The Perfect Shade of Change - Resources For Sexual Violence Preventionists Creating Safe and Healthy Communities

NSVRC 23 NorLh Lnola Drive, Lnola, PA 7025 1oll lree: 8777393895 www.nsvrc.orq resourcesnsvrc.
orq
Resources for Sexual Violence Preventionists
Resource Packet: Intro
Effective prevention strategies are rooted in the understanding that in
order to prevent sexual violence, we must address the root causes and
social norms that allow it to exist in the rst place. This means making
the connection between all forms of oppression (including racism,
sexism, homophobia, ableism, adultism, ageism, and others) and how
they create a culture in which inequality thrives and violence is seen
as normal.
PrevenLion qoes beyond educaLion
and awarenessraisinq and enqaqes
communiLies in creaLinq lonqLerm
soluLions Lo social issues. Social
chanqe does noL come abouL lrom
Leachinq children how Lo be sale
or Lellinq women Lo waLch Lheir
drinks or noL walk alone. LllecLive
prevenLion is addressinq Lhe
problem aL iLs core by locusinq on
and eliminaLinq Lhe risk lacLors lor
perpeLraLion and vicLimizaLion.
Research poinLs Lo several key
principles ol ellecLive prevenLion
proqrams (NaLion eL al., 2003).
LllecLive proqramminq can Lake
a number ol dillerenL lorms, buL
should relecL as many ol Lhe
lollowinq principles as possible:
1. Comprehensive
PrevenLion proqramminq LarqeLs
mulLiple levels ol Lhe social
ecoloqical model, in order Lo address
Lhe rooL causes ol sexual violence
and Lhe aLLiLudes and beliels LhaL
allow iL Lo exisL.
2. Use varied teaching methods
PrevenLion proqramminq is besL
absorbed or received when Lhe
messaqe is delivered usinq mulLiple
lorms ol media or presenLaLion.
1his could include perlormance,
arLisLic expressions, qroup work, and
LradiLional lecLuresLyle.
3. Deliver sufcient dosage
1his has also been described by
Lhe phrase "saLuraLion versus
sprinklinq." LllecLive prevenLion
proqramminq is delivered Lo a
qroup over a period ol Lime and
wiLh mulLiple exposures in order Lo
increase knowledqe AND develop
skills lor puLLinq knowledqe inLo
pracLice.
4. Theory driven
PrevenLion proqramminq LhaL is
qrounded in Lheory (e.q., social
chanqe and leminisL Lheories) and
supporLed by research is more
ellecLive.
5. Emphasize positive relationships
PrevenLion proqramminq LhaL allows lor
posiLive relaLionship buildinq and modelinq has
been shown Lo work besL.
6. Appropriately timed
Proqrams should be developmenLally
appropriaLe and sLarL early in lile.
7. Socioculturally relevant
Proqrams are creaLed by and lor Lhe specilc
communiLy Lhey are enqaqinq, incorporaLinq
Lhe culLural norms ol LhaL communiLy.
8. Include outcome evaluation
Proqrams are successlul when Lhey invesL
in Lhe ouLcomes ol Lheir prevenLion ellorLs.
1his includes Lhe developmenL ol qoals
and ob|ecLives and Lhe implemenLaLion ol
measuremenLs Lo capLure daLa and ensure Lhe
proqram is meeLinq Lhose qoals and ob|ecLives.
9. Delivered by well-trained staff
ln order Lo be ellecLive, prevenLion proqrams
should invesL Lime, enerqy, and money inLo
supporLinq sLall developmenL and Lraininq.
1hese principles provide a loundaLion lor
ellecLive prevenLion ellorLs and also hiqhliqhL
some aspecLs ol Lhe Lraininq and skills needed
amonq prevenLion pracLiLioners.
1he qoal ol Lhis resource packeL is Lo provide
quidance Lo prevenLion pracLiLioners aL
local, sLaLe, Lribal, LerriLory, and naLional
orqanizaLions so Lhey can work more ellecLively
Loward Lhe qoal ol eliminaLinq sexual violence
in Lheir communiLies.
There are ve elements to the packet:
. Core Competencies for Sexual Violence
Prevention Practitioners
2. Qualities and Abilities of Effective and
Condent Prevention Practitioners
3. Guidance for Hiring, Training, and Supporting
Community Prevention Practitioners
^. Sample Job Description
5. Strategies for Integrating Prevention into
Organizational Operations
Lach resource can be used on iLs own or in
combinaLion wiLh Lhe oLhers. 1hey are meanL
Lo provide pracLical examples and sLraLeqies
lor prevenLionisLs and orqanizaLions commiLLed
Lo prevenLinq sexual violence. 1he NSVRC
inLends lor Lhe packeL Lo qrow, lor resources Lo
be updaLed, and approaches Lo be included as
Lhe movemenL collecLs promisinq pracLices and
shares innovaLions.
Reference
NaLion, M., CrusLo, C., Wandersman, A., Kumpler, K. L., SeybolL, D., Morrissey
Kane, L., & Davino, K. (2003). WhaL works in prevenLion: Principles ol
ellecLive prevenLion proqramminq. American Psychologist, 58, ^^9^56.
doi:0.037/0003066X.58.67.^^9
NaLional Sexual Violence Resource CenLer 202. All riqhLs reserved.
1his documenL was supporLed by CooperaLive AqreemenL 5VFCL007503 lrom Lhe CenLers lor Disease
ConLrol and PrevenLion (CDC). lLs conLenLs are solely Lhe responsibiliLy ol Lhe auLhors and do noL necessarily
represenL Lhe ollcial views ol Lhe CDC.
NSVRC 23 NorLh Lnola Drive, Lnola, PA 7025 1oll lree: 8777393895 www.nsvrc.orq resourcesnsvrc.orq
Qualities and Abilities of Effective
and Condent Prevention Practitioners
Because effective prevention is rooted in changing social norms
that support sexual violence, the qualities and abilities of effective
prevention practitioners are informed by a deeply-rooted commitment
to valuing equality and respect. With this said, the following points help
place these qualities and abilities in context.
What guides prevention
practitioners qualities and
abilities?
Promisinq pracLices, research,
daLa, and available evidencebased
sLraLeqies are consLanLly chanqinq
and developinq. 1he qualiLies and
abiliLies discussed in Lhis resource
may qrow as Lhe leld does.
Much like research and evidence,
prolessional skills qrow and chanqe
wiLh Lime. AlLhouqh some ol Lhe
qualiLies are relecLive ol currenL
knowledqe and prioriLies, Lhere are
many qualiLies LhaL are consisLenL
besL pracLice. Keep in mind LhaL
Lhis lisL may qrow and chanqe as
prevenLion research and pracLice
qrows and chanqes.
For Lhe purposes ol Lhis
resource prevention practitioner
and preventionist are used
inLerchanqeably Lo reler Lo
individuals enqaqinq in social
chanqe ellorLs, communiLy
educaLion and mobilizaLion,
Lechnical assisLance, and research
locused on prevenLinq sexual
violence in any and all lorms. 1his
could include, buL is noL limiLed Lo,
sLaLe and LerriLory coaliLion sLall,
Rape PrevenLion and LducaLion
(RPL) CoordinaLors, and individuals
aL communiLybased sexual assaulL
cenLers. As wiLh all lanquaqe,
Lhese Lerms are luid and are
ollered wiLhin Lhis resource Lo
provide a consisLenL undersLandinq
ol individuals doinq anLisexual
violence and anLioppression work.
What are the qualities and
abilities of effective prevention
practitioners?
Usinq research on innovaLive
pracLice and inpuL lrom a seL ol
naLional locus qroups, several
qualiLies and abiliLies ol ellecLive
prevenLion pracLiLioners were
collecLed and are orqanized
below (1ownsend, 202 and see
Lhe NSVRC's Core Competencies
of Sexual Violence Prevention
Practitioners lor inlormaLion on
2 Sexual violence prevention
locus qroups lndinqs). Lach will be explained
in lurLher deLail LhrouqhouL Lhe resL ol Lhe
documenL.
AbiliLy Lo demonsLraLe loundaLional
undersLandinq ol sexual violence and sexual
violencerelaLed issues,
AbiliLy Lo ouLline, lisL, or describe how and why
sexual violence is a public healLh problem,
AbiliLy Lo make connecLions beLween anLi
oppression work and sexual violence prevenLion
accessible Lo Lheir communiLy,
AbiliLy Lo idenLily and implemenL loundaLional
elemenLs ol proqram developmenL, evaluaLion,
and daLa analysis,
CommiLmenL Lo collaboraLion and LrusL in
communiLy parLners Lo orqanize and susLain
sexual violence prevenLion ellorLs,
Personal aLLribuLes and characLerisLics ol
individuals LhaL could supporL lonqeviLy and
appropriaLe "lL" wiLh Lhe work ol prevenLion.

Ability to demonstrate foundational
understanding of sexual violence and sexual
violence-related issues.
Since Lhe issue ol sexual violence is complex
and varied, a loundaLional undersLandinq
is necessary lor answerinq basic quesLions
LhaL may come lrom communiLy members. A
loundaLional undersLandinq ol sexual violence
is key Lo beinq able Lo enqaqe in prevenLion:
lamiliariLy wiLh sLaLisLics, unique needs, and
currenL qaps in knowledqe will help when
collaboraLinq wiLh communiLy parLners and
developinq prevenLion sLraLeqies. 1he skills and
resources below are inLended Lo ouLline some
ol Lhe common areas ol compeLence.
A. Describing the issue
ParL ol a loundaLional undersLandinq is beinq
able Lo delne, describe, and provide examples
ol sexual violence Lo various audiences. 1he
CenLers lor Disease ConLrol and PrevenLion
(CDC) has provided a number ol resources,
includinq online learninq Lools Lo assisL
prevenLionisLs in delninq sexual violence
and sexual violence prevenLion. 1hese
undersLandinqs are used as Lhe keysLone lor
many public healLh iniLiaLives.
Sexual violence: Facts at a Glance (PDF)
hLLp://www.cdc.qov/ViolencePrevenLion/pdl/
SVDaLaSheeLa.pdl
VetoViolence: Principles of Prevention (HTML)
hLLp://www.veLoviolence.orq/pop
VetoViolence: Sexual Violence (HTML)
hLLp://www.veLoviolence.orq/educaLionsexual
violence.hLml
B. Comprehensive programming
Survivors ol sexual violence may noL only be
presenL durinq implemenLaLion ol prevenLion
proqramminq, buL may also undoubLedly
be a parL ol developinq campaiqns and
communiLy mobilizaLion iniLiaLives. 1herelore,
a Lraumainlormed, sLrenqLhsbased
approach Lo prevenLion embodies Lhe need
lor comprehensive proqramminq. 1hese
approaches work Lo keep Lhe impacL ol Lrauma
in Lhe lorelronL ol proqramminq, as well
as hiqhliqhL Lhe esLablished resources ol a
communiLy in Lhe inLeresL ol collaboraLion and
Qualities and Abilities of Effective and Condent Prevention Practitioners 3
valued parLnership. For insLance, issues such as
poverLy and housinq are prime examples ol how
reducinq Lhe poLenLially neqaLive aspecLs ol
havinq public discussions ol sexual violence can
be a parL ol prevenLion proqram developmenL.
National Sexual Violence Resource Center
Research Brief on Housing and Sexual
Violence (PDF)
hLLp://www.nsvrc.orq/siLes/delaulL/lles/
publicaLions_NSVRC_ResearchBriel_housinq
andsexualviolence_0.pdl
Models for Developing Trauma-Informed
Behavioral Health Systems and Trauma-
Specic Services (PDF)
hLLp://www.annaloundaLion.orq/MD1.pdl
C. Knowledge about sexual harassment:
Sexual harassmenL prevenLion can open many
doors lor prevenLion pracLiLioners businesses,
insLiLuLions ol hiqher learninq, and schools
are eaqer Lo learn how Lo comply wiLh sLaLe
and lederal laws and how Lo creaLe sale and
producLive learninq environmenLs. Beinq able
Lo ouLline examples ol sexual harassmenL
in various communiLy seLLinqs such as
businesses, schools, colleqe campuses, or public
spaces can help in ouLreach ellorLs, as well as
in developinq sLraLeqies lor various communiLy
seLLinqs:

