3SGF-PROTECT Utah Adult Serving Youth Training
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 Primary
Evaluation
No evaluation provided.
Educators Using These Materials
No educators found.
Material Categories
No categories assigned.
Rubric : CSA and HT 2025
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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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”? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 29. 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? | This item has not been graded. | |||||
| 30. 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? | This item has not been graded. | |||||
| 31. 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? | This item has not been graded. | |||||
| 32. Appropriate physical contact: The materials help parents clarify with the children the difference between safe/healthy touch and unsafe/unhealthy touch or behaviors. It teaches parents how to use language appropriate for different learning abilities and age levels. (Please see examples of appropriate physical contact in minimum guidelines.) Do the materials help parents clarify the difference between safe/healthy touch and unsafe/unhealthy touch? Are parents taught how to use age-appropriate language and given examples? | This item has not been graded. | |||||
| 33. 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? | This item has not been graded. | |||||
| 34. 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? | This item has not been graded. | |||||
| 35. 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? | This item has not been graded. | |||||
| 36. 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? | This item has not been graded. | |||||
| 37. 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? | This item has not been graded. | |||||
| 38. 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? | This item has not been graded. | |||||
| 39. 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? | This item has not been graded. | |||||
Human Trafficking Prevention- Parents/Guar
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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”? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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 establish trust when abuse or trafficking is suspected) Do the materials cover ways that parents can establish trust and include examples? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 22. Trust your intuition: The materials should encourage parents to reflect on 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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 confident 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 29. Consistency with the law: ○ Utah Code 53E-9-203 Activities prohibited without prior written consent - Validity of consent - Qualifications - Training on implementation. ○ Utah Code 76-5-308 Human trafficking for labor. ○ Utah Code 76-5-308.5 Human trafficking of a child - Penalties. ○ Utah Code 76-5-309 Benefitting from trafficking and human smuggling - Penalties. ○ Utah Code 76-5-310 Aggravated human trafficking - Penalties. ○ Utah Code 76-5-311 Human trafficking of a vulnerable adult - Penalties. ○Understanding human trafficking as a form of abuse: Curriculum content should include both sex and labor trafficking. See Utah Code 78A-6-105, which specifies the definition of “Abuse”. Do the materials demonstrate an understanding of Utah code as it applies to providing material to students? Are they consistent with Utah’s laws in regard to human trafficking or the code related to human trafficking prevention instructional materials? | This item has not been graded. | |||||
| 30. Definition of Human Trafficking: Materials cover the definition and concepts related to human trafficking. Human trafficking is a form of modern-day slavery in which traffickers use force, fraud, or coercion to control those they abuse for the purpose of engaging in commercial sex acts or labor services against their will. These crimes include digital trafficking, including the production and distribution of photographs, videos, and other media of underage victims through online social networks. Children who are exploited for commercial sex acts or for labor are unwilling subjects of human trafficking, even if force, fraud, or coercion are not used to compel their participation in those acts. It may be helpful to also explain the concepts of force, fraud, and coercion. Do the materials generally cover the definition of human trafficking? Are the concepts of force, fraud, or coercion covered? | This item has not been graded. | |||||
| 31. Forms of human trafficking: The materials must cover concepts for both sex trafficking and human trafficking? ● Sex trafficking means the recruitment, harboring, transportation, provision, obtaining, patronizing, or soliciting of a person for the purpose of a commercial sex act, in which the commercial sex act is induced by force, fraud, or coercion; or in which the person induced to perform such act has not attained 18 years of age. ● Labor trafficking means the recruitment, harboring, transportation, provision, obtaining, patronizing, or soliciting of a person for labor or services, using force, fraud or coercion. See Utah Code 76-5-308. (See minimum guidelines for examples and nonexamples of labor trafficking) Does the material explicitly define both sex trafficking and labor trafficking? | This item has not been graded. | |||||
| 32. Recognizing general warning signs of human trafficking: In addition to the general warning signs that a person may be abusing a child (outlined in section I), the information should focus on teaching parents how to recognize specific warning signs that a child has possibly been or is being trafficked or exploited. No single indicator is necessarily proof of human trafficking, but recognizing the signs is the first step in identifying those who are potentially being subjected to trafficking. (See minimum guidelines for examples of general warning emotional and physical signs of human trafficking) Do the materials discuss emotional and physical signs of human trafficking in addition to the general warning signs that a person may be abusing a child (outlined in section I)? | This item has not been graded. | |||||
| 33. Human trafficking safe harbor amendments: Utah law clarifies that victims of human trafficking should be treated as such, and not subjected to arrest or criminal prosecution for acts they engaged in as a result of trafficking. This concept is known as “safe harbor”. Children engaged in commercial sex cannot be subjected to juvenile delinquency proceedings, but must be treated as victims of abuse and referred to services through DCFS (See U.C.A. 78A-6-1114). Children victimized in any form of labor trafficking should also be considered abuse victims. Children wrongfully adjudicated as “delinquent” for conduct they engaged in only as a result of trafficking can petition courts to have those convictions vacated. (See U.C.A. 78A-6-1114.) Legislation has removed references to “child prostitution” or “child prostitutes” throughout the Utah Code. This recognizes the fact that children engaged in commercial sex are being exploited and are legally considered victims of human trafficking. Are Utah “safe harbor” laws addressed? Do the materials avoid using references to “child prostitution” or “child prostitutes”? | This item has not been graded. | |||||
