Mandate to Report, Responsibility to Prevent Child Abuse and Neglect
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This document provides guidance for principals on their role and responsibilities as mandated reporters of child abuse and neglect under West Virginia law. It discusses signs of abuse, what to do if a child discloses abuse, strategies to prevent abuse, and recent updates to legislation. The nature and prevalence of child abuse is examined, including facts about maltreatment nationally and in West Virginia. Recommendations from West Virginia's Task Force on the Prevention of Sexual Abuse of Children are reviewed, including requiring training for school personnel and strengthening abuse prevention education in schools.
Mandate to Report, Responsibility to Prevent Child Abuse and Neglect
- 1. MAKING A DIFFERENCE Mandate to Report, Responsibility to Prevent Child Abuse and Neglect Principals Leadership Academy April 19, 2018 1
- 2. purpose This workshop will help principals understand their role and responsibility as a mandated reporter of suspected child abuse and neglect including recent updates to legislation enacted during the 2018 legislative session. 2
- 3. Learning objectives Participants will be able to: •Identify signs and indicators of child abuse and neglect, •Understand what to do when a child discloses abuse or neglect, •Implement strategies and approaches that help prevent abuse from occurring. 3
- 4. An overdue conversation • Child abuse and especially sexual abuse is rarely discussed. • Conversation has historically been taboo. • Recent attention to the impact of sexual abuse and assault on children and vulnerable people, individuals and communities are starting to act.
- 5. Nature of Abuse • Over 90% of the time children are abused by someone they know, often someone who is supposed to protect them. • Almost every case, the only witnesses are the perpetrator and the victim. • Children rarely report abuse immediately.
- 6. Facts about Child Maltreatment • 130 years since first recognition of child abuse in U.S. • The estimated costs of treating the effects of child maltreatment are over $103 billion per year. (Source: Prevent Child Abuse America) 6
- 7. Facts about Child Maltreatment In the nation (2015) • 3,957,000 estimated CPS referrals of child maltreatment. • 683,000 child victims. • Over 75.3% of all substantiated maltreatment is neglect • 91.6% of perpetrators are parents • Three quarters (74.8%) of deaths are younger than 3 years old. 7
- 8. Facts about Child Maltreatment In West Virginia (2015) • 37,622 CPS referrals. • 4,992 substantiated cases. • 4,857 child victims. • 9 children died. 8
- 9. 1 in 10 children in West Virginia will be a victim of sexual abuse by age 18.
- 10. Cost of Abuse • 2017 WV Child Advocacy Centers served 3,941 children who were alleged victims of child sexual and serious physical abuse. • Centers for Disease Control & Prevention recently estimated the lifetime cost of abuse at $210,012 per victim. • Children who experience sexual abuse can face an increased risk for a multitude of adverse outcomes.
- 11. Impact of Abuse on School Performance Sexual abuse is associated with: •diminished cognitive ability, •high absentee rates, •more grade retention, •increased need for special education •dropping out of school.
- 14. Adverse Childhood Experiences (ACEs) have long-term effects. 14
- 15. Educators are on the Front Lines • School personnel identify 52% of all identified child abuse cases classified as causing harm to the child. More than any other profession or organization. • Two-thirds of teachers do not receive specific training in preventing, recognizing or responding to child sexual abuse.
- 18. Task Force on the Prevention of Sexual Abuse of Children Overview and Purpose • HB 2527, passed in 2015, creating Erin Merryn’s Law • Modeled after legislation that has been passed in over 30 other states, Erin Merryn’s Law creates a State Task Force on the Prevention of Sexual Abuse of Children, which would make recommendations to adopt and implement policies addressing sexual abuse of children. • Named after Erin Merryn, a child sexual abuse survivor who has been a national champion for similar legislation. The passage of the law was also championed by West Virginia child sexual abuse survivors.
- 19. The Task Force shall: 1. Gather information regarding sexual abuse of children throughout the state; 2. Receive related reports and testimony from individuals, state and local agencies, community-based organizations, and other public and private organizations; 3. Create goals for state education policy that would prevent sexual abuse of children; 4. Create goals for other areas of state policy that would prevent sexual abuse of children; and 5. Submit a report with its recommendations to the Governor and the Legislature.
- 20. What are some potential warning signs and indicators? 20
- 21. Physical and behavioral indicators of possible physical abuse • Questionable bruises and burns • Questionable fractures (in various stages of healing) • Questionable cuts and scrapes (to mouth, eyes, external genitalia) • Behavioral extremes • Wears inappropriate clothing for season to hide injuries
- 22. Physical and behavioral indicators of possible child neglect • Consistent hunger, poor hygiene, inappropriate clothing • Consistent lack of supervision • Unattended physical or health problems • Begging, stealing food • Constant fatigue, falling asleep • Frequently absent • Self destructive
- 23. Physical and behavioral indicators of possible sexual abuse? • Difficulty walking or sitting • Torn, stained or bloody underwear / diaper • Massive weight change • Overly compliant, passive behavior aimed at maintaining a low profile • Hostility or aggression • Unusual sexual behavior or knowledge
- 24. What are some physical indicators of possible emotional abuse? • Lags in physical development • Failure to thrive • Behavior extremes: compliant, passive, aggressive, demanding, etc. • Overly adaptive behavior: “Parents” other children inappropriately. • Self-destructive, attempted suicide
- 25. Mandate to Report All About Reporting 25
- 26. Who Must Report WV Code §49-2-803 26
- 27. Additional Mandated Reporters Who Must Report Per SB 161 (effective June 8, 2012) 27 • youth camp administrator or counselor • employee, coach or volunteer of an entity that provides organized activities for children • commercial film or photographic print processor
- 28. New Requirements Per SB 465 (effective June 5, 2018) 28 • Implements Task Force on the Prevention of Child Sexual Abuse Recommendation #2 • Cleans up WV Mandated Reporter Statute • Shortens timeframe for making a report to no more than 24 hours • Requires direct reporting by individual who receives disclosure or suspects abuse
- 29. Types of Disclosure • Indirect Hints • "My babysitter keeps bothering me." • Disguised Disclosures • "I know someone who is being touched in a bad way." • Disclosures with Strings Attached • "I have a problem, but if I tell you about it, you have to promise not to tell."
- 30. What should you do when a parent or child discloses? 30
- 31. What to do when a child or adult discloses suspected abuse or neglect? 31
- 32. How do you make a report? • Call WV Child Abuse and Neglect Hotline, 1-800- 352-6513. • For serious physical abuse or sexual abuse, also contact the state police & local law enforcement. • You should contact CPS whenever you reasonably suspect a child has been abused or neglected or is subject to conditions where abuse or neglect is likely to occur. • CPS will accept your report and determine “Is the child safe or does the child need protected?” 32
- 33. What will CPS ask when you make a report? When making a report, the mandated reporter may be asked information concerning the following: •Client – family demographics •Alleged child abuse and/or neglect •Specific caregiver behavior indicative of child abuse and neglect •Events and circumstances associated with or accompanying the child abuse or neglect. •Effects of child abuse or neglect; present danger and/or impending danger; caregiver behavior on child; child’s condition resulting from the child abuse or neglect; and/or family condition. 33
- 34. What will CPS ask when you make a report? Available information about the child(ren) including: •General condition and functioning •Location •State of mind/emotion; specific fear •Proximity of threat •Access to those who can help and protect 34
- 35. What will CPS ask when you make a report? Available information about the caregiver(s) including: •General functioning •General parenting •General state of mind/emotion •Current location •Community relations •Employment •Use of substances •Mental health functioning •Attitudes toward/perceptions of child(ren) •Previous relevant history, including CPS history •Likely response to CPS 35
- 36. What will CPS ask when you make a report? Available information about the family including: •Domestic violence, including power, control, entitlement •Living arrangements •Household composition •Household activity - including people in and out •Condition of residence •Description of any possible/likely emergency circumstances •Identification of protective adults who are or may be available. •The reporter’s name, relationship to the family, motivation and source of information, if possible; why the reporter is reporting now; and any actions that the reporter suggests should occur. •Information concerning the name and contact information for biological parents who are not subject of the report. •The names and contact information of other people with information regarding the child or family. 36
- 37. To Whom Do You Report? WV Child Abuse and Neglect Hotline 1-800-352-6513 24 hours a day - 7 days a week For serious physical abuse and sexual abuse, also contact the state police and local law enforcement. 37
- 38. What happens when you make a report? 38
- 39. 39
- 40. Responsibility to Prevent “No epidemic has ever been resolved by paying attention to the treatment of the affected individual.” -- George W. Albee, Ph.D. 40
- 41. Protective Factors: A New Prevention Framework • Suitable for universal, positive approach to families (no “risk” factors or deficit approach) • Easily communicated to all audiences • Based on hard evidence 41
- 42. Protective Factors “Circles of Caring” • Knowledge of Parenting & Child Development • Parental Resilience • Social Connections • Social & Emotional Development of Children • Concrete Support in Times of Need
- 43. Recommendations and Next Steps West Virginia State Task Force on the Prevention of Sexual Abuse of Children
- 44. Task Force Recommendation 1 • Require training for all public school employees including but not limited to educators, administrators, and service personnel and strongly recommend training for youth service and faith based organization staff and volunteers. • The training should focus on developing skills, knowledge and capabilities related to preventing child sexual abuse and recognizing and responding to suspected abuse and neglect. • Enacted with passage of HB 4402.
- 45. Task Force Recommendation 2 • Simplify and clarify current mandatory reporting laws to make them easier to understand and implement without lessening or abdicating the responsibility of mandatory reporters. • Enacted with passage of SB 465.
- 46. Task Force Recommendation 3 Strengthen non-criminal sanctions and screenings for licensure of child-serving professionals. a.Requiring background checks for professional educators: b.Considering additions to the list of criminal convictions that automatically lead to the revocation of a professional license based on best practices of surrounding states. c.Exploring the establishment of subpoena power for the Superintendent of Schools d.Exploring mandatory training on child sexual abuse prevention for license renewal in professions requiring continuing education.
- 47. Task Force Recommendation 4 • Collaborate and coordinate to leverage resources and identify strategies for the sustainability of child abuse prevention approaches and education.
- 48. Task Force Recommendation 5 • Strengthen school systems’ capacity to provide age- appropriate, comprehensive, evidence-informed child sexual abuse prevention education. • Children grades K-12 should receive body safety information one time minimally during the school year every year (four times per year is encouraged) with intent to embed sexual abuse prevention into the school climate. • Enacted with passage of HB 4402.
- 49. Bills Passed!
- 50. SB 465 • Implements Task Force on the Prevention of Child Sexual Abuse Recommendation #2 • Cleans up WV Mandated Reporter Statute • Shortens timeframe for making a report to no more than 24 hours • Requires direct reporting by individual who receives disclosure or suspects abuse
- 51. HB 4402 • Enacts Recommendations 1 and 5. • Requires State Board of Education to promulgate rules for implementation by Dec. 31, 2018. • Implementation of school personnel training (Rec. #1) and student information (Rec. #5) by July 1, 2019.
- 52. Next Steps
- 53. Task Force Next Steps • Mandated Reporter legislation takes effect June 5. • Training for incoming principals on updated Mandated Reporter Requirements at Principal Leadership Academy • WV K-12 Health content standards are up for public comment. • State Board of Education promulgates Legislative Rule for implementation by Dec. 31, 2018. • Requirements for schools and school personnel take effect July 1, 2019.
- 54. Task Force Next Steps • Compile additional resources for local school districts • Conduct 2-4 listening sessions with public school personnel to craft the most effective, realistic roll-out strategy possible for education of professionals and education of children • Work with Task Force partners to create content geared toward each grade level (K-12) on sexual abuse prevention • Work with Task Force partners to craft a curriculum for training of public school employees on sexual abuse prevention • Update WVDE Crisis Prevention and Response Plan Template for implementation by local schools
- 55. Task Force Next Steps • Work with a marketing agency to produce resource guides and supplemental materials for distribution in all K-12 public schools • Connect with other youth-serving organizations, especially Family Resource Networks, Child Advocacy Centers, Rape Crisis Centers, and Partners in Prevention Teams, to coordinate pilot strategies to help schools leverage community partnerships in implementing sexual abuse prevention education • Utilize existing resource distribution networks in the West Virginia Department of Education, the Center for Professional Development, and teachers associations to distribute resources
- 57. 20 Boundary Violating Behaviors Provided by ENOUGH Abuse Campaign of Massachusetts Do you see or know about an adult in your school who: 1.Makes comments about a student’s body or physical attributes to them or to other students or staff. 2.Makes sexual comments or jokes, suggestive gestures, or engages in flirtatious, behavior with a student. 3.Does things of a personal nature that students can do for themselves, e.g. combing their hair, providing bathroom assistance. 4.Engages in roughhousing or provocative physical games with students, or in inappropriate touching, e.g. stroking hair, back rubs, etc, 5.Engages in physical affection that could be perceived as inappropriate or confusing by the student or others witnessing the behavior.
- 58. 20 Boundary Violating Behaviors Do you see or know about an adult in your school who: 6.Showers with students after athletic practices or events, or does not exhibit the same modesty that any adult should maintain with a child or youth under their care. 7.Asks young students to sit on his or her lap or hand holds with older students. 8.Uses pet names or words like “honey,” “sweetheart,” “dear,” to refer to a student or allows students to call them by their first name. 9.Gives gifts to selected students and violates school policies on giving or receiving gifts. 10.Offers a student a ride in his or her car or allows a student to borrow their car.
- 59. 20 Boundary Violating Behaviors Do you see or know about an adult in your school who: 11.Shares a room with students when traveling for any school event or sports function. 12.Invites students to off-school events or trips where other adults and/or students will not be present. 13.Closes or locks doors when meeting with a student before or after class or covers classroom windows so that interactions with students will not be observable and interruptible. 14.Uses their cell phone or camera in locker rooms or restrooms to photograph students. 15.Independently tries to provide psychological counseling to a student about a sensitive personal issue when a referral to the school counselor would be the appropriate course of action.
- 60. 20 Boundary Violating Behaviors Do you see or know about an adult in your school who: 16.Shares their personal phone number or personal email address with a student instead of using school-based phone and email systems. 17.Sends private text messages to students or responds to text messages from students after school hours or during nighttime hours. 18.Asks students to connect with him or her on Facebook, Twitter, Instagram, Snapchat, or other social media sites rather than reserving their social media for family and friends. 19.Shares with students highly personal things or secrets about themselves, or shares stories about their adult relationships, marriage, or sex life. 20.Engages in any sexual or romantic relationship with a student or other child or youth, irrespective of the age of that child or youth.
- 61. 7/17/2017 © 2016, Prevent Child Abuse Georgia Stop It Now! Georgia Community Trainer Manual Page 1 Georgia’s Child Sexual Abuse & Exploitation Prevention Technical Assistance Resource Guide Georgia Statewide Human Trafficking Task Force Work Group 2: Youth Aware & Safe 2017 Guidance for schools and youthserving organizations to build their capacity for child sexual abuse and exploitation prevention.
- 62. Chapter 2 Social Ecological Level Definition Prevention Strategy Example Individual Personal knowledge, attitudes, and skills influencing behavior Ongoing school based group for boys to talk about masculinity and healthy sexuality Relationship Interactions with family, intimate partners, and peers Classes that educate parents and school professionals about talking to youth about healthy sexuality and relationships Community An individual’s experiences and relationships with systems such as schools, workplaces, and neighborhoods School holds a “Healthy Relationships” week and promotes activities that spread into the community, like displaying youth created art projects that reframe sexist and violent advertising into positive and respectful messages Society Macro-level factors that influence sexual violence such as gender inequality, religious or cultural belief systems, societal norms, and socio-economic factors such as forms of oppression Students are encouraged to and supported in staying informed of state and national policy discussions Note:These are examples only; this is not an inclusive list of prevention strategies/activities.
- 63. 7/17/2017 © Georgia Statewide Human Trafficking Task Force Page 33 Georgia’s Child Sexual Abuse & Exploitation Prevention Guide Chapter 3 Age AppropriateTeaching Suggestions for Grades Kindergarten-2 1. Teach the proper names of all body parts and how to name emotions. Children with poor language skills are more vulnerable to potential offenders (less likely to tell someone) and at a higher risk to develop abusive behaviors (acting out). Offenders depend on silence and secrecy. 2. Teach healthy boundaries around physical touch – i.e., asking for permission before touching others and everyone has the right to say “no” to touch. Model this yourself by asking permission before giving a child a hug and by not commanding children to give hugs to others. 3. Help children understand that touch and physical affection are never a secret. 4. Help children identify more than one adult whom they can ask for help. Things to consider: 1. Avoid telling children to figure out if a touch is “good,” “bad,” “appropriate,” “inappropriate,” “safe,” “unsafe,” etc. because they are not developmentally able to make these distinctions. 2. Avoid saying that they “have to” or “should” tell someone if they are sad or mixed-up. Instead say that they “can” ask for help. The distinction is important to avoid putting the burden of disclosure on children. 3. Avoid blaming language, i.e., “don’t let someone hurt you.” Blaming language may make children who have been victimized feel worse and not seek help.
- 64. 7/17/2017 © Georgia Statewide Human Trafficking Task Force Page 33 Georgia’s Child Sexual Abuse & Exploitation Prevention Guide Chapter 3 Age AppropriateTeaching Suggestions for Grades Kindergarten-2 1. Teach the proper names of all body parts and how to name emotions. Children with poor language skills are more vulnerable to potential offenders (less likely to tell someone) and at a higher risk to develop abusive behaviors (acting out). Offenders depend on silence and secrecy. 2. Teach healthy boundaries around physical touch – i.e., asking for permission before touching others and everyone has the right to say “no” to touch. Model this yourself by asking permission before giving a child a hug and by not commanding children to give hugs to others. 3. Help children understand that touch and physical affection are never a secret. 4. Help children identify more than one adult whom they can ask for help. Things to consider: 1. Avoid telling children to figure out if a touch is “good,” “bad,” “appropriate,” “inappropriate,” “safe,” “unsafe,” etc. because they are not developmentally able to make these distinctions. 2. Avoid saying that they “have to” or “should” tell someone if they are sad or mixed-up. Instead say that they “can” ask for help. The distinction is important to avoid putting the burden of disclosure on children. 3. Avoid blaming language, i.e., “don’t let someone hurt you.” Blaming language may make children who have been victimized feel worse and not seek help. 7/17/2017 © Georgia Statewide Human Trafficking Task Force Page 34 Georgia’s Child Sexual Abuse & Exploitation Prevention Guide Chapter 3 Age AppropriateTeaching Suggestions for Grades 3-4 1. Teach students how to identify messages that they receive from friends, family, and the media and think about how the messages affect decisions. 2. Teach students about setting and maintaining boundaries as an essential component for safe and responsible relationships. 3. Reinforce the use of proper names of all body parts. 4. Teach tolerance and dealing with conflict respectfully and productively. 5. Build effective communication skills as a component of healthy relationships. 6. Help children understand that touch and physical affection are never a secret. Things to consider: 1. When teaching tolerance, cultural differences need to be respected. 2. Avoid blaming language, i.e., “don’t let someone hurt you.” Blaming language may make children who have been victimized feel worse and not seek help. 3. Avoid saying that they “have to” or “should” tell someone if they are sad or mixed-up. Instead say that they “can” ask for help. The distinction is important to avoid putting the burden of disclo- sure on children.
- 65. 7/17/2017 © Georgia Statewide Human Trafficking Task Force Page 33 Georgia’s Child Sexual Abuse & Exploitation Prevention Guide Chapter 3 Age AppropriateTeaching Suggestions for Grades Kindergarten-2 1. Teach the proper names of all body parts and how to name emotions. Children with poor language skills are more vulnerable to potential offenders (less likely to tell someone) and at a higher risk to develop abusive behaviors (acting out). Offenders depend on silence and secrecy. 2. Teach healthy boundaries around physical touch – i.e., asking for permission before touching others and everyone has the right to say “no” to touch. Model this yourself by asking permission before giving a child a hug and by not commanding children to give hugs to others. 3. Help children understand that touch and physical affection are never a secret. 4. Help children identify more than one adult whom they can ask for help. Things to consider: 1. Avoid telling children to figure out if a touch is “good,” “bad,” “appropriate,” “inappropriate,” “safe,” “unsafe,” etc. because they are not developmentally able to make these distinctions. 2. Avoid saying that they “have to” or “should” tell someone if they are sad or mixed-up. Instead say that they “can” ask for help. The distinction is important to avoid putting the burden of disclosure on children. 3. Avoid blaming language, i.e., “don’t let someone hurt you.” Blaming language may make children who have been victimized feel worse and not seek help. 7/17/2017 © Georgia Statewide Human Trafficking Task Force Page 35 Chapter 3 Georgia’s Child Sexual Abuse & Exploitation Prevention Guide Age AppropriateTeaching Suggestions for Grades 5-6 1. Introduce non-violent and non-verbal communication skills. 2. Explore the meaning of healthy relationships. 3. Strengthen understanding of the bystander role and create opportunities to practice. 4. Help children practice how to ask for help for themselves or others. 5. Reinforce critical thinking skills including the concept of social access to “power” based on gender, age, social status, developmental ability, size, etc., and how that impacts relationships. Things to consider: 1. Avoid placing responsibility on children to protect themselves or to have the correct “instincts” or “gut feelings” about sexual abuse. Experience of childhood trauma (including sexual abuse, witnessing domestic violence, etc.) can significantly affect brain development and the emotional responses of children. Emotional responses of traumatized children may be marked by dissociation/numbing or hyper-arousal.43 2. For some children, a trustworthy adult may not be their parent or a family member. 3. Use non-blaming language to keep the door open for youth to ask for help or disclose regardless of whether they are a victim, witness/bystander or perpetrator.
- 66. 7/17/2017 © Georgia Statewide Human Trafficking Task Force Page 33 Georgia’s Child Sexual Abuse & Exploitation Prevention Guide Chapter 3 Age AppropriateTeaching Suggestions for Grades Kindergarten-2 1. Teach the proper names of all body parts and how to name emotions. Children with poor language skills are more vulnerable to potential offenders (less likely to tell someone) and at a higher risk to develop abusive behaviors (acting out). Offenders depend on silence and secrecy. 2. Teach healthy boundaries around physical touch – i.e., asking for permission before touching others and everyone has the right to say “no” to touch. Model this yourself by asking permission before giving a child a hug and by not commanding children to give hugs to others. 3. Help children understand that touch and physical affection are never a secret. 4. Help children identify more than one adult whom they can ask for help. Things to consider: 1. Avoid telling children to figure out if a touch is “good,” “bad,” “appropriate,” “inappropriate,” “safe,” “unsafe,” etc. because they are not developmentally able to make these distinctions. 2. Avoid saying that they “have to” or “should” tell someone if they are sad or mixed-up. Instead say that they “can” ask for help. The distinction is important to avoid putting the burden of disclosure on children. 3. Avoid blaming language, i.e., “don’t let someone hurt you.” Blaming language may make children who have been victimized feel worse and not seek help. 7/17/2017 © Georgia Statewide Human Trafficking Task Force Page 36 Georgia’s Child Sexual Abuse & Exploitation Prevention Guide Chapter 3 Age AppropriateTeaching Suggestions for Grades 7-8 1. Continue to support and create opportunities to practice communication skills around per- sonal boundary setting. 2. Teach dynamics of healthy versus unhealthy relationships. 3. Teach students skills for reaching out for help including providing information on community resources. 4. Support student analysis of social, cultural, and peer influences on body image, gender norms, sexuality, and sexual behaviors. 5. Discuss concepts of sexual consent. Things to consider: 1. Do not focus solely on safety techniques for young women (example: don’t walk at night alone, don’t put yourself in risky situations) as this can lead to victim blaming. Focus should be on per- petrator prevention and bystander intervention. 2. Do not forget to use proper names for body parts. 3. Children need to hear consistent messages from different people in their life. Support student learning by reaching out to other adults in their lives and providing them with language to talk about healthy sexuality. 4. Resources for youth with sexual behavior problems are available throughout Georgia. Call the Division of Family and Children Services (DFCS) to report suspected abuse if a student discloses that they have sexually abused a specific child. It benefits the child with sexual behavior problems and his/her family to work with DFCS. Be sure that your school’s counselors and a specially trained local mental health clinician know that you may receive such disclosures so that they can be prepared to assist. Youth with sexual behavior problems who receive treatment and support are less likely to become adult sex offenders.
- 67. 7/17/2017 © Georgia Statewide Human Trafficking Task Force Page 33 Georgia’s Child Sexual Abuse & Exploitation Prevention Guide Chapter 3 Age AppropriateTeaching Suggestions for Grades Kindergarten-2 1. Teach the proper names of all body parts and how to name emotions. Children with poor language skills are more vulnerable to potential offenders (less likely to tell someone) and at a higher risk to develop abusive behaviors (acting out). Offenders depend on silence and secrecy. 2. Teach healthy boundaries around physical touch – i.e., asking for permission before touching others and everyone has the right to say “no” to touch. Model this yourself by asking permission before giving a child a hug and by not commanding children to give hugs to others. 3. Help children understand that touch and physical affection are never a secret. 4. Help children identify more than one adult whom they can ask for help. Things to consider: 1. Avoid telling children to figure out if a touch is “good,” “bad,” “appropriate,” “inappropriate,” “safe,” “unsafe,” etc. because they are not developmentally able to make these distinctions. 2. Avoid saying that they “have to” or “should” tell someone if they are sad or mixed-up. Instead say that they “can” ask for help. The distinction is important to avoid putting the burden of disclosure on children. 3. Avoid blaming language, i.e., “don’t let someone hurt you.” Blaming language may make children who have been victimized feel worse and not seek help. 7/17/2017 © Georgia Statewide Human Trafficking Task Force Page 37 Chapter 3 Georgia’s Child Sexual Abuse & Exploitation Prevention Guide Age AppropriateTeaching Suggestions for Grades 9-12 1. Discuss how to make decisions in risky situations. 2. Practice interpersonal communication skills that support healthy relationships. 3. Create opportunities to enhance and practice critical thinking skills. 4. Strengthen self advocacy and bystander skills through practical application. 5. Support the ability of students to set healthy sexuality goals. 6. Ensure students know how and where to access reliable school and community sexual violence prevention and intervention resources. 7. Include clear and accurate information about the concept of consent. Things to consider: 1. Use supportive and non-blaming language to encourage disclosure, regardless of whether they are a victim, witness/bystander, or perpetrator. 2. This work isn’t for everyone. If you are not comfortable talking about sexuality, seek assistance. Students will sense your discomfort and learning will be affected.
- 68. 7/17/2017 © Georgia Statewide Human Trafficking Task Force Page 33 Georgia’s Child Sexual Abuse & Exploitation Prevention Guide Chapter 3 Age AppropriateTeaching Suggestions for Grades Kindergarten-2 1. Teach the proper names of all body parts and how to name emotions. Children with poor language skills are more vulnerable to potential offenders (less likely to tell someone) and at a higher risk to develop abusive behaviors (acting out). Offenders depend on silence and secrecy. 2. Teach healthy boundaries around physical touch – i.e., asking for permission before touching others and everyone has the right to say “no” to touch. Model this yourself by asking permission before giving a child a hug and by not commanding children to give hugs to others. 3. Help children understand that touch and physical affection are never a secret. 4. Help children identify more than one adult whom they can ask for help. Things to consider: 1. Avoid telling children to figure out if a touch is “good,” “bad,” “appropriate,” “inappropriate,” “safe,” “unsafe,” etc. because they are not developmentally able to make these distinctions. 2. Avoid saying that they “have to” or “should” tell someone if they are sad or mixed-up. Instead say that they “can” ask for help. The distinction is important to avoid putting the burden of disclosure on children. 3. Avoid blaming language, i.e., “don’t let someone hurt you.” Blaming language may make children who have been victimized feel worse and not seek help.
- 69. To Whom Do You Report? WV Child Abuse and Neglect Hotline 1-800-352-6513 24 hours a day - 7 days a week For serious physical abuse and sexual abuse, also contact the state police and local law enforcement. 69
- 70. For More Information Contact: Jim McKay State Coordinator Prevent Child Abuse WV 304-617-0099 Email: jim@teamwv.org http://slideshare.net/PCAWV http://www.preventchildabusewv.org 70
Editor's Notes
- #8: Data is from 2015 Child Maltreatment Annual Report published by the U.S. Department of Health & Human Services, https://www.acf.hhs.gov/cb/resource/child-maltreatment-2015
- #9: Data is from 2015 Child Maltreatment Annual Report published by the U.S. Department of Health & Human Services, https://www.acf.hhs.gov/cb/resource/child-maltreatment-2015
- #15: More information about the Adverse Childhood Experiences Study (ACES) is available online at http://www.acestudy.org/.
- #21: Form small groups of 4-6 and ask participants to take five minutes to share answers to the question. After 5 minutes ask each small group to report out. Contribute additional information on warning signs and indicators as needed. Refer participants to Supplementary Participant Handouts in Tab 4 for more information.
- #22: Additional information in the handouts.
- #23: Additional information in the handouts.
- #24: Additional information in the handouts.
- #25: Additional information in the handouts.
- #26: If embedded video doesn’t work, play Section 2 of DVD, All About Reporting
- #27: Refer to Tab 5 Participant Handout, which answers common questions about who should report.
- #28: Refer to Tab 5 Participant Handout, which answers common questions about who should report. SB 161 is included on Trainers USB Drive
- #29: SB 161 is included on Trainers USB Drive
- #31: Distribute Disclosure Job Aid Cards to participants (Tab 6). Process with them.
- #38: Refer to What Happens When You Make a Report Handout Tab 7. Prompt the participants to read the handout pages and mark their questions. Open the floor and respond to questions. Strive to maintain focus on reporting which is the purpose of this training vs. the complexities of CPS response. Note that the initial report will take longer than in the past, due to implementation of the SAMS (Safety Assessment & Management System) Model.
- #42: These protective factors were identified by The Center for the Study of Social Policy (CSSP) http://www.cssp.org, after a comprehensive analysis of child abuse prevention research in conjunction with a consortium of leading child abuse prevention experts and researchers. These Protective Factors or “Circles of Caring” are conditions in families and communities that, when present, increase the health and well-being of children and families. These attributes also serve as buffers against risk factors for child maltreatment.
- #43: Refer to Protective Factors Handout.
- #70: Refer to What Happens When You Make a Report Handout Tab 7. Prompt the participants to read the handout pages and mark their questions. Open the floor and respond to questions. Strive to maintain focus on reporting which is the purpose of this training vs. the complexities of CPS response. Note that the initial report will take longer than in the past, due to implementation of the SAMS (Safety Assessment & Management System) Model.