Evaluation 1 : National Association for Prevention of Child Abuse and Neglect Inc's Project

Evaluation1 : National Association for Prevention of Child Abuse and Neglect Inc's project "Love Bites"

A. Project description A.1 Introduction Terms of Reference (TOR): The main purpose of this evaluation is to assess the "Love Bites", financed by UBS Optimus Foundation. The evaluation aims to critically review the project goals and achievements. It will focus on following criteria:  Martin Bangs, Finance and Administra- Relevance Effectiveness tion Manager, NAPCAN Efficiency  Madelene McGrath, NAPCAN NSW State Manager and Business Develop- Emerging Impact ment Manager Acceptance and Ownership  Members of Randwick community committee, including Randwick City Sustainability Council, NSW Women’s Health Ser- vices, NSW Sexual Assault Services, Project Cycle Management NSW Community Legal Centre Institutional & financial relations  Members of Bathurst community committee, including members of Bathhurst Methodology: to be filled in by the evaluator Women’s Refuge Methodology included: 1) Background activit-  NSW Police Liaison Officer Bruce ies; 2) Meetings with key informants. Time Gauld limitations of the field visit precluded seeing a  12 male and female student programme one-day session in progress, although some ex- recipients from Port McQuarie High perience of this was provided by existing videos School as well as interviews.  Dr Michael Flood, Lecturer, Sociology, Faculty of Arts, University of Wollon- Background activities: Background information gong, NSW on the programme and preparation for fieldwork was collected over a period of 1.5 months from Notably, the evaluator was present at LOVE- the NAPCAN National Manager and from UBS BiTES first interstate conference of programme Optimus Foundation. This included review of facilitators and trainers, held in Sydney. More project documents, including project reports, than 38 persons attended from New South Wales evaluations, training tools, the TTT manuals, (NSW), Queensland (QLD), Northern Territory and research upon which the design of the pro- (NT) and Tasmania, as well as presenters from gramme was based. Additional documentation Victoria, and scholars such as Dr Michael Flood. was identified and obtained during the field vis- The one-day activity involved numerous it. Information was supplemented by Internet in- presentations on LOVEBiTES from different vestigation. parts of Australia, with considerable discussion on the progress, successes and challenges of the Meetings with key informants: Meetings with LOVEBiTES programme. This not only af- individual key informants included: forded the evaluator a broad and comprehensive  Angela Walsh, National Manager, overview of LOVEBiTES, but allowed the eval- LOVEBiTES programme uator to engage in discussion with individuals on  Trudi Peters, Project Officer, LOVE- particular matters of concern. BiTES programme

In Queensland, NAPCAN has provided:  11 training sessions  15 communities  200 LOVEBiTES Facilitators trained  8 schools  550 students provided with LOVEBiTES

In Tasmania, NAPCAN has provided: A.2 Current situation  2 training sessions Who initiated the evaluation? UBS Optimus Foundation  2 communities  38 LOVEBiTES Facilitators trained Who compiled the TOR? UBS Optimus Foundation and Nap  2 schools can  40 students provided with LOVEBiTES Type of evaluation External Date of evaluation From: 19/07/10 In addition: Name of the evaluator John Frederick  11 communities (one third) in NSW and 2 com munities in Queensland have gone on to train more work Telephone / e-mail Off: + 977-1-448-2986 ers and teachers on their own. Cell: + 977-1-98510-22170  14 communities are running campaigns. Local translator not needed

A.4 EXECUTIVE SUM- MARY (max. 2 pages) A.3 Project description

Project designation Love Bites Name of local implementing none partners Project address Napcan Lv 9, 162 Goulburn Street, Surrey Hills 2010 Project running since January 2008 (according to contract)

Name of project co-ordinator Ms Angela Walsh Telephone (direct) / e-mail Off: + 02-6584-4326 Cell: + 04-1390-7536 Target groups Community Service Providers, Schools and Young people aged 14-18 years. Figures In NSW, NAPCAN has provided:  36 training sessions  50 communities  1,000 LOVEBiTES Facilitators trained  70 schools  6,000+ students provided with LOVEBiTES  Training at 2 Juvenile Detention Centres  Training has been trialed at 2 Indigenous Youth Camps in Nowra and Mount Druitt, for 70 young people

In the Northern Territory, NAPCAN has provided:  4 training sessions  2 communities  85 LOVEBiTES Facilitators trained  1 school  100 students provided with LOVEBiTES 3

