Sexual Violence Prevention Logic Model

SV Prevention Population

Theory of Change Activities Short-Term Process

Outcomes

Measures Short Term Outcomes

Measures IntermediateLong Term Outcomes

Measures

"Expect Respect"

Middle School/ High School Age Young Women

Social Learning TheoryIf students are taught how to deconstruct their own experiences of gender roles as well as how they perpetuate gender role expectations withothers, they can begin to understand how these roles can create a basis for belief and behavior change.

If students learn about how oppressive gender roles can be perpetuated through dominating relationships or deconstructed through healthy, mutual, and equitable relationships, then this will raise awareness to the social costs of unhealthy relationships sending the message of lower acceptance and resulting in lower instances. Developmental Assets/Resiliency TheoryIf students participate

1. Facilitate 24 sessions at 55 minutes each

1. Connect with local schools

2.AdverstiseSessions

3. Pre-test AdministeredEither during screening or before the beginning of the first class.

4. Class location and schedule secured

5. Hold Classes

6. Post-Test questionnaires distributed either individually or as a group at the end of the 24 sessions

7. Review and make minor revisions as needed

1. The Executive Director and Sexual Assault Advocate will make contact with local area middle school and high schools

2. Advertising Media will be created in the form of posters flyers

3. An individual screening and introduction of each student participating in the Expect Respect Program

4. Evaluations will be distributed and recorded.

5. A report will be provided by the facilitator on the overall pre-test/post-test evaluation outcome.

1. 60% of participants will show an increased understanding of healthy versus abusive relationships as well as the connection between rigid gender roles, oppression, violence, and peer social behaviors that are linked to societal issues of gender inequality and the perpetuation of interpersonal violence.

2. 60% of participants will express an increase in their willingness to intervene innegative gender, dating, and behavior messages that perpetuate violence.

Pre-test and Post-test retention

1. Reduce the incidence of sexual assault among the teenage community population.

2. Introduce primary prevention strategies -i.e. new values, thinking processes, and relationship skills that are incompatible withviolence and that promote healthy, non-violent relationships.

in conversations and activities that educate them about the characteristics of healthy relationships and how this is tied to healthy sexuality and consent, then this will allow them to practice healthy expression of their thoughts and feelings as well as educating peers about the dynamics of healthy/mutual relationships.

Gender and PowerIf youth understand the contribution of gender and power inequity then they can begin to see how these entities connect to the perpetuation of violence in family settings, domination in intimate relationships, and violence/ harassment in schools as well as how this can be viewed as a societal issue and thus will be more likely to safely intervene in unhealthy dynamics.