| 34. Effects of Human Trafficking: Materials should cover that human trafficking can cause various physical and/or mental health problems. The effects of human trafficking are numerous and widespread. Survivors report increased likelihood of substance abuse, anxiety, insecurity, fear, medical issues, and trauma. The side effects include increased risk of cognitive impairment, memory loss, depression, eating disorders, and even suicide. Both male and female survivors are more likely to engage in prostitution and many report a loss of innocence and lifelong, devastating emotional effects, carrying shame throughout their life. Are physical and/or mental health problems and side effects that may be caused by human trafficking covered? | This item has not been graded. | |||||
| 35. Trauma bond: The materials should cover that those who perpetrate human trafficking hold control of their victim to include commercial sex or forced labor. The trafficker sustains control by using privilege, intimidation, manipulation, isolation, coercion, minimizing, denying, blaming, and forms of abuse that includes economic, emotional, and sexual abuse. The trafficker’s imposed controls often lead to the trauma bond that is created between the trafficker and the person being trafficked. A strong emotional attachment can form that is characterized by cycles of abuse and intermittent positive reinforcement. The trauma bond can make it difficult to leave the relationship and also sometimes results in the person who is being trafficked being extremely defensive of their abuser. The victim may be extremely loyal, seem to be obsessive over the trafficker, continue to seek contact with the trafficker even though it continues to cause pain, or return to the trafficking situation voluntarily. Do the materials explain the strong emotional attachment that can form between the trafficker and person being trafficked? | This item has not been graded. | |||||
| 36. Poly-victimization: The materials should cover that victims of human trafficking who undergo multiple mental, physical, and emotional forms of trauma experience poly-victimization. The traumatization leads to change in the plasticity of the brain and a “rewiring” of cognitive functions. Do the materials discuss poly-victimization? | This item has not been graded. | |||||
| 37. Using a trauma-informed approach to discuss possible victimization with a child: The materials should cover that trauma changes normal or typical reactions of a child. Parents/guardians need to be provided tools to help them formulate the proper questions and responses to the child. The trauma-informed approach changes an adult’s perspective from questioning why a youth is difficult, to understanding what has happened to the youth and asking questions in a more sensitive, focused manner. Do the materials cover that trauma changes normal or typical reactions of a child? Are parents provided tools to help them formulate the proper questions and responses to the child? | This item has not been graded. | |||||
| 38. Facts regarding human trafficking: Materials should state the following facts regarding human trafficking in order to diffuse common misconceptions that are common/prevalent. The materials must include (but are not limited to) all of the following: ○ Fact: Human trafficking exists in every country. It exists nationwide-in cities, suburbs, and rural towns-and probably in your own community. ○ Fact: Human trafficking victims can be of any age, race, gender, or nationality. Victims come from all socioeconomic backgrounds. ○ Fact: Forced labor is a significant and prevalent type of human trafficking. Victims are found in legitimate and illegitimate labor industries, including sweatshops, massage parlors, agriculture, restaurants, hotels, and domestic service. Sex trafficking and forced labor are both forms of human trafficking involving the exploitation of a person. ○ Fact: According to state and federal law, any minor under the age of 18 who is induced to perform commercial sex acts is a victim of human trafficking, regardless of whether he or she is forced or coerced. ○ Fact: Human trafficking is not the same as smuggling. “Trafficking” is exploitation-based and does not require movement across borders. “Smuggling” is movement-based and involves moving a person who is not lawfully entitled to be in the state, in violation of immigration laws. ○ Fact: Human trafficking is often a hidden crime. Victims may be afraid to come forward and get help. Do the materials include all of the required facts regarding human trafficking? | This item has not been graded. | |||||
| 39. Where trafficking occurs: The materials should cover that traffickers may systematically target vulnerable individuals by frequenting locations where said individuals congregate (e.g., malls, schools, shelters, parks, bus and train stations, foster and group homes, and social media networks). Do the materials cover locations where traffickers may target vulnerable individuals? | This item has not been graded. | |||||
| 40. How victims are trafficked: The materials should cover that traffickers use force, fraud, and coercion to compel individuals to engage in these activities. Victims of human trafficking include men, women, and children who are U.S. Citizens, permanent residents, or foreign nationals. Do materials cover that traffickers use force, fraud, and coercion to engage in activities? | This item has not been graded. | |||||
| 41. Force: The materials should cover the concept of force. Force can involve the use of physical restraint or serious bodily physical harm. Physical violence, including rape, beatings, and physical violence, including rape, beatings, and physical confinement, is often employed as a means to control victims, especially during the early stages of victimization when the trafficker breaks down the victim’s resistance. Do the materials cover the concept of force? | This item has not been graded. | |||||
| 42. Fraud: The materials should cover the concept of fraud. Fraud can involve false promises regarding employment, wages, working conditions, or other matters. For example, individuals might travel to another country under the promise of well-paying work at a farm or factory only to find themselves manipulated into forced labor. Others might reply to advertisements promising modeling, nanny, or service industry jobs overseas, but be forced into commercial sex once they arrive at their destination. | This item has not been graded. | |||||