Highlights Key Findings: Project: The project is capable of addressing key knowledge gaps among youth - Of the project? With regard to: Efficiency. The programme strategy is simple and clear, relying effectively on regarding family and domestic violenceEfficiency: and sexual assault, and initiating changes in attitudes in a rapid, efficient and ‘safe’ manner.community-based It is an effective mobilization, and drawing on the best of local expertise to community partnership model of program delivery whichprovide utilizes awareness the experi to the beneficiaries on the issues of concern. The training of fa ence and expertise of local specialized service providerscilitators and mobilization of local planning committees are efficient, and the pro one-day activity. The activity also has mechanisms by grammewhich motivated utilizes a youthlow level of physical and monetary resources. can be engaged in awareness raising Emergingon the issues impact: in theirImpact local. As communities. noted above, full impact analysis remains to be conducted. Preliminar ily, it is seen that the impact of the programme is substantial, in a number of ways. - Of the feedback From beneficiaries: The youth beneficiaries provide veryThe positive programme feedback appears to be an effective mechanism to open up adolescents to from beneficiaries? about the programme. Beneficiaries feel that the programmediscussion, effectively consideration and and analysis of these sensitive and ‘loaded’ issues, ‘safely’ opens up the sensitive issues of family and domesticwhich supplementedviolence and by the provision of knowledge is the foundation for beha sexual assault, allowing young people to discuss them viouropenly change. and with The the positive op impact on service providers is clear – the programme posite sex. Beneficiaries, particularly females, appreciatedprovides that ‘myths’them not sur only with direct access to the beneficiaries, but also engages rounding these issues were presented and challenged. Thethem most at the notable level ofindica prevention as well as response. The programme also forges tion of beneficiaries’ receptive attitude to the programmestrong was participatory they wanted linkages between various service providers in a local com ‘more’, i.e., they wanted additional opportunity to discussmunity, and explorewhich will the doubtlessis have many positive results in service provision. The sues and to learn ways to substantially change their ownprogramme and peers’ also behaviour. appears to have significant impact on schools, both administrators and teachers, reinforcing existing school prevention/awareness activities in regard - Of working to- Partners: The project is exceptional in mobilizing, integratingto abuse, and harassment applying andthe sexual violence. gether with the part- skills of a wide range of partners whoAcceptance: have considerableAcceptance expertise .in There practical is very high acceptance of the programme among all involved, ners? response to family and domestic violence and sexual assault.including In otherbeneficiaries, words, service providers, schools, local media and local authorit this programme is not facilitated by non-professionals ies.who Although are then trainedin some in communities there are naturally challenges to initial imple programme delivery, but by persons who deal with thementation, issues on anthe everyday ‘welcoming’ of the programme following its first presentation in basis, such as women’s health workers, refuge workers,communities police Youth and Liaison the strong demand for continuation and expansion of the pro Officers, sexual assault counsellors and DV specialist workers.gramme indicateThe programme a high level of acceptance. also provided these service providers with an opportunity to work together and to share their experiences, and thus likelySustainability: results in enhancedSustainability unified. Theresponse project strategy indicates a high level of local community mo to violence and assault at the community level. As well,bilization this is a ofprevention human and physical resources, and a low level of resources obtained programme, and most of the facilitator/service providersfrom work the in central response; level so (NAPCAN). Australia has numerous large and small fund the programme offers these persons an opportunity foring new sources experiences for protection in their activities at both state and local levels. Given low re field. The positive response of service providers to thissource programme needs isand almost relatively available state and local funding, financial sustainabil universal. ity of programmes, once introduced into local communities, does not appear to be a serious concern. As well, the programme has a strong but simple training com ponent, which is able to train and mobilize facilitators and planning committees Key Findings: with relative ease. The quality of the training for LOVEBiTES is indicated by the Relevance. The programme is highly relevant to the needs of both male and fe With regard to: very high demand for additional and advanced trainings throughout the pro male adolescent beneficiaries. This is indicated by research, by the expressed con Relevance,: gramme areas. Thus, sustainability of the programme in terms of expansion, pro cerns of local service providers (in their role as programme facilitators) and teach cess and quality appears to be assured. ers, and by the expressed concerns of theProject beneficiaries manage- themselves. For many be neficiaries, the programme is a ‘first opening’ment: of discussion,Project thought, management testing of. Project at management is highly innovative and highly recept titudes and myths, and exploration of alternative ways of iveinteraction, to challenges leading and to opportunities. Notably, NAPCAN project managers at both development of respectful relationships. central and state levels have both the roles of administrators and trainers, and are thus firmly ‘grounded’ in the everyday implementation of the programme. There Effectiveness: Effectiveness. Considering the very positive response to theappears programme to be no from ‘administrative be distance’ between administrators and ground fa neficiaries, local service providers and schools with regardcilitators/workers to its operational in effi LOVEBiTES. The programme is extremely learning-based, ciency (below), the programme can be considered very effective.as evidenced Informal by the surveys ongoing refinement of its teaching materials and community strategies. However, as the programme expands in numbers and geographical conducted with beneficiaries indicate significant outcomes, including substantial areas, it will be increasingly necessary to develop more effective routine monitor improvement of adolescent’s knowledge of domestic and family violence and ing tools and mechanisms by which central administration can observe and guide sexual assault, an increase in supportive behaviour among beneficiaries, and a pos local implementation of the programme. As the programme grows in size, this itive change in adolescents’ attitudes. However, it should be noted that a more rig may necessitate additional central staff as well as travel funding for this purpose. orous evaluation of immediate impact on beneficiaries needs to be conducted and Are there con- that the long-term impact of the programme on beneficiariesControversial has yet to beassessments ad . One assessment of school respectful relationship pro tro-versial assess- 2 equately assessed. grammes, conducted primarily in Victoria, noted that the project lacked compre ments? hensive tools for objective external and internal evaluation. Notably, administrat ors are developing evaluation tools and training procedures at this time.

2 Flood, M., L. Fergus, and M. Heenan. (2009). Respectful Relationships Education: Violence prevention and respectful relationships education in Victorian secondary schools. Melbourne: State of Victoria, Department of Education and 4

same time, there is a need to continue to assist the programme to evolve, to establish monit Global Assessment: oring and evaluation mechanisms, and to ensure the sustainability of quality practice. Plan ning should take the time/funding limitations on central and state-level administrators into An outstanding programme, notable for the simplicity and directness with In general by the consideration, in order that quality is not sacrificed for quantity. evaluator: which it opens young people to issues which are sensitive, unspoken and im mediately relevant to their lives. The programme6. For sustainability, is also notable investigate for its ability ‘non-sustainability’ . In most cases, once the programme is run to mobilize the best of community-based resourcesin a particular and expertise local community/school, to deliver a it becomes sustainable through the utilization of loc programme of uniform high quality. al expertise for facilitation and the ability of the local planning committee to mobilize re Issues of family and domestic violence and sexual assault are central concerns By the beneficiaries sources. There are some reported cases of a programme ‘fading out’ of a community once of adolescents, while at the same time, these issues are often ‘hidden’, both and their families established. It is recommended that the programme identify such cases as learning experi among peers and between youth and their parents.ences Thiswith programmewhich to develop is able strategies to to ensure that once established in a put this issues ‘on the table’ for young people,community/school, to provide adolescents the programme with an continues. opportunity to openly discuss, think, question and assimilate knowledge, skills and awareness. For many adolescents, this7. simpleIncreased one-day support programme from central/state could be level for community planning committees revelatory, and could be the beginning of majorthis changes may require in their additional attitudes time/personnel, and many communities need input and support on behaviours. organizing the programme as well as dealing with local schools. While schools and local authorities are aware of adolescents’ powerful con By the authorities cerns with the issues of family and domestic8. Strengthenviolence and the sexual mobilization assault, ofthey community campaigns (schools, local au- seldom have the opportunity to directly interactternal with support adolescents would on be the valuable issues, to help community planning committees execute effective thorities, etc.) and to help adolescents protect themselves andcommunity others from campaigns. these harms. This programme, as for adolescents, provides an opening by which teachers, police, local government and other local authorities9. canEngage take parents an active. The and project open roledoes in not appear to have integrated into the activity available re preventing family and domestic violence andsearch sexual or assault. documentation on parents’ views of their children’s needs vis-à-vis these issues. Australia is notable for its effective and extensiveSuch childwould and be womanvery beneficial protective to the strengthening of this project. By other specialists services. However, often these services do not have the time and opportunity to in the area 10. Engage the local media more. There appears to be a need to: 1) precisely document media exchange ideas, work together and find grounds for mutual support. By work support/coverage with reference to each programme delivered (in order to determine gaps ing together as programme facilitators, local andservice opportunities providers areto expand given a media use of the beneficiaries’ music and art creations); 2) foundation for future contact and collaboration,provide which members can be expected of the local to planning committees with more skills to mobilize the local greatly enhance protection service delivery atmedia the community for awareness-raising; level. and 3) engage media persons as active members of the plan 10 hot tips (recommendations for Napcan and ning committees for LOVEBiTES, as well as facilitators for the afternoon creative work the UBS Optimus Foundation) shops sessions.

1. Develop means by which beneficiaries can continue the learning, discussion and exploration of the issues after the completion of the one-day programme. Initial discussions of the eval uator with students clearly indicate that many want ‘more’, that they want to evolve, learn skills and change their behaviours. The programme should seek ways for the beneficiaries to learn key elements of the ‘practice’ of respectful relationships that they can apply in their daily lives. (This recommendation, particularly with reference to boys, was also expressed by Christoph Schmocker in his Project Visit Report of January 2009.)

2. Strengthen linkages between beneficiaries and local service providers viders could provide students, on demand, with continued discussion and exploration of the issues following the one-day programme, i.e., perhaps service providers can go beyond their roles as responders to develop roles in prevention as well.

3. Monitoring. The programme, particularly as it expands, requires simple routine monitoring tools and mechanisms in order to maintain the present high level of quality. Present plan ning should determine the needs for funding, personnel and time, as well as instruments, to establish routine monitoring of individual programme activities.