The United States Equal Employment
Opportunity Commission (EEOC) offers a legal
denition of sexual harassment (HTML).
hLLp://www.eeoc.qov/eeoc/publicaLions/lssex.
clm
Based on results of a national survey of
7th-12th graders in the Spring of 2011, the
American Association of University Women
(AAUW) report Crossing the Line: Sexual
harassment in schools reveals how common
sexual harassment truly is among Americas
schools and how it impacts learning (PDF).
hLLp://www.aauw.orq/learn/research/upload/
Crossinq1heLine.pdl
The Pennsylvania Coalition Against Rape
offers a comprehensive prevention curriculum
for grades K-12 in Sexual Harassment
Prevention in Schools (PDF). hLLp://www.
pcar.orq/siLes/delaulL/lles/lle/1A/Sexual
HarassmenLPrevenLioninSchoolsCurriculum
Manual.pdl
The National Resource Center on Domestic
Violence and the National Sexual Violence
Resource Center created a resource
outlining how gender and sexuality play a
part in harassment and bullying of students
in elementary, middle, and high school.
Addressing the Gendered Dimensions of
Harassment and Bullying: What domestic and
sexual violence advocates need to know offers
advocates suggestions for strengthening work
in school communities (PDF).
hLLp://www.vawneL.orq/Assoc_Files_VAWneL/
ClB_HarassmenLBullyinq.pdl
D. Condentiality
1he conldenLialiLy and privileqe wiLhin Lhe
counselorsurvivor dynamic plays a parL
in undersLandinq Lhe overall sysLem ol
survivor services. AlLhouqh iL may noL seem
like an aspecL ol prevenLion work, iL is Lhe
responsibiliLy ol everyone in Lhe anLisexual
violence movemenL Lo be able Lo explain Lo
communiLy parLners and leaders how Lhis is
an imporLanL parL ol supporLinq survivors
leqally and emoLionally. ConldenLialiLy and
Lhe unique role ol advocaLes supporL survivors,
Lheir siqnilcanL oLhers, and Lheir communiLies
Lhrouqh LrusLbuildinq, communicaLion, and
muLual respecL.
E. Healthy sexuality/healthy relationships
PromoLinq healLhy sexualiLy and healLhy
relaLionship behaviors are sLraLeqies LhaL
show how social norms can beqin Lo shilL
Lhrouqh individual behavior chanqe. Once
people have Lhe skills and models, Lhey have
an opporLuniLy Lo creaLe chanqe wherever
Lhey are. PrevenLion pracLiLioners need
Lo be comlorLable discussinq consenL and
consensual dynamics boLh wiLhin Lhe conLexL
ol sexual acLiviLy, as well as oLher nonsexual
inLeracLions.
The theme for Sexual Assault Awareness
Month 2012 was healthy sexuality and
there are a number of resources available
to assist in organizing efforts, starting
community discussions, and developing
a social networking campaign (HTML).
hLLp://www.nsvrc.orq/saam/resources
F. Mandated reporting
ParL ol Lhe larqer prevenLion puzzle includes
inlormaLion and Lraininq lor mandaLed
reporLinq. MandaLed reporLinq is a pracLical
way Lo beqin discussions wiLh communiLy
members, insLiLuLions have a leqal obliqaLion
Lo reporL and be Lrained in reporLinq. SLaLes
diller in leqislaLion and policy on mandaLed
reporLinq ol child abuse, includinq who is a
mandaLed reporLer and Lhe process ol reporLinq
Lo appropriaLe auLhoriLies. Below are resources
Lo assisL you in lndinq Lhe laws in your area:
The United States Department of Health and
Human Services Administration for Children
and Families has a website that provides an
overview of mandated reporting statutes,
Mandatory Reporters of Child Abuse and
Neglect: Summary of State Laws (HMTL), as
well as a State Statutes Search page that
provides state-specic information on a
variety of policy issues (HMTL).
hLLp://www.childwellare.qov/sysLemwide/laws_
policies/sLaLuLes/manda.clm
policies/sLaLe/index.clm?evenL=sLaLeSLaLuLes.
showSearchForm
Break the Cycle released an Issue Brief,
Balancing Obligations: Serving Teen Victims
and Mandated Reporting of Statutory Rape
that outlines areas of concern, practical
implications, and resources for providers
serving teen victims (PDF).
hLLp://www.breakLhecycle.orq/siLes/delaulL/
lles/pdl/Laissuebriel0808.pdl
(PCAR) has a manual and PowerPoint
presentation for sexual assault advocates on
mandated reporting. These can be accessed
through PCARs website (HTML).
hLLp://www.pcar.orq/mandaLedreporLer
Lraininq
G. Knowledge on stalking
PrevenLionisLs may noL encounLer sLalkinq as
a pressinq communiLy issue or problem, buL
awareness can equip individuals wiLh well
rounded and Lranslerable qualiLies and abiliLies.
As part of the National Center for Victims of
Crimes Stalking Resource Center (HTML),
there are a number of resources including a
Quiz to assess your knowledge on stalking
(HTML).
hLLp://www.vicLimsolcrime.orq/ourproqrams/
sLalkinqresourcecenLer
hLLp://sLalkinqawarenessmonLh.orq/quiz
Workplaces Respond to Domestic and Sexual
Violence offers guidance on workplace polices
for domestic violence, sexual violence, dating
violence and stalking (HTML).
hLLp://www.workplacesrespond.orq/learn/
modelpolicy
H. Knowledge of Frameworks
Similar Lo Lhe imporLance ol undersLandinq
sLalkinq, beinq able Lo discuss norms and
lrames can help prevenLionisLs inLerrupL
paLLerns ol behavior LhaL reinlorce vicLim
blaminq. For example, when workinq wiLh
individuals, communiLy orqanizaLions, or oLher
sysLems, discussions ol alcohollaciliLaLed
sexual assaulL are olLen locused on makinq sure
younq women don'L drink. lL is imporLanL LhaL
prevenLionisLs leel comlorLable and conldenL
in redirecLinq such conversaLions Lo bysLander
enqaqemenL, healLhy sexualiLy, or promoLinq
alLernaLive models ol masculiniLy. 1hese
sLraLeqies place accounLabiliLy on poLenLial
perpeLraLors and Lhe communiLy in qeneral,
raLher Lhan on reducinq risk and emphasizinq
vicLimizaLion.
I. People-rst language
ln order Lo sLay qenuine in Lhe promoLion ol
sale and respecLlul communiLies, prevenLion
pracLiLioners should consisLenLly use people
lrsL lanquaqe. Usinq peoplelrsL lanquaqe
inLerrupLs socieLy's narrow view ol individuals
and communiLies. For example: "survivors
wiLh disabiliLies," "individuals who idenLily as
lesbian, qay, bisexual, Lransqender, queer and
quesLioninq [LCB1O|," or "male survivors ol
child sexual abuse."
This language is rooted in the disability rights
movement, but it is consistent with anti-
oppression work of other movements and
communities including anti-sexual violence.
The website Disability is Natural has a number
of resources by Kathie Snow on People-First
Language (PDF) and (PDF).
hLLp://www.disabiliLyisnaLural.com/imaqes/PDF/
plsh09.pdl
plcharL09.pdl
Ability to outline or describe how and why
sexual violence is a public health problem
Discussinq sexual violence as a communiLy
issue can help build inLeresL and supporL lor
prevenLion iniLiaLives. 1his may mean usinq a
public healLh approach or lramework Lo convey
Lhe imporLance ol prevenLion and communiLy
mobilizaLion. PrevenLionisLs musL undersLand
concepLs ol prevenLion and Lhe public healLh
approach, and be able Lo LranslaLe Lhose
principles inLo pracLice Lhrouqh mobilizaLion
and enqaqemenL.
A. Oppression
When Lhinkinq abouL Lhe rooL causes ol
sexual violence, qo beyond Lhinkinq ol sexism
alone all sysLems ol oppression conLribuLe
Lo violence and inequaliLy. Lydia Cuy's
Re-Visioning the Sexual Violence Continuum
qives acLivisLs a visual represenLaLion ol how
oppression inllLraLes rape culLure (PDF). 1his
Lool can serve as a base lor connecLinq anLi
when discussinq pro|ecLs wiLh oLhers in your
communiLy.
hLLp://www.wcsap.orq/siLes/wcsap.huanq.
radicaldesiqns.orq/lles/uploads/documenLs/
RapeCulLure2006.pdl

B. Guiding tools
lL is imporLanL Lo have a number ol Lools Lo help
orqanize or sLrucLure prevenLion work.
The social ecological model outlines the
different levels that impact trends, attitudes,
and behaviors. Individual, relationship,
community, and societal norms must be
addressed in order for sustainable change to
take place (HTML).
hLLp://www.cdc.qov/violenceprevenLion/
overview/socialecoloqicalmodel.hLml
The Spectrum of Prevention is a tool that
aids communities in the development of
a comprehensive, multi-level prevention
strategy that goes beyond focusing on
individuals, but instead focuses on systems
and norms (PDF).
PublicaLions_NSVRC_BookleLs_SexualViolence
andLheSpecLrumolPrevenLion_1owardsa
CommuniLySoluLion.pdl
When looking at studies and available research
on prevention initiatives for substance
abuse, risky sexual behavior, school failure,
juvenile delinquency and violence, a group of
researchers found nine principles that were
evident in a majority of effective programs
(Nation, Crusto, Wandersman, Kumpfer,
Seybolt, Morrissey-Kane, & Davino, 2003).
These nine principles increase the likelihood
of success and positive impact (PDF).
hLLp://www.menLorinq.orq/downloads/
menLorinq_^.pdl
C. Perceptions
1he lanquaqe used Lo Lalk abouL sexual violence
and prevenLion can eiLher open minds or
close Lhem. UndersLandinq whaL people Lruly
Lhink abouL when Lhey hear "sexual violence"
can help prevenLion pracLiLioners in proqram
developmenL and delivery.
The National Sexual Violence Resource
Center and the Frameworks Institute have
been working on developing messages
around sexual violence that are consistent
and engage the general public in productive
conversations around prevention (HTML).
hLLp://www.lrameworksinsLiLuLe.orq/
sexualviolence.hLml
D. Social change
PrevenLionisLs should have a clear
undersLandinq ol Lhe world Lhey are workinq
Loward. PromoLinq social acLion, healLhy
sexualiLy, policy chanqe, and anLioppression
ellorLs qive communiLies a new model. 1alkinq
abouL whaL noL Lo do is imporLanL when
providinq preliminary educaLion, buL prevenLion
happens in chanqinq behaviors and social
norms. PromoLinq healLh, wellness, consenL,
and respecL encouraqes Lhose chanqes.
Risk and protective factors are a basic
introduction to investigating the areas where
individuals, communities, and society have
strengths and assets. This resource can help
discussions exploring those strengths (HTML).
hLLp://www.cdc.qov/ViolencePrevenLion/
sexualviolence/riskproLecLivelacLors.hLml

The American College Health Association
provides frameworks for doing prevention
work on college campuses in Shifting the
Paradigm: Primary prevention of sexual
violence (PDF).
hLLp://www.acha.orq/sexualviolence/docs/
ACHA_PSV_LoolkiL.pdl
Ability to make connections between
anti-oppression work and sexual violence
prevention accessible to their community
Sexual violence prevenLion is inLrinsically
linked wiLh endinq all lorms ol oppression
includinq sexism, racism, classism, heLerosexism,
Lransphobia, ableism, adulLism, and aqeism,
amonq oLhers. lL is imporLanL LhaL prevenLion
iniLiaLives acknowledqe and address Lhese
inequaliLies. An example ol Lhis sLraLeqy would
be hosLinq workshops lor communiLy parLners
locused on Lhe connecLions beLween lorms
ol oppression and sexual violence, as well as
assisLinq Lhem in developinq communiLybased
sLraLeqies Lo address prioriLy issues in Lhe
communiLy.
A. The YWCA of Greater Flints online training
manual for volunteers has a comprehensive
overview of the connections between anti-
oppression and anti-violence work (HTML).
hLLp://volunLeermanual.wordpress.
com/20/03/22/anLioppressionLheory/
B. The VAWNet Applied Research Paper
Changing Perceptions of Sexual Violence
Over Time outlines the evolution of the anti-
sexual violence movement and highlights the
importance of culturally-relevant prevention
approaches (PDF).
AR_ChanqinqPercepLions.pdl
AlLer reviewinq Lhese inLroducLory maLerials,
Lopics lor lurLher exploraLion could include:
Lconomic |usLice
FaiLh and spiriLualiLy
Clobal and border connecLions and poliLics
HealLh care and access Lo compeLenL services
Lanquaqe access
lmmiqraLion
Lesbian, qay, bisexual, Lransqender, queer or
quesLioninq (LCB1O) communiLies and qender
expression
MulLi and LranseLhnic, racial and culLural
idenLiLy
ResLorinq sovereiqnLy lor 1ribal and
lndiqenous NaLions
Ability to identify and implement
foundational elements of program
development, evaluation, and data analysis
ParL ol doinq ellecLive prevenLion work is beinq
able Lo measure ellecLiveness. NoL everyone
receives advanced deqrees in sLaLisLics and
evaluaLion, Lherelore Lhere are many resources
lor makinq Lhe evaluaLion process pracLical
and accessible. Findinqs lrom an ellecLive
evaluaLion can help wiLh proqram developmenL,
applyinq lor lundinq, makinq recommendaLions
Lo lunders, and recruiLinq communiLy supporL.
Lvidence LhaL a prevenLion proqram has a
posiLive impacL can open many doors and assisL
in buildinq a case lor onqoinq supporL.
A. Principles of effective prevention
1he CenLers lor Disease ConLrol and PrevenLion
(CDC) has a number ol resources available
lor download or lree by requesL on principles
ol ellecLive prevenLion and sLraLeqies lor
implemenLaLion:

i. Sexual Violence Prevention: Beginning the
Dialogue (PDF)
hLLp://www.cdc.qov/violenceprevenLion/pdl/
SVPrevenLiona.pdl
ii. Rape Prevention and Education Grant
Program: At A Glance (PDF)
hLLp://www.cdc.qov/ncipc/pubres/pdl/
RPL20AAC.pdl
iii. Preventing Intimate Partner
Violence and Sexual Violence in Racial/
Ethnic Minority Communities: CDCs
Demonstration Projects (PDF)
hLLp://www.cdc.qov/ncipc/pubres/
PrevenLinq_lPV_SV.pdl
Applying the Principles of Prevention: What
Do Prevention Practitioners Need to Know
About What Works? (PDF)
menLorinq_^.pdl

