Respectful Relationships Evaluation –
Rounds 1 and 2 Section 1.3
Authored by
Caroline Crothers, Elizabeth Shaw, Martin O’Flaherty, Robyne Le Brocque,
Silke Meyer and Michele Haynes
Prepared for the
Department of Families, Housing Community Services and
Indigenous Affairs (FaHCSIA)
Institute for Social Science Research
The University of Queensland
May, 2013
ISSR Draft Report No. P11007
ABN: 63942 912 684
Rounds 1 and 2 Evaluation – Final Report
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Table of Contents
EXECUTIVE SUMMARY
3
1
INTRODUCTION
4
2
METHODOLOGY
6
2.1
2.2
3
10
RESULTS
3.1
3.2
3.3
4
8
8
DESCRIPTIVE REVIEW OF PROJECT DOCUMENTATION
SEMI-STRUCTURED INTERVIEWS WITH KEY INFORMANTS
10
10
12
CONTENT
PROJECT DESIGN AND DELIVERY
EVALUATING PROJECTS AGAINST THE NASASV
13
REFERENCES
APPENDIX A: NATIONAL ASSOCIATION OF SERVICES AGAINST SEXUAL VIOLENCE
(NASASV) NATIONAL STANDARDS FOR PREVENTION OF SEXUAL ASSAULT THROUGH
EDUCATION
14
INTRODUCTION
14
APPLYING THE NASASV STANDARDS FOR SEXUAL ASSAULT PREVENTION THROUGH EDUCATION
TO THE RESPECTFUL RELATIONSHIPS FUNDING PROJECT
14
A.1
A.2
APPENDIX B: CATALOGUE OF DOCUMENTS REVIEWED REPORT SECTION 1.3
18
APPENDIX C: CONSENT FORM FOR INTERVIEW
20
APPENDIX E: SUMMARY TABLES OF PROJECTS
29
APPENDIX F: INDIVIDUAL PROJECT SUMMARIES
34
F. 1
CASA HOUSE (RWH) & CANBERRA RAPE CRISIS CENTRE: SEXUAL ASSAULT PREVENTION
PROJECT FOR SECONDARY SCHOOLS
F.2
BAPTIST COMMUNITY SERVICES: ACT-2: RESPECTFUL RELATIONSHIPS PROJECT
F.3
KURBINGUI YOUTH DEVELOPMENT ASSOCIATION: HEALTHY RELATIONSHIPS
F.4
SWINBURNE UNIVERSITY OF TECHNOLOGY: MUMGU-DHAL TYAMA-TIYT
F.5
UNITING CARE W ESLEY: RESPECTFUL RELATIONSHIPS PROJECT
F.6
SEXUAL ASSAULT RESOURCE CENTRE: RESPECTFUL RELATIONSHIPS EDUCATION
F.7
AUSTRALIAN FOOTBALL LEAGUE: RESPECT & RESPONSIBILITY
F.8
OVERVIEW OF KPMG’S EVALUATION OF THE KEEPING SAFE CHILD PROTECTION CURRICULUM
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List of Tables
Table 1 Catalogue of documents reviewed ......................................................................... 18
Table 2 Project characteristics and attributed items ............................................................ 29
Table 3 Summary table of projects ...................................................................................... 32
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Executive Summary
This report of the Respectful Relationships Evaluation initiative is prepared for the Department of
Families, Housing, Community Services and Indigenous Affairs (FaHCSIA) and outlines findings from
the evaluation of projects funded during Rounds 1 and 2 of the Respectful initiative.
Respectful Relationships is a primary prevention strategy that seeks to reduce sexual assault and
domestic and family violence through education. Respectful Relationships education projects were
targeted at young people and aimed to raise awareness of ethical behaviour; promote positive
relationship behaviours; and develop skills in conducting respectful relationships. Across Australia, a
total of $4.6 million was provided to seven community projects funded in Round 1 (2009) and ten
funded in Round 2 (2010). In addition four Respectful Relationships projects totalling $556,000 were
funded in 2010 under the Indigenous Family Safety project. These projects were undertaken in
schools, sporting clubs, and community organisations.
This report is based on analyses of documents submitted from Round 1 and 2 projects and follow-up
interviews conducted by the research team with nominated representatives of participating
organisations. Projects which were completed after June 30, 2011 were included in this evaluation.
The approach to the evaluation of Respectful Relationship projects was largely informed by the
National Association of Services against Sexual Violence (NASASV, 2009) standards which provide a
guided methodology of best practice for domestic violence primary prevention projects and their
evaluation.
There were a number of different intervention methods in field during Round 1 and 2 including various
approaches to development, implementation and delivery. While violence prevention education is still
in its infancy in Australia and in other parts of the world, little is known about the efficacy of the various
approaches employed. As such, the evaluation of project content detailed herein provides an
opportunity to consider the efficacy of the various approaches employed in field of violence prevention
education and the consistency of these with established standards of best practice (NASASV
standards).
Projects’ performance against the standards is detailed in this report. Findings suggest projects need
support and guidance in the following areas:
1. Designing and conducting internal project evaluations and/or in engaging an appropriate
external evaluator;
2. Report writing and documentation;
3. Articulating conceptual approaches to project design; and
4. Explicitly identifying the determinants of relationship violence and how the project intends to
target these to affect change.
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Introduction
This report of the Respectful Relationships Evaluation Project has been prepared by the team from
the Institute for Social Science Research (ISSR) at The University of Queensland (UQ) for the
Department of Families, Housing, Community Services and Indigenous Affairs (FaHCSIA). The report
outlines findings from an evaluation of projects funded by FaHCSIA’s Respectful Relationships
initiative in Rounds 1 and 2 (see Appendix A) and completed after 30 June 2012. Evaluations of
Round 1 and 2 funded projects completed before 30 June 2012 have been previously reported in
Report Section 1.2 submitted in October 2012.
FaHCSIA provides leadership in Australian Government policy and project management on issues
affecting women and gender equality, Indigenous family and community safety, and the delivery of
women's safety initiatives. FaHCSIA, in partnership with state and territory governments, has been
responsible for the implementation of a range of initiatives aimed at reducing violence against women,
particularly the National Plan to Reduce Violence against Women and their Children 2010-2022. The
Australian Government has committed funding over five years from 2008-09 to 2012-13, investing
over $9 million to implement Respectful Relationships education projects nationally.
Respectful Relationships is a primary prevention strategy that seeks to reduce sexual assault and
domestic and family violence through education. Respectful Relationships projects are focused on
young people and are aimed at raising awareness of ethical behaviour; developing protective
behaviours; and developing skills in conducting respectful relationships. Across Australia, $4.6 million
was provided to seven community projects across Australia in Round 1 (2009) and ten in Round 2
(2010). In addition four Respectful Relationships projects totalling $556,000 were funded in 2010
under the Indigenous Family Safety project. These projects were undertaken in schools, sporting
clubs, and community organisations.
This report details the content and delivery processes of the relevant educational projects funded
under the Respectful Relationships initiative since 2009 and an evaluation of the perceived
effectiveness of these projects in achieving the desired awareness, attitude and behaviour change in
the target population. The first phase of this evaluation was an examination of the documentation
submitted to FaHCISA by each project funded in Rounds 1 and 2. This included grant applications
and proposals, reports, project documents, information sheets, and evaluation sheets. To undertake
the analysis and evaluation of each project, it was necessary for FaHCSIA to seek consent to pass
this material to ISSR. Therefore, only those projects which were able to be contacted and provided
consent have been included in the evaluation. Secondly, the document analysis was complemented
with follow-up interviews with nominated representatives from funded projects. Eight projects are
included in this evaluation. Seven projects were evaluated via the document review and key informant
interview against the NASASV standards. One evaluation project funded by the Respectful
Relationships initiative was evaluated using documents submitted to FaHCSIA only.
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By reviewing documentation and interviewing nominated representatives, the process evaluation
analysed the content and implementation of projects to evaluate the efficiency of the project model
and execution. The evaluation addressed three main areas:
1. The identification, evaluation and synthesis of project content;
2. The efficiency of the project and model implementation (including challenges and benefits
experienced throughout the implementation and facilitation process);
3. The extent to which implemented projects addressed and met the NASASV National
Standards for Prevention of Sexual Assault through Education.
An analysis of project content and implementation is crucial for the development of recommendations
for best practice models for future project preparation and implementation.
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2 Methodology
This process evaluation is based on projects funded in Rounds 1 and 2 (see Appendix A). It analysed
the content and implementation of projects to evaluate the efficiency of project and model execution,
including challenges and benefits experienced throughout the implementation and facilitation process.
It also evaluated the extent to which projects met the National Association of Services against Sexual
Violence (NASASV) Standards for Sexual Assault Prevention through Education (See Appendix B).
The evaluation methodology had two central components:
1. Descriptive review of project documentation including individual grant applications, project
resources, final reports and related documents from the eight funded projects available for
this review.
2. Semi-structured interviews with project service providers from seven of projects to collect
additional project information.
In summary, a total of 21 projects were funded as part of the Respectful Relationships initiative: seven
projects were funded in Round 1 and 14 projects in Round 2. Of these projects, eight were included in
the current report. This included seven projects which were evaluated via the document review and
key informant interview against the NASASV standards, and a description of one evaluation project
funded by the Respectful Relationships based on evaluation documents only.
Evaluation of project content
A number of approaches are used to promote respectful relationships among young people. These
include: developing an understanding of the social construction of gender, examining and addressing
ecological and multi-risk factors, promoting the development of social norms and values to support
respectful relationships, integrating social learning and intergenerational transmission of values,
evaluating and developing sexual ethics, and promoting values-based development.
The review was designed to identify, evaluate, and synthesise project content relating to these
different approaches, specifically:
1. Communication, conflict resolution, negotiating sexual consent, and relationship behaviour.
2. Awareness and knowledge around sexual assault, intimacy, ethical behaviour, and equality
and respect in dating and intimate relationships.
3. Critical examination of peer norms, attitudes and beliefs that sustain violence against women.
Evaluation of project design and project delivery
The project design and delivery was evaluated to determine project efficacy in delivering the intended
content. There are many issues to consider in the development and delivery of violence prevention
projects such as: a variety of presentation methods, the duration of projects, the targeted populations,
the settings for project delivery, sex segregation in project delivery, peer education, project
implementation in the social context and adapting projects for local conditions.
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One of the key strategies of the Respectful Relationships initiative has been to deliver a variety of
projects to young people both in the main school system and those who are not currently enrolled.
This evaluation compares the delivery mode across projects and across targeted participants.
Comparisons were made between projects with wide-spread implementation (i.e. the whole school/
community) and those with narrower coverage (i.e. a classroom or youth group) to evaluate the
efficacy of inclusive versus targeted project approaches.
Examination of projects against the NASASV Standards
A major component of the evaluation was comparing project aims and objectives with guidelines
outlined in the NASASV Standards for Sexual Assault Prevention through Education. The evaluation
looked for any association between the implementation of NASASV Standards and project outcomes
(see Appendix B). The NASASV Standards include the following:
1. Using coherent conceptual approaches to project design;
2. Demonstrating the use of a theory of change;
3. Undertaking inclusive, relevant and culturally sensitive practice;
4. Undertaking comprehensive project development and delivery;
5. Using effective evaluation strategies; and
6. Supporting thorough training and professional development of educators.
Alternative violence prevention evaluation frameworks
Although the NASASV standards have been adopted for use in evaluating the Respectful
Relationship projects, there are many other valid tools which can be used to assess the performance
and implementation of violence prevention projects. For example, VicHealth provides a framework for
violence prevention in a school-based setting (VicHealth, 2009) while Michael Flood provides
recommendations for prevention efforts aimed specifically at men (Flood, 2004). General
recommendations based on international research are also available in Berkowitz (2001). These
approaches demonstrate a general consensus on a number of elements of best practice in violence
prevention, including cultural relevance and comprehensive approaches to delivery. They also provide
additional insight into the way approaches to curriculum development and program delivery can be
improved through applying best practice models specific to the delivery context.
Importantly, the NASASV standards have grown out of, and consequently overlap heavily with, other
frameworks, meaning that the decision to evaluate the Respectful Relationships projects under the
NASASV standards is unlikely to have a major influence on the findings. For example, Flood (2004,
p7) emphasises that violence prevention should be ‘sensitive to cultural diversities and adopt
culturally appropriate languages and strategies’, similar to the NASASV standard’s third
recommendation. Strong parallels also exist between other recommendation of the NASASV
standards and those made by other frameworks.
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2.1 Descriptive review of project documentation
To evaluate the design and content of Rounds 1 and 2 funded projects, a descriptive review of project
documentation was undertaken. Documents reviewed included original grant applications, project
manuals, project resources such as workbooks and session plans, reports and related documents
(see Appendix C for a list of documents from each project). The descriptive review aimed to identify
the intended content in each project, to compare each project’s approach to the mode of delivery and
design, and to evaluate content against guidelines outlined in the NASASV Standards.
2.2 Semi-structured interviews with key informants
The second component of the process evaluation incorporated a semi-structured interview with a key
