Closing the training gap: a thematic analysis of service provider recommendations for preventing sexual violence against older adults

Pressing needs have been identified for an in-depth practitioner training on sexual violence (SV) against older adults. The development of a bystander training has been recommended to fill this gap. Yet, no known bystander training on SV in later life has been identified prior to this study. This study aimed to explore training and prevention needs for practitioners who serve older adults or SV survivors along with their recommendations for refining a bystander training to prevent and address SV in later life. An interview and two focus groups were conducted with 16 practitioners who serve older adults or SV survivors, which were recorded, transcribed, and thematically analyzed. Six themes were identified from the interview and focus groups. These include: (a) recommendations for outreach, representation and training in “an area that is just neglected”, (b) cultural, place-based and generational norms shape SV stigma in later life, (c) stereotypes about older adults and SV must be challenged, (d) education on the “silent signs” of SV in later life is critical, (e) homelessness, substance use, and DV overlap with SV across the lifespan, and (f) a virtual training could bridge gaps in knowledge. A unique strength of this study is the well-rounded nature of the recommendations provided for prevention and the development of a bystander training by practitioners who work primarily with older adults or with survivors. All of these professionals serve at-risk older adults and survivors but do not generally otherwise collaborate to inform prevention. All participants emphasized that a bystander training is expressly needed for practitioners who serve older adults and for those who serve survivors in order to prevent and address SV in later life. An online bystander training was largely preferred across the participant dataset. The participants stressed that such a training should be interactive, engaging, and offer multiple prompts for reflection.