www.fightchildabuse.org and Barbara Sinatra Children's Center Foundation
Core Code Alignment
Child Abuse and Human Trafficking
Child Abuse and Human Trafficking
99000000000: Child Sexual Abuse and Human Trafficking Prevention
Child Abuse and Human Trafficking
99000000000: Child Sexual Abuse and Human Trafficking Prevention
Recommendation
Recommended Limited
Evaluation
24831 CSA for Elementary Student passed 24832 CSA for Parent / Guardian did not pass 24833 CSA for ASY did not pass
Educators Using These Materials
No educators found.
Material Categories
Supplementary
Rubric : CSA and HT 2025
Final recommendation published; partial rubric scores available.
Child Sexual Abuse Prevention- Parent/Gua
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| 1. Adherence to Administrative Rule: Administrative rules change frequently, so please make sure to review prior to all submissions. Are instructional materials in compliance with USBE Rule 277-630? | Yes | NA | NA | No | ||
| E1-E8 of teen slides, It seems like there should be a specific training for parents and guardians, not the same approach as teens and kids would receive. All videos K-3, 4-6. All Teacher activity lessons K-6 throughout | ||||||
| 2. Limits of training: Overall, awareness, prevention, and interruption of child sexual abuse and/or human trafficking are the focus of the materials and the training does not expand beyond that focus. Is the main focus of the training on awareness, prevention, and interruption of child sexual abuse and/or human trafficking? | Yes | NA | NA | No | ||
| E1-E8 ALL videos (Protect Yourself Rules videos), All teacher lessons | ||||||
| 3. Age-appropriate materials: Overall, the materials are age appropriate and comply with the definition of age appropriate instructional material, as defined by Utah Code 53G-9-207 (a)(I) and (II). Are the materials age appropriate as defined in Utah Code? | YES | NA | NA | NO | ||
| The provider's rubric claims yes, but I disagree, I don't think the same training for parents and adults should be used for kids and teens. Intended for teens and not parents/guardians | ||||||
| 4. Prohibited Concepts and Practices: As outlined in Utah Code 53G-9-207, Age appropriate instructional materials does not include materials that: ○ Invites a student to share personal experiences about abuse during instruction; ○ Gives instruction regarding consent described in Utah Code 76-5-406; or ○ Includes sexually explicit languages or depictions Additionally, participants should not be asked to role-play antisocial behavior, such as dividing into pairs where one child takes on the role of an abuser and the other child practices saying no. Do the materials comply with Utah Code 53G-9-207? Do the materials avoid asking students to role-play antisocial behavior? | YES | NA | NA | NO | ||
| Throughout videos Teen videos, lesson 1 mentioned buried trauma once, but I didn't see this otherwise. 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 | ||
| No info that parents are primary protectors. Signs & Symptoms: https://fightchildabuse.org/k-3-teacher/#symptoms, https://fightchildabuse.org/4-6-teacher/#symptoms, https://fightchildabuse.org/teen-teacher/#symptoms Videos: Protect Yourself Rules (ALL) | ||||||
| 6. Parent responsibilities: The training materials clearly state that parents are the primary trainers for these subjects and the materials empower the parents to discuss these issues with their children. Parents are also the primary protectors of their children. Materials should contain information to assist parents in ○ Reflecting on their own cultural upbringing, background, and background ○ Becoming educated about how to talk to their children and what to look for, ○ And knowing what to do if they suspect abuse. Parents must act on their commitment to keep their children safe by learning to recognize and respond to inappropriate behaviors around youth before a youth is harmed. Parents must also commit to reporting to the proper authorities if something is disclosed to them by a child. Do the materials clearly state that parents are the primary trainers and protectors of their children? Is information included to train parents to know what to look for, what to say or ask their child, and what to do if they suspect abuse? | YES | NA | NA | NO | ||
| Abuse only explained through a child or teens perspective, parent responsibilities not addressed. Does not explain parent responsibilities for children | ||||||
| 7. Developmental Issues: The materials contain a brief overview of childhood developmental issues is to help adults understand how a child’s developmental stage may affect their understanding of sexual abuse and/or human trafficking. Do the materials contain a brief overview of childhood developmental issues? | YES | NA | NA | NO | ||
| Not addressed Only discuss teens | ||||||
| 8. Community issues: The materials cover examples of issues that may exist in specific communities that may contribute to the prevalence of child sexual abuse and/or human trafficking. Are examples of community issues that contribute to the prevalence of abuse included? | YES | NA | NA | NO | ||
