{"id":55,"date":"2020-05-06T19:15:07","date_gmt":"2020-05-06T19:15:07","guid":{"rendered":"https:\/\/opentextbc.ca\/evaluatingsvtraining\/?post_type=chapter&p=55"},"modified":"2020-05-15T18:09:27","modified_gmt":"2020-05-15T18:09:27","slug":"key-principles-and-indicators","status":"publish","type":"chapter","link":"https:\/\/opentextbc.ca\/evaluatingsvtraining\/chapter\/key-principles-and-indicators\/","title":{"raw":"Key Principles and Indicators","rendered":"Key Principles and Indicators"},"content":{"raw":"There are many ways each of these eight principles could be operationalized. There is no \u201cright answer\u201d to the question of how to provide effective training and develop resources based on these principles. Instead, each PSI must adapt existing resources or create their own to meet their context and unique needs.\r\n\r\nThis section provides examples of what each principle might look like in practice. (This is not meant to be a comprehensive list \u2014 just a starting place).\r\n
\"Quote\"These eight principles can be difficult concepts for new professionals. These real world examples have helped to set up our team\u2019s discussion.<\/div>\r\n

1. Accessibility<\/h1>\r\nExamples of indicators:<\/strong>\r\n
    \r\n \t
  • physically accessible learning spaces and materials (e.g., closed captioning or subtitles)<\/li>\r\n \t
  • gender-inclusive washrooms<\/li>\r\n \t
  • plain language<\/li>\r\n \t
  • course materials that align with the universal design for learning framework<\/li>\r\n \t
  • different learning platforms (e.g., in-person, online)<\/li>\r\n<\/ul>\r\n

    2. Culturally Located<\/h1>\r\nExamples of indicators:<\/strong>\r\n
      \r\n \t
    • inclusion of diverse individuals and groups in the development of training materials<\/li>\r\n \t
    • teaching methods that recognize the knowledge and experiences of learners<\/li>\r\n \t
    • language barriers<\/li>\r\n \t
    • different cultural understandings of the topic<\/li>\r\n<\/ul>\r\n

      3. Decolonial Approach<\/h1>\r\nExamples of indicators:<\/strong>\r\n
        \r\n \t
      • thoughtful and meaningful territorial acknowledgements<\/li>\r\n \t
      • appropriate integration of Indigenous knowledge, local histories, and teaching methods<\/li>\r\n \t
      • meaningful relationship building with Indigenous people and communities on and off campus<\/li>\r\n<\/ul>\r\n

        4. Evidence-Informed<\/h1>\r\nExamples of indicators:<\/strong>\r\n
          \r\n \t
        • diverse sources of evidence, including the experiences of student groups, academic and community-based research, and Indigenous knowledge<\/li>\r\n \t
        • ability to customize and adapt training for use with different groups and in different campus contexts<\/li>\r\n \t
        • incorporation of learning experiences of on-campus groups<\/li>\r\n<\/ul>\r\n

          5. Gender-Inclusive<\/h1>\r\nExamples of indicators:<\/strong>\r\n
            \r\n \t
          • consideration of how training needs or the impact of training may differ for people based on their gender identity or expression<\/li>\r\n \t
          • language that is inclusive of a full continuum of gender identities<\/li>\r\n \t
          • recognition of the importance of culture in gender inclusiveness and how gender and culture can intersect<\/li>\r\n<\/ul>\r\n

            6. Intersectionality<\/h1>\r\nExamples of indicators:<\/strong>\r\n
              \r\n \t
            • inclusion of the specific needs and interests of diverse groups (e.g., statistics, perspectives, images)<\/li>\r\n \t
            • an understanding of SV that recognizes how certain groups of people are more likely to be targets of SV due to intersecting systems of power and privilege<\/li>\r\n<\/ul>\r\n

              7. Survivor-Centred<\/h1>\r\nExamples of indicators:<\/strong>\r\n
                \r\n \t
              • resources that reinforce that SV is not the survivor\u2019s fault and show ways that that message can be communicated or expressed<\/li>\r\n \t
              • inclusion of the input and experiences of survivors in the development of training and resources<\/li>\r\n \t
              • inclusion of comprehensive information about available campus- and community-based supports and procedures that empower survivors to make their own decisions<\/li>\r\n<\/ul>\r\n

                8. Trauma-Informed<\/h1>\r\nExamples of indicators:<\/strong>\r\n
                  \r\n \t
                • \u201cspacemaking\u201d activities, such as group guidelines and debriefing practices to increase participant safety<\/li>\r\n \t
                • application of trauma theory to resources<\/li>\r\n \t
                • inclusion of information about the impact of SV on survivors, people who have caused harm, and bystanders<\/li>\r\n \t
                • supports available for facilitators before, during, and after training<\/li>\r\n<\/ul>\r\n
                  \"Quote\"A trauma-informed approach includes considering safety within a learning environment. This also means acknowledging that safety looks different within a learning space based on someone\u2019s identity and lived experience.<\/div>","rendered":"

                  There are many ways each of these eight principles could be operationalized. There is no \u201cright answer\u201d to the question of how to provide effective training and develop resources based on these principles. Instead, each PSI must adapt existing resources or create their own to meet their context and unique needs.<\/p>\n

                  This section provides examples of what each principle might look like in practice. (This is not meant to be a comprehensive list \u2014 just a starting place).<\/p>\n

