Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse presentation.

1. MAKING A DIFFERENCE
Mandate to Report, Responsibility to Prevent
Child Abuse and Neglect
1

2. PURPOSE
This workshop will help mandated
reporters of suspected child abuse and
neglect understand their role and
responsibilities to help protect children
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.
Increased risk for:
• Alcoholism
• Depression
• Domestic
violence
• Drug abuse
• Heart disease
• Liver disease
• School Drop Out
• Smoking
• Suicide attempts
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.

16. Adult Responsibility,
Child Empowerment

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. 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.

21. 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.

22. 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.

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

24. 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.

25. Bills Passed!

26. 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

27. 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.

28. What are some potential
warning signs and indicators?
28

29. 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

30. 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

31. 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

32. 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

33. Mandate to Report
All About Reporting
33

34. Who Must Report
WV Code §49-2-803
• school teachers and other
school personnel
• social service workers
• child care or foster care
workers
• medical, dental or mental
health professionals
• emergency medical services
personnel
• law enforcement officials
• circuit court judges, family
court judges, or magistrates
• humane officers
• members of the clergy
• Christian Science
practitioners
• religious healers
34

35. Additional Mandated Reporters
Who Must Report
Per SB 161 (effective June 8, 2012)
35
• youth camp administrator or counselor
• employee, coach or volunteer of an entity that
provides organized activities for children
• commercial film or photographic print
processor

36. New Requirements
Per SB 465 (effective June 5, 2018)
36
• 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

37. 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."

38. What should you do when a
parent or child discloses?
38

39. 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.
39

40. What to do when a child or adult discloses
suspected abuse or neglect?
40

41. 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?”
41

42. What happens when you make a
report?
42

43. 43

44. 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.
44

45. 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
45

46. 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
46

47. 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.
47

48. 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.
48

49. Responsibility to Prevent
“No epidemic has ever been resolved by
paying attention to the treatment of the
affected individual.”
-- George W. Albee, Ph.D.
49

50. 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
50

51. 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

52. Parental Resilience
What it looks like
Resilience to general life stress
• Hope, optimism, self confidence
• Problem solving skills
• Self care and willingness to ask
for help
• Ability to manage negative
emotions
Managing stress and functioning well when faced with
challenges, adversity and trauma
Resilience to parenting
stress
• Not allowing stress to
interfere with nurturing
• Positive attitude about
parenting and child

53. Everyday actions
• Demonstrate in multiple ways that parents are
valued
• Honor each family’s race, language, culture, history
and approach to parenting
• Encourage parents to manage stress effectively
• Support parents as decision-makers and help build
decision-making and leadership skills
• Help parents understand how to buffer their child
during stressful times
Parental Resilience

54. Questions parents can use:
• What are your dreams for yourself and your family?
• What helps you cope with everyday life?
• What kinds of frustrations do you deal with during
the day?
• How are you able to meet your children’s needs
when you are dealing with stress?
• What are your goals for your family or children in
the next week or month
Parental Resilience

55. Social connections
What it looks like
• Multiple friendships and supportive relationships
with others
• Feeling respected and appreciated
• Accepting help from others, and giving help to
others
• Skills for establishing and maintaining connections
Positive relationships that provide emotional,
informational, instrumental and spiritual support

56. Social connections
Everyday actions
• Help families value, build, sustain and use
social connections
• Create an inclusive environment
• Facilitate mutual support
• Promote engagement in the community and
participation in community activities

57. Social connections
Questions parents can use:
• Who can you call for advice or just to talk?
• How often do you see them?
• Do you have family members or friends
nearby who can help you out once in a while?
• Do you belong to a church, temple, mosque,
women’s group or men’s group?
• Do you have a child in a local pre-school,
school or Head Start program

58. Knowledge of parenting & child development
What it looks like
• Nurturing parenting behavior
• Appropriate developmental expectations
• Ability to create a developmentally supportive environment
for child
• Positive discipline techniques; ability to effectively manage
child behavior
• Recognizing and responding to your child’s specific needs
Understanding child development and parenting strategies that
support physical, cognitive, language, social and emotional
development

59. Knowledge of parenting & child
development
Everyday actions
• Model developmentally appropriate interactions
with children
• Provide information and resources on parenting
and child development
• Encourage parents to observe, ask questions,
explore parenting issues and try out new
strategies
• Address parenting issues from a strength-based
perspective

60. Knowledge of parenting & child
development
Questions parents can use:
• Talk about what your child does best and what you like about your
child.
• Tell me what you like about being a parent of an infant, preschooler,
etc.
• What are some of the things that you find hard about being a parent?
• What works best for your child when he/she is sad, angry or frustrated?
• How have you seen other parents handle the same kinds of behaviors?
• Tell me about the things that worry you about your child.
• How do you encourage your child to explore his/her surroundings, try
new things and do things on his/her own?

61. Concrete support in times of need
What it looks like
• Seeking and receiving support when needed
• Knowing what services are available and how to
access them
• Adequate financial security; basic needs being met
• Persistence
• Advocating effectively for self and child to receive
necessary help
Access to concrete support and services that address a
family’s needs and help minimize stress caused by challenges

62. Concrete support in times
of need
Everyday actions
• Respond immediately when families are in crisis
• Provide information and connections to services
in the community
• Help families to develop skills and tools they need
to identify their needs and connect to supports

63. Concrete support in times
of need
Questions parents can use:
• Identify from the parents’ perspective their most immediate need,
such as staying in their house, keeping a job or paying the heating
bill.
• Look at steps the parents have taken to deal with the problem and
assess how it is or is not working.
• Talk about current connections such as community or other local
resources, faith-based communities, pre-school or school
relationships and pediatricians to name a few.
• Explore the parents’ ability to find ways to access services such as
transportation, encouragement, phone calls and other personal help

64. Social & emotional competence of children
What it looks like
For the parent:
• Warm and consistent
responses that foster a
strong and secure
attachment with the child
• Encouraging and reinforcing
social skills; setting limits
Family and child interactions that help children develop the ability to
communicate clearly, recognize and regulate their emotions and
establish and maintain relationships
For the child:
• Age appropriate self-regulation
• Ability to form and maintain
relationships with others
• Positive interactions with
others
• Effective communication

65. Social & emotional competence of children
Everyday actions
• Help parents foster their child’s social emotional
development
• Model nurturing care to children
• Include children’s social and emotional development
activities in programming
• Help children develop a positive cultural identity and
interact in a diverse society
• Respond proactively when social or emotional
development needs extra support

66. Everyday actions
• When you spend time with your child what do you like to do
together?
• What does your child do when he/she is sad, angry or
tired?
• What are your child’s greatest gifts and talents?
• How do you encourage these talents?
• What do you do when your child does something great?
• What routines do you keep in caring for your young child?
Social & emotional competence of children

69. Next Steps

70. Task Force Next Steps
• Mandated Reporter legislation took effect June 5,
2018.
• Training for incoming principals on updated
Mandated Reporter Requirements at Principal
Leadership Academy
• WV K-12 Health content standards were updated
following 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.

71. Additional Resources

72. 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.

73. 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.

74. 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.

75. 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.

76. 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.

77. 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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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.

79. 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.
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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.

80. 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.
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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.

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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.
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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.

82. 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 37
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.

83. 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.

84. 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.
84

85. 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
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