providing a
personal story of successful integration leading to greater safety, or share one
a vignette provided in the Session Appendix: Vignettes of Safety & Security.


Wrap-up the session.


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Sessi on Appendi x : Vi gnet t es of Saf et y & Sec ur i t y

These vignettes provided by Michael O'Neill, former Coordinator for Volunteer
Safety & Overseas Security.

When explaining the Peace Corps approach to security, one may use the following
story to demonstrate the dominant security paradigms protection, deterrence, and
acceptance.

The Gr eat est Wi zar d
The people looked forward with great anticipation to thegathering of wizards that took place
in their valley once every generation. From miles around they traveled to the broad field to
witness the grand conclave. The air crackled with excitement as thepowerful and curious
convened. Many wonderful feats were to be witnessed, but the demonstration that would
bestow the honor of Greatest Wizard upon only onesparked popular expectation.

The people gathered forming a circle around the field wherethe wizards would display their
awesome skills. Behind them at various intervals pyramids of rocks had been erected. The
lesser wizards performed marvelous feats of magic and conjuring, telepathy and levitation to
the enthusiastic delight of theassembled spectators. When the greater wizards entered the
field stillness descended upon thethrong.

The first among thegreat wizards took his position in the center of thefield as the people
reached behind themfor fistfuls of rocks. Upon a signal projectiles assailed the wizard from
every direction. Moving with marvelous, otherworldly agility he whirled and spun in a
dizzying blur deflecting every stone. Not a one among thehundreds found its mark. The
tittering crowd offered arousing ovation as they remarked upon thewizards certain
greatness.

The second great wizard now entered thefield taking up his position in the center. Again,
upon thesignal, thepeople hurled rocks by thehundred at the standing figure. He moved
not, yet the stones were repelled by the power of an unseen force. As any stone approached
its mark it somehow was repulsed and returned with equal forceupon he that hurled it. No
stonereached to within arms length of the wizard. At first stunned and bruised, the people
soon raised adeafening cheer acknowledging the wizards display of power and greatness.

The third and final wizard, wizened by experience and well-respected by thepeople of the
valley, moved to the center of the field. Thepeople clutched the rocks waiting for the
signal. They looked with aweupon thevenerated wizard who had aided them in times of
drought and affliction, had fended off invaders and watched over their fields. When the
signal was given no one lifted his hand to cast astone upon the wizard; many merely
released their grip upon the stones and they fell harmlessly to theground. Thewizard stood
silently within the circle of spectators a beatific smile upon his lips. As onethecrowd
surged toward the wizard and hoisted him upon their shoulders declaring in one voice that
he alone was the greatest wizard.
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When discussing the habits of criminal opportunists and predators, one can liken
them to the lioness who stalks her prey at the watering hole. Emphasize to the
trainees that the decisions they make and the actions they take may make the
difference of whether or not they become targets.

Wi l debeest s
As the mists rise, before the dawn has broken, a lioness crouches upon her haunches
atop the ridge overlooking the watering hole. Her pride-mates lurk in the early
morning shadows and craggy outcroppings among the rocks and scrub brush.
Below, a small, silent herd of wildebeests tromp along the well-worn paths through
the grassland to sate their thirst at the waters edge. Their ears constantly twitch and
tails swish to ward off the endless swarms of tiresome gnats. The sharp-horned bulls
have positioned themselves strategically around the herd keeping the cows and
calves huddled within their protective sphere.

The lioness regards the long, tapered horns that adorn the beasts, each a deadly lance
should it find its mark. She contemplates her situation: the cubs need nourishment,
the pride relies on her courage and acumen to survive. Yet, to attack this many
headed monster is risky. But wait there just outside the periphery of the herd
limps a lone adolescent bull. One of his horns has been broken and a foreleg injured
in a failed attempt to usurp the alpha bull. Since his banishment fromthe herd he
has had to fend for himself on the herds margins just barely surviving.

