Criminal Law

PROJECT SUMMARY AND ROLE OF STUDENT VOLUNTEERS:

The All Saints’ Drop-in is a safe, non-judgemental place where people can have coffee, rest, use washroom facilities, see a nurse or social worker, eat a hot meal, and access telephone, wifi, and computer services.

2 student volunteers will provide legal information during the drop-in. The student will gather any legal questions and will spend the following 1-2 weeks researching the question (e.g. working on the streets, how the law differentiates sex work and trafficking, navigating criminal justice system, etc.).

The lawyer supervisor will approve the accuracy of the information, and then the student will set up a phone call or in-person meeting with the client to deliver legal information only (likely this will occur on a subsequent drop-in session).

If needed by All Saints, students will create a plain language resource on a legal issue that is of importance to the drop-in clients. The resource will be approved by the lawyer supervisor before being distributed. An example topic may include informing drop-in clients of how their rights may be affected by recent legislation and applicable resources (ex. Bill 6).

Staff will be present at the drop-in each week and is available to attend all presentations to help the students effectively deliver their presentations to the audience. The legal issues often dealt with in the drop-in clinic are landlord/tenant disputes and criminal justice issues

TYPE:

Public Legal Education

AREA(S) OF LAW:

Human Rights Law; Clinics/Poverty Law; Criminal Law.

COMMUNITY SERVED:

Homeless & marginally housed, Domestic Violence Survivors, Racialized communities

NUMBER OF STUDENT VOLUNTEER POSITIONS:

1 student

COMMITMENT:

3-5 hours/week - Hybrid. Attendance at the drop-in must take place in person. Other tasks, such as legal research, may be completed remotely.

SPECIAL REQUIREMENTS:

Students should understand that the drop-in is a low barrier space; as such, clients may not be sober and may be experiencing mental health difficulties or other challenges during the session. Potential students should think carefully about whether they are able to volunteer in an unpredictable and client-facing environment. Preference for experience or interest in social justice or human rights field, working with marginalized communities, particularly sex workers and/or people who use drugs.Experience navigating criminal justice system and accessing resources like legal aid and court support, experience with family law and child welfare would also be an asset.

PROJECT SUMMARY:

The Bail Court Navigator – Brain Injury Project is a two-year pilot initiative led by the Justice & Equity Lab at St. Michael’s Hospital in partnership with Elizabeth Fry Toronto. This innovative program supports justice-involved women with potential or confirmed brain injuries (BI) to navigate the bail process at the Toronto Regional Bail Centre (TRBC).

ROLE OF STUDENT VOLUNTEERS:

• Providing non-judgmental supports for women-identifying and non-binary individuals who are in custody or being released on bail at the Toronto Regional Bail Centre, 2201 Finch Ave. West. 

• Completing brain injury screening and conduct intake for in-custody individuals, and individuals released on bail.

• Follow up calls, and outreach to various programs and services on behalf of clients and staff

• Assisting with other case documentation, administrative tasks, ensuring that all records are accurately maintained and organized.

• Completing data entry on Excel and Microsoft Office.

• Collaborating and communicating with families of service users, community programs, clients, court administrators, Duty Counsel, private lawyers, Crowns, Correctional Service Officers and Justice’s of the Peace to facilitate a supportive and efficient environment, contributing to the overall mission of providing equitable access to justice.

• Court observations & note-taking.

• Conduct research as needed (i.e. Community resources/referrals).

• Retrieve clothing/self-care/food/TTC tickets and other items from the resource room to provide to individuals being released on bail.

TYPE:

Client Services

AREA(S) OF LAW:

Criminal law

COMMUNITY SERVED:

We serve all genders, and many community members are racialized, marginally housed, living with mental health challenges/disabilities, LGBTQIA2+, newcomers, those who have experienced Gender Based or Intimate Partner violence, Indigeous and racialized communities, etc.

NUMBER OF STUDENT VOLUNTEER POSITIONS:

2 students

COMMITMENT:

4 hours per week, in one shift. Work will be conducted in-person.

SPECIAL REQUIREMENTS:

Experience supporting community members in conflict with the law is an added benefit. Professional or academic experience in Social Work, Social Services, Counselling, Shelter supports, etc. is highly preferred. 

PROJECT SUMMARY & ROLE OF STUDENT VOLUNTEERS:

Three student volunteers will provide legal information during the drop-in. The student will gather any legal questions and will spend the following 1-2 weeks researching the question. The lawyer supervisor will approve the accuracy of the information, and then the student will set up a phone call or in-person meeting with the client to deliver legal information only (likely this will occur on a subsequent drop-in session).

In addition, the student can deliver one presentation during the placement, on a legal issue to be chosen with the organization/drop-in clients. The student may produce written materials to be distributed to interested individuals who are unable to attend the sessions.

If the students have time, they will create brochures or guides for commonly asked legal questions to be distributed at Haven.

Staff will be present at the drop-in each week and available to attend all presentations to help the students effectively deliver their presentations to the audience. The lawyer supervisor will be available to hear a mock presentation and must be present during the actual presentation.

