{"id":39,"date":"2020-05-06T18:33:26","date_gmt":"2020-05-06T18:33:26","guid":{"rendered":"https:\/\/opentextbc.ca\/evaluatingsvtraining\/?post_type=chapter&p=39"},"modified":"2020-06-26T22:15:13","modified_gmt":"2020-06-26T22:15:13","slug":"principles-to-practice","status":"publish","type":"chapter","link":"https:\/\/opentextbc.ca\/evaluatingsvtraining\/chapter\/principles-to-practice\/","title":{"raw":"Discussion Questions: Principles to Practice","rendered":"Discussion Questions: Principles to Practice"},"content":{"raw":"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<\/a> 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.)\r\n

Audience<\/h1>\r\n
    \r\n \t
  1. Is the target audience students, staff, faculty, or all groups?<\/li>\r\n \t
  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?<\/li>\r\n \t
  3. Is there alignment of key messages in training for each audience?<\/li>\r\n \t
  4. Should the training be conducted on campus only or in collaboration with community partners?<\/li>\r\n<\/ol>\r\n

    Content<\/h1>\r\n
      \r\n \t
    1. Has a clear goal for training been articulated, i.e., basic conceptual aim plus desired long-term outcome(s)?<\/li>\r\n \t
    2. What are the key messages?<\/li>\r\n \t
    3. Do written and online resources acknowledge the Traditional Territory they were created on?<\/li>\r\n \t
    4. Has the knowledge, background, and experiences of learners been considered in the development of the training or resource?<\/li>\r\n \t
    5. Are the specific interests and needs of diverse groups included?<\/li>\r\n \t
    6. Would content warnings be beneficial?<\/li>\r\n<\/ol>\r\n

      Format & Design<\/h1>\r\n
        \r\n \t
      1. Is the training one-time only or ongoing?<\/li>\r\n \t
      2. Is it mandatory or voluntary?<\/li>\r\n \t
      3. Is it in-person or online or both?<\/li>\r\n \t
      4. Is it stand-alone or embedded (i.e., part of academic courses or continuing professional development)?<\/li>\r\n \t
      5. Do resources use language inclusive of a continuum of gender identities?<\/li>\r\n \t
      6. Is there compensation for individuals and groups who contribute their time and expertise, e.g., survivors, Indigenous organizations, LGBTQ+ people?<\/li>\r\n<\/ol>\r\n

        Delivery & Implementation<\/h1>\r\n
          \r\n \t
        1. Are learning spaces physically accessible? Are online learning options available?<\/li>\r\n \t
        2. Is information about requesting accommodations included in promotional materials?<\/li>\r\n \t
        3. Have instructors been trained in trauma-informed practice?<\/li>\r\n \t
        4. Is there acknowledgement of the Traditional Territory where training is taking place?<\/li>\r\n \t
        5. Are \"spacemaking\" activities included?<\/li>\r\n \t
        6. Are resources available in multiple languages and formats?<\/li>\r\n \t
        7. Are plain language resources available?<\/li>\r\n \t
        8. Do facilitators use gender-inclusive language?<\/li>\r\n \t
        9. Are supports available for facilitators before, during, and after training?<\/li>\r\n<\/ol>\r\n

          Evaluation & Monitoring<\/h1>\r\n
            \r\n \t
          1. Has evaluation been included in the initial planning stages?<\/li>\r\n \t
          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?<\/li>\r\n \t
          3. Have you identified short- and long-term outcomes (e.g., knowledge, attitudes, behaviours)?<\/li>\r\n \t
          4. Are there opportunities for learners to provide feedback?<\/li>\r\n \t
          5. Is evaluation integrated into existing cyclical campus surveys and data collection?<\/li>\r\n \t
          6. \u00a0Is evaluation connected to community, provincial, and territorial level initiatives (e.g., provincial or national climate survey)?<\/li>\r\n<\/ol>\r\n

            Other Considerations<\/h1>\r\n
              \r\n \t
            1. Are your initiatives being developed in response to recent events?<\/li>\r\n \t
            2. Have you considered guidance from legal or law enforcement sources?<\/li>\r\n \t
            3. Does the training reflect needs identified by the community or various campus groups?<\/li>\r\n \t
            4. Should the initiative be on campus only or in collaboration with community partners?<\/li>\r\n \t
            5. What kind of accountability processes do you have?<\/li>\r\n<\/ol>\r\n
              \"Quote\"A trauma-informed approach needs to take into consideration that it\u2019s 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.<\/div>","rendered":"

              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<\/a> 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.)<\/p>\n

              Audience<\/h1>\n
                \n
              1. Is the target audience students, staff, faculty, or all groups?<\/li>\n
              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?<\/li>\n
              3. Is there alignment of key messages in training for each audience?<\/li>\n
              4. Should the training be conducted on campus only or in collaboration with community partners?<\/li>\n<\/ol>\n

