THEFT TALK TRAINING MODULE

PACIFIC EDUCATIONAL SERVICES

CHERYL FOX

INTRODUCTION
Theft Talk training is a corporate training course to develop the knowledge
base of theft talk concepts and requirements for the delivery of curriculum
to participants by the facilitator in a cohesive and uniform manner by
delivering core components and required material.
Facilitators will demonstrate ability to maintain class focus, analyze
audience feedback, understand and deliver required curriculum, and
complete required paperwork.
Facilitators will be evaluated on these abilities and on appropriate skills by
participating in role play, assessments, and actual class setting workshops.
Facilitators will create an environment conducive to motivate learners
based on curriculum and creating positive learning environments.

TRAINING GUIDE-THEFT TALK

DESCRIPTI AUDIENCE
ON

MODALITY TIME
FRAME

GOAL 1

GOAL2

EVALUATI
ON

Training
module to
increase
positive
transmission
of curriculum
to
participants.

Delivery
method will
be in small
groups at
office
locations or
web-based
instruction
w/feedback.

To create a
uniform
delivery of
curriculum
for the
participant
effecting
change in
behavior or
thinking.

To allow the
facilitator to
derive
concepts
creating a
safe learning
environment
for the
participant.

Facilitator
will be able
to direct
theft talk and
guide class
through
required
curriculum
and
activities.

Newly hired
and current
facilitators in
need of
solidifying
concepts
cited in
evaluations.

Ongoing.

OBJECTIVES DEFINED
Objective 1

OBJECTIVE 2
A.
New/curren
t
facilitators

B. DELIVER

Deliver
required
curriculu
m.

C.
CLASSROO
M SETTING

a.
new/Curren
t
facilitators

D.
WITHOUT
ERROR

B.
Administer

Administ
er
required
material.
C.
Classroom
setting/onli
ne forum

D. Without
error

TIMELINE
LENGTH/TIME

INDIVIDUALS

RESOURCES

ACTIVITIES

DETAILS

6-12hr. Co-facilitating on-site

6hr.=2(3hr) class training.
12 hr. total training
12hr for new hires 6hr for
current facilitators.

New hire
facilitators/Current
facilitators

Senior Facilitator,
trainee, available
schedule of
workshops,
curriculum, notebook,
laptop, a/v (optional)

(Pre-requisite to class
training) Cofacilitating, work with
senior facilitator onsite 6hr. Complete
workshop training
sessions.

Learners will be
assigned to 6hr.
workshops. Training
sessions will be 2-3
hours in length TBD.

6hrs. In class training

Learners, Trainer

Facilitator curriculum,
notebook,
laptop(optional)

Enhanced trainings for

required curriculum.

Evaluations will be
summative Based on
real time workshops
and presentation of
material.

6-12 hrs. workshops

6hr = 1 day
12hr = 2 days

Facilitator, Program
Participants referred
by court for
educational course

Facilitator-curriculum
Participants-Pen,
paper

Facilitator-deliver
curriculum
Participantsparticipate in
workshop activities.

Facilitators conduct
workshops for
participants
referred by court
for 6-12 hr.
educational
courses.

Training Outline
Start/Rules
CBT-Cognitive Behavioral Theory
Circular Thinking
License
Mental Rehearsing/Cops and Robbers Thinking
Worksheets and Assessments
Wrap Up

Start of Day:
Arrive at Location 8:30am
15 min. prep
Open class for students to begin sign-in process at
8:45am
9am Class starts
No class entry after 9:15
Complete administrative tasks including rules and intros.

COGNITIVE
BEHAVIORIAL
THEORY (CBT)
This is the first step when
beginning the curriculum.
Follow examples
illustrating CBT and
connect them with real
life examples.
Refer back to CBT
throughput the day.

CIRCULAR THINKING-1

Circular thinking breaks down barriers to new thinkin

Decreases chances of misunderstandings.
Increases awareness of why it is wrong to steal.
Brings home Idea of bad thinking patterns.

CIRCULAR THINKING-2
Establishing the list is important.
Adding questions after draws upon theory.
Drawing diagram gives a visual.

CIRCULAR THINKING-3
Expound on idea.
Rephrase question.
Give examples of circular thinking.

CIRCULAR THINKING-4

Clearly stating the why.

CIRCULAR THINKING-5
Using real-life examples drives home
key points.

LICENSE:
Allows client to see why they think it is O.K.
Ask for reasons for the theft.
Give real life examples.
Discuss why license is so powerful.

MENTAL REHEARSING:

Engage participants in examples of mental rehearsing.

Ask for participant examples.

Pair exercise with cops and robbers.

COPS AND ROBBERS THINKING:

Pair exercise with mental rehearsing.
Ask participants for examples of how they
prepare to shoplift.
Illicit correct answers and discuss.
Show examples of the answers.

Assessments, Worksheets, and Evaluations:

Assessments, worksheets and evaluations are an integral
part of the workshop and measure outcomes of
participants. These tools should be utilized throughout
the day
Copies of these or other supplies are ordered from Melissa
at mpenwell@pesprograms.com
Each participant will complete an evaluation at the end of
the workshop.

Consequences:

Use this and all worksheets in conjunction with exercises.

Create question and answer sessions to discuss worksheets

Use group activities to illicit in-depth group discussion.
Allow participants to keep some worksheets for reflection.
Pass out resource sheets when available.
Email Melissa when more are needed.

CHANGE-TALK TOOL
Assessment
Best if used in the beginning.
Allows participants time to reflect on needed change.
Gives facilitator gage on participant feelings.

WRAP-UP
REMEMBER ALL IFORMATION IS IN FACILITATOR BINDER.
DELIVERY IS SUBJECT TO FACILITATOR STYLE, CONTENT IS
NOT.
MAKE EACH CLASS AN ENJOYABLE LEARNING EXPERIENCE
FOR YOU AND THE CLIENT.