FINAL - SATF Prevention Toolkit V2.0 - Online

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E : taskforce@oregonsatf.org

W : www.oregonsatf.org

P : +503.990.6541

oregonsatf.org

COMPREHENSIVE

PREVENTION

OREGON ATTORNEY GENERAL’S

SEXUAL ASSAULT TASK FORCE

TOOLKIT

2 Oregon AGSATF

Prevention Toolkit

INTRODUCTION

ABOUT OREGON SATF

The Oregon Attorney General’s Sexual Assault Task Force (SATF) is a private, nonprofit,

non-governmental statewide agency operating four unique and overlapping programs. We

bring together people from across the state to collaborate, develop resources to support

prevention and response efforts, and serve as advisors on our Task Force Advisory

Committees: Campus, Criminal Justice, Legislative & Public Policy, Medical-Forensic, Men’s

Engagement, Offender Management, Prevention & Education, and Advocacy Response.

With partners across the state, including the Task Force Advisory Body, the Oregon

Attorney General’s Sexual Assault Task Force seeks to facilitate cross-discipline collaboration

and cultivate victim-centered approaches to sexual assault primary prevention, victim

advocacy, medical forensic care, criminal prosecution and sex offender management and

treatment.

Our mission is to facilitate and support a collaborative, survivor-centered approach to the

prevention of and response to violence and abuse across the life span. We accomplish our

mission by advancing primary prevention and providing multidisciplinary training and

technical assistance to responders in Oregon and nationally.

We invite you to reach out to us for training and any support you may need in developing,

implementing, and navigating your prevention and response work, building partnerships, and

accessing resources. We all play a role in preventing violence and abuse. SATF is a resource in

the state to help every person and organization or institution find their role in this work.

A LITTLE ABOUT THIS TOOLKIT

This publication is based off an original SATF project, The Campus Climate Survey Toolkit,

which was funded by a generous grant from the American Public Health Association, June

2017. In partnership with the APHA and the Centers for Disease Control & Prevention, SATF’s

Campus Sexual Violence Prevention Workgroup (CSVPW) participated in the first Campus

Sexual Assault Prevention Action Planning Meeting in Atlanta, GA in July, 2015.

Special thanks to Carli Rohner for her extensive design work on this toolkit, along with Kate

Hildebrandt, SATF Campus Coordinator, and Erika Carpenter, PSU Doctoral Candidate for their

content and design contributions.

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3

The Oregon Attorney General’s

Sexual Assault Task Force

Criminal

Justice

Committee

Advocacy

Response

Committee

Legislative

Public Policy

Committee Campus

Committee

Campus

Committee

Sexual Assault

Training Institute

(SATI)

Advocates

Prosecutors

Law Enforcement

SART/SARRC

Campus

Program

Offender

Management

Committee

Prevention

and Education

Committee

Steering

Committee

Position Papers

Guidance Documents

Training Curriculum

Training Materials

Best Practices

Legislation

Men’s

Engagement

Committee

Medical

Forensic

Committee

Training

Technical Assistance

Sexual Assault

Nurse Examiners

(SANE) Program

Oregon SANE Commission

Training


Prevention

Program


Rape Prevention &

Education Grant Program

Training

4 Oregon AGSATF

Prevention Toolkit

HOW TO USE THIS TOOLKIT

Violence is preventable and we all play a role and have a responsibility in preventing it. This workbook

is just one tool in a vast library that helps us think about how we can most effectively prevent violence.

This toolkit has been designed to be both a resource and

a guide for anyone in the state of Oregon who is interested

in preventing violence. As the main focus of SATF’s work is

preventing sexual violence, there is a specific focus on this

in this toolkit. We know however, that if we are effectively

addressing the root causes of sexual violence, we are also

addressing the root causes of other forms of violence as

well. Informed by preventionists and other professionals all

across the state, the goal of this toolkit is to support

effective and thoughtful efforts, that collaboratively work to

prevent violence and abuse across the life span. It combines

public health theory, current best practices, and tips from

state and national partners. While we recommend moving

through the workbook chronologically, you can also move

through each section independently, gaining insight and

inspiration for current strengths and challenges.

SUPPORT FROM SATF

We recognize that each individual, organization, institution,

and community throughout Oregon has unique needs and

expertise that they bring to their prevention efforts. For this

reason, SATF serves as an ongoing resource to folks

interested in and working to prevent violence and abuse. We

do this through developing resources and tools, answering

technical questions and requests for support, as well as

supporting and facilitating various learning communities.

Some of these include SATF committees like Prevention and

Education, Campus, Men’s Engagement, Offender

Management, Medical Forensic, Legislative and Public Policy,

Criminal Justice, and Advocacy Response. We also

facilitate several working groups like the Campus Prevention

Work Group and the Sexual Health Work Group. To access

all of the resources and participate in any of these or other

SATF learning communities, please contact SATF at

taskforce@oregonsatf.org. Your commitment to ending

violence fuels us and our work.

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INCLUDED IN THIS

TOOLKIT:

EXAMINING COMPREHENSIVE

PREVENTION

06

ADDRESSING THE ROOT

CAUSES

21

HEALTH PROMOTION AS

VIOLENCE PREVENTION

34

PARTNERING PREVENTION

& RESPONSE INITIATIVES

54

COMMUNITY LEADERSHIP 65

FACILITATING PREVENTION 72

CREATING AN ACTION PLAN 83

EVALUATION 109

SUSTAINABLE PREVENTION 126

REFERENCES 142

WANT TO LEARN MORE ABOUT THE RESOURCES

INCLUDED HERE? CHECK OUT OUR WEBSITE:

WWW.OREGONSATF.ORG

6 Oregon AGSATF

Prevention Toolkit

EXAMINING PREVENTION

In this section we will learn about various theories and models that guide effective prevention work

and promote the most comprehensive approaches to preventing multiple forms of violence and abuse.

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SITUATING PREVENTION

Violence prevention is possible, and requires everyone in our communities to make it a reality. Read

on to see how shifting our focus can make our communities healthier and safer in Oregon.

IT IS TIME TO MOVE OUR

PREVENTION EFFORTS

UPSTREAM

Imagine this: You and a friend are standing on

the banks of a river, when you notice people

calling for help in the water. You jump in, save

them, bring them to shore...but people keep

coming. “Why are all these people in the

water?” you wonder. While your friend

continues to pull people to safety, you move

upstream to investigate where everyone is

falling in the water. The cause? A broken

bridge. You call for help, and the fire

department arrives, saving further people from

floating downstream. This metaphor (based on

a traditional First Nation’s story) illustrates the

three stages of prevention (primary, secondary

& tertiary). The goal of a great comprehensive

prevention program is to include work at all

three levels, with most our efforts at primary.

1 2 3

PRIMARY PREVENTION AWARENESS RESPONSE

Primary prevention strategies aim to

stop violence from ever happening in

the first place, and address the root

causes of violence. These strategies

provide more lasting change and

"return on investment".

Secondary prevention strategies

(including “awareness” strategies) aim

to increase awareness that sexual,

gender-based and interpersonal

violence are issues within the

community and need addressing.

Tertiary prevention is how we respond

to violence. It includes the mechanisms

& strategies we use to respond to

survivors in trauma-informed ways and

how we teach individuals ways to try to

reduce their likelihood of victimization.

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Prevention Toolkit

THE SOCIOECOLOGICAL MODEL

33

Successful primary prevention strategies are ongoing, collaborative, and comprehensive, and include strategies that

simultaneously address individuals, relationships, communities, and institutions, as well as society in general.

Challenging attitudes, beliefs, and behaviors that allow for violence at the individual level cannot create sustainable

change alone. These efforts must be reinforced and reflected by the community in which individuals live, and by the

society and institutions that create the policies and laws that shape and control their environment. For example,

teaching students about healthy relationships is more likely to result in the changed behaviors we intend if the school

adopts and systemically enforces policies that require safety and respect in all school-based relationships. The model is

based on the recognition that no one group or institution can end sexual violence alone and that change needs to take

place on the individual, relationship, community, institutional, and societal levels to truly impact the problem. This

approach is summarized by saying, “Sexual violence is preventable, and everyone has a role in preventing it.”

The socioecological model (SEM) recognizes that the individual is strongly influenced by domains, systems, and norms,

and that positively influencing each of these will reduce violence. Following the lead of The World Health Organization

(WHO), we use a modified version of the socioecological model as a means to understand and organize violence

prevention work. While sexual violence is committed by individuals, preventing that behavior requires taking into

account multiple domains including: families, peers, communities, institutions, media, and the broader society – and

looking at their relative impact on individuals and their behavior. Building a comprehensive primary prevention

program across all levels of the socioecological model allows individuals and groups to identify where they can

participate in prevention efforts given their strengths, resources, and experiences. People often see the SEM as a

model of separate spheres, when in reality each layer in the model interacts with and influences each other.

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THE SPECTRUM OF PREVENTION 10

9

Another model that helps us think more specifically about how we can prevent violence is called the Spectrum of Prevention. The

Spectrum offers us six different categories of activities to prevent violence at all levels of the socioecological model.

PROGRESS CHECKPOINT: APPLYING THIS TO YOUR WORK

Take a moment to think about what work you are already doing and/or would like to be doing to prevent violence, and complete this

chart. Which of these have more activities? Which have less? What can you do to expand your efforts and collaborations?

SPECTRUM OF PREVENTION

WHAT WORK ARE YOU DOING?

1. Strengthening

Individual

Knowledge & Skills

2. Promoting

Community

Education

3. Educating

Providers

4. Fostering

Coalitions

& Networks

5. Changing

Organizational

Practices

6. Influencing

Policy

& Legislation

Enhancing an individual’s capacity to

prevent violence and promote safety.

Reaching groups of people with

information and resources to

prevent violence and promote safety.

Informing providers who will transmit

skills and knowledge to others and

model positive norms.

Bringing together groups and

individuals for broader goals and

greater impact.

Adopting regulations and shaping

norms to prevent violence

and improve safety.

Enacting laws and policies that

support healthy community norms and

a violence-free society.

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Prevention Toolkit

PUTTING IT ALL TOGETHER

Thinking about these different models, we can overlay them to see what comprehensive approaches to

preventing different forms of violence actually looks like. We start by knowing that violence occurs at all five levels

of the SEM, and it is important to have primary, secondary, and tertiary prevention structures in place to address

violence at each of the five levels. It is also important to note that the SEM not only offers us five different levels

where violence occurs, but also helps us know the different levels where we can implement efforts to prevent

violence and promote change. We overlay the Spectrum of Prevention on top of the SEM, and we can begin to see

some of the specific actions we can take at each level of the SEM, to foster change and prevent violence. This is

what comprehensive prevention looks like, and why collaboration is so valuable. When we are all engaged, when

we all find our roles, we can most effectively prevent violence at all levels. You can find more examples of what this

could look like on pages 12 and 13.

PROGRESS CHECKPOINT: NOTES & IMPORTANT ITEMS

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PROGRESS CHECKPOINT: IDENTIFYING PREVENTION ACTIVITIES

Let’s look at some examples to help us think about what

these theories might look like when applied to real

prevention and response work. For each of the below

examples, identify the following: Which level of prevention

would this be (Primary, Secondary, or Tertiary)? Which level

of the socioecological model does the activity apply to

(Individual, Relational, Community, Institutional, or

Societal)? Why would this activity align with your answers?

Presentation to a community group that defines sexual assault, discusses prevalence and impact on victims/

survivors, and provides information about resources for victims/survivors.

Adults mentoring 12-14 year olds on how to have healthy, respectful dating relationships.

Program at colleges that recruits male students into volunteer groups with the mission of patrolling key party

areas of the campus community at night. If they see a visibly incapacitated/intoxicated person being escorted

from a bar/party by someone, they are trained to intervene.

A partnership of faith community leaders and sexual violence prevention professionals that seeks to improve

the rules and policies governing these faith communities.

NEXT STEP: PREVENTION GUIDELINES

12 Oregon AGSATF

Prevention Toolkit

Level

of the

Ecological

Model

Level of

Spectrum

of

Prevention

Possible

Protective

Factors for

Perpetration

Primary

Prevention

Example

Activities

Secondary

Prevention

Example

Activities

Tertiary

Prevention

Example

Activities

Individual

1. Strengthening

Individual

Knowledge

& Skills

Empathy and

concern for

how one’s

actions affect

others

Provide

comprehensive

sex education

classes in

schools that

focus on healthy

sexuality,

mutuality, and

respect.

Offer skills

training

(communication

skills, social skills,

belief in self,

peer support) to

groups of teens

at higher risk for

perpetrating

violence

Offer

comprehensive

and confidential

support options

if someone has

experienced

violence

Relational

2. Promoting

Community

Education

Connection

to a

caring adult

Provide

parents

and caregivers

with parent

training

opportunities.

Provide

interventions to

all members of

families who

have

experienced

violence, which

may include:

appropriate faithbased

supports,

mental health

response,

extended

family supports,

peer supports

Offer support

groups and

educational

classes, like

healthy

relationships and

economic

empowerment

classes for

survivors of

violence and

abuse.

3. Educating

Providers

Connection

to

school

Provide school

staff and

teachers

with training

opportunities on

traumainformed

educational

practices

Provide

interventions to

students that

disclose

perpetrating acts

of violence and/

or experiencing

acts of violence,

in the classroom

Connect

school staff

with

comprehensive

and confidential

support options

to support them

and students

when

disclosures

happen

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Level

of the

Ecological

Model

Level of

Spectrum

of

Prevention

Possible

Protective

Factors for

Perpetration

Primary

Prevention

Example

Activities

Secondary

Prevention

Example

Activities

Tertiary

Prevention

Example

Activities

Community

4. Fostering

Coalitions and

Networks

Coordination

of resources

and services

among

community

agencies

Promote

activities that

demonstrate

the value, skills

and efforts of

girls (i.e. sports,

academia, work,

volunteerism)

Coordinate

community

networks of

support

providers to

build

comprehensive

support services

Train

community

members and

community

agencies to

become more

involved in

guiding and

supervising atrisk

community

teens

Institutional

5. Changing

Organizational

Practices

Shared

responsibility across

social institutions for

developing and maintaining

thriving

communities in which

healthy

sexuality and healthy

relationships

are core values

Help schools

develop, adopt,

and implement

policies

promoting safe

and violencefree

environments

Target schools

in high violence

areas for

tailored support

to change school

environment

family supports,

peer supports

Provide

support

resources for

schools and

organizations

when acts of

violence happen

in their settings

with their

populations

Societal

6. Influencing

Policies

and Legislation

Developing

and

maintaining

healthy

relationships

and

healthy sexuality

is a highly valued social

norm

Implement a

social norms

campaign

promoting

respect for

people of all

gender identities

and expressions

in relationships

Identify

particular media

with a history

of producing

violent and

misogynistic entertainment

and

encourage them

to develop more

responsible programming

Provide

informational

resources for

folks to identify

appropriate

reporting

procedures when

they identify

something as

problematic in

their

communities

13, 34

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Prevention Toolkit

CONNECTING PREVENTION STRATEGIES ACROSS VIOLENCE AND ABUSE

In 2016/2017, the Centers for Disease Control and Prevention violence. All five technical packages share examples of

(CDC) released a series of technical packages focused on

prevention work that fit into five overlapping strategies.

Connecting Prevention Strategies Across Violence and Abuse

preventing different forms of violence. These technical

Regardless of which strategies we implement, the work

In 2016/2017, the Centers for Disease Control and Prevention (CDC) released a series of technical packages focused on

packages focus on preventing: different Intimate forms of Partner violence. These Violence, technical packages overlaps focus and on impacts preventing: the Intimate prevention Partner of Violence, all five forms Suicide, of Youth

Violence, Sexual Violence, and Child Abuse and Neglect. The technical packages recommend research-based strategies to

Suicide, Youth Violence, Sexual Violence, and Child Abuse violence. This handout looks at just some of those

prevent the different forms of violence. All five technical packages share examples of prevention work that fit into five overlapping

technical strategies. packages Regardless recommend

of which strategies we implement, overlapping the work strategies overlaps and to impacts help us the better prevention identify of all how five forms we can of

and Neglect. The

violence. This handout looks at just some of those overlapping strategies to help us better identify how we can all work together.

research-based strategies to prevent the different forms of all work together.

Shared Strategies

Examples from the 5 CDC Technical Packages

6

1. Promote

Social

Norms that

Protect

Against

Violence

Bystander

intervention

approaches

Change

social norms

to support

parents and

positive

parenting

Mobilize

men and

boys as

allies

Connect

youth to

caring

adults and

activities

Peer norm

programs

2. Teach

Skills to

Prevent

Violence

and Abuse

Teach

healthy, safe

dating and

intimate

relationship

skills to

adolescents

and/or

couples

Enhance

parenting

skills to

promote

healthy child

development

Socialemotional

learning

programs

Universal

schoolbased

programs

Parenting

skill and

family

relationship

approaches

3. Provide

Opportunities

to Empower

and Support

Strengthening

leadership and

opportunities

for girls

Strengthen

work-family

supports:

Familyfriendly

work policies

Strengthening

economic

supports for

women and

families

Strengthening

household

financial

security

4. Create

Protective

Environments

Modify the

physical and

social

environments of

neighborhoods

Establishing

and

consistently

applying

workplace

policies

Improve

school

climate,

safety, and

monitoring

Reduce

exposure to

communitylevel

risks

Street

outreach

and

community

norm

change

5. Support

Victims/

Survivors to

Increase

Safety and

Lessen

Harms

Victim-centered

services to lessen

harms and prevent

future risk:

patient-centered

approaches,

housing programs,

first responder/

civil legal

protections, etc.)

Treatment for

at-risk children,

youth, & families

to prevent

problem

behavior and

later

involvement

in violence

Strengthen

access and

delivery of

care

Provide

quality care

and

education

early in life

Safe

reporting

options and

messaging

1. Basile, K.C., DeGue, S., Jones, K., Freire, K., Dills, J., Smith, S.G., Raiford, J.L. (2016). STOPSV: A Technical Package to Prevent Sexual Violence. Atlanta, GA: National Center for Injury Prevention and Control, Centers for Disease Control and

Prevention. 2. David-Ferdon, C., Vivolo-Kantor, A. M., Dahlberg, L. L., Marshall, K. J., Rainford, N. & Hall, J. E. (2016). A Comprehensive Technical Package for the Prevention of Youth Violence and Associated Risk Behaviors. Atlanta, GA: National

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PROGRESS CHECKPOINT: ENGAGING EVERYONE IN VIOLENCE PREVENTION

ACROSS THE SPECTRUM OF PREVENTION

Throughout the toolkit, you will find what we call “Progress

Checkpoints”: pages that you and/or your team can use to

explore prevention and your efforts, and identify next steps.

When appropriate, we have filled out example text for you,

and included “Next Steps” in the bottom footer. As we think

about what prevention looks like, we also have to think

about how everyone can find their role in prevention. Below

are a list of prompts for you and your organization/

institution/team to work through and consider before,

during, and after implementing your prevention efforts.

Why is it important for individuals to work to end sexual (and other

forms of) violence and abuse at the following levels?

Individually / Ourselves:

In our relationships:

In the communities we are a part of:

In the institutions we are a part of:

In our broader society:

NEXT: A LOOK AT PRIMARY PREVENTION ON CAMPUS

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Prevention Toolkit

PRIMARY PREVENTION OF SEXUAL VIOLEN

This document (created by the Oregon SATF Campus Sexual Violence Prevention Work Group) can be used to frame

primary prevention for stakeholders within the context of the campus community.

CONCEPTS

The Federal SaVE Act requires all colleges and universities to provide prevention programming

addressing domestic violence, dating violence, sexual assault, and stalking. Under SaVE, prevention

programming on campuses must reflect primary prevention as well as awareness building programs,

provide safe and positive options for bystander intervention, give students information on

risk reduction for abusive behavior, as well as qualify as ongoing programs. 1

PRIMARY PREVENTION:

The Oregon Attorney General’s Sexual Assault Task Force (SATF) defines primary prevention

as “approaches that seek to eliminate the root causes of sexual violence and

to stop sexual violence from ever occurring.”

* Primary prevention engages individuals, communities, institutions and policy makers to create conditions

that will stop sexual violence from happening.

* This is different from activities that exclusively raise awareness of the scope and impact of sexual violence and how to

respond when sexual violence occurs.

SEXUAL VIOLENCE:

The SATF defines sexual violence as any nonconsensual sexual act.

We define consent as “a ‘yes’ when ‘no’ is a viable option.”

* To focus on root causes means that we are considering the entire continuum of violence in our primary prevention work.

* The National Sexual Violence Resource Center has written, “While some forms of sexual violence such as sexist and

sexually violent jokes... sexually explicit comments and vulgar gestures might not be illegal, this does not make them

less threatening or harmful to the person victimized. All of these behaviors contribute to a culture that

accepts sexual violence.”

FRAMEWORK

The Centers for Disease Control and Prevention (CDC) consider sexual violence a public health issue.

By combining primary prevention with the public health approach, we strive for health equity, where

everyone has equal access to the resources and opportunities that make their lives healthier.

The public health approach identifies sexual violence as a serious threat to public health, and seeks

to prevent it by clearly defining the violence, identifying risk and protective factors, developing and testing

primary prevention strategies, and ensuring widespread adoption of what has been shown to work.

The public health approach complements the public safety approach which guides our work in intervention

and response to sexual violence that has occurred. Both approaches understand the importance of shifting

responsibility for the prevention of violence from the victim to the perpetrator and to the community as a whole.

Campus communities that vigorously act to hold perpetrators responsible for their actions have the capacity

to bring that same vigor to identifying and addressing the conditions that allow the violence to occur.

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CE: A GUIDE FOR CAMPUSES

Want to share this with colleagues or stakeholders in your campus project? Visit this and more of Oregon SATF’s

Campus resource via our online resource page at www.oregonsatf.org.

FRAMEWORK (CONTINUED)

Successful primary strategies are ongoing and comprehensive, and include strategies that simultaneously address

individuals, relationships, communities, and institutions, as well as society in general. Challenging attitudes, beliefs,

and behaviors that allow for violence at the individual level cannot create sustainable change alone.

These efforts must be reinforced and reflected by the community in which individuals live, and by the society and

institutions that create the policies and laws that shape and control their environment. For example, teaching students

about healthy relationships is more likely to result in the changed behaviors we intend if the school adopts and

systemically enforces policies that require safety and respect in all school-based relationships.

This approach is summarized by saying, “Sexual violence is preventable, and everyone has a role in preventing it.”

RECOMMENDATIONS

CHANGE FOCAL POINTS

BROADEN THE SCOPE

Focus campus sexual violence prevention efforts

on risk factors for perpetration, not for

victimization. While it can be useful to give

individuals and communities information to

help keep vulnerable members safer, this is risk

reduction, not primary prevention.

Address factors that allow or support the

continuation of violence in your community (i.e.,

strongly held views of dominant masculinity, the

support of rape myths, etc.).