4. Evaluation. The programme needs to clearly know what works and what does not, particu larly the long-term impact of the one-day sessions. There is a need for rigorous objective external evaluation, and as well as tools for routine internal evaluation.

5. Be careful of increasing ‘numbers’ at the expense of programme quality and impact stage of LOVEBiTES, in which it is rapidly rolling out more programmes, there is necessar ily considerable additional burden on central and state-level administrators/trainers. At the

Early Childhood Development. 5

B. Assessments and recommend- DV specialist workers. ations3 - Is this analysis shared Is this analysis shared: Clearly, the adolescents, most particularly girls, recog B.1 Relevance by the children/ adoles- nize the need to address the issues of family and domestic violence and sexual Relates to the project application- ‘Framework cents themselves, their assault. This is evidenced by their enthusiasm for the activity and their ex Conditions’ and analyses whether the conditions parents, the local au- pressed wish for ‘more’ (which the project is presently addressing). As well, the described in the project application have been thorities and NGOs? project very much reflects beneficiaries’ needs as perceived by ‘local authorities correctly assessed and whether they are still rel- and NGOs’, as attested by many discussions and interviews conducted during evant. this evaluation, as well as by their extensive participation in developing and mo bilizing the programme. This evaluator cannot say whether this analysis is shared by the parents of the beneficiaries. Interviews were not conducted with The current situation: Changes: There is no evidence, or expectations in the short time involved, that parents by the evaluator. The project does not appear to have integrated into the - What has changed in the situation or prevalence of family and domestic violence or sexual assault de activity available research or documentation on parents’ views of their chil the meantime? scribed in the project application, based on research including the Tony Vinson report,4 has significantly changed during the time of the project.dren’s needsHowever, vis-à-vis there these issues. may be some increase in awareness amongThe project the strategy:target group in the last couple of years due to the awareness activities- conducted Does the project by governmentDoes strategyand NGOs address in main problems: The strategy has a clear vision of the be Australia. This has not been formallystrategy recorded. in the project neficiaries’ problems vis-à-vis family and domestic violence and sexual assault, application address the and engages the beneficiaries in different ways to address those problems: - Were the risks and Risks and Chances: It is considered thatmain theproblems project of thewas fullythrough aware provision of the risks of basic facts about the issues; through activities to dispel chances of the project and chances of the project at inception,beneficiaries? primarily due to themyths fact aboutthat the the project issues; through activities that allow for inter-gender discussion well assessed, have implementers had previously piloted the project and the partners-implementersof those issues guided by experienced professionals; and through activities certain problem areas (social service, police, etc.) brought years of solid experiencewhich to allowthe activity. beneficiaries to express and interpret their new learning and attitu been under- or over- There is no evidence of over-estimation of problem areas.dinal However, changes the through chal artwork and music and in community campaigns. At the estimated? lenges of attitudinal change on some of the issues for youngsame men, time, including this project the does not attempt to directly address the problems of indi power of peer influence and male parental influence, mayviduals have been (such under-es as a student’s experience of parental violence). However, it timated. That is, it remains to be seen through subsequentprovides evaluation the to beneficiaries what ex with means to address those problems by facilitating tent the project changes boys’ attitudes towards some formsinformal of sexual contact violence, between the beneficiaries and service providers, and thus particularly verbal sexual harassments, girls/women’s rolesprovides in ‘encouraging’ the beneficiaries with both confidence and opportunities to report sexual violence, etc. problems and to seek assistance. Has strategy been adjusted: The strategy as a whole has not been significantly - Is the initiation of this Is this project the correct measure - Has this strategy been adjusted to date, although it has been in a constant state of improvement and re project the correct correct measure to create inter-generationaladjusted change already? – although, to note the finement since its inception. This project is notable for continuous ‘fine tuning’, measure to create in- phrasing of the question in this document, there are certainly other ‘correct conducted by central administration in collaboration with its facilitators, i.e. ser ter-generational measures’ with which these complex issues (sexual assault and violence within vice providers and school personnel, as well as academics. In some case, posit change in attitude and relationships) can be addressed. This project’s ‘measure’ is to provide basic ive departures from the strategy have occurred, such as the introduction of the tolerance of sexual knowledge of the issues and initiate preliminary changes in attitude among the programme into juvenile justice centres as well as schools. assault and violence beneficiaries (male and female high school students), and in this respect this within relationships project is certainly a ‘correct measure’. The project has noAre pretension alternative of makingstrategies discussed and evaluated and to raise aware- monumental attitudinal changes, nor- doesAre alternative it pretend to significantlyator, it was change found thatthe the administration and the project facilitators (implement ness about family and behavioural practices of the beneficiaries.strategies This discussed careful focusing andpartners) modesty were of very ob open to discussing alternative strategies to increase the sexual violence and jectives is one of the strengths of this project.and evaluated Naturally, among additionalimpact of ‘correctthe programme. The first multi-state meeting of NAPCAN and to challenge gender measures’ need to be taken by other stakeholdersthe different imple at different- LOVEBiTES levels over facilitators a long was conducted during the visit, leading to much dis stereotypes? period of time in Australia to bring aboutmenting full partners?and permanentcussion ‘inter-generational on strategy refinement and revision. This discussion will be continued change’. by NAPCAN and the facilitators over email, blog and other Internet fora from now on. - Is Napcan's project Relevance to beneficiaries: There is no question that this project is highly relev What is the contribution of NAPCAN in this exchange relevant for the needs ant to the needs of the beneficiaries. -The What project is the contribu has been- designed based upon interesting and apparently effective balance between individual communities of the beneficiaries? both research into the beneficiaries’ needstion of and Napcan upon in thethis experiences of a wide (comprised of schools, family support services, police, child protection services, range of skilled social service providersexchange? who address those needs on a daily etc.) developing and mobilizing their own one-day programmes and subsequent basis. These service providers include, community campaigns, and the stabilizing guidance and support from the centre refuge workers, police Youth Liaison Officers, sexual assault counsellors and (NAPCAN), aided by train-the-trainer sessions and the TTT manuals (adapted for each state). Thus, while the project administration from NAPCAN is central 3 Following chapters should contain priority valuations and no in facilitating the present fruitful exchange among the implementing partners on longer descriptions of the project. strategic revision, it does not dominate the exchange, but rather encourages loc 4 Vinson, Tony. (2007). Falling off the edge: The distribution of al innovations while maintaining core programme integrity. disadvantage in Australia. Richmond, Victoria: Jesuit Social Ser- - How heavily does the vices. 6

