Overview of Erin Merryn Law Recommendations and Implementation in WV. Recommendations submitted by the State Task Force on the Prevention of Child Sexual Abuse.

1. Erin Merryn’s Law Task Force
Recommendations
Child Sexual Abuse
Prevention in Schools and
Communities

2. Goals
1. Review prevalence of child sexual abuse in
West Virginia and its impact on schools.
2. Review recommendations from the West
Virginia State Task Force on the Prevention
of Sexual Abuse of Children and their
potential impact on school systems.
3. Provide feedback to inform the direction of
implementation of the recommendations.

3. Task Force 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.

4. 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.

5. Scope of the Problem
Prevalence of child sexual abuse
in West Virginia and its impact on
schools.

6. 1 in 10 children in West Virginia
will be a victim of sexual abuse
by age 18.

7. An overdue conversation
• Child 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.

8. 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.

9. Cost of Abuse
• 2017 WV CACs 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.

10. 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.

13. 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.

14. Adult Responsibility,
Child Empowerment

16. 2017 Task Force Meetings
• Reenergized the Task Force after a brief hiatus
• Reviewed the progress of the Task Force so far
• Received report from the Mandatory Reporting Work Group
on policy recommendations
• Received extensive presentation on the National Perspective
and Framework for child sexual abuse prevention by Dr. Janet
Rosenzweig
• Discussed and Approved the following Policy
Recommendation Areas for further study and development by
Work Groups
• Organized Work Groups and convened their meetings
• Finalized and adopted recommendations.

18. Six Pillars for Prevention
1. Youth Serving
Organizations
2. Healthy Development
3. Healthy Relationships &
Sexuality Education
4. End Demand
5. Sustainable Funds
6. Prevent Initial
Perpetration

19. Recommendation Work Groups
• 5 Work Groups
o Mandated Reporting
o Faculty/Staff Training
o Student Education
o Professional Licensing
o Collaboration and Coordination
• Work Groups made up of Task Force Members and other
interested stakeholders
• Each Work Group met at least once to develop their
policy recommendations

20. Recommendations
West Virginia State Task Force on
the Prevention of Sexual Abuse of
Children

21. 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.

22. 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.

23. 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.

24. Recommendation 4
• Collaborate and coordinate to leverage
resources and identify strategies for the
sustainability of child abuse prevention
approaches and education.

25. 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.

26. Bills Passed!

27. SB 465
• Implements Task Force 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

28. 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.

29. Next Steps

30. 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.

31. 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

32. 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

33. Additional Resources

34. 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.

35. 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.

36. 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.

37. 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.

38. 7/17/2017 © 2016, Prevent Child Abuse Georgia
Stop It Now! Georgia Community Trainer Manual
Page 1
Georgia’sChildSexual Abuse&
Exploitation Prevention
Technical AssistanceResourceGuide
GeorgiaStatewide Human Trafficking Task Force
Work Group 2: Youth Aware & Safe 2017
Guidance for schools and youth-serving
organizations to build their capacity for child
sexual abuse and exploitation prevention.

39. Chapter2
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 advertisinginto
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 examplesonly;thisisnot an
inclusive list of prevention strategies/activities.

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Page 33Georgia’s Child Sexual Abuse & Exploitation Prevention Guide
Chapter3
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., askingfor permission before touching
others and everyone has the right to say “no” to touch. Model this yourself by asking
permission before givinga child ahug and by not commanding children to give hugs to others.
3. Help children understand that touch and physical affection are never asecret.
4. Help children identify more than one adult whom they can ask for help.
Things to consider:
1. Avoid tellingchildren to figure out if atouch is “good,” “bad,” “appropriate,” “inappropriate,”
“safe,” “unsafe,” etc. because they are not developmentally able to make these distinctions.
2. Avoid sayingthat 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.