| Not addressed Signs & Symptoms of Abuse (K-3, 4-6, teen) Protect Yourself Rules: Safe Touch, Unsafe Touch (K-3, 4-6, teen) Videos: Safe Touch, Unsafe Touch (K-3, 4-6, teen) Teacher Lessons: Safe Touch, Unsafe Touch (K-3, 4-6, teen) rubric indicates topic is not covered | ||||||
| 9. Appropriate adult behavior: Instruction for parents should help them to teach their children what safe and appropriate adult behavior looks like. Parents should teach their children that: ○ It is the responsibility for adults to keep children safe. ○ Adults have a legal responsibility not to abuse or exploit children and can be punished for doing so. ○ All children have the right to ask an adult to stop behavior that makes them uncomfortable. ○ They can report any behavior that concerns them to a trusted adult ○ Adults should not give gifts to children and expect repayment or something in return. (See minimum guidelines for examples of appropriate and inappropriate adult behavior) Are concepts included that teach parents what appropriate and inappropriate adult behavior looks like? Are examples of appropriate/inappropriate behavior included? | YES | NA | NA | NO | ||
| In teen and kid videos, but not addressed through an adult perspective Signs & Symptoms of Abuse (K-3, 4-6, teen). Videos, K-3 ALL/ Teens: My Tutor Abused Me - https://fightchildabuse.org/teen-video-ststh/. LESSON 5: Grooming & Sexual Abuse. https://fightchildabuse.org/teen-video-pyr/. Are You With Me? | ||||||
| 10. Explanation of grooming: The materials should cover the concept of “grooming”. Grooming is a subtle (hard to notice), gradual (slow), and escalating (more and worse over time) process of building “trust” with a child and the child’s parent(s) or other caregivers, when the intent is to hurt or abuse the child. Do materials cover the concept of “grooming”? | YES | NA | NA | NO | ||
| Signs & Symptoms of Abuse (K-3, 4-6, teen). Videos, K-3 ALL/ Teens: My Tutor Abused Me - https://fightchildabuse.org/teen-video-ststh/. LESSON 5: Grooming & Sexual Abuse. https://fightchildabuse.org/teen-video-pyr/. Are You With Me? if parents watch the videos, they will get the basic idea but not covered explicitly for parents | ||||||
| 11. Grooming red flags: This section may include activities that help parents recognize “red flags”, such as what an abuser might say or do at different stages in the grooming process. The material should point out how grooming might be hard to recognize at first, that grooming often happens at a gradual pace, and that the red flags may escalate over time. (See examples of grooming in minimum guidelines). Do the materials help parents recognize “red flags” of grooming, how it is difficult to recognize, and how it escalates over time? Are examples of grooming red flags included? | YES | NA | NA | NO | ||
| The Protect Yourself Rules (teacher lessons and videos - ALL) if parents watch the videos, they will get the basic idea but not covered explicitly for parents | ||||||
| 12. Create a safety plan: The material should include activities to help parents design a safety plan that is clear and concise with their children. Both a physical safety plan (what the physical boundaries are of the child) and verbal safety plan (such as a safe word that a child can say to a parent when the child feels unsafe) and provide various examples on what to do in dangerous situations. (See examples in minimum guidelines.) Are activities included to help parents design both a physical and verbal safety plan? Are examples of creating a safety plan included? | YES | NA | NA | NO | ||
| Prescreening Guidelines (ALL): https://fightchildabuse.org/k-3-teacher/#symptoms. Additional Resources: https://fightchildabuse.org/4-6-teacher/#additional_resources if parents watch the videos and complete the worksheets, they will get the basic idea but not covered explicitly for parents | ||||||
| 13. Mandatory reporting and requirements: The materials should cover the mandatory reporting requirements in Utah, which is that all adults are legally obligated to report any type of suspected child abuse or human trafficking, they must call and report it to the proper authorities. There is an added importance for parents and guardians to report as they are in a position of power and trust and have a responsibility to protect their children. If a parent suspects a child is being (or has been) abused, that person should immediately call Utah’s 24-hour Child Protection Line: 1-855-323-3237. The hotline makes it easy to share concerns about a youth with a trained social worker. A person does not need to be certain abuse has occurred to call. Do the materials cover the mandatory reporting requirements in Utah (Utah Code Sections 53E-G-701)? Is Utah’s 24-hour Child Protection Line (1-855-323-3237) included? | YES | NA | NA | NO | ||
| Not addressed. rubric indicates content is not present | ||||||