informant(s) from each project. The key informants included project coordinators, facilitators and
managers who were nominated due to their involvement across multiple phases of the project from
development, consultation, implementation and delivery. Interviews addressed the informants
perceptions of the Respectful Relationships project, including the challenges and outcomes
experienced, and aimed to examine the effectiveness of project and model implementation.
Method for facilitating semi-structured interview
In order to facilitate interviews with project personnel, FaHCSIA contacted each project and asked
them to nominate a representative willing to be interviewed about the project. Nominated personnel
were usually project grant applicants or project managers involved in the day-to-day management of
the funded projects. Research team members contacted project personnel, introduced the research
team, and explained the evaluation process. A time to conduct the telephone interview with the
nominated project member was then arranged and signed consent was organised (see Appendix C:
Consent Form). As projects were undertaken across Australia, the semi-structured interviews were
conducted via telephone to minimise evaluation costs.
Interviews were guided by a series of specific focus questions (Appendix D). The focus questions for
the qualitative evaluation interview with project service providers addressed the following key areas:
1. Project description and the interviewee's role
2. Underlying conceptual approach to violence prevention through education
3. Planning and initiation
4. Project design and consideration of the NASASV standards
5. Project implementation and challenges encountered as well as any modifications to approach.
6. Staffing and Training
7. Project Evaluation including the project and participant outcomes, perceived impact and
mechanisms for monitoring progress and risk assessment.
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Analysis of project documentation and interview transcripts
The analysis of project documentation and interviews was guided, in part by the aim to identify to
what extent projects incorporated the NASASV Standards. The initial review of project documents
and interview transcripts was conducted using text analytics software project, Leximancer. The
project documents and transcripts were loaded to the software and run through default settings to
generate a textual thesaurus and identify frequent terms and concepts. Words associated with best
practice indicators outlined in the NASAV standards were also identified manually to index relevant
supporting text. For example, text excerpts relevant to NASASV standard 5) Using effective
evaluation strategies; was performed by building a thesaurus of relevant search terms for evaluation
including: evaluation, survey, review, questionnaire, outcome(s), focus group, responses, impact,
results. These terms were then used to extract relevant supporting text excerpts from the transcripts
and documentation. Project documents and transcripts were also read by the research team in full to
provide additional un-encoded or nuanced project information. Information from the Leximancer
output and the independent review of documentation and transcripts were synthesized and detailed in
the individual project summaries provided in Appendix F.
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3 Results
The recommendations and considerations listed below are based on facets of projects that were
perceived to be effective or beneficial or have been provided in response to reported challenges that
emerged during the project design, implementation or delivery phase. These are listed to provide a
summation of exemplar practices that were employed by projects reviewed in this current report and
recommendations based on observed challenges. As such, these are not relevant for inclusion by all
projects.
These findings are based on an analysis of project content only. The evaluation of funded round 3
projects in field during 2013 will provide an additional opportunity to test which facets of project
design, theoretical frameworks, content and delivery modes deliver effective participant outcomes.
This is expected to build on current understandings of what features make primary prevention
effective.
3.1 Content
Embedded projects: The current evaluation of respectful relationship projects has shown that those
which are embedded within, and build on pre-existing successful projects, are more likely to result in
knowledge and attitudinal change. These projects use strong pre-existing relationships to implement a
continuing project of life skills, communication, and resilience. Embedded projects are more likely to
be successful; are more efficient because of reduced demands on resources to set up the project and
ensure consumer and community buy-in; provide a strong foundation to incorporate future projects;
and are more flexible because they are able to respond to the changing needs of the group. In
addition, the impacts from projects embedded within a project of respectful relationships are more
likely to be sustained over time. Therefore, it is recommended that projects considered for funding
demonstrate ongoing relationships and a broad project context of life skills and protective behaviours
(e.g. school and vocational projects). Those projects offered within the school context should also
demonstrate a holistic curriculum-based approach to personal development including respectful
relationships building on student/teacher/school/community support and continuity.
Flexible, module-based delivery: The use of a module based structure, with core and optional
modules, was found to be an effective mechanism for adaptable and flexible delivery. Additional
modules added at each session can be used to provide additional information, address new and
changing needs, and be adapted for available time. A design with core modules that address basic
project content should be included in all sessions.
3.2 Project design and delivery
Multiple intervention pathways: Some projects provided multiple intervention pathways by offering
primary prevention via the project delivery and also tertiary support, counselling and referral services
to participants, individuals and their families. This approach depicts a pathway of change which
incorporates both prevention-through-education and a secondary response for victims, perpetrators
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and those vulnerable or at risk. It is beneficial for projects to have the capacity to respond to
disclosures and participant distress and to provide access or referral to ongoing therapeutic services.
Whole-of-school approach: A whole-of-school approach is highly effective in facilitating a cultural
shift at multiple levels of the school community and encourages ownership of the project by the school
community itself. In addition, it is an ethical approach as young people cannot be expected to change
in isolation, or opposition, to their environment. It is recommended that respectful relationships be
modelled and developed within a whole-of-school environment.
Avenues to increase participation of high-risk participants: One project reported that the use of
support funds such as meal and transport vouchers reduced sporadic attendance and the rate of
project attrition among their high risk participant group. Allocation of these funds was suggested to
ensure all participants were able to take full advantage of the project regardless of their social or/and
financial disadvantage. It is recommended that projects apply for funding to cover the cost of social
support (e.g. meals and travel costs) for high-risk participants.
Flexible delivery for projects engaging young people with complex needs: High rates of attrition
are typical of projects delivered to young people with complex needs. One project reported
responding to this issue by employing a flexible design so that there was a range of entry and exit
points to facilitate re-entry and longer term participation. More broadly, this recommendation highlights
the need for flexible and responsive service delivery to account for the particular circumstances of
young people with complex needs.
Determining school readiness: Assessing school readiness should be a priority during initial
consultations. School engagement is a crucial factor in ensuring schools have the capacity to
participate in project deliveries. There needs to be focus on assessing school readiness during initial
consultations with a focus on timelines, content and the feasibility of delivery. Where possible, this
should also involve mechanism to supporting schools to incorporate Respectful Relationships into
their curriculum in the longer term through ongoing participation in the project or through supporting
teachers to incorporate materials into their curriculum.
Fostering teacher engagement: It was reported by some projects that engaging buy-in from
teachers and school staff was achieved by engaging them during the consultation and implementation
process. Employing teacher input can help engender school level engagement and support for the
project, and improve implementation.
Establish standard reporting requirements: It is recommended that documentation and reporting
be standardised for all funded projects to ensure that projects meet required reporting criteria. Final
reports are required to cover the entire project period, and should be a stand-alone document
describing the project and detailing the project’s outcomes. Content analysis found that the quality of
the funding application was high across the board however the quality of reporting for interim and final
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reports and supporting documentation was inconsistent thereafter. This raises issues, not only for
accurate recording and dissemination, but also transparency and accountability. It is recommended
that reporting milestones be considered as key deliverables. One way to ensure this is to make
funding, at least partially, subject to the submission and approval of reporting deliverables that meet a
clear standard and criteria.
3.3 Evaluating projects against the NASASV
A major component of the process evaluation was the comparison of guidelines outlined in the
NASASV Standards for Sexual Assault Prevention through Education with the aims and objectives of
each project funded under the Respectful Relationships scheme. Framing Best Practice: National
Standards for the Primary Prevention of Sexual Assault through Education (Carmody et al, 2009)
provided six standards which are designed to be read and applied when developing projects, or when
selecting projects for funding. The six NASASV Standards for Sexual Assault Prevention through
Education are:
1. Using coherent conceptual approaches to project design;
2. Demonstrating the use of a theory of change;
3. Undertaking inclusive, relevant and culturally sensitive practice;
4. Undertaking comprehensive project development and delivery;
5. Using effective evaluation strategies; and
6. Supporting thorough training and professional development of educators.
Appendix A.2 details how each of the standards can be applied to projects funded under the
Respectful Relationships project and describes characteristics that indicate best practice.
Performance against the NASASV standards is provided in summation in the following section and is
detailed in full in Appendix F.
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4 References
Berkowitz, Alan D. (2001). Critical Elements of Sexual Assault Prevention and Risk Reduction
Programs. Chapter 3 in C. Kilmartin: Sexual Assault in Context: Teaching College Men About
Gender. Holmes Beach, FL: Learning Publications.
Carmody, M., Evans, S., Krogh, C., Flood, M., Heenan, M., and Ovenden, G. (2009). Framing Best
Practice: National Standards for the primary prevention of sexual assault through education,
National Sexual Assault Prevention Education Project for NASASV. University of Western
Sydney, Australia.
Chalk, R., & King, P. A. (1998). Violence in families: Assessing prevention and treatment projects.
Washington, DC: National Academy Press.
Cornelius, T., & Resseguie, N. (2007). Primary and secondary prevention projects for dating violence:
A review of the literature. Aggression and Violent Behavior, 12, 364-375.
Flood, M. (2004) Changing Men: Best practice in violence prevention work with men. Home Truths
Conference: Stop sexual assault and domestic violence: A national challenge, Melbourne, 1517 September
Flood, M. 2008. Measures for the assessment of dimensions of violence against women: A
compendium. Accessed online <http://www.svri.org/measures.pdf>
Lamont, A. (2009). Evaluating child abuse and neglect intervention projects. Australian Institute of
Family Studies. ISSN 1448-9112
Miller, P. (2010). Theories of Developmental Psychology. Worth Publishers.
VicHealth. (2007). Preventing Violence Before It Occurs: A Framework and Background Paper to
Guide the Primary Prevention of Violence against Women in Victoria. Melbourne: Victorian
Health Promotion Foundation (VicHealth).
Vic health (2009).National survey on community attitudes to violence against women survey 2009.
Canberra: Australian Institute of Criminology.
Grech K, Burgess M. Trends and patterns in domestic violence assaults: 2001 to 2010. Sydney: NSW
Bureau of Crime Statistics and Research; 2011.
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Appendix A: National Association of Services Against
Sexual Violence (NASASV) National Standards for
Prevention of Sexual Assault through Education
A.1
Introduction
A major component of the process evaluation is the comparison of guidelines outlined in the NASASV
Standards for Sexual Assault Prevention through Education with the aims and objectives of each
project funded under the Respectful Relationships scheme. These standards were informed by
research funded by the Federal Government in 2009 to develop national standards for sexual assault
prevention education projects. The resultant document – Framing Best Practice: National Standards
for the Primary Prevention of Sexual Assault through Education (Carmody et al, 2009) provided six
standards which are designed to be read and applied when developing projects, or when selected
projects for funding. The six NASASV Standards for Sexual Assault Prevention through Education
are:
7. Using coherent conceptual approaches to project design;
8. Demonstrating the use of a theory of change;
9. Undertaking inclusive, relevant and culturally sensitive practice;
10. Undertaking comprehensive project development and delivery;
11. Using effective evaluation strategies; and
12. Supporting thorough training and professional development of educators.
A.2
Applying the NASASV Standards for Sexual Assault
Prevention through Education to the Respectful Relationships
funding project
The following section details how each of the standards can be applied to projects funded under the
Respectful Relationships project and describe characteristics that are indicators of quality project.
The following best practice indicators have been drawn from Framing Best Practice: National
Standards for the Primary Prevention of Sexual Assault through Education (Carmody et al, 2009).
1. Using coherent conceptual approaches to project design: the articulation of the theoretical
approach upon which the project is based, demonstrating a clear rationale and research evidence
relevant to the target population. Indicators of these approaches include:
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A quality project would include a coherent articulation of one or more recognised
theoretical concepts relevant to the purposes of sexual, domestic and family violence
prevention.