B. Evaluation and Assessment
1he CDC has documenLs explorinq ways in
which evidence can be concepLualized and
qaLhered:
i. Measuring Bullying Victimization,
Perpetration, and Bystander Experiences:
A Compendium of Assessment Tools(PDF)
BullyCompendiuma.pdl
ii. Understanding Evidence Part 1: Best
Available Research Evidence (PDF)
UndersLandinq_Lvidencea.pdl
iii. Continuum of Evidence of Effectiveness
(PDF)
ConLinuum20CharLa.pdl
Philantropy411 Blog post 10 Great Resources
for Creating a Theory of Change (HTML)
hLLp://philanLhropy^.wordpress.
com/200/03/29/Lheoryolchanqe/
The Aspen Institutes The Community
Builders Approach to Theory of Change: A
Practical Guide to Theory Development (PDF)
hLLp://www.dochas.ie/Shared/Files/^/1OC_lac_
quide.pdl
Commitment to collaboration and trust in
community partners to organize and sustain
sexual violence prevention efforts
ln addiLion Lo beinq able Lo modily or caLer Lhe
prevenLion messaqe Lo a specilc audience or
communiLy qroup, susLainable iniLiaLives are
only qoinq Lo be developed when responsibiliLy
lor endinq sexual violence is handed over Lo
Lhe communiLy. 1his requires some level ol
Lraininq and supporL, buL LrusL and respecL lor
communiLy parLners has Lo come inLo play. lL is
crucial LhaL Lhe value ol communiLy members is
esLablished lrom Lhe beqinninq ol any pro|ecL.
CommuniLy leaders and sLakeholders should
be involved lrom Lhe developmenL phase all
Lhe way Lhrouqh implemenLaLion, evaluaLion,
and susLainmenL ol Lhe proqram. PrevenLion is
noL Lypically a "packaqe deal" where iL can be
delivered Lo a communiLy or qroup ellecLive
prevenLion is Lruly abouL communiLy ownership
and accounLabiliLy lor solvinq Lhe problem.
A. The Community Tool Box is a global
resource for free information on essential
skills for building healthy communities. It
offers more than 7,000 pages of practical
guidance in creating change and improvement
(HTML).
hLLp://cLb.ku.edu/en/delaulL.aspx
B. Several editions of the Washington Coalition
of Sexual Assault Programs (WCSAP)
newsletter, Partners in Social Change,
offer practical guidance and resources on
community mobilization and engagement:
i. Community Development as a
Foundational Framework, Summer 2007
(PDF)
CommuniLyDevelopmenL2007.pdl
ii. Needs and Resources Assessment, Winter
2008 (PDF)
hLLp://www.wcsap.orq/siLes/www.
wcsap.orq/lles/uploads/documenLs/
NeedsResourceAssessmenL2008.pdl
iii. Revisiting the Seven Steps of
Community Development, Spring 2008
(PDF)
C. Rooted in social action research and
community accountability, The New York City
Alliance Against Sexual Assault and 11 of the
citys sexual assault programs are taking part
in a six-year citywide project to prevent sexual
violence. The goal of Project ENVISION is to
change the social norms that promote and
permit sexual violence in NYC so that there
will be a reduction in perpetration of sexual
violence (HTML).
hLLp://www.svlreenyc.orq/proqrams_prevenLion.
hLml
Personal attributes and characteristics of
individuals that could support longevity
and appropriate t with the work of
prevention
ln a recenL survey ol innovaLive prevenLion
proqrams, iL was lound LhaL ellecLive
prevenLionisLs commonly share a number
ol personal qualiLies LhaL help make Lhem
successlul (1ownsend, 202). Some ol Lhese
can be learned or acquired Lhrouqh pracLice
and menLorship, buL many are qualiLies LhaL
brinq individuals Lo prevenLion and Lherelore
aren'L "Lrainable" necessarily. Leadership and
individuals hirinq lor prevenLion pracLiLioners
should keep Lhese in mind when creaLinq
|ob descripLions or conducLinq inLerviews.
[For more quidance on hirinq ellecLive
pracLiLioners see Guidance for Hiring, Training,
and Supporting Community Prevention
Practitioners|.
Passion for social justice and sexual
violence prevention. AlLhouqh iL is lisLed
above, Lhe passion lor doinq prevenLion
work can be whaL moLivaLes or enerqizes
prevenLionisLs. Learninq LheoreLical and
pracLical implemenLaLion ol prevenLion makes
Lhe work, buL a drivinq inLernal lorce makes Lhe
work doable.
Visionary and/or big picture orientation to
problem-solving. LllecLive pracLiLioners musL
be parL ol Lwo sLaLes ol beinq: locused on how
acLiviLies and proqrams are chanqinq behaviors,
while keepinq all ellorLs in a lonqLerm conLexL
or "biqqer" picLure. 1his wide scope helps keep
Lhinqs runninq smooLhly and consisLenLly.
Ability to build collaborative partnerships.
Since communiLy mobilizaLion and enqaqemenL
is builL on collaboraLion and equal parLnership,
prevenLionisLs' approach Lo prevenLion should
relecL Lhis lramework.
Realistic expectations and patience.
CollaboraLion, prevenLion, and social |usLice are
all lonqLerm, slow processes LhaL prevenLion
pracLiLioners should be able Lo place Lheir
individual or aqency work wiLhin Lhe evoluLion
ol Lhe anLisexual violence movemenL.
Organizational skills and the ability to
balance while multitasking. Since prevenLion
and social chanqe are mulLilaceLed problems
LhaL require mulLilaceLed soluLions,
prevenLionisLs olLen have Lo have many pro|ecLs
qoinq on aL one Lime. 1his |uqqlinq acL (as iL
can leel lrom Lime Lo Lime) needs someone
who can be orqanized and on Lop ol various
deadlines and elemenLs. "OrqanizaLional skills"
can mean loLs ol dillerenL Lhinqs people have
Lheir own sLyle ol keepinq Lhinqs arranqed, buL
Lhe mosL imporLanL Lhinq is LhaL deliverables
are achieved, pro|ecLs are appropriaLely
prioriLized, and proqress is made.
About the Authors
Liz Zadnik is LducaLion & Resource CoordinaLor aL Lhe Pennsylvania CoaliLion AqainsL Rape (PCAR),
and has worked in Lhe violence prevenLion and reproducLive |usLice movemenLs as a communiLy
educaLor and orqanizer. She has her masLer's in communiLy psycholoqy and social chanqe lrom Lhe
Pennsylvania SLaLe UniversiLy.
Jennifer Grove is PrevenLion OuLreach CoordinaLor aL Lhe NaLional Sexual Violence Resource
CenLer, and has worked in Lhe anLisexual violence movemenL as an advocaLe, counselor, educaLor,
and prevenLion specialisL lor over ^ years. She coordinaLes Lhe prevenLion ouLreach services ol Lhe
NSVRC and provides Lraininq and Lechnical assisLance Lo sexual assaulL coaliLions, deparLmenLs ol
healLh, and oLher orqanizaLions workinq Lo develop and implemenL comprehensive, ellecLive sexual
violence prevenLion sLraLeqies.
1his resource was creaLed wiLh Lhe insiqhL and experLise ol Stephanie Townsend, Ph.D.
Dr. 1ownsend has worked in Lhe movemenL Lo end sexual violence lor 9 years as boLh a pracLiLioner
and researcher. She beqan by workinq lor communiLybased rape crisis and prevenLion proqrams in
Michiqan, Calilornia and 1exas. AddiLionally, she served on Lhe boards ol direcLors ol Lhe NaLional
CoaliLion AqainsL Sexual AssaulL, Lhe Calilornia CoaliLion AqainsL Sexual AssaulL, and on Lhe
advisory board ol Lhe 1exas AssociaLion AqainsL Sexual AssaulL.
References
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hLLp://www.aauw.orq/learn/research/upload/Crossinq1heLine.pdl
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NaLion, M., Keener, D., Wandersman, A., & DuBois, D. (2005). Applyinq Lhe principles ol prevenLion: WhaL do prevenLion pracLiLioners need Lo know abouL whaL
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NaLional CenLer lor VicLims ol Crime. (n.d.). How much do you know about stalking? [Ouiz| ReLrieved March 6, 202 lrom Lhe SLalkinq Resource CenLer:
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hLLp://www.nsvrc.orq/siLes/delaulL/lles/publicaLions_NSVRC_ResearchBriel_housinqandsexualviolence_0.pdl
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Pennsylvania CoaliLion AqainsL Rape. (2009). Sexual harassment prevention in schools: A facilitators manual and curriculum for grades 1 through 12. ReLrieved
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Pennsylvania CoaliLion AqainsL Rape. (20). Mandated reporter training. Available aL hLLp://www.pcar.orq/mandaLedreporLerLraininq
Puddy, R. W., & Wilkins, N. (20). Understanding evidence part 1: Best available research evidence. A guide to the continuum of evidence of effectiveness. ReLrieved
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hLLp://www.vawneL.orq/Assoc_Files_VAWneL/ClB_HarassmenLBullyinq.pdl
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hLLp://www.nsvrc.orq/siLes/delaulL/lles/lle/Pro|ecLs_RPL_NSVRC_Year2FinalReporL_2092.pdl
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hLLp://www.eeoc.qov/eeoc/publicaLions/lssex.clm
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state laws. ReLrieved lrom hLLp://www.childwellare.qov/sysLemwide/laws_policies/sLaLuLes/manda.clm
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WashinqLon CoaliLion ol Sexual AssaulL Proqrams. (2007). CommuniLy developmenL as a loundaLional lramework [Special issue|. Partners in social change. IX(^).
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WashinqLon CoaliLion ol Sexual AssaulL Proqrams. (2008). Partners in social change, XI(2). ReLrieved lrom:
hLLp://www.wcsap.orq/siLes/www.wcsap.orq/lles/uploads/documenLs/NeedsResourceAssessmenL2008.pdl
hLLp://www.wcsap.orq/siLes/www.wcsap.orq/lles/uploads/documenLs/CommuniLyDevelopmenL2008.pdl
WhiLaker, D. J., & Reese, L. L. (Lds.). (2007). Preventing intimate partner violence and sexual violence in racial/ethnic minority communities: CDCs demonstration
projects. ReLrieved lrom Lhe CenLers lor Disease ConLrol and PrevenLion: hLLp://www.cdc.qov/ncipc/pubres/PrevenLinq_lPV_SV.pdl
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N5VPC !23 North Enola Drive, Enola, PA !7025
Toll Iree: S777393S95 www.nsvrc.org resourcesnsvrc.org
Cn Facebook: Iacebook.com/nsvrc Cn Twitter: twitter.com/nsvrc
Core competencies for sexual violence
prevention practitioners
The importance of identifying core competencies among staff has
cut across numerous elds of practice. A core competency is dened
as an area of expertise that is fundamental to a particular job or
function (Microsoft, 2009). Core competencies are critical in achieving
success and moving forward as a movement. For practitioners
working to prevent sexual violence, core competencies include things
like knowledge, skills, and attitudes that are necessary to carry out
prevention initiatives in communities.
1his documenL summarizes lndinqs
lrom locus qroups laciliLaLed
by Lhe NaLional Sexual Violence
Resource CenLer (NSVRC) in 2009
in an ellorL Lo idenLily core skills
and qualiLies ol ellecLive prevenLion
pracLiLioners and idenLiles areas
lor lurLher exploraLion. Please
reler Lo Lhe oLher documenLs in
Lhis packeL lor lurLher inlormaLion
abouL Lhe qualiLies and abiliLies ol
prevenLion pracLiLioners.
For Lhe purpose ol Lhis resource,
Lhe Lerms prevention practitioner,
preventionist, and educator are
used inLerchanqeably Lo reler
Lo individuals enqaqinq in social
violence in any and all lorms.
Process of identifying core
competencies of sexual violence
prevention practitioners
1he NSVRC has been involved in
buildinq prevenLion capaciLy in
sLaLes, Lribal communiLies, and
LerriLories since iLs incepLion in
2000. Developed as Lhe naLion's
principle inlormaLion and resource
cenLer on sexual violence, Lhe
NSVRC works Lo provide resources
based on Lhe laLesL sexual violence
prevenLion research. ln order Lo do
Lhis, Lhe NSVRC conLinually seeks
inpuL lrom Lhose workinq in Lhe
anLisexual violence leld Lo idenLily
needs.
Gathering input from the eld:
Focus groups
ln response Lo several requesLs lrom
sexual assaulL coaliLions, as well as
needs idenLiled by orqanizaLional
parLners, Lhe NSVRC conducLed
Lwo Lelephone locus qroups in
How do you dene a sexual assault
prevention educator?
Common themes from answers
to this question included:
5omeone who does community
or classroom education
5omeone who understands the key
principles oI primary prevention,
as well as how these principles can
address the root causes of sexual
violence
5omeone who is Iamiliar with and
understands social justice activism
March 2009 wiLh sLaLe sexual assaulL coaliLion
sLall on Lhe Lopic ol core compeLencies lor
prevenLion educaLors. Lach locus qroup was
held wiLh six coaliLion sLall and lour NSVRC
sLall members. 1he locus qroup discussion
concenLraLed on lve quesLions:
1. How do you dene a sexual assault prevention
educator?
2. What concepts must one understand to be an
effective sexual assault prevention educator?
3. What do you think are the must-have skills for
a sexual assault prevention educator?
4. What are the benets of everyone in the
sexual violence eld receiving training on the
core competencies identied?
5. What on-going support do sexual assault
prevention educators need to continue to build
their competence?
Responses and experiences:
Organizing the ndings
1he locus qroup discussions cenLered on a
number ol Lhemes: prevenLion pracLiLioners as
social chanqe aqenLs, Lhe need lor a visionary
or "biq picLure" approach Lo Lhe world, and
some lonqreachinq ellecLs ol prevenLion work.
Responses Lo each ol Lhe locus qroup quesLions
creaLed new quesLions and opporLuniLies lor
Lraininq, Lechnical assisLance, and resource
developmenL.
Some locus qroup members expressed
a prelerence lor Lhe Lerm "PrevenLion
SpecialisL" insLead ol "PrevenLion LducaLor"
because Lhey lelL Lhe lormer helped disLance
Lhe movemenL lrom Lhe inLense locus on
individuallevel approaches. 1his approach
siLuaLes Lhe individual as someone who is
orqanizinq, educaLinq, laciliLaLinq, neLworkinq,
collaboraLinq, and mobilizinq in order Lo
accomplish primary prevenLion qoals, as
opposed Lo someone who is primarily workinq
in a classroom/school seLLinq. Seeinq Lhe role
ol Lhis individual as primarily a social chanqe
aqenL may help in recruiLmenL and hirinq
ellorLs. For quidance on Lhe process ol hirinq
prevenLion pracLiLioners see Guidance for
Hiring, Training, and Supporting Community
Prevention Practitioners.
What concepts must one understand to be an
effective sexual assault prevention educator?
Focus qroup parLicipanLs idenLiled and delned
a number ol imporLanL concepLs LhaL serve as a
qood loundaLion lor ellecLive prevenLion. 1hese
include:
Risk and protective factors key lacLors
LhaL increase or decrease a person's risk ol
becominq a vicLim or perpeLraLor
Core competencies for prevention practitioners 3
Root causes Lhose lorms ol oppression LhaL
allow sexual violence Lo exisL.
Framing messages how Lo ellecLively
communicaLe your prevenLion messaqe Lo
reach Lhe inLended audience.
Foundations oI primary prevention
knowledge includinq Lhe social ecoloqical
model and principles ol ellecLive prevenLion
proqrams.
DiIIerent styles oI learning undersLandinq
LhaL noL everyone learns Lhe same way.
1hese include visual, audiLory and kinesLheLic
(learninq by doinq).
Theories and fundamentals of behavior
change undersLandinq behavioral chanqe can
help Lo improve Lhe proqramminq and messaqe
delivery.
The context of the work within a larger social
picture how prevenLion work plays ouL in
everyday lile siLuaLions.
The core tenets of anti-oppression work
recoqnizinq Lhe imporLance ol addressinq Lhe
various lorms ol oppression in order Lo creaLe a
communiLy lree lrom all Lypes ol violence.
The promotion paradigm whaL are we Lryinq
Lo promoLe, noL |usL whaL we're aqainsL.
The ability to see the "big picture" ln
oLher words, undersLandinq Lhe macrolevel
sense ol Lhe issue. Lookinq aL Lhe oLher lorms
ol oppression and how Lhey inLersecL wiLh
sexual violence was also noLed as a concepL
LhaL all educaLors musL undersLand in order
Skills needed for effective prevention practitioners
Focus qroup parLicipanLs idenLiled a number ol skills needed such as:
Desire Lo work wiLh a communiLy on lndinq
soluLions
Pro|ecL manaqemenL and leadership
Knowledqe ol communiLy sysLems and resources
FlexibiliLy and sponLaneiLy
CreaLiviLy
CriLical Lhinkinq skills
Crisis inLervenLion
Croup discussion laciliLaLion
SysLems advocacy
Knowledqe ol, and abiliLy Lo adapL Lo, various
learninq sLyles
LllecLively addressinq Lraininq qoals and a
ob|ecLives
Public speakinq skills and comlorL Lalkinq Lo qroups
ol various sizes
Personal qualities
Community mobilization skills
Communication skills
Lo be ellecLive. For more inlormaLion on whaL
concepLs prevenLionisLs musL undersLand,
see Lhe Qualities and Abilities of Effective and
Condent Prevention Practitioners (NSVRC,
202) resource in Lhis packeL.
What do you think are the must-have skills
for a sexual assault prevention educator?
Focus qroup parLicipanLs idenLiled a
number ol skills needed lor ellecLive
prevenLion pracLiLioners includinq personal
qualiLies, communiLy mobilizaLion skills,
and communicaLion skills (see Lable below).
ln addiLion, iL was sLaLed by parLicipanLs
LhaL pracLiLioners should have Lhe abiliLy Lo
advocaLe lor Lhe value ol prevenLion wiLhin
Lheir orqanizaLion. 1he need lor pracLiLioners Lo
be crossLrained in crisis inLervenLion work was
also idenLiled by parLicipanLs as Lhey lelL LhaL
havinq a broad undersLandinq ol Lhe impacL ol
sexual violence helps in idenLilyinq and carryinq
ouL ellecLive prevenLion sLraLeqies.
What are the benets of everyone in the
sexual violence eld receiving training on
core competencies identied for prevention
educators?
Focus qroup parLicipanLs expressed a desire
Lo see everyone wiLhin Lhe anLisexual
violence movemenL receive Lraininq on core
compeLencies in order Lo supporL prevenLion
pracLiLioners and ellecLive prevenLion ellorLs.
CrossLraininq prevenLion and inLervenLion sLall
could be an opporLuniLy Lo reinviqoraLe pro|ecLs
and parLners. While many aqencies require
Lraininq lor counselinq skills, Lhere is qenerally
no required primary prevenLion Lraininq. 1his
could be due Lo lundinq resLricLions and Lhe
"siloinq" ol prevenLion proqramminq LhaL olLen
happens.
However, mandaLory primary prevenLion
Lraininq could promoLe meaninqlul enqaqemenL
wiLh Lhe work by locusinq on rooL causes and
"biqqer picLure" perspecLives. ll a separaLe
Lraininq isn'L possible, prevenLion principles
could be inLeqraLed inLo Lhe currenL Lraininq
curricula an excellenL opporLuniLy lor
prevenLion pracLiLioners Lo enqaqe volunLeers
and new sLall in discussions ol prevenLion.
1his is also an ellecLive way Lo show LhaL all
aqency proqrams are imporLanL, and LhaL
direcL services and prevenLion ellorLs are noL
compeLinq prioriLies in Lhe orqanizaLion. All
services ollered are core Lo Lhe mission and
values ol Lhe anLisexual violence movemenL.
Several locus qroups members sLaLed LhaL hiqh
burnouL raLes could be lowered wiLh primary
prevenLion Lraininq. ln an assessmenL ol
innovaLive prevenLion proqrams, iL was lound
LhaL 00 ol Lhe innovaLive proqram aqencies
have insLiLuLionalized prevenLion in Lheir
missions and/or vision sLaLemenLs (1ownsend,
202). PrevenLion was also inlused LhrouqhouL
Lhe sLraLeqic plans ol Lhese orqanizaLions. 1he
insLiLuLionalizaLion ol prevenLion was lound
Lo have a siqnilcanL impacL on Lhe success ol
proqrams, because Lhe proqrams were shown Lo
have less sLall Lurnover and had clear measures
in place lor prevenLinq sLall burnouL. 1hese
orqanizaLions also looked aL prevenLion as
equally imporLanL Lo direcL services Lhey are
inLeqrally connecLed.
Ways that prevention is integrated into these
organizations include:
All sLall beinq qiven opporLuniLies Lo inluence
and delne whaL prevenLion looks like.
Requirinq all deparLmenLs Lo speak Lo how
Lhey lullll Lhe aqency's mission and/or sLraLeqic
plan, includinq how Lheir work conLribuLes Lo
prevenLion.
Providinq aqencywide Lraininqs on
prevenLion.
RouLinely askinq sLall lor personal examples
ol how Lhey enqaqe as bysLanders in Lheir
prolessional and personal lives.
lncludinq prevenLion acLiviLies and issues
in aqency newsleLLers, websiLes, and oLher
publicaLions.
Primary prevention is
the best form of victims
service there is.
- Focus group participant
lnviLinq all sLall Lo experience Lhe prevenLion
proqrams as parLicipanLs in order Lo losLer
undersLandinq across deparLmenLs ol Lhe
prevenLion proqrams.
CrossdeparLmenLal sLallnq ol prevenLion
proqrams.
One locus qroup member brouqhL up Lhe Lopic
ol inLerdisciplinary approaches Lo primary
prevenLion, qivinq an example ol Lheir aqency
encouraqinq noL only prevenLion specialisLs, buL
prosecuLors, law enlorcemenL, and oLher key
communiLy parLners Lo idenLily roles LhaL Lhey
can have in prevenLion aL Lhe communiLy level.
1his could include Lakinq parL in prevenLion
Lraininqs or servinq on prevenLion commiLLees
in order Lo expand Lheir knowledqe abouL Lhe
broad specLrum ol prevenLion and Lheir role
wiLhin LhaL specLrum.
For Technical Assistance Providers
What on-going support do sexual assault
prevention educators need to continue to build
their competence?
1here are many ways LhaL sLaLe, Lribal and
LerriLory coaliLions and Lechnical assisLance
providers can supporL local communiLy
orqanizaLions in sLrenqLheninq skills around
prevenLion. Many prevenLion pracLiLioners have
sLaLed LhaL Lhey leel a sense ol isolaLion in Lheir
work and LhaL Lhere is a qreaL need Lo connecL
wiLh oLhers doinq similar work. Findinq ways
Lo creaLe a communiLy ol pracLiLioners would
culLivaLe a leelinq ol connecLion and prevenL
burnouL amonq prevenLion educaLors.
5ome ways to accomplish this include:
CreaLinq elecLronic mailinq lisLs Lo connecL
prevenLion pracLiLioners wiLhin a sLaLe reqion.
1his can qo a lonq way in addressinq issues
around Lhe isolaLed naLure ol Lhe work.
HosLinq reqular/quarLerly/monLhly conlerence
calls LhaL could be Lopicspecilc wiLh roLaLinq
laciliLaLion by Lhe pracLiLioners Lhemselves.
Buildinq a resource websiLe LhaL houses key
prevenLion documenLs and also serves as a
reposiLory lor collecLed prevenLion resources
lrom Lhe local orqanizaLions.
PuLLinq LoqeLher prevenLion workinq qroups
in order Lo obLain leedback, recommendaLions,
and buyin lrom pracLiLioners.
OLher ways LhaL coaliLions and Lechnical
assisLance providers can supporL orqanizaLions
is by ollerinq reqular Lraininqs Lo local cenLers
on Lhe lundamenLals ol prevenLion. 1his is
a qreaL, susLainable way Lo help cenLers qeL
LoqeLher, share experiences, and qeL Lo know
whaL oLher people in Lhe sLaLe are doinq
concerninq primary prevenLion. CoaliLions can
also brinq Lhe prevenLion specialisLs LoqeLher
wiLh advocaLes lor a day once a monLh and
crossLrain. Focus qroup members poinLed ouL
LhaL iL is benelcial Lo provide prevenLionisLs
and advocaLes wiLh opporLuniLies Lo share
Lheir perspecLives, learn abouL whaL oLhers are
doinq, and see Lheir work lrom dillerenL poinLs
ol view. ll Lhis is noL leasible due Lo budqeL
consLrainLs, coaliLions can provide quidance
lor proqrams who wanL Lo come LoqeLher on
Lheir own, or can oller lowcosL alLernaLives like
webinars and Leleconlerences. 1hey can also
leveraqe resources by parLnerinq wiLh oLher
aqencies Lo brinq people LoqeLher.
SeLLinq sLandards lor prevenLionisLs' |ob
and Lraininq requiremenLs was lisLed as very
imporLanL alonq wiLh a conLinual reminder Lo
local communiLy orqanizaLions LhaL Lhe core
parL ol Lheir proqram is noL |usL counselinq
and advocacy, buL also prevenLion and social
chanqe. Focus qroup parLicipanLs discussed
Lhe imporLance ol Lraininq new direcLors
specilcally abouL leminism, oppression, and
oLher elemenLs ol leminisL movemenLs in
order lor people Lo clearly see Lhe connecLions
Lo anLioppression work and undersLand Lhe
philosophy ol Lhe movemenL.
One coaliLion represenLaLive sLaLed LhaL Lhey
were in Lhe process ol developinq prevenLion
Lraininq LhaL Lhey would deliver Lo Lhe local
proqrams. 1hey also lelL iL was Lhe coaliLion's
role Lo disseminaLe inlormaLion abouL oLher
Lraininq opporLuniLies and ways Lo connecL
(like Lhe PrevenLConnecL elecLronic mailinq
lisL where one may lnd perLinenL inlormaLion
lor prevenLion educaLors concerninq Lhe laLesL
developmenLs in Lhe leld, includinq liLeraLure,
research reviews, and Lraininqs. For more
inlormaLion, please conLacL
www.preventconnect.org). Some coaliLions
have also implemenLed social neLworkinq
Lools (such as a "FacebookLype" communiLy,
bloqs, online lorums) lor orqanizaLions and
specilcally lor people invesLed in prevenLion
educaLion, providinq opporLuniLies Lo share
resources, hosL discussion lorums, and
parLicipaLe in bloqs.
Focus qroup members expressed Lhe desire
Lo see onqoinq prevenLion webinars lor local
communiLies in Lheir sLaLes.
At the local service organizations, program
managers/directors also have a role to play in
this. They can:
Provide prevenLion sLall wiLh Lhe needed
quidance and resources Lo do ellecLive
prevenLion work.
Lncouraqe sLall Lo access Lhe reqional/sLaLe/
naLional supporLs available.
PromoLe collaboraLion wiLh neiqhborinq,
sisLer cenLers
Recommendations and Additional Questions
Some addiLional needs and recommendaLions
LhaL came ouL ol Lhe locus qroups and Lhe
NSVRC's PrevenLion AssessmenL Pro|ecL
reporLs included:
SupporLinq proqrams Lo prevenL sLall burnouL
and vicarious Lrauma.
Buildinq connecLions amonq proqrams. 1his
includes opporLuniLies lor local proqrams Lo
connecL wiLh each oLher wiLhin a sLaLe, as well
as opporLuniLies lor sLaLes Lo connecL Lo oLher
sLaLes.
Buildinq capaciLy lor evaluaLion.
PromoLinq examples ol successlul cross
Lraininq ol all aqency sLall in prevenLion.
Buildinq orqanizaLional capaciLy lor
prevenLion.
UndersLandinq Lhe core compeLencies
necessary lor ellecLive primary prevenLion
work is key Lo esLablishinq lasLinq prevenLion
iniLiaLives wiLh meaninqlul ouLcomes in a
communiLy. lnvesLmenL in prevenLion work and
Lhose doinq LhaL work is criLical Lo Lhe success
ol an orqanizaLion and Lhe anLisexual violence
movemenL.
About the Authors
1his resource was creaLed wiLh Lhe insiqhL and experLise ol 5tephanie Townsend, Ph.D.
References
Core compeLency. (2009). ln Encarta World English Dictionary (NorLh American LdiLion). Redmond, WA: MicrosolL CorporaLion. ReLrieved lrom
hLLp://y^.search.ybdi.neL/DicLionary/Search?q=delne+core+compeLency&lorm=D1PDlO
NaLional Sexual Violence Resource CenLer (202). Qualities and abilities of effective and condent prevention practitioners. Lnola, PA: AuLhor.
Available aL hLLp://www.nsvrc.orq
1ownsend, S. (202). Prevention Assessment Year 2 Report: Innovations in prevention. ReLrieved lrom Lhe NaLional Sexual Violence Resource CenLer:
Further Reading
MarLin, S. L., CoyneBeasley, 1., Hoehn, M., MaLhew, M., Runyan, C. W., OrLon, S., & RoysLer, L. (2009). Primary prevenLion ol violence aqainsL women: 1raininq
needs ol violence pracLiLioners. Violence Against Women, 15, ^^56. doi:0.77/07780208327^83
Runyan, C. W., & SLidham, S. S. (2009). Core compeLencies lor in|ury and violence prevenLion. Injury Prevention, 15, ^. doi:0.36/ip.2009.02758
U.S. DeparLmenL ol HealLh and Human Services, CenLers lor Disease ConLrol and PrevenLion, NaLional CenLer lor ln|ury PrevenLion and ConLrol. (2009).
The social-ecological model: A framework for prevention. ReLrieved lrom hLLp://www.cdc.qov/ViolencePrevenLion/overview/socialecoloqicalmodel.hLml
Virqinia Sexual and DomesLic Violence AcLion Alliance. (n.d.). Guidelines for the prevention of sexual violence & intimate partner violence. ReLrieved lrom:
hLLp://www.vadv.orq/secPublicaLions/PrevenLion20Cuidelines2020095B5D.pdl

