Level 4 - Leadership

NB - Because some organisations delivering SVPP and SVP activities have a collective form of organisation, we haven’t used the term ‘manager’ in this section. 

While the leadership level of every workforce is as important as the others, it may not receive the support and professional development needed to help people fully expand into their role. In some cases, the leader may have SVPP and SVP expertise, in others they might have management expertise.  Sharing power and expertise are essential when supporting workers to grow and thrive to this level of contribution to the SVPP and SVP sector, but currently there’s no clear pathway to becoming a specialist leader.

The capabilities that assist leaders to set up organisational cultures that model respectful relationships and the values and principles of SVPP and SVP work are:

Treaty-Based relationships with Tangata Whenua

SVPP and SVP leaders demonstrate examples of initiative or leadership by:

• implementing actions that demonstrate being an honourable Te Tiriti o Waitangi partner

• identifying the limitations of using Eurocentric models and principles of practice

• advocating for the need for Kaupapa Māori SVPP and SVPP activities

• initiating and nurturing effective working relationships with relevant Māori Iwi services

• applying the principles of Te Tiriti o Waitangi in SVP and SVPP work

• demonstrating appropriate Tikanga behaviours within the context of activities and services and supporting Tauiwi to behave accordingly

• working with sensitivity to the complexities of power, authority and privilege within the context of Aotearoa-New Zealand

• supporting Māori staff working in mainstream organisations

• challenging the ongoing impact of colonisation, racism and institutional racism and found ways to promote a more equitable and just multicultural society, founded on bicultural principles.

Specialist knowledge about the dynamics, impact and prevention of sexual violence

SVPP and SVP leaders demonstrate their ability to incorporate the principles of SVP and SVPP into their leadership ethics, values and behaviour by:

• demonstrating a high level ability to describe, discuss and engage with SVPP and SVP work as a major social and health problem including:

  • the dynamics of sexual violence, risk factors for perpetration and victimisation, root causes of sexual violence, the significance of cultural differences to inform SVPP and SVP activities

  • the impact of sexual violence, barriers for seeking help, how trauma impacts individuals, knowledge of a variety of recovery models

  • the current legal, crisis and long-term recovery support for people affected by sexual violence

  • social and cultural determinants behind rigid gender norms and how promoting diverse gender expressions contributes to SVPP and SVP

• demonstrating a high level of ability to access, interpret, use and present data about sexual violence including:

  • identifying the ethical and legal issues involved in the collection and use of quantitative and qualitative data

  • providing examples of how this data is used in constructing and/or evaluating SVPP and SVP activities

• demonstrating a high level ability to design and implement SVPP and SVP activities by:

  • describing various levels of prevention activities

  • describing how these can focus on an individual, a community and on public policy

• initiating and guiding the use of conceptual models (e.g. 12 point Smallbone model, Socioecological model, Kaupapa Māori methodology) to identify SVPP and SVP opportunities

• demonstrate an understanding of interventions that use education/behaviour change and/or legislation/enforcement to prevent sexual violence, and demonstrate how they work together to create a comprehensive SVPP and SVP initiative

• demonstrating leadership that initiates change related to SVPP and SVP through policy, enforcement, advocacy and education by:

  • identifying potential partners and opponents when influencing change within a community

  • describing the use of models (e.g. Community Readiness, Diffusion of Innovation) and how they stimulate change related to SVPP and SVP

  • describing the role of the media and other communication channels in public education, and how to use these channels to shape public opinion to about SVPP and SVP

  • using community partnerships, research and evaluation to develop culturally appropriate SVPP and SVP activities

• demonstrating examples of initiative or leadership by using knowledge about human development (including brain development), how trauma can impact the brain and development, normal sexual development in children etc to inform SVPP and SVP activities

• demonstrating examples of initiative or leadership in talking with ease about topics that are related to sex, sexual violence, sexual health and healthy relationships

Empowering and collaborative practices

SVPP and SVP leaders demonstrate examples of initiative or leadership by:

• the use of emotional intelligence (i.e. having and showing empathy, active listening and respectful communication)

• advancing and integrating emerging knowledge about SVPP and SVP practice

• implementing collaborative and multi-sectorial approaches to SVPP and SVP

• supervising others and building capacity within the SVPP and SVP workforce

• applying participatory approaches when engaging the workforce and diverse communities

The welfare and wellbeing of participants is paramount

SVPP and SVP leaders:

• implement adequate supervision and ongoing professional development, so all staff are well resourced and SVPP and SVP activity participants receive high quality service delivery

Culturally informed and inclusive practices

SVPP and SVP leaders demonstrate examples of initiatives or leadership by:

• identifying the limitations of Eurocentric models and principles of practice, and addressing the need for culturally specific services and SVPP and SVP activities

• describing and challenging the social constructs and historical context that inform power and privilege relevant to sexual violence prevention, and demonstrating the ability to support others to explore these concepts

• demonstrating awareness of their own culture, power and privilege and recognising how that might impact on others (at a minimum this includes an intersectional analysis of gender, sexuality, ability, culture, class). They also lead others to explore these concepts:

  • demonstrating leadership in responding appropriately in different cultural settings

  • initiating the gathering of appropriate information before engaging with a community (knowing who to ask and how)

  • having the ability to support others to develop this skill set

Sustainable practices and ongoing professional-personal development

SVPP and SVP leaders demonstrate examples of initiatives or leadership when they:

• apply for funding - which includes accurate mapping, costing and resource allocation

• secure fair and just wages

• create and nurture workplace cultures where care, collaboration, trust and empowerment are central to service delivery disseminate knowledge of vicarious trauma and burnout so the workforce can thrive in a supportive environment

• support other sectors outside mainstream SVPP and SVP work where appropriate