strategy rely on the How heavily does strategy rely on NAPCAN experiencestional staff will be required. As well, this evaluator would recommend caution experiences of Nap- basic NAPCAN principles, viz. ‘prevention first’, and thein experiences excessive focus which on the increasing ‘numbers’ at this time in the programme’s can? organisation has had in prevention. NAPCAN has, amongevolution. else, expertise Again in considering the limited personnel capacity at the central level, broad-spectrum awareness-raising on abuse and violence itissues, is suggested and applies that increasingthis refinement in programme quality, including the expertise directly to the beneficiaries in the activities to developdevelopment artwork of andmonitoring and evaluation tools and practices, take precedence music related to the issues and to mobilize community-basedover awareness expansion camin the short term. The success of replication is other countries paigns. At the same time, NAPCAN has expertise in mobilizingthan Australia partners, would and need to be tested by practice. Relative to other countries of utilizes this to great value in its strategy in which local servicethe world, providers, Australia police, brings to the table an excellent, wide-ranging and cohesive educators, etc. join together in committees to execute the socialone-day protection programmes, system, well organised and strongly supported by the govern trainer trainings, community campaigns, and other activities.ment. Even most poorer communities have access to a range of child and wo men protective services, police Youth Liaison Officers work with schools, the Strategic coherence: level of public awareness and openness about the issues is very high, social ser - Has the project Has strategy been agreed upon with other partners vice providers are respected and supported by the community, and the media is strategy been agreed NGOs, police and government service providers are thosegenerally who both sensitive execute andand proactive, among much else. Such ‘fertile ground’ is with other partners refine the strategy. LOVEBiTES is notable for the involvementfound inand few commit other countries globally. As this programme depends upon local (local NGOs, author- ment of its partners. mobilization, its success on more ‘barren ground’, both in developing and de ities)? Does it take local political/legal conditions into account veloped countries, may be more difficult to achieve. - Does it take local its implementing partners, appear to be strongly aware of local political agendas political and legal related to providing support to programme activities. A significant amount of conditions into ac- the funding for the programme is derived from local government agencies. Re count? garding legal ‘conditions’, LOVEBiTES recognized the variations in legal regi men regarding violence and abuse in the states in which it operates, and has ac cordingly adapted both its training and its TTT manuals to accommodate these variations. What other NGO/public institutions working in field NSW Department of Community Services Department of Child Safety, QLD - What are the other Department of Family and Community Services, NT NGOs or public insti- Police Service, NSW, NT, QLD tutions working in the Department of Education and Training, NSW, NT, QLD field of preventing vi- NSW Women’s Health olence? Health Services, NSW, NT, QLD Department of Families, Housing, Community Service and Indigenous Affairs (FAHSCIA), Office for Women Women’s and Children’s Refuges Family Support Services Aboriginal Medical Centres and other aboriginal organisations Sexual Assault Counsellors and DV specialist services Local Council Youth/Crime Prevention Workers Local government officials

How does programme fit into NAPCAN’s global strategy/mission gramme fits precisely into NAPCAN’s strategy and mission, encompassing its - How does this pro- basic commitments, including: focus on prevention, dissemination of know gramme fit into Nap- ledge about the issues, bringing about changes in awareness and attitudes, pro can 's global strategy moting community engagement, and programme innovation. and mission? Potential for replication and scaling up replicable within Australia. At the core of the programme strategy is replication - Is there potential for by mobilizing service providers/schools during ‘trainings’ to organize local more replication planning committees and subsequently enact the programme in schools in the (maybe in other coun- local area. Evidence of the success of replication of LOVEBiTES in Australia is tries) and for scaling overwhelming. At the same time, for the present number of central/state admin up? istrative staffing at NAPCAN who oversee the programme, there is likely a ceil ing on replication – that is, considerable expansion in the number of pro grammes operating in different schools/communities/states will in time be bey ond the capacity of limited NAPCAN staff of monitor and support, and addi 7

Objectives : 1. B.2 Effectiveness (as mentioned in project applica- Relates to the project application- ‘Project tion) Description’ and seeks to evaluate the effectiveness of the results achieved at the time of Overall objectives: the evaluation in comparison with the planning. 1. Create intergenerational Objective 1. Although formal comprehensive external evaluation re change in the attitude and mains to be conducted, there appears to be sufficient evidence that Overall objectives: (global pro- tolerance of sexual assault the LOVEBiTES programme can significantly add to the gramme) and violence within rela- ledge of the beneficiaries about family and domestic violence and - Is the overall programme strategy Clarity of strategy: The programmetionships strategy is effectivelysexual commu assault, including the breaking of myths regarding same. The clear for the implementing part- nicated to the implementing partners through its training prolimited time of the key one-day activity – in which the participants ners? gramme and training materials. The strategy is, notably, simplehave only and a short time to discuss issues in small groups – may con direct, and neither abstract nor over-complicated, and consequentlystrain changes in attitudes is easily communicated. As well, the strategy aligns with,been and hasclear recognized by programme administrators, and re- been developed according to, the existing agendas and mandatesstrategizing of is underway in which the beneficiaries, particularly the implementing partners, both service providers and schools.boys, participate in follow-up discussions on the issues after the one-day activity, which will likely result in significant attitudinal - Which targets have already been Which targets reached changes. Regarding tolerance reached? targets in NSW for number of schools involved, number ofone-day facilitat programme presents the ‘bystander’ concept, that is a brief ors trained and number of students reached. It is about ondiscussion track for of the role of a witness to assault and violence. However, same in QLD, although it has not reached its milestone targetsthis role as is very difficult to address in Australia for young men – yet in NT, primarily due to the difficulty of mobilizing localpeer organ pressure on fellow men/boys may even be exerted by violence, izing committed because of high staff turnover in social servicestrongly discouraging a boy’s ‘interference’ in a case of violence. agencies. The programme has effectively gained high-levelThus, govern this issue is felt to be inadequately addressed in the one-day ment support in NSW, QLD and NT, as evidenced by sourcesprogramme, of and additional time and focus on assisting male youths auxiliary funding both for the programme and for the wholeto be of ‘bystanders’ (and thus assert intolerance of violence) are re school primary school prevention programme for 10-12 yearquired. olds. The primary school programme is nearing ready for trial, as per milestones, and efforts are underway2. To raise to awareness develop toolsabout andObjective skills in 2. The programme is excellent for raising awareness leading to comprehensive programmefamily and evaluation, sexual violence as per milestones.about family and sexual violence, among both students and their and to challenge gender teachers, and in their communities as well through youth’s involve - With what degree of quality and With what degree of quality, sustainabilitystereotypes ment in subsequent community awareness campaigns. The pro sustainability? programme appears to be of high quality throughout its impactgramme has a definite strength in that the community campaigns are areas, and the NAPCAN central administrators as well as‘youth-driven’, State Co and thus are deemed more capable of raising aware ordinator/Trainers oversee and facilitate the quality of individualness among parents, youth of different ages and community mem programmes. However, monitoring mechanisms and a comprehensbers. ive monitoring strategy (as well as additional time/resources to fa cilitate monitoring) are needed3. asTo the promote programme and model expands, re- Objective in order 3. Without doubt, the programme very successfully pro to maintain the present high levelspectful of quality. relationships It appears for thatmotes once the the value of and the programme is run in a particularyoung local people community/school,ever, it be while the limited one-day time of the activity can and does ad comes locally sustainable through the utilization of local expertiseequately provide young people, particularly boys, with a for facilitation and the ability of local planning committeesrespectful to mo relationships, it is limited in that it cannot help young bilize resources. There are few reported cases of a programmepeople ‘fad with the ‘practice’ or ing out’ of a community once established. At the same time,tionship it is re – for example how to address specific issues of sexual con commended that the programme identify such cases as learningsent, or ex sexual provocation (as in dress). Notably, project adminis periences with which to develop strategies to ensure that oncetration estab recognises the need to provide young people with additional lished in a community/school, the programme continues. time and opportunity to discuss, brainstorm and learn key elements of the ‘practice’ of respectful relationships, and intends to build that - What success indicators support Success indicators: Success indicators include feedback frominto subsequentfacilit programmes. this? ators, students and teachers regarding the positive impact of the pro gramme, the extent to which4. communities/schools/studentsTo develop supportive peer Objective actively 4 . It is abundantly clear that the programme successfully request for continuation of the programmerelationships inthat their promote locality,strengthens the net supportive peer relationships among female beneficiar working with and support from localoptions authorities, other than viol and- the extenties, and to increases the understanding and empathy among individu which funding for programme operationsence can be mobilizedals at of a theloc problems that other females are addressing. However, des al level, among others. pite its efforts to the contrary, the programme may contribute to ste reotypes of ‘men are perpetrators’. This is less due to the content of 8