RESEARCH-BASED

WORK TOGETHER

Work with your institution’s violence

prevention staff, Title IX Staff, identity-based

resource center staff, and health educators,

among others, to ensure that your sexual

violence prevention plan is comprehensive,

theory driven, appropriately timed,

socioculturally relevant, and includes varied

teaching methods, sufficient dosage, positive

relationships, well-trained staff, and outcome

evaluation; this includes strategies that

simultaneously address individuals,

relationships, communities, and institutions, as

well as society in general.

1 This does not serve as a complete list of SaVE requirements, but rather a reference of

prevention oriented mandates included within the SaVE Act.

VAWA SaVE Act provision, Section 304.

Support research that will increase your ability

to identify factors that protect against first time

perpetration as an important part of

strength-based primary prevention work.

PRIORITIZE EVALUATION

By documenting the efficacy of primary

prevention programs and strategies, we can

maximize the impact of activities and encourage

replication of effective programs and strategies.

SUPPORT STAFF

Ensure that prevention staff at your institution

have the necessary support and resources to

stay current in research and best practices.

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A COMPREHENSIVE PREVENTION PLAN

Now that we are looking at the levels of

prevention (primary, secondary &

tertiary) with a focus on stopping

violence before it occurs (primary

prevention), we can take audit of our

current prevention programs to inform

goals for our prevention efforts and

create next steps for action planning.

HOW TO USE THIS GRAPHIC

In order for prevention strategies to be wellrounded

and create meaningful change, we need

to incorporate different types of programs,

strategies and outreach methods.

This graphic was created by SATF and includes a

variety (non-exhaustive) of prevention and

awareness initiatives.

For prevention to be most effective,

whether collaboratively with other efforts

or within your own work, aim to have at

least one program or initiative from each

of the following categories in the first

column:

1. Health Promotion

2. Addressing Root Causes/Norms Change

3. Coordinated Effective Response

4. Response Awareness

5. Bystander Intervention

6. Awareness Raising

7. Risk Reduction

8. Evaluation

And utilize a variety of evaluation

methods to assess program success

(see last row).

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Health

Promotion

Comprehensive Sexual

Health Education

Multi-Session Healthy

Relationships Education

Programs

Multi-Session Healthy Child

Sexual Development & Abuse

Prevention Education

Addressing the

Root Causes

and Norms

Change

Anti-Oppression Trainings, Policies,

and Policy Implementation

Ed. Sessions/Campaigns to Address gender

norms (ex Healthy Masculinities, etc.)

Media Literacy

Educational Campaigns

Mentoring Programs (ex. Coach-implemented

Educational Programs in Athletics)

Coordinated

Effective

Response

Peer Support Groups

Confidential Advocates

Police/School Resource Officers

Clear Person- and Trauma-

Centered School/

Organizational Policies

for Violence Response

Trauma-Informed Training

for Staff

Staff Responsible for

Handling Disclosures

Response

Awareness

Posters

Brochures

Language on Website(s)

Policy and Procedures

Orientation Programming

Language in Student/

Employee Manuals

Bystander

Intervention

Peer Leaders/Leadership Programs

Bystander Intervention Workshops/Training

(ex. Green Dot, etc.)

Staff/Faculty Training

Community Level Intervention Campaigns

Awareness

Raising

Poster Campaigns

Assemblies/Meetings

Annual Events (ex. Take Back

the Night or A Walk in Shoes)

Participant Action/Activism

Teams (ex. Parent Action

Teams or Theater Groups)

Fundraising for a Cause

Activities

Community/Student Group

or Club Activities

Panels/Discussion Forums

Awareness/Action Months

Risk Reduction

Alcohol and Drug Education to Reduce

Risk for Perpetration

Hotspot Mapping

Campus/Community Safety Policies

and Announcements

Self-Defense Programming

Evaluation

School/Community Climate Surveys

Other Surveys (Yours or Community Surveys)

Focus Groups

Activity Specific Evaluations (ex. Pre/Posts, etc.)

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ADDRESSING THE ROOT CAUSES

In this section we will learn more about oppression as the root causes of violence, how oppression leads

to power dynamics and violence, and some ways we can work to address these root causes in our work.

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UTILIZING AN

ANTI-

OPPRESSION

FRAMEWORK

Primary prevention envisions and works

toward a world where individuals and

communities thrive in equitable,

empowered and safe interaction with

each other and with society. Oppression

is the root cause of violence, and we

must work from an anti-oppression and

social justice framework to prevent it.

Sexism and other forms of oppression including racism,

classism, ableism, and heterosexism have significant

effects on the perpetuation of sexual violence. When

a community accepts oppressive and harmful norms

about race, class, gender, etc., people who experience

marginalization because of these norms have less

power; thus violence toward them is normalized, and is

not only excused but socially acceptable.

IN THIS SECTION, WE WILL LOOK AT THE ROOT

CAUSES OF VIOLENCE, AND HOW WE CAN , AND

HAVE TO ADDRESS THESE IN OUR PREVENTION

WORK.

BEST PRACTICES FOR SUCCESS: SATF encourages

folks to seek ongoing education regarding the

topic of oppression, and how it intersects with

different forms of violence, vulnerable and underserved

populations, and communities in your area.

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23

FRAMING THE ISSUE

In order to better understand how oppression and sexual violence are interconnected,

let’s revisit the moving upstream metaphor from page 7.

NOW THAT WE’VE MOVED

UPSTREAM

When you went upstream and saw the broken bridge,

you called for help. The fire department arrived, and

closed the bridge saving further people from falling

in. Although this may help protect people from falling

in the river in the short term, we also need to address

the problem long term. In order to do that, we have

to think about and address the barriers that exist that

make this the only bridge accessible to some

people. These may include: a lack of information

about whether there are other bridges, restricted

access or high costs to using other bridges, time

restrictions that prohibit people crossing other

bridges, fear of violence that folks might experience,

etc. All of these barriers exist because they are tools

of systems of oppression. Sexual and relationship

violence are tactics/tools of oppression. If we are

going to prevent violence, we must first examine the

root causes that allow for this violence to happen

in the first place. Let's start by looking at some key

concepts.

PRIVILEGE PREJUDICE OPPRESSION

Gives advantages to members of

dominant groups at the expense of

members of target groups

Characteristically invisible to people

who have it

People in dominant group often

believe that everyone could have

access to these privileges if they work

hard enough

A thought process

An idea about the characteristics of a

certain group applied to all members

of that group

Challenging to change regardless of

evidence against it

Each of us may hold certain

prejudice(s) due to our own experiences,

whether we are aware of it or not

Prejudice + Institutional Power

= Oppression

Oppression creates systems that

discriminate against some groups and

benefits another (the ‘isms), such as:

Ableism, Racism, Sexism, Classism,

Ageism

People can also experience multiple

forms of oppression while not

experiencing others

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THE ROOT CAUSES OF VIOLENCE

As we look across history, we can see that violence of all kinds are used as tools of oppression (including rape as an expression of

sexism, lynching as an expression of racism, etc.). When we apply an anti-oppression lens to sexual and other forms of violence, we

can see that those who are at high risk of experiencing violence, also often are those who do not hold much power or privilege in our

communities. To further understand how systems of oppression reinforce violence in our society, we can look at how oppression is

reinforced across the socioecological model.

PERSONAL

INTERPERSONAL

INSTITUTIONAL

CULTURAL

our personal values,

our actions,

institutions’ rules,

ideals around

beliefs, feelings

behaviors, language

policies, procedures

beauty, truth, what

toward others

is right

How are oppression and racism impacting prevention, historically and currently,

perhaps in invisibilized ways?

Who is not represented and/or may be harmed in your prevention work?

What are the unintended consequences, and how can we make processes more

accessible or culturally appropriate?

RISK AND PROTECTIVE FACTORS

As we look at different ways that experiencing violence can impact a survivor’s life (some examples may include: physical health, mental

health, work performance/ability to hold a job, lost wages, housing instability, and the financial burden of all of these things), we can

see that the effects of violence go well beyond an actual incident of violence. This helps us understand the ways that different actions

can either increase the risk of or protect against violence, specifically perpetrating violence. When we work to reduce these risk factors

and enhance these protective factors we’re working towards prevention.

41

TO LEARN MORE ABOUT RISK AND PROTECTIVE FACTORS, YOU CAN START WITH THE CDC’S CONNECTING THE DOTS GUIDE

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THE PYRAMID OF VIOLENCE

The Pyramid of Violence provides us a useful way to think about how different forms of violence, and different acts of violence, are

all interconnected. At the foundation of the pyramid is “Language.” The language that we use can counteract or contribute to a

culture of violence; whether this means ignoring language people ask us to use, like words to define their identities, or if we are

using language to insult, harm, or degrade people. Similarly when folks say something was just a joke, we can understand how

this can actually contribute to a culture that supports violence in other ways. This language, joking or not, supports and allows for

discrimination. In the case of gender-based violence, this could include reinforcing traditional and/or restrictive gender roles/gender

stereotypes. Built on this foundation of language, is discrimination which allows for and supports physical violence like rape, sexual

assault, and physical abuse. Discrimination also allows for and supports Hate Crimes, harassment, threats, emotional, and verbal

abuse. When we limit access, resources, etc. especially based on our biases, we are enacting discrimination and reinforcing these

foundations of violence. Without these foundations, without the things that support violence, murder and genocide wouldn’t

happen. When we look at violence in this pyramid, we can visually see that when we learn to value some people less than other

11

people, we are learning the foundations of violence.

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POWER & CONTROL

Another way for us to understand the dynamics of violence, is

the power and control wheel. This wheel presents

different ways that power and control, possible because of the

foundations of oppression, are used to perpetrate violence.

Below is an example of this wheel specific to LGBTQQIA+

communities. There are many versions depending on

population, language, and focus. There are also a series of

wheels that present what is healthy. These are often called

Equality Wheels. You can see some examples of these on page

39 of this toolkit.

LGBTQQIA+ Power & Control Wheel

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SO WHAT DOES THIS MEAN FOR

PREVENTION EFFORTS?

As part of addressing the root causes of violence, we want to make sure that our attitudes, behaviors, and

programming do not reinforce the violent norms that we are trying to undue. In the following pages we will explore

some ideas for improving our prevention efforts, individually and organizationally. Although there are many ways to

consider this in our work, below are just a few examples of things you can do as an individual to ensure you are

modeling attitudes and behaviors that work to address the root causes of violence. This work takes practice and it

may take time for us to be successful, but we advance our prevention efforts and the success of our communities

and our participants when we are modeling the work as well.

BEST PRACTICES FOR SUCCESS:

1. Be cognizant of your processes, products, and impact

2. Examine your attitudes and actions

3. Be an active learner

4. Identify “isms”

5. Acknowledge and shift power

ASPIRATIONAL ALLYSHIP IN OUR WORK

Sometimes, despite our best efforts, we may not always be effective in our anti-oppression efforts.

Unfortunately, despite our best intentions, we may perpetuate the same system (or systems) of oppression that we

want to change. If we instead think of allyship as something to be aspired to, we can examine our own role in

interrupting oppression as a continuum, as illustrated below.

ASPIRING-ALLY

FOR SELF INTEREST

ASPIRING-ALLY

FOR ALTRUISM

ALLY FOR

SOCIAL JUSTICE

Adapted from “Aspiring Social Justice Ally Identity Development: A Conceptual Model” by Keith E. Edwards,

NASPA Journal, 2006, Vol. 43, no. 4

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INVOLVING ALL IDENTITIES

Ensuring that your efforts include a representative sample of your community means being

intentional about how you include people from all identities in the process.

WORK WITH IDENTITY &

CULTURALLY SPECIFIC

OFFICES/GROUPS

All of our communities include people from

historically underserved or underrepresented

populations (including those of low

socioeconomic status, racial & ethnic

minorities, LGBTQ+ populations, people that

are refugees, people for whom English is not

their first language, people that are

experiencing housing instability, etc.).

Many of these members of our communities

are also at highest risk of experiencing violence.

Below are some tips to help you meaningfully

include individuals from these populations in

your prevention planning process:

INTENTIONAL DESIGN INCLUSIVE MARKETING WARM INVITATION

Plan for these populations in the

design of your programs, and include

representation from these groups in

creating your prevention plan. They

know how to best customize initiatives

to their peers & communities.

Use the feedback from your partners

that are representatives from these

groups and put marketing materials

where they are most easily accessible.

Have resources available in multiple

languages, if necessary.

Meet with identity/culturally-specific

organizations to learn about what they

offer members of your community, &

ask if they would feel comfortable

inviting their listservs/members to take

part in your prevention programs.

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PROGRESS CHECKPOINT: UTILIZING AN ANTI-OPPRESSION FRAMEWORK

As we work to prevent violence, it’s important for each of us

and our organizations, to continue to reflect on the ways in

which we are working to address the root causes of

violence, and the ways in which we might also reinforce

them. Below are a list of questions for you and your

organization/institution/team to work through and consider

before, during, and after implementing your prevention

efforts.

REFLECTION QUESTIONS

What are some examples of oppression throughout Oregon’s history that stand out to you?

What are at least two examples of things you could do to incorporate anti-oppression, social justice, and

racial justice lenses into your current work?

What are examples of bias that stand out to you, and what is at least one thing you can do to help address

these?

What are some of the questions you are left with about the root causes of violence?

NEXT STEP: ASSESSING OUR ORGANIZATIONS

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Racial Justice Assessment Tool

Directions: For each question, choose one of the following:

• Red Light: Our organization has not gone there

• Yellow Light: Our organization has started conversations about this or taken some first steps

• Green Light: Our organization is fully on board

30

Program

1) Does the organization analyze the comprehensive needs of people of color

(POC) within your geographic area as a part of programming assessment,

planning, and implementation?

Red

Light

Yellow

Light

Green

Light

2) Do you have specific criteria for issue identification and campaign

development that elevates Racial Justice issues?

3) Does the organization set goals for Racial Justice across program areas

that seek to name and address racial disparities and harms?

4) Does the organization advocate and support the inclusion of Racial Justice

issues when working in coalitions?

5) Do you have metrics, benchmarks, and indicators for measuring the

organization’s success?

Power

1) Does the organization have authentic and accountable

relationships with POC individuals and organizations within the region that

provide input into your programs and advocacy?

2) Does the organization have people of color as board members and directorlevel

staff?

3) Are benchmarks around racial justice incorporated into the annual

evaluation for the Executive Director? All employees?

4) Does the organization ensure a pipeline that seeks the leadership of POC

leaders and organizations become decision-makers within your

organization?

5) Does the organization raise adequate resources for its Racial Justice work?

Policies

1) Does the organization have anti-discrimination policies that explicitly

prohibit harassment of POC members of the organization?

WESTERN STATES CENTER

P.O. Box 40305 - Portland, OR 97240 - 503/228-8866 - FAX 503/228-1965

www.westernstatescenter.org - info@wscpdx.org - facebook.com/westernstatescenter

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2) Is family defined in a way that supports all family formations, including those

beyond “traditional” or “nuclear” families?

3) Does the organization use affirmative action in hiring processes?

4) Does the organization have benchmarks around leadership development and

retention of people of color?

5) Do you periodically assess the disproportionate impact of organizational

policies on staff and/or constituents of color?

People

1) Do your staff and board reflect the full spectrum of POC communities within

the region?

2) Are white people supported and evaluated in deepening knowledge and

building skills around issues of white privilege and anti-racist organizing

either within or outside the organization?

3) Does your organizational leadership have values-based relationships with

POC leaders in the region that work towards building long term alliances?

4) Are people of color on staff supported in identifying and participating in

leadership development opportunities?

5) Are staff, board, and leadership provided organizational space, time,

resources, and structure to discuss and respond to issues of Racial Justice

within and outside your organization?

Culture

1) Are the full identities of people of color (sexual orientation, gender identity

and expression, immigration status, ability status, age, languages spoken,

etc.) recognized, respected, and taken into consideration in the development

of organizational culture?

2) Are the staff and board trained in interrupting racism at organizational events

and within the organization?

3) When the organization plans activities and events do you consistently

consider basic needs like childcare, interpretation, food, proximity to transit

lines, or time of day?

4) Is white culture treated as the norm? Are people of color expected to

assimilate into the existing organizational culture?

5) Do you consistently communicate to your members, leaders, donors, and

allies the Racial Justice values and work that you do?

Western States Center, April 2015.

Adapted by Western States Center, based on work done by changework and South Asian Network

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SEXUAL HEALTH PROMOTION

AS PART OF VIOLENCE PREVENTION

In this section we will explore health promotion as a critical component of addressing violence and

abuse and how we can promote health and safety in our work.

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IT’S NOT ENOUGH TO TELL

PEOPLE WHAT NOT TO DO,

WE HAVE TO REPLACE THAT

WITH WHAT WE WANT THEM

TO DO. SEXUAL HEALTH

PROMOTION HELPS US DO

THAT.

Sexuality is an integral part of the human

experience that incorporates physical,

emotional, intellectual, social, and spiritual

dimensions. A central component of healthy

sexuality is both the absence of all forms of

sexual violence or coercion, and the

active presence of self-determination and

the ability to choose when, how, whether,

and with whom to make sexual and

reproductive choices.

Promoting sexual health is a key factor in preventing

sexual violence. When we define primary prevention

of sexual violence, the most critical piece of actually

achieving prevention is creating social and cultural

norms change. By placing a premium on the practice

of healthy sexuality we are attempting to change the

unhealthy attitudes and behaviors that cause sexual

and other forms of violence and abuse.


1. OPENNESS, HONESTY, AND AUTHENTICITY

2. PROMOTE HEALTHY NORMS

3. INCORPORATE POSITIVE FRAMING

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UNDERSTANDING HEALTHY SEXUALITY

As we look more in-depth at sexual health promotion, it’s important to think about what healthy sexuality really is. Historically,

specific definitions of what is considered healthy, especially when it comes to sexuality, have been very exclusionary, and have

served to reinforce systems and norms that value some people less than other people. A useful tool to think about healthy

sexuality is the Sexualitree, created by Unhushed and It’s Pronounced Metrosexual. The Sexualitree provides us with a

framework to think about varying elements of sexuality and how we each learn about these elements, understand these

elements, and express these elements.

32

“We talk about sexuality as something that affects us on intimate (you, and the people you’re romantic or sexual with), relational

(your family, your friends, and everyone else you know personally), and cultural (everyone in your city, state, or country)

levels.”… “sexuality is something we experience personally (as in we take it personally), individually (different people take it

personally, differently), and uniquely (indeed, no two people experience it the same).” - Sexualitree Creators

The creators of the Sexualitree also offer us frames to focus-in on how we can think about these different levels in terms of

prevention: “The cultural pieces of sexuality are deeply rooted. They can be changed, but with [greater difficulty]. The

relational pieces of sexuality are the structure upon which intimate experiences are founded and spring out of. Intimate

elements of sexuality can [and will] grow and change over time.”

The Sexualitree activity asks us to place the elements listed below the tree, in the bubbles at the various levels, where they apply

to us individually. At what levels do we each learn about, understand, experience, and express these elements? It’s

possible that each of these elements would fall in every category, or at least more than one category (intimate, relational, and/

or cultural). It’s possible that some of these elements wouldn’t apply to some of us at all. Ultimately what we end up with is a

unique tree that helps each person think about how they experience, express, and interact with their own sexuality, and how

they might interact with the unique definitions of sexuality that each person may hold.

Even if we each filled the tree out exactly the same, the reasons why we placed certain elements in certain categories would

probably differ. We also often even have differing definitions of the elements listed, and may include unique elements that

apply to us individually, and aren’t listed presently. It’s valuable to hold this understanding of diverse definitions of healthy

sexuality while we do our violence prevention work in order to ensure we're not reinforcing violent norms when we are

actually trying to undo them.

SOME KEY COMPONENTS OF EFFECTIVE SEXUAL HEALTH PROMOTION

Access to comprehensive & medically accurate, age appropriate, information for all

Information on health and gender equity

Consent as pleasure focused and not fear-driven

Language to talk about relationships and sex as both normal and pleasurable

Recognition that not everyone experiences and expresses sexuality in the same way

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CONNECTING THE DOTS

Once we have an understanding of healthy sexuality, we can connect the strategies and goals of different efforts that help

prevent multiple forms of violence. Much of our work overlaps and impacts the work being done in other sectors. When we

look more closely at the various goals and strategies, we can start to see overlaps and identify more clearly, places to

collaborate and coordinate our efforts.

33

28

13

The intersections and overlap of these varying efforts can also be seen in tools like Oregon’s Health Education Standards and

Performance Indicators, which provide a detailed outline of some of the knowledge and skills that people need to learn in

order to prevent violence perpetration and promote the health of themselves and others. These standards are designed to

build over time, so we are learning new knowledge and skills, and how to apply the new concepts to new situations in our lives.

Below is an example of how these standards and performance indicators are designed to build on knowledge and foster skills.

27

CONSENT * 1st Grade: Describe consent as it relates to personal boundaries.

* 2nd Grade: Practice consent as it relates to personal boundaries.

* 6th Grade: Describe how consent is a foundational principle in

healthy sexuality and in violence prevention.

* 7th Grade: Discuss how affirmative consent mitigates confusion

within a sexual relationship.

* 8th Grade: Demonstrate an understanding of how affirmative consent

mitigates the impact and consequences of sexual pressure.

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RESOURCE SPOTLIGHT: CURRICULA REVIEW SUMMARY/TOOLS

SATF’s Sexual Health Work Group conducts an annual review of health promotion and violence

prevention curricula for K-12 education. The reviews use SATF's Oregon Healthy Relationships

Curricula Assessment Tools (OHRCAT) to evaluate curricula based on education standards and

performance indicators in Oregon and in the United States. There are three tools, Grades K-5, Grades

6-8, and Grades 9-12. Reviews are completed by small groups of professionals working in the violence

prevention and healthy sexuality sectors.

For more information on this curriculum review, access to the tools to review your own curricula, and a summary of reviewed

curricula, please visit Sexual Health Work Group resources on SATF's website: www.oregonsatf.org.

EQUALITY AND EQUITY

To provide an alternative to the power and control wheels, introduced on page 26, people have created different Equality Wheels,

to look at what is healthy, or may be healthy in relationships. Below are two examples, one focused on teens in dating

relationships 37 and the other created by Abused Deaf Women’s Advocacy Services in Seattle, WA 1 . Although these wheels focus on

equality, we also want to consider equity and how both equality and equity contribute to health and safety in relationships of all

kinds.

NEXT STEPS: REVIEWING OREGON’S EDUCATION STANDARDS

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OREGON PERFORMANCE INDICATORS

27

The following pages highlight some, not all, of Oregon's Health Education Standards and

Performance Indicators (updated 2016). These help us look at different concepts, like consent, and

understand how the standards incorporate age appropriate learning, that builds over time.