| 43. Coercion: The material should cover the concept of coercion. Coercion can involve threats of serious harm to or physical restraint against any person. Any scheme, plan or pattern intended to cause a person to believe that failure to perform an act would result in serious harm to or physical restraint against any person, or the abuse or threatened abuse of the legal process are other forms of coercion. These methods used to traffic victims are often subtle, to the point that the victim themselves may not recognize the full scope of the coercive scheme. If the victim is not working voluntarily but because they fear some serious consequence (including physical, emotional, reputational, or financial harm), they are being trafficked. Do the materials cover the concept of coercion? | This item has not been graded. | |||||
| 44. Familial trafficking: The materials should cover the concept of familial trafficking, which is when a family member (parent, sister/brother, aunt/uncle, etc.) exploits the family power dynamics and vulnerabilities of the child or youth to compel them into a trafficking situation it is called familial trafficking. Do the materials cover the concept of familial trafficking? | This item has not been graded. | |||||
| 45. How traffickers target, recruit, and control vulnerable children: The material must discuss how traffickers target, recruit, and control vulnerable children and use specific examples. Traffickers target vulnerable children and lure them into forced labor and commercial sex and other forms of sexual exploitation. In fact, the vast majority of child victims in the commercial sex industry and in forced labor are recruited and controlled by traffickers. Traffickers often use the internet to recruit their victims. Trafficking victims can also become traffickers by recruiting their peers. Does the material discuss how traffickers target, recruit, and control vulnerable children and use specific examples? | This item has not been graded. | |||||
| 46. Recruitment and control tactics: The materials must include (but are not limited to) all of the following recruitments and control tactics of human traffickers: ○ Provide false feelings of love and affection ○ Create a dependency on drugs or alcohol or exploiting or manipulating an existing drug addiction ○ Isolate the victims from others ○ Physically, sexually, or verbally abuse the victim ○ Confine the victim ○ Control access to food or shelter ○ Place the victim in “debt” ○ Exhaust victims with long work hours and quotas ○ Threaten friends, family, or other victims ○ Convince the child that engaging in commercial sex or other forced labor is better than the life they have at home ○ Supplying or buying expensive items Does the material include all of the required recruitment and control tactics of human traffickers? | This item has not been graded. | |||||
| 47. Possible indicators that a child is being trafficked: There are various indicators that may be present in a youth who is a victim of human trafficking. Some signs could indicate that there are other stressors occurring in a youth’s life that are affecting their well-being, such as divorce or bullying. However, if a parent or guardian observes a combination of these signs, they should be attentive and make sure to talk to the child about them immediately. The materials must cover (but are not limited to) all of the following indicators of child sex trafficking: ○ An inability to attend school on a regular basis and/or unexplained absences ○ Frequently running away from home ○ References made to frequent travel to other cities ○ Bruises or other signs of physical trauma, withdrawn behavior, depression, anxiety, or fear ○ Lack of control over a personal schedule and/or identification or travel documents ○ Hunger, malnourishment, or inappropriate dress (based on weather conditions or surroundings) ○ Signs of drug addiction ○ Coached or rehearsed responses to questions ○ A sudden change in attire, behavior, relationships, or material possessions (e.g. expensive items) ○ Uncharacteristic promiscuity and/or references to sexual situations or terminology beyond age specific norms ○ A “boyfriend” or “girlfriend” who is noticeably older and/or controlling ○ An attempt to conceal cars, tattoos, or bruises ○ A sudden change in attention to personal hygiene ○ Tattoos (a form of branding) displaying the name of moniker of a trafficker, such as “daddy” ○ Hyperarousal or symptoms of anger, panic, phobia, irritability hyperactivity, frequent crying, temper tantrums regressive behavior, and/or clinging behavior ○ Hypo arousal or symptoms of daydreaming, inability to bond with others, inattention, forgetfulness, and/or shyness ○ Use of terminology associated with the sex industry such as “the life” or “the game,” “turning tricks,” “hustling,” and “the track”. ○ Use of websites and apps known for selling explicit services. The materials must include (but are not limited to) all of the following indicators of a child labor trafficking victim: ○ Being unpaid, paid very little, or paid only through tips ○ Being employed but not having a school-authorized work permit ○ Being employed and having a work permit but clearly working outside the permitted hours for students ○ Owing a large debt and being unable to pay it off ○ Not being allowed breaks at work or being subjected to excessively long work hours ○ Being overly concerned with pleasing an employer and/or deferring personal or educational decisions to a boss ○ Not being in control of his or her own money ○ Living with an employer or having an employer listed as a student’s caregiver ○ A desire to quit a job but not being allowed to do so ○ Hunger, malnourishment, or inappropriate dress (based on weather conditions or surroundings) Do the materials include all of the possible indicators that a child is being trafficked, for both child sexual trafficking and child labor trafficking? | This item has not been graded. | |||||
| 48. Recognize the characteristics of healthy relationships: With the prevalence of feigned love and affection in the recruitment of trafficking, parents and guardians should teach their children what a healthy relationship looks like and what are red flags in the relationship. Do the materials recognize the characteristics of healthy relationships? | This item has not been graded. | |||||
| 49. Responsibility to respect boundaries: Parents need to understand that a person who is uncomfortable with some behavior or unwilling to participate may be reluctant to actively say “no”. Sometimes they are fearful or feel social pressure or have other reasons for keeping quiet, freezing up, or even reluctantly going along with the behavior. It is the responsibility of every person to recognize and respect the wishes of others, even if they are not always communicated verbally. Parents should teach children to understand the need to empathize and understand others’ desires or wishes and avoid pushing their boundaries. Do the materials assist parents in teaching children about the responsibility to respect boundaries? | This item has not been graded. | |||||
| 50. How to react: In addition to the items about how to react in Section I, parents need to know that victims of human trafficking sometimes may not realize they are being abused or they may not self-identify as a “victim”. Those being trafficked often blame themselves for their situation or often feel responsible for it to some degree. If you suspect a youth or child is being trafficked, don’t force the label of victim, or; interview or force the youth to talk; or show injuries. Immediately report what you suspect to law enforcement. Do the materials educate parents about how to react, specifically not forcing the youth to identify as a victim, forcing them to talk, or to show injuries? | This item has not been graded. | |||||
