Table 1 Project characteristics and attributed items University of Western Sydney La Trobe University Northern Territory Depart-ment of Education & Training University of NSW and NRL Youth & Family Focus Wandiliya Akeyulerre Youth & Family Service Logan Australian Red Cross Australia Foci of project Sexual Domestic Family Other Approach Preventing negative behaviours/ attitudes Fostering positive behaviours/ attitudes Theoretical approach Feminist Systemic Social Cultural Individual Other Model of change Attitude change Skill building Behaviour change Ethnic composition Indigenous Diverse
Incidental/Non-targeted Gender composition All female All male Mixed Location Urban Rural Remote Culturally specific Culturally specific Scope of intervention of community Whole of school NASASV standards Coherent conceptual approaches to project design — — Demonstrated the use of theory of change — — Inclusive, relevant, and culturally sensitive practice Comprehensive project development and delivery — Effective evaluation strategies — — — —
throughout the life of the project need to describe how the project is tracking, what contingencies have been planned if issues arise, what the expected milestone deliverables are and whether the project is on track to deliver on time and to budget. The following dot points are provided to assist applicants with their responses: Describe the project with an overview of all components from design to outcomes. Provide details in how the components fit into the budget requirements and milestones. Provide timelines against major components and deliverables with milestones incorporated against the deliverables. Describe how contingency planning and risk management elements of the project are incorporated with budget and outcome expectations. Management capacity and capability Demonstrate that your organisation has the ability and experience to manage a Respectful Relationships project to a high standard and can demonstrate previous experience in working alongside other organisations in similar projects. The following dot points are provided to assist applicants with their responses: What organisational governance structures will be in place to support the management of the project, including financial management infrastructure and budget oversight processes? Demonstrate that your organisation’s and key staff (including financial management) have appropriate experience and qualifications. Describe how your organisation would work with other relevant organisations to make the project successful. Evaluation of project The Commonwealth Government Department of Families, Housing, Community Services and Indigenous Affairs (FaHCSIA) has contracted the University of Queensland (UQ) to conduct an independent evaluation of the relevant educational projects funded the Respectful Relationships scheme since 2009. The effectiveness of projects funded in Round 3 in changing attitudes and behaviours surrounding interpersonal and dating violence will be determined in part, by an analysis of participant survey data pre and post program. The efficiency of individual projects in the developing, implementing and delivering against the National Association of Services against Sexual Assault’s (NASASV) National Standards for Prevention of Sexual Assault through Education will also be examined. As such, you
• I am aware that I may withdraw my consent from participating in this interview at any time without any penalty Y / N Name of RR project representative: Name of RR project represented by interviewee: Signature of project representative: Witnessed by: Date: Appendix D: Semi-structured questionnaire The University of Queensland Respectful Relationships Evaluation Project Round 1 and Round 2 Semi-Structured Interview Round Project Contact person Position Contact details Summary of project Commenced Completed Delivery mode Focus Wide: Whole of school/community Narrow: Classroom or group
Position Contact details Summary of project Commenced Completed Delivery mode Focus Wide: Whole of school/community Narrow: Classroom or group The aim of this interview is to examine the efficiency of project and model implementation and the effectiveness of the project to meet the goals of the Respectful Relationships Program. We are interested in your views. This information will be used to inform recommendations relating to the development of Good Practice models for future project preparation, implementation and facilitation. Participation in this evaluation will assist us to help improve outcomes in the prevention of violence and to assist in the development of future funding strategies. Appendix C – Consent Form Informed Consent Respectful Relationships Project Representatives Research Team: Dr Silke Meyer Project Leader and Chief Investigator, Institute for Social Science Research Contact phone: 3365 6071 Contact s.meyer@uq.edu.au Dr Robyne Le Brocque Co-Chief Investigator, Centre of National Research on Disability and Rehabilitation Medicine Prof Justin Kenardy Investigator, Centre of National Research on Disability and Rehabilitation Medicine Prof Lorraine Mazerolle Co-Chief Investigator, Institute for Social Science Research Ass Prof Michele Haynes Investigator, Institute for Social Science Research Project Evaluation of Respectful Relationship (RR) Projects Please read the following statements and indicate whether you understand each one and agree with it. • I have been informed about the purpose and nature of this research. Y /N
Program. We are interested in your views. This information will be used to inform recommendations relating to the development of Good Practice models for future project preparation, implementation and facilitation. Participation in this evaluation will assist us to help improve outcomes in the prevention of violence and to assist in the development of future funding strategies.
Appendix F: Summary of processes and content evaluation Table 4 Summary of projects Project Location Setting Sample Size Target Age(s) Gender characteristics Participant Characteristics Intervention type University of Western Sydney Multiple locations across NSW University, TAFE, rural and urban. n=75 12-20 and segregated 42% of all participants were same-sex attracted Educational La Trobe University Geelong, Gippsland, Melbourne – VIC Burnie, Hobart - TAS TAFEs, Disability Services/ Organisations Peer facilitators n=20 Project participants n=41 Not stated Assume mixed – not otherwise stated People with an intellectual disability Peer Education NT Depart-ment of Education & Training Northern Territory School n=10,184 (40 schools) Primary School age Assume mixed – not otherwise stated Indigenous (73%), Non Indigenous (26%), Other ESL (1%) Educational University of NSW and NRL Brisbane and Gold NRL club venues n= 37 17-20 Male Anglo Australian (38%), Aboriginal (14%) and Samoan (7%) Educational SHine SA Fitzroy Crossing, Hall Creek & Oombulgurri - Kimberley Region, WA School N/A 13-16 N/A Indigenous Consultation process Youth & Family Focus Mersey Region, TAS School Grade 7 Alternative Education Community n=3,975 12-14 12-19 17-25 Mixed Mostly Caucasian from low SES background – no specific data reported Educational
project with males and female both participating in the same groups may put their clients at risk of further victimisation through existing power imbalances. Standard 2: Demonstrating the use of a theory of change The theoretical approaches utilised in the project demonstrated a strong understanding of the social factors involved in the occurrence of sexual assault. The project focuses on empowering people with an intellectual disability by education about respectful relationships. Previous preventative projects were cited by the researchers to take a protective behaviours approach. The researchers believed an empowerment approach would be more effective in prevention, and in also dispelling the many myths surrounding people with an intellectual disability’s sexuality. Standard 3: Undertaking inclusive, relevant and culturally sensitive practice The assumptions inherent in the project were evident in the project documentation at both the surface and deep structure level. The project proposal included detailed discussion on the terminology used to refer to people with intellectual disabilities, and the reasons for such use. The evaluation report also includes a detailed discussion on the language used to describe the sexuality of people with intellectual disabilities, and some of the activities undertaken in the project to correct inappropriate or dis-respectful language. The initial development of the project materials was based on qualitative research interviews with people with an intellectual disability. This process was undertaken critically, to explore the stereotypical assumptions about people with an intellectual disability’s sexuality, and, to generate material for the project handbook. Deeper structural assumptions were made evident in the conceptual approaches taken by the project. Theories relating to the causes of violence, and the position of people with an intellectual disability in society were utilised throughout the project’s lifespan. The target group was identified as people with an intellectual disability. Women constituted the main target population, though the project did not exclude men. Recent research that discussed the high level of violence against people, particularly women, with an intellectual disability, and the need for educational projects, was cited to support the need for a specific sexual assault prevention project that targets people with an intellectual disability (Murray and Powell 2008). Extensive consultation with the target population, their support people, and professionals in the disability sector was undertaken throughout the project. The content of the project was developed directly from consultation with these key stakeholders, and from relevant research literature.