The lioness wends her way fromher perch to the level ground followed by the
prides young huntresses. They move undetected among the swaying grasses
calculating every angle that places themin a position to isolate their prey fromthe
rest of the herd. Once in the strike position they patiently watch as the inattentive
bull wanders further fromthe herd, closer to his demise. At a signal the lionesses
pounce. In an explosion of muscle, a flurry of movement, a spray of dust and grass,
a forlorn whimper, the deed is done. The lioness hauls the carcass to the prides
enclave. The wildebeest herd moves on.
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Chapter 9. Managing Risk
Staging


















Session Number: CEN009
Last revised: November 2005
Directors Guide
2

1

I nt r oduc t i on

Security is mostly a superstition.
It does not exist in nature.
Life is either a daring adventure or nothing.
-Helen Keller

While the reality of being a Volunteer entails certain risks, Peace Corps staff and
Volunteers can learn to manage those risks. Risk management includes the administrative,
supportive, and behavioral actions taken to reduce the likelihood of harmor injury to
Volunteers. Volunteers have the primary responsibility in managing their own risks and
enhancing their own safety.

The primary objective of this session is to help trainees reflect upon factors that can
contribute to Volunteer risk and devise new approaches to managing the risks Volunteers
inevitably face.

When considering risk factors, you should consider three elements: who the Volunteers are,
what the Volunteers do, and the environment in which the Volunteers live and work.

When considering proactive ways to mitigate threats to Volunteer well-being, you should
consider a two-step approach: reducing the likelihood of something bad happening and
reducing the impact of the bad thing should it happen.

Link It to Policies In Practice!

Addressing the three questions about who Volunteers are, what they do, and where they
live and work helps staff and Volunteers develop strategies for reducing the risks of harmor
loss to Volunteers. Looking at those Volunteer characteristics, habits, tendencies, etc. that
can increase risk helps staff in formulating policies and procedures.

Link It to Volunteer Safety Support System!

Site Assessment:
When choosing a site for a Volunteer, there are certain factors and strategies relating to
Volunteer security that staff consider. For example, if the burglary rate in the area is high
(factor), staff may insist that Volunteer housing have bars on windows (strategy).

Ongoing Training:
Once posted to a new site, Volunteers must take some steps to secure their person, home,
and belongings. Volunteers should have received direction and insight during pre-service
training to help themminimize safety risks, but they may still require Peace Corps staff
guidance and advice. Finding a balanced approach that offers necessary support and
enhances Volunteer independence and responsibility is a challenge Peace Corps staff
embrace.

Information Sharing and Emergency Communications and Planning:
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Peace Corps staff have available certain tools (e.g., Volunteer newsletter, safety
committee, pre-service and in-service training) and a set of policies and procedures (e.g.,
emergency locator forms, reimbursements for security upgrades) for raising Volunteer
awareness of safety risks and issues.

Obj ec t i ves
By the end of this section participants will be able to:
Identify potential threats to Volunteer well-being
Generate a list of factors in three categories (personal, behavioral, and general living
and working conditions) that can contribute to the risks that Volunteers face
Suggest risk reduction strategies for threats to Volunteer well-being, including
components of the Volunteer Safety Support System

Additionally, this session also supports learning about:
The responsibility of the Volunteer, Peace Corps staff, and the host community
toward maintaining the Volunteers well-being
A general awareness of Volunteers duty to maximize their own well-being
Lifestyle adjustments that they may need to make in behavior and appearance to be
healthy, safe, and effective in fulfillment of their responsibilities under the Volunteer
Safety Support System

Par t i c i pant s Buy-i n
Serving as a Peace Corps Volunteer involves risk. Volunteers are expected to adopt a safe
lifestyle and exercise mature judgment. In order to have a safe and effective service,
Volunteers need to develop risk management outlooks with appropriate skills.

This session is designed to help participants identify risk factors that might affect their
exposure to threats, consider threats to their person and property, and explore strategies
they might employ to reduce their exposure to these threats.

It will take about 1 hour to complete this session.