the programme than the ideologies of some of the facilitators,other who opinion or view-collecting activities. These have indicated a are primarily female, are actively involved in victim supportvery ser positive response to the programme, from beneficiaries, gov vices, and naturally have a strong experience with the lessernment, favour media and service providers. However, these do not ade able aspects of masculinity. In discussions with beneficiaries,quately male provide data on the effectiveness of specific aspects of the students stated that they were challenged by some femaleprogramme, facilitat such as TTT or the mobilization of community cam ors, and that their views were not adequately heard or respected.paigns, by which positive programme adjustments can be made. Notably, the programme administration is cognizant of this, is presently increasing its collection4. To of develop feedback a best frompractices male Specificand female Objective 4. As per planned milestones, the programme is beneficiaries, and recognizes theprimary need for school tighter prevention training presentlyand developing its whole of school approach, which will ad screening of facilitators for attitudesprogram which for children may not ages be conducivedress children to ages 10-12 years among others. The programme supporting positive behavioural 10-12change years in basedyoung in malere- beneficiaries.model will integrate and supplement existing child protection cur spectful peer/family rela- ricula, strengthen positive school cultures and promote respectful Specific objectives: Specific Objective 1 tionships, conflict resolu- and anti-violent school environments, and provide specialised train 1. To develop the train the gramme is outstanding. It is the tionresult and of protective numerous beha pilots- ingand and revi resources to teachers to assist them to better provide chil trainer (TTT) package for sions conducted with an immenseviour. amount of input from adren wide with self-protection skills and to help them address violent and the LOVE bites program range of experts. Notably, the TTT package has been adaptedabusive as ne behaviours, including school bullying. The focus of the pro cessary to accommodate the laws and other issues of the variousgramme will be on building children’s practical skills in non-violent states in which LOVEBiTES operates (NSW, NT, QLD).and The respectful pack human interaction, supported by enhanced cur age is simple yet comprehensive, very precise and user-friendly,riculum content and creating approaches to teaching about violence with excellent graphics and ‘tools’ for the facilitators. and abuse. Activities include gender sessions for students in Year 8, sessions on addressing sexual harassment for students of Year 9, Specific Objective 2 and activities to supplement the existing school PDHPE curriculum. 2. To roll out TTT package of the TTT package is quite remarkable. The number of The activity will draw on the existing successful LOVEBiTES to targeted communities schools/communities that LOVEBiTES has engaged to datemunity is not partnership model of programme delivery, developing part identified by government able considering several aspects which would severely constrainnerships the between service providers, parents and teachers, and and non-government ser- roll-out of similar programmes: 1) the limited number of strengtheningcentral community commitment through campaigns and vices in each state and as programme administrators at NAPCAN; 2) the need for whatcommunity is of consultations. identified by the Tony Vin- ten a lengthy and tedious engagement of schools and local service son report providers to initiate such programmes; and 3) the logistical con straints of central administrators to personally visit potential pro gramme sites and to mobilize ‘mobilizers’ in schools and com munities. The reason for the success of such a roll-out is not clear: in part it is likely due to the proliferation of sensitive and experi enced service providers in Australia as well as the general high quality of school teachers and administration, and in part it is likely due to the charisma and outstanding promotion efforts of NAPCAN administrators, and their strong existing networks with service pro viders.

3. To evaluate the impact of Specific Objective 3 the program using Action gramme requires rigorous objective external evaluation, and this is Research model presently in the upcoming strategy of programme administrators. Two external evaluations have been conducted: one by the cal and Further Education Commission (TAFE) in NSW in 2007, and one by 3p Consulting in Tasmania in 2009, the latter based on a sample of 30 pre- and post-workshop participant questionnaires. In both cases, evidence collected was limited to participants’ self-per ception of change. In both evaluations, lack of a control group and a basic theory of change underlying the evaluative criteria limited conclusions as to the causes of change and whether such change as recorded could be attributed to the programme or to other causes. Programme administrators are presently working with Dr Flood to develop a broad-spectrum evaluation framework for all aspects of the programme.

The programme has conducted a number of monitoring activities, some of which are referred to as ‘internal evaluations’ as well as 9