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 | ||
| Pg. 4 and throughout all sections | ||||||
| 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 | ||
| all curriculum is focused primarily on awareness, prevention and interruption of child sexual abuse and human trafficking. throughout / intro. | ||||||
| 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 | ||
| Yes, this is for adults and is appropriate. Throughout IM | ||||||
| 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 | ||
| intro /throughout | ||||||
| 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 | ||
| 8 and vetted | ||||||
| 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 | ||
| 35-36 | ||||||
| 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 | ||
| 33-35 | ||||||
| 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 | ||
| 22-23 | ||||||
| 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 | ||
| Pg. 13-14, 19 & 26 . Video and pgs 15,16, 19-23, 26. 21. | ||||||
| 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 | ||
| Video, pgs 11-14, 18-23, 36-39. | ||||||
| 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 | ||
| Pgs 9-14 | ||||||
| 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 | ||
| 11-17 | ||||||
| 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 | ||
| 26-36, 42 | ||||||
| 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 | ||
| 29, 32-36, 39, 40-47 | ||||||
| 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 | ||
| 40-50 | ||||||
| 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 | ||
| 11-19 | ||||||
| 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 | ||
| 11-15, 18-19 | ||||||
| 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 | ||
| 11-17, 20, 23, 46 | ||||||
| 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 | ||
| 19-23, 26-31 | ||||||
| 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 | ||
| 19-29, 50 | ||||||
| 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 | ||
| 40-50 | ||||||
| 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 | ||
| 19-29, 32 | ||||||
| 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 | ||
| 11-17 | ||||||
| 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 | ||
| 19-23, 26-29, 33-35, 42 | ||||||
| 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 | ||
| 25-29 | ||||||
| 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 | ||
| 33-35 | ||||||
| 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 | ||
| 29-36, 39-50 | ||||||
| 28. 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 | ||
| throughout presentation and pgs 36-39 | ||||||
| 29. 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 | ||
| 36-39 | ||||||
| 30. 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 | ||
| 36-39 | ||||||
| 31. 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 | ||
| 36-39 | ||||||
| 32. 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 | ||
| 18-29, throughout | ||||||
| 33. 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 | ||
| 11-14, 18-19 | ||||||
| 34. 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 | ||
| Pg. 23-27 gives some story examples that is not the child's fault. 19, 35-36. | ||||||
| 35. 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 | ||
| 38 | ||||||
| 36. 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 | ||
| Pg. 23-27 gives some story examples that is not the child's fault. 11-19, 36-39 | ||||||
| 37. 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 | ||
| 9-14, 18-19, 48-49 | ||||||
Human Trafficking Prevention-Adult Serving Yo
| 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 | ||
| Throughout IM | ||||||
| 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 | ||
| Throughout IM | ||||||
| 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 | ||
| Throughout IM | ||||||
| 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 | ||
| Throughout IM | ||||||
| 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 | ||
| 8 and vetted | ||||||
| 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 | ||
| 35-36 | ||||||
| 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 | ||
| 33-35 | ||||||
| 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 | ||
| 22-23 | ||||||
| 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 | ||
| 10-20, 21-23, 26 | ||||||
| 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 | YES | NA | NA | NO | ||
| 11-14, 18-23, 37-39 | ||||||
| 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 | ||
| 9-14 | ||||||
| 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 | ||
| 11-17 | ||||||
| 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 | ||
| 26-36 | ||||||
| 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 | ||
| 29-36, 39, 40-47 | ||||||
| 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 | ||
| 40-50 | ||||||
| 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 | ||
| 11-14, 18-19 | ||||||
| 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 | ||
| 11-14, 18-19 | ||||||
| 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 | ||
| 11-17, 20 | ||||||
| 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 | ||
| 19-23, 26-31, 42 | ||||||
| 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 | ||
| 19-50 | ||||||
| 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 | ||
| 40-50 | ||||||
| 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 | ||
| 19-29, 32 | ||||||
| 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 | ||
| 11-17 | ||||||
| 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 | ||
| 19-23, 26-29, 33-35 | ||||||
| 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 | ||
| 25-29, 50 | ||||||
| 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 | ||
| 33-35 | ||||||
| 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 | ||
| 29-36, 39-50 | ||||||
| 28. Consistency with the law: The materials demonstrate an understanding of Utah code. They do not have inconsistencies with Utah’s laws in regard to human trafficking or the code related to human trafficking prevention instructional materials, including the following: ● Utah Code 53E-9-203 Activities prohibited without prior written consent - Validity of consent -Qualifications -Training on implementation. ● Utah Code 76-5-308 Human trafficking for labor. ● Utah Code 76-5-308.5 Human trafficking of a child -- Penalties. ● Utah Code 76-5-309 Benefitting from trafficking and human smuggling -- Penalties. ● Utah Code 76-5-310 Aggravated human trafficking -- Penalties. ● Utah Code 76-5-311 Human trafficking of a vulnerable adult -- Penalties. ● Understanding human trafficking as a form of abuse: Curriculum content should include both sex and labor trafficking. See Utah Code 78A-6-105, which specifies the definition of “Abuse”. Do the materials demonstrate an understanding of Utah Code and are they consistent with the codes listed? | No criteria provided. | No criteria provided. | No criteria provided. | No criteria provided. | ||