Theoretical approaches will include an understanding of the gendered nature of society
and the over representation of men among perpetrators of sexual violence.

Theoretical approaches should support achievement of positive behaviours in
relationships, as well as responsibility for behaviour.
2. Demonstrating the use of a theory of change: maximising consistency between project aims and
the attitude change, skills development, or behaviour change strategies used in projects. Indicators
include:

An understanding of the social, cultural and individual factors that may result in sexual,
domestic and family violence occurring.

Articulation of the project’s role in working towards primary prevention.

Articulation of the behaviour change theory models influencing the project and the
logical relationship with addressing the factors identified with the occurrence of sexual,
domestic and family violence.

Understanding of the differences between attitude change, skill and behaviour change
and their impact on achieving primary prevention.
3. Undertaking inclusive, relevant and culturally sensitive practice: ensuring the specific needs of
different and significant population groups are central to building primary prevention models and
projects. Indicators of these practices include:

Explicit discussion and description about the assumptions within a project which are
inherent at both surface and deep structure levels.

Development of an initial profile of the target group.

Consultation with mentors, community leaders or representatives from the population
group leading to a consideration of the specific content needs that are relevant to the
population group. This may lead to surface and/or deep structure changes.

Ensuring the specific needs of population groups are embedded in the theoretical
approach, theory of change, content and delivery, evaluation, and the training and
development of prevention projects and educators.

Development of distinct educational projects for ‘selective interventions’ with at risk
groups.

Ensure evaluation methods specifically support collection of data about the degree to
which the specific project design met the needs of the target population group.
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4. Undertaking comprehensive project development and delivery: developing projects based on best
practice research evidence from international and local literature, and practice knowledge. Indicators
of comprehensive project development and delivery include:

Education activities are linked to theory of change and key concepts.

Project activities are sufficiently diverse and engaging to achieve educational outcomes.

Decisions regarding duration and intensity of projects to be made explicit.

Decisions regarding target populations of projects are made explicit.

Rationale provided for decisions regarding settings of projects.

Mechanisms for addressing the needs of survivors of sexual, domestic and family
violence are provided in the project.

Rationale for decisions regarding gender of participants and facilitators is provided.

Discussion of how diversity is addressed by the project is provided.

Rationale for decisions regarding staffing of project (in addition to gender of facilitators)
is provided.

Understanding of context and engaging key people in the setting where a project will be
conducted, including building partnerships and consultation on local needs, is
demonstrated.

Rationale provided for the context of the project and how this may affect the project’s
delivery and effectiveness.

Perceived benefits or impacts of project adaptation are demonstrated.
5. Using effective evaluation strategies: the collection of adequate data that indicates the
effectiveness of a project in achieving its stated objectives, leads to recommendations for refinement
and/or future rollout, and gauges its impact on participants and contribution to primary prevention.
This is indicated by:

Articulation of clear and realistic processes and intended project outcomes to be
evaluated.

Demonstration of how evaluation is built into project design.

Discussion of evaluation approaches to be used and rationale for use is evident.

Ideally, both quantitative and qualitative methods should be used.

Provision of a strategy for long term evaluation follow-up, or which identifies barriers to
such a strategy, is documented.
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Consideration of contextual matters that may influence evaluation outcome is
documented.

Identification of methods to be used to disseminate findings beyond reporting to funding
bodies is documented.
6. Supporting thorough training and professional development of educators: ensuring that sexual,
domestic and family violence prevention through education projects are delivered by well prepared
and supported professionals or peer educators. Indicators include:

Projects need to identify how educators will be resourced with knowledge of sexual,
domestic and family violence including a gender analysis, knowledge and skills to
address survivors of sexual, domestic and family violence and how to access support
services, and knowledge of prevention education theories and practices.

Projects need to demonstrate how educators will access skills based training to prepare
educators to deliver prevention projects, where the facilitators do not already have these
skills.

Training provided to educators needs to include both education skills and moral/ethical
stance to work.

Projects using peer educators need to provide a rationale for their use, adequate
training and methods for ongoing support.

Projects need to demonstrate their rationale for choice of facilitator and the facilitator’s
qualifications and experience relevant to project delivery.

Projects delivered by teachers need to address their specific needs and articulate
methods to work in partnership with community-based violence prevention workers.

Projects need to demonstrate ongoing supervision of workers and attention to their
safety.

Projects need to encourage networking with other educators doing similar work or with
mentors.
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Appendix B: Catalogue of Documents Reviewed Report
Section 1.3
Table 1 Catalogue of documents reviewed
CASA House & CRC Centre
CASA progress report
Summary of evaluation of CASA house
No means no show
CASA progress report 1- devel and planning
CASA house implementation plan
CASA house proposal
CASA funding agreement 300
Consent cover
24 month report
Final report
Appendix 1 project activity
Appendix 2 overall project evaluation
PR 2- report CASA house June 2010
PR 3- 18mnth report- SAPPSS Dec 2010
SA Government: Keeping Safe
Final funding agreement
Final report
Outcomes summit pdf
Progress report
Project plan
Proposal
Baptist Community Services: Respectful
Relationships Project
Project roles and responsibilities
Consent cover
BCS signed RR R2 agreement
Letter of variation deed
Interim project delivery analysis
Cover letter
Original application
Original application
Final report
Progress report
Activity work plan june 2010
Life care progress report dec 2010
Variation funding agreement june 2011
Kurbingui: Healthy Relationships
Activity work plan
Consent form
Final evaluation report
Final variation
Funding agreement
Original application
Progress report
Swinburne University: Mumgudhal tyama-tiyt
Activity work plan July 2010
Consent cover
Evaluation design layout
Final report
Funding agreement
Original application
Progress report Jan 2011
Variation
Sexual Assault Resource Ctr: Respectful
Relationships Educaiton
Activity work plan
Application and final funding agreement.
Consent
Final report
Progress report
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CASA progress report
Summary of evaluation of CASA house
No means no show
CASA progress report 1- devel and planning
CASA house implementation plan
CASA house proposal
CASA funding agreement 300
Consent cover
24 month report
Final report
Appendix 1 project activity
Appendix 2 overall project evaluation
PR 2- report CASA house June 2010
PR 3- 18mnth report- SAPPSS Dec 2010
Progress report 2011
Variation june 2011
Uniting Care Wesley: Respectful Relationships
Project
Consent cover
Final report
Funding agreement
Original application
Progress report dec 10
Variation letter
AFL: Respect & Responsibility
Activity sites
Activity work plan 17.11.10
Activity work plan
Progress report 2011
Progress report 2010
Original application
Funding agreement
Consent
Progress report 10.12.11
Pocket brochure
Final report
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Appendix C: Consent form for interview
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Appendix D: Semi-structured questionnaire
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Appendix E: Summary tables of projects
Table 2 Project characteristics and attributed items
CASA house:
Sexual Assault
Prevention Project
for Secondary
Schools
Foci of project
Approach
Theoretical
approach
Model of change
Ethnic composition
BCS:
Respectful
Relationships
Project
Sexual


Domestic


Family

Interpersonal
Preventing negative
behaviours/ attitudes
Fostering positive behaviours/
attitudes
Feminist
Ecological
Kurbingui:
Healthy
Relationships

Swinburne:
Mumgu-dhal
tyama-tiyt
SARC:
Respectful
Relationships
Education
AFL: Respect
&
Responsibility
































Cultural

Individual (strengths based)

Other
Awareness Raising




Attitude change


Skills development











Indigenous


Diverse





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UCW: Respectful
Relationships
Project
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