have significant impact. B.3 Efficiency - Where could more a more efficient A more efficient approach to solutions Relates to the project application- ‘Project De- approach to solutions be used? has an effective approach to solutions in its strong mechanisms to scription’ and seeks to evaluate whether the best receive feedback from programme facilitators (service providers possible, optimal result has been achieved with and teachers) throughout the programme area. This could be signi the resources available (money, personal com- ficantly enhanced by strengthening mechanisms to get direct feed petence, material)? back from the youth beneficiaries. At present, feedback is primar Efficiency: ily limited to a response form that students fill out near the end of - Which areas and/or implementing High levels of efficiency the day’s activity, a process that is often ineffective at the best of partner show a high level of effi- programme in its time duration (to NSW, NT, QLD and Tasmaniatimes. Direct consultation with groups of youth beneficiaries by an ciency? as well as Juvenile Detention Centres and Indigenous Youthimpartial non-facilitator is required in order to identify problems Camps), the programme overall shows a notable high leveland of the effi solutions to those problems. In addition, mechanisms for ciency in its expansion into new schools and communities,monitoring and its the implementation of the programme in different ready acceptance by schools, service providers and beneficiaries.schools in different states require development. At present, this This appears primarily to be a result of a very effective mechanappears to be primarily limited to self-monitoring. Finally, as ism of programme delivery based on establishing communitymentioned part above, rigorous objective external evaluation of the nerships among local service providers and schools. Planningprogramme would be very beneficial in providing both adminis community stakeholder mobilization at the community leveltrators is and facilitators with data on programme operation and im covered in the project’s TTT programme, and trainees arepact, taken and providing an objective basis for addressing constraints through a planning process for mobilization, including settingand enhancing up a successes. planning committee, engaging- How can community we achieve morepartners, (more trainingHow addi can more children be integrated into the programme tional partners, identifyingchildren funding be integrated needs, intoengaging the pro- schools,present con mechanisms of programme expansion appear to be ad ducting the programme,gramme) etc. However, in the future? the brief training providedequate, and there is strong evidence of the willingness of schools, cannot sufficiently account for the success with which thegovernment pro and service agencies to expand the programme into gramme has entered into schools and expanded. This is certainlynew communities. At the same time, it should be noted that nu greatly due to individual service providers’ and teachers’ mericalmotiva expansion (‘more children’) must be accompanied by tion and energy, as well as user-friendly teaching materialscentral and administrative capacity, including time and travel, by simple programme rationale/documentation, etc. It wouldwhich be valu to monitor an increasingly-enlarging programme. As well, able for a careful programme assessment to determine theit reasons is the opinion of the evaluator (as well as administrators) that for LOVEBiTES ready acceptance into schools and communities,consideration should be given to strengthening the programme’s which could well serve as a model for other programmes.impact on beneficiaries, particularly boys, such as perhaps extend - Where not? Why? Not high levels, and why ing the one-day programme to include follow-up sessions of issues ine from this brief evaluation, whether community campaignsexploration are: and skills building. It is a concern of the evaluator that 1) able to be effectively mobilized, and b) have notable impactexcessive on focus on increasing ‘numbers’ may take precedence the target communities (beyond the immediate student beneficiarover the refinement of programme quality and impact. ies). Granted, during the- Whatone-day are the activity, overhead basic costs advocacyof Overhead materi costs of NAPCAN als (artwork and music primarily)Napcan? are created by the youthAUD150,000. benefi ciaries. However, there appear to be constraints in mobilizing community campaigns, -and/or How much utilizing does the the complete advocacy pre- materialsCost child/year : Unit cost is AUD70.5 per child. and the energy of the youngvention people of one inchild/year existing costs anti-violence (unit cam paigns in the target areas,costs)? including the White Ribbon campaign and the 16 Days of ActivismStatistical campaign. facts & figures:As of this writing, only 14 of 69 communities were- runningNumber of campaigns. children benefiting Granted, from runningNumber a of children: More than 6,700 youth beneficiaries have campaign is significantlythe more project? challenging and time-consumingbeen provided with the programme to date. than conducting a one-day in-school activity. At the same time, the strategy of the programme leads to expectations that youth mobilised through the one-day activities can be mobilised and supported to expand awareness into the community. In addition, the effectiveness of the programme’s contributions to community campaigns (artwork, music, some youth presence) in terms of en hancing knowledge and changing practices in the community is uncertain, and needs to be evaluated. These question are being considered by programme administrators, and will likely be ad dressed in upcoming comprehensive evaluations, which hopefully will recommend strategies to more efficiently and effectively mo bilize community campaigns and to ensure that such campaigns 10

B.4 Miscellaneous criteria and family violence and sexual assault. This is the result of years Relates to all documents project of awareness-raising by NGOs and media, focused government at drafts, project applications, interim reports tention, effective social service provision, and the integration of and observations made on location basic abuse and violence issues into teacher training. Con noted in the evaluation. sequently, communities are not only aware of the issues, but there is likely (relative to many other countries) a low rate of denial of Dealing with beneficiaries: the problems. Thus, there is (again relative to other countries) more motivation for communities to collaborate in addressing - On what basic attitude and mode of Daily dealings with beneficiaries these issues. behaviour are the daily dealings ings’ with beneficiaries are the programme facilitators, i.e., per with beneficiaries (children, com- sons from varied social services who deal with domestic andWhat fam motivates local authorities - What motivates the local authorities munities) based? ily violence and sexual assault on a routine basis. These personsnotable for its social service provision, and many of the ‘local au to collaborate? include, among others, women’s health workers, refuge workers,thorities’ are mandated – as well as willing – to collaborate in ef police, sexual assault counsellors and DV specialist workers.forts They such as this. These include both general local government are realistic and knowledgeable about the problems that theand bene police as well as specific service providers such as refuges ficiaries, particularly females, routinely face in both homeand and DV response centres. Within these agencies, individuals are school. Their mode of behaviour is consequently professionalalso highlyand motivated, well trained, and cognizant of the needs compassionate, and they are open and receptive to problemswhich can be met by LOVEBiTES. The programme, in a word, which may be difficult for youth to discuss with other membersfits well of with the agendas of local authorities, requires relatively society. little time and personnel per agency and produces notable results, - Do beneficiaries trust the staff of and thus it is in the best interests of local authorities to collaborate. Napcan ? Do beneficiaries trust staff relatively little contact withSustainability: beneficiaries, as opposed to the facilit ators (above). So this questions- What are would the first be reactions more appropriatelyof the First reactions: This project is notable for the positive reactions of phrased ‘Do beneficiariesexternal trust the environment? staff of the agencies whothe external environment, including local government representat provide the facilitators?’ The answer is yes, and a key partives, of the community leaders, school boards, local media and members LOVEBiTES strategy is to increase the informal contact betweenof numerous NGO and government agencies working on these is youth beneficiaries and the service providers, and to buildsues. the trustThis is evidenced in two ways, among others: 1) local of the beneficiaries so that they can seek services readily.LOVEBiTES How committees in many cases are able to seek funding ever, it should be noted that the majority of facilitators, atto present, support and continue the LOVEBiTES programme from state are female, and the majority of participating service provisionand local funding sources; 2) community members, including state agencies address female, not male, problems. Due to this,and building local government, are highly aware of the LOVEBiTES pro the trust of male beneficiaries with these service providersgramme may and actively encourage its expansion and continuation in not be as easy as the project conceives. The issue of trust theirof male community. In this regard, there have been so many requests beneficiaries for the service providers is critical, and in thefor consid the LOVEBiTES training programme that the project is devel eration of this evaluator needs to be more carefully examinedoping in a fee for service approach to expand training. This will be a the programme. substantial contribution to the sustainability of the programme. Beneficiaries motives: - Why do the Why children/schools seek- Has programme a ‘get-out' scenario support been Get-out scenario: The organisation has not planned a ‘get-out’ children/families/schools seek the dents themselves do not directlyplanned? seek programme support,scenario. that is, In the programme, there is little physical or infrastructur programmes support? do not directly ask for knowledge and awareness about domestical investment, the programme is organized and facilitated by vo and family violence and sexual assault. However, they recognizelunteers who solicit local financial support for things such as art the need for such knowledge and awareness, and the programmematerials, music production, etc., and central administration staff provides an opportunity for them to request further support,ing either and administrative overheads are modest; consequently, ‘get though expansion of the programme through discussion groupsting-out’ is not expected to result in significant monetary loss. Be (under consideration by the administration) or by seekingcause the ser programme strategy mandates community/service vices of the service providers. Schools, once they are awareprovider/school of the ownership and operation of the programme from programme, seek support because teachers regularly witnessits inception sexu in each community and NAPCAN provides primarily al harassment in their schools, and some have received reportingguidance, there is no single programme to ‘get out of’ – that is to of incidents of domestic violence or abuse. Generally, in thesay, Aus likely if NAPCAN ended its support today, many of the local tralian school system, teachers are well aware of programmes would continue to run of their own accord, through mestic and family violence and sexual assault in their statesmobilisation and of their own resources. In this respect, this pro communities. Consequently, many readily seek a programmegramme that is imminently ‘sustainable’. can provide tools and strategies for prevention of and response to same. - Is financial sustainability assured? Financial sustainability: Given the vagaries of present economics, the unlimited financial sustainability of nothing is assured, includ - What motivates the community to What motivates communities ing programmes, financial institutions or governments (viz. Ice collaborate? siderable awareness and open discussion on issues of domestic 11