| all throughout and pgs 36-39 | ||||||
| 29. Definition of Human Trafficking: Cover the definition and concepts related to human trafficking. Human trafficking is a form of modern-day slavery in which traffickers use force, fraud, or coercion to control those they abuse for the purpose of engaging in commercial sex acts or labor services against their will. These crimes include digital trafficking, including the production and distribution of photographs, videos, and other media of underage victims through online social networks. Children who are exploited for commercial sex acts or for labor are unwilling subjects of human trafficking, even if force, fraud, or coercion are not used to compel their participation in those acts. It may be helpful to also explain the concepts of force, fraud, and coercion. Do the materials cover the definition and concepts related to human trafficking? | YES | NA | NA | NO | ||
| 9-11, 40-50 | ||||||
| 30. Forms of human trafficking: The materials must cover concepts for both sex trafficking and labor trafficking: ● Sex trafficking means the recruitment, harboring, transportation, provision, obtaining, patronizing, or soliciting of a person for the purpose of a commercial sex act, in which the commercial sex act is induced by force, fraud, or coercion; or in which the person induced to perform such act has not attained 18 years of age. Note: A child (under 18) cannot consent to any form of commercial sex. Thus, exchanging anything of value (money, food, water, shelter, controlled substances, a ride, etc.) for sex with a minor is a form of human trafficking where the minor is always the victim. ● Labor trafficking means the recruitment, harboring, transportation, provision, obtaining, patronizing, or soliciting of a person for labor or services, using force, fraud, or coercion. (See Utah Code 76-5-308). Note: Labor trafficking can occur at industrial facilities, sweatshops, households, agricultural enterprises, even in the child’s own home, or any other workplace. The key question is whether the labor was obtained using force, fraud, or coercion. (See minimum guidelines for examples of what is and what is not labor trafficking) Are both sex trafficking and labor trafficking covered in the materials? | YES | NA | NA | NO | ||
| 9-17, 48-49 | ||||||
| 31. Recognizing general warning signs of human trafficking: In addition to the general warning signs that a person may be abusing a child (outlined in section I), the information should focus on teaching adults how to recognize specific warning signs that a child has possibly been or is being trafficked or exploited. No single indicator is necessarily proof of human trafficking, but recognizing the signs is the first step in identifying those who are potentially being subjected to trafficking. (See minimum guidelines for emotional and physical signs of human trafficking) Are adults taught how to recognize specific warning signs that a child has possibly been or is being trafficked or exploited? | YES | NA | NA | NO | ||
| 14-18, 48-49 | ||||||
| 32. Human trafficking safe harbor amendments: Utah law clarifies that victims of human trafficking should be treated as such, and not subjected to arrest or criminal prosecution for acts they engaged in as a result of trafficking. This concept is known as “safe harbor.” Children engaged in commercial sex cannot be subjected to juvenile delinquency proceedings, but must be treated as victims of abuse and referred to services through Division of Child and Family Services (DCFS). (See U.C.A. 76-10-1302; 76A-6-105). Children victimized in any form of labor trafficking (i.e. being forced, defrauded, or coerced into selling drugs, etc.) should also be considered abuse victims. Children wrongfully adjudicated as “delinquent” for conduct they engaged in only as a result of trafficking can petition courts to have those convictions vacated. (See U.C.A. 78A-6-1114). Legislation has removed references to “child prostitution” or “child prostitutes” throughout the Utah Code. This recognizes the fact that children engaged in commercial sex are being exploited and are legally considered victims of human trafficking. Do the materials cover the “safe harbor” concept and the Utah law related to it? | YES | NA | NA | NO | ||
| 49 | ||||||
| 33. Effects of Human Trafficking: The materials should cover that human trafficking can cause various physical and/or mental health problems. The effects of human trafficking are numerous and widespread. Survivors report increased likelihood of substance abuse, anxiety, insecurity, fear, medical issues, and trauma. The side effects include increased risk of cognitive impairment, memory loss, depression, eating disorders, and even suicide. 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. | YES | NA | NA | NO | ||
| 23-29 | ||||||
| 34. Trauma bond: The materials should cover that those who perpetrate human trafficking hold control of their victim to induce commercial sex or forced labor. The trafficker sustains control by using privilege, intimidation, manipulation, isolation, coercion, minimizing, denying, blaming, and forms of abuse that includes economic, emotional, sexual abuse. The trafficker’s imposed controls often lead to the trauma bond that is created between the trafficker and the person being trafficked. A strong emotional attachment can form that is characterized by cycles of abuse and intermittent positive reinforcement. The trauma bond can make it difficult to leave the relationship and also sometimes results in the person who is being trafficked being extremely defensive of their abuser. The victim may be extremely loyal, seem to be obsessive over the trafficker, continue to seek contact with the trafficker even though it continues to cause pain, or return to the trafficking situation voluntarily. Do the materials cover the trauma bond that can be formed in human trafficking? | YES | NA | NA | NO | ||
| 23-25 | ||||||
| 35. Poly-victimization: The materials should cover that victims of human trafficking who undergo multiple mental, physical and emotional forms of trauma experience poly-victimization. The traumatization leads to change in the plasticity of the brain and a “rewiring” of cognitive functions. Do the materials define poly-victimization? | YES | NA | NA | NO | ||
| pgs 23-29, although I didn't see the term identified, it did talk about concepts. 23-29, 50 | ||||||
| 36. Using a trauma-informed approach to discuss possible victimization with a child: The materials should cover that trauma changes normal or typical reactions of a child. Adults need to be provided tools to help formulate the proper questions and responses to the child. The trauma-informed approach changes an adult’s perspective from questioning why a youth is difficult, to understanding what has happened to the youth and asking questions in a more sensitive, focused manner. Are adults provided tools to help formulate the proper questions and responses to the child in a trauma-informed approach? | YES | NA | NA | NO | ||
| 26-29, 50 | ||||||
