Time to get cracking : the challenge of developing best practice in Australian sexual assault prevention education

This paper provides a picture of the challenges faced when designing and facilitating sexual assault prevention education in Australia. For our purposes, the term “sexual assault prevention education” refers to educational programs that target issues related to sexual assault before the problem occurs (i.e., at the level of primary prevention). A key function of primary prevention programs is to promote desirable alternatives to the problem(s) needing to be prevented (Evans, 2008; Guterman, 2004; McMahon, 2000). Primary prevention of sexual assault through education focuses on changing behaviour and/or knowledge and skills of individuals so that healthy and positive sexual attitudes, behaviours and relationships are facilitated (VicHealth, 2007). This is to be distinguished from secondary and tertiary violence prevention activities. At present, secondary and tertiary prevention activities are usually enacted after a problem behaviour or attitude has been identified. As such, primary prevention efforts aim to stop sexual violence from occurring in the first place