UNDERSTANDING OREGON'S STANDARDS AND PERFORMANCE INDICATORS

There are 8 different standards included in Oregon's Health Education Standards. Standard 1 is focused on

knowledge, and Standards 2-8 are focused on skills. The standards are:

1.

CORE CONCEPTS

5.

DECISION MAKING

2.

ANALYZING INFLUENCES

6.

GOAL SETTING

3.

ACCESSING INFORMATION

7.

SELF-MANAGEMENT

4.

INTERPERSONAL

COMMUNICATION

8.

ADVOCACY

Under each of the 8 standards is a list of performance indicators. These indicate the concepts and skills that students are

supposed to learn in order for the standard to be met. Many of the performance indicators are directly tied to laws or

policies in Oregon mandating that those performance indicators be taught in schools at the corresponding grade level.

When we are deciding how we teach the performance indicators, it is important for us to think about whether or not we

are trying to increase knowledge, or if we're trying to increase skills and applying these skills in our life. This will inform the

activities we use, the elements we focus on, and what a lesson includes. This is especially important if we have limited

time. With each lesson, activity, and component of your prevention efforts, always consider: what is your goal? For

example, if you're trying to increase healthy consent implementation, incorporating activities to practice skills, and

opportunities to consider how these skills could be applied in our own lives, would be really important.

BUT, WHAT IF YOU'RE NOT IN K-12 SCHOOLS?

Although these education standards and performance indicators are K-12 school based, they still serve as a template for

all of our work, especially working with college students and other adults. These performance indicators show us what we

expect/want people to know by the time they reach adulthood. These haven't always been taught though, so we're still

going to be working with people who've never learned these concepts. This therefore gives us a good idea of concepts and

skills that we can foster in all of our prevention programming, regardless of the ages of participants.

3625 River Rd N, Suite 275, Keizer, OR 97303-5985 I Phone: (503) 990-6541

I Email: taskforce@oregonsatf.org I Web: www.oregonsatf.org

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Oregon Comprehensive Sexuality Education: Consent

Oregon’s Health Education Standards are designed to promote healthy, safe, violence-free communities for all people. This

OREGON includes promoting COMPREHENSIVE concepts and fostering SEXUALITY skills for healthy EDUCATION: individuals and healthy CONSENT relationships in age-appropriate ways.

By aligning the standards with best-practice and the unique policy infrastructure in Oregon (including OAR Rule

Health Education Standards and Performance Indicators guide the expectations of what people are supposed to

581-0221440, SB 856, and HB 4077) our state is working to address and end violence in our schools and communities.

learn in a given subject area and at what grade level. Although these are specific to K-12 education, they serve as a

useful template for all prevention efforts.

41

K

1st

2nd

3rd

4th

5th

6th

7th

8th

HS

Recognize that everyone has the right to say who touches their

body, when and how, and explain why.

Explain that it is never ok to touch someone, or make someone

touch you if they don't want to, and describe why.

Define and practice consent as it relates to personal boundaries.

Identify consent as a freely given yes.

Describe how consent is a foundational principle in healthy

sexuality and in violence prevention.

Identify that no one has the right to touch anyone else without

giving and receiving consent.

Explain effective communication skills to ensure affirmative

consent in all sexual relationships.

Practice a decision making process to give or receive consent.

Discuss how affirmative consent mitigates confusion within a

sexual relationship.

Assess a decision making process to give or receive consent for

consensual sexual activity.

Practice effective communication skills to ensure affirmative

consent in all sexual relationships.

Analyze factors that can affect the ability to give or perceive the

provision of consent to sexual activity.

Demonstrate an understanding of how affirmative consent

mitigates the impact and consequences of sexual pressure.

Define sexual consent and explain its implications for sexual

decision making.

Define affirmative consent as a freely given enthusiastic yes.

Describe how alcohol and other drug use can affect one’s ability

to perceive or provide consent.

Demonstrate respect for the boundaries of others and practice

affirmative consent.

Apply a decision making process to promote consensual sexual

activity within healthy relationships.

Created and rights reserved by the Oregon Attorney General’s Sexual Assault Task Force. No part of this document can be reproduced, adapted, or redistributed without permission.

For questions and permissions, please contact SATF.

Oregon AGSATF

Comprehensive Sexuality Education: Gender

42 Prevention Toolkit


OREGON includes promoting COMPREHENSIVE concepts and fostering SEXUALITY skills for healthy EDUCATION: individuals and GENDER

healthy relationships in age-appropriate ways.

Health By aligning Education the standards Standards with and best-practice Performance and Indicators the unique guide policy the infrastructure expectations in of Oregon what people (including are OAR supposed Rule to

learn 581-0221440, in a given SB subject 856, and area HB and 4077) at what our state grade is level. working Although to address these and are end specific violence to in K-12 our education, schools and they communities. serve as a


K

1st

2nd

3rd

4th

5th

6th

7th

8th

HS

Describe and practice ways to communicate respectfully with and about

people of all gender identities, gender expressions and sexual orientations.

Recognize and explain that there are many ways to express gender.

Recognize differences and similarities of how individuals identify regarding

gender.

Recognize the importance of treating others with respect including their

gender expression.

Describe differences and similarities of how individuals identify regarding

gender or sexual orientation.

Describe the importance of treating others with respect including their

gender expression and sexual orientation.

Describe how friends, family, media, society and culture influence how

people think they should act on the basis of their gender.

Discuss ways of expressing gender.

Describe and demonstrate ways to treat yourself and others with dignity and

respect, with regard to gender, gender identity, gender expression, and

sexual orientation.

Identify and describe sources of support such as parents or other trusted

adults they can tell if they are being teased, harassed or bullied based on

gender identity, sexual orientation, and gender expression.

Identify resources, including people at home, school or in the community

who can provide medically accurate information and/or support about

healthy sexuality, including sexual orientation and gender identity.

Explain the differences between biological sex, sexual orientation, and

gender identity and expression.

Recognize diversity among people, including age, disability, national origin,

race, ethnicity, color, marital status, biological sex, sexual orientation,

gender identity and expression.

Investigate external influences that have an impact on one’s attitudes about

gender, sexual orientation and gender identity.

Describe and access accurate information about healthy sexuality, including

sexual orientation and gender identity.

Differentiate between biological sex, sexual orientation, sexual identity and

sexual behavior, gender identity and gender expression.

Describe the intersections of varied identities, including gender, race,

ethnicity, sexual orientation, ability, etc.

Analyze the influence of friends, family, media, society, and culture on the

intersections of gender, sexual orientation, race, ethnicity, and other

identities.





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43


OREGON includes promoting COMPREHENSIVE concepts and fostering SEXUALITY skills for healthy EDUCATION: individuals and healthy RELATIONSHIPS

relationships in age-appropriate ways.

Health By aligning Education the standards Standards with and best-practice Performance and Indicators the unique guide policy the infrastructure expectations in of Oregon what (including people are OAR supposed Rule to

learn

581-0221440,

in a given

SB

subject

856, and

area

HB

and

4077)

at what

our state

grade

is working

level. Although

to address

these

and

are

end

specific

violence

to

in

K-12

our schools

education,

and

they

communities.

serve as a


K

1st

2nd

3rd

4th

5th

6th

7th

8th

HS

Identify healthy verbal and nonverbal ways to express needs, wants, and

feelings.

Describe a range of ways people express affection within various types of

relationships.

Identify and demonstrate effective ways to communicate personal

boundaries and show respect for the boundaries of others.

Describe the characteristics of healthy and unhealthy relationships.

Discuss potential impacts of power differences (e.g., age, status or position)

as they relate to personal boundaries in various types of relationships.

Recognize sources of support, such as parents or other trusted adults they

can talk to about healthy and unhealthy relationships.

Practice communication skills that foster healthy relationships.

Investigate and assess school policies and programs that promote

healthy relationships and a safe and inclusive environment for all.

List and practice ways to treat your friends, family and partner with

dignity and respect.

Explain that sexuality includes a multitude of sexual expressions and

behaviors that are a normal part of being human.

Analyze how family, friends, and other external influences can impact

one’s beliefs about and decisions within a healthy intimate relationship.

Access reliable information and resources about healthy and unhealthy

relationships, and healthy boundaries as they relate to intimacy and sexual

behavior.

Explain and demonstrate effective skills to negotiate agreements about

the use of technology in relationships.

Demonstrate how to set and respect boundaries around social media and

technology use in relationships.

List criteria for evaluating the health of a relationship.

Demonstrate effective strategies to avoid or end an unhealthy

relationship.

Explain characteristics of a healthy relationship that is free from threats,

coercion or abuse.

Demonstrate communication skills that foster healthy intimate and

sexual relationships and show personal boundaries and respect for the

boundaries of others.





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Oregon Comprehensive Sexuality Education: Violence


OREGON includes promoting COMPREHENSIVE concepts and fostering SEXUALITY skills for healthy EDUCATION: individuals and healthy VIOLENCE relationships & SAFETY in age-appropriate ways.

Health By aligning Education the standards Standards with and best-practice Performance and Indicators the unique guide policy the infrastructure expectations in Oregon of what (including people are OAR supposed Rule to

learn 581-0221440, in a given SB subject 856, and area HB and 4077) at our what state grade is working level. Although to address these and are end specific violence to in K-12 our schools education, and they communities. serve as a


K

1st

2nd

3rd

4th

5th

6th

7th

8th

HS

Demonstrate effective communication skills to report/access help if they or

someone they know is being hurt, feels unsafe, or is in a dangerous situation.

Identify sources of support, such as parents or other trusted adults,

including school staff, they can tell if they are experiencing sexual abuse.

Demonstrate and assess strategies to prevent, manage, or resolve

interpersonal conflicts without harming self or others.

Explain bullying/teasing and why they are inappropriate behaviors.

Describe, demonstrate, and advocate for ways students can work together

to promote dignity and respect for all people.

Describe how others can take action when someone else is being teased,

harassed, bullied or cyberbullied.

Explain how forms of bullying, cyberbullying, harassment, discrimination,

and violence can affect health and safety.

Define and discuss the consequences of prejudice and oppression,

discrimination, racism, sexism and hate crimes.

Explain why a person who has been raped or sexually assaulted is not

at fault.

Identify school and community resources for reporting child abuse.

Describe sources of support such as parents or other trusted adults they can

tell if they are being teased, harassed or bullied based on gender identity,

sexual orientation, and gender expression.

Identify situations and behaviors that constitute bullying, sexual

harassment, sexual abuse, sexual assault, incest, rape, stalking, domestic

violence, and dating violence.

Advocate for school policies and programs that promote healthy

relationships with dignity and respect for all in a safe and inclusive

environment, free from violence and bullying.

Analyze external influences and societal messages that impact attitudes

about interpersonal violence.

Demonstrate asking for help and support, if they or someone they know is

being hurt or feels unsafe in an intimate or sexual relationship.

Discuss the impacts of bullying, sexual harassment, sexual abuse, sexual

assault, incest, rape, stalking, and dating violence.

Explain Oregon’s laws related to bullying, sexual harassment, coercion,

sexual abuse, sexual assault, incest, rape, stalking, domestic violence, and

dating violence.

Access accurate information and resources for survivors of sexual abuse,

incest, rape, sexual harassment, sexual assault, domestic violence, dating

violence, and stalking.





Prevention Toolkit

Oregon Comprehensive Sexuality www.oregonsatf.org Education:

Sex and Reproduction


OREGON includes promoting COMPREHENSIVE concepts and fostering SEXUALITY skills for healthy EDUCATION: individuals and healthy SEX relationships & REPRODUCTION

in age-appropriate ways.

Health By aligning Education the standards Standards with and best-practice Performance and Indicators the unique guide policy the infrastructure expectations in Oregon of what (including people are OAR supposed Rule to

learn 581-0221440, in a given SB subject 856, and area HB and 4077) at our what state grade is working level. Although to address these and end are specific violence to in K-12 our schools education, and communities.

they serve as a


45

K

1st

2nd

3rd

4th

5th

6th

7th

8th

HS

Name reproductive body parts, using proper anatomical terms, and

stages in the basic growth processes of all people.

Identify sources of support, such as parents or other trusted adults, to seek

information about sexual and reproductive health, including pregnancy

and birth.

Recognize sources of medically accurate information about human sexual

and reproductive anatomy, puberty and personal hygiene.

Identify human reproductive systems including anatomy and function.

Describe and analyze how the school and community can support

personal health practices and behaviors.

Recognize the importance of assuming responsibility for personal health

behaviors.

Define contraceptive methods including abstinence, condoms, and

emergency contraception and describe their mechanism of action.

Define sexual intercourse and its relationship to human reproduction.

Examine factors that may influence condom use and other safer

sex decisions.

Demonstrate effective communication skills about the use of

contraception including abstinence, condoms, and other safer sex

practices.

Identify/describe the steps to correctly use a condom.

Demonstrate the steps to correctly use a condom and/or other barrier

methods.

Establish a personal goal to not have sex until you're ready.

Assess internal and external influences on decisions about pregnancy

options and parenthood.

Identify medically-accurate resources that provide assistance around sexual

health, pregnancy, emergency contraception, and pregnancy related

information and support including pregnancy options, safe surrender

policies and prenatal care.

Describe the human sexual response cycle, including the role hormones

play, the ovulation cycle, how fertilization occurs, the stages of pregnancy,

and responsibility of parenting.

Identify laws related to sex and sexual health, reproductive and sexual

health care services, and minors’ rights around contraception pregnancy,

adoption, abortion and parenting.

Recognize that many teens successfully use condoms.





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Oregon Comprehensive Sexuality Education: STDs


includes

OREGON

promoting

COMPREHENSIVE

concepts and fostering

SEXUALITY

skills for healthy

EDUCATION:

individuals and healthy

STDS

relationships

AND STIS

in age-appropriate ways.

By Health aligning Education the standards Standards with and best-practice Performance and the Indicators unique guide policy the infrastructure expectations in Oregon of what (including people are OAR supposed Rule to

581-0221440, learn in a given SB subject 856, and area HB 4077) and at our what state grade is working level. Although to address these and end are violence specific to in K-12 our schools education, and communities.

they serve as a


K

1st

2nd

3rd

4th

5th

6th

7th

8th

HS

Explain that it is important to stay away from potentially

unsafe body fluids and objects.

Describe ways to prevent communicable and noncommunicable

disease (including HIV/AIDS, and Hepatitis B/C).

Recognize that abstinence is the most effective method of

protection from STD/HIV and pregnancy.

Recognize that HIV/STDs can be spread through sexual contact.

Explain how HIV and STDs can be spread through sexual contact

with someone who has HIV/STD.

Describe the importance of getting tested for HIV and other

STDs when people are sexually active.

Identify myths and facts of how STDs are transmitted and

not transmitted.

Describe medically-accurate information about STDs and HIV

transmission and prevention.

Practice effective communication skills about STD and HIV

prevention, testing and disclosure of status.

Advocate for personal health practices that prevent the spread

of HIV/AIDS and Hepatitis B and C.

Advocate for informed personal decision-making around sexual

activity related to reproduction and preventing STD/STI's.

Access medically-accurate info. about STDs/HIV transmission

and prevention, including local testing and treatment services.

Develop a plan to eliminate or reduce risk for STDs, including

HIV.

Discuss the importance of treating people with HIV or other

STDs with respect.

Describe laws related to sexual health care services, including

confidential testing/treatment; and disclosure of STD status.

Demonstrate skills to communicate decisions about whether or

when to engage in sexual behaviors, and to practice safer sex,

including STD/HIV prevention, testing, and disclosure of status.

Explain individual responsibility for testing and informing

partners about STDs and HIV status.





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PROGRESS CHECKPOINT: SURPRISING QUESTIONS

Throughout our work, we often get asked questions that we

don’t always know how to answer. Developing open, honest,

and authentic answers to these questions also takes

practice. Below are some different questions that folks have

received in varying settings. Take a moment and think about

how you might answer these questions, in a way that

promotes skills. What do you like about the answers other

folks may have to these questions?

EXAMPLE QUESTION / STATEMENT:

What if both/all people were drunk?

If the people are all under the age of 18, is it illegal to have sex?

How physical should a relationship be? When is it okay to have sex?

So if someone didn’t verbally consent, it’s rape?

I don’t feel like a boy or girl, is that OK?

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PROGRESS CHECKPOINT: CHECK-IN

Effective sexual health promotion takes ongoing practice. It

is valuable for us to look at the ways that we can improve

our health promotion efforts, as well as identify clear

strategies to practice. Below are a list of questions for you

and your organization/institution/team to work through

and consider before, during, and after implementing your

prevention efforts.

Q

What are three concepts related to sexuality that

you want to, and will, learn more about?

A

Your answer:

Q&A

Q

A

Q

A

What is one sexual health promotion skill that

you already do really well?

Your answer:

What is one sexual health promotion skill that

you would like to improve?

Your answer:

Q

A

What is one tough question you have received,

and how might you answer it now?

Your answer:

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PERSONAL ASSESSMENT

CONDUCT A PERSONAL “COWS” ANALYSIS

A COWS analysis is a process and a tool for figuring out what your strengths and challenges

are related to the project at hand, and how you can best leverage those strengths and

minimize the risks posed by the challenges.

Challenges

* What obstacles are you facing in regards to doing prevention work?

* What obstacles do you see to success? In your agency? Funding?

Think broadly.

* What obstacles do you face regarding information or training you

might need?

Opportunities * Are there useful opportunities from changes in law, funding, policy,

new team members, new or existing partnerships?

* Do your strengths suggest opportunities?

Weaknesses

Strengths

* What sort of things do you wish you could do better?

* What are areas where you feel you need to build more skills?

* Where do you struggle in regards to prevention?

* What advantages do you bring to your team?

* What do you do better than anyone else?

* What unique skills or low-cost resource(s) can you draw upon?

A NOTE ON ORGANIZATION OF THE COWS ANALYSIS:

Some teams have utilized a “SWOT” (Strengths, Weaknesses, Opportunities, Threats)

analysis in order to assess readiness for their prevention program. We utilize the COWS

(Challenges, Opportunities, Weaknesses, Strengths) as a way to reframe our analysis in a

more strengths-based manner.

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PROGRESS CHECKPOINT: CONDUCT A PERSONAL COWS ANALYSIS

As you fill out this checkpoint, consider each of these five

arenas: 1) Training & Knowledge, 2) Evaluation or Data,

3) Ability to Implement Comprehensive Prevention Efforts,

4) Partnerships & Sustainability, and 5) Infrastructure

NOTES: Be expansive; don’t limit yourself right now.

Think of yourself as an individual, and as a member of your

greater prevention team. You may want to put an asterisk

next to items that feel the most important to you.

CHALLENGES

OPPORTUNITIES

WEAKNESSES

STRENGTHS

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PREVENTION & RESPONSE TOGETHER

It is important to know that prevention of violence and effective systems to respond to this violence

are two sides of the same coin. In this section we will look at how they work together.

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Often, we frame prevention as the beginning of a referral process

(knowingly or not).

Prevention

Effort raises

awareness of

response

resources

Response

resources

provide services

for survivors &

victims

Rather, we need to think about Prevention and Response as TWO SIDES OF

THE SAME COIN. When prevention and response systems operate in a

balanced, equitable manner, both are more successful.

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RESPONSE SYSTEMS

Often, our systems, organizations or agencies must meet compliance standards through the course of our work. What we know

is that organizations/institutions that aim to be survivor centered naturally meet compliance standards, while offering survivors

and our communities the best level of care. Equitable, transparent processes and communication across partnerships are key in

meeting our required compliance mandates, and for providing the best outcomes for individuals in our processes.

Who responds to incidences of gender-based violence in your community or at your

institution?

Examples: Advocates, Educators, Law Enforcement, Counselors, etc.

WHO ARE THEY?

WHAT IS THEIR ROLE IN RESPONDING TO

GENDER-BASED VIOLENCE?

How do they work together in your community/institution/agency?

What other terms are used in your community to describe people who perpetrate

violence? People who are reporting or were harmed by violence? Who in your

community do you need to connect with to learn about the language they use?

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QUICK NOTES ON TRAUMA

QUICK THINGS TO KNOW ABOUT TRAUMA:

• Most physical and neurological responses to trauma are automatic and happen unconsciously

• Responses are evolutionary – meant to protect us from attack or soothe harm

• Trauma responses are deeply wired and can increase vulnerability and undermine credibility

• Trauma can be complicated (multi-tiered) or experienced related to a single event

• Trauma is intersectional, and often helped or compounded based on the identities and life

experiences of the person who has experienced the harm/traumatic event

ADDITIONAL TYPES OF TRAUMAS

Secondary Trauma

Vicarious Trauma

Historical Trauma

Institutional Trauma

Cultural Trauma

Systemic Trauma

6 PRIMARY CAUSES OF TRAUMA

1. Betrayal

2. Extreme fear or terror

3. Blitz/Surprise attack

4. Blame

5. Lack of support

6. Invalidation

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TRAUMA-INFORMED PREVENTION

How does trauma factor into your prevention efforts? Consider the following areas, and think about

how you might account for different types of trauma throughout the course of your prevention work:

Planning prevention strategies or curriculum:

Implementing or Facilitating prevention strategies:

Providing referrals to survivors in prevention activities:

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A Resource for K-12 Schools:

Responding to Disclosures of Sexual Violence in Oregon’s Schools

Oregon has extensive policy that supports effective response to sexual violence in educational settings. This reflects Oregon’s commitment to

supporting students as well as schools in creating spaces that continue to put students first. This document outlines some of the recommended

strategies and considerations for schools’ responses to sexual violence that have been effective in promoting healthier and safer schools for all

students throughout Oregon. This includes both mandatory reporter and confidential options. Both are really important, meet different needs,

and together, they allow us to better meet the health and safety needs of Oregon’s students. When implemented, institutions of higher education

saw a 122% increase in students reporting in just one years time. Together, we can successfully respond to and prevent sexual violence.

Oregon-tested, School-based, Effective Practices

- Establish clear policies and procedures for responding to sexual violence that all staff and faculty are aware of and trained in.

- Raise awareness of and increase access to various types of support systems and supporters. These can include,

mandatory reporters (like school counselors and other staff), confidential resources (like community based advocacy services),

and online resources (like the National Teen Dating Violence Hotline).

- Support student decision-making as much as possible throughout the response process. This may including connecting

them to other resources, as well as providing them options whenever possible

In Schools, Who Supports Students who have Experienced Sexual Violence?

*Community-Based Confidential Privileged

Advocates (ORS 147.600)

Includes: Certified advocates employed by a

qualified sexual assault center, victim advocacy

office, women’s center, or other program

providing safety planning, counseling, support

or advocacy services to victims of violence

May not disclose certain information provided to

them by student victims of violence without that

student’s permission, even in the court of law. This

is known as ‘certified advocate-victim privilege.’