| 14. What to expect when you report: The materials should cover the basics of what will happen if the parent needs to make a report. For example, they need to have as much information on hand as possible, including the child’s name, date of birth, address, school or childcare provider, and the nature of the concerns. The system is set up to handle an investigation in a way that considers the well-being of the child/youth. Include a discussion that by following the appropriate steps for reporting, it is more likely that the youth will not be subjected to multiple interviews and the case will remain strong. Do the materials cover the basics of what will happen if a parent makes a report? Is there an included discussion on the importance of following appropriate steps for reporting? | YES | NA | NA | NO | ||
| Not addressed. Signs & Symptoms of Abuse (K-3, 4-6, teen). Videos, K-3 ALL/ Protect Yourself Rules (ALL)/ Teens: My Tutor Abused Me - https://fightchildabuse.org/teen-video-ststh/. LESSON 5: Grooming & Sexual Abuse. https://fightchildabuse.org/teen-video-pyr/. Are You With Me? K-3: Video: Lesson 4-5 4-6 Video: Lesson 2, 5 Teens: Lesson 4-6 rubric indicates content is not present | ||||||
| 15. Abusers can be anyone: The material should cover that abusers often look and act like everyday people. They can be charming, charismatic, admirable, and respected pillars in the community, workplace, or school. Any adult who has access to youth regularly in private situations has more opportunity to sexually abuse youth. Perpetrators will work to earn trust in an attempt to challenge parents and guardians’ instincts causing them to let down their guard. Parents should be made aware that even other children living in the home or neighborhood can abuse other children. Do the materials cover that child abusers often look and act like everyday people and include examples? Do the materials mention that children can also abuse other children? | YES | NA | NA | NO | ||
| Addressed in teen and child videos, but should be more nuanced for adults. Teacher curriculum: 4th gr: 5, 13, 15. 5th gr: 5, 14, 16. 6th Gr: 6, 15, 17. Signs & Symptoms of Abuse (ALL)/ Videos: ALL Kind of addressed in videos and activities, but could be more explicit for parents | ||||||
| 16. Abuse can happen anywhere and at any time: The materials should help parents understand that abuse can happen anywhere and at any time. It generally happens in places where it is easy to be alone with a child and when there is some assurance that the abuse will not be seen, discovered, or interrupted by others. There is no specific time of day that abuse happens, although children may be more vulnerable when they are tired or asleep. It is important that parents emphasize safety with their child, but also that is not the child’s fault if they find themself in a place or situation where an adult abuses them. The responsibility falls on the adult who committed the acts and children are in no way to blame. Do the materials help parents understand that abuse can happen anywhere and at any time and include examples? Is it emphasized that the responsibility falls on the adult who committed the acts and children are in no way to blame? | YES | NA | NA | NO | ||
| Addressed in teen and child videos, but should be more nuanced for adults. I thought so but cannot find | ||||||
| 17. Risk factors: Certain traits of behaviors of a child or youth can put them at higher risk of sexual abuse. (See examples of risk factors in minimum guidelines) Are examples given of certain traits or characteristics of children or youth included that are susceptible and at higher risk of abuse? | YES | NA | NA | NO | ||
| included in teacher materials, but that is not for parents | ||||||
| 18. How to react: The materials should discuss concepts regarding how adults should react when they have a suspicion that abuse or trafficking is occurring, or when the youth has disclosed being subjected to abuse. The parents' reaction plays an important part in whether they will continue to trust and confide in the parent. Children will potentially judge themselves “guilty” or “dirty” according to how they feel their parent or guardian perceives them. Parents should not try to shame a child/youth by any conversation or explanation of abuse. It is important to learn what to say and what not to say. Is the importance of how a parent acts when abuse or trafficking is occurring covered in the materials, including what to say and what not to say? | YES | NA | NA | NO | ||
| No, there are many references to telling a trusted adult but not how there is no place that discusses how parents and guardians should react | ||||||
| 19. Establishing trust when abuse or trafficking is suspected: The materials should cover ways that parents and guardians can establish trust with a child or youth that they suspect may be experiencing abuse or that has disclosed sexual abuse or human trafficking. (See minimum guidelines for examples of establishing trust when abuse or trafficking is suspected) Do the materials cover ways that parents can establish trust and include examples? | YES | NA | NA | NO | ||
