Technical Competency
Sexual Violence and Stigma Sensitisation
Anchoring the Competency into Recruitment Processes
Step 1: Integrating it into existing frameworks and procedures
For those with no existing Competency Framework, this is relatively simple and is does not require integration or finding an equivalent within your own system. For those with Competency Frameworks, such as the UN, EPSO, etc. you can find a table below of associated values, behaviours or competencies within other frameworks to allow you to incorporate and test this technical competency within an equivalent in your existing system.
| Murad Code Technical Competency | UN System (Old Values and Competencies, New Values and Behaviours) | Other systems |
|---|---|---|
| Sexual Violence and Stigma Sensitisation |
Old: Professionalism, Commitment to Learning
New: Learn and Develop |
EPSO: Learning as a Skill IOM: Professionalism WHO: Technical Expertise ICRC Professional Standards: Ensuring Professional Capacity ICC: Professionalism |
Step 2: Adding language into your vacancy announcement, job description and Terms of Reference
In order to anchor this technical competency within the recruitment process, and onwards into expectations in terms of job performance, it is important to include wording in your vacancy announcement, job description and terms of reference. Some model wording for this competency is included below.
In the job/position tasks and responsibilities section:
“Apply an accurate understanding of the full range and diversity of SCRSV contextualised within relevant contexts, in all aspects of work [design, planning, budgeting, implementing and monitoring]”
“Ensure that all activities, [reports, and communications] are free from myths, biases, misconceptions, or stigmatising language related to sexual violence and its survivors.”
“Proactively identify and address risks of stigma in [programme design, community engagement, partner collaboration and survivor interactions].”
“Integrate stigma-sensitisation approaches (survivor-centred, trauma-informed, rights-based) into all activities.”
“Challenge and correct discriminatory or stigmatising attitudes, behaviours, or narratives in professional settings.”
“Use non-stigmatising language across all aspects of work, including in particular [for publications/for survivor-facing] aspects of role.”
In the qualifications/experience section - what we are looking for?
“Demonstrated knowledge and accurate understanding of Systematic and Conflict-Related Sexual Violence (SCRSV), its typologies, red flags and indicators, individual, compounded and collective harms, contextualised into relevant contexts.”
“Demonstrated understanding of international standards, legal frameworks, and practice guidance on sexual violence (e.g., CRSV under IHL/ICL, UNSCR 1325, 1820, etc.).”
“Demonstrated recognition and ability to distinguish diverse typologies of SCRSV, as well as the diverse range of victims of this crime.”
“Ability to identify stigma dynamics at individual, familial, community, and institutional levels.”
“Recognises barrier to access impacts of stigma and secondary victimisation, and basic counter-stigma measures.”
Step 3: Designing written tests or interview questions which assess this competency
One of the most useful ways of understanding a candidate’s competencies is to set either case scenarios or hypothetical examples to understand what they would do and how they would do it. You can also test technical knowledge through written assessments. These can all be tailored to the relevant field of work or specific job. A few broad examples are provided below, both as written tests and for interview questions.
Sample written test examples
Hypothetical (can be based on relevant context and job requirements):
During a group training, you hear a colleague minimise female-perpetrated sexual violence against male victims. How would you address this while maintaining professionalism and ensuring a stigma-sensitive environment?
You are working in a displacement camp where survivors are reluctant to speak because of different forms of stigma. What kind of stigma might they be experiencing and what practical steps would you take to create safer conditions for disclosure, if disclosure is possible at all?
Technical:
Choose one context [in which you have worked before/in this work context]. Explain the main typologies, victimologies and circumstances of SCSRV in that setting.
Why is it important to acknowledge that men, boys, and LGBTQI+ persons can be survivors of SCRSV, and how does stigma impact these groups of survivors?
What strategies do you use to recognise and mitigate your own biases during your work?
Explain “secondary victimisation” or revictimisation and explain how institutional responses can contribute to stigma or retraumatisation. [NOTE: you could also focus this on individual conduct and approaches if you feel that institutional or organisational responses are less relevant for the role.]
Sample interview questions
Choose one context [in which you have worked before/for this work context]. Explain the main typologies, victimologies and circumstances of SCSRV.
Please share with us a work example of when a misunderstanding or assumptions about CRSV led to issues with a survivor, community, project, mission or deliverable? How did you manage and resolve it?