Childhelp Speak Up Be Safe child abuse prevention curriculum
Core Code Alignment
Child Abuse and Human Trafficking
Child Abuse and Human Trafficking
99000000000: Child Sexual Abuse and Human Trafficking Prevention
Child Abuse and Human Trafficking
99000000000: Child Sexual Abuse and Human Trafficking Prevention
Recommendation
Recommended Limited
Evaluation
CSA for Parents / Guardians did NOT pass
CSA for Adult Serving Youth passed
CSA for Elementary Students passed
Educators Using These Materials
No educators found.
Material Categories
No categories assigned.
Rubric : CSA and HT 2025
Final recommendation published; partial rubric scores available.
Child Sexual Abuse Prevention- Parent/Gua
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| 1. Adherence to Administrative Rule: Administrative rules change frequently, so please make sure to review prior to all submissions. Are instructional materials in compliance with USBE Rule 277-630? | Yes | NA | NA | No | ||
| The IMs are about all forms of child abuse including child sexual abuse and HT Pg 1 rubric, reviewed multiple handouts and guides for compliance. No concerns identified. | ||||||
| 2. Limits of training: Overall, awareness, prevention, and interruption of child sexual abuse and/or human trafficking are the focus of the materials and the training does not expand beyond that focus. Is the main focus of the training on awareness, prevention, and interruption of child sexual abuse and/or human trafficking? | Yes | NA | NA | No | ||
| The entire curriculum is dedicated to child abuse awareness, prevention, and interruption. Links to examples given in | ||||||
| 3. Age-appropriate materials: Overall, the materials are age appropriate and comply with the definition of age appropriate instructional material, as defined by Utah Code 53G-9-207 (a)(I) and (II). Are the materials age appropriate as defined in Utah Code? | YES | NA | NA | NO | ||
| "The material is located online and is broken out by age group and a review of several videos and handouts per grade level appear to be age appropriate." | ||||||
| 4. Prohibited Concepts and Practices: As outlined in Utah Code 53G-9-207, Age appropriate instructional materials does not include materials that: ○ Invites a student to share personal experiences about abuse during instruction; ○ Gives instruction regarding consent described in Utah Code 76-5-406; or ○ Includes sexually explicit languages or depictions Additionally, participants should not be asked to role-play antisocial behavior, such as dividing into pairs where one child takes on the role of an abuser and the other child practices saying no. Do the materials comply with Utah Code 53G-9-207? Do the materials avoid asking students to role-play antisocial behavior? | YES | NA | NA | NO | ||
| Did not see any concerns in the material reviewed. | ||||||
| 5. Sensitivity to prior abuse: Overall, the instructional materials demonstrate a sensitivity and awareness of individuals that may have had prior abuse. Do the materials demonstrate a sensitivity to prior abuse? | YES | NA | NA | NO | ||
| "Yes in the parent handouts and lessons". "reviewed multiple videos and handouts online. | ||||||
| 6. Parent responsibilities: The training materials clearly state that parents are the primary trainers for these subjects and the materials empower the parents to discuss these issues with their children. Parents are also the primary protectors of their children. Materials should contain information to assist parents in ○ Reflecting on their own cultural upbringing, background, and background ○ Becoming educated about how to talk to their children and what to look for, ○ And knowing what to do if they suspect abuse. Parents must act on their commitment to keep their children safe by learning to recognize and respond to inappropriate behaviors around youth before a youth is harmed. Parents must also commit to reporting to the proper authorities if something is disclosed to them by a child. Do the materials clearly state that parents are the primary trainers and protectors of their children? Is information included to train parents to know what to look for, what to say or ask their child, and what to do if they suspect abuse? | YES | NA | NA | NO | ||
| in the facilitator training. In all grades, materials stress that adults are responsible to keep kids safe. spot checked several grade levels. "parent handouts" | ||||||
| 7. Developmental Issues: The materials contain a brief overview of childhood developmental issues is to help adults understand how a child’s developmental stage may affect their understanding of sexual abuse and/or human trafficking. Do the materials contain a brief overview of childhood developmental issues? | YES | NA | NA | NO | ||
| "Yes, in the facilitator training". The Facilitator trainings have a portion about developmental issues. "covered in facilitator training but I don't see it in parent resources" | ||||||
| 8. Community issues: The materials cover examples of issues that may exist in specific communities that may contribute to the prevalence of child sexual abuse and/or human trafficking. Are examples of community issues that contribute to the prevalence of abuse included? | YES | NA | NA | NO | ||
| "Yes, in the facilitator training". "The Facilitator Training Video". covered in facilitator training, but not in parent resources | ||||||
| 9. Appropriate adult behavior: Instruction for parents should help them to teach their children what safe and appropriate adult behavior looks like. Parents should teach their children that: ○ It is the responsibility for adults to keep children safe. ○ Adults have a legal responsibility not to abuse or exploit children and can be punished for doing so. ○ All children have the right to ask an adult to stop behavior that makes them uncomfortable. ○ They can report any behavior that concerns them to a trusted adult ○ Adults should not give gifts to children and expect repayment or something in return. (See minimum guidelines for examples of appropriate and inappropriate adult behavior) Are concepts included that teach parents what appropriate and inappropriate adult behavior looks like? Are examples of appropriate/inappropriate behavior included? | YES | NA | NA | NO | ||
| "Yes, in the facilitator training and lessons" Handout "Important Information for parents" "parent handouts" | ||||||
| 10. Explanation of grooming: The materials should cover the concept of “grooming”. Grooming is a subtle (hard to notice), gradual (slow), and escalating (more and worse over time) process of building “trust” with a child and the child’s parent(s) or other caregivers, when the intent is to hurt or abuse the child. Do materials cover the concept of “grooming”? | YES | NA | NA | NO | ||
| Yes, in the facilitator training "video called ""What is grooming" parent video | ||||||
| 11. Grooming red flags: This section may include activities that help parents recognize “red flags”, such as what an abuser might say or do at different stages in the grooming process. The material should point out how grooming might be hard to recognize at first, that grooming often happens at a gradual pace, and that the red flags may escalate over time. (See examples of grooming in minimum guidelines). Do the materials help parents recognize “red flags” of grooming, how it is difficult to recognize, and how it escalates over time? Are examples of grooming red flags included? | YES | NA | NA | NO | ||
| Yes in parent handout "video called ""What is grooming" parent video | ||||||
| 12. Create a safety plan: The material should include activities to help parents design a safety plan that is clear and concise with their children. Both a physical safety plan (what the physical boundaries are of the child) and verbal safety plan (such as a safe word that a child can say to a parent when the child feels unsafe) and provide various examples on what to do in dangerous situations. (See examples in minimum guidelines.) Are activities included to help parents design both a physical and verbal safety plan? Are examples of creating a safety plan included? | YES | NA | NA | NO | ||
| No, specific reporting laws for Utah are not covered "Handout for parents called ""Developing a Safety Plan with Your Child. parent safety plan video | ||||||
| 13. Mandatory reporting and requirements: The materials should cover the mandatory reporting requirements in Utah, which is that all adults are legally obligated to report any type of suspected child abuse or human trafficking, they must call and report it to the proper authorities. There is an added importance for parents and guardians to report as they are in a position of power and trust and have a responsibility to protect their children. If a parent suspects a child is being (or has been) abused, that person should immediately call Utah’s 24-hour Child Protection Line: 1-855-323-3237. The hotline makes it easy to share concerns about a youth with a trained social worker. A person does not need to be certain abuse has occurred to call. Do the materials cover the mandatory reporting requirements in Utah (Utah Code Sections 53E-G-701)? Is Utah’s 24-hour Child Protection Line (1-855-323-3237) included? | YES | NA | NA | NO | ||
| Yes, in the facilitator training There is a handout that talks about being a mandatory reporter with a link to a website that shows every states requirements, but the link is broken. It is not Utah specific. They do mention the national hotline. "National program - but it does encourage familiarity with the law" | ||||||
