Sexual Violence Prevention Logic Model

SV Theory of Change Activities Short-Term Measures Short Term Measures Intermediate Measures
Prevention Process Outcomes Long Term
Population Outcomes Outcomes
1. Facilitate 1. Connect with 1. The Executive 1. 60% of Pre-test and 1. Reduce
"Expect Respect" Social Learning Theory 24 sessions at local schools Director and participants will Post-test the
If students are taught 55 minutes Sexual Assault show an retention incidence of
Middle how to deconstruct each 2.Adverstise Advocate will
School/ High
increased sexual
their own experiences Sessions make contact
School Age understanding of assault
of gender roles as well with local area
Young as how they perpetuate 3. Pre-test middle school
healthy versus among the
Women gender role Administered and high schools abusive teenage
expectations with Either during relationships as community
others, they can begin screening or 2. Advertising well as the population.
to understand how before the Media will be connection
these roles can create a beginning of created in the between rigid 2. Introduce
basis for belief and the first class. form of posters gender roles, primary
behavior change. flyers oppression, prevention
4. Class violence, and strategies
If students learn about location and 3. An individual peer social -i.e. new
how oppressive gender schedule screening and
behaviors that are values,
roles can be secured introduction of
perpetuated through each student
linked to societal thinking
dominating 5. Hold participating in issues of gender processes,
relationships or Classes the Expect inequality and the and
deconstructed through Respect Program perpetuation of relationship
healthy, mutual, and 6. Post-Test interpersonal skills that
equitable relationships, questionnaires 4. Evaluations violence. are
then this will raise distributed will be incompatible
awareness to the social either distributed and 2. 60% of with
costs of unhealthy individually or recorded. participants will violence and
relationships sending as a group at express an that promote
the message of lower the end of the 5. A report will increase in their healthy,
acceptance and 24 sessions be provided by willingness to non-violent
resulting in lower the facilitator on intervene in
7. Review and relationships.
instances. the overall pre-
make minor
negative gender,
test/post-test
revisions as dating, and
Developmental evaluation
Assets/Resiliency needed outcome.
behavior messages
Theory that perpetuate
If students participate violence.
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 Power

If 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.