Responsible Employees

(Under Title IX)

Includes: Any school employee with authority to take

action to redress harassment/misconduct, OR is

someone a student could reasonably believe has this

authority or responsibility, has the duty to report

these incidences to Title IX Coordinator

Title IX Coordinator and the School are required to

take immediate and appropriate steps to investigate

sexual violence and take prompt and effective action

to: stop the harassment, remedy the effects, and

prevent recurrence

Mandatory Reporters

(ORS 419B.005-419B.015)

Includes: School Employees, as well as several

non-school employees like doctors,

counselors, police officers, etc.

Required to report specific things to either DHS

or Law Enforcement if they have reasonable

cause to suspect someone under the age of 18

is experiencing abuse or neglect. Mandatory

reporting does not include a requirement to

investigate, just to report it appropriately.

*Advocates working at qualifying community and tribal domestic and sexual violence programs in Oregon must keep victim communications and records confidential in alignment with state and

federal privilege and confidentiality laws. Some advocates may have other requirements that make them a mandatory reporter of child abuse under Oregon law.

Other Restrictions on Student Privacy

F

E

R

P

A

“Prevents the disclosure of “personally

identifiable information” (PII) in a student’s

education record without the consent of a

parent or eligible student (aged 18 or older)

unless an exception to the law’s general

consent requirement applies.” 1

People who have to follow FERPA may include:

teachers, administrators, and other school/district

employees

H

I

P

A

A

“Prohibits covered entities from disclosing

“protected health information” (PHI) to any

third parties, unless the individual who is the

subject of the information (or the individual’s

personal representative) authorizes it in

writing or the rule otherwise permits

disclosure.” 1

People who have to follow HIPAA may include:

school based health center staff

V

A

W

A

“In order to ensure the safety of ... youth, and

child victims of domestic violence, dating

violence, sexual assault, or stalking, and their

families, grantees ... [receiving VAWA funding]

shall protect the confidentiality and privacy of

persons receiving services.” 2

People who have to follow VAWA may include:

community based and Tribal Nation domestic and

sexual violence organizations

Laws in Oregon that Support Best Practice Sexual Violence Response in Schools

Healthy Teen

Relationships Act

(ORS 339.366)

Erin’s Law: Child Sex

Abuse Prevention

(ORS 336.059)

Oregon Safe Schools

Act (ORS 339.356)

Human Sexuality

Education Rule

(OAR 581-022-1140)

Requires school districts to adopt a policy and procedures to respond to incidences of teen dating violence, and domestic violence, and

identify, by job title, the school officials responsible for receiving reports.

Resource: Healthy Teen Relationship Act Toolkit, A Local School District’s Guide to Teen Dating Violence Prevention

https://www.ocadsv.org/sites/default/files/resource_pub/ocadsv_htra_school_district_toolkit1.pdf

Requires every school to implement a child sex abuse prevention program that includes professional training for school personnel on child

sex abuse and receiving reports and disclosures.

Resource: http://www.ode.state.or.us/search/page/?id=5564

Oregon Department of Education’s Erin’s Law Guidance for School Districts

Requires every school to have a policy about and a procedure to respond to incidences of harassment, intimidation, bullying, and

cyberbullying. This includes a statement about how schools will respond.

Resource: http://www.oregonsafeschools.org/documents/safeschoolstoolkit.pdf

2009 Oregon Safe Schools Implementation Toolkit

Requires every school district to adopt a Comprehensive Plan of Instruction on Human Sexuality Education that includes annual education on

sexual violence prevention, healthy relationships promotion, access to community resources, and family communication and involvemnet.

Resource: http://www.oregon.gov/ode/students-and-family/healthsafety/Pages/Sexuality-Education-Resources.aspx

Oregon Department of Education’s 1http://www.oregon.gov/ode/educator-resources/2016fallconference/schoolnurse.pdf, 2https://www.justice.gov/sites/default/files/ovw/legacy/2013/09/24/conf-acknowledgement.pdf

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SOME APPLICABLE OREGON LAWS

Oregon’s Civil Rights Bill, 1953: Oregon’s Civil Rights Bill made Oregon the 21st state to

outlaw discrimination in public places.

“Discrimination’ means any act that unreasonably differentiates treatment, intended or unintended, or any act that is fair in

form but discriminatory in operation, either of which is based on age, disability, national origin, race, color, marital status,

religion, sex or sexual orientation.”

-OAR 581-021-0045 and 0046: Discrimination Prohibited in Schools

Sexual harassment, including sexual assault, can violate a students’ civil right to an education free from

discrimination on the basis of sex.

Certified advocate-victim privilege, 2015: ORS 40.264 Rule 507-1.

Privileged advocates are advocates that work for a qualifying service program and have completed at least 40

hours of campus advocate training in Oregon.

• Qualifying Victim Service Program: “A sexual assault center, victim advocacy office, women’s center, student

affairs center, health center or other program providing safety planning, counseling, support or advocacy services

to victims that is on the campus of or affiliated with a [campus].” – HB 3476

• Privileged advocates who are employed by an education institution are mandatory reports of child abuse (unlike

community advocates).

HTRA, 2013: Teen Dating and Domestic Violence Prevention and Erin’s Law: Child Sex

Abuse Prevention

The Healthy Teen Relationships Act (HTRA) requires each school district board to adopt a policy and procedures for

the manner in which employees of a school are to respond to incidents of teen dating and domestic violence that take

place at the school, on school grounds, at school sponsored activities or in vehicles used for school-provided

transportation. Erin’s law requires schools provide at least four sessions every year K-12 on child sex abuse prevention.

This also includes parent and school staff training.

Senate Bill 795, 2017

Requires law enforcement and medical personnel to dispatch advocates to the hospital when sexual assault patients/

survivors present for care, and make reasonable efforts to ensure that the victim advocate is present and available at

the medical facility in which the medical assessment occurs.

Other Oregon Laws to Consider

Requirements for Student Victim Notification (ORS 350.255), Campus Advocates and Privileged Communication (ORS 40.264),

Reluctant Complainants (ORS 352.002), Oregon Statutes: ORS 163.160 -163.755, ORS 419B.010 - 419B.015, Senate Bill 188

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SOME APPLICABLE FEDERAL LAWS

Violence against Women Act (VAWA), 1994

This federal legislation called for a comprehensive approach to violence against women combining

provisions for holding offenders accountable with programs to provide services for victims of violence. VAWA also established

the Rape Prevention and Education program at CDC.

Compliance Requirements of the VAWA amendments to the Clery Act, 2013

The VAWA amendments to the Clery Act expand the rights afforded to campus survivors of sexual assault, domestic violence,

dating violence, and stalking. It also details the role of law enforcement, the types of crime mandated for reporting,

and stipulates the need for violence prevention programming.

Title IX, 1972

“No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the

benefits of, or be subjected to discrimination under any educational program or activity

receiving federal financial assistance.”

Title IX of the Education Amendments of 1972

Implementing Regulations at: 20 U.S.C. § 1681 & 34 C.F.R. Part 106

Visit https://www.justice.gov/crt/title-ix-education-amendments-1972 for the full list of exemptions and descriptions

of definitions. Confidentiality under Title IX: Students have a right to request for confidentiality. Schools must

weigh this request with the safety of the student as well as the larger campus safety.

Clery Act: The Jeanne Clery Disclosure of Campus Security Policy and Campus Crime

Statistics Act

The Clery Act is a federal law that requires colleges to report crimes that occur “on campus” (including school

properties and in some instances, properties adjacent to campus) and school safety policies. This information is

available each year in an Annual Security Report (ASR), which is to be published on the institution’s (college or

university’s) website.

The Clery Act also requires schools to send timely warnings to the school community when there are known risks to

public safety on campus. The Clery Act also contains the Campus Sexual Assault Victim’s Bill of Rights, which requires

colleges to disclose educational programming, campus disciplinary process, and victim rights regarding sexual violence

complaints. The Clery Act was expanded in 2013 by the Campus SaVE Act, which broadened Clery requirements to

address all incidents of sexual violence (sexual assault, domestic violence, dating violence and stalking.

Visit https://clerycenter.org/wp-content/uploads/2017/04/VAWA_Checklist.pdf for a checklist your

institution can use to audit Clery compliance.

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PROGRESS CHECKPOINT: DIFFICULT QUESTIONS | PREVENTION & RESPONSE

Throughout our work, we often get asked questions that we

don’t always know how to answer. Developing accurate and

authentic answers to these questions also takes

practice. Below are some challenging questions that folks

have received related to different forms of gender-based

violence. Take a moment and think about how you might

answer these questions. Consider the sections on

anti-oppression and health promotion as you develop your

answers. What do you like about the answers other folks

may have to these questions?

EXAMPLE QUESTION / STATEMENT:

How can I get out of a relationship where I’m afraid of getting physically abused?

Why is catcalling considered sexual harassment?

Is it rape when you have sex with your partner to make them happy, but you really don’t want to?

What are red flags/early warning signs for an abusive relationship, before outright abuse occurs?

I don’t think jokes or saying things like “bitch/slut” are that big of a deal. It’s not the same as rape.

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COMMUNITY LEADERSHIP

Effective prevention centers the voices of the communities we work with and within. The

communities we serve are experts in their own experiences and have necessary insight into

how to solve the problems affecting them.

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WHAT IS COMMUNITY?

How do you define community? How do you know you’re a part of a

community?

WHO IS IN YOUR COMMUNITY?

Before beginning prevention work, it’s important to take the time to get to know the community you’re working with.

Who is in your community? What identities do they hold? What experiences do they bring to the table? What are the

realities of their everyday lives?

Some of this you might be able to gather from data sources or by talking to stakeholders and allies. This is easier

if your program has a clear, defined audience – a high school health class, a fraternity, a GED class in a prison. But

oftentimes the community is less easily definable; if you’re holding a series of activities at a neighborhood community

center, for example, you might not know exactly who is going to show up. As you learn more about your community, be

ready to adjust your programs or goals to allow them to take the lead in the focus of prevention work.

THINK ABOUT IT: COMMUNITY MEMBERSHIP

SPOTLIGHT ON...

Oregon Student Voice

OSV, a youth-led nonprofit organization, published the State of Our

Schools Report as a results of surveys and listening sessions conducted

around the country. The report, written by high school students, analyzes

responses and provides recommendations for improving Oregon’s K-12

education system. Visit www.oregonstudentvoice.org for more info.

The Rational Enquirer

A project of the Oregon Teen Pregnancy Task Force with funding from

the Oregon Health Authority, the Rational Enquirer is a youth sexual

health magazine that covers a wide variety of topics meant to inform

and connect people in conversations. Written by youth and for youth!

YOUTH VOICES

In some ways you might be a member

of the community – maybe you were

born and raised in the town you do

prevention work in, or you were also

a first-generation college student. In

other ways you may have separate

identities that make you an outsider

or give you privilege relative to the

community you’re working with –

maybe you’re older, or have more

education, or are from a different

social or socioeconomic class. No

matter how integrated you already are

in the community you’re working in,

consider ways you may hold privilege

or power and how you can mitigate

these dynamics.

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FOSTERING COMMUNITY LEADERSHIP

IN PREVENTION

SPOTLIGHT ON...

NAYA – Native American Youth and Family Center

“Founded by the community, for the community, NAYA is a family of

numerous tribes and voices who are rooted in sustaining tradition and

building cultural wealth.” Visit nayapdx.org for more info.

Northwest Portland Area Indian Health Board

NPAIHB is a non-profit tribal advisory organization serving the fortythree

federally recognized tribes of Oregon, Washington, and Idaho.

Check out their website for articles on health promotion programs

lead by Native youth and leaders - www.npaihb.org

SPOTLIGHT ON...

Basic Rights Oregon

NATIVE VOICES

“Basic Rights Oregon will ensure that all lesbian, gay, bisexual, transgender and queer Oregonians experience

equality by building a broad and inclusive politically powerful movement, shifting public opinion, and achieving

policy victories.” Visit www.basicrights.org to learn more!

Identify your allies.

Violence is prevalent in all communities

and affects all people – so it’s likely that

members of your target community are

already engaged in some sort of antiviolence

work. Who cares about stopping

violence? Who is already organizing in

the community? While we want to be

careful not to over-burden community

leaders and activists by asking for too

much of their energy, it’s also important

that we respect and include their

valuable experience.

Recognizing the role of privilege and oppression in the lives of our students and communities, it’s important to center

the perspectives of marginalized or underserved members of the community you’re working in. Even if the community

you’re doing prevention work in shares many common identities, consider which participants experience more barriers

to accessing healthy lives or more violence. Who in the community experiences violence, and what does that violence

look like? What kinds of power are at play in the community – visibly and invisibly?

Evaluate and modify your programs.

Center marginalized

and underserved

participants.

Do the prevention programs actually work for the community? Conducting evaluations and programs audits is one

way of hearing from your community. Focus groups or community-led audits can help you identify ways to modify the

program. Consider who has the opportunity to provide feedback on your programs.

Oregon Safe Schools & Communities Coalition

OSSCC’s annual State of Safe Schools Report highlights crucial trends, risk factors, and opportunities for

sexual orientation and gender identity minority (SOGI) youth. Visit www.oregonsafeschools.org to access the

latest reports and additional resources.

LGBTQI2A+ VOICES

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PROGRESS CHECKPOINT: CHECK-IN

Leadership can look different for every community and

every prevention program. Take time to critically think

about your own role in the communities you work with and

within, and what communities are (or aren’t) represented in

your work. What strategies can you implement to allow

communities’ members to take the lead? What efforts are

already happening? Whose input do you need? Don’t forget

to evaluate your work and perspectives periodically, and to

solicit feedback!

Q

A

What communities exist where you do your work?

Your answer:

Q&A

Q

A

Q

A

Q

In what ways are you a member of the communities you

work in?

Your answer:

In what ways do you have power/privilege/status over or

within the communities you work in?

Your answer:

Which communities do you want to hold more space for in your

prevention work in the next year? Identify at least one community.

A

Your answer:

Q

A

In what ways are you supporting, or do you want to support,

leadership in the communities where you do prevention? Identify at

least 2 strategies.

Your answer:

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FINDING OUR ROLE(S) IN PREVENTION: SUPPORTING COMMUNITY MEMBERS

Knowing that we all play a role in preventing violence, we can also help people identify what their roles are. Here are some ideas for

what role(s) community members can play in preventing violence and abuse and how we can help them identify their role(s): Advocate

for equity-based policy and protocol changes in their community, their place of business, their places of worship, and in community

centers, including: changes in policies/protocols that exclude people or support violence against some people; require training; set a

standard of zero-tolerance for oppression and sexual violence; and for policies to support people when violence happens. Participate in

efforts to prevent violence by showing up, volunteer, write letters of support, raise awareness about violence and prevention, and speak

out against and interrupt violence when you see it and it is safe to do so. Community members are some of the greatest motivators for

change and can be champions at challenging the accepted level of tolerance for violence in their communities. Check out some more

ideas below!

AS INDIVIDUALS

It starts with us! You have the

opportunity to recognize the

issues' importance and your

ability to impact it

- Seek out knowledge, learn. Don’t expect others to educate you, read about

women’s and other people’s experiences

- Learn about & practice healthy consent

- Notice how much space you’re taking up and taking away from others (physical & verbal)

- Change your language choices; Think about how you talk about people

- Raise your awareness about how your presence, voice, and language can impact others

IN YOUR RELATIONSHIPS

(This may include Coworkers, Friends,

Partners, etc.)

We influence each other

- Think about how you have conversations about love and sex. Work to change

conversations that objectify or use abusive language

- Encourage your friends to practice healthy consent

- Notice when people use language that excludes certain genders, & talk to them about it

- Hold those who harm others accountable for their actions

- Talk about the economics of gender

IN YOUR COMMUNITIES

What affects one member of the

community, affects the whole

community

- Support programming throughout the community, including in schools, to promote

healthy relationships and violence prevention

- Host events for community education and conversation like movie/discussion nights

- Support victim and survivor advocacy resources in the community

- Encourage community members to discuss issues in their circles

- Promote local role models and mentors

IN YOUR INSTITUTIONS

Institutions promote & reinforce

social norms, laws, policies,

procedures, & protocols

IN OUR SOCIETY

Certain populations, hold an

unequal share of power, access,

and control, in our society

- Implement & advocate for programming to engage boys and teens where they are,

like Coaching Boys into Men

- Advocate for using equity and anti-oppression lenses in policies, procedures, and laws

- Listen to the voices of those affected

- Demand communication& transparency about how institutions are accountable

- Seek out expertise to make change: Ask about how to address issues; don’t just try

to fix them in your own way

- Support programming that advocates for critical analysis of societal influences

& promotes norms change

- Create public awareness campaigns through social media

- Support legislation and policies that promote gender equity

- Raise awareness in places like local businesses

- Support and promote protests, demonstrations, walkouts, etc.

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FACILITATING PREVENTION

It is important to know that there are different ways that we can implement prevention

efforts to meet the needs of varying people. Knowing this, and how people might engage

with prevention in different ways, is a critical piece to successful norms change.

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Name

What Is Your Learning Style?

ENGAGEMENT By Marcia L. Conner STYLES ASSESSMENT

Date

Learning style refers to the ways you prefer to approach new information.

on incorporating

Each of us

multi-faceted

learns and processes

learning approaches

information

into

in our

our

own special style, although we share some learning patterns, preferences,

efforts. This

and

assessment,

approaches.

by

Knowing

Marcia Conner,

your own

asks

style

us to

also

think

can

help you to realize that other people may approach the same situation in a different way from your own.

This tool helps us think about the ways in which people may

engage with prevention. The purpose of including it here is to

provide us with a launching point for thinking about how we may

design our prevention programming and activities to engage

Take a few minutes to complete the following questionnaire to assess your preferred learning style. Begin by reading the

words in the left-hand column. Of the three responses to the right, circle the one that best characterizes you, answering as

of different people.

honestly as possible with the description that applies to you right now. Count the number of circled items and write your total

at the bottom of each column. The questions you prefer provide insight into how you learn.

people visually, auditorily and kinesthetically, among many other

ways. When we break down learning in this way, it helps us focus

about the ways that we learn, in order to apply that to our

understandings of how we can design activities and

programming to facilitate the learning and engagement of a lot

12

1. When I try to

concentrate...

I grow distracted by clutter, and I

notice things around me other

people don’t notice.

I get distracted by sounds, and

I attempt to control the amount

and type of noise around me.

I become distracted by

commotion, and I tend to retreat

inside myself.

2. When I visualize... I see vivid, detailed pictures in

my thoughts.

I think in voices and sounds.

I see images in my thoughts that

involve movement.

3. When I talk with

others...

I find it difficult to listen for very

long.

I enjoy listening, or I get

impatient to talk myself.

I communicate with my hands or

feel compelled to move around as

I talk.

4. When I contact

people...

I prefer face-to-face meetings or

video conferencing.

I prefer speaking by telephone

for serious conversations.

I prefer to interact while walking

or participating in some activity.

5. When I see an

acquaintance...

I forget names but remember

faces, and I tend to replay where

we met originally.

I know people’s names and I

can usually quote something

we have discussed.

I remember what we did together,

and I may almost feel our time

together.

6. When I relax... I prefer to watch TV, view a

movie, or visit an exhibit.

I listen to music, the radio,

read, or talk with a friend.

I play sports, make crafts, or build

something with my hands.

7. When I read

fiction...

I like descriptive examples and I

may pause to imagine the scene.

I enjoy the narrative most and I

can almost hear the characters

talk.

I prefer action-oriented stories,

yet I do not often read for

pleasure.

8. When I spell... I envision the word in my mind or

imagine what the word looks like

when written.

I sound out the word,

sometimes aloud, and tend to

recall rules about letter order.

I get a feel for the word by writing it

out or pretending to type it.

9. When I do

something new...

I seek out demonstrations,

pictures, or diagrams.

I want verbal and written

instructions, or to talk it over

with someone else.

I jump right in to try it, keep trying,

and try different approaches.

Continued on the next page.

© Marcia Conner, 1993-2019. All rights reserved.

View this assessment online at http://marciaconner.com/assess/learningstyle.html

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10. When I assemble

an object...

I look at the picture or a video

first and then, maybe, read the

instructions.

I read the instructions, or I talk

aloud as I work.

I usually ignore the instructions

and figure it out as I go along.

11. When I interpret

someone's

mood...

I examine facial expressions.

I rely on listening to tone of

voice.

I focus on body language.

12. When I teach

other people...

I show them.

I tell them, write it out, or I ask

them a series of questions.

I demonstrate how it is done and

then ask them to try.

Total Visual: __________________ Auditory: _________________ Tactile/Kinesthetic: ___________

The column with the highest total represents your primary processing style. The column with the second-most choices is your

secondary style.

The column with the highest total represents your primary engagement style. The column with the second-most

choices is your secondary style.

Your primary learning style:

10. When I assemble

an object...

YOUR Your secondary PRIMARY learning style: ENGAGEMENT STYLE:

11. When I interpret

someone's

mood...

Now that you know which learning style you rely on, you can boost your learning potential when working to learn more. For

12. When I teach I show them.

I tell them, write it out, or I ask

YOUR instance, other the SECONDARY people... following suggestions ENGAGEMENT can help you get more from

them STYLE: reading

a series

a book.

of questions.

If your primary learning style is visual, draw pictures in the margins, look at the graphics, and read the text that explains the

graphics. Envision the topic or play a video in your thoughts of how you’ll act out the subject matter. If you are reading a book

online, The column consider with doodling the highest or making total represents notes on your a piece primary of paper. processing style. The column with the second-most choices is your

If your primary engagement style is VISUAL, it may be helpful to draw pictures in the margins, look at the graphics, and

read the text that explains the graphics. Envision the topic or play a video in your thoughts of how you’ll act out the

subject matter. If you are reading a book online, consider doodling or making notes on a piece of paper.

Your primary learning style:

If your is auditory, listen to the words you read. Try to develop an internal conversation between you

Your secondary learning style:

and the text. Don’t be embarrassed to read aloud or talk through the information.

If your primary engagement style is AUDITORY, it is often helpful to listen to the words you read or try to develop an

internal conversation between you and the text. Don’t be embarrassed to read aloud or talk through the information.

If your primary learning style is tactile/kinesthetic, highlight passages that are meaningful to you. Take notes, transferring the

If your primary learning style is visual, draw pictures in the margins, look the graphics, and read the text that explains the

information graphics. Envision you learn the into topic a journal or play or a video onto an in your online thoughts notepad. of Doodle how you’ll whatever act out comes the subject to mind matter. as you If you read. are Hold reading the book a book in

online, consider doodling or making notes on a piece of paper.

your hands instead of placing it on a table. Walk around as you read. Feel the words and ideas. Get busy—both mentally and

If your primary learning style is auditory, listen to the words you read. Try to develop an internal conversation between you

physically.

If your primary engagement style is TACTILE/KINESTHETIC, it may be helpful to highlight passages that are meaningful

to you. Take notes, transferring the information you learn into a journal or onto an online notepad. Doodle whatever

comes to mind as you read. Hold the book in your hands instead of placing it on a table. Walk around as you read. Feel

the words and ideas. Get busy—both mentally and physically.