Strategies for integrating prevention
into organizational operations
Preventing sexual violence takes more than the energy, commitment,
and time of prevention practitioners it is a movement-wide
initiative that requires thoughtful and intentional action by everyone.
When prevention is integrated into an agencys vision and culture,
it can be sustained and continue to grow in innovation over time.
An organizational commitment to prevention will help with the
movement-wide paradigm shift toward effective prevention.
SLudies ol esLablished and
innovaLive prevenLion proqrams
have lound LhaL inLeqraLion is a key
parL ol susLainabiliLy and success
(1ownsend, 202).
lnLeqraLion means makinq Lhe
commiLmenL, as an aqency and
leadership, Lo have prevenLion
woven inLo Lhe core ol services and
sLrucLure. lL can Lake many lorms
and depends on Lhe sLrenqLhs
and resources ol each aqency and
communiLy. 1his resource will oller
examples ol whaL inLeqraLion could
look like and ouLline some sLraLeqies
Lo assisL aqencies inLeresLed in
implemenLinq Lhis process.
What does integration look like?
For Lhe purposes ol Lhis resource,
inLeqraLion can be undersLood
as weavinq prevenLion more
inLenLionally inLo orqanizaLional
sLrucLure and inlrasLrucLure.
lnLeqraLion is Lruly abouL prioriLizinq
or relocusinq prevenLion Lo Lhe core
ol aqency mission and services.
One sLudy lound LhaL a common
characLerisLic ol innovaLive
prevenLion proqrams was Lhe
emphasis on prevenLion and direcL
services beinq valued equally, Lhese
aqencies did noL see one as more
imporLanL Lhan anoLher (1ownsend,
202). AddiLional characLerisLics
included how lunds are allocaLed,
how sLall is supporLed, and how
aqency mission is concepLualized.
lnLeqraLion can look a number
ol dillerenL ways, buL iL resLs on
prevenLion beinq a valued and
respecLed conLribuLion Lo Lhe anLi
sexual violence movemenL.
Mission & core values
1he culLure and locus ol an aqency
can be Lied Lo Lhe mission, core
values, and/or vision sLaLemenL.
1hese philosophies olLen serve
as a moLivaLion and quide lor all
acLiviLies and ways ol seeinq Lhe
work beinq done. lnsLiLuLionalizinq
Lhe principles ol prevenLion by
incorporaLinq Lhem inLo mission or vision
sLaLemenLs helps sLreamline and locus
documenLinq and helps locus and moniLorinq
ol all work (1ownsend, 202). 1he lisL below
ouLlines some poinLs ol consideraLion when
assessinq or developinq mission or vision
sLaLemenLs LhaL supporL prevenLion inLeqraLion.
Social change. PrevenLion is Lruly abouL
shilLinq and chanqinq social norms LhaL supporL
sexual violence. Lnqaqinq in social chanqe
work, and endorsinq a social |usLice approach,
can brinq a sense ol hopelulness Lo anLisexual
violence work. Havinq an inLenLional approach
Lo seeinq all aqency work wiLhin Lhe larqer
picLure ol social chanqe may reinviqoraLe or
reenerqize acLivisLs, prevenLion pracLiLioners,
counselors, and leaders.
Example: The Pennsylvania Coalition
Against Rapes Core Values include Social
Transformation, We do transformative work of
social change, with a commitment to intentional
collaboration for the collective good. We seek
to be a signicant force in the prevention of
sexual violence through education, advocacy,
and collaboration that serves as a driving force
in ending sexual violence.
Anti-oppression work. ln close connecLion
Lo a social chanqe approach, connecLinq
anLisexual violence work wiLh ellorLs Lo end
sysLems ol oppression sLrenqLhens poLenLial
parLnerships and communiLy supporL. Sexual
violence prevenLion is inLrinsically linked wiLh
endinq all lorms ol oppression includinq sexism,
racism, classism, heLerosexism, Lransphobia,
adulLism and aqeism, anLisemiLism, ableism,
as well as oLhers (Cuy, 2006). Makinq Lhese
connecLions and commiLmenLs clear promoLes
undersLandinq and consisLency in service
delivery.
Example: The YWCAs mission and vision
statement connect promoting racial and gender
equality with a peaceful community, YWCA is
dedicated to eliminating racism, empowering
women and promoting peace, justice, freedom
and dignity for all.
Feminist philosophy. 1he anLisexual violence
movemenL has many connecLions Lo leminisL
LhouqhL and leminisL acLivism. 1hrouqhouL
Lhe pasL lew decades, emerqinq principles
and criLiques ol leminism have helped creaLe
a more inclusive, respecLlul, and dynamic
space. 1hese principles and criLiques can help
aqencies lookinq Lo reLrieve Lhe leminisL rooLs
ol Lhe anLisexual violence movemenL and brinq
Lhem more clearly inLo Lhe presenL.
Examples: Addressing the effects of patriarchy
both within the agency and the community,
having a commitment to shared leadership
and participation, or acknowledging the
complexities and individual rights regarding
choice and reproductive care for all survivors of
sexual violence.
Information about the implementation
of prevention and ending sexual violence.
Mission sLaLemenLs are olLen quidinq lorces lor
an orqanizaLion's work. LxpliciLly relerencinq
prevenLion could help sLrenqLhen inLeqraLion
ellorLs. lL is imporLanL Lo have a lrm qrasp
and undersLandinq ol prevenLion in order Lo
creaLe a lonqlasLinq vision ol prevenLion. 1here
are a number ol resources available Lo assisL
orqanizaLions in developinq lanquaqe LhaL is
consisLenL wiLh Lheir work. PrevenLion can
be included in Lhe Laqline ol an orqanizaLion,
such as Lhe BosLon Area Rape Crisis CenLer:
Dedicated to healing. Advocating for change.
Involving all staff
PrevenLion has Lypically been seen as Lhe sole
responsibiliLy ol prevenLion pracLiLioners a
cerLain person or qroup ol people wiLhin an
aqency. PrevenLion is mosL ellecLive when
all sLall counselors, medical and leqal
advocaLes, public policy sLall, board members,
execuLive direcLors, and adminisLraLive sLall
are knowledqeable and invesLed in prevenLion
principles. 1his could mean reqular Lraininqs,
discussions durinq sLall meeLinqs, or oLher
educaLional opporLuniLies lor everyone Lo leel
conldenL in modelinq prevenLion.
lnvolvinq all sLall does noL necessarily mean
everyone in Lhe aqency is implemenLinq
prevenLion proqramminq, buL LhaL Lhey are
invesLed in Lhe principles and Lhe ulLimaLe
qoal ol social chanqe. DirecL service sLall
and volunLeers could Lake on occasionally (or
reqularly) presenLinq onesession, awareness
raisinq proqrams in Lhe communiLy, while
prevenLionisLs work on norms chanqe and
collaboraLive parLnerships. OrqanizaLions musL
be invesLed in makinq sure Lhis balance in
meeLinq Lhe needs ol Lhe communiLy and social
LranslormaLion are adequaLely addressed while
noL placinq all responsibiliLy on prevenLion sLall.
Personal actions strengthen professional
efforts
ln addiLion Lo involvinq sLall in Lhe
orqanizaLional implemenLaLion ol prevenLion,
encouraqinq personal acLion is a way Lo
pracLically connecL prevenLion and social
chanqe wiLh everyday lile. For example,
havinq a bysLander empowermenL Lraininq
or discussion can |umpsLarL a brainsLorminq
session ol how sLall as individuals can Lake
acLion in siLuaLions Lhey come across on a
daily basis. 1hese skills and behaviors supporL
empowered acLion and encouraqe everyone Lo
become social chanqe aqenLs. lL also creaLes
a space where Lakinq risks is valued and
individuals are supporLed as Lhey sLep ouLside
Lheir comlorL zone.
A qreaL exercise lor Lhis is havinq sLall qeL inLo
qroups ol Lhree one person is Lhe speaker
and Lhe oLher Lwo lisLen and oller leedback.
1he speaker has one minuLe Lo pracLice
inLerveninq in a siLuaLion Lhey lnd dillculL.
Once Lhe minuLe is up Lhe oLher Lwo people
oller leedback and assisLance in developinq
Lhe response. 1his provides each person wiLh
a chance Lo pracLice, raLher Lhan havinq Lo
acL in Lhe momenL wiLhouL Lhinkinq Lhinqs
Lhrouqh belorehand. 1his exercise could be
uselul durinq sLall meeLinqs, Leam meeLinqs, or
volunLeer Lraininqs.
Funding allocation
Lconomics and resources can be an onqoinq
issue lor nonprolL and social service aqencies.
A commiLmenL Lo inLeqraLinq prevenLion inLo
services can open up new doors lor lundinq
Lhrouqh ouLside orqanizaLions or Lhrouqh
reallocaLion ol exisLinq lundinq. 1here are
a number ol online resources around qranL
wriLinq and lundraisinq and developinq a
prevenLion campaiqn, so here Lhe locus will be
on discussions abouL lundinq prevenLion wiLh
exisLinq lunds.
ln Lhe sLudy ol innovaLive proqrams, a
consisLency amonq parLicipanLs was Lhe
use ol discreLionary or qeneral operaLinq
lunds Lo supporL prevenLion work lundinq
was noL riqidly delned by lundinq sLreams
(1ownsend, 202). 1his is a Lanqible example
ol an insLiLuLional commiLmenL Lo prevenLion.
The benet of using unrestricted or
discretionary funds is the opportunity
to explore different approaches with-
out the boundaries of external ex-
pectations. One agency in the study
of innovative programs commented,
[Relying on unrestricted funds] is a
blessing because were not conned
to grant objectivesWere more free
with what we do and with our time-
lineBecause theres no prevention
money specically for this, it lets us
create our own priorities (Townsend,
2011, p. 46).
lnnovaLive prevenLion proqrams invesL in Lhe
work ol chanqinq social norms and culLure.
Fundinq sLrucLures and allocaLion do noL have
Lo be as daunLinq as Lhey may seem. Many ol
Lhe aqencies in Lhe sLudy, as well as LhrouqhouL
Lhe counLry, do noL have larqe budqeLs. A
conLribuLinq lacLor Lo success, however, was Lhe
insLiLuLional commiLmenL Lo lundinq prevenLion
adequaLely and susLainably. 1he ma|oriLy ol
Lhe aqencies LhaL parLicipaLed in Lhe sLudy
devoLed beLween 029 ol overall budqeL Lo
prevenLion (1ownsend, 202). 1he process ol
lundinq allocaLion or reallocaLion may require
educaLion, Lraininq, discussion, and lonqLerm
planninq. SLall, board members, and volunLeers
can be qiven Lhe inlormaLion and skills
necessary Lo besL supporL Lhis pracLical and
philosophical shilL in order Lo ensure successlul
implemenLaLion.
How does integration happen?
1he process ol inLeqraLinq prevenLion inLo
aqency pracLice is |usL LhaL a process. An
aqency inLeresLed in makinq Lhis shilL or
sLrenqLheninq prevenLion ellorLs needs Lo have
a lonqLerm, wideranqinq vision. Lach aqency
is qoinq Lo have a unique approach, buL Lhis
secLion provides inlormaLion on Lwo areas LhaL
could prove helplul.
Self assessments
A helplul lrsL sLep in any process is lndinq
sLrenqLhs, resources, and areas lor qrowLh.
AssessmenL can be an incredibly uselul
sLraLeqy lor lqurinq ouL where an aqency
can beqin workinq Loward creaLinq and
implemenLinq an innovaLive prevenLion
proqram LhaL is susLainable. AssessmenL Lools
are available online and can come in many
lorms: surveys, locus qroups, qroup discussion
and brainsLorminq. When lookinq lor Lools or
Lhinkinq abouL how Lo approach an assessmenL,
Lhe lollowinq could be very uselul areas ol
locus:
Aqency mission, values, and qoal
sLaLemenLs
Aqency delniLions and undersLandinqs ol
prevenLion (Are Lhey consisLenL wiLhin Lhe
aqency? Are Lhey in line wiLh research and
besL pracLices?)
BudqeL and lundinq allocaLion
WhaL is currenLly beinq implemenLed?
WhaL are Lhe qoals ol Lhe proqrams? WhaL
sLraLeqies are beinq used? Are Lhey in line
wiLh research and besL pracLices?
WhaL relaLionships and collaboraLions
could supporL prevenLion work?
WhaL relaLionship and collaboraLions could
be developed or sLrenqLhened?
Institutionalize self-care and burn-out
prevention
SLall sLabiliLy and lonqeviLy is key in creaLinq
lonqLerm prevenLion proqramminq. lL is
imporLanL LhaL sLall leel comlorLable seLLinq
limiLs and relecLinq on Lheir own needs as Lhey
enqaqe in any and all anLisexual violence work.
Lxamples ol insLiLuLionalizinq sellcare could
include, buL are noL limiLed Lo: havinq lex Lime
when sLall work over Lhe required number ol
hours (Lhis includes requirinq sLall Lo use Lhis
Lime wiLhin a seL Lime lrame, like a 2 week pay
period), all new sLall and volunLeer orienLaLion
maLerials include resources and opporLuniLies
Lo discuss sellcare, quarLerly discussions Lo
address any sellcare issues, or Lime seL aside
each monLh/quarLer/year Lo be LoqeLher as a
sLall wiLhouL doinq required Lasks (e.q. qoinq
Lo Lhe movies LoqeLher or visiLinq a park lor
a picnic lunch). 1hese acLiviLies should noL be
volunLary and should be seen as conLribuLinq
Lo, raLher Lhan deLracLinq lrom, aqency
producLiviLy.
Concluding thoughts
1his resource was creaLed wiLh Lhe knowledqe
and hope LhaL Lhe anLisexual violence
movemenL will qrow and discover new
sLraLeqies and innovaLions. lL is imporLanL Lo
see Lhe "biq picLure" when iL comes Lo sexual
violence prevenLion, Lhis work is incremenLal
and lonqLerm. 1he lollowinq are some Lhinqs
Lo keep in mind as we all move Lhrouqh Lhis
process collecLively.
5mall changes make a big diIIerence
lL can be overwhelminq when Lhinkinq abouL
inLeqraLinq prevenLion inLo an aqency LhaL may
noL have considered social chanqe cenLral Lo
iLs mission. 1his process, even lor innovaLive
prevenLion proqrams, can be daunLinq. A qreaL
lrsL sLep is simply sayinq LhaL prevenLion is a
prioriLy and mappinq ouL a plan. Havinq some
basic qoals and a Limeline lor each are valuable
and necessary milesLones. Makinq small
chanqes and celebraLinq Lhese vicLories can
have a much larqer impacL Lhan shooLinq lor
Lhe sLars and sLruqqlinq Lo make Lhinqs work.
Importance oI trust and respect
Aqency leadership can Lake many lorms:
individuals in posiLions ol auLhoriLy helpinq
sLall build conldence and skills or prevenLion
pracLiLioners workinq wiLhin an orqanizaLion
Lo educaLe and parLner wiLh coworkers and
supervisors. AL Lhe rooL ol Lhese dynamics
are LrusL and respecL, LrusL in Lhe process lor
ellecLive prevenLion and iLs lonqLerm posiLive
impacL on communiLies and respecL lor each
person's conLribuLion Lo Lhis process.