Activities in this section include:
Facilitator-led presentations
Workbook exercises
Work in small groups (putting results on flipcharts)
Gallery walk (of flip charts)

Rat i onal e
Serving as a Peace Corps Volunteer involves risk. Volunteers are expected to adopt a safe
lifestyle and exercise mature judgment. In order to have a safe and effective service,
Volunteers need to develop risk management outlooks with appropriate skills.

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Tr ai ner s pr epar at i on
Things to do before this session begins:
Examine anxieties reported during the Anxieties and Aspirations session the
previous day to glean threats to Volunteer well-being already identified.
Review relevant Welcome Book sections, such as Living Conditions and Volunteer
Lifestyle, Your Health Care and Safety, and Diversity and Cross-Cultural Issues
Review Country Assessment for staging
Prepare flipcharts

Mat er i al s
Staging Workbook
Flipcharts:
- Session Title/Objectives
- Who Volunteers are (Personal Factors)
- What Volunteers do (Behavioral Factors)
- Where Volunteers live and work (Situational Factors)
- Definitions of risk and threat
- Risk strategy for vehicle accident (probability/impact)
Markers
Blank flipchart paper

Desc r i pt i on of Ac t i vi t i es
Introduce the session

Show Helen Keller Security is a superstition quote flipchart.

Say something like

Weve looked at ways of coping with unwanted attention. But when we said
yesterday that one of our key assumptions is that serving as a Volunteer
involves risks, we didnt mean just the risk of unwanted attention. Sports
injuries, sexual harassment, traffic accidents, natural disasters, robberies,
physical assaults, and sexual assaults are some of the many incidents that do
occur. (Show session title flipchart) But this session is not called Risks or
even Living with Risk. It is called Managing Risk. If you are mentally
committed to staying safe, are aware of the factors that affect your safety,
adopt a safe lifestyle, and exercise mature judgment, you can significantly
reduce those risks.





Define Two Terms
But what do we mean by risk? Define the terms:
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RiskThe likelihood of suffering injury, harm, or loss. (or: The chances of a bad
thing happening.)
ThreatThe bad thing itself. (e.g., unwanted attention, malaria, earthquake)

Who, What, Where
An important first step in reducing the risk of harmor loss while in country is to focus on a
basic but important question: Why are Volunteers at risk?

A useful method for assessing Volunteer safety is to look at three categories: (1) the
Volunteer, (2) the behavior of the Volunteer, and (3) the conditions under which the
Volunteer will be living and working. You can use this framework to determine which
factors under each category you can influence, and then you can formulate a strategy for
increasing your safety.

Try to list several factors under each heading so that trainees get it. Examples of factors
that are generally true include:

The Person
(Volunteer)
The Behavior
(Of the Volunteer)
General Conditions
(Living and Working)
Adventurous Are friendly to strangers Unlit streets
Curious Travel to remote areas Unfamiliar with norms
Independent Talk to unknown people Live alone
Open and friendly Stay out late at night Unfamiliar surroundings
Accommodating Drink alcohol New language
Risk takers Live alone Malaria-endemic country
Car-dependent Walk a lot No telephone
Naive Trust others Perceptions of Americans
Feel invulnerable Accept invitations quickly Dont know many people

Do not spend too much time generating lists of factors during this explanation. The Mark
Case Study activity will go into greater detail. The present discussion can merely be an
introduction to the Who, What, Where framework, and it is not intended to be exhaustive. It
will feel too repetitive with the Mark Case Study if you go into too much detail now.
Explain the framework, provide examples, and see if a couple of trainees in the group can
provide additional examples to demonstrate that the group gets it.

So that the emphasis is on Volunteers and what can be done to improve their lot, you can
ask trainees to indicate which elements a Volunteer or Peace Corps staff person can
influence.



Mark Case Study: Application of Who, What, Where

Individually, in pairs, or in groups, ask trainees to apply this framework to complete the
Who, What, and Where: A Case Study exercise in their Workbooks. Since the
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information is sketchy, encourage themto make assumptions when necessary about the
people and conditions in the scenario. Placing factors in correct categories is not the point
of the exercise. The intent is for the participants to identify concrete risks emanating from
the characteristics, tendencies, and habits that have been identified.

