Training Facilitator Fidelity Checklist

OMB Control Number: 0704-0644

OMB Expiration Date: 1/31/2026

Directions: Please complete this form while you are observing each of the EAAA units and report any deviations from the content, positive or negative. You will also be asked to share your overall feedback on the facilitators’ delivery of the EAAA training after training day one and training day two. You may share additional notes in the space provided after each checklist.

EAAA Training Day 1 Date:
Start Time:
End Time:
Name:
Title:
Facilitator(s):
# of participants in the room at the time of observation:

Unit 1: Assess

Check all unit components that were covered as scripted:	Critical content elements:	What content was missed or covered differently? Describe the differences from the script in detail:	Describe any supplemental content added because of participant questions or for other reasons:
☐ Introductions and general overview of the program	Facilitators discuss the logic of the program and provide an overview of the unit and program resource kits.
☐ Overview of Assess
☐ Explain the Program Resource Kits
☐ Ground Rules of Conduct
☐ Activity 1 Myths and Facts about Sexual Assault – Tic Tac Toe Game	Activity 1 highlights common sexual assault myths, reveals their truths, and emphasizes the consequences of these myths.
☐ Sexual Assault as Violence – Facilitator Role-Play	Facilitator role-play illustrates the violent nature of sexual assault (i.e., it is about perceived power/control using sex as a tool/vehicle).
☐ Definitions of Sexual Assault	Unit content (definitions of sexual assault, rape, and sexual coercion) is reviewed.
☐ Activity 2 Prevalence Statistics – Marble Exercise	Activity 2 reviews statistics for sexual assault and personalizes risk to ensure participants understand that all women are at risk of sexual assault, including themselves.
☐ Sexual Assault as a Community Issue	Unit content (acquaintance vs stranger sexual assault) is reviewed.
☐ Preparatory Emotions: Dealing with Fear
☐ What is Risk?	Unit content (social and environmental danger cues) is reviewed.
☐ Introduction to Social and Environmental Danger Cues
☐ Activity 3 Large-group Identification of Environmental Danger Cues	Activity 3 allows participants to practice identifying danger cues by reviewing each cue and discussing potential risks for sexual assault.
☐ Activity 4 Small-group Identification of Environmental Danger Cues	Activity 4 allows participants to practice averting or reducing risk in social situations.
☐ Date Rape Drugs	Unit content (personal/behavioral danger cues) is reviewed.
☐ What are Personal/Behavioral Danger Cues?
☐ Activity 5 Practice Detecting Danger Cues	Acquaintance Sexual Assault Risk Cue Video (parts 1 and parts 2) is shown to help participants practice identifying environmental and behavioral cues and coming up with simple ways protection strategies to undermine risk while still having a good/fun life.
☐ Activity 6 Practice Counteracting and Undermining Perpetrator Advantages

Unit 1 Notes:

Unit 2: Acknowledge

Check all unit components that were covered as scripted:	Critical content elements:	What content was missed or covered differently? Describe the differences from the script in detail:	Describe any supplemental content added because of participant questions or for other reasons:
☐ Opening the Session, Introduction, and Review	Facilitators provide an overview of the unit.
☐ Our Personal Rights	Unit content (rights in personal, romantic, and sexual relationships) is reviewed.
☐ The Effects of Experiencing a Sexual Assault	Unit content (aftereffects of sexual assault) is reviewed.
☐ Activity 1 Getting in Touch With Our Emotions When People Don’t Listen to Us – Thought Experiment	Activity 1 allows participants to practice identifying the emotions they feel when someone does not respect their boundaries.
☐ Activity 2 Identifying and Overcoming Emotional Obstacles	Activity 2 reviews emotional and cognitive barriers to resistance (e.g., relationship goals such as maintaining the relationship, being a good girl, and not misjudging or hurting the perpetrator).
☐ Activity 3 Practicing Realistically Identifying Emotional Obstacles to Resistance and Overcoming Them, in the Large Group	Activity 3 scenario allows participants to identify their own emotional obstacles to resistance. Discussion questions (what are you feeling, what are your goals now, what will do) are reviewed.
☐ Activity 4 Practicing Realistically Identifying Emotional Obstacles to Resistance and Overcoming Them, in Small Groups	Activity 4 allows participants to identify their own emotional obstacles to resistance (in smaller groups). Participants discuss what they may be feeling and thinking, what they can say or do to stay safe and maintain their relationship goals, and how they may feel if they are unable to meet their goals.
☐ Activity 5 Coercive Man Audio Task	Activity 5 allows participants to identify common verbal tactics in coercive men.
☐ “All These Things Mean No” and the Myth of Miscommunication	Unit content (miscommunication is not a cause of sexual assault) is reviewed.
☐ Activity 6 Unpacking the Myth of Miscommunication – Todd and Maxine . .	Activity 6 allows participants to identify risk cues and emotional obstacles to resistance and emphasizes that sexual coercion and sexual assault are not the result of miscommunication. Facilitator addresses victim-blaming statements.
☐ How Can We Tell That a Woman Wants to be Touched? – Guide Facilitator Role Play	Role-play activity shows the ways in which women show they are interested
☐ Activity 7 Practice Verbal Resistance in Pairs	Activity 7 allows participants to practice responding to verbal coercion.
☐ Acknowledge Conclusions
☐ Session Wrap-Up

Unit 2 Notes:

1. Please provide feedback on the following statements about the sessions from Day 1:

	Strongly Agree	Agree	Disagree	Strongly Disagree
The facilitator(s) were well-prepared.
The facilitator(s) related to the sailors and built rapport.
The facilitator(s) made an effort to keep the sailors engaged.
The facilitator(s) had appropriate and helpful off-script comments.
The facilitator(s) provided Navy-specific examples and context.
The facilitator(s) cultivated an interactive, collaborative, and safe environment.
The facilitator(s) effectively responded to participants questions, comments, and concerns.