About the Authors
Liz Zadnik is LducaLion & Resource CoordinaLor
aL Lhe Pennsylvania CoaliLion AqainsL Rape
(PCAR), and has worked in Lhe violence
prevenLion and reproducLive |usLice movemenLs
as a communiLy educaLor and orqanizer. She
has her masLer's in communiLy psycholoqy
and social chanqe lrom Lhe Pennsylvania SLaLe
UniversiLy.
Jennifer Grove is PrevenLion OuLreach
CoordinaLor aL Lhe NaLional Sexual Violence
Resource CenLer, and has worked in Lhe anLi
sexual violence movemenL as an advocaLe,
counselor, educaLor, and prevenLion specialisL
lor over ^ years. She coordinaLes Lhe
prevenLion ouLreach services ol Lhe NSVRC
and provides Lraininq and Lechnical assisLance
Lo sexual assaulL coaliLions, deparLmenLs
ol healLh, and oLher orqanizaLions workinq
Lo develop and implemenL comprehensive,
ellecLive sexual violence prevenLion sLraLeqies.
1his resource was creaLed wiLh Lhe insiqhL
and experLise ol Stephanie Townsend, Ph.D.
Dr. 1ownsend has worked in Lhe movemenL
Lo end sexual violence lor 9 years as boLh
a pracLiLioner and researcher. She beqan by
workinq lor communiLybased rape crisis and
prevenLion proqrams in Michiqan, Calilornia and
1exas. AddiLionally, she served on Lhe boards
ol direcLors ol Lhe NaLional CoaliLion AqainsL
Sexual AssaulL, Lhe Calilornia CoaliLion AqainsL
Sexual AssaulL, and on Lhe advisory board ol
Lhe 1exas AssociaLion AqainsL Sexual AssaulL.
References
Cuy, L. (2006). Revisioninq Lhe sexual violence conLinuum. Partners in
Social Change, 9(), ^7. ReLrieved lrom Lhe WashinqLon CoaliLion ol
Sexual AssaulL Proqrams: hLLp://www.wcsap.orq/siLes/wcsap.huanq.
radicaldesiqns.orq/lles/uploads/documenLs/RapeCulLure2006.pdl
1ownsend, S. (202). Prevention Assessment Year 2 Report: Innovation in
prevention. ReLrieved lrom Lhe NaLional Sexual Violence Resource CenLer:
hLLp://www.nsvrc.orq/siLes/delaulL/lles/lle/Pro|ecLs_RPL_NSVRC_
Year2FinalReporL_2092.pdl

