This final section of the training consists of a brief review of the concepts covered so far, sexualized violence resources at your institution and in your community, and the final practice scenario activity.

The amount of time remaining in your session will influence how much time you are able to provide the participants to discuss the scenarios. At a minimum, participants should be given 15 minutes for the small-group discussion (breakout rooms if delivering online) to fully unpack the scenario and record their thoughts. You may wish to forgo the review (slide 27) if you are running short on time.

Before beginning this section, be sure to populate the List of Supports slide (slide 29) with the sexualized violence resources at your post-secondary institution and in your community. You can also update handout 1 (see Appendix 1: Handouts) with your institution and community resources and be prepared to share with participants if you haven’t already shared it.

Also review the Scenarios so you can choose the scenario(s) you want participants to discuss and then add the scenarios to slide 31. There are also additional scenarios to choose from in Appendix 2: Additional Scenarios. Alternatively, if you have extra time, you can have participants create their own scenarios. (See Appendix 3: Create Your Own Scenarios for more information). After the small-group discussions, share handout 3: Scenarios with Suggested Responses (see Appendix 1: Handouts) with participants.

Section 4 includes the following slides:

• Slide 27: Let’s Review Key Concepts (Optional)
• Slide 28: Institutional and Community Supports
• Slide 29: List of Supports
• Slide 30: Activity: Scenarios
• Slide 31: Small Group Activity: Scenario
• Slide 32: Small Group Activity Debrief
• Slide 33: Wrapping Up
• Slide 34: Thank You for Participating
• Slides 35 and 36: References

Slide 27 – Optional

Facilitator Notes

• If there is time, you can review some of the key concepts discussed during the session. It’s unlikely there will be time within a two-hour presentation.
•  You could have a large group discussion by asking participants to define these terms in their own words:
  • Sexualized violence
  • Impacts of sexualized violence
  • Power
  • Consent
  • Coercion
  • Boundaries
• Prompt participants to recall the various types of sexualized violence and boundaries as well as both verbal and non-verbal responses. Add any pieces that were missed by participants.

Slide 28

• You could invite participants to share some ideas of supports for sexualized violence.

Slide 29

Note: Prior to offering the workshop, update this slide with supports at your post-secondary institution and in your community. It can include contact information for sexualized violence support services as well as counselling services, helplines, Indigenous student centres, and other services students might want to access.

Facilitator Notes

• This slide requires that you populate it prior to delivery. Include both the resource name and contact information.
• Institutional resources include counsellors, the sexualized violence prevention and response office, on-campus medical services, security services, the student union, and other support groups. Community resources include victim services, including VictimLinkBC, counsellors, hospitals and medical clinics, and the RCMP.
• You could add these resources to Handout 1: Supporting Survivors of Sexualized Violence (see Appendix 1: Handouts) prior to the workshop and share the handout with participants.

Slide 30

Facilitator Notes

• Prior to delivery, select a practice scenario or scenarios for the small groups to discuss. Choose scenarios that are relevant to the participant group. If you have just one scenario, you could display it on slide 31 (but avoid using a very small font to squeeze text onto one slide). It may be easier to create a handout with the scenario or scenarios. A handout can also be shared in the chat section if you are facilitating an online training. In an online session, copy the desired scenario(s) directly into the chat.
• Divide participants into groups of three or four. Depending on the number of groups and time constraints, it may be possible to review more than one scenario. Provide at least 15 minutes for groups to discuss. While groups are discussing the scenarios, walk around to check in. For online delivery, use breakout rooms.
• Introduce the scenarios activity:
  • We’ve spent time today looking at sexualized violence and boundary violations, and we will finish with an activity that will help us understand how structural factors like institution policies, graduate studies culture, and power dynamics, as well as individual factors and responses, can play a huge role in scenarios that involve boundary violations. This activity aims to bring together everything we’ve talked about today but also to imagine a future academia where we all feel safe.
  • Working in your small group, discuss the scenario provided. Consider the context of the situation, boundary violations, and possible responses. Instead of identifying right or wrong responses, take a conversational approach to this activity to explore the possible options. Have one person record your discussion so you can share your thoughts with the larger group.

Slide 31

Facilitator Notes

• As noted previously, you’ll need to choose a scenario(s) for this small-group activity (see Scenarios). If you are using only one scenario with the group, you may want to copy the text into this slide. If you are using multiple scenarios for this activity and providing handouts, you won’t need to use this slide.
• There are additional scenarios to choose from in Appendix 2: Additional Scenarios. Alternatively, if you have extra time, you can have participants create their own scenarios. (See Appendix 3: Create Your Own Scenarios for more information). After the small-group discussions, share handout 3: Scenarios with Suggested Responses (see Appendix 1: Handouts) with participants.

Slide 32

Facilitator Notes

• If time permits, ask a member from each group to share their discussion with the large group. Ask them to speak about their group’s process and the questions and suggestions they discussed. You can contribute any aspects that the participants may have missed, such as:
  • Individual factors:. The positions of privilege and power that students and faculty or staff hold and how the dynamics may influence the way someone will act and respond.
  • Environmental factors: Considerations related to the physical space, the people present, the time of day, and where the interaction takes place (private or public, on or off campus, in person or online). All these factors can impact how safe a student feels.
  • Cultural factors: The culture within the institution, graduate program, and field of study. This could include behavioural expectations that may be present with various student/faculty dynamics. It also includes some of the norms present in graduate programs, like competition, unrealistic expectations, normalized substance use in social gatherings, and a lack of work/life balance.
• Share Handout 3: Scenarios with Suggested Responses (see Appendix 1: Handouts)
• Discuss the various possible scripts or behaviours that can be used to address the boundary violation.
• Reflect on preventive measures that could be put in place to deter these boundary violations. Consider any role you could take to bring about these changes. Possibilities include:
  • Establish clear policies and procedures for handling inappropriate behaviour and harassment and ensure everyone knows their rights and how to report incidents.
  • Provide training and workshops for faculty and staff to raise awareness about power dynamics, consent, and the importance of maintaining professional boundaries.
  • Promote a culture of respect and empathy, where all members of the academic community are encouraged to speak up and support each other.
  • Create support networks and resources for students and staff who have experienced or witnessed inappropriate behaviour, ensuring that they have access to counselling and advocacy services.
  • Hold those in positions of power accountable for their actions, regardless of their academic status. This sends a clear message that such behaviour will not be tolerated.

Slide 33

Facilitator Notes

• Invite participants to share any key takeaways.
• Consider taking a moment to check in with the group. If necessary, consider doing a group grounding activity, such as taking a few deep breaths.
• Remind participants that you will be available after the workshop to debrief and answer any questions they may have.

Slide 34

Slides 35 and 36