| Not addressed. rubric indicates content is not present | ||||||
| 20. School policy: Each school has procedures and prevention policies set in place to protect against abuse and/or human trafficking. Parents and guardians should educate themselves on schools’ programs and work closely with school officials to reinforce prevention practices at home. Parents should coordinate efforts to provide a clear and unified discussion of abuse, its terminology and signs, and the proper ways to report when one suspects abuse. Are parents encouraged to educate themselves on their school’s prevention policies on CSA and HT? | YES | NA | NA | NO | ||
| Protect Yourself Rules (ALL) Boundaries in Teacher Curriculum: Grade 2 - pg 14, Grade 3: 1-6, 11, 13, 15, 16, Grade 4: 1-3, 6, 8-12, 19, 21, 24, Gr 5: 1-3, 6, 8-10, 20, 22, 23, 25, Gr 6: 1-3, 5, 9, 12, 14, 21, 23, 24, 26, Videos (ALL) not presented in a way that is relevant to parents | ||||||
| 21. Minimize risk: The materials should discuss how parents can minimize the risk of abuse with their children. Parents should set clear boundaries and rules and think carefully about the safety of situations. (See the minimum guidelines for examples on actions that adults can take to minimize risk) Are the ways that parents can minimize the risk of abuse including setting clear boundaries and rules discussed, including examples? | YES | NA | NA | NO | ||
| Not addressed rubric indicates content is not present | ||||||
| 22. Trust your intuition: The materials should encourage parents to reflect on the situations and behavior of those that are around their children. Parents should consider the following: Does their behavior seem odd? Does it make you feel uncomfortable? Does it seem to happen all the time or too often? Has anyone else commented or noticed? If the answer is yes to any of these questions, then parents should trust their instincts and act by reporting suspicions. Contact law enforcement or child welfare authorities who will then open an investigation. Reporting may save the life of a child. Do materials encourage parents to reflect on situations and behavior of those that are around their children? | YES | NA | NA | NO | ||
| found throughout videos | ||||||
| 23. Set and respect family boundaries: Parents should intentionally make clear family rules and boundaries. All members of the family should know that everyone in the family has rights to privacy in dressing, bathing, sleeping, and other personal activities. If anyone does not respect these rights, the parent should clearly tell them the family rules and monitor to make sure those rules are honored. The parent should also continue to check with their children that those rules are being followed by others in the home. Are parents educated about the importance of family boundaries around dressing, bathing, sleeping and other personal activities? | YES | NA | NA | NO | ||
| Not addressed. It teaches children to say no but not parents to teach their children to say no. rubric indicates content is not present | ||||||
| 24. Right to say no: The materials should help parents know how to teach their child that they have the right to say no in any situation that makes them feel unsafe or uncomfortable. For example, they can teach the right to say no when anyone wants to touch anywhere normally covered by a swimming suit. Parents should explain that doing this will not get them in trouble. Parents should teach their children about “bad secrets” and the difference between a surprise and a secret. Parents should understand how to empower their children with the right to privacy and to say no, but pair it with the understanding that adults are the ones responsible for addressing and correcting behavior of others. Do the materials help parents know how to teach their children that they have the right to say no in unsafe or uncomfortable situations? Does the material cover teaching children about “bad secrets” and the difference between a surprise and a secret? | YES | NA | NA | NO | ||
| Taught to kids and teens, not addressed to parents on how to teach their kids and teens throughout videos and activities | ||||||
| 25. Communication: The materials should help empower parents and guardians to talk to youth about sexual abuse with clarity and confidence and in a trauma-informed way. The materials should provide opportunities to allow parents to practice what to say and to help prepare for these conversations. Also, make explicit that the parent needs to make sure that their children know the words they need to describe situations that make them feel uncomfortable. Do the materials empower parents to talk to youth about sexual abuse with clarity and confidence and in a trauma-informed way? Are there opportunities for parents to practice? Is the importance of using correct words to explain abuse explicitly mentioned? | YES | NA | NA | NO | ||