                Content<\/h1>\n
                  \n
                1. Has a clear goal for training been articulated, i.e., basic conceptual aim plus desired long-term outcome(s)?<\/li>\n
                2. What are the key messages?<\/li>\n
                3. Do written and online resources acknowledge the Traditional Territory they were created on?<\/li>\n
                4. Has the knowledge, background, and experiences of learners been considered in the development of the training or resource?<\/li>\n
                5. Are the specific interests and needs of diverse groups included?<\/li>\n
                6. Would content warnings be beneficial?<\/li>\n<\/ol>\n

                  Format & Design<\/h1>\n
                    \n
                  1. Is the training one-time only or ongoing?<\/li>\n
                  2. Is it mandatory or voluntary?<\/li>\n
                  3. Is it in-person or online or both?<\/li>\n
                  4. Is it stand-alone or embedded (i.e., part of academic courses or continuing professional development)?<\/li>\n
                  5. Do resources use language inclusive of a continuum of gender identities?<\/li>\n
                  6. Is there compensation for individuals and groups who contribute their time and expertise, e.g., survivors, Indigenous organizations, LGBTQ+ people?<\/li>\n<\/ol>\n

                    Delivery & Implementation<\/h1>\n
                      \n
                    1. Are learning spaces physically accessible? Are online learning options available?<\/li>\n
                    2. Is information about requesting accommodations included in promotional materials?<\/li>\n
                    3. Have instructors been trained in trauma-informed practice?<\/li>\n
                    4. Is there acknowledgement of the Traditional Territory where training is taking place?<\/li>\n
                    5. Are “spacemaking” activities included?<\/li>\n
                    6. Are resources available in multiple languages and formats?<\/li>\n
                    7. Are plain language resources available?<\/li>\n
                    8. Do facilitators use gender-inclusive language?<\/li>\n
                    9. Are supports available for facilitators before, during, and after training?<\/li>\n<\/ol>\n

                      Evaluation & Monitoring<\/h1>\n
                        \n
                      1. Has evaluation been included in the initial planning stages?<\/li>\n
                      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?<\/li>\n
                      3. Have you identified short- and long-term outcomes (e.g., knowledge, attitudes, behaviours)?<\/li>\n
                      4. Are there opportunities for learners to provide feedback?<\/li>\n
                      5. Is evaluation integrated into existing cyclical campus surveys and data collection?<\/li>\n
                      6. \u00a0Is evaluation connected to community, provincial, and territorial level initiatives (e.g., provincial or national climate survey)?<\/li>\n<\/ol>\n

                        Other Considerations<\/h1>\n
                          \n
                        1. Are your initiatives being developed in response to recent events?<\/li>\n
                        2. Have you considered guidance from legal or law enforcement sources?<\/li>\n
                        3. Does the training reflect needs identified by the community or various campus groups?<\/li>\n
                        4. Should the initiative be on campus only or in collaboration with community partners?<\/li>\n
                        5. What kind of accountability processes do you have?<\/li>\n<\/ol>\n
                          \"Quote\"A trauma-informed approach needs to take into consideration that it\u2019s 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.<\/div>\n","protected":false},"author":90,"menu_order":5,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-39","chapter","type-chapter","status-publish","hentry"],"part":44,"_links":{"self":[{"href":"https:\/\/opentextbc.ca\/evaluatingsvtraining\/wp-json\/pressbooks\/v2\/chapters\/39","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/opentextbc.ca\/evaluatingsvtraining\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/opentextbc.ca\/evaluatingsvtraining\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/opentextbc.ca\/evaluatingsvtraining\/wp-json\/wp\/v2\/users\/90"}],"version-history":[{"count":11,"href":"https:\/\/opentextbc.ca\/evaluatingsvtraining\/wp-json\/pressbooks\/v2\/chapters\/39\/revisions"}],"predecessor-version":[{"id":207,"href":"https:\/\/opentextbc.ca\/evaluatingsvtraining\/wp-json\/pressbooks\/v2\/chapters\/39\/revisions\/207"}],"part":[{"href":"https:\/\/opentextbc.ca\/evaluatingsvtraining\/wp-json\/pressbooks\/v2\/parts\/44"}],"metadata":[{"href":"https:\/\/opentextbc.ca\/evaluatingsvtraining\/wp-json\/pressbooks\/v2\/chapters\/39\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/opentextbc.ca\/evaluatingsvtraining\/wp-json\/wp\/v2\/media?parent=39"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/opentextbc.ca\/evaluatingsvtraining\/wp-json\/pressbooks\/v2\/chapter-type?post=39"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/opentextbc.ca\/evaluatingsvtraining\/wp-json\/wp\/v2\/contributor?post=39"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/opentextbc.ca\/evaluatingsvtraining\/wp-json\/wp\/v2\/license?post=39"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}