Round 1 and 2 Evaluation – Final Report
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CASA house:
Sexual Assault
Prevention Project
for Secondary
Schools
Gender
composition
Location
BCS:
Respectful
Relationships
Project
Kurbingui:
Healthy
Relationships




All male



Mixed
Urban






Incidental/Non-targeted
All female
Swinburne:
Mumgu-dhal
tyama-tiyt
UCW: Respectful
Relationships
Project
SARC:
Respectful
Relationships
Education











Rural
Culturally specific
Scope of
intervention
Whole of community
NASASV standards
Delivery schedule
Whole of school
Coherent conceptual
approaches to project design
Demonstrated the use of
theory of change
Inclusive, relevant, and
culturally sensitive practice
Comprehensive project
development and delivery
Effective evaluation strategies
Supported thorough training
and professional development
Sessions
Frequency
Intensity
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





Remote
Culturally specific


AFL: Respect
&
Responsibility







 
 

 
 
—
 
 
 

 
 
—
 

 
 
 


 
 
 
 
—
 
—


 
 
 

 
—
 

 
—
 

—
 
6
1 to 6
Variable
Variable
Variable
1
1
Weekly
Once to
weekly
60 mins to 1
day
Variable
Variable
Variable
Once
Once
Variable
variable
variable
60 mins
90 mins
55-75mins
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* No information available at time of reporting.
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Table 3 Summary table of projects
Project
Location
Setting
Project
participants
Age(s)
CASA house: Sexual
SAPPSS Student Project
Relationships Project
Kurbingui: Healthy
Gender
Participant Characteristics
4 high schools
1720
13-18
Mixed and male only
groups.
Non-specific and various— a range of languages,
ethnicities and abilities including some
Aboriginal and Torres Strait Islander young
people.
$750,000
≤Eight schools in each of
the selected LGAs in NSW.
High schools
5120
12-16
mixed
Year 9 students situated in areas of high
economic and social disadvantage. (SEFIA
rated). High proportion of ATSI and CALD.
$ 391,455
North Brisbane area;
2 primary schools
Kurbingui clients
1 secondary school
230
12-24
Mixed and male and
female only
Year 6-8 students in area with relatively high
Indigenous community
Assault Prevention
Project for Secondary
Funds
Schools
BCS: Respectful
Relationships
ATSI young people
Residential camps;
at Kurbingui.
Swinburne: Mumgu-dhal
Young parent: ATSI Mothers
High schools
134
15-25
Male
Certificate training
project
134
15-25
Male
Adelaide
Disadvantaged high
schools and
alternative learning
streams
875
Adelaide
Youth in detention
19
Adelaide
Disadvantaged youth
39
WA wide
High schools
11498
Australia wide
community sport
3222
tyama-tiyt
Swinburne: Mumgu-dhal
tyama-tiyt
UCW: Respectful
Relationships Project
UCW: Respectful
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$245,000
$ 200,000
Male only and female
only
Youth in detention. Histories of violence
perpetration and victimisation.
$ 200,000
Female only
Disadvantaged; homeless or at risk of
homelessness; young mothers.
$ 200,000
13-18
Mixed
Four high schools in ACT including bi-national
French-Australian school, a vocational college
and an Independent Anglican boys school and a
state school.
$400, 000
16-21
Male only
Participants involved in national State
$400,000
12-16
Relationships Education
AFL: Respect &
$245,000
Schools recruited from low SES neighbourhoods
in Northern Adelaide. Some disengaged from
mainstream schooling.
Relationships Project
SARC: Respectful
Indigenous and Maori youth (in mainstream
schooling and disengaged and at high risk).
Mixed
Relationships Project
UCW: Respectful
$25,250
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Project
Responsibility
Location
Setting
Project
participants
Age(s)
Gender
settings
Participant Characteristics
League/Community Club Football across
Australia
Note: Project participant numbers is based on the total number of participants reported in final report project documents.
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Funds
Appendix F: Individual project summaries
The following sections provide a detailed summary of Round 1 and 2 projects reviewed for this
evaluation. The following projects are included:

CASA House (RWH) & Canberra Rape Crisis Centre: Sexual Assault Prevention Project for
Secondary Schools

Baptist Community Services: ACT-2: Respectful Relationships Project

Kurbingui Youth Development Association: Healthy Relationships

Swinburne University of Technology: Mumgu-dhal tyama-tiyt

Uniting Care Wesley: Respectful Relationships Project

Sexual Assault Resource Centre: Respectful Relationships Education

Australian Football League: Respect & Responsibility

South Australian Department of Education and Child Development: Evaluation of the
Keeping Safe Child Protection Curriculum 1
Findings presented in the individual project summaries are based on a review of project documents
and telephone interviews project representatives. Document reviews and telephone interviews were
undertaken to assess whether projects were designed and implemented in line with the National
Association of Services against Sexual Violence (NASASV) Standards. The evaluation of project
content and delivery has been structured around these criteria.
1
The funding provided to SA Department of Education and Child Development funded an external evaluation of
the Keeping Safe Child Protection Curriculum and as such was not suitable for evaluation against the NASASV
standards. A review of the evaluation is detailed in Appendix F based on submitted documents, though the
information did not inform the overall findings and recommendations presented.
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F. 1
CASA House (RWH) & Canberra Rape Crisis Centre: Sexual
Assault Prevention Project for Secondary Schools
The Sexual Assault Prevention Project for Secondary Schools (SAPPSS) delivered by CASA House
was a six session project delivered to year 9 and 10 students. Sessions lasted approximately one
hour and were delivered over six weeks. SAPPSS has been recognised as a good practice model by
the Victorian State Government which led to the employment of the model by six sexual assault
support agencies across Australia, including CASA House which initiated SAPPSS in 2004.
CASA House, a department of the Royal Women’s Hospital Melbourne, was funded by FaHCSIA as
part of the Respectful Relationships project to work in partnership with the Canberra Rape Crisis
Centre (CRCC) to implement SAPPSS in three schools in the ACT and to support local performances
of the ‘No Means No’ comedy show. A total of 1000 young people attended the No Means No Show
Between 2009 and 2012 CASA House and CRCC delivered the SAPPSS student program to a total
of 720 students aged between 13 and 18 at three schools within the ACT. Participating schools were
diverse and included two state high schools, and an Independent Anglican boys school. This project
engaged young participants as well as the staff and leaders in their school community and local
specialist agencies.
Standard 1: Using coherent conceptual approaches to project design
The project was largely informed by feminist theory, with content focusing on consent and sexual
assault. It had a strong focus on gender stereotyping and gender identity as key determinants of
sexual violence, including gender-based understandings of power and control. The SAPPSS project is
underpinned by a clear gender analysis and feminist understanding of why sexual assault occurs, with
the goal of achieving behaviour change. As such, SAPPSS delivered a coherent conceptual approach
to project design.
Standard 2: Demonstrating the use of a theory of change
The SAPPSS focused on gendered and social determinants of violence to achieve attitudinal and
behavioral change. In the interview, the project representative described how the project discussed
gender constructs and gender power dynamics to help identify personal or social views that may
foster or tolerate relationship or sexual violence. This approach was aimed at changing individual
behaviour but also at raising social consciousness and understanding. The project representative
described the approach as follows:
“(Gender analysis in a social context is) more than and beyond individual behaviour, although
individual behaviour is, at the end of the day, what of course is the issue when we live in a
society that is allowing for gender equality.”
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This ecological view is consistent with the indicators of Standard 2, which recommends that
approaches to behaviour change should be embedded within an understanding of the social, cultural
and individual factors that allow sexual assault to occur. Furthermore, the SAPPSS project curriculum
demonstrates an understanding of the differences between attitude change and behaviour change,
and the impact of social context in achieving primary prevention outcomes.
Standard 3: Undertaking inclusive, relevant and culturally sensitive practice
The target age group for the project were male and female students aged 13 to 18 years at three
schools in Canberra with distinct student profiles including a range of linguistic and cultural
backgrounds, including some Indigenous young people. There was no evidence in the project
documentation of culturally-based project adaptation and no development of selective interventions
for culturally-specific or at-risk groups. Due to the whole-of-school approach and mainstream settings
for delivery, it is likely that the consultations with school bodies and partner agencies that occurred
within the local community were adequate. However, it is recommended that projects that deliver
content to large and culturally non-specific cohort groups specify that they have considered the
appropriateness of doing so, using the NASASV indicators as a guided methodology for undertaking
inclusive, relevant and culturally sensitive practice. This process should be documented and a
justification should be provided in reporting to ensure that the lack of cultural specificity or inclusion is
the result of thoughtful consideration and not oversight.
Standard 4: Undertaking comprehensive project development and delivery
As outlined in response to Standard 2, education activities were linked to research on gender power
differentials and the social determinants of violence. The delivery incorporated several components
including:

Multiple-session curriculum projects for junior and middle school;

‘No Means No’ performances for young women and men which used interactive theatre
to convey prevention curriculum content;

Train the Trainer projects with teachers to enable co-facilitation and broaden the scope
of prevention education; and