More information on each style, along with suggestions on how to maximize your learning potential, is available in

the book Learn More Now (Hoboken, NJ; John Wiley & Sons, 2004).


the physically. book Learn More Now (Hoboken, NJ; John Wiley & Sons, 2004).

A previous version of this assessment was published in Learn More Now: 10 Simple Steps to Learning Better, Smarter, and Faster (Hoboken, NJ; John

Wiley A previous & Sons, version March of 2004). this assessment Learn about was the published book and in read Learn an More excerpt Now: at http://marciaconner.com/learnmorenow/.

10 Simple Steps to Learning Better, Smarter, and Faster (Hoboken, NJ; John

If you are interested in reproducing this assessment for personal or organizational use, please abide by the following terms of use. This content may be

distributed freely without the author’s permission provided you 1) download the latest version from http://marciaconner.com/assess/, 2) the content,

distributed contact, and freely copyright without notice the author’s from that permission document provided remain intact, you 1) 3) download the URL to the the latest online version version from appears http://marciaconner.com/assess/, every page, 4) you do not 2) charge the content, any fee for

its use, 5) you send a note about how, where, and when the content will be used to copyright@marciaconner.com for tracking purposes. If you’re

contact, interested and in copyright using the notice materials from in that a commercial document or remain for-fee intact, product, 3) the or URL on a to web the page, online contact version the appears author on first every to learn page, about 4) you additional do not guidelines. charge any fee for

its use, 5) you send a note about how, where, and when the content will be used to copyright@marciaconner.com for tracking purposes. If you’re

MLC013119v2

interested in using the materials in a commercial or for-fee product, or on a web page, contact the author first to learn about additional guidelines.

MLC013119v2

I look at the picture or a video

first and then, maybe, read the

instructions.

I examine facial expressions.

I read the instructions, or I talk

aloud as I work.

I rely on listening to tone of

voice.

I usually ignore the instructions

and figure it out as I go along.

I focus on body language.

I demonstrate how it is done and

then ask them to try.

Total Visual: __________________ Auditory: _________________ Tactile/Kinesthetic: ___________

secondary style.

Now that you know which learning style you rely on, you can boost your learning potential when working to learn more. For

instance, the following suggestions can help you get more from reading a book.

and the text. Don’t be embarrassed to read aloud or talk through the information.

If your primary learning style is tactile/kinesthetic, highlight passages that are meaningful to you. Take notes, transferring the

information you learn into a journal or onto an online notepad. Doodle whatever comes to mind as you read. Hold the book in

your hands instead of placing it on a table. Walk around as you read. Feel the words and ideas. Get busy—both mentally and


the book Learn More Now (Hoboken, NJ; John Wiley & Sons, 2004).

Wiley & Sons, March 2004). Learn about the book and read an excerpt at http://marciaconner.com/learnmorenow/.





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ENGAGEMENT STYLES/PREFERENCES

36

SOME LEARNERS PREFER OR NEED:

• To see instructor’s facial/body language to fully

• understand the content.

• To sit at the front of the room to avoid visual

• distractions.

• To think in pictures and learn from visual displays.

• To take notes in order to absorb the information.

GOOD THINGS TO THINK ABOUT FOR

VISUAL LEARNING INCLUDE:

• Pictures, visual displays

• Note taking

• Flip charts

• Writing exercises


• Lectures, discussions, brainstorming.

• To interpret the underlying meaning of speech by

listening to voice tone, pitch, speed, and other speech

nuances.

• To read text out loud and/or use recordings.


AUDITORY LEARNING INCLUDE:

• Lectures

• Discussions, brainstorming activities

• Interpret through listening

• Stories, conversations


• A Hands-on approach.

• Demonstrations and chances to apply the learning.

• Opportunities to move and not stay sitting for long

periods of time.

• Frequent breaks.


KINESTHETIC LEARNING INCLUDE:

• Hands-on approaches

• Simulations

• Applied learning

• Demonstrations

LEARNING OBJECTIVES & LESSON PLANS

WHEN TRAINING OR EDUCATING OUR COMMUNITIES, WE ARE TRYING TO:

• Impart Knowledge

• Build a Skill

• Encourage an attitude or behavior change

Knowing your goal, will help you design your learning objectives. Learning objectives state what the learner will be able

to know, do, or experience as a result of participating in your activity/program. When writing learning objectives, write

SMARTIE (Specific, Measureable, Agreed-Upon, Realistic, Time-bound, Inclusive, Equity-Focused) objectives. Lesson

Plans are the “learning trajectory” for your activity/program. Your learning objectives are the destination, and the

lesson plan is the map you follow to get there.

What are your goals for your prevention program?

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PROGRESS CHECKPOINT: ALIGNING PREVENTION EFFORTS AND GOALS

Bloom’s Taxonomy is one tool that can help us narrow down

our strategies when doing prevention. This model offers us

different learning levels and a series of ways to think about

meeting the expectations at these different learning levels.

It is important to first think about what our goal is. Are we

trying to change knowledge with a certain activity, or are we

trying to change skills with that activity? Bloom’s Taxonomy

helps us ensure that our activities are aligned with our

goals. The health education standards and performance

indicators are also aligned to these learning levels. With

that in mind we can use these as an example for thinking

through how we are achieving our goals. For each of the

below examples of health education performance

indicators: pick one of the applicable learning levels, and

come up with an activity you could use, or are using, with

the population(s) you serve to help meet that performance

indicator. Think about the goal of each performance

indicator as it aligns with the levels of Bloom’s Taxonomy.

Example Performance Indicators

Performance Indicator #1: Advocate for policies that promote healthy relationships with dignity and

respect for all in a safe and inclusive environment.

Advocate = Creating Learning Level, which means: Can

people GENERATE new products, ideas or demonstrate

new ways of viewing things?

Advocate = Applying Learning Level, which means: Can

people use strategies, concepts, principles and theories

when they encounter a new situation?

Performance Indicator #2: Describe the intersections of varied identities, including gender, race,

ethnicity,sexual orientation, ability, etc.

Describe = Remembering Learning Level, which means:

Can people recall, restate and/or relay information?

Describe = Understanding Learning Level, which means:

Can people grasp the meaning of information by

interpreting and translating what has been learned?

Performance Indicator #3: Identify healthy ways to express needs, wants, and feelings.

Identify = Applying Learning Level, which means: Can

people use strategies, concepts, principles and theories

when they encounter a new situation?

Identify = Understanding Learning Level, which means:

Can people grasp the meaning of information by

interpreting and translating what has been learned?

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BLOOM'S TAXONOMY

8

Remembering: Can they recall, restate and/or relay information?

Understanding: Can they grasp the meaning of information by interpreting and

translating what has been learned?

Applying:

Can they use strategies, concepts, principles and theories when they

encounter a new situation?

Analyzing: Can they dissect information to explore understandings and relationships?

Evaluating: Can they make decisions based on in-depth reflection, criticism and assessment?

Creating: Can they generate new products, ideas or demonstrate new ways of viewing things?

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SCAFFOLDING

Scaffolding learning theory is based on the idea that learning is social – we learn through interaction with others.

Scaffolding learning theory says that individuals learn a task or concept better when it is broken down into chunks,

when it is built on a foundation of things we already know, and when the instructor uses tools and supports to help

the learner gradually take ownership over the task/concept and do it independently. Scaffolding theory is based on

Vygotsky’s theory of the zone of proximal development (ZPD). The zone of proximal development is the area just

beyond what you can do independently; i.e., things you might be able to do with help or support. The zone of proximal

development is the edge of your current knowledge or skills where you can master a new skill or idea with the right

support. These supports are the scaffolds.

- INNER CIRCLE: WHAT THE INDIVIDUAL

CAN ALREADY DO

INDEPENDENTLY

- MIDDLE CIRCLE: ZONE OF PROXIMAL

DEVELOPMENT - WHAT

THE INDVIDUAL CAN DO

WITH HELP

- OUTER CIRCLE: WHAT THE INDIVIDUAL

CANNOT DO - YET

THINK ABOUT IT:

How might someone feel and act when asked to talk about or do something that is already

in their “independent” zone (i.e. the inner circle)? What about their outer circle - something

they don’t yet understand or can’t do? What about in their zone of proximal development?

The zone of proximal development has been applied to social justice work to examine how individuals are able to

understand and apply concepts of privilege, oppression, and justice. It proposes that you can only build upon what

each person brings with them (i.e. what they can already know), and that you can only bring them so far past their

individual comfort zone before they become unable to process the new information. Once they’re outside they’re

zone of proximal development (also sometimes called the “learning edge”), participants may become angry, upset, or

disengage from the material. Basically, this is the theoretical basis of meeting participants where they’re at!

These theories also support the participatory and community-based nature of violence prevention; participants will

learn a concept better when they and their peers engage in discussion about the concept as opposed to just being

lectured with no opportunity to practice or apply it. They also may understand concepts better when introduced or

reinforced by peers through group learning processes.

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SCAFFOLDING PRINCIPLES IN PREVENTION WORK

1.

ASSESS READINESS

In order for someone to learn a new concept, they have to feel comfortable independently with

the prerequisite concepts. You couldn’t ask students to identify if a relationship is healthy or

unhealthy if they didn’t already know about concepts like communication, consent, and what a

relationship is! Scaffolding learning theory usually involves meeting learners where they’re at –

figuring out what their norms and knowledge already are, and getting ready to build upon it. A mix

of learning levels is fine – the most knowledgeable students can act as scaffolds for the others!

2.

MODEL THE CONCEPT OR SKILL

There are lots of ways we can model the skills we’re trying to teach - examples, role playing,

videos, etc. What other ways do you model prevention concepts or skills for participants?

3.

PROVIDE AND ADJUST SCAFFOLDS

Now, use scaffolds to support learners as they try out and master the skills. Adjust the supports

you use as necessary. Some ideas include:

• Group work. After modeling a skill, a common first scaffold is group work; the most

knowledgeable students are able to support less knowledgeable students.

• Scenarios. Asking learners to apply the knowledge to a real-life situation, or something they

already know can help them stay in the zone of proximal development.

• Open-ended questions. This encourages learners to talk through their own learning process,

and helps you understand where they’re at.

Even if you don’t incorporate this exact model into violence prevention work, you can still utilize some of the tools

of scaffolding theory to help participants learn easier. Some of those tools are:

1. Build off prior knowledge. Ask learners to share

their experiences and apply the concept/task to

their own lives.

2. Start with the vocabulary, and reinforce it along

the way. Introduce phrases or concepts learners

may be unfamiliar with at the beginning; utilize

the group to brainstorm meanings together

and generate group definitions with instructor

guidance. Then reinforce those phrases or

concepts as you go, using reminders about what

they mean as needed.

3. Allow space and time for silence and reflection. Don’t

just power ahead if you ask a question and no one comments;

allow space for individuals or the group to think

about it. Space and silence can be critical for allowing

learning to process.

4. Allow time to talk and process. Learners need to

process what they’ve learned and how it fits in with what

they already know. Processing through a new concept in

small groups/pairs can work well before processing as a

large group. Finally, learners work individually to apply

the concept.

What Guides Our Work:

Key Principles

WHAT GUIDES OUR WORK 17,26

These are principles that guide the sexual health promotion and sexual violence

prevention sectors. These lists share some principles and highlight some differences

that we could all use to improve our programming in this work.

Kirby’s 10

1

2

3

4

5

6

7

8

9

10

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Have a specific, narrow

focus on behavior.

Are based on the theoretical approaches

that have been effective in influencing

other risky health-related behavior.

Provide clear messages about sex

and protection against STDs or

pregnancy.

Provide basic, not detailed,

information.

Address peer pressure.

Teach communication

skills.

Include activities that are

interactive.

Reflect the age, sexual experience

and culture of the young people in

the program.

Last longer than several

hours.

Carefully select leaders

and train them.

9 Principles of Effective

Prevention Programs

1

2

3

4

5

6

7

8

9

Comprehensive

Varied Teaching Methods

Sufficient Dosage

Theory Driven

Positive Relationships

Appropriately Timed

Socioculturally Relevant

Well-trained Staff

Outcome Evaluation

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LESSON PLAN DESIGN CHECKLIST 36

As you develop/refine your prevention programming, it is

important to consider these strategies, principles, and theories.

This checklist is one tool you can use over and over to evaluate

your prevention programming and highlight places where you

might make improvements to your activities based on these best

practices. When we revisit our programming before, during, and

after implementation, we are better able to refine our activities to

engage more people in prevention.

Yes No Why/why not/how?

Is the main point of the activity clear?

Is new content presented?

Is there opportunity for application?

Is it clear how this could be used in

future?

Does it appeal to auditory learners?

Does it appeal to kinesthetic learners?

Does it appeal to visual learners?

Are there activities to assess whether or

not the learners understood?

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RESOURCE SPOTLIGHT: SATF'S EXPLORING PREVENTION IN OREGON

AUDIO LIBRARY

The Audio Library includes a series of short audio recordings to help explore creative prevention ideas,

developing and expanding our prevention efforts, and troubleshooting challenges. These short audio clips are

another tool to help us think more expansively about our prevention efforts. New recordings are added monthly.

You can find the audio library on SATF's website: www.oregonsatf.org, under prevention resources.


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ACTION PLANNING FOR PREVENTION

This section in particular has been designed to be both a resource and a guide for preventionists in

Oregon. In this section you will explore your existing and/or future prevention efforts, to better align

with best practice and improve both evaluation and your overall prevention programming.

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ACTION PLANNING

FOR PREVENTION

TO ENSURE YOUR PREVENTION

STRATEGIES CREATE MEANINGFUL

CHANGE & PREVENT VIOLENCE FROM

OCCURRING, FOLLOW THESE STEPS:

AUDIT YOUR INFRASTRUCTURE AND RESOURCES,

INCLUDING THOSE FOR PREVENTION

You need to know what you have before you can

determine where you want to go. Audit your organizational

infrastructure and resources to see what:

1. Your organization has that can assist with creating,

implementing and assessing your prevention work.

2. Programs, strategies or initiatives that address &

prevent violence and promote health & safety.

3. Other prevention efforts are taking place in your

community.

SET GOALS FOR YOUR PREVENTION STRATEGIES

With your team, determine the following:

1. What do you need to know?

2. What programs do you need to evaluate?

3. What programs need more information to help

improve prevention efforts in your community?

From here, create goals that you want your program to

accomplish. Make sure they are specific, measurable,

agreed-upon, realistic, time-bound, inclusive, and

equity- focused (SMARTIE goals).

CREATE AN ACTION PLAN FOR NEXT STEPS

Using the information you gather above, create a plan for

how to boost your programs.


1. DO A RESOURCE AUDIT

2. CREATE GOALS FOR YOUR PROGRAM

3. DEVELOP AN ACTION PLAN

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PROGRESS CHECKPOINT: IMPORTANT INFORMATION TO SHARE

Below is the basic information that can be shared with

stakeholders, community partners, on marketing

materials (like posters, newsletters, listservs, websites or

emails) and with participants that you hope to engage in

your prevention programs. We recommend making copies

of this page and distributing them to team members, people

who assist in your marketing plan and others that may

need to answer questions about the program to the media,

board, parents, etc.

IMPORTANT PROGRAM INFORMATION

Program Name:

Date:

Goals:

Office/Dept. Administering:

Primary Contact Name:

Primary Contact Email:

Primary Contact Phone:

Primary Contact Location:

How Can Participants Sign Up?

Web Address (if needed):

Resource Web Address:

(if separate)

How Staff Access (if separate):

NEXT STEP: CREATING A DREAM TEAM

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COMMUNITY ENGAGEMENT

Best practice for creating social change outlines that we must engage our affected

communities in the process. Below are key elements to examine before building your team.

This section includes material that has been adapted from Rutger’s School of Social Work document “Translating the Findings of

Campus Climate Sexual Violence Assessments into Action”, and KU’s Community Toolbox evaluation website. These documents,

(as well as other technical assistance guides) can be found in our online resource library: www.oregonsatf.org/cctoolkit.

AGENCY-LEVEL SUPPORT

Folks coordinating the action planning and

prevention program process must have the ability to:

* Obtain commitment from agency leadership to

translate assessment findings into an action plan,

ensuring that the necessary time and resources

will be dedicated to improving the current agency

infrastructure.

* Enact change (as someone who has access to

resources).

* Assist in the development and implementation of an

action plan based on the results of the data

collected by your team.

BUILD THE BEST TEAM

INVOLVE THOSE AFFECTED

Reaching out and meaningfully involving members of your

surrounding community is key to establishing a

successful evaluation and programming plan for your

prevention efforts. When teams include the right mix of

expertise and unique world view, the end product is better.

In regards to your prevention team, best practice is to

combine the following:

* People who are directly affected by the issue

(those affected by violence in your community)

* People who bring specific expertise related to

prevention, evaluation and implementation

* Stakeholders from your community who will help

communicate about, advise or implement the project.

Imagine you have a rock in your shoe. No one other than

you can know exactly how that rock feels. Others may

have read about rocks, seen rocks, or even had a similar

experience with a pebble caught in a sandal. However, you

are the expert on this particular situation because you are

experiencing it.

The same concept applies to social and community

problems. People in our communities who directly

experience gender-based violence may have a much

different outlook on their needs than a program

administrator or staff member tasked with addressing

these issues. Takeaway: build involvement of those

affected into every step of your process, starting with

your team.

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WHO DO WE INCLUDE?

>> 01

WHO IS IMPACTED?

Statistically, our community members

from historically underrepresented

groups & those that identify as female,

trans or non-binary are most likely to

experience sexual violence. How will

you include the voices of these groups

in your prevention program planning?

>> 02

WHO GETS IT?

Does your organization have staff that

work with survivors, or work to raise

awareness about sexual violence?

Advocates, youth, identity-based

groups & health educators can be

some great additions to your team.

>> 03

WHO HAS GREAT SKILLS?

Sometimes we need to look beyond

our personal professional disciplines

to really make stellar initiatives. What

other professions intersect with your

field? We love looking to marketing,

mental health & other fields for ideas.

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TIME TO CREATE A DREAM TEAM

Having a team approach to both the design and assessment of your prevention program

ensures that everyone in your community has a voice and role in preventing sexual violence.

PREVENTIONISTS

& HEALTH EDUCATORS

STUDENTS &

STUDENT ORGS.

AGENCY

STAFF

Wellness & Health Educators,

Violence Prevention or IPV

specialists and similar staff have a

valuable voice in interpreting best

practices and next steps for

programming & assessment.

Students can assist in survey

design, creating publicity &

outreach methods for data

collection, designing prevention

strategies that are attractive to

their peers, and data review.

Your agency already has staff

dedicated to addressing sexual

violence. Whether you utilize a

team or a central coordinator,

include them in both your

assessment & program initiatives.

RESEARCH

SPECIALISTS

COMMUNITY

STAKEHOLDERS

COMMUNITY PARTNERS

& ADVOCATES

Research staff, faculty at your

local university/college, board

members with research

specialities & others with skills

in survey design, data collection

strategies & analysis are key to

getting the best data possible.

Who has access to the

communities that you want

feedback from? Who will be able to

help create solutions and outreach

to the populations that you want

to reach? Think broadly!

Advocates, organizations like

Oregon SATF, OCADSV, your local

nonprofit advocacy organization

or local Sexual Assault Response

Team can provide invaluable

perspective about how to best

serve survivors.

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PROGRESS CHECKPOINT: TEAM AND COALITION BUILDING

Throughout the toolkit, you will find what we call “Progress

Checkpoints”: pages that you and/or your team can use to

capture what steps you have taken, and identify next steps.

When appropriate, we have filled out example text for you,

and included “Next Steps” in the bottom footer. You can

scan or copy these pages and use them in team meetings,

or fill them out here as a central toolkit copy. Below, you will

find space to include those involved in your project.

NAME POSITION ROLE NOTES

TWILA TOOLKIT Volunteer Collect Data Research Intern

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

NEXT STEP: ASSESSING FOR COMPREHENSIVE PREVENTION

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PREVENTION AT ALL LEVELS: AUDITING

YOUR CURRENT STRATEGIES

Now that we are looking at the levels of

prevention (primary, secondary & tertiary)

with a focus on stopping violence before it

occurs (primary prevention), we can take

audit of our current prevention programs to

inform goals for our survey and next steps

for action planning.

HOW TO USE THIS GRAPHIC

In order for prevention strategies to be well-rounded

and create meaningful change, we need to

incorporate different types of programs, strategies

and outreach methods.

This graphic includes a variety (not-exhaustive) of

prevention and awareness initiatives.

Ideally, for comprehensive prevention, your

organization would aim to have at least one

program or initiative from each of the

following categories in the first column:

1. Healthy Relationships Education

2. Norms Change

3. Coordinated Effective Response

4. Response Awareness

5. Bystander Intervention

6. Awareness Raising

7. Risk Reduction

And would utilize a variety of evaluation

methods to assess program success

(see last row).

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Healthy

Relationships

Education

Multi-Session Consent

Education

Multi-Session Dating

Violence Prevention

Education Programs

Multi-Session Healthy

Sexuality Programming

Norms Change

Anti-Oppression Trainings

Ed. Sessions/Campaigns to Address gender

norms (ex Healthy Masculinities, etc.)

Media Literacy

Educational Campaigns

Coach-implemented Educational

Programs in Athletics

Coordinated

Effective

Response

Peer Advocacy Victim and Trauma Centered Advanced Training for

First Responders

Confidential Advocates

Campus Safety

Response

Awareness

Posters

Brochures

Language on Website(s)

Syllabi Language

Orientation Programming

Language in Student/

Employee Manuals

Bystander

Intervention

Peer Leadership Programs

Bystander Intervention Workshops/Training

Peer Advocacy

Faculty/RA Training

Bartender Intervention Campaigns

Green Dot

Awareness

Raising

Poster Campaigns

Movie Screenings

Fundraising for a Cause

Activities

Online Modules

Annual Events (ex. Take

Back the Night or

A Walk in Her Shoes)

Public Service

Announcements

Panels/Discussion Forums

Awareness/Action Months

Risk Reduction

Alcohol and Drug Education to Reduce

Risk for Perpetration

Campus Hotspot Mapping

Campus Safety Policies

and Announcements

Self-Defense Programming

Evaluation

Campus Climate Surveys

Other Student/Faculty/Staff Surveys

Focus Groups

Program Specific Evaluations (ex. Pre/Posts, etc.)

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PROGRESS CHECKPOINT: POLICY & RESOURCE AUDIT

Below, you will find space to take stock of your

organization’s current policies and resources related to

violence prevention, awareness and response. When

conducting the scan, examine your items with the lens of

current best practices, and whether they meet specific State

& Federal mandates. Think beyond your own prevention

staff: Who else may be doing trainings, programs or have

policies that contribute to the prevention of violence in your

community?