Mark is a 24-year-old Volunteer fromsuburban Minnesota assigned to a
reforestation project in a small, rural border town about 100 miles fromthe capital.
Although there are Volunteers in other towns in the area, Mark has been posted
alone. In pre-service training, Mark studied the national language and did well, but
in his town, the people speak a local language that he has not yet mastered. A
week ago he was invited to dinner at the home of a coworker who lives with his
wife and four children on the other side of town. After an enjoyable dinner with
local wine and a long chat with the couple, Mark began walking home alone at
about 8 p.m. He had refused the offer of an escort fromhis hosts because he
didnt want to inconvenience them. A few blocks fromhis house, a man
approached himand asked for the time while another came up frombehind, threw
himto the ground and stole his watch and the gold chain that he was wearing
around his neck. Fortunately, Mark was not seriously injured and managed to
return home, where neighbors gave himassistance.

The Person
(Volunteer)
The Behavior
(Of the Volunteer)
General Conditions
(Living and Working)
Male Limited language Border area especially risky
Single Limited acculturation Lives alone
Independent Wearing jewelry No other Volunteers locally
Not fearful Walking alone at night
Local men in habit of
hanging out at night
Confident Reluctant to accept an escort Unlighted streets
Sociable/outgoing Out late
Police not readily available at
night
Car dependent in U.S. Dresses American style
Perception that Americans
are wealthy
Young
Drinking alcohol with HCN
family
Some parts of town more
dangerous

You may want to point out to the group that the above three categories can be used not only
for analyzing incidents but also for guiding Volunteer placement decisions (link it Volunteer
Safety Support System: Sites are Assessed!).

During this exercise, some of the enthusiastic participants may jump ahead of the material
and begin providing strategies and approaches for reducing the risks that they are
discussing. You do not want to discourage this enthusiasm. We suggest that you ask them
to record their input and explain that the group will be devising solutions, strategies, and
6

approaches throughout the rest of the training module. Ask themto remind you to include
their input later in the exercise that addresses solutions, strategies, etc.

Ask the trainees to place a check mark next to those elements that they have influence
over (e.g., dresses American style). Many factors cannot be changed, but their effects can
be mitigated. (e.g., No other Volunteers locally might be mitigated in part by living with a
family. The habit of local men hanging out at night might be mitigated by accepting escorts
or becoming acquainted with themin a professional setting during the day.)

Develop a List of Threats
Ask
What are some other threats to well-being that you, as Volunteers, are likely to face?

Write trainees threats on the flipchart. Incorporate threats the Director identified in the
Welcome Book and the Country Update for Staging that the Country Desk Representative
provides you. Refer also to the list of threats that trainees mentioned yesterday in the
Anxieties and Aspirations exercise to add to the list.

Possible threats include:
HIV
Malaria
Dengue
Crime
Assault
Rape
Animal bites, rabies
Public transport accidents
Political instability
Injury, death, and loss of property fromnatural disaster
Anti-Americanism
Racism
Homophobia
Terrorism
Diarrhea
Loneliness

Note: Be sure HIV/AIDS in on the list, as well as any threats mentioned in the Country
Assessment for Staging document. It is mandatory that you address the threats that post
has identified.

Another Note: Sometimes groups will get stuck in the next activity (reducing the
probability and impact of these threats) with threats such as homophobia or hurricanes.
Theyll say: You can reduce their impact, but how do you reduce the likelihood of these
things happening? In order to avoid these group blockages, list problems using language
such as injury/death/loss fromhurricanes or harassment due to racism. Itll make
things easier in the next activity if you specify threats in this way now. That is to say, its
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easier to reduce the likelihood of loss fromhurricanes than the likelihood of hurricanes
themselves.