TYPE:

Public Legal Education

AREA(S) OF LAW:

Human Rights law, clinics/poverty law, criminal law

COMMUNITY SERVED:

Homeless & marginally housed, People living with mental health challenges, Seniors

NUMBER OF STUDENT VOLUNTEER POSITIONS:

1 student

COMMITMENT:

3-5 hours per week - Hybrid

SPECIAL REQUIREMENTS:

Students should understand that the drop-in is a low barrier space; as such, clients may not be sober and may be experiencing mental health difficulties or other challenges during the session. Potential students should think carefully about whether they are able to volunteer in an unpredictable and client-facing environment.

Preference for experience or interest in social justice, human rights field or criminal law, working with marginalized communities, particularly with people who use drugs. Experience navigating criminal justice system and accessing resources like legal aid and court support, experience with family law and child welfare would also be an asset. 

PROJECT SUMMARY:

The student will work to build a library of public legal education materials designed specifically to be disseminated on the Justice for Children and Youth’s social media pages. The student will use their research skills and creativity to develop schematic PLE materials that can be posted on social media. The primary platform is Instagram, but posts will also be created for Facebook and Twitter. The topics for the digital PLE materials (social media posts) will be provided by JFCY staff and/or will be developed in collaboration with JFCY staff. The student volunteer will be invited to attend the weekly scheduled meetings with the other student volunteers at JFCY, and this may create opportunities for student input for PLE topics to be covered through this project.

The expectation is that the student volunteer creates at least two digital PLE materials per week. PLE materials should be created in multiple versions to fit the requirements of all platforms (Instagram grid, Instagram stories, Facebook, and Twitter). The student will share the images/graphics they create, along with copy for a caption, with the lawyer supervisor. The digital PLE materials will be added to a library of materials that are ready to be posted to social media by JFCY staff.

ROLE OF STUDENT VOLUNTEERS:

Students will receive topics/issues of interest from JFCY staff, will conduct any necessary research, and will use that research to create schematic PLE materials that can be posted on social media. Students will write captions to accompany the images/graphics when applicable and will share all of the PLE materials created with the lawyer supervisor. These materials will be composited in a digital library for the staff at JFCY to post on social media.

The PLE materials will be appropriate for an audience of youth under the age of 25. In general, students will be responsible for meeting deadlines, keeping open communication with their Lawyer Supervisor, and ensuring they are bringing any delays or concerns to the attention of the Lawyer Supervisor and/or Program Coordinator in a timely fashion.

TYPE:

Public Legal Education and Research

AREA(S) OF LAW:

Poverty, housing, human rights, constitutional, immigration and refugee, administrative, family, victim representation, leaving home, and criminal law

COMMUNITY SERVED:

Children & Youth, Homeless & marginally housed, LGBTQ+

NUMBER OF STUDENT VOLUNTEER POSITIONS:

1 student

COMMITMENT:

3-5 hours/week - In Person

SPECIAL REQUIREMENTS:

Students are expected to work within a social justice, anti-oppression and children’s rights framework. Justice for Children and Youth is an inclusive and safe space. Students should be interested in legal research and have strong memo writing skills.

Other assets include: legal writing interest, communications or Journalism knowledge and experience, experience working with youth, experience working within an anti-oppression framework.

PROJECT SUMMARY AND ROLE OF STUDENT VOLUNTEERS:

The Indigenous Youth Outreach Program (IYOP) provides volunteers with an opportunity to contribute to justice education for First Nations, Métis, and Inuit youth while supporting the ongoing development of culturally relevant legal education resources. The project unfolds in three stages over the academic year:

October–November: Review of Justice Education Materials.

Volunteers will work in PBSC groups to review approximately 6 existing justice education materials and provide suggestions for revisions, updates, or enhancements. With guidance from the Level Justice team, volunteers will help ensure materials remain accurate, relevant, and reflective of criminal legal processes and Indigenous justice systems in the Toronto area. Feedback provided during this phase may be incorporated into future IYOP programming.

This component will be completed collaboratively with your PBSC volunteer group, with periodic check-ins required with the lawyer supervisor, Desneige Frandsen. Depending on program needs and volunteer availability, there may also be opportunities to support select IYOP sessions during this period.

January–March: Volunteer Mentor in IYOP Programming

Building on their familiarity with the program materials, volunteers will support the delivery of justice education sessions for First Nations, Métis, and Inuit youth aged 11–18. Working alongside the Level Justice Program Facilitator, volunteers will participate in up to 10 in-person or virtual sessions throughout the winter term.

March: Cultural Humility Reflection

At the conclusion of the project, volunteers will complete a brief Cultural Humility Reflection (1 sentence to 1 page) on their IYOP experience. The reflection encourages volunteers to consider how their perspectives evolved, what they learned about Indigenous communities and the justice system, and how the experience informed their understanding of justice and reconciliation.

TYPE: 

Client Services 

AREA(S) OF LAW: 

Criminal Law, Indigenous Law, Human Rights Law

COMMUNITY SERVED:

Indigenous (First Nations, Inuit, Métis), Children & Youth, Racialized communities

NUMBER OF STUDENT VOLUNTEER POSITIONS:

7 students 

COMMITMENT:

3-5 hours per week. Hybrid - In either the Fall or Winter semester, volunteers will attend virtual or inperson IYOP educational sessions. In either the Fall or Winter semester, volunteers will work together in their volunteer groups to submit review justice education materials. A due date and virtual/remote check-in dates will be pre-determined with the volunteer group.