41. 7/17/2017 © Georgia Statewide Human Trafficking Task Force
Page 33Georgia’s Child Sexual Abuse & Exploitation Prevention Guide
Chapter3
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., askingfor permission before touching
others and everyone has the right to say “no” to touch. Model this yourself by asking
permission before givinga child ahug and by not commanding children to give hugs to others.
3. Help children understand that touch and physical affection are never asecret.
4. Help children identify more than one adult whom they can ask for help.
Things to consider:
1. Avoid tellingchildren to figure out if atouch is “good,” “bad,” “appropriate,” “inappropriate,”
“safe,” “unsafe,” etc. because they are not developmentally able to make these distinctions.
2. Avoid sayingthat 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
Chapter3
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 dealingwith 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 asecret.
Things to consider:
1. When teachingtolerance, 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 sayingthat 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.

42. 7/17/2017 © Georgia Statewide Human Trafficking Task Force
Page 33Georgia’s Child Sexual Abuse & Exploitation Prevention Guide
Chapter3
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., askingfor permission before touching
others and everyone has the right to say “no” to touch. Model this yourself by asking
permission before givinga child ahug and by not commanding children to give hugs to others.
3. Help children understand that touch and physical affection are never asecret.
4. Help children identify more than one adult whom they can ask for help.
Things to consider:
1. Avoid tellingchildren to figure out if atouch is “good,” “bad,” “appropriate,” “inappropriate,”
“safe,” “unsafe,” etc. because they are not developmentally able to make these distinctions.
2. Avoid sayingthat 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
Chapter3
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 meaningof 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 placingresponsibility 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 afamily 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.

43. 7/17/2017 © Georgia Statewide Human Trafficking Task Force
Page 33Georgia’s Child Sexual Abuse & Exploitation Prevention Guide
Chapter3
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., askingfor permission before touching
others and everyone has the right to say “no” to touch. Model this yourself by asking
permission before givinga child ahug and by not commanding children to give hugs to others.
3. Help children understand that touch and physical affection are never asecret.
4. Help children identify more than one adult whom they can ask for help.
Things to consider:
1. Avoid tellingchildren to figure out if atouch is “good,” “bad,” “appropriate,” “inappropriate,”
“safe,” “unsafe,” etc. because they are not developmentally able to make these distinctions.
2. Avoid sayingthat 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
Chapter3
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 reachingout to other adults in their lives and providingthem 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.

44. 7/17/2017 © Georgia Statewide Human Trafficking Task Force
Page 33Georgia’s Child Sexual Abuse & Exploitation Prevention Guide
Chapter3
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., askingfor permission before touching
others and everyone has the right to say “no” to touch. Model this yourself by asking
permission before givinga child ahug and by not commanding children to give hugs to others.
3. Help children understand that touch and physical affection are never asecret.
4. Help children identify more than one adult whom they can ask for help.
Things to consider:
1. Avoid tellingchildren to figure out if atouch is “good,” “bad,” “appropriate,” “inappropriate,”
“safe,” “unsafe,” etc. because they are not developmentally able to make these distinctions.
2. Avoid sayingthat 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
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Chapter3
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 thinkingskills.
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 avictim, witness/bystander, or perpetrator.
2. This work isn’t for everyone. If you are not comfortable talkingabout sexuality, seek
assistance. Students will sense your discomfort and learning will be affected.

45. 7/17/2017 © Georgia Statewide Human Trafficking Task Force
Page 33Georgia’s Child Sexual Abuse & Exploitation Prevention Guide
Chapter3
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., askingfor permission before touching
others and everyone has the right to say “no” to touch. Model this yourself by asking
permission before givinga child ahug and by not commanding children to give hugs to others.
3. Help children understand that touch and physical affection are never asecret.
4. Help children identify more than one adult whom they can ask for help.
Things to consider:
1. Avoid tellingchildren to figure out if atouch is “good,” “bad,” “appropriate,” “inappropriate,”
“safe,” “unsafe,” etc. because they are not developmentally able to make these distinctions.
2. Avoid sayingthat 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.

46. Discussion
• What are you currently doing to address
these goals?
• What is working well? What are the
components that are helping it work well?

47. Discussion
• How do we do more of those things that
work well?
• What is missing?
• Next steps

48. 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
48