Gagan Sethi, vice president of the Center for Social Justice presented the workshop and its objectives to the participants. Gagan hoped the training program would serve to help participants understand not how to learn the law, but how not to learn the law. Participants were given 10 minutes for the cards and then came out and read their answers.
Lack of access to justice for women and children - Lack of awareness in society - Lack of. In the next round, the participants had to tell a different story in the last 10 years of their adult life, in which they did/acted in a way that someone else learned who has recognized it to this day. After about an hour of discussion, the participants came forward and presented the principles they had selected.
After this exercise, the participants were asked why they did what they did just now. Reflecting on this session, participants said it helped remind them of the traits a paralegal should have and helped them understand relationships with other stakeholders within the A2J framework. The reporting group was also asked to analyze the worksheets to be completed by the participants at the end of that day.
Other participants were asked to provide feedback to the participants on the content/thoughts/insights of the presentation and to add if anything was missed.
Traits of a Paralegal
Definition of a Paralegal
Input of the Trainers
Competencies of a Paralegal
Conceptual Underpinnings Input by the Trainers
Teaching Law- Best Practices
Common Definition
Reporting group presentation
Reading Session
Alternate Legal Education
Input by the Trainers
The focus of the methodology should be on "how to learn" and not on "teaching" the law. Capacity building programs should be structured over a specific period of time in a fixed number of contact sessions. The basic strategy to be adopted during trainings is to focus on capacity building and sensitization rather than focusing only on information dissemination.
The overall training design should be prepared keeping in mind that only a few trainings are possible in a limited time frame. The need to build a person's identity as someone who is committed to the judicial process and has a stake in it.
Freeze Frame
Training is contextual and will therefore vary in design based on target audience, subject matter, geographic location, resource availability, knowledge/skill level, etc. They were asked to imagine that the camera was approaching and stopping at any time on the day group. When the groups did this, photos were taken of them in action and they were all presented to the plenary.
Rights Violation
Domestic Violence
In groups, participants were asked to think of a woman around you, someone you love, and to answer if there was any instance in their life where the definition of domestic violence would apply.
Role play
Reporting Group Presentation
Readings
If you see and think about what questions you are asking, you will know what kind of answers you will get. By getting the paralegal to think, you can ask why and how questions.
Role Plays Continue
Participants were asked how they related what they read to what happened during the day. It is also important for a coach to be able to handle jokes in the group. They get their power from the group and the rest of the group actually does the prankster a great disservice by acting through and disturbing this person.
About an economic abuse role-playing game] Even if the game successfully portrayed economic abuse, as soon as you used physical violence in the role-playing game, the focus would shift to it.
Input on Questions
Designing a Session
On Group 2's use of role-play] "Role-play" was used in this case as a movie/drama, not a role-play per se. say.
Collective Review of the ToT
Reporting Group Presentation
Training Style Inventory
There is no good or bad training style just as there are no good or bad learning styles. We must try to find our blocks, work with these blocks and try to develop characteristics that you do not possess to become a more holistic coach. Whatever you're good at tends to become less effective as a knife loses its sharpness the more it's used.
Designing
Determine if it can be achieved in time – Prioritize goals and set reasonable deadlines. Different training methods (reading, lecture, etc.) differ in terms of involvement of the participant and whether the meaning is external or internal to the learner. In a training design, a trainer must select more than one of these to link the participants' learning needs to the training objectives.
Provides support for sorting entries (categories, modalities). It provides general assessment criteria and rules, but not a checklist).
Engaging with Paralegals
Input from the Trainers
Creating a separate identity as a special framework - Arriving at the concept of operational paralegal - Understanding that a paralegal social worker is "plus". Seeing the role of a paralegal not only in awareness or individual cases, but also in a systemic intervention - Realizing the importance of creating spaces within the mainstream. Identification of existing spaces within government systems such as the forest committees, Lok Adalats (people's courts), mediation centers, etc.
Lobbying with various departments to create new spaces for paralegals under the law [Gram Nyayalaya Act, Nyaya Panchayat Act, Parental Maintenance Act etc.]. CSJ also introduced the "circle" as a framework for paralegals to work within and define the work they do. Break the hegemony of lawyers and property. if the training is good, the pre-lawyer will be value oriented and not exploitative.
Designing a Training Programme
Imagine the role that this paralegal will play - Set the goals for the training. Develop the competency grid (see Day 2 session on "Competencies of a Paralegal") - Place your group in relation to this grid (score them low, medium or high). They were then asked to develop a training design that specified details for each session on each training day and represented in the form of a grid.
The participants were asked to fill in the details for at least the first training capsule (3 days/ 2 days).
Feedback from the Trainers
Your last day training session can also be made data-centric in the sense that you can tell them about the use of data and involve them in understanding policy engagement, making the data they bring actually useful and more importantly getting them to look at this. Trainers may be inclined to have exposure visits, but they also require facilitation to ensure participants get something out of them. You can ask your participants - what should you be able to learn on this training.
Group Presentations and Video Feedback
Take 15 minutes and do a presentation assuming the current group is the group of paralegals you want to train. This will be recorded and feedback will be obtained based on the recording. After the groups presented their session designs to the camera, the videos were played and feedback was given.
Potential for a South Asian Network of Paralegals (Mr. Manzoor Hassan)
Trainers who have participated in the current ToT may also be eligible to join and are encouraged to do so. CSJ and other organizations have made substantial contributions to the design and operation of this program.
Concluding Session