| 37. Facts regarding human trafficking: Materials should state the following facts regarding human trafficking in order to diffuse common misconceptions that are common/prevalent (such as the notion that human trafficking only occurs abroad; that traffickers are always strangers; and that victims always have visible chains). The materials must include (but are not limited to) all of the following: ● Fact: Human trafficking exists in every country, including the United States. It exists nationwide–in cities, suburbs, and rural towns–and probably in your own community. ● Fact: Human trafficking victims can be any age, race, gender, or nationality: young children, teenagers, women, men, runaways, United States citizens, and foreign-born individuals. Victims come from all socioeconomic backgrounds. ● Fact: Individuals may have heard about sex trafficking, but forced labor is also a significant and prevalent type of human trafficking. Victims are found in legitimate and illegitimate labor industries, including sweatshops, massage parlors, agriculture, restaurants, hotels, and domestic service. Often, victims are forced, defrauded, or coerced into engaging in criminal activities such as selling drugs or retail theft. Note that sex trafficking and forced labor are both forms of human trafficking involving the exploitation of a person. ● Fact: According to state and federal law, any minor under the age of 18 who is induced to perform commercial sex acts is a victim of human trafficking, regardless of whether he or she is forced or coerced. ● Fact: Human trafficking is not the same as smuggling. “Trafficking” is exploitation-based and does not require movement across borders. Although transporting a person for the purpose of commercial sex or forced labor is one way of committing human trafficking, trafficking can also occur without movement of a person. “Smuggling” is movement-based and involves moving a person who is not lawfully entitled to be in the state, in violation of immigration laws. ● Fact: Human trafficking is often a hidden crime. Victims may be afraid to come forward and get help; they may be forced or coerced through threats or violence; they may fear retribution from traffickers, including danger to their families; and they may not be in possession or have control of the identification documents. Are all of the required facts regarding human trafficking included in the curriculum? | YES | NA | NA | NO | ||
| 9-19 | ||||||
| 38. Where trafficking occurs: The materials should cover that traffickers may systematically target vulnerable individuals by frequenting locations where said individuals congregate (e.g., malls, schools, shelters, parks, bus and train stations, foster and group homes, and social media networks). Do the materials cover places where traffickers target vulnerable individuals? | YES | NA | NA | NO | ||
| 9-18 Video | ||||||
| 39. How victims are trafficked: The materials should cover that traffickers use force, fraud, and coercion to compel individuals to engage in these activities. Victims of human trafficking include men, women, and children who are U.S. citizens, permanent residents, or foreign nationals. Do materials cover that traffickers use force, fraud, and coercion to compel individuals? | YES | NA | NA | NO | ||
| 9-19 Video | ||||||
| 40. Force: The materials should cover the concept of force. Force can involve the use of physical restraint or serious physical harm. Physical violence, including rape, beatings, and physical confinement, is often employed as a means to control victims, especially during the early stages of victimization when the trafficker breaks down the victim’s resistance. Is the concept of force covered in the curriculum? | YES | NA | NA | NO | ||
| 9-11, 48-49 | ||||||
| 41. Fraud: The materials should cover the concept of fraud. Fraud can involve false promises regarding employment, wages, working conditions, or other matters. For example, individuals might travel to another country under the promise of well-paying work at a farm or factory only to find themselves manipulated into forced labor. Others might reply to advertisements promising modeling, nanny, or service industry jobs overseas, but be forced into commercial sex once they arrive at their destination. Do the materials cover the concept of fraud? | YES | NA | NA | NO | ||
| 9-11, 48-49 | ||||||
| 42. Coercion: The materials should cover the concept of coercion. Coercion can involve threats of serious harm to or physical restraint against any person. Any scheme, plan or pattern intended to cause a person to believe that failure to perform an act would result in serious harm to or physical restraint against any person, or the abuse or threatened abuse of the legal process are other forms of coercion. These methods used to traffic victims are often subtle, to the point that the victim themselves may not recognize the full scope of the coercive scheme. If the victim is not working voluntarily but because they fear some serious consequence (including physical, emotional, reputational, or financial harm), they are being trafficked. Is the concept of coercion covered? | YES | NA | NA | NO | ||
| 9-11, 48-49 | ||||||
| 43. Familial trafficking: The materials should cover the concept of familial trafficking, which is when a family member (parent, sister/brother, aunt/uncle, etc.) exploits the family power dynamics and vulnerabilities of the child or youth to compel them into a trafficking situation it is called familial trafficking. Do the materials cover the concept of familial trafficking? | YES | NA | NA | NO | ||
| 11-14, 49 | ||||||
| 44. How traffickers target, recruit, and control vulnerable children: The material must discuss how traffickers target, recruit, and control vulnerable children and use specific examples. Traffickers target vulnerable children and lure them into forced labor and commercial sex and other forms of sexual exploitation. In fact, the vast majority of child victims in the commercial sex industry and in forced labor are recruited and controlled by traffickers. Traffickers often use the internet to recruit their victims. Trafficking victims can also become traffickers by recruiting their peers. Do the materials discuss how traffickers target, recruit, and control vulnerable children? | YES | NA | NA | NO | ||
| 11-18 | ||||||
| 45. Recruitment and control tactics: The materials must include (but are not limited to) all of the following: ○ provide false feelings of love and affection. ○ create a dependency on drugs or alcohol or exploiting or manipulating an existing drug addiction. ○ isolate the victims from others. ○ physically, sexually, or verbally abuse the victim. ○ confine the victim. ○ control access to food or shelter. ○ place the victim in “debt”. ○ exhaust victims with long work hours and quotas. ○ threaten friends, family, or other victims. ○ convince the child that engaging in commercial sex or other forced labor is better than the life they have at home. ○ supplying or buying expensive items. Do the materials include all of the required recruitment and control tactics? | YES | NA | NA | NO | ||
| 11-18 | ||||||