Qualities and Abilities of Effective
and Condent Prevention Practitioners
Because effective prevention is rooted in changing social norms
that support sexual violence, the qualities and abilities of effective
prevention practitioners are informed by a deeply-rooted commitment
to valuing equality and respect. With this said, the following points help
place these qualities and abilities in context.
What guides prevention
practitioners qualities and
abilities?
Promisinq pracLices, research,
daLa, and available evidencebased
sLraLeqies are consLanLly chanqinq
and developinq. 1he qualiLies and
abiliLies discussed in Lhis resource
may qrow as Lhe leld does.
Much like research and evidence,
prolessional skills qrow and chanqe
wiLh Lime. AlLhouqh some ol Lhe
qualiLies are relecLive ol currenL
knowledqe and prioriLies, Lhere are
many qualiLies LhaL are consisLenL
besL pracLice. Keep in mind LhaL
Lhis lisL may qrow and chanqe as
prevenLion research and pracLice
qrows and chanqes.
For Lhe purposes ol Lhis
resource prevention practitioner
and preventionist are used
inLerchanqeably Lo reler Lo
individuals enqaqinq in social
violence in any and all lorms. 1his
could include, buL is noL limiLed Lo,
sLaLe and LerriLory coaliLion sLall,
Rape PrevenLion and LducaLion
(RPL) CoordinaLors, and individuals
aL communiLybased sexual assaulL
cenLers. As wiLh all lanquaqe,
Lhese Lerms are luid and are
ollered wiLhin Lhis resource Lo
provide a consisLenL undersLandinq
ol individuals doinq anLisexual
violence and anLioppression work.
What are the qualities and
abilities of effective prevention
practitioners?
Usinq research on innovaLive
pracLice and inpuL lrom a seL ol
naLional locus qroups, several
qualiLies and abiliLies ol ellecLive
prevenLion pracLiLioners were
collecLed and are orqanized
below (1ownsend, 202 and see
Lhe NSVRC's Core Competencies
of Sexual Violence Prevention
Practitioners lor inlormaLion on
locus qroups lndinqs). Lach will be explained
in lurLher deLail LhrouqhouL Lhe resL ol Lhe
documenL.
AbiliLy Lo demonsLraLe loundaLional
undersLandinq ol sexual violence and sexual
violencerelaLed issues,
AbiliLy Lo ouLline, lisL, or describe how and why
sexual violence is a public healLh problem,
AbiliLy Lo make connecLions beLween anLi
accessible Lo Lheir communiLy,
AbiliLy Lo idenLily and implemenL loundaLional
elemenLs ol proqram developmenL, evaluaLion,
and daLa analysis,
CommiLmenL Lo collaboraLion and LrusL in
communiLy parLners Lo orqanize and susLain
sexual violence prevenLion ellorLs,
Personal aLLribuLes and characLerisLics ol
individuals LhaL could supporL lonqeviLy and
appropriaLe "lL" wiLh Lhe work ol prevenLion.

Ability to demonstrate foundational
understanding of sexual violence and sexual
violence-related issues.
Since Lhe issue ol sexual violence is complex
and varied, a loundaLional undersLandinq
is necessary lor answerinq basic quesLions
LhaL may come lrom communiLy members. A
loundaLional undersLandinq ol sexual violence
is key Lo beinq able Lo enqaqe in prevenLion:
lamiliariLy wiLh sLaLisLics, unique needs, and
currenL qaps in knowledqe will help when
collaboraLinq wiLh communiLy parLners and
developinq prevenLion sLraLeqies. 1he skills and
resources below are inLended Lo ouLline some
ol Lhe common areas ol compeLence.
A. Describing the issue
ParL ol a loundaLional undersLandinq is beinq
able Lo delne, describe, and provide examples
ol sexual violence Lo various audiences. 1he
CenLers lor Disease ConLrol and PrevenLion
(CDC) has provided a number ol resources,
includinq online learninq Lools Lo assisL
prevenLionisLs in delninq sexual violence
and sexual violence prevenLion. 1hese
undersLandinqs are used as Lhe keysLone lor
many public healLh iniLiaLives.
Sexual violence: Facts at a Glance (PDF)
SVDaLaSheeLa.pdl
VetoViolence: Principles of Prevention (HTML)
hLLp://www.veLoviolence.orq/pop
VetoViolence: Sexual Violence (HTML)
hLLp://www.veLoviolence.orq/educaLionsexual
violence.hLml
B. Comprehensive programming
Survivors ol sexual violence may noL only be
presenL durinq implemenLaLion ol prevenLion
proqramminq, buL may also undoubLedly
be a parL ol developinq campaiqns and
communiLy mobilizaLion iniLiaLives. 1herelore,
a Lraumainlormed, sLrenqLhsbased
approach Lo prevenLion embodies Lhe need
lor comprehensive proqramminq. 1hese
approaches work Lo keep Lhe impacL ol Lrauma
in Lhe lorelronL ol proqramminq, as well
as hiqhliqhL Lhe esLablished resources ol a
communiLy in Lhe inLeresL ol collaboraLion and
valued parLnership. For insLance, issues such as
poverLy and housinq are prime examples ol how
reducinq Lhe poLenLially neqaLive aspecLs ol
havinq public discussions ol sexual violence can
be a parL ol prevenLion proqram developmenL.
National Sexual Violence Resource Center
Research Brief on Housing and Sexual
Violence (PDF)
publicaLions_NSVRC_ResearchBriel_housinq
andsexualviolence_0.pdl
Models for Developing Trauma-Informed
Behavioral Health Systems and Trauma-
Specic Services (PDF)
C. Knowledge about sexual harassment:
Sexual harassmenL prevenLion can open many
doors lor prevenLion pracLiLioners businesses,
insLiLuLions ol hiqher learninq, and schools
are eaqer Lo learn how Lo comply wiLh sLaLe
and lederal laws and how Lo creaLe sale and
producLive learninq environmenLs. Beinq able
Lo ouLline examples ol sexual harassmenL
in various communiLy seLLinqs such as
businesses, schools, colleqe campuses, or public
spaces can help in ouLreach ellorLs, as well as
in developinq sLraLeqies lor various communiLy
seLLinqs:

The United States Equal Employment
Opportunity Commission (EEOC) offers a legal
denition of sexual harassment (HTML).
hLLp://www.eeoc.qov/eeoc/publicaLions/lssex.
clm
Based on results of a national survey of
7th-12th graders in the Spring of 2011, the
American Association of University Women
(AAUW) report Crossing the Line: Sexual
harassment in schools reveals how common
sexual harassment truly is among Americas
schools and how it impacts learning (PDF).
hLLp://www.aauw.orq/learn/research/upload/
Crossinq1heLine.pdl
offers a comprehensive prevention curriculum
for grades K-12 in Sexual Harassment
Prevention in Schools (PDF). hLLp://www.
pcar.orq/siLes/delaulL/lles/lle/1A/Sexual
HarassmenLPrevenLioninSchoolsCurriculum
Manual.pdl
The National Resource Center on Domestic
Violence and the National Sexual Violence
Resource Center created a resource
outlining how gender and sexuality play a
part in harassment and bullying of students
in elementary, middle, and high school.
Addressing the Gendered Dimensions of
Harassment and Bullying: What domestic and
sexual violence advocates need to know offers
advocates suggestions for strengthening work
in school communities (PDF).
ClB_HarassmenLBullyinq.pdl
D. Condentiality
1he conldenLialiLy and privileqe wiLhin Lhe
counselorsurvivor dynamic plays a parL
in undersLandinq Lhe overall sysLem ol
survivor services. AlLhouqh iL may noL seem
like an aspecL ol prevenLion work, iL is Lhe
responsibiliLy ol everyone in Lhe anLisexual
violence movemenL Lo be able Lo explain Lo
communiLy parLners and leaders how Lhis is
an imporLanL parL ol supporLinq survivors
leqally and emoLionally. ConldenLialiLy and
Lhe unique role ol advocaLes supporL survivors,
Lheir siqnilcanL oLhers, and Lheir communiLies
Lhrouqh LrusLbuildinq, communicaLion, and
muLual respecL.
E. Healthy sexuality/healthy relationships
PromoLinq healLhy sexualiLy and healLhy
relaLionship behaviors are sLraLeqies LhaL
show how social norms can beqin Lo shilL
Lhrouqh individual behavior chanqe. Once
people have Lhe skills and models, Lhey have
an opporLuniLy Lo creaLe chanqe wherever
Lhey are. PrevenLion pracLiLioners need
Lo be comlorLable discussinq consenL and
consensual dynamics boLh wiLhin Lhe conLexL
ol sexual acLiviLy, as well as oLher nonsexual
inLeracLions.
The theme for Sexual Assault Awareness
Month 2012 was healthy sexuality and
there are a number of resources available
to assist in organizing efforts, starting
community discussions, and developing
a social networking campaign (HTML).
F. Mandated reporting
ParL ol Lhe larqer prevenLion puzzle includes
inlormaLion and Lraininq lor mandaLed
reporLinq. MandaLed reporLinq is a pracLical
way Lo beqin discussions wiLh communiLy
members, insLiLuLions have a leqal obliqaLion
Lo reporL and be Lrained in reporLinq. SLaLes
diller in leqislaLion and policy on mandaLed
reporLinq ol child abuse, includinq who is a
mandaLed reporLer and Lhe process ol reporLinq
Lo appropriaLe auLhoriLies. Below are resources
Lo assisL you in lndinq Lhe laws in your area:
The United States Department of Health and
Human Services Administration for Children
and Families has a website that provides an
overview of mandated reporting statutes,
Mandatory Reporters of Child Abuse and
Neglect: Summary of State Laws (HMTL), as
well as a State Statutes Search page that
provides state-specic information on a
variety of policy issues (HMTL).
policies/sLaLuLes/manda.clm
policies/sLaLe/index.clm?evenL=sLaLeSLaLuLes.
showSearchForm
Break the Cycle released an Issue Brief,
Balancing Obligations: Serving Teen Victims
and Mandated Reporting of Statutory Rape
that outlines areas of concern, practical
implications, and resources for providers
serving teen victims (PDF).
hLLp://www.breakLhecycle.orq/siLes/delaulL/
lles/pdl/Laissuebriel0808.pdl
(PCAR) has a manual and PowerPoint
presentation for sexual assault advocates on
mandated reporting. These can be accessed
through PCARs website (HTML).
hLLp://www.pcar.orq/mandaLedreporLer
Lraininq
G. Knowledge on stalking
PrevenLionisLs may noL encounLer sLalkinq as
a pressinq communiLy issue or problem, buL
awareness can equip individuals wiLh well
rounded and Lranslerable qualiLies and abiliLies.
As part of the National Center for Victims of
Crimes Stalking Resource Center (HTML),
there are a number of resources including a
Quiz to assess your knowledge on stalking
(HTML).
hLLp://www.vicLimsolcrime.orq/ourproqrams/
sLalkinqresourcecenLer
Workplaces Respond to Domestic and Sexual
Violence offers guidance on workplace polices
for domestic violence, sexual violence, dating
violence and stalking (HTML).
hLLp://www.workplacesrespond.orq/learn/
modelpolicy
H. Knowledge of Frameworks
Similar Lo Lhe imporLance ol undersLandinq
sLalkinq, beinq able Lo discuss norms and
lrames can help prevenLionisLs inLerrupL
paLLerns ol behavior LhaL reinlorce vicLim
blaminq. For example, when workinq wiLh
individuals, communiLy orqanizaLions, or oLher
sysLems, discussions ol alcohollaciliLaLed
sexual assaulL are olLen locused on makinq sure
younq women don'L drink. lL is imporLanL LhaL
prevenLionisLs leel comlorLable and conldenL
in redirecLinq such conversaLions Lo bysLander
enqaqemenL, healLhy sexualiLy, or promoLinq
alLernaLive models ol masculiniLy. 1hese
sLraLeqies place accounLabiliLy on poLenLial
perpeLraLors and Lhe communiLy in qeneral,
raLher Lhan on reducinq risk and emphasizinq
vicLimizaLion.
I. People-rst language
ln order Lo sLay qenuine in Lhe promoLion ol
sale and respecLlul communiLies, prevenLion
pracLiLioners should consisLenLly use people
lrsL lanquaqe. Usinq peoplelrsL lanquaqe
inLerrupLs socieLy's narrow view ol individuals
and communiLies. For example: "survivors
wiLh disabiliLies," "individuals who idenLily as
lesbian, qay, bisexual, Lransqender, queer and
quesLioninq [LCB1O|," or "male survivors ol
child sexual abuse."
This language is rooted in the disability rights
movement, but it is consistent with anti-
oppression work of other movements and
communities including anti-sexual violence.
The website Disability is Natural has a number
of resources by Kathie Snow on People-First
Language (PDF) and (PDF).
plsh09.pdl
plcharL09.pdl
Ability to outline or describe how and why
sexual violence is a public health problem
Discussinq sexual violence as a communiLy
issue can help build inLeresL and supporL lor
prevenLion iniLiaLives. 1his may mean usinq a
public healLh approach or lramework Lo convey
Lhe imporLance ol prevenLion and communiLy
mobilizaLion. PrevenLionisLs musL undersLand
concepLs ol prevenLion and Lhe public healLh
approach, and be able Lo LranslaLe Lhose
principles inLo pracLice Lhrouqh mobilizaLion
and enqaqemenL.
A. Oppression
When Lhinkinq abouL Lhe rooL causes ol
sexual violence, qo beyond Lhinkinq ol sexism
alone all sysLems ol oppression conLribuLe
Lo violence and inequaliLy. Lydia Cuy's
Re-Visioning the Sexual Violence Continuum
qives acLivisLs a visual represenLaLion ol how
oppression inllLraLes rape culLure (PDF). 1his
Lool can serve as a base lor connecLinq anLi
when discussinq pro|ecLs wiLh oLhers in your
communiLy.
RapeCulLure2006.pdl