| Not addressed Protect Yourself Videos , (K-3) Lesson 1-2, Teen video, Lesson 1, Episode 8 rubric indicates content is not present | ||||||
| 26. Teach children why they should report: The materials should help parents have the ability to articulate to their child the reasons that telling an adult is important. Telling a parent who can help about suspected abuse can lead to protecting the person who may be experiencing abuse. No one deserves to be abused or afraid. Do the materials help parents have the ability to articulate to their child the reasons that telling an adult is important? | YES | NA | NA | NO | ||
| Kids and Teen videos There is a GET HELP button on the bottom of the website but it doesn't clearly say to report unless you click on it covered in videos intended for students | ||||||
| 27. Reporting: The materials should include that if anyone suspects a child is being (or has been) abused or trafficked, that person should immediately call the proper authorities. They should cover how the parent can report abuse or trafficking if they suspect it is occurring. For example, the parent should call law enforcement and Utah’s 24-hour Child Protection Line 1-855-323-3237. The national human trafficking hotline is 888-373-7888. Do the materials include that if abuse or trafficking is occurring the proper authorities should immediately be called? Are resources for reporting included? | YES | NA | NA | NO | ||
| Not addressed rubric indicates content is not present | ||||||
| 28. Requirements for Clergy: The materials will cover the responsibility that clergy have for reporting information about abuse. Utah statute 80-2-602 (4)(a) requires that when a member of the clergy receives information about abuse or neglect from any source other than confession of the perpetrator, the member of the clergy is required to report the information, even if the member of the clergy also received information about the abuse or neglect from the confession of the perpetrator. Do the materials cover the responsibility that clergy have for reporting abuse? | YES | NA | NA | NO | ||
| Not addressed rubric indicates content is not present Sexual extortion: No Not addressed rubric indicates content is not present Protective Factors: No Kid and Teen videos alluded to in videos and activities | ||||||
| 2.1 Consistency with the law: Do the materials demonstrate an understanding of Utah Code as it applies to providing sexual abuse materials to students? Are the materials consistent with Utah Code 53E-9-302 and the code related to child sexual abuse prevention instructional materials? | YES | NA | NA | NO | ||
| First episodes of kids and teen videos Protect Yourself Rules and Videos (K-3, 4-6, teens), Teacher Lessons | ||||||
| 2.2 Sexual misconduct: The materials cover, in an age-appropriate way, that any sexual act towards a child is not safe or appropriate, whether it is done by an adult towards a child or by a child towards another child. There are situations where the child may not feel uncomfortable, but it is still considered abuse. The material should focus on the inappropriate behavior of the sexual act and not the feelings generated in the child to define abuse or inappropriate interactions. Do the materials cover the concept that any sexual act towards a child is not safe or appropriate, no matter if it is done by an adult or another child? Does the material focus on the inappropriate behavior of the sexual act and not the feelings of the child? | YES | NA | NA | NO | ||
| Protect Yourself Videos (K-3), lesson 1 Protect Yourself Rules. Signs & Symptoms of Abuse (Teens), Stop the Sexual Secrets That Hurt video (Teens) included in videos | ||||||
| 2.3 Define the concept of sexual abuse: The materials define sexual abuse. Sexual abuse is defined in Utah Code Section 80-1-102 and includes acts or attempted acts of sexual intercourse, sodomy, incest, or molestation by an adult directed towards a child. It also includes acts or attempted acts by a child towards another child under certain conditions defined in the law. Do the materials define sexual abuse as defined in Utah Code Section 80-1-102? | YES | NA | NA | NO | ||
| Kid and teen videos, again, only through the perspective of the youth, not parents/caregivers responsibility included in videos and activities | ||||||
| 2.5 Effects of sexual abuse: The materials should cover that sexual abuse is extremely prevalent and can cause many different physical and mental health problems. The effects of sexual abuse are numerous and widespread. Survivors report increased likelihood of substance abuse and mental health issues. The side effects include increased risk of suicide and eating disorders. Both male and female survivors are more likely to engage in prostitution and many report a loss of their innocence and lifelong, devastating emotional effects, carrying shame throughout their life. Does the material cover the prevalence and widespread effects of sexual abuse including increased likelihood of physical and mental health issues? | YES | NA | NA | NO | ||
