Discussion Questions: Principles to Practice

The following questions are intended to help you brainstorm and reflect on the six elements of SV training and resources while also considering how the eight key principles can be operationalized. (If you are working in a large group, it might be helpful to break into small groups to discuss each of the six areas, and then share your discussion as a larger group afterwards.)


  1. Is the target audience students, staff, faculty, or all groups?
  2. Should the training be for a general audience or tailored to specific campus groups, e.g., residence advisors, campus security, international students, accessibility resource centres?
  3. Is there alignment of key messages in training for each audience?
  4. Should the training be conducted on campus only or in collaboration with community partners?


  1. Has a clear goal for training been articulated, i.e., basic conceptual aim plus desired long-term outcome(s)?
  2. What are the key messages?
  3. Do written and online resources acknowledge the Traditional Territory they were created on?
  4. Has the knowledge, background, and experiences of learners been considered in the development of the training or resource?
  5. Are the specific interests and needs of diverse groups included?
  6. Would content warnings be beneficial?

Format & Design

  1. Is the training one-time only or ongoing?
  2. Is it mandatory or voluntary?
  3. Is it in-person or online or both?
  4. Is it stand-alone or embedded (i.e., part of academic courses or continuing professional development)?
  5. Do resources use language inclusive of a continuum of gender identities?
  6. Is there compensation for individuals and groups who contribute their time and expertise, e.g., survivors, Indigenous organizations, LGBTQ+ people?

Delivery & Implementation

  1. Are learning spaces physically accessible? Are online learning options available?
  2. Is information about requesting accommodations included in promotional materials?
  3. Have instructors been trained in trauma-informed practice?
  4. Is there acknowledgement of the Traditional Territory where training is taking place?
  5. Are “spacemaking” activities included?
  6. Are resources available in multiple languages and formats?
  7. Are plain language resources available?
  8. Do facilitators use gender-inclusive language?
  9. Are supports available for facilitators before, during, and after training?

Evaluation & Monitoring

  1. Has evaluation been included in the initial planning stages?
  2. Are developmental evaluation or process evaluation approaches being considered for new training initiatives to provide a feedback loop? Are there opportunities to make changes to future training?
  3. Have you identified short- and long-term outcomes (e.g., knowledge, attitudes, behaviours)?
  4. Are there opportunities for learners to provide feedback?
  5. Is evaluation integrated into existing cyclical campus surveys and data collection?
  6.  Is evaluation connected to community, provincial, and territorial level initiatives (e.g., provincial or national climate survey)?

Other Considerations

  1. Are your initiatives being developed in response to recent events?
  2. Have you considered guidance from legal or law enforcement sources?
  3. Does the training reflect needs identified by the community or various campus groups?
  4. Should the initiative be on campus only or in collaboration with community partners?
  5. What kind of accountability processes do you have?
QuoteA trauma-informed approach needs to take into consideration that it’s not only survivors in the room in a workshop, but that there are also people who have caused harm. Creating an accessible space for both can be challenging, but acknowledging this at the start of a session through a community agreement can be a good approach.


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Evaluating Sexualized Violence Training and Resources by SVM Training and Resources Working Group is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted.

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