SCOPE Synopsis, September 2012 #8

The Perfect Shade of Change: Resources for Sexual Violence Preventionists (National Sexual Violence Resource Center)

http://nsvrc.org/publications/nsvrc-publications-information-packets/perfect-shade-change-resources-sexual-violence

Effective programming principles include: comprehensiveness; varied teaching methods; sufficient dosage; theory driven; emphasis on positive relationships; appropriate timing; sociocultural relevance; outcome evaluation; well-trained staff.

Qualities and abilities of effective prevention practitioners include: ability to demonstrate foundational understanding of sexual violence and sexual violence-related issues; ability to outline, list or describe how and why sexual violence is a public health problem; ability to make connections between anti-oppression work and sexual violence prevention accessible to their community; ability to identify and implement foundational elements of program development, evaluation and data analysis; commitment to collaboration and trust in community partners to organize and sustain sexual violence prevention efforts; personal attributes and characteristics of individuals that could support longevity and appropriate “fit” with the work of prevention.

Core competencies for sexual violence practitioners include: risk and protective factors; root causes; framing messages; foundations of primary prevention; learning styles; theories and fundamentals of behavior change; larger social context; core tenets of anti-oppression work; promotion; macro-level sense of issue.

Strategies for integrating prevention into organizational operations include: social change; anti-oppression work; feminist philosophy; information about the implementation of prevention and ending sexual violence; self-assessments; institutionalized self-care and burn-out prevention.

 

Evaluating Social Innovation (Center for Evaluation Innovation)

http://www.evaluationinnovation.org/sites/default/files/EvaluatingSocialInnovation.pdf

Strategic learning is “the use of data and insights from a variety of information-gathering approaches- including evaluation- to inform decision making about strategy. Strategic learning occurs when organizations or groups integrate data and evaluative thinking into their work and then adapt their strategies in response to what they learn. Strategic learning makes intelligence gathering and evaluation a part of a strategy’s development and implementation- embedding it so that it influences the process.”

Developmental evaluation is an evolving concept and is defined as follows: “informs and supports innovative and adaptive development in complex dynamic environments. DE brings to innovation and adaptation the processes of asking evaluative questions, applying evaluation logic, and gathering and reporting evaluative data to support project, program, product, and/or organizational development with timely feedback.” Five defining characteristics of DE are: the focus of the evaluation; the intentionality of learning throughout the evaluation; the emergent and responsive nature of the evaluation design; the role and position of the evaluator; emphasis on using a system lens for collecting and analyzing data, as well as for generating insights. Conditions are outlined for a successful developmental evaluation.

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