| Not addressed Videos (ALL K-3, 4-6 and Teen) Protect Yourself Rules (ALL K-3, 4-6 and Teen) Teacher Lessons (ALL) | ||||||
| 2.6 Practice saying no: Parents should remind children that they have the right to say no in any situation that makes them feel unsafe or uncomfortable and have them practice saying no. Are parents reminded to teach children that they have the right to say no in any situation that makes them feel unsafe or uncomfortable? | YES | NA | NA | NO | ||
| Kid and teen videos, for youth, not for parents teaching youth Teacher curriculum Grade 2 p 12, 15, 33/ Grade 3: 14. Grade 4: 27. Grade 5: 27, 28. Videos: K-3, lesson 2, 3, 4, 5, 6, 4-6: Lesson 1, 2, 3, 5. Teen: Protect Yourself Rules (4-6: rule 1 & 4) included many times throughout videos and activities | ||||||
| 2.7. Abuse can affect anyone: The materials should help parents understand that abuse can and does happen to anyone regardless of age, gender, race, etc. Most often an abuser is someone the child knows and trusts. Do the materials help parents understand that abuse can and does happen to anyone and that most often an abuser is someone the child knows and trusts? | YES | NA | NA | NO | ||
| Kid and teen videos Videos (K-3: lesson 3/ 4-6: Lesson 1/ Teen: Lesson 6) Protect Yourself Rules: 4-6, rule 1. covered in videos | ||||||
| 2.8 Children who have been abused are not at fault: The materials should help parents to understand that children who have been sexually abused may likely feel the abuse is somehow their fault and that they brought it on themselves or encouraged it in some way. It is important to teach the child that the responsibility falls on the adult who committed the acts and that as children they are in no way to blame for these terrible acts. Do the materials help parents understand that children who have been sexually abused may likely feel the abuse is somehow their fault? | YES | NA | NA | NO | ||
| covered in videos and activities | ||||||
| 2.9 Facts regarding child sexual abuse: Materials should state the following facts regarding child sexual abuse in order to diffuse common misconceptions that are common/prevalent. The materials must include (but are not limited to) all of the following: ○ Fact: Prevention efforts are effective in stopping child sexual abuse and by learning the facts, parents can make a difference. ○ Fact: An abuser is generally someone the family knows and trusts; someone who has easy and consistent access to the youth. ○ Fact: Adults miss opportunities to prevent CSA because of misinformation and confusing stereotypes. Anyone can be perpetrators of sexual abuse, regardless of social status, ethnicity, race, or creed. In addition, both male and female adults sexually abuse children, and even children can sexually abuse other children. ○ Fact: Most people who have experienced abuse do not become abusers. Are all of the required facts about child sexual abuse included in the curriculum? | YES | NA | NA | NO | ||
| Not addressed sufficiently for parents/caregivers Videos (K-3: lesson 6/ 4-6: lesson 3/ teen: lesson 1, 2, 5) rubric indicates content is not present | ||||||
| 2.10 Signs of abuse: The materials should cover signs that a youth may exhibit if they are a victim of abuse. A child exhibiting many of these signs could be experiencing other stressors that are affecting their well-being, such as divorce or bullying. However, if a parent or guardian is witness to a combination of these signs, they should pay close attention and make sure to talk about these things with their child immediately. (See minimum guidelines for examples of behavioral and physical signs of abuse) Are there examples of behavioral and physical signs that a youth may exhibit if they are a victim of abuse? | YES | NA | NA | NO | ||
| Kid and teen videos videos and activities | ||||||
| 2.11 Human trafficking: The materials generally cover that human trafficking is a form of abuse and modern-day slavery in which traffickers use force, fraud, or coercion to control victims for the purpose of engaging in commercial sex acts or labor services. These crimes include digital trafficking, including the production and distribution of photographs, videos, and other media of underage victims through online social networks, and could also include sexting. If the materials are only meant to cover child sexual abuse, they should state that there is more in-depth training available for parents regarding human trafficking issues. Do the materials generally cover that human trafficking is a form of abuse and modern-day slavery, including examples? If the materials are only meant to cover CSA, do they state that there is more in-depth training available for parents regarding human trafficking? | YES | NA | NA | NO | ||
| "Not addressed. This curriculum is not enough for parents and caregivers. It is helpful to know how kids and teens are being trained, but it doesn't cover the knowledge and responsibilities adults have in keeping children safe. " No training on trafficking rubric indicates content is not present | ||||||