ITEM TYPE LEVEL WHO IS DOING THIS?

Prevention Coalition Resource Primary

Local Advocacy Agency

Response Protocol

Policy

Secondary

County SART

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

NEXT STEP: POLICY & RESPONSE RESOURCE AUDIT

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PROGRESS CHECKPOINT: PREVENTION PROGRAM AUDIT

Below, you will find space to take stock of your agency’s

current prevention strategies, trainings, and initiatives.

When conducting the scan, examine your items with the

lens of current best practices, whether they meet specific

State or Federal mandates, and what level of prevention

they fulfill (primary, secondary or tertiary). Think beyond the

prevention staff: Who else may be doing trainings/programs

that contribute to the prevention of violence?

ITEM TYPE CATEGORY OFFICE/DEPARTMENT

Healthy Family Workshop Training Primary

Health Department

LGBTQQIA Consent Campaign

Posters

Secondary

Safe Zone Program

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

NEXT STEP: DEVELOPING GOALS

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The following pages provide worksheets that will help you work through the action planning

process, document your decisions and have materials to reference in the future.

This section of the toolkit is adapted from materials provided by the American Public Health Association to participants at the

Action Planning for Sexual Violence Prevention on College and University Campuses meeting, convened at the CDC July 21-22, 2015

as part of the White House Task Force to Protect Students from Sexual Assault.

VISION

Creating

the dream:

What do you

hope your

community could

be like?

MISSION

What and Why

& Incorporating

Primary Prevention

into your

Comprehensive

Prevention Strategy

COWS

ANALYSIS

What are your

team’s challenges,

opportunities,

weaknesses,

and strengths?

BUILDING

CONSENSUS

Who can you

or your team

bring in as partners?

How can you

do this?

ACTION PLANNING

Brainstorming

actions, Prioritizing

next steps,

Creating a 60

day plan for

action

STRATEGY

What are your

most strategic options

for implementing

your strategies

and collecting

assessment data?

STEP 1: CREATING A COHESIVE VISION

WHAT IS IT?

ATTRIBUTES

WHY DO IT AT ALL?

* Dreams for how things

could be or work

* How members of your

community are treated in

ideal conditions

*Use lessons we have

learned to date to inform

our next steps

Vision statements are:

* Positive & concise

* An easy-to-communicate

summary of how you

envision your

community going

forward

* More clearly articulate

your group’s purpose

*Draw people to common

work (preventing violence)

*Emphasize your

commitment to social change

What other reasons are

compelling for your group?

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PROGRESS CHECKPOINT: CREATE A VISION STATEMENT

Below, you will find space to create your team’s vision for

the health and safety of your community going forward.

After this, you can create a mission statement that will help

guide you for the survey + prevention plan.

SOME QUESTIONS FOR YOUR TEAM:

* What would your community look like if sexual violence was

stopped before it ever occurred?

* How will this be different from “business as usual”?

OUR VISION:

SAMPLE: “To live, work and learn in a community free from violence”

SAMPLE: “To prevent sexual violence from occurring on campus”

NEXT STEP: DEVELOPING A MISSION STATEMENT

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STEP 2: DEVELOP A MISSION STATEMENT

A mission statement describes what the team does (the essential “what”).

Your Comprehensive Prevention Program initiative mission statement will:

* Describe core functions of your group and project

* List programs and activities

* Explain your goals of sexual violence prevention to others

* Attract stakeholders interested in prevention

* Be used to guide decisions about what is in/out of scope of team

* Describe your scope of influence—in your division, on campus, in your agency, etc.

SAMPLE MISSION STATEMENTS

{why}

{what}

Promoting safe and healthy communities

through collaborative planning, research-informed prevention initiatives,

support and advocacy.

The mission of SMSVP is to:

{why} eliminate intimate partner violence

{what} through the implementation of prevention strategies informed by best-practice and

available data (climate surveys, agency reports, etc.), including: advocacy for social

and systemic change, education initiatives for youth and adults, and

allocation of resources that prevent and respond to sexual violence in our town.

MISSION STATEMENT CRITERIA TO CONSIDER

1 2 3 4 5

CLEAR

CONCISE

OUTCOME

INCLUSIVE

LIMITING

What your

Usually

ORIENTED

Multiple

Specifically

team does and

one sentence

Goal of

approaches,

define the

why you do it

will do

the team

invite others

scope

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PROGRESS CHECKPOINT: DEVELOP A MISSION STATEMENT

Below, you will find space to create your team’s mission

statement, in conjunction with your vision statement from

the earlier section of the Action Planning Guide. Think of

this as combining two parts: Why are you wanting to

create change (what does that ideal environment look like?)

+ What are you going to do about it (your mission

statement). Developing these pieces will aide your team in

narrowing scope & being intentional with your efforts.

OUR VISION:

TEAM’S VISION STATEMENT (the “why”)

TEAM’S MISSION STATEMENT (the “what”)

NEXT STEP: CONDUCTING A COWS ANALYSIS

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STEP 3: CONDUCT A COWS ANALYSIS

A COWS analysis is a process and a tool for figuring out what your strengths and challenges

are as a team for the project at hand, and how you can best leverage those strengths and

minimize the risks posed by the challenges.

Challenges

* What obstacles do we face? As a team? As an institution?

* What obstacles do we face to using or getting data for prevention?

* What obstacles do we face to implementing prevention strategies?

Opportunities * Are there useful opportunities from changes in law, technology,

social patterns or demographics, current events, or policy?

* Do our strengths suggest opportunities?

Weaknesses

Strengths

* What sort of things do we not do well, or could do better?

* What are our limitations (staff, resources and prevention efforts)?

* Where do we struggle?

* What advantages does our team have in implementing

a comprehensive (all levels) prevention program?

* What do we do better than anyone else?

* What unique or low-cost resource(s) can we draw upon?

A NOTE ON ORGANIZATION OF THE COWS ANALYSIS:

Some teams have utilized a “SWOT” (Strengths, Weaknesses, Opportunities, Threats)

analysis in order to assess readiness for their prevention program. We utilize the COWS

(Challenges, Opportunities, Weaknesses, Strengths) as a way to reframe our analysis in a

more strengths-based manner.

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PROGRESS CHECKPOINT: CONDUCT A COWS ANALYSIS

As you fill out this checkpoint, consider each of these five

arenas: 1) Audiences (youth, etc.), 2) Evaluation,

3) Comprehensiveness, 4) Partnerships & Sustainability, and

5) Infrastructure (see your earlier resource audit!).

NOTES: Be expansive; don’t limit yourself right now.

Think of individuals and organizations as well as the teams.

You may want to put an asterisk next to the most important

items on the chart.

CHALLENGES

OPPORTUNITIES

WEAKNESSES

STRENGTHS

NEXT STEP: GENERATE A STRATEGY

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STEP 4: GENERATE A STRATEGY

One of the areas that creates stress for a team or practitioner during the action planning

process is generating a strategy that meets goals, is clear and utilizes the information from

the COWS brainstorm activity. Here, we suggest flipping the order of the COWS analysis, and

using the following formulas to outline your new strategy for moving forward:

Strengths + Opportunities | Maxi/Maxi Strategies

* These strategies use strengths to maximize opportunities

* Look at your opportunities list: How can your strengths help you accomplish these

opportunities?

Strengths + Challenges | Maxi/Mini Strategies

* These strategies use strengths to minimize challenges to your initiatives

* Look at your strengths list: How can your team use your listed strengths help you

navigate challenges to your implementation & support of prevention initiatives?

Weaknesses + Opportunities | Mini/Maxi Strategies

* These strategies minimize weaknesses by taking advantage of opportunities

* Look at your weaknesses list: What opportunities will help you navigate or

minimize the areas of difficulty that your team might have?

Weaknesses + Challenges | Mini/Mini Strategies

* These strategies minimize weaknesses and avoid challenges

* When you look at these two categories combined, what will your team need to

implement in order to avoid pitfalls related to both?

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PROGRESS CHECKPOINT: GENERATE A STRATEGY

As you fill out this checkpoint, use the description on the

previous page, as well as your responses on page 99 to help

guide you through each section. Step 4 can help focus in on

priorities for our prevention and other work.

STRENGTHS + OPPORTUNITIES

STRENGTHS + CHALLENGES

WEAKNESSES STRENGTHS

WEAKNESSES + OPPORTUNITIES

WEAKNESSES + CHALLENGES

NEXT STEP: WRITING STRATEGIC GOALS

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STEP 5: WRITING STRATEGIC GOALS FOR YOUR ACTION PLAN

Below, you will write your team’s action plan for the next

60 days. You can copy this page and the following page to

create separate action plans for prevention and separate

evaluation plans, if needed. INSTRUCTIONS: List each

strategic goal being considered. Rate (reflect on) the

importance and feasibility of each possible organizational

change. Those changes of higher importance and higher

feasibility might be given a higher priority; those of higher

importance and lower feasibility might be given a somewhat

lower priority or longer time frame for completion.

Consider the goals with the highest priority scores for

inclusion in your Action Plan.

STRATEGIC GOAL

IMPORTANCE

1: Low

FEASIBILITY

1: Low

PRIORITY

1: Low

2: Medium

2: Medium

2: Medium

3: High

3: High

3: High

1.

2.

3.

4.

5.

6.

7.

Narrow list above to three (3) goals, and re-write as SMARTIE goals below.

(A description of SMARTIE can be found on pg 116 of this toolkit.)

1.

2.

3.

NEXT STEP: ACTION PLANNING CHART

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PROGRESS CHECKPOINT: DEVELOPING ACTION PLANS FOR YOUR GOALS

Below, you will find space to create action plans for each

goal, describing:

1) What will be done to bring about the change (action step)

2) Who will be accountable for completion

3) When it will be completed or its duration

4) Resources (funds, staff) needed

5) Communication: who needs to know what; whose

collaboration is required

GOAL: ACTION | WHO | WHEN | RESOURCES | COMMUNICATION

#1:

#2

#3

NEXT STEP: BUILDING CONSENSUS

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STEP 6: BUILDING CONSENSUS

PROGRESS CHECKPOINT: COMMUNITY STAKEHOLDERS & MOVING FORWARD

Congratulations! You have reached the last step of the current goals and action planning process. Make sure to

preliminary action planning process: revisiting your list include who is responsible for making contact/inviting

of partners, stakeholders and people who can assist your those who are significant to your project to join, when they

project, and prioritizing who is most important to your will reach out to them by and by what means (email, etc.).

Who is the most significant in further developing

and implementing our action plan?

How will we engage stakeholders from the list

above to assist in our action plan?

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PROGRESS CHECKPOINT: YOUR ACTION PLAN AS A LOGIC MODEL

STRATEGIC GOALS:

What are your overall

prevention goals?

(Write in your 3 SMARTIE goals

ACTIVITIES:

What specific activities

are you implementing to

meet your goals?

DETAILS:

What are the details of your

activities?

(Write in your answers from STEP 6)

OUTCOMES:

What are the indicators you

will measure to evaluate

effectiveness of the program?

from STEP 5)

(Write in your identified outcomes from

the next section on evaluation)

1.

2.

3.

NEXT STEP: EVALUATING PREVENTION

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HAVEN's

18

PROMOTING ORGANIZATIONAL CAPACITY AND SUSTAINABILITY FOR PREVENTION

When organizations/institutions designate prevention efforts as the responsibility of only one staff person, the work cannot

become institutionalized or integrated into all aspects of the organization. If that staff person leaves, the knowledge and

practices leave too. When prevention is the mission or part of the mission of the organization as well as the responsibility

of every staff person to understand and speak to primary prevention, prevention work becomes part of the organizational

culture. Building the capacity of an organization to fully incorporate the social change of primary prevention includes

organizational assessment and evaluation, strategic planning, resource development, communication strategies, succession

planning, and staff and board development. This is a process of strengthening the management and governance of systems

within organizations to fully engage in the prevention of violence. Building organizational capacity for primary prevention

does not happen overnight. But increasing organizational capacity for prevention will make the work easier to accomplish.

STRUCTURES AND PROCESSES:

How has your organization/institution incorporated primary prevention into the processes and procedures

through which your organization/institution formally organizes and operates?

Examples:

Discuss and evaluate mission. If necessary revise mission or vision statements to include goal of primary

prevention. Include specific prevention goals in strategic plans. Use data to inform prevention priority

areas in strategic partnerships. Add or update employee values statements to include primary prevention.

LEADERSHIP:

How does your organization/institution support and prioritize primary prevention among the

organization’s/institutions director, senior management, and board members?

Examples:

Integrate primary prevention into director, management, and prevention staff’s roles for orientation/

training. Annual review and set priorities related to prevention. Add leadership member(s) who have

prevention experience/expertise. Schedule regular leadership discussions and reviews of the root causes

of violence. Formally vote to adopt guiding documents to include primary prevention.

STAFFING:

How has your organization/institution incorporated primary prevention into processes through which staff

are trained, organized, and those which they operate within the org/institution?

Examples:

Add staff that focus on primary prevention. Revise standard staff training and orientation materials to

include primary prevention. Require all staff to receive primary prevention training. Revise job descriptions

to include prevention activities and responsibilities for all staff members. Ensure staff access to current

research. Provide training for all staff on program evaluation to ensure effective programming.

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PARTNERS:

How does your organization/institution engage new partners or develop existing partnerships to build

and/or support primary prevention work.

Examples:

Identify new partnerships or enhance existing partnerships with organizations/groups working with men

and boys, a healthy relationships program, a mentoring program, etc. Meet with potential prevention

partners in the community to learn about their work. Train other groups/organizations/service providers

on prevention. Hold community forums and events on prevention.

RESOURCES:

How is your organization/institution pursuing and acquiring funding or in-kind support for primary

prevention work? If it seems that the money just doesn’t exist for prevention work, think outside of the

typical grants and identify new funding streams that could work for sexual violence prevention. These

may be grants dedicated to youth development, child abuse prevention, healthy communities, youth

leadership, after-school programs, educational programming, anti-bullying, anti-violence, and grants to

promote safe schools. There might be opportunities to partner with other organizations/institutions to

write these grants and receive funding.

Examples:

Apply for funding. Create a specific line-item in the organizational budget that supports primary

prevention initiatives. Obtain in-kind support. Review organizational/institutional materials and resources

annually to assess the extent to which prevention has been incorporated.

List 3 ways you would like to see your org/institution prioritize/incorporate primary

prevention within your structures & processes, leadership, staffing, partners, and resources?

A PERSPECTIVE ON SUSTAINABILITY

Sustainability is effectively leveraging partnerships and resources to continue programs, services, and/or

strategic activities that result in improvements in the health and well-being of all people.

* Create an action strategy

* Assess the environment

* Be adaptable

* Secure community support

* Build a leadership team

* Integrate program services into community

infrastructures

* Create strategic partnerships

* Secure diverse financial opportunities

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RESOURCE SPOTLIGHT: OREGON SATF AGENCY AUDIT

Best Practices in Collaboration & Sustainability for Preventionists,

Advocates & Intervention Staff

This audit was created to assist college personnel in evaluating the alignment of their sexual violencerelated

prevention, advocacy and intervention (Title IX or conduct) programs. Although it was created

for campus settings in particular, it can be used by a wide array of practitioners. The audit can be

utilized by individual staff or programs, but is most effective when completed collaboratively by staff in

all three program areas. SATF encourages users of this audit to view this as a starting place when

evaluating their programs, and to seek additional areas of growth beyond what is listed here.

Find the audit in Campus Resources on SATF's website: www.oregonsatf.org.


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EVALUATING PREVENTION

Evaluating our prevention efforts is a critical component of a successful program. Evaluation

makes our prevention programming better. In this section we will explore developing,

refining, and implementing good prevention evaluation.

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EVALUATING YOUR

PREVENTION

EFFORTS

TO ENSURE YOUR PREVENTION

STRATEGIES ARE HAVING THE IMPACT

THAT YOU INTENDED, IT IS IMPORTANT

TO PLAN AND IMPLEMENT EFFECTIVE

EVALUATION.

IN THE FOLLOWING SECTION, WE LOOK AT

DEVELOPING AND IMPLEMENTING THOUGHTFUL

PREVENTION EVALUATION STRATEGIES.

INCLUDING:

1. Understanding different types of evaluation.

2. Identifying the expected outcomes of your prevention

strategies.

3. Defining indicators of success.

4. Selecting appropriate tools to measure these

indicators.

AUDIT YOUR EXISTING EVALUATION ACTIVITIES

If you are already doing evaluation of your prevention

activities, this section of the toolkit can help you

evaluate your existing evaluation efforts and think about

how you might refine existing strategies and tools to

continue understanding the impact of your work.


1. COLLECT A MIXTURE OF PROCESS & OUTCOME

AND QUALITATIVE & QUANTITATIVE DATA

2. DEFINE INTENDED OUTCOMES AND HOW

YOU WILL MEASURE THESE

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WHY EVALUATION?

In order to understand the impact of your prevention

efforts and whether you may be causing harm, it is

important to develop and implement a good evaluation

plan. This means we are thinking about our goals, and

ensuring that the work we do is tied to these goals. One

model that helps us understand these connections is the

Public Health Model. This model identifies violence and

abuse as a serious threat to public health, and seeks to

prevent it by clearly defining the violence, identifying risk

and protective factors (the conditions that impact the

likelihood that violence will happen), developing and testing

prevention strategies to address these risk and protective

factors, and ensuring widespread adoption of what has

been shown to work. It also gives us opportunities to learn

from what isn’t working and make changes to ensure we are

not reinforcing the factors that support violence in our work

to prevent it.

The Public Health Model 38 provides a formula for prevention that aligns with an anti-oppression approach,

recognizing that sexual violence is preventable when the root causes are identified and addressed. It allows

us to identify oppression as a potential risk factor and health equities as probable protective factors against

violence, as well as identify objectives and strategies for effective primary prevention.

Different types of evaluation

PROCESS EVALUATION

OUTCOME EVALUATION

INFORMATION/DATA ABOUT THE IMPLEMENTATION

OF YOUR PREVENTION ACTIVITIES

INFORMATION/DATA ABOUT THE IMPACT OF YOUR

PREVENTION ACTIVITIES

Some examples include: Participation numbers,

Number of Sessions, Session topics, Participant

Satisfaction, What worked, What didn’t work,

Recommendations for the future, Barriers to

implementation as planned

Some examples include: Changes in Community Norms,

Changes in Knowledge/Attitudes/Beliefs, Changes

in Behavioral Intent (Intention to change behavior),

Increases in self-efficacy (Believing they can make a

difference), Changes in Skills/Behaviors, Decreases in

Risk Factors, Increases in Protective Factors, Reduced

Incidents of Violence and/or Increased Disclosure Rates

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ETHICS IN EVALUATION

Designing and implementing ethical evaluation is a critical part of comprehensive prevention programming. This includes

ensuring transparency around the process and the measuring tools you're using, as well as being mindful of cultural and

linguistic impacts and adaptations. Below are some considerations that can help you explore ethical evaluation.

Do Good

Work

Be

Careful

Care About

Your Results

Make a

Difference

1. Consider how you're collecting personal information,

why you're collecting this information, what you will do

with this information, and how you can protect privacy

and promote anonymity when necessary.

3. Be transparent around the process and the data. How

can you ensure transparency? How can you adapt/adjust

when evaluation practices aren't transparent with

participants, communities, and other stakeholders?

2. Consider the questions that you are asking. Are you

including problematic or harmful questions? Why are you

asking? Are you actually measuring literacy? Is the way

you ask a question leading to the answer you want?

4. Ensure responsible data representation. How are you

representing the data? Are you misrepresenting the

responses of participants?

DIFFERENT LEVELS OF COMPLEXITY IN EVALUATION

As you plan for evaluation, it is valuable to think about the depth of data you want to collect and how you want to

use the data. There is a whole spectrum of evaluation based on the complexity of what you're trying to learn and

demonstrate about your work. It is helpful to think about these four questions as you're considering how complex

your evaluation strategies are and will be.

What resources

do you need at

each level?

What

is your

goal?

What can you

change/control at

each level?

What key pieces of

data are you trying

to collect?

Your answers to each of these questions will help you prioritize your evaluation goals presently and in the future.

Evaluation activities on the left of the below spectrum often require basic tracking tools, and less time and resources

to process the data. These levels of evaluation are particularly helpful to learn about the reach of your program and

whether it is resonating with the intended audience. Evaluation efforts focused on understanding the outcomes of

your programming are more complex. These levels often require a little more capacity and resources, but can also

tell you if you're having the impact that you intended, and if you're causing any harm. Evaluation efforts to the right

of the spectrum require much more capacity, time, and resources. These are most effective when you've already

done at least some of the evaluation at the other levels. These are only some examples of evaluation. There are many

additional strategies that can inform your prevention and evaluation work substantially.

Baseline:

Participant/

Session

Numbers

Satisfaction

Surveys

Informal

Participation

Assessment

(Raising

Hands, etc.)

Outcomes:

Are we

having the

desired

effects?

Outcomes:

Longer-term

Impact

Analysis

Seeking

Widespread

Adoption

Evidence

Base, RCT

- Publish in

Academic

Journal

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EVALUATION AND TRIP PLANNING

Evaluation is like planning for a road trip. You (hopefully)

know where you want to end up, but how will you know

you're on the right path? Are there side trips you want to

make? What do you want to be sure you have with you to

make the trip successful?

Let’s imagine that we are planning for our road trip. We have

an atlas, and we need to create/compile a collection of maps

to follow on our trip. Effective prevention is a long trip so

we’re going to rack up a lot of miles. We have to identify

pit-stops, stay-overs, sites-to-see, and other markers along

the way. When we reach these pit-stops, we’ll learn whether

we’re meeting our expectations of the journey, or if we need

to rethink things like our travel methods, pit-stop

expectations, etc. When we're planning our trip, we are also

practicing the following critical steps of evaluation.

IDENTIFYING

DEVELOPING

CREATING

ANALYZING THE

AN OUTCOME

CRITERIA

TESTS

INFORMATION

We identify an outcome

We define criteria that tell

Then we identify/develop a test to

After we measure our

- the destination. The

us whether we’re

measure our milestones using the

progress using our tests, we

outcome is what we

working

towards/meeting

criteria we developed. This might

analyze what is or isn’t

were/are trying to

our outcome (mileposts

include comparing our progress

working and what may need

accomplish.

along the way).

with the roadmap/measuring our

to happen to make

progress relative to gas-mileage.

improvements

Different types of data

QUANTITATIVE DATA

QUALITATIVE DATA

USUALLY THINGS YOU CAN EASILY COUNT

USUALLY NARRATIVES (SHORT OR LONG)

This type of data provides us with numbers. This may

include: the number of right answers, movement on

scales (like Likert scales), the number of times participants

do something correctly.

This type of data adds context to evaluation and to

quantitative data. It is still quantifiable, but can take

much more time to quantify. This may include things like

stories and impressions.