B. Guiding tools
lL is imporLanL Lo have a number ol Lools Lo help
orqanize or sLrucLure prevenLion work.
The social ecological model outlines the
different levels that impact trends, attitudes,
and behaviors. Individual, relationship,
community, and societal norms must be
addressed in order for sustainable change to
take place (HTML).
hLLp://www.cdc.qov/violenceprevenLion/
overview/socialecoloqicalmodel.hLml
The Spectrum of Prevention is a tool that
aids communities in the development of
a comprehensive, multi-level prevention
strategy that goes beyond focusing on
individuals, but instead focuses on systems
and norms (PDF).
PublicaLions_NSVRC_BookleLs_SexualViolence
andLheSpecLrumolPrevenLion_1owardsa
CommuniLySoluLion.pdl
When looking at studies and available research
on prevention initiatives for substance
abuse, risky sexual behavior, school failure,
juvenile delinquency and violence, a group of
researchers found nine principles that were
evident in a majority of effective programs
(Nation, Crusto, Wandersman, Kumpfer,
Seybolt, Morrissey-Kane, & Davino, 2003).
These nine principles increase the likelihood
of success and positive impact (PDF).
menLorinq_^.pdl
C. Perceptions
1he lanquaqe used Lo Lalk abouL sexual violence
and prevenLion can eiLher open minds or
close Lhem. UndersLandinq whaL people Lruly
Lhink abouL when Lhey hear "sexual violence"
can help prevenLion pracLiLioners in proqram
developmenL and delivery.
The National Sexual Violence Resource
Center and the Frameworks Institute have
been working on developing messages
around sexual violence that are consistent
and engage the general public in productive
conversations around prevention (HTML).
hLLp://www.lrameworksinsLiLuLe.orq/
sexualviolence.hLml
D. Social change
PrevenLionisLs should have a clear
undersLandinq ol Lhe world Lhey are workinq
Loward. PromoLinq social acLion, healLhy
sexualiLy, policy chanqe, and anLioppression
ellorLs qive communiLies a new model. 1alkinq
abouL whaL noL Lo do is imporLanL when
providinq preliminary educaLion, buL prevenLion
happens in chanqinq behaviors and social
norms. PromoLinq healLh, wellness, consenL,
and respecL encouraqes Lhose chanqes.
Risk and protective factors are a basic
introduction to investigating the areas where
individuals, communities, and society have
strengths and assets. This resource can help
discussions exploring those strengths (HTML).
hLLp://www.cdc.qov/ViolencePrevenLion/
sexualviolence/riskproLecLivelacLors.hLml

The American College Health Association
provides frameworks for doing prevention
work on college campuses in Shifting the
Paradigm: Primary prevention of sexual
violence (PDF).
hLLp://www.acha.orq/sexualviolence/docs/
ACHA_PSV_LoolkiL.pdl
Ability to make connections between
anti-oppression work and sexual violence
prevention accessible to their community
Sexual violence prevenLion is inLrinsically
linked wiLh endinq all lorms ol oppression
includinq sexism, racism, classism, heLerosexism,
Lransphobia, ableism, adulLism, and aqeism,
amonq oLhers. lL is imporLanL LhaL prevenLion
iniLiaLives acknowledqe and address Lhese
inequaliLies. An example ol Lhis sLraLeqy would
be hosLinq workshops lor communiLy parLners
locused on Lhe connecLions beLween lorms
ol oppression and sexual violence, as well as
assisLinq Lhem in developinq communiLybased
sLraLeqies Lo address prioriLy issues in Lhe
communiLy.
A. The YWCA of Greater Flints online training
manual for volunteers has a comprehensive
overview of the connections between anti-
oppression and anti-violence work (HTML).
hLLp://volunLeermanual.wordpress.
com/20/03/22/anLioppressionLheory/
B. The VAWNet Applied Research Paper
Changing Perceptions of Sexual Violence
Over Time outlines the evolution of the anti-
sexual violence movement and highlights the
importance of culturally-relevant prevention
approaches (PDF).
AR_ChanqinqPercepLions.pdl
AlLer reviewinq Lhese inLroducLory maLerials,
Lopics lor lurLher exploraLion could include:
Lconomic |usLice
FaiLh and spiriLualiLy
Clobal and border connecLions and poliLics
HealLh care and access Lo compeLenL services
Lanquaqe access
lmmiqraLion
Lesbian, qay, bisexual, Lransqender, queer or
quesLioninq (LCB1O) communiLies and qender
expression
MulLi and LranseLhnic, racial and culLural
idenLiLy
ResLorinq sovereiqnLy lor 1ribal and
lndiqenous NaLions
Ability to identify and implement
foundational elements of program
development, evaluation, and data analysis
ParL ol doinq ellecLive prevenLion work is beinq
able Lo measure ellecLiveness. NoL everyone
receives advanced deqrees in sLaLisLics and
evaluaLion, Lherelore Lhere are many resources
lor makinq Lhe evaluaLion process pracLical
and accessible. Findinqs lrom an ellecLive
evaluaLion can help wiLh proqram developmenL,
applyinq lor lundinq, makinq recommendaLions
Lo lunders, and recruiLinq communiLy supporL.
Lvidence LhaL a prevenLion proqram has a
posiLive impacL can open many doors and assisL
in buildinq a case lor onqoinq supporL.
A. Principles of effective prevention
1he CenLers lor Disease ConLrol and PrevenLion
(CDC) has a number ol resources available
lor download or lree by requesL on principles
ol ellecLive prevenLion and sLraLeqies lor
implemenLaLion:

i. Sexual Violence Prevention: Beginning the
Dialogue (PDF)
SVPrevenLiona.pdl
ii. Rape Prevention and Education Grant
Program: At A Glance (PDF)
hLLp://www.cdc.qov/ncipc/pubres/pdl/
RPL20AAC.pdl
iii. Preventing Intimate Partner
Violence and Sexual Violence in Racial/
Ethnic Minority Communities: CDCs
Demonstration Projects (PDF)
hLLp://www.cdc.qov/ncipc/pubres/
PrevenLinq_lPV_SV.pdl
Applying the Principles of Prevention: What
Do Prevention Practitioners Need to Know
About What Works? (PDF)
menLorinq_^.pdl