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 | ||
| Introduction videos of K-3, 4-6 Materials clearly focus on awareness, prevention, and interruption of child sexual abuse but NOT clear about parents and caregivers are the primary source of information for their children regarding issues related to child sexual abuse. throughout | ||||||
| 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 | ||
| Not addressed for adults in prevention roles, only through kid and teen lens not intended for ASY | ||||||
| 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 | ||
| Appropriate for youth and teens, not adults in prevention/education role not intended for ASY | ||||||
| 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 | ||
| Addressed in intro of kid and teen videos | ||||||
| 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 | ||
| Not from an adult perspective, only through youth lens No, it talks about going to adults for help a lot but not the adult responsibility component. not included for ASY | ||||||
| 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 | ||
| Doesn't address these specific issues for adults, only through youth perspective not included in relevant way | ||||||
| 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 | ||
| Not addressed not present | ||||||
| 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 | ||
| Not addressed not present | ||||||
| 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 | ||
| Not addressed K-3 Protect Yourself video/ Safe & Unsafe lesson 3. (for kids but could work for adults) Protect Yourself Rules (4-6) Unsafe Rules not present | ||||||
| 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 | ||
| Not addressed sufficiently for this training purpose, only through lens of youth not relevant for ASY | ||||||
| 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 | ||
| K-3 Videos: Lessons 4&5. 4-6 Videos: Lesson 4&5. Teen Videos: Lesson 5, Episode 4, Are You With Me? | ||||||
| 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 | ||
| Protect Yourself Rules (ALL) | ||||||
| 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 | ||
| Not addressed sufficiently for this training purpose, only through lens of youth not from ASY perspective | ||||||
| 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 | ||
| Not addressed not included | ||||||
| 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 | ||
| Not addressed Signs & Symptoms of Abuse (ALL) K-3 Videos: Lessons 4-5 4-6 Videos: Lesson 5 Teens: Are You With Me?, Lesson 5, Episode 4 not included | ||||||
| 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 | ||
| In kid and teen videos Signs & Symptoms of Abuse (ALL) K-3 Videos: Lessons 3-5 4-6 Videos: Lesson 4 & 5 Teens: Are You With Me?, Lesson 5, Episode 4 & 7 | ||||||
| 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 | ||
| In kid and teen videos Signs & Symptoms of Abuse (ALL) K-3 Videos: Lessons 3-5 4-6 Videos: Lesson 4 & 5 Teens: Are You With Me?, Lesson 5, Episode 4 & 7 | ||||||
| 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 | ||
| In kid and teen videos | ||||||
| 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 | ||
| Not addressed enough for the role of an educator in a prevention role | ||||||
| 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 | ||
| Not addressed enough for the role of an educator in a prevention role not enough for ASY | ||||||
| 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 | ||
| Not addressed Protect Yourself Rules (ALL) Videos (ALL) not present | ||||||
| 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 | ||
| Not addressed not present | ||||||
| 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 | ||
| Only addressed through kid and teen perspective, not adults Protect Yourself Rules (ALL) Videos (ALL) | ||||||
| 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 | ||
| Throughout lessons and videos Videos (ALL, especially K-3 lesson 1, 3. 4-6: Lessons 1-2, Teens (All lessons and episodes) in videos from student perspective | ||||||
| 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 | ||
| In kid and teen videos through lens of youth, not through lens of adult student perspective in videos | ||||||
| 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 | ||
| Not clearly addressed for adult role no mention not present Sexual extortion: No Not addressed enough for adult responsibilities Utah Code 53E-9-302 is about State student data protection governance. Is this stating that CSA prevention education material won't share student data? not present Protective Factors: No Not addressed enough for adult responsibilities Utah Code 53E-9-302 is about State student data protection governance. Is this stating that CSA prevention education material won't share student data? not present | ||||||