Peer Educator project for senior school.
Using this multi-component design, SAPPSS deliver a whole-of-school approach to sexual assault
prevention. The project had a six week; six session duration and engaged young participants as well
as staff from local specialist agencies and leaders in the school community in the project deliveries.
Project development incorporated contributions from students, Victoria Police and CASA House
counsellors and advocates. A key aim of this consultation was to support community and education
sectors to develop the ability to manage future implementations of the project. Teachers and support
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staff received professional development sessions throughout the project however, deliveries by
trained school staff did not eventuate within the 2009 and 2011 funding period.
Mechanisms for addressing the needs of domestic violence victims were incorporated into the project
in two ways. Firstly, crisis centre and local agency staff members were involved in project delivery
which enabled both the promotion of agency services and the presence of experienced crisis
response staff to deal with disclosures and referrals if required during sessions. Secondly, the teacher
facilitator training focused on crisis and disclosure response to equip teachers with the skills to
support and appropriately refer students in the event of disclosure during project sessions or
thereafter. SAPPSS demonstrated comprehensive community engagement and community
partnerships and employed strategies for addressing the needs of victims of domestic violence. In
review, SAPPSS met requirements of best practice against Standard 4.
Standard 5: Using effective evaluation strategies
The SAPPSS evaluation was comprehensive and consisted of pre and post surveys for every
participating student; a focus groups with a select group of students (usually 4-6 students from the
cohort) and; facilitator and teacher surveys completed at the end of each project. However, while the
SAPPSS project evaluation was more comprehensive than most in design, it was limited by
inadequate reporting. Final results and participant outcomes were hard to find within the provided
reports, questionnaire items were often not provided and reported participant changes on key
measures often did not provide an indication of the number of participants that participated in the
survey at pre and post. It is important that the number of students that participated in the project and
the number of participants who returned surveys at pre and post are documented so as to convey the
coverage of the evaluation relative to the number of total participants. It is not sufficient to simply
report that all participants completed surveys. Furthermore, when reporting percentages, it is
important that all the summary numbers that relate to that percentage including the denominator and
numerator are included. This means providing the total number of survey responses provided overall
and the total number of participants who provided the response of interest. Given the comprehensive
approach to evaluation taken and the resources required to undertake this, it is vital that outcomes
are reported adequately— to enhance project delivery internally, and to enable adequate reporting
and dissemination to relevant external entities.
Standard 6: Supporting thorough training and professional development of educators
SAPPSS used a model of co-facilitation where the teachers and prevention and crisis response
workers deliver the project together. The intention of this approach was to eventually have teachers
trained and capable to deliver the project independently, with professional staff stepping back to a
less intensive role (for example as guest speakers). Teachers from the participating schools were
recruited to the role of co-facilitators to assist with discussion and activities in the Year 9/10 project,
and to act as a source of information and contact for students. The training provided by CASA for this
role consisted of a three day training workshop covering topics such as responding to sexual violence,
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sexual assault terminology and prevalence statistics, and responding to disclosures, and group
facilitation skills. While teacher facilitation did not occur during the funding Rounds due to time
constraints, the gound work for this model at least partially addresses both school culture and wholeof-school intervention objectives and provides a self-sustaining framework for embedding gender
equity throughout the curriculum beyond the funding and delivery period.
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F.2 Baptist Community Services: ACT-2: Respectful
Relationships Project
ACT-2 Respectful Relationships Project was delivered Baptist Community Services. It was a one day
project delivered to approximately 5,120Year 9 students across 20 schools in targeted locations in
outer and northern Sydney. The project was designed to be interactive, engaging and drama-based,
utilising theatre and participant-led activities to challenge beliefs and promote respectful relationship
behaviours. The project was designed for mixed gender delivery except where schools were sex
segregated.
The aims of the project were to:

Expand young people’s understanding of what constitutes violence in relationships

Identify and challenge gender stereotyping and unacceptable behaviours in relationships

Improve knowledge and understanding of unhealthy/unsafe and healthy/safe relationships

Assist young people to make respectful and safe choices in relationships

Increase capacity to assess unsafe situations in relationships and exploring alternative ways of
dealing with situations