| 14. What to expect when you report: The materials should cover the basics of what will happen if the parent needs to make a report. For example, they need to have as much information on hand as possible, including the child’s name, date of birth, address, school or childcare provider, and the nature of the concerns. The system is set up to handle an investigation in a way that considers the well-being of the child/youth. Include a discussion that by following the appropriate steps for reporting, it is more likely that the youth will not be subjected to multiple interviews and the case will remain strong. Do the materials cover the basics of what will happen if a parent makes a report? Is there an included discussion on the importance of following appropriate steps for reporting? | YES | NA | NA | NO | ||
| "in the lessons" Handling disclosures of abuse, including the reporting step, is covered in the facilitator training plus parent information is included. parent training video | ||||||
| 15. Abusers can be anyone: The material should cover that abusers often look and act like everyday people. They can be charming, charismatic, admirable, and respected pillars in the community, workplace, or school. Any adult who has access to youth regularly in private situations has more opportunity to sexually abuse youth. Perpetrators will work to earn trust in an attempt to challenge parents and guardians’ instincts causing them to let down their guard. Parents should be made aware that even other children living in the home or neighborhood can abuse other children. Do the materials cover that child abusers often look and act like everyday people and include examples? Do the materials mention that children can also abuse other children? | YES | NA | NA | NO | ||
| "in the lessons and handouts" Seen in multiple videos by age range. "covered in student lessons" | ||||||
| 16. Abuse can happen anywhere and at any time: The materials should help parents understand that abuse can happen anywhere and at any time. It generally happens in places where it is easy to be alone with a child and when there is some assurance that the abuse will not be seen, discovered, or interrupted by others. There is no specific time of day that abuse happens, although children may be more vulnerable when they are tired or asleep. It is important that parents emphasize safety with their child, but also that is not the child’s fault if they find themself in a place or situation where an adult abuses them. The responsibility falls on the adult who committed the acts and children are in no way to blame. Do the materials help parents understand that abuse can happen anywhere and at any time and include examples? Is it emphasized that the responsibility falls on the adult who committed the acts and children are in no way to blame? | YES | NA | NA | NO | ||
| "Yes, in the facilitator training" Seen in multiple videos by age range. Parent handouts "parent handouts" | ||||||
| 17. Risk factors: Certain traits of behaviors of a child or youth can put them at higher risk of sexual abuse. (See examples of risk factors in minimum guidelines) Are examples given of certain traits or characteristics of children or youth included that are susceptible and at higher risk of abuse? | YES | NA | NA | NO | ||
| "Yes, in the facilitator training" Seen in multiple videos by age range. Parent handouts "parent handouts" | ||||||
| 18. How to react: The materials should discuss concepts regarding how adults should react when they have a suspicion that abuse or trafficking is occurring, or when the youth has disclosed being subjected to abuse. The parents' reaction plays an important part in whether they will continue to trust and confide in the parent. Children will potentially judge themselves “guilty” or “dirty” according to how they feel their parent or guardian perceives them. Parents should not try to shame a child/youth by any conversation or explanation of abuse. It is important to learn what to say and what not to say. Is the importance of how a parent acts when abuse or trafficking is occurring covered in the materials, including what to say and what not to say? | YES | NA | NA | NO | ||
| Yes, in the facilitator training and parent hand outs. "In facilitator training, handouts for parents. parent information | ||||||
| 19. Establishing trust when abuse or trafficking is suspected: The materials should cover ways that parents and guardians can establish trust with a child or youth that they suspect may be experiencing abuse or that has disclosed sexual abuse or human trafficking. (See minimum guidelines for examples of establishing trust when abuse or trafficking is suspected) Do the materials cover ways that parents can establish trust and include examples? | YES | NA | NA | NO | ||
| "Yes, in the facilitator training "Universal module 1 of facilitator training "parent materials" | ||||||
| 20. School policy: Each school has procedures and prevention policies set in place to protect against abuse and/or human trafficking. Parents and guardians should educate themselves on schools’ programs and work closely with school officials to reinforce prevention practices at home. Parents should coordinate efforts to provide a clear and unified discussion of abuse, its terminology and signs, and the proper ways to report when one suspects abuse. Are parents encouraged to educate themselves on their school’s prevention policies on CSA and HT? | YES | NA | NA | NO | ||
| Yes, in parent handouts "In Parent materials there is a ""Discussing Sensitive Topics"" activity. "parent resources - important information for parents. | ||||||
| 21. Minimize risk: The materials should discuss how parents can minimize the risk of abuse with their children. Parents should set clear boundaries and rules and think carefully about the safety of situations. (See the minimum guidelines for examples on actions that adults can take to minimize risk) Are the ways that parents can minimize the risk of abuse including setting clear boundaries and rules discussed, including examples? | YES | NA | NA | NO | ||
| "yes, with parent materials In the parent materials, :Important Information for Parents "important information for parents" | ||||||
| 22. Trust your intuition: The materials should encourage parents to reflect on the situations and behavior of those that are around their children. Parents should consider the following: Does their behavior seem odd? Does it make you feel uncomfortable? Does it seem to happen all the time or too often? Has anyone else commented or noticed? If the answer is yes to any of these questions, then parents should trust their instincts and act by reporting suspicions. Contact law enforcement or child welfare authorities who will then open an investigation. Reporting may save the life of a child. Do materials encourage parents to reflect on situations and behavior of those that are around their children? | YES | NA | NA | NO | ||
| "In the videos Discussing sensitive topics and Healthy Relationships "discussing sensitive topics with children | ||||||
| 23. Set and respect family boundaries: Parents should intentionally make clear family rules and boundaries. All members of the family should know that everyone in the family has rights to privacy in dressing, bathing, sleeping, and other personal activities. If anyone does not respect these rights, the parent should clearly tell them the family rules and monitor to make sure those rules are honored. The parent should also continue to check with their children that those rules are being followed by others in the home. Are parents educated about the importance of family boundaries around dressing, bathing, sleeping and other personal activities? | YES | NA | NA | NO | ||
| "Parent materials in the LMS, including ""Important Information for Parents about Child Abuse"" and ""Risk and Protective Factors." "risk and protective factors for parents | ||||||
| 24. Right to say no: The materials should help parents know how to teach their child that they have the right to say no in any situation that makes them feel unsafe or uncomfortable. For example, they can teach the right to say no when anyone wants to touch anywhere normally covered by a swimming suit. Parents should explain that doing this will not get them in trouble. Parents should teach their children about “bad secrets” and the difference between a surprise and a secret. Parents should understand how to empower their children with the right to privacy and to say no, but pair it with the understanding that adults are the ones responsible for addressing and correcting behavior of others. Do the materials help parents know how to teach their children that they have the right to say no in unsafe or uncomfortable situations? Does the material cover teaching children about “bad secrets” and the difference between a surprise and a secret? | YES | NA | NA | NO | ||
| Yes, in the parent handouts Take-home parent information sheets included with lessons. parent handouts from lessons | ||||||
| 25. Communication: The materials should help empower parents and guardians to talk to youth about sexual abuse with clarity and confidence and in a trauma-informed way. The materials should provide opportunities to allow parents to practice what to say and to help prepare for these conversations. Also, make explicit that the parent needs to make sure that their children know the words they need to describe situations that make them feel uncomfortable. Do the materials empower parents to talk to youth about sexual abuse with clarity and confidence and in a trauma-informed way? Are there opportunities for parents to practice? Is the importance of using correct words to explain abuse explicitly mentioned? | YES | NA | NA | NO | ||