2. After training on Day 1, how would you rate each facilitator’s effectiveness in delivering the program?

	Facilitator #1 [print initials ____ ]	Facilitator #2 [print initials ____ ]
Not effective
Somewhat effective
Effective
Very effective

3. Use the space below to provide individual facilitator feedback:

Unit 3: Act

EAAA Training Day 2 Date:
Start time:
End time:
Name:
Title:
Facilitator(s):
# of participants in the room at the time of observation:

Check all unit components that were covered as scripted:

Critical content elements:

What content was missed or covered differently? Describe the differences from the script in detail:

Describe any supplemental content added because of participant questions or for other reasons:

☐ Opening the Session

Facilitators provide an overview of the unit.

☐ Activity 1 Effective Sexual

Assault Resistance –

Brainstorming Sexual Assault Resistance Strategies

Activity 1 allows participants to create 6 categories of verbal and physical resistance strategies, review examples, and identify effective self-defense strategies.

☐ Activity 2 Identifying

Obstacles to Forceful

Resistance

Activity 2 allows participants to overcome emotional barriers to defending themselves physically against men they know, and facilitators teach participants to get in touch with their anger and know that turning fear into anger is a successful strategy.

☐ Physical Self-defense

& Media Influences

☐ Activity 3 Role-Play

Activity to Demonstrate

the Impact of Surprise

Activity 3 highlights how self-defense goes against a perpetrator’s preconceived notions and that the element of surprise can work in a woman’s favor.

☐ What Does it Mean to Be Prepared?

☐ Learning and Practicing Physical Self-defense Techniques

Unit content (introduction to physical self-defense and safety information) is reviewed.

☐ The Self-defense Yell

Participants practice the self-defense yell to overcome barriers to resistance in public.

☐ Activity 4 Self-defense

Hits and Kicks with Practice

Activity 4 allows participants to practice the hammer fist, the inside and outside knife hand, back and side elbow strikes, and front and back kicks.

☐ Vulnerable Body Parts

Unit content (parts of the body that are good strike points in self-defense) is explained.

☐ Activity 5 How to Release Wrist & Choke Holds & Other Holds

Activity 5 allows participants to practice wrist and chokehold breaks, the bump maneuver, and bear hug breaks as common tactics of acquaintance rapists.

☐ Activity 6 Practicing Self-defense in Different Sexual Assault Scenarios

Activity 6 allows participants to remember and apply their knowledge and skills.

☐ Session Wrap-up

Unit 3 Notes:

Unit 4: Relationships & Sexuality

Check all unit components that were covered as scripted:	Critical content elements:	What content was missed or covered differently? Describe the differences from the script in detail.	Describe any supplemental content added because of participant questions or for other reasons:
☐ Opening the Session	Facilitators provide an overview of the unit.
☐ Activity 1 Becoming Comfortable Talking About Sex – Sharing Slang	Activity 1 allows participants to become familiar and comfortable with different sexuality terms.
☐ Activity 2 Dispelling Myths about Sex and Masturbation – Myths and Facts Game	Activity 2 highlights that masturbation may provide information about women’s sexual desires and wants.
☐ Activity 3 Expanding Notions of What “Sex” is – “Having Sex”	Activity 3 allows participants to expand their repertoire of sexual activities (beyond intercourse) and to identify activities they may enjoy.
☐ Activity 4 Which Acts are Desired and With Whom – With Whom Would You Do It?	Activity 4 allows participants to identify which types of relationships they would feel comfortable engaging in sexual activities.
☐ Activity 5 Communicating Our Desire for Safer Sex – Negotiating Condom Use with a Sexual Partner	Activity 5 allows participants to practice negotiating sex.
☐ Activity 6 Communicating Our Sexual Desires – Communication Role-Play	Activity 6 allows participants to practice communicating their sexual desires.
☐ Activity 7 What Makes a Good Relationship	Activity 7 allows participants to practice identifying personally relevant characteristics when choosing intimate romantic and/or sexual partners to identify potentially coercive situations.
☐ Responsibility/Blame and Post-Sexual Assault Support	Unit content (the way knowledge from the program can be used by participants) is reviewed.
☐ Program Wrap-up	Facilitators provide relevant information about how participants can get support locally and within their community.

Unit 4 Notes:

1. Please provide feedback on the following statements about the sessions from Day 2:

	Strongly Agree	Agree	Disagree	Strongly Disagree
The facilitator(s) were well-prepared.
The facilitator(s) related to the sailors and built rapport.
The facilitator(s) made an effort to keep the sailors engaged.
The facilitator(s) had appropriate and helpful off-script comments.
The facilitator(s) provided Navy-specific examples and context.
The facilitator(s) cultivated an interactive, collaborative, and safe environment.
The facilitator(s) effectively responded to participants questions, comments, and concerns.

2. After training on Day 2, how would you rate each facilitator’s effectiveness in delivering the program?

	Facilitator #1 [print initials ____ ]	Facilitator #2 [print initials ____ ]
Not effective
Somewhat effective
Effective
Very effective

3. Use the space below to provide individual facilitator feedback: