K-3 Teacher - Fight Child Abuse

Teacher & Counselor Materials

Prescreening Guidance

As a trusted adult, you play a valuable part in the health and safety of children. The below is provided as background for the content, which we hope will better prepare you to be a resource to any child who may need your help.

When confronted with an abusive situation, where one or more of the “Protect Yourself Rules” come into play, we hope children will recall the “Protect Yourself Rule” icons and get away as quickly as possible. If they can’t get away, they should make a scene or defend themselves however they can. If children have evidence of abuse or if abuse happens to them, they should always tell a trusted adult as soon as they can. If children only watch 1 lesson, the controlling summary should still be evident. Children have the right to privacy, safety, and well-being.

The animated narratives are designed to open the channels of communication and create a safe environment for continued discussion. The videos come with age and grade appropriate ancillary learning materials and printable extension lessons, produced to reinforce the animated lessons with the goal of developing a fundamental understanding of the initiative’s core intentions (the “Protect Yourself Rules”) and preventative/intervening “actions.” These intentions are compartmentalized as memorable pop-up graphics and ingrained through repetition in the animations. Only after the fundamentals of a discipline are mastered can critical split-second decisions be made.

IF CONFRONTED WITH A REVELATION

In showing these videos, you may be confronted with a child who is for the first time revealing that an abusive situation has occurred or is currently involved in a suspected child abuse situation. All states require teachers, after-school providers, school counselors, and others to be mandated reporters of suspected child maltreatment. It is not the job of the mandated reporter to determine whether the allegations are valid……just file a report!

If child abuse or neglect is reasonably suspected, or if a child shares information with a mandated reporter leading him/her to believe abuse or neglect has taken place, the report must be made.

Teacher Lessons

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Signs & Symptoms of Abuse

WHAT EXACTLY IS SEXUAL ABUSE?

Sexual abuse can include many different things like touching and non-touching behaviors that happens between an adult and a child/teenager. It also can be between children when there is a significant age difference (often defined as 3 or more years).

Some kids are forced or tricked into sexual activities without understanding what is happening or that it’s wrong. Sexual abuse can happen in person or online.

Touching behaviors may involve:

Sexual touching of the private parts with or without clothes on
Using a part of the body or an object to rape or penetrate the child
Asking or forcing a child to touch an adult on their private parts
Making a child be in any kind of sexual activities
An adult making a child touch themselves on their private parts
Touching, kissing, rubbing and use of the mouth can all be sexual touching

Non-touching behaviors may involve:

Looking and showing of private parts of the child or of the adult
Watching sexual activity
Exposing the child to sexual acts either in person or on the internet, images, and video clips
Exposing or flashing of an adults private parts
Making a child take images or videos of their private parts or performing sexual acts alone
Making a child do sexual activities or have conversations online or through a smartphone

Sexual Abuse does not have to involve penetration, force, pain, or even touching.

Most often child sexual abuse is a process over time and not a single event.

All 50 states have laws that say children are not allowed to give informed consent to any sex act. Sexual abuse of a child/teenager is a criminal act.

EMOTIONAL ABUSE AND NEGLECT

May involve criticizing, insulting, rejecting or withholding love from a child. Neglect includes failure to provide for a child’s basic physical, emotional or educational needs. (Leaving a young child home alone or failing to provide needed medical care may be considered neglect.)

BULLYING

Bullying is physical or verbal abuse that occurs repeatedly and involves a power imbalance. It’s one person, using social power, or physical strength, to dominate another in a way that really makes the target miserable.

WHAT IS PHYSICAL ABUSE?

Physical abuse is someone who hurts, harms or uses physical force on a child/teenager, which causes, or could cause them injuries.

Physical abuse can start with just a slap or a push, but then becomes more intense over time. You may be blamed for causing them to behave this way. Or the person might behave this way because they are under the influence of alcohol or drugs, feeling stressed or frustrated.

TYPES OF PHYSICAL ABUSE

Physical abuse can involve any of the following violent acts:

Hitting with hands or objects
Slapping
Punching
Kicking
Shaking
Throwing
Using weapons or objects that could hurt you
Poisoning
Burning and scalding
Biting and scratching
Breaking bones
Choking or strangling
Force feeding or denying you food
Physically restraining you (such as pinning you against a wall, floor, bed, etc.)
Drowning
Other acts that hurt or threaten you

What you need to remember:

This violence behavior is always their responsibility, not yours
Even if they say sorry, abuse is never okay or justifiable
Whatever they say, their violence is never acceptable
Violent behaviors on a child under 2 years old can be very dangerous
If you have marks or bruises tell a trusted adult immediately

WHAT IS CHILD SEXUAL EXPLOITATION?

Child sexual exploitation (CSE) is a type of sexual abuse. It is when a child/teenager is given things, like gifts, drugs, money, status and affection, in exchange for performing sexual activities.

Sometimes children/teenagers get tricked into believing they’re in a loving relationship with someone. This is called grooming. The person can be someone they know or a stranger/friend they just met. They may trust this person and not understand that they’re being abused.

Grooming is when someone builds a relationship, trust and emotional connection with a child/teenager so they can control, influence, and abuse them.

Anybody can be a groomer to a child/teenager, no matter their age, gender or race.

Grooming can take place over a short or long period of time – from weeks to years.

Groomers may also build a relationship with the child’s/teenager’s family or friends to make everyone feel like they can be trusted.

Children/teenagers can be groomed online, in person or both by a stranger, new friend or someone they know. This could be a family member, a friend, new interest online, or someone who has targeted them – like a teacher, faith group leader or sports coach.

TYPES OF CHILD SEXUAL EXPLOITATION

When a child/teenager is sexually exploited online they might be influenced or asked to:

Send or post sexually explicit images of themselves
Film or stream sexual activities
Have sexual conversations

Research Evaluations

Barbara Sinatra Children’s Center Foundation’s “Protect Yourself Rules” Animated Prevention Series Evaluation by University of Washington Joshua Center on Child Sexual Abuse

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Use of Animation in Education

How do Children Explore Multimedia Instruction?

Mireille Betrancourt and Alain Chassot|

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“Given the explanative and computational power of visualization, children’s attraction towards visualization is potentially beneficial for learning, provided that appropriate guidance is given in the instructional material.”

How this Research is Implemented in our Video Series:

As students develop trust and connect with the “Protect Yourself Rules” characters, it improves their learning of concepts.

Children’s Experience of Cartoons at Different Age Levels

Kaj Bjorkqvist and Kirsti Lagerspetz, April 1983|

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“By far the most popular films among children are cartoons. This was established in our pre-experiments among preschool children in daycare centers.”

How this Research is Implemented in our Video Series:

Research states that the most popular films among children are cartoons. The Barbara Sinatra Children’s Center Foundation and WonderGrove have produced animations with valuable lessons and social skills that provide students with the knowledge and lessons they need in methods that they enjoy and can relate to.

How do Children Explore Multimedia Instruction?

Mireille Betrancourt and Alain Chassot|

Download Source

How this Research is Implemented in our Video Series:

As students develop trust and connect with the “Protect Yourself Rules” characters, it improves their learning of concepts.

Children’s Experience of Cartoons at Different Age Levels

Kaj Bjorkqvist and Kirsti Lagerspetz, April 1983|

Download Source

“By far the most popular films among children are cartoons. This was established in our pre-experiments among preschool children in daycare centers.”

How this Research is Implemented in our Video Series:

Teaching About Abuse in Schools

“THE ROLE OF EDUCATORS IN PREVENTING AND RESPONDING TO CHILD ABUSE AND NEGLECT”

Cynthia Crosson-Tower, 2003

U.S. Department of Health and Human Services

Educators are important partners in preventing, identifying, and responding to child abuse and neglect.

To teach children effectively, parents and teachers should be well informed about the complex impact of sexual abuse on children and other key facts. Whatever advice or instructions are given to children, they must be grounded in honest explanation and a good knowledge of the facts. It is thus extremely important that parents and teachers distinguish facts from misconceptions. Sex offenders count on misconceptions and turn them into an advantage. Parents and teachers should also know that some of our frequent messages to children may actually contribute to their victimization. (Adults are always right! A policeman will take you away if you don’t behave! Give your uncle a kiss!).

Finkelhor (2007:643) writes: “There is broad agreement that the burden of preventing victimization should not lie exclusively in the hands of children. However, if there are potentially effective things that children can do, it would also be morally reprehensible not to equip them with such skills.”

“SCHOOL-BASED EDUCATION PROGRAMMES FOR THE PREVENTION OF CHILD SEXUAL ABUSE”

Kerryann Walsh, Karen Zwi, Susan Woolfenden, Aron Shlonsky

First published: 16 April 2015

Editorial Group: Cochrane Developmental, Psychosocial and Learning Problems Group

Currently, schools implement a variety of interventions aimed at preventing child sexual abuse. It is likely that these interventions will be most useful as part of wider community initiatives promoting the safety of children, the contents, processes, and outcomes of which must be clearly defined and measured in rigorous evaluation designs.

Furthermore, children’s increased knowledge of abuse should not be seen as a replacement for society’s responsibility to ensure child safety. It must be emphasized that increasing children’s knowledge in this area does not mean they are in any way responsible for abuse, which might then occur by their not being able to apply this knowledge in an actual abuse situation. Even if successful in only a small proportion of situations, given the prevalence of child sexual abuse, it is possible that the skills and knowledge learned in prevention programmes may be of assistance to a considerable number of children.

Focus Groups

SCHOOL FOCUS GROUPS (ALBERT LEA, MN)

BACKGROUND

On June 1, 2016, informal focus groups were conducted at Sibley Elementary School in Albert Lea, Minnesota, to test and gather feedback on the Barbara Sinatra Children’s Center Foundation videos. Four classes of children participated: 2 first grade classes and two fourth grade classes. Each grade was shown the videos appropriate for their respective grade level, and following the viewing session, the classes were asked a series of questions in an open forum format to get their feedback on the videos and subject matter.

Across both groups, the children seem to have found the videos engaging and informative. Even though the children were shown multiple videos at once (approximately 15-20 minutes of viewing time), they held their attention.

FIRST GRADE FOCUS GROUP

Prior to the groups starting, the teacher (Ms. Jones) said that throughout the year, she has been talking to her class about abuse and what the children should do. This preparation and understanding was reflected in the class’s answers.

When asked if they could share what the videos were about, most of the class gave answers indicating that they understood the preventive actions they should take:

“I would tell them it’s about what you do to keep your body safe.”

“Tell your parents.”

“Shout, run and tell!”

“Even if your cousins or friends do that, you should still run and tell.”

The children also conveyed they understood the importance of the topics presented:

“You never want them to happen.”

The subject matter and scenarios presented in the video did not seem to frighten or alarm the children. When asked how they felt after watching the videos, most kids answered “happy,” or “safe.” Also, they did not have questions about the vocabulary used or the scenarios shown.

Universally, the children reacted positively to Lenny and Sara, and to Miss Barbara. They said they could see themselves playing with or being friends with Lenny and Sara.

When asked, most children indicated that they had a trusted adult they could turn to, either a parent or teacher. Some children answered “the police.”

FOURTH GRADE FOCUS GROUP

At first, when the class was asked if someone had talked to them about the topics presented, the class answered “no” almost unanimously. But as the discussion went on, most of the children later expressed that their parents or grandparents had talked to them about these topics.

The kids thought the video was important, and understood the key themes:

“You’ll know what to do if someone abuses you.”

“It’s important because some kids who are being abused don’t know what to do”

When asked about their feelings after watching the video, about half the class said they felt “safe,” and now they know what to do.

However, some children answered that the video made them feel “scared,” “scared and protected,” and “more scared than protected.” This could probably be mitigated with more guided classroom discussion when the videos are formally released. After the focus groups were over, the teacher (Ms. Jensen) had a short talk with the class about where to turn and who to talk to if they needed help.

The children understood the themes and terms used in the video, and there were no questions about the vocabulary used or the scenarios presented.

All of the children said that they found the characters in the video relatable and memorable. Many kids said they could see themselves being friends with Maya and Darius, and viewed Miss Barbara as a counselor or trusted adult.

When asked if they had any questions, the fourth grade class had insightful and serious questions:

“Why would they do it in the first place?”

“What would you do if someone abuses you, and there’s no one around?”

Finally, when asked for closing comments, the children gave positive comments and said that the video should be shared:

“I think the videos are good, and other kids should watch them.”

“I think the video is really important and I’m glad I watched it.”

“Other people should view it, I really like it.”

“It’s important to know. Everybody in the state should know it.”

SCHOOL FOCUS GROUPS (PALM DESERT, CALIFORNIA)

Conducted by Araceli Martinez, MS Psych, IMFT and Hal Gershowitz, Trustee of the Barbara Sinatra Children’s Center

BACKGROUND:

On June 6, 2016, informal focus groups were conducted at Sacred Heart Elementary School in Palm Desert, California, to test and gather feedback on the Barbara Sinatra Children’s Center Foundation videos. Four classes of children participated: 2 second grade classes and two fifth grade classes. Each grade was shown the videos appropriate for their respective grade level, and following the viewing session, the classes were asked a series of questions in an open forum format to get their feedback on the videos and subject matter.

TAKEAWAYS AND OBSERVATIONS:

The students were riveted to the videos. It was also obvious that they all “got it.” There was no confusion about the message, nor was there any hesitancy about what to do about an abusive situation. The students reacted quite favorably to Ms. Barbara. They saw her as someone they could trust and someone who wanted to help protect them.

The students were eager to participate. Virtually all hands went up when they were asked what the video was about. One of the children recited the “Shout! Run! Tell!” rules verbatim. The three-rule message is very effective.

The students pretty uniformly knew what adult they would tell if they experienced an abusive situation. It was also apparent that most of the students had some prior exposure to the message from parents and from Boy Scout and Girl Scout organizations.

The discussion also indicated the existence of a gray area that we anticipated. One child asked about being tickled by a parent in “a private place.”

POINTS TO CONSIDER:

Provide a well-thought-out guidance to teachers and other school personnel when a child’s reaction or participation suggests a likelihood of an abusive situation at home.

The responsiveness of the students was very present, which suggests that the animated messages have been very thoughtfully and professionally prepared and well executed.