| 46. Possible indicators that a child is being trafficked: There are various indicators that may be present in a youth who is a victim of human trafficking. Some signs could indicate that there are other stressors occurring in a youth’s life that are affecting their well-being, such as divorce or bullying. However, if an adult observes a combination of these signs, they should be attentive and make sure to talk to the child about them immediately. The materials must cover, (but are not limited to) all of the following possible indicators of both child sexual trafficking and child labor trafficking. The materials must include (but are not limited to) all of the following indicators of child sex trafficking: ● an inability to attend school on a regular basis and/or unexplained absences. ● frequently running away from home. ● references made to frequent travel to other cities. ● bruises or other signs of physical trauma, withdrawn behavior, depression, anxiety, or fear. ● lack of control over a personal schedule and/or identification or travel documents. ● hunger, malnourishment, or inappropriate dress (based on weather conditions or surroundings). ● signs of drug addiction. ● coached or rehearsed responses to questions. ● a sudden change in attire, behavior, relationships, or material possessions (e.g., expensive items). ● uncharacteristic promiscuity and/or references to sexual situations or terminology beyond age specific norms. ● a “boyfriend” or “girlfriend” who is noticeably older and/or controlling. ● an attempt to conceal scars, tattoos, or bruises. ● a sudden change in attention to personal hygiene. ● tattoos (a form of branding) displaying the name or moniker of a trafficker, such as “daddy”. ● hyperarousal or symptoms of anger, panic, phobia, irritability, hyperactivity, frequent crying, temper tantrums, regressive behavior, and/or clinging behavior. ● hypo arousal or symptoms of daydreaming, inability to bond with others, inattention, forgetfulness, and/or shyness. ● Use of terminology associated with the sex industry such as “the life” or “the game,” “turning tricks,” “hustling,” and “the track”. ● Use of websites and apps known for selling explicit services. The materials must include (but are not limited to) all of the following indicators of child labor trafficking: ● being unpaid, paid very little, or paid only through tips. ● being employed but not having a school-authorized work permit. ● being employed and having a work permit but clearly working outside the permitted hours for students. ● owing a large debt and being unable to pay it off. ● not being allowed breaks at work or being subjected to excessively long work hours. ● being overly concerned with pleasing an employer and/or deferring personal or educational decisions to a boss. ● not being in control of his or her own money. ● living with an employer or having an employer listed as a student’s caregiver. ● a desire to quit a job but not being allowed to do so. ● hunger, malnourishment, or inappropriate dress (based on weather conditions or surroundings). | YES | NA | NA | NO | ||
| 15-18 video | ||||||
| 47. Recognize the characteristics of healthy relationships: With the prevalence of feigned love and affection in the recruitment of trafficking, adults should emphasize what a healthy relationship looks like and what are red flags in relationships. Are the characteristics of healthy relationships discussed? | YES | NA | NA | NO | ||
| 22-23 | ||||||
| 48. Responsibility to respect boundaries: Adults need to understand that a person who is uncomfortable with some behavior or unwilling to participate may be reluctant to actively say “no.” Sometimes they are fearful or feel social pressure or have other reasons for keeping quiet, freezing up, or even reluctantly going along with the behavior. It is the responsibility of every person to recognize and respect the wishes of others, even if they are not always communicated verbally. Children need to be taught to honor and understand that others have boundaries, and that they need to avoid pushing those boundaries. Do the materials help adults understand that it is the responsibility of every person to respect the boundaries of others even if they are not always communicated verbally? | YES | NA | NA | NO | ||
| 22-23, 42 | ||||||
| 49. How to react: In addition to the items about how to react in section I, adults need to understand that victims of human trafficking sometimes may not realize they are being abused or they may not self-identify as a “victim”. Those being trafficked often blame themselves for their situation or often feel responsible for it to some degree. If you suspect a youth or child is being trafficked, don’t force the label of victim, or; interview or force the youth to talk; or show injuries. Immediately report what you suspect to law enforcement. Do the materials educate adults about how to react, specifically not forcing the youth to identify as a victim, forcing them to talk, or to show injuries? | YES | NA | NA | NO | ||
| 26-29, 42 | ||||||
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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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)? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 19. 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? | This item has not been graded. | |||||
| 20. 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? | This item has not been graded. | |||||
| 21. 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? | This item has not been graded. | |||||
| 22. 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? | This item has not been graded. | |||||
| 23. 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? | This item has not been graded. | |||||
| 24. 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? | This item has not been graded. | |||||
| 25. 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? | This item has not been graded. | |||||
| 26. 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? | This item has not been graded. | |||||
| 27. 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? | This item has not been graded. | |||||
Human Trafficking Prevention-Elementary Stude
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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)? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 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? | This item has not been graded. | |||||
| 19. Consistency with the law: The materials demonstrate an understanding of Utah code as it applies to providing the material to students. They do not have inconsistencies with Utah’s laws in regard to human trafficking or the code related to human trafficking prevention instructional materials, including the following: ● Utah Code 53E-9-203 Activities prohibited without prior written consent - Validity of consent -Qualifications -Training on implementation. ● Utah Code 76-5-308 Human trafficking for labor. ● Utah Code 76-5-308.5 Human trafficking of a child -- Penalties. ● Utah Code 76-5-309 Benefitting from trafficking and human smuggling -- Penalties. ● Utah Code 76-5-310 Aggravated human trafficking -- Penalties. ● Utah Code 76-5-311 Human trafficking of a vulnerable adult -- Penalties. ● Understanding human trafficking as a form of abuse: Curriculum content should include both sex and labor trafficking. See Utah Code 78A-6-105, which specifies the definition of “Abuse”. Do the materials demonstrate an understanding of Utah Code as it applies to providing the material to students? | This item has not been graded. | |||||