| Yes, in parent handouts "Take-home parent information sheets included with lessons. "parent handouts with lessons | ||||||
| 26. Teach children why they should report: The materials should help parents have the ability to articulate to their child the reasons that telling an adult is important. Telling a parent who can help about suspected abuse can lead to protecting the person who may be experiencing abuse. No one deserves to be abused or afraid. Do the materials help parents have the ability to articulate to their child the reasons that telling an adult is important? | YES | NA | NA | NO | ||
| "Other numbers are given not specific to Utah in parent handouts "Take-home parent information sheets included with lessons. "parent resources" | ||||||
| 27. Reporting: The materials should include that if anyone suspects a child is being (or has been) abused or trafficked, that person should immediately call the proper authorities. They should cover how the parent can report abuse or trafficking if they suspect it is occurring. For example, the parent should call law enforcement and Utah’s 24-hour Child Protection Line 1-855-323-3237. The national human trafficking hotline is 888-373-7888. Do the materials include that if abuse or trafficking is occurring the proper authorities should immediately be called? Are resources for reporting included? | YES | NA | NA | NO | ||
| parent resources | ||||||
| 28. Requirements for Clergy: The materials will cover the responsibility that clergy have for reporting information about abuse. Utah statute 80-2-602 (4)(a) requires that when a member of the clergy receives information about abuse or neglect from any source other than confession of the perpetrator, the member of the clergy is required to report the information, even if the member of the clergy also received information about the abuse or neglect from the confession of the perpetrator. Do the materials cover the responsibility that clergy have for reporting abuse? | YES | NA | NA | NO | ||
| The material talks about it is the responsibility of everyone to speak up, but it does not talk about Utah law or clergy specifically." not included specifically for clergy but does say all adults | ||||||
| 2.1 Consistency with the law: Do the materials demonstrate an understanding of Utah Code as it applies to providing sexual abuse materials to students? Are the materials consistent with Utah Code 53E-9-302 and the code related to child sexual abuse prevention instructional materials? | YES | NA | NA | NO | ||
| "Yes, in the facilitator training, lessons, and parents handouts | ||||||
| 2.2 Sexual misconduct: The materials cover, in an age-appropriate way, that any sexual act towards a child is not safe or appropriate, whether it is done by an adult towards a child or by a child towards another child. There are situations where the child may not feel uncomfortable, but it is still considered abuse. The material should focus on the inappropriate behavior of the sexual act and not the feelings generated in the child to define abuse or inappropriate interactions. Do the materials cover the concept that any sexual act towards a child is not safe or appropriate, no matter if it is done by an adult or another child? Does the material focus on the inappropriate behavior of the sexual act and not the feelings of the child? | YES | NA | NA | NO | ||
| "The facilitator Module I training covers it, as well as, each grade level covers at an age specific level. parent resources | ||||||
| 2.3 Define the concept of sexual abuse: The materials define sexual abuse. Sexual abuse is defined in Utah Code Section 80-1-102 and includes acts or attempted acts of sexual intercourse, sodomy, incest, or molestation by an adult directed towards a child. It also includes acts or attempted acts by a child towards another child under certain conditions defined in the law. Do the materials define sexual abuse as defined in Utah Code Section 80-1-102? | YES | NA | NA | NO | ||
| Yes, in the facilitator training "trainer module I, and in handouts for parents" parent resources | ||||||
| 2.5 Effects of sexual abuse: The materials should cover that sexual abuse is extremely prevalent and can cause many different physical and mental health problems. The effects of sexual abuse are numerous and widespread. Survivors report increased likelihood of substance abuse and mental health issues. The side effects include increased risk of suicide and eating disorders. Both male and female survivors are more likely to engage in prostitution and many report a loss of their innocence and lifelong, devastating emotional effects, carrying shame throughout their life. Does the material cover the prevalence and widespread effects of sexual abuse including increased likelihood of physical and mental health issues? | YES | NA | NA | NO | ||
| "Yes, in parent handouts "Training Module I " "the child abuse epidemic" in facilitator training but cannot locate in parent resources | ||||||
| 2.6 Practice saying no: Parents should remind children that they have the right to say no in any situation that makes them feel unsafe or uncomfortable and have them practice saying no. Are parents reminded to teach children that they have the right to say no in any situation that makes them feel unsafe or uncomfortable? | YES | NA | NA | NO | ||
| "Yes, in parent handouts" Take home parent information sheets included with lessons parent resources | ||||||
| 2.7. Abuse can affect anyone: The materials should help parents understand that abuse can and does happen to anyone regardless of age, gender, race, etc. Most often an abuser is someone the child knows and trusts. Do the materials help parents understand that abuse can and does happen to anyone and that most often an abuser is someone the child knows and trusts? | YES | NA | NA | NO | ||
| yes in parents materials "Facilitator module 1 and parent lessons by age." parent resources | ||||||
| 2.8 Children who have been abused are not at fault: The materials should help parents to understand that children who have been sexually abused may likely feel the abuse is somehow their fault and that they brought it on themselves or encouraged it in some way. It is important to teach the child that the responsibility falls on the adult who committed the acts and that as children they are in no way to blame for these terrible acts. Do the materials help parents understand that children who have been sexually abused may likely feel the abuse is somehow their fault? | YES | NA | NA | NO | ||
| "Discussed in facilitator module I and is the foundational concept #5 for children" parent resources | ||||||
| 2.9 Facts regarding child sexual abuse: Materials should state the following facts regarding child sexual abuse in order to diffuse common misconceptions that are common/prevalent. The materials must include (but are not limited to) all of the following: ○ Fact: Prevention efforts are effective in stopping child sexual abuse and by learning the facts, parents can make a difference. ○ Fact: An abuser is generally someone the family knows and trusts; someone who has easy and consistent access to the youth. ○ Fact: Adults miss opportunities to prevent CSA because of misinformation and confusing stereotypes. Anyone can be perpetrators of sexual abuse, regardless of social status, ethnicity, race, or creed. In addition, both male and female adults sexually abuse children, and even children can sexually abuse other children. ○ Fact: Most people who have experienced abuse do not become abusers. Are all of the required facts about child sexual abuse included in the curriculum? | YES | NA | NA | NO | ||
| Yes, in the facilitator training Universal module/facilitator" | ||||||
| 2.10 Signs of abuse: The materials should cover signs that a youth may exhibit if they are a victim of abuse. A child exhibiting many of these signs could be experiencing other stressors that are affecting their well-being, such as divorce or bullying. However, if a parent or guardian is witness to a combination of these signs, they should pay close attention and make sure to talk about these things with their child immediately. (See minimum guidelines for examples of behavioral and physical signs of abuse) Are there examples of behavioral and physical signs that a youth may exhibit if they are a victim of abuse? | YES | NA | NA | NO | ||
| "Universal Module 1 of the facilitator training." parent resources | ||||||
| 2.11 Human trafficking: The materials generally cover that human trafficking is a form of abuse and modern-day slavery in which traffickers use force, fraud, or coercion to control victims for the purpose of engaging in commercial sex acts or labor services. These crimes include digital trafficking, including the production and distribution of photographs, videos, and other media of underage victims through online social networks, and could also include sexting. If the materials are only meant to cover child sexual abuse, they should state that there is more in-depth training available for parents regarding human trafficking issues. Do the materials generally cover that human trafficking is a form of abuse and modern-day slavery, including examples? If the materials are only meant to cover CSA, do they state that there is more in-depth training available for parents regarding human trafficking? | YES | NA | NA | NO | ||