land). Granted that, this programme appears to have excellentindicate that boys are insufficiently addressed by the programme mechanisms to ensure long-term financial sustainability. Thisand that is attitudinal change among boys may not be as successful based, as mentioned above, on the strategic mandate for comas desired. However, these are the preliminary conclusions of this munity ownership of each local programme, including raisingevaluator, and careful investigation of equal gender opportunity funds locally for its expansion and perpetuation. The opportunities(in this case for boys rather than girls!) is recommended. The for local financial support are relatively extensive in Australia,NAPCAN administration is cognizant of this and is making plans particularly from the multiple local and state agencies thatfor address such. violence, abuse and sexual assault issues. Overall, local LOVE BiTES committees haveContacts been successful with UBS: in local fundraising, and in some cases, such as in- HowTasmania, is the collaboration have been with outstanding. the Collaboration At the with UBS: The NAPCAN administration has a very same time, the quality ofUBS the Optimus programme Foundation as it judged?expands andhigh devel regard for the UBS Optimus Foundation, and programme ops is dependent upon the coordinating and facilitating functionsstaff appeared to be familiar with other UBS Optimus activities of central administration of NAPCAN. NAPCAN does andworldwide. will While understanding the constraints, staff expressed continue to perform a vital role in curriculum development,hope pro for more interaction with and feedback from UBS Optimus, gramme expansion, networking, evaluation and quality enhanceto be gained at an upcoming meeting in Switzerland later in the ment, and will require financial support to do so, albeit inyear. modera Staff noted Mr Schmocker’s visit in January, and appreciated tion. Much of this, as for local programmes, can be obtainedhis insightsfrom and recommendations. Staff also noted that ongoing local and state agencies, although changes in political climatecorrespondence with UBS through Natasha Froejd has been con need to be taken into consideration. sistently helpful and supportive. Network and exchange: - In which (professional) network is Professional network the project participating? search and academic organisations working in child protection, in cluding the Child Protection Clearing House, Centre for Child Protection, ARACY, AIC, University of Western Sydney and Griffith University. It works closely with the White Ribbon Cam paign and Families Australia. Notably however, the project in it self is an extensive network of a myriad government and NGO service providers across numerous communities and several states. Following a recent meeting of facilitators/service providers in Sydney, the project has decided to formally establish a network through various mechanisms, including website, newsletter and in ternet forum.

- How is the project behaving to- Behaviour towards local authorities wards local authorities? strengths of this project. The project, by definition, directly in volves local authorities, both in the utilization of government ser vice providers, including schools, as programme facilitators and in seeking local funding and support from such authorities. The pro ject strategy is based on close collaboration with local authorities, and appears to conduct this in an exemplary fashion. Gender: - Are both sexes being given equal Are both sexes given equal opportunities opportunities? stated in the TTT manual, ‘has been written from a feminist per spective that strongly identifies that violence against women is a gender issue. LOVEBiTES does not blame young men, rather it engages them as “bystanders” to violence against women, encour aging them to challenge violence against women as it occurs’. While it is abundantly clear that the majority of domestic violence and sexual assault incidents are perpetrated by men against wo men, in the views of the male (and some female) beneficiaries who were interviewed during the evaluation, the opinions of males (boys) were not adequately listened to, and the needs of boys (such as their abuse by others) were not sufficiently addressed. In the one-day LOVEBiTES session, very little time/activity is given to the mechanisms or theory of engaging men as ‘bystanders’. Overall, the majority of the facilitators in LOVEBiTES pro grammes were female, likely more than 80%. These factors may 12

B.5 Project management and At a local level, these persons organize themselves into planning leadership instruments committees, who may be comprised of women’s health nurses, crime prevention workers, youth workers, police, child protection Planning instruments: service workers, etc. Thus, the management of these ‘human re sources’ devolves upon their individual agencies, and in the cases - What planning instruments are Planning instruments there? observed has resulted in a very high level of experience, sensitiv stones/targets for three years developed with NAPCAN staffity and and expertise. others at the inception of the project. These milestones provide a - Is there internal capacity building? adequate goals for accomplishment, and are supplementedInternal by capacity building If yes, which? strategies for implementation of the programme at the localcareful level. training component for its facilitators, which is constantly Ongoing progress is noted in annual and interim reports providedundergoing expansion and revision. Notably, senior management to UBS. Detailed annual work plans for key staff were notand noted, training responsibility are unified in one person: the National and would be helpful as the programme expands. Manager/Senior Trainer, rather than separated as in many pro grammes. Training is conducted by the National Manager/Senior Innovations: Innovation: a learning organisation Trainer and State Coordinator/Trainers. As well, some communit - Is the partner a "learning organisa- ative exploration is a signature of this project and is one ofies its conduct subsequent trainings of facilitators and teachers on tion" with innovative leadership and greatest strengths. Since inception, LOVEBiTES has beentheir own. As noted above, the TTT manuals for LOVEBiTES are instruments? evolving, based on the experiences of its numerous facilitators.very well designed. Because it is locally-initiated and locally-run, the programme is - Are there job descriptions & duty Job descriptions, duty catalogues capable of considerable innovative input, while retaining its basic catalogues? salaried personnel are present in the contract with UBS, although integrity. Supportive leadership from central NAPCAN adminisduty catalogues were not noted. For local committees and indi tration has fostered this. At the same time, however, the providual facilitators, job descriptions are present in the training gramme has expanded geographically, into other states, and fund - Are duties and responsibilities manual. ing/personnel/time for NAPCAN programme administrators may between the different partners clear? not be sufficient to adequately oversee, support and guideClarification local of duties and responsibilities ‘innovations’ in the programme. In a few cases, local organizerssponsibilities are quite clear. Notably, in the two primary sessions have taken liberties with the programme curriculum that mayof the not one-day core programme (domestic and family violence, be in keeping with its intention, and such cases need to beand mon sexual assault), facilitators are separated by area of expertise. itored by central administration. Thus, while the programmeThat ex is, the sexual assault section includes sexual assault service cels in ‘innovation’, it is important to provide resources byworkers, which child and family counsellors, police Youth Liaison Of NAPCAN administration can ensure that ‘innovation’ is inficers, line and drug and alcohol counsellors, whereas the domestic vi with programme integrity as LOVEBiTES expands into otherolence section includes Department of Community Services work parts of the country. ers, domestic violence service workers and police DV Youth Li aison Officers. Monitoring: Monitoring: internal resources - What internal resources does the straints in funding, tools, personnel and time for central NAPCAN partner have to follow the projects? administrators to sufficientlyInfrastructure, monitor Material, individual Transport programmes in the several states in which- Are LOVEBiTES the infrastructures operates. being used At present,Infrastructure pro : The buildings used for the activities are schools, ject strategy allows for (buildings,state-level equipment Coordinator/Trainers etc.) appropri- whoand linkthus appropriate. There are no other significant infrastructural the National Manager withate to the the activitiesstandards? on individual states.requirements for this activity. However, there does not- Areappear they wellto be administered? a routine process, with tools, by which state-level Coordinator/Trainers monitor the activitiesAdministration in of infrastructure their state, and there doesBudget not appearmanagement: to be formalized and routine reporting of state-level -activities Does the partner to the have National suitable Manager. fin- Financial The controls: All financial transactions are overseen by the present casual monitoringance and controls? reporting process at presentFinance appears and Administration Manager and Finance Manager of to be effective, but its relative informality may become a NAPCAN.chal As per standard procedure, all financial transactions lenge as the project expands. As part of the upcoming compreare maintained on electronic accounting programmes, entered ac hensive evaluation, it is recommended that the needs for funding,cording to account codes, and are accompanied by supporting doc personnel and time, as well as instruments, to establish routineuments, such as invoices. All expenditures are monitored, and monitoring of individual programme activities be investigated.monthly summaries of accounts are produced and filed. Adminis tration are suitably provided with internal controls, including del Staff: egation of authority for expenditure, petty cash accounts and con - How is human resource manage- Human resource management trols, and delegated duties for handling financial transactions. ment judged? tion of the total human resources (the National Manager, Sexual Assault Project Officer,- FinancialAre there regular Manager audits? and several StateRegular Co audits: NAPCAN has a regular and thorough auditing ordinator/Trainers) are directly ‘employed’ by the NAPCANprocess. and There are annual audits at the end of every financial year the project per se. The majority of those actively engagedby are NAPCAN’s ‘vo auditors KPMG. KPMG is a leading provider of lunteer’ facilitators from service provision agencies and teachers.audit, tax and advisory services in Australia.NAPCAN’s report processes occur after June 30 13