Another Note: Some Directors ensure coverage of a breadth of threats by considering the
following six categories:
Health Threats (e.g., Dengue, Malaria, HIV)
Crime (e.g., Assault, Rape, Terrorism, Anti-Americanism)
Accidents (e.g., Traffic)
Political Instability (e.g., Riots, Military Action)
Natural/Manmade Disasters (e.g., Hurricanes, Pollution, Earthquakes, Landslides)
Culture-Based Threats (e.g., Racism, Homophobia)

When the list of threats is adequate, say

Wow, you all have given this a lot of thought! I certainly hope you dont face
all these threats on your first day! But this list is suggestive of the thought
youve given to this subject, so you must be glad to know Peace Corps staff
have given it a lot of thought too! So we knew Volunteer service involves
risks, and now we have figured out what some of those risks are in your
country of service. Intimidated?

How many of you have driven recently?

Say
Lets look at it this way. How many of you have driven a car recently (ask
them to raise their hands)? Did you know that motor vehicle accidents are
overwhelmingly the leading cause of death in the United States for people
aged 1 to 34? (This information comes fromthe Centers for Disease Control and
Prevention). Older adults, as a group, are also at higher risk of dying from
motor vehicle crashes. Every year, over 41,000 people die on the nations
roads and highways and another 3.5 million suffer nonfatal injuries.
Among those aged 15 to 24, traffic accidents represent almost 3/4 of injury
deaths. Why in the world would you drive?

Well, we still drive because we use a system of assessing and managing the
risks associated with driving. By controlling the probability of an accident
occurring (i.e., choosing not to drive in the snow or when visibility is limited,
not talking on a mobile phone while driving, taking care when changing
lanes, knowing your route, obeying the speed limit, not drinking and driving,
taking drivers education courses, knowing safety markers, keeping your
tires inflated, checking brakes, etc.), and by controlling the negative impact
of an accident should one occur (i.e., owning a vehicle that you perceive is
safe, reducing speed, wearing seat belts, having a properly maintained
vehicle, air bags, carrying a cell phone, carrying flares and first aid kit,
etc.), we bring the risks associated with driving within a tolerable threshold.

8

In the large group, ask trainees to list the ways we reduce either the probability or negative
impact of a vehicular accident (examples in the preceding paragraph). Or refer themto this
example in their Workbooks:

Vehicle Accident (U.S.)

Strategies to reduce the probability of
the threat occurring
obey speed limit
know ones route
drive sober
drive defensively
take drivers education

Strategies to reduce the impact of the threat if
it does occur
reduce speed
wear seat belts
have air bags
drive defensively
properly maintain vehicle


Trainees Reduce the Probability and Impact of the Threats They Listed
Prioritize the threats that trainees listed earlier in the session. Organize themso that each
small group has a threat. Be sure HIV/AIDS in on the list as well as any threats mentioned
in the Country Assessment for Staging document. It is mandatory that you address
HIV/AIDS or HIV and other STDs, as well as any threats discussed in the Country
Assessment for Staging.

Put trainees into small groups for this activity and give themflipchart paper and markers.
Groups of 4 to 8 people work well, but with smaller groups, you may choose to have them
simply partnered or in triads so several threats can be addressed.

Assign each group (or have themselect) a threat to manage fromthe prioritized list. Each
group should examine a different threat. Instruct themto write the name of their threat on
the top of the paper, and then divide the paper into two columns: Reducing Impact and
Reducing Probability.

Instruct themto keep in mind the who, what, where of being a Volunteer we discussed
earlier and which of those factors they can influence or mitigate. And dont only think
about what they as individuals can do to reduce probability and impact, but they should also
consider what their colleagues, Peace Corps staff, and friends and neighbors could do.
Finally, instruct themto consider if pieces of the Volunteer Safety Support Systemcan be
incorporated into your lists of strategies:
Information Sharing
Ongoing Training
Site Assessment
Incident Reporting
Emergency Communications and Planning
The Director and Country Desk Representative absolutely need to circulate
among the groups during this exercise, contributing strategies and answering
questions. Each group should record and present its work using the format of the Vehicle
Accident threat table.

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Gallery walk. Each group posts its risk reduction strategy table for the others to view.
The participants are invited to view and discuss the various strategies.