| "Human Trafficking Prevention Curriculum sorted by age range" | ||||||
Child Sexual Abuse Prevention-Adult Serving Y
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| 1. Adherence to Administrative Rule: The instructional materials must be in compliance with Utah State Board of Education Administrative Rule 277-630 Child Sex Abuse and Human Trafficking Prevention Training and Instruction. This Rule may be updated from time to time as Utah statute changes, so please make sure to review and be in compliance with all requirements prior to submissions. Are the materials in compliance with USBE Administrative Rule 277-630? | YES | NA | NA | NO | ||
| Reviewed the trainer module i and multiple videos and handouts by age ranges. Did not see any concerns. | ||||||
| 2. Limits of training: Overall, the materials focus on awareness, prevention, and interruption of child sexual abuse and/or human trafficking. This includes covering examples of child vulnerabilities that may render a child more susceptible to child sexual abuse and/or human trafficking. The training materials clearly state that parents and caregivers are the primary source of information for their children regarding issues related to child sexual abuse and human trafficking, but other significant adults in a child’s life can also provide protection. The materials should help adults understand best practices when talking about child sexual abuse and human trafficking prevention with students. Is the main focus of the training on awareness, prevention, and interruption of child sexual abuse and/or human trafficking? Does the training clearly state that parents and caregivers are the primary source of information for their children? Do the materials help adults understand best practices when discussing CSA and HT? | YES | NA | NA | NO | ||
| The material covers all types of abuse, not just sexual abuse. However, it clearly covers the requirements of child sex abuse training and Human Trafficking components. | ||||||
| 3. Age-appropriate materials: Overall, the materials are age appropriate and comply with the definition of age appropriate instructional material, as defined in Utah Code 53G-9-207 (a)(I) and (II). Do the materials comply with Utah Code 53G-9-207 (a)(I) and (II)? | YES | NA | NA | NO | ||
| The material is broken out by age, and each age section appears appropriate for that age range. | ||||||
| 4. Prohibited Concepts and Practices: As outlined in Utah Code 53G-9-207, Age-appropriate instructional material does not include materials that: ● invites a student to share personal experiences about abuse during instruction; ● gives instruction regarding consent as described in Utah Code 76-5-406; or ● includes sexually explicit language or depictions. Additionally, participants should not be asked to role-play antisocial behavior, such as dividing into pairs where one child takes on the role of an abuser and the other child practices saying no. Do the materials align with Utah Code 53G-9-207 and 76-5-406? Do the materials avoid asking students to role-play antisocial behavior? | YES | NA | NA | NO | ||
| Did not see any concerns or non-compliance with the law. | ||||||
| 5. Sensitivity to prior abuse: Overall, the instructional materials demonstrate a sensitivity and awareness of individuals that may have had prior abuse. Do the materials demonstrate a sensitivity to prior abuse? | YES | NA | NA | NO | ||
| The material appears to be trauma informed. Reviewed several videos in different age ranges, parent videos. | ||||||
| 6. Adult responsibilities: The materials should cover that every adult is responsible for the safety of children. If someone approaches a child in a sexual or abusive way, adults are the ones who need to react responsibly to help prevent and recognize abuse. Youth shouldn’t have the burden of preventing sexual abuse by themselves. Sometimes adults can miss critical opportunities to prevent child sexual abuse because they do not know what to look for, say, and do. By becoming educated, ASYs can make the world a safer place for children. It is also important for adults to recognize that most perpetrators of abuse are within the child's family or close circle. Because of this, children often turn to other trusted adults for help. It is not the adult’s responsibility to investigate or prove abuse, only to report suspected abuse. Do the materials appropriately cover adult responsibilities for the safety of children regarding sexual abuse? | YES | NA | NA | NO | ||
| This is covered in the facilitator module i and in the parent handouts. consistently throughout materials | ||||||
| 7. Self-Reflection: The materials contain activities that help adults reflect on their own reflect on their own background, experiences, and cultural upbringing about child sexual abuse and/or human trafficking, as they prepare to learn more about these concepts. Do the materials contain activities to assist with adult self-reflection? | YES | NA | NA | NO | ||
| Facilitator training Universal Module 1 includes guide to being prepared for student questions and disclosures; Universal Module 3 includes discussion of modeling appropriate behaviors. "facilitator training" | ||||||
| 8. Developmental Issues: The materials contain a brief overview of childhood developmental issues to help adults understand how a child’s developmental stage may affect their understanding of sexual abuse and/or human trafficking. Is there a brief overview of childhood developmental issues related to CSA and/or HT? | YES | NA | NA | NO | ||
| Universal Module 1 includes an in-depth section on "Child Abuse Types, Risks, and Signs." "facilitator training." | ||||||
| 9. Community issues: The materials cover examples of issues that may exist in specific communities that may contribute to the prevalence of child sexual abuse and/or human trafficking. Are examples included of community issues that may contribute to prevalence of CSA and/or HT? | YES | NA | NA | NO | ||
| Universal Module 1 In the facilitator training | ||||||
| 10. Appropriate adult behavior: Instruction for adults should help them conceptualize what safe and appropriate adult behavior looks like and ensure that they have appropriate boundaries with children. It is the responsibility for adults to keep children safe. Adults have a legal responsibility not to abuse or exploit children and can be punished for doing so. Modeling appropriate adult behavior for their children is a preferred method of teaching. All children have the right to ask an adult to stop behavior that makes them uncomfortable and that they can report any behavior that concerns them to a trusted adult. Adults should not give gifts to children and expect repayment or something in return. (See minimum guidelines for examples of appropriate and inappropriate adult behavior) Do the materials help adults conceptualize what safe and unsafe adult behavior is, and that they must have appropriate boundaries with children? Do the materials cover examples of appropriate and inappropriate adult behavior? | YES | NA | NA | NO | ||
| Facilitator Module 1 video "facilitator training and in student materials" | ||||||
| 11. Explanation of grooming: The materials should cover the concept of “grooming”. Grooming is a subtle (hard to notice), gradual (slow), and escalating (more and worse over time) process of building “trust” with a child and the child’s parent(s) or other caregivers, when the intent is to hurt or abuse the child. Do the materials cover the concept of “grooming”? | YES | NA | NA | NO | ||
| With attention to age-appropriate instruction, lessons in elementary grades teach signs of grooming; facilitator training explains grooming in-depth. In the facilitator training | ||||||
| 12. Grooming red flags: This section may include activities that help adults recognize “red flags”, such as what an abuser might say or do at different stages in the grooming process. The material should point out how grooming might be hard to recognize at first, that grooming often happens at a gradual pace, and that the red flags may escalate over time. (See minimum guidelines for examples of grooming red flags) Are activities included to help adults recognize grooming “red flags”? Does the material point out how grooming may be hard to recognize at first but escalates over time? | YES | NA | NA | NO | ||
| Facilitator training explains grooming in-depth; videos about grooming (one for adults plus animation to watch with kids). "facilitator training" | ||||||
| 13. Create a safety plan: There may be times when it is appropriate for adults to help parents design a safety plan that is clear and concise for their children. The safety plan should cover both a physical safety plan (what the physical boundaries are of the child) and verbal safety plan (such as a safe word the child can say to a parent when the child feels unsafe) and provide various examples on what to do in dangerous situations. The materials should cover the essential elements of a safety plan and an example of a safety plan. (See minimum guidelines for examples of elements of safety plans) Do the materials cover the essential elements of both physical and verbal safety plans and include examples? | YES | NA | NA | NO | ||
| In the child-facing lessons of the curriculum, safety planning is done by facilitators directly with students; parents are encouraged to be involved with their children's safety planning. In the facilitator training, adults are directed to know their state laws for reporting. "facilitator and parent resources" | ||||||