Increase knowledge about relevant services and resources
The project was universal and was able to be implemented in a range of schools for students in Year
9. The project was developed in the context of other interventions designed for behaviour change for
perpetrators and support for victims and children.
Standard 1: Using coherent conceptual approaches to project design
ACT-2 used an ecological model focusing on the prevention of violence in intimate partner
relationships. The targeting of the entire Year 9 cohort within a school was informed by the social,
developmental and ecological understandings of the vulnerability and receptivity inherent in this age
group. A whole-of-community approach was employed in the delivery of the project to all of Year 9 in
the seven selected areas. The project used a strengths-based approach to the prevention of violence
in intimate partner relationships, underpinned by a pro-feminist and positive-male theoretical
framework. This framework was designed to integrate both the feminist understanding of intimate
partner violence with a focus on the role of men, approached primarily from a bystander as opposed
to perpetrator perspective. The bystander perspective was used to minimise alienation and stigma for
male participants.
The SAPPS’s project was clearly informed by a number of theoretical understandings of gender and
social development and has adopted a whole-of-school and whole-of-community approach and
therefore delivered a coherent conceptual approach to project design.
Standard 2: Demonstrating the use of a theory of change
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The ACT-2 project content was psycho-educational with activities and discussions designed to foster
self-analysis and critical ethical thinking rather than teaching prescribed attitudes and beliefs. The
project provided male participants with a third person/witness construct (compared to a first
person/perpetrator construct) with which to evaluate their own beliefs and attitudes towards gendered
violence. Using an ecological approach is consistent with the indicators of Standard 2, which
recommends that approaches to behaviour change are embedded in an understanding of the social,
cultural and individual factors that may result in sexual assault occurring.
Standard 3: Undertaking inclusive, relevant and culturally sensitive practice
Twenty schools in outer and Northern Sydney were selected to participate in the project in locations of
high disadvantage as identified by the SEIFA index (ABS Census 2006, as cited in original funding
application). A high incidence of violent assault was also reported for five of the seven targeted
locations relative to the NSW average (NSW Bureau of Crime and Statistics and Research for
Domestic Violence assault figures for 2008). A whole-of-community approach was employed in the
delivery of the project to all of Year 9. The targeting of schools in seven identified locations, rather
than broader delivery, also allowed for saturation of delivery at the community level.
As noted in the original application, a high proportion of people from culturally and linguistically
diverse (CALD) and Indigenous backgounds live in the selected targeted areas. The project was not
specifically adapted for delivery to these groups. The delivery of this project was to large, mainstream
schools and the inclusion of Indigenous or CALD backgound participants was incidental and not
targeted. Language did not appear to be a barrier to participation or the positive outcomes following
the project however, literacy levels (reading and comprehension) were described as a significant
issue for some schools.
The receptiveness of the young people and schools to the project varied. For example, some of the
private schools had more resources and were able to smoothly facilitate the project into their
curriculum. For schools with more limited resources, some teachers felt that the project was another
demand and distracted from the work they had been doing. As a one-off project, the facilitators did not
have ongoing relationships with many of the schools where the project was implemented. This
impacted on how easy it was to conduct the project, and ultimately, how receptive the students were
to domestic violence awareness. Despite what seemed to be unsupportive environments, schools
reported to project staff real change in attitudes and behaviour of their students and staff following
exposure to the ACT-2 Project.
Due to the whole of school approach and community approach, consultations with school bodies and
partner agencies that occurred within the local community appeared to be adequate. However, it is
further recommended that projects that deliver content to large and culturally non-specific cohort
groups specify that they have considered the appropriateness of doing so using the NASASV
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indicators as a guided methodology for undertaking inclusive, relevant and culturally sensitive
practice.
Standard 4: Undertaking comprehensive project development and delivery
ACT-2 Respectful Relationships Project used a universal approach whereby entire Year 9 school
cohorts were recruited to participate in the project. The one-day project was conducted across
multiple days at a given school with an intake of approximately 50 students per day. A ‘whole
community’ approach enabled wide delivery and avoided the stigmatisation of targeted delivery to
selected high-risk students. Estimates, based on the original target number of 5,600 students,
suggest that 50% of young people aged 14-16 years in the selected areas received the project. The
project had only a single session whole day duration which may not be adequate to allow for real and
enduring change to occur, however targeting entire year 9 cohorts within the selected regions
represented both whole-of-school and community level intervention. A whole-of-school approach is
highly effective in facilitating a cultural shift at multiple levels of the school community and encourages
ownership of the project by the school community itself. In addition, it is an ethical approach as young
people cannot be expected to change in isolation, or opposition, to their environment.
Standard 5: Using effective evaluation strategies
An external evaluation was commissioned by the project however, due to the methodological,
interpretational, and reporting inadequacies; the external evaluation did not inform our current
evaluation of the project. It is understood that some organisations may contract out the evaluation
component of their project due a lack of expertise in this area. In these instances, it is evident that
projects may require additional supporting in engaging a suitably skilled external evaluator.
Standard 6: Supporting thorough training and professional development of educators
Few details are available relating to staff training and professional development. From the interview
with the project representative it was ascertained that most of the facilitators were previously
employed LifeCare counsellors with at least university level community services education and
experience. In addition, facilitators were trained on the content and presentation of the project and
also participated in a brief domestic violence information session and a session relating to mandatory
reporting requirements. For these experienced staff, it appears that this level of training was adequate
for facilitators involved in the ACT-2 Project.
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F.3
Kurbingui Youth Development Association: Healthy
Relationships
Kurbingui Youth Development Association (Kurbingui) is a not-for-profit agency which delivers
employment and training projects, and family violence projects to Indigenous families. Kurbingui has a
respected role within the Indigenous community in northern Brisbane and has developed strong
working partnerships with mainstream organisations. Kurbingui’s Respectful Relationship project was
developed in response to the high rate of interpersonal and relationship violence observed among the
young people accessing their services and in the community. From their referral base, Kurbingui
recognised that it was necessary to target young males in the 12 to 24 year age group with early
intervention projects and activities that build personal capacity and skills to engage in respectful
relationships. The project had four main components which included— school based educational
sessions; a series of adventure camps engaging school students and adult participants; a parenting
workshop, and a specialised counselling referral services.
A total of 230 participants were engaged in activities over a twelve month delivery period. This
included school-based Healthy Relationships education sessions (75 young people school in grades 6
to 8; delivered across 6 weeks); a follow-up three to four day camp attended by approximately 60 of
the young people from the recruited schools and adventure camps attended by 40 young men aged
18 to 24 years. The projects were aimed at enhancing self-esteem, confidence and problem solving
within a team-work framework.
Parenting workshops were also delivered to a small group of young parents in three three-hour
sessions aimed at providing skills and strategies for focusing on positives parenting and
understanding child development. The second and third sessions were delivered in collaboration with
Red Cross Family Support and were aimed at developing parental confidence and competence.
Kurbingui also facilitated referrals for young people for issues relating to unhealthy relationships (drug
and alcohol use, anger, and loss of cultural identity) to external partner services.
Standard 1: Using coherent conceptual approaches to project design
The project aimed to increase the capacity of participants to conduct positive relationships by
increasing communication and interpersonal skills and developing problem solving and conflict
resolution skills. The model utilised a strengths-based framework which aimed to emphasise positive
behaviours and promoted self-efficacy, team building and positive role modelling as an avenue to
promote positive ethical behaviours. Cultural identify was also a key theme in the project which
delivered to schools with a high incidence of Indigenous students. The project aimed to increase the
salience of cultural identity among the participants as a mechanism for increasing self-worth and selfefficacy.
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Standard 2: Demonstrating the use of a theory of change
The project identified loss of cultural identity, and drug and alcohol abuse as the main antecedents of
relationship violence among the target group. The project attempted to address these by including
information about drugs and alcohol and by facilitating discussions and activities that aimed to
increase cultural identify. While it was not articulated in the project documentation, the project used a
strengths-based framework which focused on developing new skills and emphasising existing
strengths that the participants could use when facing problems or crisis. The theory of change
inherent in this approach is based on the understanding that emphasising and building on skills
increases confidence and self-efficacy which will increase the likelihood of a participant behaving in a
positive way. It is sometimes employed among high risk groups as a way to avoid inadvertently raising
feelings of failure, guilt or shame which may create resistance among participants. This is achieved
by emphasising positive behaviours and healthy ways of interacting with peers, teachers, parents,
siblings and the wider community over focuses on the prevention of negative behaviours.
This approach was conveyed by the project representative during interview:
‘…most of the work that we do is strength-based work. That’s our focus. I think in the
Indigenous community there are many times people are faced with negative perspectives and
negative thoughts about what they do… and you’ve got barriers and you’ve got problems. I
really think that’s a very negative way to look at working in the Indigenous community’
Standard 3: Undertaking inclusive, relevant and culturally sensitive practice
The region has a high incidence of Indigenous residents and as such, it was expected that the
schools in the region would also have a large number of Indigenous students. Consultations with the
schools were undertaken prior to deliveries to ensure content was relevant and suitable to the
participant group. It was report that little adaption of project content was undertaken in order to
maintain cultural relevance for Indigenous and non-Indigenous participants. Both an Indigenous and
non-Indigenous facilitator performed session deliveries which demonstrated a suitable approach to
fostering cultural inclusion among the diverse participant group. In view of this, it is deemed that the
Kurbingui project undertook inclusive, relevant and culturally sensitive practices to prevention
education.
Standard 4: Undertaking comprehensive project development and delivery
Kurbingui undertook comprehensive project development and delivery. During development phases,
content for the Healthy Relationships project was adapted from materials drawn from Kurbingui’s
Family Support Program and work in providing counselling and referral services to their mostly
Indigenous client base. New materials specific to school-based delivery were also developed. School
deliveries underwent a sound consultation process before delivery and the delivery model was
comprehensive in incorporating multiple sites, target groups and modes including education sessions,
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parenting sessions, and adventure camps. The duration of each was between 4 and 8 weeks which
was a key strength of the project and demonstrates further, Kurbingui’s comprehensive approach to
project development and delivery.
Standard 5: Using effective evaluation strategies
An external evaluator was commissioned to complete the evaluation component of the Healthy
Relationships project. The described method of evaluation was vague and was only detailed in the
final report as follows:
‘Project evaluation methods to date have required staff to collect data and write reports
against milestones achieved and to work with an independent evaluator to complete final
reports on specific projects.’
While the report specifies that participant data was collected, no participant data was reported. The
final report describes that positive outcomes were achieved for target group however this was not
demonstrated in the reporting. As such, Kurbingui did not meet the minimum requirements of effective
evaluation. In future, it is recommended that an evaluation of participant outcomes occur and that
these are reported adequately to support conclusions about overall project and participant outcomes.
Standard 6: Supporting thorough training and professional development of educators
Kurbingui reported that both an Indigenous and non-Indigenous facilitator was allocated to all session
deliveries which was a strategic staffing approach to foster cultural inclusion and cultural relevance
during deliveries. All staff had a minimum of Certificate III in Youth Work and staff also participated in
adult literacy training with regular internal supervision on a monthly basis for professional
development. Staff were also trained in the delivery of the project within schools and followed detailed
lesson plans and activities. In review, staff appeared to be appropriately trained and supported.
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F.4
Swinburne University of Technology: Mumgu-dhal tyama-tiyt
Swinburne University of Technology’s Mumgu-dhal tyama-tiyt project was targeted at young
Indigenous people in the local community. The project ran a series of workshops in secondary
schools in partnership with the Melbourne Storm rugby league club. Approximately 56 Indigenous and
Maori secondary school students from three schools participated in weekly workshops which were
delivered over 12 weeks.
Mumgu-dhal tyama-tiyt also ran an accredited certificate course— Learning Pathways for Aboriginal
and Torres Strait Islander young Indigenous people aged 15-25 years who are no longer engaged in
mainstream education. The course was provided jointly by Bert Williams Aboriginal Youth Services
(BWAYS) and Swinburne University. Approximately, forty-four students completed Certificate II and
34 completed certificate III, Iv and Diploma. The course incorporated a range of extra-curricular
learning activities to reinforce the central messages of the project; skill development and cultural
identity as an avenue to raise perceptions of self-efficacy. The project employed a near peer-facilitator
model and incorporated train the trainer sessions with the Melbourne Storm players, and staff from
BWAYS, Aboriginal Men’s Service and Swinburne University.
Standard 1: Using coherent conceptual approaches to project design
The project aimed to prevent family and domestic violence by working with participants to increase
individual capacity to respond to family violence by developing ethical behaviours through positive
role modelling, boundary setting, targeting risk-factors associated with violent behaviour and
increasing knowledge and practical skills in conducting respectful relationships. The Mumgu-dhal
tyama-tiyt project utilised a strengths-based framework which aimed to promote the existing
knowledge, skills and life experiences of the participants and community and build upon these to
increase perceptions of self-efficacy.
Standard 2: Demonstrating the use of a theory of change
The project aimed to increase the salience of cultural identity among the participants as a mechanism
for increasing self-worth and self-efficacy. Loss of cultural identity was described as common among
the target group participants. Project content also covered life skills development and relationship
skills education. Drug and alcohol education was also included in project deliveries based on an
understanding of these as a strong determinant of incidences of violence perpetration.
A near-peer facilitator model was used by enrolling Indigenous and non-Indigenous Melbourne Storm
rugby league players as mentors and leaders in promoting violence prevention. Using the Melbourne
Storm players was described as beneficial in promoting open communication by modelling sensitivity
and openness during their facilitation of discussions topics relevant to violence prevention.
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Standard 3: Undertaking inclusive, relevant and culturally sensitive practice
Swinburne University’s Mumgu-dhal tyama-tiyt project utilised a community development framework
which sought to engage the local community during the development and implementation phases of
the project. An advisory committee was established to guide and oversee the development of the
project, provide advice, and ensure project outcomes were met. The advisory committee was made
up of representatives of key partner organisations, the local Indigenous community and teachers from
the Mumgu-dhal Tyama-tiyt course. By ensuring community involvement in the planning,
implementation, evaluation and direction of the project, the Mumgu-dhal Tyama-tiyt project sought to
empower and promote social cohesion and support for the project in the local community. The project
also utilised resources from existing Indigenous youth projects that had been successful and
demonstrated cultural relevance and inclusion.
Swinburne University described reattaining participants was a major challenge. In an attempt to
support ongoing participation, the project provided practical assistance to the participants including
travel tickets, meals, transport, liaison with relevant agencies, social and emotional support and
referrals. Mumgu-dhal Tyama-tiyt also undertook outreach to disengaged students, and adapted the
course to meet the needs of student’s needs with limited literacy.
Standard 4: Undertaking comprehensive project development and delivery
Swinburne University’s Mumgu-dhal tyama-tiyt project undertook a comprehensive approach to
project development by engaging with the local community and other community agencies during the
development and implementation of the project. They included a number of activities and developed
various relationships with organisations in the Indigenous community that were important during the
implementation of the project and in engaging participants. The delivery was flexible and adaptable to
provide avenues for full participant inclusion and engagement. The project provided a range of
mediums for activities and considered participants’ literacy and numeracy needs in the selection of
these. The project aimed to create a learning environment in which the participants guided the
delivery, and their knowledge, opinions, interests and experiences formed the basis for activities.
Standard 5: Using effective evaluation strategies
An external evaluator was engaged to perform the evaluation of the Mumgu-dhal Tyama-tiyt course
and train the trainer components. Both quantitative and qualitative approaches were used to assess
the education project and the training of core staff. The evaluation included pre- and postquestionnaires of the participants and focus groups with the teachers and staff at BWAYS involved in
the delivery of the Mumgu-dhal Tyama-tiyt course.
The questionnaires used in the evaluation included relevant validated measures including the
Personal Wellbeing Index for School Children (PWI-SC), the Dating Violence Scale, the Attitudes to
Violence Scale, and a 12-item self-report, project specific questionnaire. The final report suggested
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that participants improved across all domains, though no statistical results were provided to support