required to conduct specific audited acquittals for its larger gov ernment-funded projects. These additional quittals are completed by KPMG also. - Is the "Love Bites" project money used for other projects? Money used elsewhere BiTES project by UBS Optimus fu LOVEBiTES project.

Working with the media: Media: At one level, project strategy mandates working with the - Has the project been presented to local media – that is, outputs (music, art, radio spots) created by the media? the beneficiaries during the one-day programme are intended to be communicated to a wide audience through collaboration with local media. This has occurred, for example, through ABC Radio in Dubbo. However, the extent to which local media have ‘picked up’ and utilized the creative outputs of the programme for public awareness, and the opportunities/challenges of local media parti cipating in awareness-raising on these issues are unclear. In the training sessions for local planning committees, there is limited reference or skills-provision on how to work with the media. Me dia persons are not clearly engaged as members of these planning committees. There appears to be a need to: 1) precisely document media support/coverage with reference to each programme de livered (in order to determine gaps and opportunities to expand media use of the beneficiaries’ music and art creations); 2) provide members of the local planning committees with more skills to mobilize the local media for awareness-raising; and 3) en gage media persons as active members of the planning committees for LOVEBiTES, as well as facilitators for the afternoon creative workshops sessions. At a second level, the project has had some success in being presented to broader national media, including the evening ABC news slot and the ABC Breakfast Radio programme, as well as coverage in the magazine Marie Claire Australia. At the same time, there appears to be no specific strategy to obtain media cov erage at a national scale. Granted that there are limitations in pro gramme funding and personnel to engage in extensive national media promotion efforts, it is conceivable that voluntary media promotion support could be obtained.

Manuals and procedures: Manuals, procedures - With which guidelines (enumerate BiTES TTT manual is exceptional, both in its presentation and and demand) does the programme comprehensiveness. It is more than just a training manual for fa work? cilitators for the one-day session, but also includes programme aims and goals, theory, planning tools, code of conduct, and in structions for conducting community campaigns. The latter part of the manual goes beyond the core LOVEBiTES programme to dis cuss and provide tools for the whole of school approach, including teacher training, gender and sexual harassment session tools, and assistance in hosting White Ribbon Day events. As an accessible all-in-one document, this manual is very well designed, and is in a constant state of revision and improvement based on the experi ences of NAPCAN and the programme facilitators. 14

Another notable positive feature of LOVEBiTES is its very high level of creativity and flexibility, while at the same time strongly retaining an integrity of content. LOVEBiTES community- based mobilization is a fine example of local ad- aptation and improvisation within prescribed B.7 Miscellaneous limits of programme content – those limits being the very sensitive and potentially ‘dangerous’ issues of family and domestic violence and sexual Enclosures: none assault. Contacts outside of partner organisation This stems greatly from the impressively high Dr Michael Flood. Lecturer, Sociology, Faculty of - Please enumerate (organisation, different stakehold- level of talent among the facilitators, another Arts, University of Wollongong, NSW 2522 Aus ers etc.) who have been contacted and whom have feature worthy of note. I have no comparative tralia been spoken to for this evaluation. experience with any programme in which each one-day activity (of dozens across Australia) is B.8 Concluding remarks able to martial 5-10 experienced professionals in the very field which it is presenting. This programme is remarkable in that highly-trained men While both general and specific comments on and women with years of day-to-day practical LOVEBiTES have been provided throughout experience in domestic violence, women’s this document, a few comments are in order health, law, rape response, police domestic inter- which may supplement the specific (and cogent) vention and much else are brought together for a questions of this evaluation form. single programme.

The ‘spirit’ of the LOVEBiTES programme de- Finally, I would like to second the recommenda- serves special mention. In my experience in ob- tion made by Christoph Schmocker in his Pro- serving and evaluating programmes and projects ject Visit Report of January 2009, and discussed over the years, I have seen very few with such a above. There is a need for LOVEBiTES to: 1) high level of enthusiasm and dedication as go beyond a one-day one-off activity, and allow LOVEBiTES, from the national NAPCAN ad- adolescents to further discuss and explore the is- ministration to the service providers who act as sues; and 2) particularly for boys, to go from just programme facilitators. There is a strong and knowledge and awareness into developing the mutual feeling that ‘we are making a difference’, practice of ‘respectful relationships’. I see the ‘we are having an impact’, ‘we are changing need to expand LOVEBiTES and include, as Mr children’s lives’. My work as an evaluator in- Schmocker said, an approach “based on ‘best cludes, among other things, digging out feelings practices/rules’ in a first relationship”, that may and expressions of doubt and discontent among find greater acceptance from boys who do not the stakeholders – for such is the reality of pro- see themselves as offenders. This is repeated in gramme implementation. Almost every pro- the programme content in the TTT manual – but gramme or project has its doubters and its mal- is not well expressed in the programme imple- contents, but I have been unable to find such in mentation (according to interviews with boys). this programme. At the same time, notably, its While most offenders are male, all males are not managers, its facilitators and its beneficiaries offenders; and boys, even more than girls, need have been quite clear about the programme’s guidance in the practice of respectful relation- needs and limitations, which naturally exist. ships. LOVEBiTES is an opportunity to provide However, these have been expressed with a pos- this. itive attitude of making what is good even better. The ‘positive spirit’ of a programme is im- possible to quantify, and so cannot be formally a B.9. Date & signature part of an evaluation. However, in my experience, the presence of ‘positive spirit’ is abso- Date Signature of evaluator Signature of local evaluator lutely necessary in our work on issues of viol- 18/08/10 (not necessary in this case) ence, abuse and harm, whether prevention or response, and I feel it is necessary to mention that here.