Please note that travel outside your local region may be necessary, so please budget at least 15– 30 minutes for travel.

SPECIAL REQUIREMENTS:

Given the clientele served (youth), student volunteers should be comfortable working with youth and have a high degree of humility. A Vulnerable Sector Check (VSC) may be required depending on the school the volunteer attends. If a VSC is required and if this provides undue hardship for the volunteer, Level will cover the cost.

PROJECT SUMMARY & ROLE OF STUDENT VOLUNTEERS:

This project has two components. Students may choose to engage with either based on their preferences. (1) Preparing and presenting Public Legal Education (PLE) presentations for Toronto area community groups, including shelters for women affected by partner violence. (2) Research and writing materials which may also be published on METRAC’s Ontario Women’s Justice Network (OWJN) website. These written materials may involve preparing articles, case-comments or blog-style posts on various legal issues in collaboration with METRAC staff.

Examples of past presentation topics include:

• What should a victim of abuse expect during the Integrated Domestic Violence (IDV) Court process?

• Resources to support a victim leaving an abusive relationship

• Workplace Violence and Harassment

• Technology-facilitated gender-based violence

PBSC volunteer students also contributed to many of the articles on the Ontario Women’s Justice Network website.

Students will work with METRAC’s legal information materials, to conduct legal research and to develop and adapt new presentation materials as needed. PLE presentations will explain in clear language, various aspects of the law and legal processes that women are likely to encounter, some of which may be related to information posted on the OWJN and FLEW websites. (www.onefamilylaw.ca). The final outputs of the project may include PLE PowerPoint presentations and/or other written resources, which will be used by student to conduct legal information presentations for the community. Students may also prepare articles, case-comments or blog-style posts on various legal issues in collaboration with METRAC staff.

TYPE:

Public Legal Education

AREA(S) OF LAW:

Family, Criminal, Human Rights, Employment

COMMUNITY SERVED:

Domestic Violence Survivors and Women

NUMBER OF STUDENT VOLUNTEER POSITIONS:

2 students

COMMITMENT:

3-5 hours per week - Virtual

SPECIAL REQUIREMENTS:

Given the sensitivity of a shelter environment and working with women exposed to violence, this PBSC placement is limited to woman-identified volunteers. Students must have an awareness of and interest in social justice, human rights, feminism, applied anti- oppression/anti-racism practices, and gender-based violence against women, Two-Spirit, Nonbinary and trans issues. Previous experience with plain language communications and/or community presentations is considered an asset. Candidates should have demonstrated ability to work independently.

PROJECT SUMMARY:

At the start of the placements in October, Lincoln Alexander Law students will receive training and compile resources on TTC services and transit advocacy. Then, during the Fall semester and continuing into the Winter semester, the students will be connected with transit users in TTCriders’ network who are seeking information on how to apply for Wheel-Trans, appeal a denied Wheel-Trans application, and contest a TTC fare evasion ticket.

Students will meet virtually with clients during scheduled one-on-one appointments to provide legal information about these processes. The students will not complete applications or appeals themselves, and will not provide legal advice to clients. Their role will be limited to explaining the relevant procedures and directing clients to appropriate resources under the supervision of a licensed lawyer. Clients will be informed that students are providing legal information only and are not acting as legal representatives.

If a student is unable to answer a client's question during a meeting, they will consult their lawyer supervisor and/or conduct further research before following up with the client at a subsequent meeting. Students will be responsible for scheduling follow-up appointments based on their availability and the client's availability, and will keep the organization updated on any follow-up appointments scheduled. If necessary, the lawyer supervisor may join these meetings to provide additional guidance or support.

To protect client information, students will not be permitted to store any client data on their personal devices. If email correspondence with clients is necessary, the students should request that the organization provide them with an organizational email account. If students need to record client information, any notes or records must be stored using the organization’s systems, and students will be provided with appropriate access as needed.

ROLE OF STUDENT VOLUNTEERS

Students will be responsible for coordinating with the organization to connect with clients, communicating their availability for meetings, researching and learning relevant TTC systems and processes (including Wheel-Trans applications and fare evasion ticket disputes), and communicating with their lawyer supervisors for guidance and support.

TYPE:

Client intake and assistance

AREA(S) OF LAW:

Administrative Law, disability law, quasi-criminal law

COMMUNITY SERVED:

People living in poverty, people living with disabilities and chronic illnesses, homeless and marginally and housed

NUMBER OF STUDENT VOLUNTEER POSITIONS:

2-3 students

COMMITMENT:

3-5 hours/week. Virtual - Students will meet virtually with clients at times that accommodate their schedules and will conduct research and prepare for client meetings remotely. Students will also participate in regular virtual meetings with the organization contact and their lawyer supervisor.

SPECIAL REQUIREMENTS:

Students with lived experience as public transit riders or experience in transit advocacy are highly encouraged to apply.