this claim and no information on how many participants completed the questionnaires was included.
Focus groups assessed whether the teachers and BWAYS staffs were able to correctly identify the
aims of the course and also gathered perceptions of difficulties encountered by participants. Teachers
and staff were also asked their views on the course’s strengths, weaknesses, whether the course met
its aims, the barriers to meeting those aims, and any changes they observed in the participants.
Findings from the focus groups were well reported. The strengths of the project that were reported
included: non-judgemental approach of the course, flexibility and high cultural relevance of inclusion,
emphasis on community involvement, holistic approach to supporting the participants and approaches
to social inclusion. Challenges for the course included attendance and maintenance difficulties,
participant attention capacity; participant court obligations interrupting attendance, homelessness,
mental health and drug and alcohol addiction.
Those who participated in the train the trainer project were asked to complete an outcome survey
after the training. Eight people completed with the survey with the vast majority finding the training
useful. It is difficult to ascertain from the reporting how many people participated in this training, and
therefore to judge whether the eight that completed the survey are indicative of all participants of the
training.
It is recommended that projects include participant outcomes as a central focus of the evaluation to
determine intervention impact and identify areas for improvement in content and delivery. However,
the project generally demonstrated effective evaluation strategies to evaluate many component of
their project highlighting many position project facets and challenges/areas for improvement.
Standard 6: Supporting thorough training and professional development of educators
Swinburne University provided accredited training to Melbourne Storm players which included
workshops on family violence and a review of project content for delivery to the target groups. The
training was designed to develop the players’ skills in identifying family violence, ethical and protective
behaviours and practical skills that could be used in both their personal lives and in the projects they
would deliver.
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F.5
Uniting Care Wesley: Respectful Relationships Project
Uniting Care Wesley has over 20 years’ experience in managing and delivering domestic violence
and sexual assault counseling services. The Respectful Relationships Project by Uniting Care
Wesley was delivered to young people aged 12 to 25 years. The duration and delivery of the project
varied across target groups and settings. The duration of each project ranged between one and eight
sessions and the format of delivery included small Round table discussion groups, class group
workshops and lecture style presentation. A total of 933 young people participated in the project
across 16 school and community sites including high school students and alternative learning stream
students (n=875) , young people in detention centres (n=19; aged between 12 and 18 years) and
young women at risk of homelessness (aged 14-25 years; n=39). All three groups were targeted due
to their characteristic disadvantage and social vulnerability.
The project delivered sessions to disadvantaged young people within school settings and other
agencies (including welfare and detention facilities). A therapeutic support service was also provided
to participants and their families by offering ongoing counselling through the Uniting Care support
services.
Standard 1: Using coherent conceptual approaches to project design
The Respectful Relationships Project was described as a strengths-based approach to the prevention
of interpersonal violence. The framework is underpinned by a number of key approaches to
relationship violence prevention including person-centred, narrative, systemic and feminist theory. In
documentation the intervention model is described as
“...informed by the experience and research evidence which highlights that domestic and
family violence takes many forms, including sexual violence and sexual assault, and is
prevalent in relationships where the perpetrator is known to the victim.”
While the Respectful Relationship project identified a number of theoretical frameworks, an
articulation of how determinants of violence are understood according to these frameworks was not
provided. In particular, in addressing the links between gender, power and violence, examining
violence-supportive attitudes and attempts to change these were not identified in documentation.
Standard 2: Demonstrating the use of a theory of change
During the key informant interview it was evident that the project has an implicit understanding of
gendered attitudes as a determinant of relationship violence and that this is a target of intervention:
“…you look at all those issues if you have an underpinning analysis around violence that
looks at power differences and issues of power in relationships and the way different gender
beliefs may support that.”
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Despite this, and the fact the project identified a number of theoretical frameworks, there was little
articulation of theory of change and how these theoretical underpinnings shaped the project content
and processes in project documentation. A number of core modules were identified in project
documents and it is assumed that these modules were intended to lessen young people’s
involvements in violence perpetration or victimisation, however it was not identified how such
processes would occur. Attitudes, beliefs and skills were not addressed in project documentation as
determinants of violence or change. Uniting Care Wesley does demonstrate a use of theory of change
however it would benefit from articulating this in project documentation more explicitly.
Standard 3: Undertaking inclusive, relevant and culturally sensitive practice
The project model was developed in consultation with teachers, youth workers and students. This
consultation process allowed for a deeper understanding of the project and its objectives. Based on
the results of the consultation, each project was specifically adapted to local needs and issues faced
by young people. The content and length of the project was negotiated to meet the needs of the
young people and logistics of delivery, especially for school-based projects. The duration of the
project varied between target groups and settings from single session, whole-day deliveries, to six
weekly sessions. Despite the variability in session duration, fidelity to the original content of the
project was maintained by adhering to a module based structure. Core modules on the topics of
consent, dating violence, and gender and relationships were included in all deliveries and additional
modules (e.g. respectful relationships in the digital world) were selected based on the perceived need
and available time.
The project took an inclusive approach within the school or community service. This involved working
closely with staff members and providing relevant professional development, consultancy and
materials to support the curriculum being delivered.
Standard 4: Undertaking comprehensive project development and delivery
The project was implemented following consultation with the schools and community services, and
taking into account their requirements. The curriculum included the delivery of six educational
modules focusing on recognising healthy and unhealthy relationships, understanding dating violence
and supplementary modules including sexting, cyber safety, conflict resolution and negotiating
consent.
Despite the project being initially designed to run for 8 weeks, delivery was often adjusted to meet the
demands of the setting. This was particularly the case for projects delivered in a school setting which
competed with curriculum demands. In these cases the project was delivered in two ‘double-periods’
or an extended session lecture-style presentation. The use of a module based structure, with core
and optional curricula, was found to be an effective mechanism for adaptable and flexible delivery.
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Project sustainability was a key consideration discussed as part of all session planning with schools
and community groups. As noted in the project documentation, the impact of one off educational
projects is likely to diminish over time (Cornelius and Resseguie, 2007) which is why it is preferable
for projects to have the capacity to work with young people over longer timeframes and include
access to ongoing therapeutic services. The Respectful Relationships project responded to this need
by providing multiple levels of support for disadvantaged young people through the delivery of primary
prevention projects and also tertiary support to participants and their families through an ongoing
counseling and crisis response service. This approach addresses both prevention objectives and
provided mechanisms for supporting victims or offering services in the event of participant disclosure
during project sessions. By offering multiple levels of support, Uniting Care Wesley provides a
pathway of change which incorporates both prevention-through-education and a secondary response
for victims, perpetrators and vulnerable or at-risk participants. Uniting Care Wesley also aimed to
increase the sustainability of the project after the funding period by providing education and
consultancy support to the educators and service providers.
Standard 5: Using effective evaluation strategies
There were three components to the evaluation processes including a participant evaluation,staff
evaluation and facilitator evaluation. The evaluation concluded that the project had increased
participant’s understanding of what a respectful relationship looks like; increased participant’s
knowledge around dating, physical and sexual violence; developed participant’s skills to conduct
respectful relationships in the future and; increased understanding of protective strategies and safety
issues.
There was however, often inadequate evidence to support these reported outcomes with little, if any,
quantitative data provided to demonstrate impact. The evaluation methodology generally lacked
planning, which resulted in changes to the survey design and content during the delivery phase.
Some students received pre- and post-project surveys however most received only post-project
surveys. Survey questions changed between deliveries meaning that survey responses could not be
aggregated for the entire cohort, which decreased the scope and power of the surveys to detect
impact. The survey items were original and had not been piloted or validated, limiting the
comparability and interpretation of participant outcomes and the dissemination of these beyond the
required funding bodies.
The survey content itself contained a large number of items relating to project satisfaction and
enjoyment, and self-perceived project benefit. While collecting information on these aspects is useful,
they should not be central as they do not provide an indication of project impact or change. It is
recommended that validated items that measure real attitude change and items that demonstrate
project impact are the focus of future evaluations.
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Standard 6: Supporting thorough training and professional development of educators
Project facilitators were generally recruited from within the Uniting Care organisation and had a
background in social work or counselling, as well as specialist training in sexual violence prevention
education. This specialist training involved content on domestic and family violence including working
with perpetrators and victims, sexual violence counselling, working with children and young people in
educational settings, and individual and group therapy. The majority of this training is delivered using
internal expertise through Uniting Care’s professional development project.
Project specific training was also provided and covered a summary of the project, objectives of the
project, project contents, key successes and challenges and a summary of evaluation. It is evident
that Uniting Care Wesley provided support for training and professional development, and that the
recruitment of facilitators from within the organisation meant that they possessed prevention expertise
and provided a link between prevention and tertiary support for participants.
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F.6
Sexual Assault Resource Centre: Respectful Relationships
Education
Respectful Relationships Education delivered by Sexual Assault Resource Centre (SARC) targeted
young people aged 12 to 24 years of age across all Western Australian local government areas. The
project involved one off, in-class seminars on respectful relationships delivered to Year 8 to 12
students in metropolitan state and independent secondary schools, including schools in regions with a
high percentage of indigenous residents. The seminars included content on a range of topics,
including: puberty and relationships, dating, understanding consent, online dating and chat rooms,
sexting, protective behaviours, sex and the law, impacts of sexual violence, recognising and
assessing risk in terms of sexual assault and/or abuse, awareness of issues surrounding date rape
and drink spiking and; sexual rights and responsibilities.
Train the trainer sessions were also delivered to professionals working with young people including
youth workers, allied health workers, pastoral care workers, police, medical staff and juvenile justice
officers. Respectful Relationships sessions were also provided to young people in alternative nonschool settings including a teen parenting centre, TAFEs, universities, juvenile justice facilities,
centres for young people with disabilities and centres for culturally and linguistically diverse young
people including Indigenous young people. In total, 465 sessions were presented to students,
parents, educators and professionals. A total of 11,498 participants attended the sessions.
Standard 1: Using coherent conceptual approaches to project design
There was no explicit articulation of the conceptual underpinnings of the Respectful Relationships
Education project in the project documentation. During interview, the theoretical framework was
described as research-based and centred on the funding requirements of the funding contract with
FaHCSIA. Content such as cyber bullying and sexting were included in the project based on
perceived need and in consultation with schools. The conceptual approach was described during an
interview with a key informant as follows:
“Well I guess the model that we used in the actual presentation was the model that SARC
uses, regarding like consent for instance is our ready, willing and able, and that has all
stemmed from research that we've done previous to the project commencing. SARC has
been involved for many years in providing school based projects, it's just that we refined it
and focused very particularly on the requirements of the funding contract with FAHCSIA.
Things like the cyber bullying and the sexting {was added} as new information that we needed
to keep up-to-date with. So we were actually reviewing and changing our project as time
went on based on what really was the presenting issue within the community and what we're
identifying with young people, and also too what we identified throughout service here.”
It would appear that in general the Respectful Relationships Education project did not have a strong
or well articulated theoretical framework, although a section of the project included delivery of the ‘Sex
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and Ethics’ program which is based on a strong conceptual framework. It is recommended that
projects make explicit the theory base underpinning their approach. Content that is topic driven can
be useful, however mechanisms for attitudinal and behavioural change need to be embedded within
this and underpinned by a coherent and explicit conceptual approach.
Standard 2: Demonstrating the use of a theory of change
Project content focused on topics relating to managing risk including online chatting, sexting, drink
spiking and sex and the law, as well as understanding consent and identifying abusive and respectful
relationship behaviours. Excluding the delivery of the ‘Sex and Ethics’ component of the project, there
did not appear to be a clear gender analysis or feminist understanding of why sexual assault occurs
or an examination of the social or personal attitudes that predict tolerant or permissive attitudes
towards sexual /gender violence. While risk management is an important facet it should not be central
to violence prevention education. It is recommended that primary prevention content examines
violence supportive attitudes and promotes skill development where possible as a mechanism to
foster change.
Standard 3: Undertaking inclusive, relevant and culturally sensitive practice
It was anticipated that there would be a large number of Aboriginal young people recruited across
many of the urban, rural school and alternative education settings. A SARC’s Aboriginal Community
Liaison Officer provided consultation on project development and on issues relating to Aboriginal
people and participated in presentations involving Aboriginal young people. Consultation with
community, agency and school representatives was also undertaken ensuring the specific needs of
the population group were considered. This process was described during interview with a key
informant:
“for those particular schools, we actually had quite an extensive conversation with them prior
to actually going and doing the presentation. So we actually sat down with the staff from
those particular schools and went through the presentations with them and they would say
what was okay and what wasn't okay and I mean there was only two or three I guess schools
in that particular category that we were [unclear] with.
But they had certain words that we weren't allowed to say. They were okay with most of the
content that we were covering but there was words like ‘condoms’ that we weren't allowed to
say and things like sex before marriage. We had to try and encourage that in a certain way
without actually I guess saying it.”
As such, the project’s approach to cultural inclusion and indigenous peer facilitation was most likely
adequate however; the ways in which specific deliveries were adapted was not made explicit in
project documentation. As projects which are developed for one population group may not be suitable
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for other, it is recommended that any adaptations to content or implementation made as a result of
community consultations be well documented.
Standard 4: Undertaking comprehensive project development and delivery
With one off, in-class seminars lasting around one hour in duration, a large number of participants
were able to be recruited to the education project. It is often reported that schools found it difficult to
incorporate longer term education projects into the curriculum due to the burden on time. However, it
should also be noted that the impact of one off educational projects is likely to diminish over time
(Cornelius and Resseguie, 2007) which is why it is preferable for projects to have the capacity to work
with young people over longer timeframes.
Similarly, it is also preferable to encourage interactive participation from participants, which may be
limited in short, seminar-style projects. SARC attempted to address this issue by using interactive
keypads and laptops in the seminar sessions. All participants were provided with a turning point
interactive keypad or laptop and where able to respond to questions individually and anonymously
during the sessions. Responses to questions were aggregated automatically and presented back to
the participants during sessions. This was found to be an effective way to engage participants in large
group sessions and to increase interactivity.
The project aims suggested a comprehensive approach to education by incorporating school-based
seminars, education for professionals working with youth and online and hard copy resources
including the SARC Respectful Relationships website2 which includes information on sexual assault
and where to seek help, printer friendly fact sheets, YouTube clips and links to other relevant
agencies, websites and resources. The development of multiple resource platforms and packages to
support ongoing training is an effective mechanism for supporting the retention, uptake and
dissemination of the Respectful Relationships Educations message and demonstrates SARC’s
comprehensive approach to project delivery.
Standard 5: Using effective evaluation strategies
Post-presentation surveys were distributed to students by classroom teachers at some point after the
presentations. Surveys items were also completed by students using the Turning Point Interactive
Response System. A total of 6,337 students responded to the electronic survey questions between
January 2011 and June 2012. Fifty percent of the survey respondents were male, and 50% were
female. The reported findings suggest that items were largely based on self-perceived benefit
including whether students had learnt new information, believed the information was important and
felt comfortable talking about consent and sexual assault.
Evaluation findings conclude that:
2
http://youthfocus.com.au/respectful-relationships/respectful-relationships/
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
78% of the students agreed they had learned new information from the presentations.