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WHAT DO YOU WANT/NEED TO KNOW?

To develop good evaluation of prevention activities, you

can begin in several different places. We begin this

process here, by spending some time thinking about what

we want to learn from our evaluation activities. What do

we want to learn about our prevention efforts? What do

we want to learn about the impact of our efforts? What do

we want to learn about the implementation of our efforts?

These questions will help guide what/how we evaluate.

What questions do you have about the

effectiveness of your efforts that you hope to

answer through evaluation?

DEFINING YOUR OUTCOMES

In order to understand the impact of your prevention

efforts, and to find answers to the questions you listed

above, it is important in your evaluation processes that you

predict outcomes, or expected changes, as a result of your

efforts. On the next page, you will write your team’s

strategic prevention goals, either defined in step 5 of the

action planning section, or three other strategic prevention

goals you would like to consider here. Then you will identify

at least one short-term, one intermediate, and one

long-term outcome you are hoping to achieve as a result of

your prevention activities tied to each goal. Refer back to

your logic model in the previous section for help identifying

these goals and activities. Then transfer the outcomes you

identify to complete the logic model!

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What change(s) do you expect to see?

STRATEGIC GOAL

SHORT-TERM

OUTCOME

MID-TERM

OUTCOME

LONG-TERM

OUTCOME

(within the

(within the

(within the

next 6 months)

next 2 years)

next 5 years)

#1:

#2

#3

NEXT STEP: IDENTIFYING MILESTONES

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SELECTING MILESTONES OF SUCCESS

Once you know what your goals are, what outcomes you

expect as a result of doing your prevention work, and what

questions you want to answer through your evaluation;

then you can start to define what you will measure in order

to demonstrate whether you are on the right track toward

achieving your intended outcomes. These indicators of

success are the specific markers you will collect data on

using various tools during your activities. In order to ensure

that these tools reflect the communities and

populations that you are working with, it is valuable and

important to include these participants in the process to

define outcomes and indicators and develop evaluation

tools. Remember to make sure that your indicators are

SMARTIE.

What would indicate to you that you’re making

progress? What would show you that you’re on

the right track?

Specific:

provide the who and what

SOME EXAMPLES OF SMARTIE

MILESTONES INCLUDE:

Measurable:

Agreed Upon:

Realistic:

quantify the amount of change you

expect to see

connects back to your mission and is

agreed-upon by your team and necessary

stakeholders

can be accomplished given time-frame

and available resources

* By June 30th, 2020, 40% of South Middle

School first year students will report that,

more often than before, they think about

and analyze how different outside influences

can help shape their views, such as family,

friends, music, movies, social media etc.

(Outcome Eval.)

Time-bound:

Inclusive:

Equity-Focused:

provide a time frame indicating when the

milestone will be measured

bring in traditionally excluded people,

groups, or organizations

ensure that outcomes do not reinforce

existing inequities

* During Fall 2022, 100 practitioners will

participate in at least 3 primary prevention

workshops (Process Eval.)

* 75% of participants will report an increased

connection to cultural identity by the end of

prevention series. (Outcome Eval.)

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SELECTING APPROPRIATE TOOLS TO COLLECT DATA

Now that you’ve identified the milestones you want to

measure, to help you learn whether you’re on the right

track, and to help you answer the questions you identified,

it is important to use the right tool(s). There are several

things to consider as you identify tools to evaluate your

programming.

WHAT YOU ARE

MEASURING

YOUR CAPACITY TO

USE THE DATA

HOW YOU WANT TO

USE THE DATA

Different tools can measure different

milestones. Whether you’re wanting

to measure changes in Knowledge,

Attitudes, and Beliefs, or changes in

skills/applying new skills, will impact

what tool(s) you choose to use.

It is not useful to collect data that you

will never process, analyze, and use.

When deciding what evaluation

strategies to implement, ensure that

you are prioritizing evaluation as part

of your capacity, and mitigate things

like evaluation fatigue.

As you are selecting evaluation

strategies (from milestones to tools),

it is important to consider how you

will use the data -- for program

improvement, for communication

with partners, etc. It is helpful for this

to be part of your evaluation plan.

COMMON MEASUREMENTS AND TOOLS

Keeping the above considerations in mind, here are some

common measurements that people/programs might use

at different levels of prevention (across the socioecological

model). This list is not exhaustive, but will help us think

about many of the tools that exist, and whether they’re the

right fit for us and our prevention efforts.

Community/

Institutional

Level

Prevention

(This might include

prevention activities

like: Policy change

and implementation,

Fostering and

building community

coalitions, etc.)

One framework for

evaluating this is the

Community

Readiness Model

Community

Knowledge of the

Issue

Community

Knowledge of

Efforts

Community

Climate

Leadership

Resources

Annual community surveys - including those conducted by

community partners that already measure community member

knowledge about violence and abuse

During tabling or other community events, tracking the number

of community members who are aware of different prevention

activities occurring in different parts of a community

Community Climate Surveys that include questions about

perceptions of norms in a community

Tally to count how many organizations/agencies/institutions in

the community take a stand against violence in writing, etc.

Review of school, community, county, or state budgets to identify

changes in levels of investment in prevention.

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Individual/

Relational

Level

Prevention

(This might include

prevention activities

like: educational

sessions (in and

outside a classroom,

etc.)

One framework for

evaluating this is

Levels of Individual

Change Model

Changes in

Knowledge,

Attitudes, and

Beliefs (KABs)

Behavioral Intent

(I want to…/I would

like…)

Self-Efficacy

(I think I can make

a difference…)

Skills Acquisition

(I know how & can

show it)

Behavior Change

(Do it/I did it)

Pre/Post Surveys asking knowledge questions to see if

participants remember different types of violence - Postsurvey

results show any changes in knowledge when compared with the

presurvey.

Worksheets for participants to write open ended responses to

different scenarios and a prompt like: “how would you intervene?”

Question/Voice Boxes/Exit Tickets which prompt participants to

identify how something impacts them and what they could do

about it, for example: “What is one policy/law that impacts you

and what can you do about it?”

Participants are able to develop, practice, and perform a role play

on how to be a good friend/partner. Facilitators or other

observers assess the skills using a rubric for determining

proficiency.

Participants draft messages (art, letters, talking points, slogans,

etc.) to policy makers in the school, in the community, and/or in

the state. These messages could be collected and consensually

shared with the policy makers.

8

REVISITING BLOOM’S TAXONOMY

Another really useful tool for thinking about measuring

Individual Level Prevention is Bloom’s Taxonomy. This

provides us with different learning levels and ways to review

and measure whether these levels are being met.

Regardless of whether your prevention efforts are

happening in an educational setting, learning happens in

many different ways. Think back to what your prevention

goals are, and what you can do to measure this learning.

Evaluate: Prepare a list of criteria. Conduct a debate about an issue. Write a letter to

... advising on changes needed at... Evaluate the character’s actions in the story.

Create: Write a TV show, play, puppet show, role play, song or pantomime about...

Plan a campaign. Sell an idea. Publish a newspaper that... Write an advertisement for...

Analyze: Design a questionnaire to gather information. Prepare a report about the

area of study. Use a Venn Diagram to show how two topics are the same and different.

Apply: Practice a roleplay and perform it. Compose and design a poster about

violence prevention. Write an explanation about this topic for others. Journal entry.

Understand: Cut out or draw pictures to show a particular event/idea. Illustrate what

you think the main idea was. Retell the story in your words.

Remember: Make facts chart. Write list of keywords or any pieces of information you

can remember. List all the .... in the story. Explanation of a story. Worksheet.

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PROGRESS CHECKPOINT: CONTINUING YOUR EVALUATION PLANNING

22

Evaluation is a part of every stage of your prevention

programming and activities. It is ongoing, and therefore,

it is valuable for us to revisit the below questions during,

and after we implement. This not only helps ensure we’re

using our capacity in the most useful ways, it also helps us

promote sustainability of evaluation and our broader

prevention efforts as a whole. You can copy this page and

use it repeatedly throughout your programming.

Q

What are we expecting will change as a

result of this prevention activity/program?

Q

Do we have all of the tools we need for the

data collection?

A

Your answer:

A

Your answer:

Q

How will we know that the change has

happened? How big is big enough?

Q

How did our implementation look, compared

to our plan? Do we need to modify the plan?

A

Your answer:

A

Your answer:

Q

How can we measure the changes?

Q

What changes have we seen as a result of

our program?

A

Your answer:

A

Your answer:

Q

What are the key components of

implementation?

Q

Did we get the changes we wanted? If not, can

we make tweaks to increase the likelihood

that we will do better next time?

A

Your answer:

A

Your answer:

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USEFUL QUESTIONS TO CONSIDER TO MEASURE CHANGE

When we use certain tools to evaluate our prevention work,

we have to develop and utilize appropriate questions. These

questions help us measure our milestones for success. It is

important that we use questions that align with our

intended outcomes and milestones, otherwise our

evaluation tools aren't going to be as effective at measuring

the impact of our programming. For this reason, we have

to think critically about pre-existing tools and/or questions

that have been created by other programs, or haven't been

adapted to align with changes to our programming. Below

you will find some examples of questions that could be tied

to learning throughout this toolkit. We don't recommend

using these questions verbatim, especially, if they are not

aligned with your programming.

Question Types You May Want to Include in Your Evaluation Strategies

Open-Ended Questions: These questions may ask participants to provide short-answers, general

reflection, responses to scenarios, etc. These can also be used in printed tools, focus groups, etc. This is

usually qualitative data.

EXAMPLES: What was most meaningful today? What are you left wondering? Was there something you thought you

already knew that you learned differently today? If so, what? What 3 words come to mind when you think of doing

evaluation?

Multiple Choice Questions: These may include questions that ask participants to select the right

answer from a list, or select all that apply. These are used most commonly in printed evaluation tools like

surveys and worksheets. These questions are usually quantitative.

EXAMPLES: Which of the following are elements of healthy sexuality? (Circle all that apply): Reproduction, Family,

Gender, Race, STIs, Fantasy, Vulnerability, Risk Taking, Age, Contraception, Education, Consent, Intercourse

Primary prevention of sexual violence includes: Addressing oppression, Teaching risk reduction, Promoting healthy

sexuality, All of the above, Addressing oppression and Promoting healthy sexuality.

True/False, Yes/No Questions: These questions ask participants to identify if a statement or

question is true. These can be used in printed evaluation tools, as well as in activities by asking participants

to raise hands, etc. This is usually quantitative data. You can add context to this data using open-ended

questions.

EXAMPLES: Were your learning goals for this toolkit met? Yes or No. True or False: Comprehensive prevention requires

primary, secondary, and tertiary prevention strategies.

Scale questions: These questions ask participants to identify values, beliefs, and intentions on a

scale, often from strongly disagree to strongly agree, or very unlikely to very likely. These can be used in

both printed evaluation tools, as well as in activities by asking people to move around the space to different

answers, then discuss more in-depth why they selected which answers. This is commonly quantitative data.

You can add context by asking more open-ended questions.

EXAMPLES: As young people experience some of the highest rates of violence, it is important that adults come together

and decide how best to protect them from this violence. Strongly Disagree, Disagree, Agree, Strongly Agree. On a scale of

1 (not very) to 10 (very) how comfortable are you talking about healthy sexuality?

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SOME ADDITIONAL EVALUATION CONSIDERATIONS

As we design evaluation tools and questions, there are

several additional things we might want to consider. This

includes how we design our evaluation strategies, how

we're utilizing multiple methods to collect useful and

more comprehensive data, when you implement your

evaluation strategies, and cultural considerations for

your evaluation. Below are some things to consider as

you plan and implement your evaluation strategies.

1.

What do you want to know? Before you develop/utilize tools, start with what you want

to learn, then develop questions that help you find the answers. You may have already

identified these on page 110 of this toolkit.

2.

What will tell you you're on the right track? On page 111 of this toolkit you identified

short, mid, and long term outcomes. What questions related to your short/mid-term

outcomes could tell you if you're making progress?

3.

You may want to include process and satisfaction questions. These questions can

measure how participants engaged with your programming, what matters to them, and

possible programmatic improvements.

4.

You may want to include questions about the root causes of violence and abuse that can

help measure broader social norms change. This may include questions about

perceptions of climate, values and beliefs, and assumptions.

5.

Be cognizant of how you're framing your questions. If you are framing questions in a way

which makes it clear what the right answer is, also known as a leading question, you are

unable to successfully measure change.

6.

Consider the language you are using, and the populations you are using it with. Far too

often we end up measuring literacy instead of our actual evaluation questions. Best

practice would be to pilot your evaluation strategies in a focus group and/or have the

populations you are working with help develop the evaluation strategies.

7.

There are lots of different ways to collect information about what's going on because of

your work. By utilizing multiple, various evaluation strategies/data sources, we are better

able to understand all of our data, and the collective impact of our programming. This is

a part of Triangulation. This means not just using a tool, but using a mixture of activitybased

strategies, written evaluation tools, and follow up evaluation strategies, as well as

various data sources.

8.

Your evaluation goals will dictate what kind of evaluation tools you want to use. For

example, if you want to know if all the participants have met a certain level (like reading

levels in school) you may only need to implement post-session evaluations. If you want to

measure how much participant's changed, you will need to implement pre-session

evaluations as well, in order to understand the starting point for participants.

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UTILIZING THE DATA

The data isn't useful if you don't use it. Planning for using the data, processing the results, and sharing the results

is a critical step to our evaluation processes. Some useful questions to consider while planning for and using your

evaluation data include:

1) How will this be used, shared, and stored?

2) How are we transparent with those whose data we collected?

3) Who is accountable for using the data with integrity, and who is responsible for ensuring the data is

used?

How do you plan to use the data that you collect?

SHARING THE RESULTS

There are a lot of ways you will likely want to use the data to support your prevention efforts. Incorporating this throughout

the stages of your evaluation efforts is critical to ethical evaluation. Here are some ways you might use collected data:

COMMUNITY

Your community members, especially

anyone who participated in your

programming/evaluation, are important

stakeholders to share evaluation results

with, often in emails, newsletters, reports,

public media, etc. This could also lead to

other eval efforts, like focus groups, etc.

PROGRAM

IMPROVEMENT

Using evaluation for continuous

quality improvement is an important

element of implementing effective

prevention programming. If you are

not going to use/learn from the data

you collect, it is unethical to ask

people to participate in evaluation

FUNDERS

You will likely want to and be asked

to share evaluation data with funders

who commonly want to learn about

the impact of the work they are

funding. This may include numbers

like program reach, but also

qualitative and outcome data.

How do you want to share data about your program?

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THE EVALUATION PROCESS

Evaluation is an ongoing process, which includes all of the steps below, but it is important that we also use these

steps to evaluate our evaluation strategies. Although this process is presented linearly, evaluation is actually a

nonlinear cycle. It is likely that many of these different steps will co-occur and be ongoing throughout the evaluation

process. We walked through this process throughout this chapter, but we also want to make space to evaluate our

evaluation processes.

PLANNING

DATA

COLLECTION

REPORTING

EVALUATING

EVALUATION

PROGRAM

IMPLEMENTATION

ANALYSIS

* Opportunities for

Mid-course

Correction

PROGRAM REVIEW

AND REVISION

PROGRESS CHECKPOINT: EVALUATING YOUR EVALUATION

Q

What did you learn from your

evaluation?

Q

What questions did you not find

answers to?

A

Your answer:

A

Your answer:

Q

What new questions about the

impact of your programming do

you have?

Q

What questions did you ask that

weren't useful? Was the question

confusing? Leading? Too simple?

A

Your answer:

A

Your answer:

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RESOURCE SPOTLIGHT: EVALUATION GUIDES/TOOLKITS

The W.K. Kellogg Foundation Step-By-Step Guide to Evaluation is designed for people with little or no

experience with formal evaluation, making evaluation practices accessible to grantees, nonprofits and

community leaders. The guide provides critical basics such as: Determining which methodologies and

approaches to use and when, the importance of community engagement and racial equity in the evaluation

process, and communicating your findings and more.

The National Sexual Violence Resource Center's Evaluation Toolkit for Prevention offers guidance on evaluation within

the context of primary prevention. This toolkit will equip you as prevention workers at the local and state levels with the knowledge

and skills necessary to make strategic decisions about evaluation, including: designing and implementing evaluation of primary

prevention programs, providing support to others doing evaluation work, and understanding the language of evaluation to engage

with consultants or other partners.

The Activity-Based Assessment: Integrating Evaluation into Prevention Curricula from the Texas Association Against

Sexual Assault & the Texas Council on Family Violence is designed to help preventionists utilize Activity Based Assessment evaluation

methodology. This approach is designed especially for programs educational curricula to achieve social change goals.


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SUSTAINABLE PREVENTION

Prevention work can be emotionally, physically, and intellectually taxing - which makes all of us at risk

for burnout, vicarious trauma, and compassion fatigue. In this section you'll learn more about these

concepts, and how you can plan to prevent and respond to them so you can sustain yourself.

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FOUNDATIONAL CONCEPTS

SATF's view of sustainability is grounded in the belief that all of us working in sexual violence

prevention (and activism and trauma work in general) can be impacted by our work. We also believe

that there are ways we can work to prevent the worst effects of these impacts and respond when we

start to experience them, which this sustainability plan is designed to help you do.

>

>

>

>

NOTES

VICARIOUS TRAUMA

is the profound shift in worldview that occurs in helping professionals when they work with individuals who

have experienced trauma: helpers notice that their fundamental beliefs about the world are altered and

possibly damaged by being repeatedly exposed to traumatic material (Pearlman & Saakvitne, 1995).

BURNOUT

is the physical and emotional exhaustion that workers can experience when they have low job satisfaction and

feel powerless and overwhelmed at work.

COMPASSION FATIGUE

is the “cost of caring” for others in emotional pain; the profound emotional and physical erosion that takes

place when helpers are unable to refuel and regenerate (Figley, 1980).

ACTIVIST BURNOUT

is “a chronic condition in which activism-related stress becomes so overwhelming it debilitates activists’

abilities to perform their activism effectively or to remain engaged in activism” (Gorski, 2019).

RESOURCE SPOTLIGHT: SELF-ASSESSMENTS

If you think you might be experiencing compassion fatigue/vicarious trauma, one way to further explore is to

conduct a self-assessment. The Professional Quality of Life Measure (PROQOL) is a 30-question

assessment, available online at www.proqol.org. The Provider Resilience phone app, available on your

phone's app store, provides tools and assessment scales. Whether you choose to access any self-assessments,

we encourage you to take care of yourself and/or seek support in ways that are most meaningful to you!

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CHECKING IN

When I'm at my best and most balanced in both my professional and personal life,

what do I notice? What does "being at my best" look and feel like?

When I'm starting to experience some burnout, compassion fatigue, or vicarious

trauma, these are things I might notice about myself:

Ways that I already take care of myself or sustain myself that are working well:

People and resources that help me take care of and sustain myself:

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WHAT DO WE DO ABOUT IT?

The truth is, we'll all most likely experience burnout, vicarious trauma, and/or

compassion fatigue at some point in our lives. The solution? We have to plan for it, and

take action to sustain ourselves. We need a sustainability plan!

TAKE NOTE...

You may have noticed that we keep using the phrase "sustainability" instead of "self-care." This plan recognizes

that most of us cannot survive and sustain ourselves through only individual “self-care” actions; our society needs

to acknowledge the role of our relationships, communities, and systems/structures in health and wellbeing. The

concept of community care has been brought forward by POC and disability activists (among others) as a response

to issues of privilege, accessibility, and bootstrap-ism in the modern conception of self-care*. Community care

acknowledges that most of us need to care for and connect with each other to sustain ourselves, and that is

incumbent on our communities to care for us—and for us to care for our communities. We use ideas and strategies

of both self-care and community care in this plan.

SO LET'S MAKE A PLAN!

In this plan we utilize the social-ecological model as framework for

sustainability. Experiences of compassion fatigue, vicarious trauma, and

burnout are influenced not just by our own actions, but also (and often

primarily) by other factors including the place we work (the institution),

our communities, and society. This plan acknowledges and takes

advantages of multiple levels of influence—while also acknowledging

that there are many things you alone cannot control.

Individual-level strategies are those you can do by and for yourself (or with a little help—like asking a

friend or family member to watch the kids). Relationship-level strategies will ask you to think about how

you give and receive care and support, and how we can use our relationships to help us sustain our work.

Institution-level strategies, in this sustainability plan, will focus on the policies, norms, resources, and

challenges at your specific workplace. Community-level strategies look at community resources that help

sustain us in our work—and brainstorm ways to stay safe in communities that are more challenging than

supportive. And in society-level strategies, we'll look at strategies ways you can take action to promote

societal-level change while also taking care of yourself within systems and norms.

*For more information on critiques of self-care and visions of community care, check out: Abeni Jones on Autostraddle, “Beyond Self-Care

Bubble Baths: A Vision for Community Care,” https://www.autostraddle.com/on-being-a-burden-whats-missing-from-the-conversationaround-self-care-385525/

or Laurie Penny in The Baffler, “Life-Hacks of the Poor and Aimless,” https://thebaffler.com/latest/laurie-penny-selfcare

or Heather Dockray in Mashable, “Self Care Isn’t Enough. We Need Community Care to Thrive,” https://mashable.com/article/communitycare-versus-self-care/

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INDIVIDUAL-LEVEL STRATEGIES

Individual-level strategies encompass much of what we traditionally think of as self-care. Under each

topic we suggest a few strategies, but this list is not exhaustive; your own individual strategies may

look very different! Write in your own as needed.

For each column, try this:

Put a check mark by strategies you already do well that help sustain you

Cross out strategies you know aren’t/won’t be helpful for you, or aren’t accessible for you

Circle strategies you would like to try doing or focus on improving (try not to pick TOO many —start with a few!)