B. Evaluation and Assessment
1he CDC has documenLs explorinq ways in
which evidence can be concepLualized and
qaLhered:
i. Measuring Bullying Victimization,
Perpetration, and Bystander Experiences:
A Compendium of Assessment Tools(PDF)
BullyCompendiuma.pdl
ii. Understanding Evidence Part 1: Best
Available Research Evidence (PDF)
UndersLandinq_Lvidencea.pdl
iii. Continuum of Evidence of Effectiveness
(PDF)
ConLinuum20CharLa.pdl
Philantropy411 Blog post 10 Great Resources
for Creating a Theory of Change (HTML)
hLLp://philanLhropy^.wordpress.
com/200/03/29/Lheoryolchanqe/
The Aspen Institutes The Community
Builders Approach to Theory of Change: A
Practical Guide to Theory Development (PDF)
hLLp://www.dochas.ie/Shared/Files/^/1OC_lac_
quide.pdl
Commitment to collaboration and trust in
community partners to organize and sustain
sexual violence prevention efforts
ln addiLion Lo beinq able Lo modily or caLer Lhe
prevenLion messaqe Lo a specilc audience or
communiLy qroup, susLainable iniLiaLives are
only qoinq Lo be developed when responsibiliLy
lor endinq sexual violence is handed over Lo
Lhe communiLy. 1his requires some level ol
Lraininq and supporL, buL LrusL and respecL lor
communiLy parLners has Lo come inLo play. lL is
crucial LhaL Lhe value ol communiLy members is
esLablished lrom Lhe beqinninq ol any pro|ecL.
CommuniLy leaders and sLakeholders should
be involved lrom Lhe developmenL phase all
Lhe way Lhrouqh implemenLaLion, evaluaLion,
and susLainmenL ol Lhe proqram. PrevenLion is
noL Lypically a "packaqe deal" where iL can be
delivered Lo a communiLy or qroup ellecLive
prevenLion is Lruly abouL communiLy ownership
and accounLabiliLy lor solvinq Lhe problem.
A. The Community Tool Box is a global
resource for free information on essential
skills for building healthy communities. It
offers more than 7,000 pages of practical
guidance in creating change and improvement
(HTML).
B. Several editions of the Washington Coalition
of Sexual Assault Programs (WCSAP)
newsletter, Partners in Social Change,
offer practical guidance and resources on
community mobilization and engagement:
i. Community Development as a
Foundational Framework, Summer 2007
(PDF)
ii. Needs and Resources Assessment, Winter
2008 (PDF)
NeedsResourceAssessmenL2008.pdl
iii. Revisiting the Seven Steps of
Community Development, Spring 2008
(PDF)
C. Rooted in social action research and
community accountability, The New York City
Alliance Against Sexual Assault and 11 of the
citys sexual assault programs are taking part
in a six-year citywide project to prevent sexual
violence. The goal of Project ENVISION is to
change the social norms that promote and
permit sexual violence in NYC so that there
will be a reduction in perpetration of sexual
violence (HTML).
hLLp://www.svlreenyc.orq/proqrams_prevenLion.
hLml
Personal attributes and characteristics of
individuals that could support longevity
and appropriate t with the work of
prevention
ln a recenL survey ol innovaLive prevenLion
proqrams, iL was lound LhaL ellecLive
prevenLionisLs commonly share a number
ol personal qualiLies LhaL help make Lhem
successlul (1ownsend, 202). Some ol Lhese
can be learned or acquired Lhrouqh pracLice
and menLorship, buL many are qualiLies LhaL
brinq individuals Lo prevenLion and Lherelore
aren'L "Lrainable" necessarily. Leadership and
individuals hirinq lor prevenLion pracLiLioners
should keep Lhese in mind when creaLinq
|ob descripLions or conducLinq inLerviews.
[For more quidance on hirinq ellecLive
pracLiLioners see Guidance for Hiring, Training,
and Supporting Community Prevention
Practitioners|.
Passion for social justice and sexual
violence prevention. AlLhouqh iL is lisLed
above, Lhe passion lor doinq prevenLion
work can be whaL moLivaLes or enerqizes
prevenLionisLs. Learninq LheoreLical and
pracLical implemenLaLion ol prevenLion makes
Lhe work, buL a drivinq inLernal lorce makes Lhe
work doable.
Visionary and/or big picture orientation to
problem-solving. LllecLive pracLiLioners musL
be parL ol Lwo sLaLes ol beinq: locused on how
acLiviLies and proqrams are chanqinq behaviors,
while keepinq all ellorLs in a lonqLerm conLexL
or "biqqer" picLure. 1his wide scope helps keep
Lhinqs runninq smooLhly and consisLenLly.
Ability to build collaborative partnerships.
Since communiLy mobilizaLion and enqaqemenL
is builL on collaboraLion and equal parLnership,
prevenLionisLs' approach Lo prevenLion should
relecL Lhis lramework.
Realistic expectations and patience.
CollaboraLion, prevenLion, and social |usLice are
all lonqLerm, slow processes LhaL prevenLion
pracLiLioners should be able Lo place Lheir
individual or aqency work wiLhin Lhe evoluLion
ol Lhe anLisexual violence movemenL.
Organizational skills and the ability to
balance while multitasking. Since prevenLion
and social chanqe are mulLilaceLed problems
LhaL require mulLilaceLed soluLions,
prevenLionisLs olLen have Lo have many pro|ecLs
qoinq on aL one Lime. 1his |uqqlinq acL (as iL
can leel lrom Lime Lo Lime) needs someone
who can be orqanized and on Lop ol various
deadlines and elemenLs. "OrqanizaLional skills"
can mean loLs ol dillerenL Lhinqs people have
Lheir own sLyle ol keepinq Lhinqs arranqed, buL
Lhe mosL imporLanL Lhinq is LhaL deliverables
are achieved, pro|ecLs are appropriaLely
prioriLized, and proqress is made.
About the Authors
1his resource was creaLed wiLh Lhe insiqhL and experLise ol Stephanie Townsend, Ph.D.
References
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Anderson, A. (n.d.). The community builders approach to theory of change: A practical guide to theory development. New York, NY: Aspen Round 1able. ReLrieved
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AnLioppression Lheory. (20, March). ln YWCA of Greater Flint training manual. ReLrieved lrom
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Preventing sexual violence in the United States. ReLrieved lrom: hLLp://www.cdc.qov/ncipc/pubres/pdl/RPL20AAC.pdl
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(POP) [Online learninq course|. Available aL hLLp://www.veLoviolence.orq/educaLionpop.hLml
CenLers lor Disease ConLrol and PrevenLion, NaLional CenLer lor ln|ury PrevenLion and ConLrol, Division ol Violence PrevenLion. (n.d.). Sexual violence. ReLrieved
lrom hLLp://www.veLoviolence.orq/educaLionsexualviolence.hLml
Davis, R., Parks, L. F., & Cohen, L. (2006). Sexual violence and the spectrum of prevention: 1owards a communiLy soluLion. ReLrieved lrom Lhe NaLional Sexual
Violence Resource CenLer:
hLLp://www.nsvrc.orq/siLes/delaulL/lles/PublicaLions_NSVRC_BookleLs_SexualViolenceandLheSpecLrumolPrevenLion_1owardsaCommuniLySoluLion.pdl
Frameworks lnsLiLuLe. (202). Sexual violence. ReLrieved lrom hLLp://www.lrameworksinsLiLuLe.orq/sexualviolence.hLml
Cuy, L. (2006, Fall). Revisioninq Lhe sexual violence conLinuum. Partners in Social Change, IX(), ^7. ReLrieved lrom Lhe WashinqLon CoaliLion ol Sexual AssaulL
Proqrams: hLLp://www.wcsap.orq/siLes/wcsap.huanq.radicaldesiqns.orq/lles/uploads/documenLs/RapeCulLure2006.pdl
Hamburqer, M. L., Basile, K. C., & Vivolo A. M. (20). Measuring bullying victimization, perpetration, and bystander experiences: A compendium ofassessment tools.
ReLrieved lrom Lhe CenLers lor Disease ConLrol and PrevenLion: hLLp://www.cdc.qov/ViolencePrevenLion/pdl/BullyCompendiuma.pdl
Hill, C. & Kear, H. (20). Crossing the line: Sexual harassment in schools. ReLrieved lrom Lhe American AssociaLion ol UniversiLy Women:
hLLp://www.aauw.orq/learn/research/upload/Crossinq1heLine.pdl
Jenninqs, A. (200^). Models lor developinq Lraumainlormed behavioral healLh sysLems and Lraumaspecilc services. ReLrieved lrom 1he Anna lnsLiLuLe:
McMahon, Sarah. (20, OcLober). Changing perceptions of sexual violence over time. Harrisburq, PA: VAWneL, a pro|ecL ol Lhe NaLional Resource CenLer on
DomesLic Violence. ReLrieved lrom: hLLp://www.vawneL.orq
NaLion, M., Keener, D., Wandersman, A., & DuBois, D. (2005). Applyinq Lhe principles ol prevenLion: WhaL do prevenLion pracLiLioners need Lo know abouL whaL
works? ReLrieved lrom MenLor: hLLp://www.menLorinq.orq/downloads/menLorinq_^.pdl
NaLional CenLer lor VicLims ol Crime. (n.d.). How much do you know about stalking? [Ouiz| ReLrieved March 6, 202 lrom Lhe SLalkinq Resource CenLer:
NaLional CenLer lor VicLims ol Crime. (n.d.). Stalking Resource Center. ReLrieved March 3, 202 lrom: hLLp://www.ncvc.orq/src/Main.aspx
NaLional Sexual Violence Resource CenLer. (n.d.). Sexual assaulL awareness monLh: 2012 campaign resources. ReLrieved March 3, 202 lrom
NaLional Sexual Violence Resource CenLer. (20). Housing & sexual violence: Research brief. ReLrieved lrom
hLLp://www.nsvrc.orq/siLes/delaulL/lles/publicaLions_NSVRC_ResearchBriel_housinqandsexualviolence_0.pdl
New York CiLy Alliance AqainsL Sexual AssaulL. (200). Project ENVISION. ReLrieved March 5, 202 lrom: hLLp://www.svlreenyc.orq/proqrams_prevenLion.hLml
Pennsylvania CoaliLion AqainsL Rape. (2009). Sexual harassment prevention in schools: A facilitators manual and curriculum for grades 1 through 12. ReLrieved
lrom hLLp://www.pcar.orq/siLes/delaulL/lles/lle/1A/SexualHarassmenLPrevenLioninSchoolsCurriculumManual.pdl
Pennsylvania CoaliLion AqainsL Rape. (20). Mandated reporter training. Available aL hLLp://www.pcar.orq/mandaLedreporLerLraininq
Puddy, R. W., & Wilkins, N. (20). Understanding evidence part 1: Best available research evidence. A guide to the continuum of evidence of effectiveness. ReLrieved
lrom Lhe CenLers lor Disease ConLrol and PrevenLion: hLLp://www.cdc.qov/ViolencePrevenLion/pdl/UndersLandinq_Lvidencea.pdl
PuLnamWalkerly, K. (200, March 29). 10 great resources for creating a theory of change [Web loq posL|. ReLrieved lrom:
hLLp://philanLhropy^.wordpress.com/200/03/29/Lheoryolchanqe
SLein, N. D., & Mennemeier, K. A. (20, OcLober). Addressing the gendered dimensions of harassment and bullying: What domestic and sexual
violence advocates need to know [CriLical issue briel|. ReLrieved lrom VAWneL: Lhe NaLional Online Resource CenLer on Violence AqainsL Women:
hLLp://www.vawneL.orq/Assoc_Files_VAWneL/ClB_HarassmenLBullyinq.pdl
1ownsend, S. (202). Prevention assessment year 2 report: Innovation in prevention. ReLrieved lrom Lhe NaLional Sexual Violence Resource CenLer:
U.S. Lqual LmploymenL OpporLuniLy Commission. (n.d.). Facts about sexual harassment. ReLrieved March 6, 202 lrom
hLLp://www.eeoc.qov/eeoc/publicaLions/lssex.clm
U.S. DeparLmenL ol HealLh and Human Services, AdminisLraLion lor Children and Families. (200). Mandatory reporters of child abuse and neglect: Summary of
state laws. ReLrieved lrom hLLp://www.childwellare.qov/sysLemwide/laws_policies/sLaLuLes/manda.clm
U.S. DeparLmenL ol HealLh and Human Services, AdminisLraLion lor Children and Families. (n.d.). State sstatutes search. ReLrieved March 3, 202 lrom
hLLp://www.childwellare.qov/sysLemwide/laws_policies/sLaLe/index.clm?evenL=sLaLeSLaLuLes.showSearchForm
Virqinia Sexual and DomesLic Violence AcLion Alliance. (2007). Moving Upstream, 3(3). ReLrieved lrom
hLLp://www.vsdvalliance.orq/primary_prevenLion/parLners/vsdvaaSLaLewide/Lools/vsdvaaSLaLewide_32268062.pdl
WashinqLon CoaliLion ol Sexual AssaulL Proqrams. (2007). CommuniLy developmenL as a loundaLional lramework [Special issue|. Partners in social change. IX(^).
ReLrieved lrom hLLp://www.wcsap.orq/siLes/wcsap.huanq.radicaldesiqns.orq/lles/uploads/documenLs/CommuniLyDevelopmenL2007.pdl
hLLp://www.wcsap.orq/siLes/www.wcsap.orq/lles/uploads/documenLs/NeedsResourceAssessmenL2008.pdl
hLLp://www.wcsap.orq/siLes/www.wcsap.orq/lles/uploads/documenLs/CommuniLyDevelopmenL2008.pdl
WhiLaker, D. J., & Reese, L. L. (Lds.). (2007). Preventing intimate partner violence and sexual violence in racial/ethnic minority communities: CDCs demonstration
projects. ReLrieved lrom Lhe CenLers lor Disease ConLrol and PrevenLion: hLLp://www.cdc.qov/ncipc/pubres/PrevenLinq_lPV_SV.pdl
Work Croup lor CommuniLy HealLh and DevelopmenL aL Lhe UniversiLy ol Kansas. (202). 1he communiLy Lool box. ReLreived Marc h5, 202 lrom:

Sample job description
Job title: PrevenLion SpecialisL & CommuniLy Orqanizer
Job Category: PrevenLion, LducaLion, and CommuniLy LnqaqemenL
Role and Responsibilities
1he roles ol Lhe PrevenLion SpecialisL & CommuniLy Orqanizer are Lo address
Lhe rooL causes ol sexual violence in Lhis communiLy, Lo be Lhis aqency's
primary voice in Lhe communiLy when workinq Loward Lhe eliminaLion ol
sexual violence, and Lo assisL communiLy members in lndinq ways Lhey can
end sexual violence. 1his posiLion will be responsible lor coordinaLinq and
implemenLinq prevenLion proqramminq in seLLinqs such as, buL noL limiLed Lo,
communiLy cenLers, businesses, schools and oLher anLiviolence aqencies.
Duties include:
SLay upLodaLe on researchbased sexual violence prevenLion sLraLeqies and
proqrams
ConducL communiLy ouLreach Lo orqanizaLions such as, buL noL limiLed Lo,
communiLy aqencies, elemenLary, middle, and hiqh schools, alLernaLive school
seLLinqs, local businesses, and oLher anLiviolence aqencies in Lhe service area
Research ellecLive prevenLion pracLices besLsuiLed wiLh communiLy
readiness and needs
ALLend Lraininqs and prolessional developmenL opporLuniLies reqardinq
prevenLion ol sexual violence
ldenLily service area needs in reqard Lo sexual violence prevenLion
Develop an aqency evaluaLion plan lor prevenLion proqrams
CoordinaLe communiLywide evenLs wiLh oLher orqanizaLions in Lhe service
area Lo build or sLrenqLhen communiLy parLnerships, and enqaqe local leaders
and sLakeholders
Lnqaqe in leqislaLive and/or policybased iniLiaLives Lo end sexual violence
Preferred Skills
1he lollowinq skills will assisL in Lhe success ol Lhe applicanL in Lhe posiLion:
Excellent communication skills: ComlorLable speakinq wiLh a diverse
array ol individuals and qroups. Able Lo read, analyze, and inLerpreL
qeneral business periodicals, prolessional |ournals, Lechnical procedures, or
qovernmenLal requlaLions. Able Lo wriLe reporLs, business correspondence,
and procedure manuals. Able Lo ellecLively presenL inlormaLion and respond Lo quesLions lrom
qroups ol manaqers, clienLs, cusLomers, and Lhe qeneral public.
Conict Resolution or Facilitation Skills: RelaLive comlorL and conldence in manaqinq exchanqes
or dialoques where conlicLinq opinions or beliels are involved. Able Lo hiqhliqhL sLrenqLhs and
common qoals ol each perspecLive and lnd ways Lo collecLively compromise lor Lhe larqer qoal.
Commitment to social change: Willinq and able Lo enqaqe in communiLybased acLiviLies and
ellorLs LhaL locus on chanqinq social norms, aLLiLudes and behaviors.
Creativity: When laced wiLh a challenqe or poLenLial barrier, Lhe applicanL can brainsLorm new
ways Lo address or circumvenL obsLacles. AddiLionally, applicanL can Lhink ol innovaLive sLraLeqies
Lo connecL sexual violence prevenLion Lo everyday experiences.
Qualications and Education Requirements
1o perlorm Lhis |ob successlully, an individual musL be able Lo perlorm each essenLial duLy
saLislacLorily. 1he requiremenLs lisLed below are represenLaLive ol Lhe knowledqe, skill, and/or
abiliLy required. Reasonable accommodaLions may be made Lo enable individuals wiLh disabiliLies Lo
perlorm Lhe essenLial luncLions.
Education and/or experience: Bachelor's deqree (B. A.) in liberal arLs or social science leld such as
Psycholoqy, Socioloqy, Women's and/or Cender SLudies, LLhnic SLudies, experience and/or Lraininq
relaLed Lo communiLy orqanizinq or mobilizaLion prelerred, or equivalenL combinaLion ol educaLion
and experience. SLronq wriLinq and ediLinq skills.
Mathematical skills: AbiliLy Lo add, subLracL, mulLiply, and divide in all uniLs ol measure, usinq
whole numbers, common lracLions, and decimals. AbiliLy Lo compuLe raLe, raLio, and percenL and Lo
draw and inLerpreL bar qraphs.
Reasoning ability: AbiliLy Lo solve pracLical problems and deal wiLh a varieLy ol concreLe variables
in siLuaLions where only limiLed sLandardizaLion exisLs. AbiliLy Lo inLerpreL a varieLy ol insLrucLions
lurnished in wriLLen, oral, diaqram, or schedule lorm.
Physical demands: 1he physical demands described here are represenLaLive ol Lhose LhaL musL
be meL by an employee Lo successlully perlorm Lhe essenLial luncLions ol Lhis |ob. Reasonable
accommodaLions may be made Lo enable individuals wiLh disabiliLies Lo perlorm Lhe essenLial
luncLions. While perlorminq Lhe duLies ol Lhis |ob, Lhe employee is lrequenLly required Lo sLand,
walk, siL, communicaLe and hear. 1he employee is occasionally required Lo use hands Lo lnqer,
handle, or leel, reach wiLh hands and arms, climb or balance, and sLoop, kneel, crouch, or crawl. 1he
employee may lrequenLly lilL and/or move up Lo 0 pounds. Specilc vision abiliLies required by Lhis
|ob include close vision, disLance vision, and abiliLy Lo ad|usL locus.

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NSVRC 23 NorLh Lnola Drive, Lnola, PA 7025 1oll lree: 8777393895 www.nsvrc.orq resourcesnsvrc.

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