85% of the students believed information about relationships was important for all young
people to hear.

The importance of consent to young people increased by 7% as a result of the
presentations.

73% of students felt they were comfortable talking about consent, sexual assault and
sexual abuse.

59% of young people would like to learn more as a result of attending the presentation.
The Respectful Relationships Education project had the highest rate of survey participation of all
projects funded during Round 1 and 2. This is in part due to the effective use of interactive keypads
which enabled evaluative feedback from all participants as a form of interactive participation
throughout the project sessions. Overall, the Respectful Relationships Education project
demonstrated an effective use of evaluation strategies, however the inclusion of knowledge and
attitude based questions, in addition to self-perceived benefit, would have provided a better measure
of project impact.
Standard 6: Supporting thorough training and professional development of educators
SARC has significant experience in providing training for professionals within the Western Australian
community. SARC has delivered specific training to school staff, doctors and allied health
practitioners, police officers, prison officers, juvenile justice workers, the Director of the Public
Prosecutions Office, hospital staff, rural and remote health workers as well as Aboriginal and culturally
and linguistically diverse (CALD) community groups. SARC was, on occasion, able to combine
Respectful Relationships training with other training being provided into remote areas, such as the
SARC Forensic Nurse training project. SARC’s Education and Training staff have established links
with counselling, intervention and emergency services to ensure the ongoing support of training
participants. In addition to this, online training packages were also employed to provide training and
support for WA Country Health Services staff. It is evident that Uniting Care Wesley’s provided
support for training and professional development within their organisation and for participants of the
train the trainer sessions.
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F.7
Australian Football League: Respect & Responsibility
The Respect & Responsibility project, delivered by The Australian Football League (AFL) was
targeted at 16 to 21 year old participants involved in State League and Community Club Football
groups across Australia. Single 90 minute sessions were delivered to a total of 3,222 young people
within community sport settings. Sessions were delivered by two facilitators, a former player (from
either the elite or community club environment) and a non-player facilitator, recognising the AFL’s
potential to play a role in promoting respectful relationships with women. Sessions were also delivered
to both male and female teams.
Content centred on the theme ‘what do you want to be known for?’ and aimed to challenge young
men to consider the connections between sporting success and off field incidents. The project
delivered the content via an interactive discussion format which included understanding sexual
assault, family violence, harassment and abuse; negotiating situations that have the potential to lead
to sexual assault; and building respectful social relations with women.
Standard 1: Using coherent conceptual approaches to project design
The Respect & Responsibility project did not have a documented conceptual approach to project
design, however during an interview with the project representative it was identified that the project
was based on fostering a self-reflective and critical examination of attitudes towards consent, sexual
assault and sexual ethics as a means to generate attitudinal, cultural and individual change. The
project was also described as “{drawing} upon the findings of VicHealth”, a national leader in violence
prevention research (see Vic health (2009).National survey on community attitudes to violence
against women survey 2009. Canberra: Australian Institute of Criminology). The project used nearpeer facilitators and a whole-of-community approach, and thus could be said to employ a socialecological approach which recognises the importance of role models, social networks and cultural
norms within communities. The Respect & Responsibility project has demonstrated sound project
design consistent with ecological approaches to participant change.
Standard 2: Demonstrating the use of a theory of change
The Respect & Responsibility Project has demonstrated a robust approach to affecting change. It
states that its aim is to prevent violence against women and children by challenging the prevailing
practices and culture within AFL. A review of project content reveals that the project seeks to do this
by challenging attitudes and beliefs that are supportive or tolerant of violence against women, as a
mechanism to change behaviour.
The project is interactive and seeks to involve participants in a critical examination of violence
supportive attitudes and an analysis of aspirational behaviours (“what do you want to be known for?”).
It aims to demonstrate the dual goals of preventing the perpetration of violence and promoting prosocial behaviours, including bystander responsibility and ‘speaking out’.
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Standard 3: Undertaking inclusive, relevant and culturally sensitive practice
Projects were delivered in regions with a high proportion of Indigenous residents, though
considerations of cultural inclusion or sensitivity were not reported.
Standard 4: Undertaking comprehensive project development and delivery
The Respect & Responsibility project was informed by international human rights perspectives and
national standards of good practice for delivering effective violence against women and children
prevention projects. The project consisted of a single 90 minute long session. Single session
deliveries may be less likely to affect enduring change, and a number of sessions delivered over time
are generally recommended. Despite this, the single session mode of delivery did allow the Respect &
Responsibility project to achieve widespread delivery and include a diverse cross-section of the AFL
community at the local, state and national level which can have a positive effect on community level
culture.
The use of peer educators also contributed to the Respect and Responsibility project’s demonstrated
comprehensive development and delivery. There is a compelling argument for using peer educators
when delivering projects to characteristically specific groups. The use of elite football players as
facilitators in this project was beneficial in fostering receptivity and trust among participants.
Standard 5: Using effective evaluation strategies
Overall the AFL has demonstrated the use of effective evaluation strategies. The AFL engaged an
independent researcher to design and perform the project evaluation. Evaluation participants
completed a survey adapted from one previously used in a similar education intervention with elite
club participants. Items included attitudes about consent, bystander intervention willingness, selfperceived understanding of violence against women and an open-ended project feedback question.
It was reported that some pre- and post-intervention surveys were administered via Survey Monkey
and that follow-up occurred at six months, though these results were either not reported or not
disaggregated from single survey results reported in documentation. Given the comprehensive
approach to evaluation taken, it is vital that findings are adequately reported and disseminated to
improve project delivery internally and also to widen the scope of prevention literature generally.
Standard 6: Supporting thorough training and professional development of educators
Overall, the Respect & Responsibility project provided adequate support and training, and showed
evidence that facilitators were satisfied with the supervision and support that they received. An AFL
player was trained to co-facilitate the session along with an industry expert. Eight train-the-trainer
projects were run for a total 271 player co-facilitators. The training was delivered using a model used
previously in elite club prevention education. The training consisted of two whole day sessions which
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were delivered to approximately 40 facilitators within each state and territory. Training feedback
surveys suggested that 96% of participants were either mostly satisfied or very satisfied with the
training they received. Co-facilitators also had access to ongoing support following the train-thetrainer session, including regular phone calls and emails. Where possible, player co-facilitators were
observed and supported at their first session by a team member who also provided feedback and
suggestions.
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F.8
Overview of KPMG’s Evaluation of the Keeping Safe Child
Protection Curriculum
In 2010, the South Australian Department of Education and Community Services (DECS) engaged
independent consultants KPMG to conduct an evaluation of the Keeping Safe: Child Protection
Curriculum (KPCPS). The curriculum was introduced in South Australian state schools in 2006. It
targeted all age groups and was focused on building teachers’ capacity to teach students to recognise
abuse and respond to unsafe situations.
The evaluation was financed with funds from Round Two of FaHCSIA’s Respectful Relationships
initiative. The purpose of the evaluation was to assess the effectiveness of the KPCPS and to advise
FaHCISA on the Curriculum’s transferability to other jurisdictions. In particular, the evaluation aimed
to gauge the effectiveness of teaching materials, the impact of the curriculum on teacher delivery and
student behaviour, and the opportunities to strengthen the project.
Evaluation methodology
DECS engaged independent consultants KPMG to conduct the evaluation and worked collaboratively
with them on all stages of the project. According to the final evaluation report, this collaborative
approach and DECS involvement enhanced the level of understanding of the education system and
ensured stakeholders’ engagement.
The evaluation was underpinned by a Participatory Performance Story Reporting (PPRS)
methodology, which includes stakeholders and experts in gathering data, validating findings and
formulating recommendations. The evaluation included five phases:
1. Scoping – to develop the evaluation approach and framework with key stakeholders. Included
development of an evaluation brief which was used to engage the independent evaluator
(KPMG)
2. Data trawling – to understand how the curriculum was being implemented in schools. Data
trawling involved implementation of a Site Implementation Rubric (SIR), a self assessment of
the embeddedness of the KSCPC against a criteria-based rating system (a sample of SIRs
was moderated and validated).
3. Social inquiry – included stakeholder interviews (35) with school staff and association
representatives, and focus groups (16) with school staff, association representatives, parents
and students.
4. Data analysis and integration – data was analysed and synthesised and presented in a
“results chart” which informed the outcomes panel and summit workshop and is presented in
the final report.
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5. Outcomes Panel and Summit Workshop – to engage stakeholders in the validation and
refining of evaluation findings, and in identifying implications and developing
recommendations.
Evaluation outcomes
The evaluation produced a 132-page final report describing the KSCPC initiative, the evaluation
methodology, 23 key findings and seven recommendations.
Overall, the findings suggested that the Curriculum was having a positive impact, was highly regarded
by educators and could be transferred to other jurisdictions. Some issues were also identified
including the impact of ongoing training requirements on schools, lack of clarify about the project
among some schools and a lack of accountability and monitoring frameworks.
Recommendations arising from the evaluation focused on embedding accountability, monitoring and
performance management processes and improving the availability of training and support resources.
The evaluation also highlighted the need to update the South Australian Department of Education,
Training and Employment (DETE) Child Protection Policy to clarify requirements regarding child
protection and mandated delivery of the KSCPC. Finally, the evaluation recommended advocating the
KSCPC nationally as best practice child protection education.
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