PHYSICAL

Eat regularly

Eat food that makes my body feel good

Enjoy a beverage, treat, or dessert I love

Drink enough water

Seek regular medical/dental/etc care

Take time off when I am sick

Move my body in a way that feels good regularly (dance,

walk, stretch, play outside, etc)

Wear clothing I like

Cut/style my hair in ways I like

Get regular/enough sleep

Honor my sexual needs with myself/my partner(s)

Allow myself “breaks” from my physical demands on

myself (exercise, eating patterns, etc)

SPIRITUAL/PURPOSE

Spend time in nature

Spend time with my spiritual community

Be open to inspiration, and reflect on what inspires me

Be aware of the non-material aspects of life

Practice gratitude for what I have

Identify my values/what gives me meaning, and practice

centering these things

Meditate or pray

Sing or enjoy music

Contribute to causes I believe in (with my time, money, or

energy, etc)

Read inspirational literature or listen to inspirational talks,

music, etc

Allow myself to take breaks from spiritual practice

PSYCHOLOGICAL/EMOTIONAL

Make time away from screens, phones, etc

Write in a journal

Set aside time to sit with my thoughts and reflect

Talk to a therapist/counselor

Read books/blogs/poetry unrelated to activism/the work

Engage with media (movies, books, social media, etc) that

values and validates me and my identities

Meditate or practice grounding activities

Say “no” to activities or extra responsibilities sometimes

Do an activity I am not an expert it or in charge of

Give myself affirmations and gratitude

Set aside and protect time for important relationships

Spend time with a companion animal

Allow myself to cry

Ask for help when I need it

WORKPLACE/PROFESSIONAL

Make time for breaks during my workday

Take time to chat with colleagues

Set and protect quiet time to complete needed tasks

Identify projects/tasks that are exciting or rewarding

Seek mentorship inside/outside my workplace, and regularly

meet/talk with mentors

Set limits with students/colleagues

Set limits on when/where I will work, and hold myself

accountable (weekends, evenings, at home, etc)

Arrange my workspace so it’s comfortable and pleasant

Use the benefits provided by my workplace (healthcare, HRA,

EAP, etc)

Use my vacation time/sick time/PTO (vacation, wellness days,

seeking medical care, caring for children, etc)

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FINANCIAL

Track my spending to learn more about my expenses

Create a budget

Talk to my partner(s)/family about our financial goals and

expenses

Talk to a financial planner to get advice about reaching my

financial goals/getting out of debt/etc

Ask for a raise, or talk to my supervisor about how I can seek

a promotion/increase wages in the future

Put aside money each month for savings, a trip, educational

goals, etc

Allow myself joys by spending occasionally on things that

make me happy or that will make life easier

Remind myself that many external forces impact my finances;

I will not shame myself for my financial limits, debt, crises,

etc.

The previous strategies do not encompass all the aspects

of your life you may need to attend to in order to sustain

yourself. Here you can brainstorm what other strategies you

might need for your own sustainability:

MAKING A PLAN

When identifying new strategies to help sustain yourself, it’s helpful to make a plan. How will you make time? What does

success look like? Identify one strategy you want to work on, and make a plan for how you can integrate it into your life.

Q

A

How will you know you've met your goal? What will success look like? How many times a

week/month will you engage in this strategy?

Your answer:

Q

A

How will you track your progress? Who can you ask to help hold you accountable, and how?

Your answer:

Q

A

How will you celebrate your successes? What milestones along the way can you celebrate?

Your answer:

It's ok to revisit and revise your goals along the way! You don't have to

REMEMBER:

stick with a strategy that's not working for you. Give yourself permission to

struggle and learn along the way.

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RELATIONSHIP-LEVEL STRATEGIES

Relationship-level strategies acknowledge that we may need others to help sustain us, and that we

owe it to those in our lives to help sustain them. Sustaining relationships can include partners, family

members, friends or chosen family, colleagues, co-activists, and more.

ASSESSING MY NEEDS

First we need to think about what our needs are in relationships: what does a supportive relationship look like for you?

What qualities do you look for in supportive relationships? How do you show care to others? It might be useful to think

about your needs in ways like introvert versus extrovert (i.e., how do you recharge best, with others or alone?), or love languages

(i.e. ways that you give and receive love, enumerated in this case as words of affirmation, acts of service, physical

touch, quality time, and gifts). For others, these aren’t useful concepts! Use the guided prompts below to brainstorm what

the most sustaining relationships look like for you.

WAYS I NEED CARE/SUPPORT

How do you prefer to be shown love, care, or support in

your relationships? This could be qualities or characteristics

you need in others (listens if I need to cry), activities (goes

with me to my medical appointments), or something else.

WAYS I SHOW CARE/SUPPORT

How do you show love, care, or support for those in

your life? This could be qualities or characteristics you

demonstrate (I like to cheer people up by making them

laugh if they’re sad), activities (I love to bake for my friends),

or something else.

?

Consider not just how you need or show care, but also when. Do you plan for time alone as

well as time with others? How do you communicate your boundaries when it comes to the

times you are able to give or receive support/care?

?

For each way you listed above that you prefer to be shown care/support, who fulfills that

need for you?

?

Who are the primary relationships in your life with? How do you show you primary

relationships care and support?

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Just like our strategies for individual care (or self-care), our relationships need care too—and we need

others to help us prevent and respond to vicarious trauma, compassion fatigue, and burnout. Some

strategies are suggested below, or you can write in your own ideas.

Invite someone to participate in an activity I enjoy with me

(cooking, exercising, crafting, watching movies, etc)

Ask someone to go with me to medical or other

appointments

Spend time with a friend (or call someone) while I do needed

errands or chores (go to the store, garden, watch movies

while we pay bills)

Schedule a regular (monthly, weekly) “date” with a friend,

family member, or partner

Celebrate the accomplishments and milestones of those I

care about

Ask for help with a task or to learn something new

Send an unprompted card, text, etc telling someone that I’m

thinking about them

Volunteer for a cause/event someone I love is helping to

organize

Share a fear, hope, or secret with someone I trust

Reach out to someone I haven’t talked to in a long time

who I miss

Ask a friend/family member/partner for a hug

Cook a meal with or for someone I love

Step out of my comfort zone and do something someone I

love cares about that is new to me

Set boundaries with someone I care about so that I can get

the space/support/care that I need

Set aside time to email/video chat/call important people

who live far away

PREVENTING VT, CF, & BURNOUT: ALLIES

When our work/activism is overwhelming, stressful, or traumatic, we may want to process what

happened, or we may just want to distract ourselves and not think about it for a bit. Most of us need

both processing and distracting at some point, though when each person needs it can look different.

Think about who your allies are when

you need both of these. Processing allies

IN-AGENCY/SECTOR

OFF-AGENCY/SECTOR

are those who you can talk to about work

situations; you usually feel a little bit

better, or at least less alone, after you

talk to them. Distracting allies help take

your mind off the situation—maybe they

tell funny stories that make you laugh,

you can play a sport together, or you’re

both obsessed with the same tv show.

Brainstorm who your processing and

distracting allies are. Be sure to list allies

both within and outside of your agency/

organization (or: folks in the field/

movement as well as outside of it).

PROCESSING DISTRACTING

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INSTITUTION-LEVEL STRATEGIES

Institution-level strategies focus on sustainability within your organization or agency. Our

workplaces—the department, the structure and policies of the agency, the people who make up

the workplace community—can significantly impact whether we experience or are able to prevent

vicarious trauma, compassion fatigue, and burnout.

MY CURRENT ROLE

We all have parts of our jobs and work environments that we like, and parts that we dislike. What about your role

empowers you? What do you feel drained by? What about aspects of your departmental and institutional culture? Take

some time to brainstorm those aspects here.

JOB DUTIES/ROLES

DEPARTMENTAL

POLICIES/

PROCEDURES/NORMS

INSTITUTIONAL

POLICIES/

PROCEDURES/NORMS

I feel enriched or

empowered by

these aspects...

I feel drained or

disempowered by

these aspects...

?

What’s one thing you wish were different about your role or your work environment?

?

What steps are within your control to take to make this change? Set a timeline; when will you

take a first step towards making change?

?

Who are your allies in making this change? Who can you seek support from?

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INSTITUTIONAL ALLIES AND RESOURCES

Who are your mentors in violence prevention

work?

What professional organizations do you find

community in?

Who are your allies in other departments or

other parts of your organization?

Does your organization offer an EAP, or other

crisis support? What is that contact info?

> >

FOR SUPERVISORS

<<

If you supervise other staff or volunteers, you can play a critical role in their sustainability. Think of

your supervision style as a vicarious trauma, compassion fatigue, and burnout prevention strategy!

Research shows that talking the talk of self-care and sustainability is helpful, but that it’s more important

to model it yourself. If you tell folks you supervise that you don’t expect them to work on weekends, for

example, but you send weekend emails yourself, they might feel pressure to do the same.

?

Think about it: what do you set as expectations about work boundaries, self-care, and

sustainable practices to those you supervise? How do you support your supervisees in setting

work boundaries that fit their personal needs? How do you convey those expectations—verbally?

In emails? In policy? If you don’t do this already, how do you plan to?

If you supervise staff who engage in prevention work, activism, or trauma-response, you can also

support them by providing them opportunities to process their experiences, or time and ideas to help

them distract themselves. Circle some of the ideas below to try, or brainstorm your own!

PROCESSING

DISTRACTING

Set aside/schedule in processing time as a team; set

aside a different time than used for staff meetings,

case reviews, trainings, or other regular events.

Discuss compassion fatigue, vicarious trauma, and burnout

as a staff, and brainstorm ways you can support each

other.

Incorporate different kinds of processing options with staff,

such as writing, painting, etc.

Allow for processing in one-on-one meetings.

Review EAP/resources at your next staff meeting; set and

clarify procedures for staff/volunteers who want to seek

counseling/therapy and may need work time off to do so.

Encourage staff to use vacation and sick time, and use your

own.

Engage in fun, creative projects as a team—there is research

to support that creativity is helpful in preventing vicarious

trauma and compassion fatigue!

If giving staff appreciation/birthday/end-of-year gifts, give

gifts that encourage sustainability and self-care practices

(like gift cards for places or experiences).

Offer to take a walk or go get coffee with staff who are

experiencing stress or a heavy workload.

Share your (appropriate) distraction strategies with your

staff, and model using them as needed.

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COMMUNITY-LEVEL STRATEGIES

What is a community? Community means different things to different people. One definition could be

that communities are groups that share something in common, like a location (such as a neighborhood

or school) or experience (such athletic team fans or people in recovery) or identity (like an LGBT/queer

group or a family), and whose members are tied to the wellbeing of the community in some way.

Most of us belong to a number of different communities, including communities within communities (like a campus within

a town, for example). List out some of the communities you belong to here:

Some of the communities you belong to may be sources of joy and safety; others may be stressful or even unsafe at times.

Of the communities you listed above, circle a few that you feel the safest in.

STAYING SAFE

Sometimes for reasons beyond our control, or because we’ve made strategic and informed choices, we have to continue to

engage in communities that are stressful or even harmful. Consider ways you can keep yourself safe and set boundaries in

those kinds of communities. If by choice or by circumstance you are currently living in, working with, or otherwise engaged

with a harmful community, you may consider the tools of safety planning to support your work.

?

If possible, list a few safe people or spaces within any stressful or harmful communities you

belong to.

?

Who can you ask for emotional support when one of your communities is taking a toll on

you?

?

Who can you call if you are feeling unsafe and need help (such as a ride home, someone to

accompany you to a doctor’s appointment, etc)?

?

What boundaries would you like to set regarding how you engage with harmful/stressful

communities?

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COMMUNITY RESOURSES

What resources available in your community can help you sustain yourself in this work? In this

section it might be helpful to think about physical communities you belong to (such as a town) as well

as the larger communities you belong to that offer specific resources (such as support available from

a national network or organization).

Local/national hotlines (crisis, violence,

suicide, etc):

Where are your safe spaces in your

physical community:

Community or identify-based resource

centers in your community that you

could access:

Free or cheap community locations/

assets you can access for distracting

sustainability (i.e. fun, intellectual

engagement, etc):

GIVING BACK

Being a part of a community means that you both give to and receive from that community. Giving

back in ways that keep your communities alives and thriving helps with your sustainability—you’ll

feel good knowing you’re contributing, and you’ll receive love from the community in turn.

?

What skills or resources do you bring to the community? This could be something like: being a good listener,

having the skills/tools to do home repairs, love kids and are willing to babysit, are familiar with legal resources

to help connect folks to legal advice. Brainstorm here some things you are good at or enjoy—i.e., skills and

resources you can contribute!

?

Write down at least one way you already do (or plan to) offer these skills/resources to one of your communities.

How can you use these tools to support and help sustain others?

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SOCIETAL-LEVEL STRATEGIES

Societal-level strategies help you think about the systems of structures we live in, and ways that you

can live and protect yourself within those structures. This section will also have you think about ways

you can advocate for societal change, and how to create a balance in your activism that fuels rather

than drains you.

PRIVILEGE & OPPRESSION

Societal systems of privilege and oppression affect us every day. As preventionists, our work is grounded in this reality,

and we work to dismantle these systems—because these are the systems that allow interpersonal violence to flourish.

Because our work is inextricably linked with privilege and oppression, we are making an assumption that you have a basic

understanding of privilege and oppression when filling out this plan, and that you’ve already begun to do some internal

work around this. If you need a refresher, check back to some of the resources earlier in this toolkit!

?

What are aspects of my identity or areas of my life that I have privilege? How does my

privilege intersect with my prevention work?

?

How can I use my privilege to help change the norms, traditions, laws, and policies that

uphold violence and oppression?

?

What are aspects of my identity or areas of my life where I experience oppression or

marginalization? How does this intersect with my prevention work?

?

When I experience oppression or discrimination in the context of prevention work, how do I

take care of myself afterwards? Who can I ask for support?

?

What boundaries (if any) have I drawn, or would I like to draw, around my prevention work so

that I reduce my experiences of discrimination or oppression? For example, are there specific

communities I need to put boundaries on contact with?

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SUSTAINABLE ACTIVISM

Sometimes societal and structural forces can feel overwhelming; it’s hard to think about how we’ll

be able to change these massive systems. Engaging in activism can be an empowering way to make

change and think about how your voice makes a difference. Different forms of activism are more or

less life-enriching for different people.

Attend a community or organizational meeting for an

organization I care about

Sign a petition for a cause important to me

Give a one-time donation to a cause I care about

Set up a monthly small (~$5) donation to an organization I

care about

Bring or cook food for an organizational event I care about

Volunteer my time to an organization I care about

Ask a friend to tell me about a cause that’s important to them

Learn about legislative efforts in my state

Write a letter to a state or national legislator in support of/

opposition to a bill

Attend a rally, protest, or demonstration

Research which local markets or shops are owned by people

of color, women, or other marginalized groups and

support them when possible

Sign up to canvass or block-walk for a candidate or a cause

Research current information and movements for a social

cause I don’t know much about yet

Use social media to raise awareness about a cause I care

about

Make a donation on behalf of a friend/family member for

their birthday or a holiday

Read a book about a historical movement for change

Get coffee or go on a walk with an activist friend I care

about and tell them how much they mean to me

MAKING A PLAN

Engaging in activism can be enriching, but it can also be challenging or draining at times. How often can you sustainably

engage? How will you make time? What clues will tell you that you need to change the type of activism you’re engaging in,

or the frequency?

Q

A

How many times a week/month/year would like to engage in activism? How will you know

you've met your goal?

Your answer:

Q

A

How will you track your progress? Who can you ask to help hold you accountable, and how?

Your answer:

It's ok to revisit and revise your goals along the way! Give yourself

REMEMBER:

permission to try a different type of activism if you want or need. If you

become stressed or overwhelmed trying to meet your goal, change it!

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CITATIONS/ADDITIONAL RESOURCES

This workbook only touches on a few of the incredible resources out there to support

effective comprehensive prevention efforts. This section includes citations and a few more

that may be useful.

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CITATIONS

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3. American College Health Association. (April, 2007). Position statement on preventing sexual violence on college and university campuses. Retrieved from http://www.acha.org/info_resources/

ACHA_SexualViolence_Statement07.pdf

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5. Badgett, M. V. “Best practices for asking questions about sexual orientation on surveys.” The Williams Institute (2009).

6. Basile, K.C., DeGue, S., Jones, K., Freire, K., Dills, J., Smith, S.G., Raiford, J.L. (2016). STOPSV: A Technical Package to Prevent Sexual Violence. Atlanta, GA: National Center for Injury Prevention

and Control, Centers for Disease Control and Prevention. 6.2 David-Ferdon, C., Vivolo-Kantor, A. M., Dahlberg, L. L., Marshall, K. J., Rainford, N. & Hall, J. E. (2016). A Comprehensive Technical Package

for the Prevention of Youth Violence and Associated Risk Behaviors. Atlanta, GA: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention. 6.3 Fortson,

B. L., Klevens, J., Merrick, M. T., Gilbert, L. K., & Alexander, S. P. (2016). Preventing child abuse and neglect: A technical package for policy, norm, and programmatic activities. Atlanta, GA: National

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Intimate Partner Violence Across the Lifespan: A Technical Package of Programs, Policies, and Practices. Atlanta, GA: National Center for Injury Prevention and Control, Centers for Disease Control

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Age Substance Abuse: A Handbook for Educators, Counselors, Clinicians, San Francisco, Jossey-Bass.

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13. Elevating Prevention Initiative 2015 Report. (2016, January 4). OR. Children's Trust Fund of Oregon

14. Everfi. (2017). Climate Survey Guidebook. Retrieved from https://everfi.com/guidebook-climate-survey/

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https://www.communitysolutionsva.org//files/Prevention_Guidelines_20092.pdf

16. Israel, B. A. (2013). Methods for Community-based Participatory Research for Health. San Francisco: Jossey-Bass.

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18. Koch, T. (2018). Promoting Organizational Capacity and Sustainability for Prevention. HAVEN from Domestic and Sexual Violence, The Dalles, OR

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20. Krebs, C.P., Lindquist, C.H., Warner, T.D., Fisher, B.S., & Martin, S.L. (2009). College Women’s Experiences with Physically Forced, Alcohol- or Other Drug-Enabled, and Drug-

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25. McMahon, S., Stepleton, K., &. Cusano, J. (2016). Understanding and responding to campus sexual assault: A guide to climate assessment for colleges and universities: Chapter 1: Introduction.

Center on Violence Against Women and Children, School of Social Work, Rutgers, the State University of New Jersey: New Brunswick, NJ.

26. Nation, M., Crusto, C., Wandersman, A., Kumpfer, K. L., Seybolt, D., Morrissey-Kane, E., & Davino, K. (2003). What works in prevention: Principles of effective prevention programs. American

Psychologist, 58(6-7), 449-456. doi:10.1037/0003-066x.58.6-7.449

27. Oregon Health Education Standards and Performance Indicators Grades K-12 [Oregon Department of Education]. (2016, December). OR.

https://www.oregon.gov/ode/educator-resources/standards/health/Documents/2016ORHEStandards.pdf

28. Oregon Youth Sexual Health Plan. (2009). OR. Coordinated by the statewide Teen Pregnancy Prevention/Adolescent Sexual Health Partnership (TPP/SHP), a coalition of state, county and community

advocates and non-profit organizations, is a holistic action plan to address all aspects of youth sexual health.

29.Prevention Innovations (2014). Communicating and using climate survey results. Prevention Innovations Research Center, University of New Hampshire,: Dunham, NH.

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30. Racial Justice Assessment Tool [Adapted by Western States Center, based on work done by changework and South Asian Network]. (2015, April). OR, Portland.

http://westernstates.center/tools-and-resources/Tools/assessing-our-organizations-RJ

31. Rankin & Associates Consulting. (2008). Carleton College Climate Assessment Project: Carleton Final Report. Retrieved from: https://apps.carleton.edu/governance/diversity/

campus_climate_survey/results/.

32. Rayne, K., & Killermann, S. (n.d.). Sexualitree [This work is licensed under a Creative Commons Attribution 4.0 International License]. http://sexualitree.org/

33. Recommendations to Prevent Sexual Violence in Oregon: A Plan of Action. (2006). Retrieved from SATF website 2019

34. Roe, & Jagodinsky. (n.d.). The Power and Control Wheel for Lesbian, Gay, Bisexual, and Trans Relationships [Adapted from the Power & Control and Equity Wheels developed by the

Domestic Abuse Intervention Project].

35. Sandmeyer, J., Esq. (n.d.). The Feminist Handbook [Curriculum]. University of Idaho Women’s Center, Moscow, ID

36. Spatrisano, I., M.Ed. (n.d.). Curriculum Development, Classroom Management, & Activities. References: Unlocking the Magic of Facilitation by Bolger and Killerman; Crucial Conversations:

Tools for Talking when Stakes are High by Switzler, Grenny, and Mcmillan; Conversation Tactics: How to Communicate Effectively Get People to Like your Ideas by Baker; Confessions of a

Public Speaker by Berkun; Made to Stick: Why Some Ideas Survive by Heath and Heath; Learning to Listen: Learning to Teach: The Power of Dialogue in Educating Adults by Vella, Games

Trainers Play by Scannell, trainlikeachampion.blog/, shiftelearning.com/blog/adult-learning-theories-instructional-design-leapica.com/blog-presentation-handouts/, strengtheningnonprofits.

org/resources, trainingtoday.blr.com/

37. Teen Equality Wheel [Adapted from Domestic Abuse Intervention Project, Duluth, Minnesota]. (n.d.). Retrieved from: Green Hills Women’s Shelter Website

38. The Public Health Approach to Prevention, adapted from: Dahlberg LL, Krug EG. Violence: a global public health problem. In: Krug E, Dahlberg LL, Mercy JA, Zwi AB, Lozano R, eds. World

Report on Violence and Health. Geneva, Switzerland: World Health Organization; 2002:1-56.

39. Walsh, W. A., Banyard, V. L., Moynihan, M. M., Ward, S. & Cohn, El. S. (2010). Disclosure and service use on a college campus after an unwanted sexual experience. Journal of Trauma &

Dissociation, 11(2), 134-151.

40. White House Task Force to Protect Students From Sexual Assault. (2014). Not Alone: The first report of the White House Task Force to Protect Students from sexual assault.

Retrieved from https://www.notalone.gov/assets/ovw-climate-survey.pdf.

41. Wilkins, N., Tsao, B., Hertz, M., Davis, R., Klevens, J. (2014). Connecting the Dots: An Overview of the Links Among Multiple Forms of Violence. Atlanta, GA: National Center for Injury Prevention

and Control, Centers for Disease Control and Prevention Oakland, CA: Prevention Institute.

42. The Work Group for Community Health and Development at the University of Kansas. (2017). The Community Toolbox. Retrieved from http://ctb.ku.edu

43. The W.K. Kellogg Foundation Step-by-Step Guide to Evaluation. (2017, November 29). Retrieved from https://www.wkkf.org/resource-directory/resource/2017/11/wk-kellogg-foundationstep-by-step-guide-to-evaluation.

44. Evaluation Toolkit for Prevention. (n.d.). Retrieved from https://www.nsvrc.org/prevention/evaluation-toolkit.

45. Curtis, M. J., & Kukké, S. (2015, October 20). Activity-Based Assessment: Integrating Evaluation into Prevention Curricula. A Publication of the Texas Association Against Sexual Assault &

the Texas Council on Family Violence. Retrieved November 25, 2019, from http://taasa.org/wp-content/uploads/2015/05/Activity-Based-Assessment-Toolkit.pdf.

Updated citations also available by accessing our online resource library at

http://oregonsatf.org/resources/for-prevention/.

SUGGESTED TOOLKIT CITATION:

Foster, M.H., Rohner, C.D., Hildebrandt, K., (2019). Oregon Comprehensive Prevention Toolkit. V 2.0 Keizer, OR: Oregon

Attorney General's Sexual Assault Task Force. Retrieved from http://www.oregonsatf.org

Prevention Toolkit

www.oregonsatf.org

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