Wrap-up the session by asking the following questions to highlight the importance of the 1)
Volunteer, 2) Peace Corps staff, and 3) the community having responsibilities for the
Volunteers well-being:
Are there any observations? Did anything surprise you?
Which of the identified strategies are the responsibility of the individual Volunteer to
employ?
What support might the Volunteers expect fromPeace Corps staff in country?
What support might the Volunteers expect fromlocal counterparts, communities?
What support might the Volunteers expect fromfellow Volunteers in country?


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Helpful Background Information

Here is some information that some Directors have found useful in the past for facilitating
this session:

Dont blame the victim:
Make it clear to the trainees that discussing risk factors and individual choices does not
imply blame of the victims. The objective is to identify those risk factors the individual can
affect so that in the future, they can make informed judgments.

Examples of incidents that occur to Volunteers:
Being stared at
Arrival of unannounced visitors
Being followed by children
Being followed by adults
Taunting on the street
Being touched by people on the street
Sexual harassment
Robbery
Physical Assault
Sexual Assault

The data:
Experience shows and data suggests that there are certain factors that place a Volunteer at
higher risk:
Time in service
Time of day/week (i.e., Being out after midnight)
Being alone
Location (e.g., while traveling/being in a known high-crime area)
Use of alcohol (by Volunteer and/or assailant)
Unlocked doors and windows

Periods of service when assaults occur:
Anecdotal evidence suggests that assaults on Volunteers are most common during the
following three periods of a 27-month termof service:
1. 1 to 3 months, 2. 10 to 12 months, 3. 24 to 27 months

Language and Culture:
Research shows that those Volunteers who have strong skills in the local language and/or
who have adapted well to the culture are less likely to be the victims of crime.







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Time/Day:
According to the Peace Corps publication The Safety of the Volunteer, both sexual and
physical assaults on Volunteers typically occur at certain times of the day and on certain
days of the week. In the questions below, we are referring to major sexual and physical
assaults, rather than minor ones. Major sexual assault is defined as rape, attempted
rape, forced oral intercourse, and sexual assault in which a weapon was used, physical
injury resulted, or substantial force was used by the victimto disengage the assailant.
Major physical assault is defined as aggravated assaults and assaults that resulted in
hospitalization for more than two days, injuries that required X-rays...suturing of laceration,
and assaults in which the Volunteer had to use significant force to disengage the assailant.

The highest periods of major physical or sexual assault are:

Highest Risk of Physical
Assault (Aggravated Assault,
Major Physical Assault, and
Other Physical Assaults)
(2006)
Highest Risk of Sexual Assault
(Rapes, Major Sexual Assaults, and
Other Sexual Assaults) (2006)
Hours

Evening hours, between 6 p.m.
and midnight.
The time of day during which sexual
assaults were reported to have
occurred most frequently in 2006
were the evening hours, between 6
p.m. and midnight ( 39 percent).
Rapes, specifically, are more likely to
occur between midnight and 6 a.m.
Days Physical assaults were equally
likely to have occurred on a
weekday or a weekend.
More than half (55 percent) of the
sexual assaults in 2006 occurred
during the weekend (Friday through
Sunday). Rapes, specifically, were
equally likely to have occurred on a
weekday or weekend.

Why would the risks would be highest during the times and days listed above?
The answer to this question involves a what and a where, that is, what Volunteers are
likely to be doing during these times and where they are likely to be doing it. For example,
on weekend nights, Volunteers may be at a party, a nightclub, or a bar and might be
drinking; possible perpetrators may be drunk and, therefore, dangerous; and Volunteers may
travel more. The answers to this question lead naturally to the following question about
common risk factors. For example, spending a Saturday night in a nightclub not only brings
in the factor of day and time, but also use of alcohol (both by the Volunteer and a potential
perpetrator) and possibly the factor of being alone.

TeamApproach:
Devising effective strategies and taking positive steps that reduce the safety risks that
Volunteers are likely to encounter are the essence of Risk Management. Facing the
challenge requires the concerted effort of all Peace Corps staff and Volunteers, under the
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leadership of the Country Director. There is much that Volunteers can do to manage the
risks they will likely face and much that the country staff can do to empower and support
the Volunteers in their efforts.