| 20. Definition of Human Trafficking: Cover the definition and concepts related to human trafficking. Human trafficking is a form of modern-day slavery in which traffickers use force, fraud, or coercion to control those they abuse for the purpose of engaging in commercial sex acts or labor services against their will. These crimes include digital trafficking, including the production and distribution of photographs, videos, and other media of underage victims through online social networks. Children who are exploited for commercial sex acts or for labor are unwilling subjects of human trafficking, even if force, fraud, or coercion are not used to compel their participation in those acts. It may be helpful to also explain the concepts of force, fraud, and coercion. Do the materials cover the definition and concepts related to human trafficking, in an age appropriate manner? | This item has not been graded. | |||||
| 21. Forms of human trafficking: The materials must cover concepts for both sex trafficking and labor trafficking: ● Sex trafficking means the recruitment, harboring, transportation, provision, obtaining, patronizing, or soliciting of a person for the purpose of a commercial sex act, in which the commercial sex act is induced by force, fraud, or coercion; or in which the person induced to perform such act has not attained 18 years of age. Note: A child (under 18) cannot consent to any form of commercial sex. Thus, exchanging anything of value (money, food, water, shelter, controlled substances, a ride, etc.) for sex with a minor is a form of human trafficking where the minor is always the victim. ● Labor trafficking means the recruitment, harboring, transportation, provision, obtaining, patronizing, or soliciting of a person for labor or services, using force, fraud, or coercion. (See Utah Code 76-5-308). Note: Labor trafficking can occur at industrial facilities, sweatshops, households, agricultural enterprises, even in the child’s own home, or any other workplace. The key question is whether the labor was obtained using force, fraud, or coercion. (See minimum guidelines for examples of what is and what is not labor trafficking) Are both sex trafficking and labor trafficking covered in the materials? | This item has not been graded. | |||||
| 22. Recognizing general warning signs of human trafficking: In addition to the general warning signs that a person may be abusing a child (outlined in section I), the information should focus on teaching children how to recognize specific warning signs that a friend or peer has possibly been or is being trafficked or exploited. Children should be taught that no single indicator is necessarily proof of human trafficking. Recognizing the signs is the first step in identifying those who are potentially being subjected to trafficking. Emphasize that if a friend reports to them, they should tell a trusted adult (for example, parent, guardian, relative, teacher, and clergy). This is not breaking a promise. It is being a good friend, so their friend is safe and is not hurt. If a child notices that a friend is acting differently than normal, encourage them to check in on that friend. (See minimum guidelines for emotional and physical signs of human trafficking) Are students taught how to recognize specific warning signs that a friend or peer has possibly been or is being trafficked or exploited? | This item has not been graded. | |||||
| 23. Children are not responsible for human trafficking: Human trafficking can happen to anyone. Most often the trafficker is someone the child knows or has met (in the real world or online) and feels they can trust them. Children who have been trafficked may feel the abuse is somehow their fault – 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. Are students taught that human trafficking can happen to anyone and that children are in no way to blame? | This item has not been graded. | |||||
| 24. Risk factors: Discuss certain traits or behaviors of a child can put them at higher risk (e.g. those who have a history of sexual abuse, dating violence, low self-worth, and lack of social support). Other factors include lack of personal safety, isolation, emotional distress, homelessness, poverty, family dysfunction, substance abuse, mental illness, learning disabilities, developmental delay, childhood sexual abuse, and sexual exploitation by family members or peers. Children and youth who are engaged in sexting or have been subjected to sextortion are also at risk. Sextortion is a form of electronic blackmail that usually happens online and can cause stress and problems for the child. Sextortion is when someone threatens to share private or explicit pictures of a person unless that person does what they want (like sending more pictures or giving them money). Are students taught traits or behaviors that can put them at higher risk of human trafficking? | This item has not been graded. | |||||
| 25. Vulnerable populations: Vulnerable child populations include children with medical needs or special needs. Children involved in the juvenile justice system, Division of Child and Family Services (DCFS) and the foster care system; refugees and immigrant children; homeless and runaway children; and children who may have a gender identity or sexual orientation that may put them at greater risk; and American Indian/Native Alaskan children. Are students taught about vulnerable populations for human trafficking? | This item has not been graded. | |||||
| 26. Being safe in various situations: Children should learn rules that keep them safe from people, places, and situations that make them feel unwelcomed, scared, uncomfortable, or confused. Remind children they have the right to say “no” in any situation that makes them feel unsafe, and they should tell a trusted adult (for example, parent, guardian, relative, teacher, and clergy). Children should learn skills to get them out of situations as fast as possible when the person, place, or situation makes them feel unwelcomed, scared, uncomfortable, or confused. Do students learn rules to keep them safe? Are students reminded that they have the right to say “no in any situation that makes them feel unsafe? Are students taught skills to get them out of unsafe situations? | This item has not been graded. | |||||
| 27. How adults can report: Actions an adult might take to report a suspected trafficking or exploitation will lead to protecting the person being trafficked or exploited. No one deserves to be abused or afraid. (See minimum guidelines for examples of how adults can report) Do the materials include actions an adult might take to report suspected trafficking? | This item has not been graded. | |||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807