                  \"Quote\"These eight principles can be difficult concepts for new professionals. These real world examples have helped to set up our team\u2019s discussion.<\/div>\n

                  1. Accessibility<\/h1>\n

                  Examples of indicators:<\/strong><\/p>\n

                    \n
                  • physically accessible learning spaces and materials (e.g., closed captioning or subtitles)<\/li>\n
                  • gender-inclusive washrooms<\/li>\n
                  • plain language<\/li>\n
                  • course materials that align with the universal design for learning framework<\/li>\n
                  • different learning platforms (e.g., in-person, online)<\/li>\n<\/ul>\n

                    2. Culturally Located<\/h1>\n

                    Examples of indicators:<\/strong><\/p>\n

                      \n
                    • inclusion of diverse individuals and groups in the development of training materials<\/li>\n
                    • teaching methods that recognize the knowledge and experiences of learners<\/li>\n
                    • language barriers<\/li>\n
                    • different cultural understandings of the topic<\/li>\n<\/ul>\n

                      3. Decolonial Approach<\/h1>\n

                      Examples of indicators:<\/strong><\/p>\n

                        \n
                      • thoughtful and meaningful territorial acknowledgements<\/li>\n
                      • appropriate integration of Indigenous knowledge, local histories, and teaching methods<\/li>\n
                      • meaningful relationship building with Indigenous people and communities on and off campus<\/li>\n<\/ul>\n

                        4. Evidence-Informed<\/h1>\n

                        Examples of indicators:<\/strong><\/p>\n

                          \n
                        • diverse sources of evidence, including the experiences of student groups, academic and community-based research, and Indigenous knowledge<\/li>\n
                        • ability to customize and adapt training for use with different groups and in different campus contexts<\/li>\n
                        • incorporation of learning experiences of on-campus groups<\/li>\n<\/ul>\n

                          5. Gender-Inclusive<\/h1>\n

                          Examples of indicators:<\/strong><\/p>\n

                            \n
                          • consideration of how training needs or the impact of training may differ for people based on their gender identity or expression<\/li>\n
                          • language that is inclusive of a full continuum of gender identities<\/li>\n
                          • recognition of the importance of culture in gender inclusiveness and how gender and culture can intersect<\/li>\n<\/ul>\n

                            6. Intersectionality<\/h1>\n

                            Examples of indicators:<\/strong><\/p>\n

                              \n
                            • inclusion of the specific needs and interests of diverse groups (e.g., statistics, perspectives, images)<\/li>\n
                            • an understanding of SV that recognizes how certain groups of people are more likely to be targets of SV due to intersecting systems of power and privilege<\/li>\n<\/ul>\n

                              7. Survivor-Centred<\/h1>\n

                              Examples of indicators:<\/strong><\/p>\n

                                \n
                              • resources that reinforce that SV is not the survivor\u2019s fault and show ways that that message can be communicated or expressed<\/li>\n
                              • inclusion of the input and experiences of survivors in the development of training and resources<\/li>\n
                              • inclusion of comprehensive information about available campus- and community-based supports and procedures that empower survivors to make their own decisions<\/li>\n<\/ul>\n

                                8. Trauma-Informed<\/h1>\n

                                Examples of indicators:<\/strong><\/p>\n

                                  \n
                                • \u201cspacemaking\u201d activities, such as group guidelines and debriefing practices to increase participant safety<\/li>\n
                                • application of trauma theory to resources<\/li>\n
                                • inclusion of information about the impact of SV on survivors, people who have caused harm, and bystanders<\/li>\n
                                • supports available for facilitators before, during, and after training<\/li>\n<\/ul>\n
                                  \"Quote\"A trauma-informed approach includes considering safety within a learning environment. This also means acknowledging that safety looks different within a learning space based on someone\u2019s identity and lived experience.<\/div>\n","protected":false},"author":90,"menu_order":1,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-55","chapter","type-chapter","status-publish","hentry"],"part":44,"_links":{"self":[{"href":"https:\/\/opentextbc.ca\/evaluatingsvtraining\/wp-json\/pressbooks\/v2\/chapters\/55","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":6,"href":"https:\/\/opentextbc.ca\/evaluatingsvtraining\/wp-json\/pressbooks\/v2\/chapters\/55\/revisions"}],"predecessor-version":[{"id":191,"href":"https:\/\/opentextbc.ca\/evaluatingsvtraining\/wp-json\/pressbooks\/v2\/chapters\/55\/revisions\/191"}],"part":[{"href":"https:\/\/opentextbc.ca\/evaluatingsvtraining\/wp-json\/pressbooks\/v2\/parts\/44"}],"metadata":[{"href":"https:\/\/opentextbc.ca\/evaluatingsvtraining\/wp-json\/pressbooks\/v2\/chapters\/55\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/opentextbc.ca\/evaluatingsvtraining\/wp-json\/wp\/v2\/media?parent=55"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/opentextbc.ca\/evaluatingsvtraining\/wp-json\/pressbooks\/v2\/chapter-type?post=55"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/opentextbc.ca\/evaluatingsvtraining\/wp-json\/wp\/v2\/contributor?post=55"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/opentextbc.ca\/evaluatingsvtraining\/wp-json\/wp\/v2\/license?post=55"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}