| 14. Mandatory reporting and requirements: The materials should cover the mandatory reporting requirement in Utah, which is that all adults are legally obligated to report any type of suspected child abuse, not just teachers, social workers, or police. Anyone that suspects any type of child abuse or human trafficking must call and report it to the proper authorities. There is an added importance for adults who work in schools to report as they are in a position of power and trust and have a responsibility to protect children. Adults working in education do not need to obtain approval from an administrator prior to calling and reporting information. The mandatory reporting requirement is described in Utah Code Sections 53E-6-701- Mandatory reporting of physical or sexual abuse of students. An adult that suspects a child is being (or has been) abused should immediately call Utah’s 24-hour Child Protection Line: 1-855-323-3237. The hotline makes it easy to share concerns about a youth with a trained social worker. A person does not need to be certain abuse has occurred to call. Do the materials adequately cover the mandatory reporting requirement in Utah? | YES | NA | NA | NO | ||
| In the facilitator training. covered for federal and facilitators encouraged to become familiar with state requirements | ||||||
| 15. What to expect when you report: The materials should cover the basics of what will happen when an adult makes a report of child abuse or human trafficking. For example, they need to have as much information on hand as possible, including the child’s name, date of birth, address, school or childcare provider, and the nature of the concerns. The system is set up to handle an investigation in a way that considers the well-being of the child/youth. Include a discussion that by following the appropriate steps for reporting, it is more likely that the youth will not be subjected to multiple interviews and the case will remain strong. Also, make adults aware that a person who reports abuse will not have any legal right to further details about what happens with the information or investigation following the report. Do the materials cover the basics of what will happen when an adult makes a report of child abuse or human trafficking? | YES | NA | NA | NO | ||
| The section labeled How to handle disclosures. The material talks in general as to what may occur when abuse is reported. It is not Utah specific. In the facilitator training | ||||||
| 16. Abusers can be anyone: The materials should cover that child abusers often look and act like everyday people. They can be charming, charismatic, admirable, and respected pillars in the community, workplace, or school. They can also be people that use their positions of power and trust to get close to children in order to abuse them. Any adult who has access to youth regularly in private situations has more opportunity to sexually abuse youth. All reports of sexual misconduct should be taken seriously. Abusers can be a family member, relative, friend, neighbor, co-worker, community leader, celebrity, teacher, coach, clergy or church leader. Perpetrators will work to earn trust in an attempt to challenge parent’s and guardian’s instincts, causing them to let down their guard. They are methodical in their efforts to keep up the image they have worked to create. Adults should also be made aware that children can abuse other children. It can happen with children who are the same age, but more often happens when other children are older and therefore have more power and control over younger children. Does the curriculum adequately describe how abusers can be anyone, including other children, and include examples? | YES | NA | NA | NO | ||
| Handout to Parents called Important Information for Parents, Training Module I has lessons and scenarios. In the facilitator training | ||||||
| 17. Abuse can happen anywhere and at any time: The materials should help adults understand that abuse can happen anywhere and at any time. It generally happens in places where it is easy to be alone with a child and when there is some assurance that the abuse will not be seen, discovered, or interrupted by others. It can happen anywhere, such as in the child’s home, a friend’s home, at school, outside, in a car, bathroom or locker room, locked room, in dark areas or areas protected from view, etc. There is no specific time of day that abuse happens, although children may be more vulnerable when they are tired or asleep. It is important that adults understand that it is not the child’s fault if they find themself in a place or situation where an adult abuses them. The responsibility falls on the adult who committed the acts and children are in no way to blame. Do the materials help adults understand that abuse can happen anywhere and at any time? Including examples? | YES | NA | NA | NO | ||
| Training Module I, handouts to parents In the facilitator training | ||||||
| 18. Risk factors: Certain traits or behaviors of a child or youth can put them at higher risk of sexual abuse. (See minimum guidelines for examples of risk factors of sexual abuse for children or youth) Are traits or behaviors that can put youth at higher risk of sexual abuse discussed, including examples? | YES | NA | NA | NO | ||
| training module I. In the facilitator training | ||||||
| 19. How to react: The materials should discuss concepts regarding how adults should react when they have a suspicion that abuse or trafficking is occurring, or when the youth has disclosed being subjected to abuse. When a child or youth discloses sexual abuse or potential trafficking, the adult’s reaction plays an important part in whether they will continue to trust and confide in the adult. Children will pick up on everything from mannerisms to attentiveness (or lack thereof), and potentially judge themselves “guilty” or “dirty” according to how they feel the adult perceives them. Adults should try not to shame a child/youth by any conversation or explanation of abuse. It is important to learn what to say, and what not to say. Adults should actively listen as the child or youth shares their experiences and ask themselves if they are showing care and a belief in what the child is sharing. Does the curriculum discuss how an adult should and should not act when they have a suspicion that abuse or human trafficking is occurring? | YES | NA | NA | NO | ||
| training module I has a section on how to handle disclosures. "facilitator training - how to handle disclosures of abuse" | ||||||
| 20. Establishing trust when abuse or trafficking is suspected: The materials should cover ways that adults can establish trust with a child or youth that they suspect may be experiencing abuse or that has disclosed sexual abuse or human trafficking. (See minimum guidelines for examples of establishing trust) Do the materials include ways that adults can establish trust with a child or youth including examples? | YES | NA | NA | NO | ||
| training module I has a section on how to handle disclosures. In the facilitator training | ||||||
| 21. School policy: Each school has procedures and prevention policies set in place to protect against abuse and/or human trafficking. Adults that work in schools should educate themselves on schools’ policies and work closely with school officials and parents to reinforce prevention practices. Are adults encouraged to educate themselves on the school’s policy and work closely with school officials? | YES | NA | NA | NO | ||
| facilitator training module I | ||||||
| 22. Minimize risk: The materials should discuss how adults can minimize the risk of abuse of children. Adults should set clear boundaries and rules and think carefully about the safety of situations. (See minimum guidelines for examples of actions adults can take to minimize risk) Do the materials discuss how adults can minimize the risk for abuse of children? | YES | NA | NA | NO | ||
| Facilitator training section on "role of Adults" In the facilitator training | ||||||
| 23. Trust your intuition: The materials should encourage adults to reflect on situations and behavior of other adults that are around students. Adults should consider the following: Does the other adult’s behavior seem odd? Does it make you feel uncomfortable? Does it seem to happen all the time or too often? Has anyone else commented or noticed? If the answer is yes to any of these questions, then adults should trust their instincts and act by reporting suspicions. Contact law enforcement or child welfare authorities who will then open an investigation. Reporting may save the life of a child. Do the materials encourage adults to reflect on situations and behavior of other adults that are around students? | YES | NA | NA | NO | ||
| Facilitator training section on "role of Adults" In the facilitator training and in the lessons | ||||||
| 24. Right to say no: The materials should help adults understand that children have the right to set physical boundaries and say no in any situation where any kind of touch makes them feel unsafe or uncomfortable. Unless it is a safety situation where the student puts themself or other students at risk, adults should honor when a child declines to be touched. Also, only adults trained in the proper use of restraint may use any type of restraint with a student. Adults should also understand how to empower children with the right to privacy (such as in bathrooms) and to say no when they are uncomfortable, but pair it with the understanding that the adults are the ones responsible for addressing and correcting behavior of others. Do the materials help adults understand that children have the right to set physical boundaries and to say no in any situation where any kind of touch makes them feel unsafe or uncomfortable? | YES | NA | NA | NO | ||
| Lessons about rule #3, I have choices. | ||||||
| 25. Communication: The materials should help adults talk to youth about sexual abuse with clarity and in a trauma-informed way. All prevention efforts are strengthened by the reinforcement of prevention concepts. The materials should provide opportunities to allow adults to practice what to say and to help prepare them for potential conversations with children who may be experiencing abuse. Do the materials help adults talk to youth about sexual abuse with clarity and in a trauma-informed way? | YES | NA | NA | NO | ||
| handout called Discussing Sensitive Topics. In the facilitator training and in the lessons | ||||||
| 26. Teach children why they should report: The materials should help adults have the ability to articulate to a child the reasons that telling an adult is important. Telling an adult who can help about suspected abuse can lead to protecting the person who may be experiencing abuse. No one deserves to be abused or afraid. Do the materials assist adults with the ability to articulate to a child the reasons that telling an adult is important? | YES | NA | NA | NO | ||
| rule #4, "Tell someone it is impressed that speaking up can stop the abuse, get help, and possibly prevent abuse from happening to others. In the facilitator training | ||||||
| 27. Reporting: The materials should include that if an adult suspects a child is being (or has been) abused or trafficked, that person should immediately call the proper authorities. They should also cover how the adult can report abuse or trafficking if they suspect it is occurring. For example, the adult should call law enforcement and Utah’s 24-hour Child Protection Line: 1-855-323-3237. The national human trafficking hotline is 888-373-7888. Is it clear for adults what to do if it is suspected that a child is being (or has been) abused or trafficked? | YES | NA | NA | NO | ||
| section called Mandatory Reporting and the facilitator module I. "facilitator training - how to handle disclosures" | ||||||
| 2.1 Consistency with the law: The materials demonstrate an understanding of Utah code as it applies to providing child sexual abuse prevention instructional materials to students. The materials also do not have inconsistencies with Utah’s laws in regard to child sexual abuse (Utah Code 53E-9-302) or the code related to child sexual abuse prevention instructional materials. Do the materials demonstrate an understanding of Utah code? Are the materials consistent with Utah Code 53E-9-302? | YES | NA | NA | NO | ||
| It is consistent with Utah Law even though it does not specifically mentioned. In the facilitator training | ||||||
| 2.2 Sexual misconduct: The materials cover the definition of sexual misconduct, as well as the concept that any sexual act towards a child is not safe or appropriate, whether it is done by an adult towards a child or by a child towards another child. There are situations where the child may not feel uncomfortable, but it is still considered abuse. The material should focus on the inappropriate behavior of the sexual act and not the feelings generated in the child to define abuse or inappropriate interactions. Do the materials cover the definition of sexual misconduct and a discussion that even if the child is not uncomfortable, it is still abuse? | YES | NA | NA | NO | ||
| facilitator Module I "signs of sexual abuse" "facilitator training" | ||||||
| 2.3 Define the concept of sexual abuse: The materials define sexual abuse. Sexual abuse is defined in Utah Code, section 80-1-102 and includes acts or attempted acts of sexual intercourse, sodomy, incest, or molestation by an adult directed towards a child. It also includes acts or attempted acts by a child towards another child under certain conditions defined in the law. Do the materials define sexual abuse in alignment with Utah Code section 80-1-102? | YES | NA | NA | NO | ||
| facilitator Module I "signs of sexual abuse" | ||||||
| 2.4 Appropriate physical contact: The materials talk about what is appropriate, acceptable physical contact with children, and helps adults understand the types of boundaries that need to be in place at the school. The materials also give adults the language to explain this to children and opportunities to practice explaining it to children. Example: The private parts of your body are the parts of the body that are covered by a bathing suit and these parts should never be touched by an adult at school unless medically necessary. ● Safe touch: Anything that makes us feel happy and comfortable. Examples include holding hands with friends, sharing meals, warm hugs from loving parents or friends. ● Unsafe touch: Anything that leaves us feeling unsafe, confused, or uneasy or uncomfortable. Unsafe touch can also sometimes feel “good” to the child; however, it is still important to share with a trusted adult if there is touching on private parts of the body or touches that someone tells you to keep secret. Do the materials cover what is appropriate, acceptable physical contact with children? Are adults given the language to explain this to children and include opportunities to practice explaining? | YES | NA | NA | NO | ||
| Facilitator training, and then it is covered by grade level in the lessons. parents are encouraged to be a part of the trainings. In the facilitator training. "included in lessons and facilitator materials" | ||||||
| 2.5 Effects of sexual abuse: The materials should cover that sexual abuse is extremely prevalent and can cause many different physical and mental health problems. The effects of sexual abuse are numerous and widespread. Survivors report increased likelihood of substance abuse and mental health issues. The side effects include increased risk of suicide and eating disorders. Both male and female survivors are more likely to engage in prostitution and many report a loss of their innocence and lifelong, devastating emotional effects, carrying shame throughout their life. Do the materials address the effects of sexual abuse and include examples? | YES | NA | NA | NO | ||
| facilitator Module I "signs of sexual abuse" In the facilitator training. "child abuse epidemic - facilitator training | ||||||
| 2.6 Abuse can affect anyone: The materials should help adults understand that abuse can and does happen to anyone regardless of age, gender, race, etc. Most often an abuser is someone the child knows and trusts. Is the fact that abuse can affect anyone covered in the curriculum? | YES | NA | NA | NO | ||
| facilitator Module I "signs of sexual abuse" In the facilitator training and the lessons. | ||||||
| 2.7 Children who have been abused are not at fault: The materials should help adults understand that children who have been sexually abused may likely feel the abuse is somehow their fault and that they brought it on themselves or encouraged it in some way. It is important to teach the child that the responsibility falls on the adult who committed the acts and that as children they are in no way to blame for these terrible acts. Do the materials help adults understand the importance of teaching children that they are in no way to blame for sexual abuse? | YES | NA | NA | NO | ||
| facilitator Module I "signs of sexual abuse" "covered in many places in both lessons and facilitator materials" | ||||||
| 2.8 Facts regarding child sexual abuse: Materials should state the following facts regarding child sexual abuse in order to diffuse common misconceptions that are common/prevalent. The materials must include (but are not limited to) all of the following facts: ○ Fact: Prevention efforts are effective in stopping child sexual abuse and by learning the facts, parents can make a difference. ○ Fact: An abuser is generally someone the family knows and trusts; someone who has easy and consistent access to the youth. The idea that the perpetrator is a “stranger lurking in a dark alley” is most often not the case. ○ Fact: Adults miss opportunities to prevent child sexual abuse because of misinformation and confusing stereotypes. Sexual abuse can happen to any child. Anyone can be perpetrators of sexual abuse, regardless of social status, ethnicity, race, or creed. In addition, both male and female adults sexually abuse children, and even children can sexually abuse other children. ○ Fact: Most people who have experienced abuse do not become abusers. Do the materials include all of the required facts regarding child sexual abuse? | YES | NA | NA | NO | ||
| facilitator Module I "signs of sexual abuse" In the facilitator training | ||||||
| 2.9 Signs of abuse: The materials should cover signs that a youth may exhibit if they are a victim of abuse. A child exhibiting many of these signs could be experiencing other stressors that are affecting their well-being, such as divorce or bullying. However, if an adult witnesses a combination of these signs, they should pay close attention and, if appropriate, immediately report them to the parent or the proper authorities. (See minimum guidelines for examples of behavioral and physical signs of abuse) Do the materials cover signs that a youth may exhibit if they are a victim of abuse? | YES | NA | NA | NO | ||
| facilitator Module I "signs of sexual abuse" In the facilitator training | ||||||
| 2.10 Human Trafficking: The materials generally cover that human trafficking is a form of abuse and modern-day slavery in which traffickers use force, fraud, or coercion to control victims for the purpose of engaging in commercial sex acts or labor services against his/her will. These crimes include digital trafficking, including the production and distribution of photographs, videos, and other media of underage victims through online social networks, and could also include sexting. If the materials are only meant to cover child sexual abuse, they should state that there is more in-depth training available regarding human trafficking issues. Is human trafficking defined in the curriculum? If the materials are only meant to cover child sexual abuse, is there a statement that there is more in-depth training available regarding human trafficking issues? | YES | NA | NA | NO | ||
| Lessons are grouped by age range. "human trafficking courses included in materials | ||||||
Child Sex Abuse Prevention-Elementary Student
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| 1. Adherence to Administrative Rule: The instructional materials must be in compliance with Utah State Board of Education Administrative Rule 277-630 Child Sex Abuse and Human Trafficking Prevention Training and Instruction. This Rule may be updated from time to time as Utah statute changes, so please make sure to review and be in compliance with all requirements prior to submissions. Are the materials in compliance with USBE Administrative Rule 277-630? | YES | NA | NA | NO | ||
| Child sexual abuse is one of the main topics included in the boarder topic of child abuse. Review the facilitator training. Selected various age range videos and handouts. | ||||||
| 2. Limits of training: Overall, the materials focus on awareness, prevention, and interruption of child sexual abuse and/or human trafficking and the training does not expand beyond that focus. Is the main focus of the training on awareness, prevention, and interruption of child sexual abuse and/or human trafficking? | YES | NA | NA | NO | ||
| throughout | ||||||
| 3. Age-appropriate materials: Overall, the materials are age appropriate and comply with the definition of age appropriate instructional material, as defined in Utah Code 53G-9-207 (a)(I) and (II). Do the materials comply with Utah Code 53G-9-207 (a)(I) and (II)? | YES | NA | NA | NO | ||
| Material is separated by age range and appears age appropriate. | ||||||
| 4. Prohibited Concepts and Practices: As outlined in Utah Code 53G-9-207, Age-appropriate instructional material does not include materials that: ● invites a student to share personal experiences about abuse during instruction; ● gives instruction regarding consent as described in Utah Code 76-5-406; or ● includes sexually explicit language or depictions. Additionally, participants should not be asked to role-play antisocial behavior, such as dividing into pairs where one child takes on the role of an abuser and the other child practices saying no. Do the materials align with Utah Code 53G-9-207 and 76-5-406 Do the materials avoid asking students to role-play antisocial behavior? | YES | NA | NA | NO | ||
| Did not see any concerns with content. | ||||||
| 5. Sensitivity to prior abuse: Overall, the instructional materials demonstrate a sensitivity and awareness of students that may have had prior abuse. Do the materials demonstrate a sensitivity to prior abuse? | YES | NA | NA | NO | ||
| Materials appear trauma informed. Reviewed various videos and handouts. yes in the lessons | ||||||
| 6. Appropriate adult behavior: Instruction for students should highlight what safe and appropriate adult behavior looks like. It should be clear that it is the responsibility for adults to keep children safe. Adults have a legal responsibility not to abuse or exploit children and can be punished for doing so. Modeling appropriate adult behavior is a preferred method of teaching. Children should be taught that they have the right to ask an adult to stop behavior that makes them uncomfortable and that they can report any behavior that concerns them to a trusted adult (for example, parent, guardian, relative, teacher, and clergy). Adults should not give gifts to children and expect repayment or something in return. (See minimum guidelines for examples of appropriate and inappropriate adult behavior) Do the materials highlight for students what safe and appropriate adult behavior looks like? Are students taught that they have a right to ask an adult to stop behavior that makes them uncomfortable, and that they can report concerning behavior to a trusted adult? | YES | NA | NA | NO | ||
| yes in the lessons. safe and unsafe adults in lesson 1 | ||||||
| 7. Trust your feelings: Empower children to listen to and trust their feelings. This includes anything from an uneasy feeling at being alone with an adult, to inappropriate activities that make them feel uncomfortable, as well as inappropriate comments about their body or matters of a sexual nature, and more. When children feel uncomfortable, they should communicate that with an adult they trust, and keep telling trusted adults until they receive help. Children should also tell an adult if they suspect a friend is being abused, trafficked, or exploited in any way. “Gut” feelings can be an indicator that something is wrong or headed in that direction. Are students instructed to trust their “gut” feelings and told what to do if they feel uncomfortable? | YES | NA | NA | NO | ||
| Lessons are broken by age ranges. lessons teach safe vs. unsafe behaviors; safety rules taught throughout include "It's MY body" and "I have choices," including saying no, getting away, and speaking up to a safe adult. yes in the lessons. mentioned throughout | ||||||
| 8. Identifying trusted adults: The child should think of the adults in their life who they trust so that when a problem arises with them or a friend, they know who they can go to for help. Does the material give students the opportunity to think of trusted adults in their life? | YES | NA | NA | NO | ||
| In all grades, lesson 1 includes identifying safe adults . "safe adults" are those who demonstrate safety through behaviors. lesson 1 | ||||||
| 9. Body ownership: The concept of body ownership is the idea that one is in charge of their own body and may choose how they use their body, including deciding who may and may not touch their body. Include how to recognize and respond to inappropriate activities. Is the concept of body ownership included in the materials? | YES | NA | NA | NO | ||
| yes in the lessons. In all grades, safety rule #1 is "It's MY body." safety rule #1 "It's my body" | ||||||
| 10. No secrets about inappropriate activities (It’s ok to tell): If someone tells a child to keep a secret about inappropriate activities, including touching or viewing private body parts, the child can and should tell another adult. Give scenarios to the child that all have the same answer: “Tell an adult you trust!” Include activities to help children outline a safety plan, both physically and verbally (such as a safe word). ● Are students instructed not to keep secrets about inappropriate activities? ● Are scenarios given to the students that teach them to “Tell an adult you trust!” ● Are activities included to help children outline both physical and verbal safety plans? | YES | NA | NA | NO | ||
| yes in the lessons. At all grades, typically in lesson 1, students are taught there are safe secrets (e.g., surprise party) and unsafe secrets. lesson 1 and examples related to safety rules | ||||||
| 11. How to recognize general warning signs that a person may be abusing a child: Teach children how to recognize general warning signs of a person who may be abusing a child. An adult can be an abuser even if they are in a position of power or trust. Remind children how “red flags,” or indicators, can help alert adults that something is not right. Children should be taught that no single indicator is necessarily proof of abuse or human trafficking. Recognizing the general signs of an abuser is the first step in identifying those who are potentially being targeted for abuse or trafficking. (See minimum guidelines for examples of general warning signs) Are students taught how to recognize general warning signs that a person may be abusing a child, including examples? | YES | NA | NA | NO | ||
| yes in the lessons. facilitator training module I and again in the beginning video for each grade level. shown through examples and practice | ||||||
| 12. Explanation of grooming: The materials should cover the concept of “grooming”. Grooming is a subtle (hard to notice), gradual (slow), and escalating (more and worse over time) process of building “trust” with a child and the child’s parent(s) or other caregivers, when the intent is to hurt or abuse the child. Do the materials cover the concept of “grooming” in an age appropriate way? | YES | NA | NA | NO | ||
| yes in the lessons. Grooming video.. discussed in unsafe secrets and appropriate adult behavior | ||||||
| 13. Grooming red flags: This section may include activities that help adults recognize “red flags”, such as what an abuser might say or do at different stages in the grooming process. The material should point out how grooming might be hard to recognize at first, that grooming often happens at a gradual pace, and that the red flags may escalate over time. (See minimum guidelines for examples of grooming red flags) Are age-appropriate activities included to help students recognize grooming “red flags”? Does the material point out how grooming may be hard to recognize at first but escalates over time? | YES | NA | NA | NO | ||
| yes in the lessons. Grooming video. same place as grooming | ||||||
| 14. Appropriate use of technology: Teach children how technology can contribute to abuse and/or human trafficking. The materials should give examples of appropriate and responsible behavior regarding technology use, and examples of behaviors that may put the child at risk to be in unsafe situations or that may lead to abuse or human trafficking. Are children taught how technology can contribute to abuse and/or human trafficking, including examples, in an age appropriate way? | YES | NA | NA | NO | ||
| each grade level has a section on technology and cyber bullying. yes in the lessons. grades 3-6 | ||||||
| 15. Create a safety plan: Activities should be included to help children design a safety plan. The safety plan should cover both a physical safety plan (what the physical boundaries are of the child) and verbal safety plan (such as a safe word the child can say to a parent when the child feels unsafe) and provide various examples on what to do in dangerous situations. Are activities included to help children design a safety plan, including both a physical and verbal safety plan? | YES | NA | NA | NO | ||
| video called Developing a safety plan, discussed in each age range lessons. yes in the lessons. covered in safety rules and resources for additional safety planning included | ||||||
| 16. Create a plan to tell a trusted adult: Children should be provided necessary tools to recognize when and how they should report something to a trusted adult. Help the child create a reporting plan that is clear and concise. Questions they should be able to answer include: What do you do if you suspect someone is being abused or trafficked, or if it is happening to you? What are the specific names you can write down today of adults you know you can trust to help you? Are children provided necessary tools to recognize when and how they should report something to a trusted adult? | YES | NA | NA | NO | ||
| yes in the lessons. discussed throughout and examples included through scenarios. in all grade levels there are discussions on "safe adults" | ||||||
| 17. What to do if a child suspects their friend is being abused. What to do if a child suspects their friend is being trafficked and exploited, or both: The materials cover what a child should do if they suspect a friend is being abused. If one suspects a friend is being abused, one of the most powerful things to do is to check with the friend about their feelings and encourage them to express concerns to an adult they can trust. (See minimum guidelines for examples of actions that the child may take) Do the materials cover what a child should do if they suspect a friend is being abused? | YES | NA | NA | NO | ||
| yes in the lessons. in the facilitator video and a "speak Up" safety rule lesson. covered in scenarios | ||||||
| 18. Reasons to report: The materials should cover reasons why the child should report if a friend discloses abuse. Telling an adult who can help about suspected abuse can lead to protecting the person being abused. You care about your friend and want him/her to be safe. No one deserves to be abused or afraid. Do the materials cover reasons why the child should report if a friend discloses abuse? | YES | NA | NA | NO | ||
| facilitator module, teacher video and lessons. discussed in safety rules | ||||||
| 2.1 Consistency with the law: The materials demonstrate an understanding of Utah code as it applies to providing child sexual abuse prevention instructional materials to students. The materials also do not have inconsistencies with Utah’s laws in regard to child sexual abuse (Utah Code 53E-9-302) or the code related to child sexual abuse prevention instructional materials. Do the materials demonstrate an understanding of Utah code? Are the materials consistent with Utah Code 53E-9-302? | YES | NA | NA | NO | ||
| yes in the lessons. Utah code is not directly mentioned, but the materials are in compliance with law. | ||||||
| 2.2 Sexual misconduct: The materials cover, in an age-appropriate way, that any sexual act towards a child is not safe or appropriate, whether it is done by an adult towards a child or by a child towards another child. There are situations where the child may not feel uncomfortable, but it is still considered abuse. The material should focus on the inappropriate behavior of the sexual act and not the feelings generated in the child to define abuse or inappropriate interactions. Do the materials cover the definition of sexual misconduct in an age-appropriate way? | YES | NA | NA | NO | ||
| yes in the lessons. Safety rule #1 being MY body invites explanation of that concept age-appropriately at each grade level. described in safety rules throughout | ||||||
| 2.3 Define the concept of sexual abuse: In an age-appropriate manner, the materials define sexual abuse. Sexual abuse is defined in Utah Code, section 80-1-102 and includes acts or attempted acts of sexual intercourse, sodomy, incest, or molestation by an adult directed towards a child. It also includes acts or attempted acts by a child towards another child under certain conditions defined in the law. Do the materials define sexual abuse in alignment with Utah Code section 80-1-102 and in an age-appropriate manner? | YES | NA | NA | NO | ||
| yes in the lessons. the material does explain sex abuse age appropriately by age range lessons. defined in age-appropriate way with unsafe secrets | ||||||
| 2.4 Practice saying no: Remind children that they have the right to say “no in any situation that makes them feel unsafe or uncomfortable, and have them practice saying no.” Are children reminded that they have the right to say no? Are they given opportunities to practice saying no? | YES | NA | NA | NO | ||
| yes in the lessons. The teacher video clearly states it, and in the lessons. practice through scenarios | ||||||
| 2.5 Abuse can affect anyone: Abuse can and does happen to anyone regardless of age, gender, race, etc. Most often an abuser is someone the child knows and trusts. Is the fact that abuse can affect anyone covered in the curriculum? | YES | NA | NA | NO | ||
| yes in the lessons. in lessons by each age range. safe/unsafe adults and scenarios | ||||||
| 2.6 Children who have been abused are not at fault: Children who have been sexually abused may likely feel the abuse is somehow their fault and that they brought it on themselves or encouraged it in some way. It is important to teach that the responsibility falls on the adult who committed the acts and that as children they are in no way to blame for these terrible acts. Do the materials teach the students that children are in no way to blame for sexual abuse? | YES | NA | NA | NO | ||
| yes in the lessons. It is one of the main points of several lessons by age range. rule #5 | ||||||
| 2.7 Abusers can be anyone: In an age-appropriate manner, teach the concept that abusers can be anyone. Sometimes, abusers can be people that use their positions of power and trust to get close to children in order to abuse them. The person may be a respected and admired member of society, and may be charming and charismatic. Abusers can be a family member, relative, friend, neighbor, community leader, celebrity, teacher, coach, clergy or church leader, and even an older child living in the home or neighborhood. It can also be a child the same age as the child being abused. A person they like or care for deeply could still hurt them. Are the students taught, in an age-appropriate manner, that abusers can be anyone? | YES | NA | NA | NO | ||
| yes in the lessons Mentioned in the facilitator module training and in age appropriate lessons. safe/unsafe adults and scenarios | ||||||
| 2.8 Abuse can happen anywhere, and at any time: Abuse can happen anywhere and at any time. It generally happens in places where it is easy to be alone with a child and when there is some assurance that the abuse will not be seen, discovered, or interrupted by others. It can happen anywhere, such as in the child’s home, a friend’s home, at school, outside, in a car, bathroom, locked room, in dark areas or areas protected from view, on social media, etc. There is no specific time of day that abuse happens, although children may be more vulnerable when they are tired or asleep. It is important to emphasize that it is not the child’s fault if they find themself in a place or situation where it is easy for an adult to abuse them. The responsibility falls on the adult who committed the acts and that as children they are in no way to blame. Are students taught that abuse can happen anywhere, and at any time, as well as that the children are in no way to blame? | YES | NA | NA | NO | ||
| yes in the lessons Through description, examples, and scenarios, lessons make age-appropriately clear that abuse can happen anywhere shown through scenarios | ||||||
| 2.9 Recognize warning signs: Provide students with examples of signs of abuse or ways that children can be impacted by inappropriate contact. (See minimum guidelines for examples of warning signs) Are students provided with examples of warning signs of abuse? | YES | NA | NA | NO | ||
| lesson by age range have a section on recognizing warning signs. covered in safe/unsafe secrets and scenarios | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807