| 2.1 Consistency with the law: The materials demonstrate an understanding of Utah code as it applies to providing child sexual abuse prevention instructional materials to students. The materials also do not have inconsistencies with Utah’s laws in regard to child sexual abuse (Utah Code 53E-9-302) or the code related to child sexual abuse prevention instructional materials. Do the materials demonstrate an understanding of Utah code? Are the materials consistent with Utah Code 53E-9-302? | YES | NA | NA | NO | ||
| Not clear All videos, all Protect Yourself Rules, and all K-3, 4-6 Teacher Lessons. The understanding of the intended purpose and audience of the training is not complete. | ||||||
| 2.2 Sexual misconduct: The materials cover the definition of sexual misconduct, as well as the concept that any sexual act towards a child is not safe or appropriate, whether it is done by an adult towards a child or by a child towards another child. There are situations where the child may not feel uncomfortable, but it is still considered abuse. The material should focus on the inappropriate behavior of the sexual act and not the feelings generated in the child to define abuse or inappropriate interactions. Do the materials cover the definition of sexual misconduct and a discussion that even if the child is not uncomfortable, it is still abuse? | YES | NA | NA | NO | ||
| K-3, 4-6 and Teens: Signs & Symptoms of Abuse student perspective in videos | ||||||
| 2.3 Define the concept of sexual abuse: The materials define sexual abuse. Sexual abuse is defined in Utah Code, section 80-1-102 and includes acts or attempted acts of sexual intercourse, sodomy, incest, or molestation by an adult directed towards a child. It also includes acts or attempted acts by a child towards another child under certain conditions defined in the law. Do the materials define sexual abuse in alignment with Utah Code section 80-1-102? | YES | NA | NA | NO | ||
| Defined in kid and teen videos Protect Yourself Rules: K-3: Rule 2 & Video: K-3 (lesson 3)/ Protect Yourself Rules: 4-6: Rule 2/ Teacher Curriculum: All Grades throughout materials | ||||||
| 2.4 Appropriate physical contact: The materials talk about what is appropriate, acceptable physical contact with children, and helps adults understand the types of boundaries that need to be in place at the school. The materials also give adults the language to explain this to children and opportunities to practice explaining it to children. Example: The private parts of your body are the parts of the body that are covered by a bathing suit and these parts should never be touched by an adult at school unless medically necessary. ● Safe touch: Anything that makes us feel happy and comfortable. Examples include holding hands with friends, sharing meals, warm hugs from loving parents or friends. ● Unsafe touch: Anything that leaves us feeling unsafe, confused, or uneasy or uncomfortable. Unsafe touch can also sometimes feel “good” to the child; however, it is still important to share with a trusted adult if there is touching on private parts of the body or touches that someone tells you to keep secret. Do the materials cover what is appropriate, acceptable physical contact with children? Are adults given the language to explain this to children and include opportunities to practice explaining? | YES | NA | NA | NO | ||
| Defined in kid and teen videos throughout videos | ||||||
| 2.5 Effects of sexual abuse: The materials should cover that sexual abuse is extremely prevalent and can cause many different physical and mental health problems. The effects of sexual abuse are numerous and widespread. Survivors report increased likelihood of substance abuse and mental health issues. The side effects include increased risk of suicide and eating disorders. Both male and female survivors are more likely to engage in prostitution and many report a loss of their innocence and lifelong, devastating emotional effects, carrying shame throughout their life. Do the materials address the effects of sexual abuse and include examples? | YES | NA | NA | NO | ||
| Not enough information for the role of adult educators No effects are mentioned. not enough for ASY | ||||||
| 2.6 Abuse can affect anyone: The materials should help adults understand that abuse can and does happen to anyone regardless of age, gender, race, etc. Most often an abuser is someone the child knows and trusts. Is the fact that abuse can affect anyone covered in the curriculum? | YES | NA | NA | NO | ||
| Defined in kid and teen videos (Last) Question 35: Videos (K-3) Lesson 1-6/ (4-6) Lessons 1-3, Teens: Protect Yourself Series videos./ Protect Yourself Rules (ALL)/ Signs and Symptoms (ALL) throughout videos | ||||||
| 2.7 Children who have been abused are not at fault: The materials should help adults understand that children who have been sexually abused may likely feel the abuse is somehow their fault and that they brought it on themselves or encouraged it in some way. It is important to teach the child that the responsibility falls on the adult who committed the acts and that as children they are in no way to blame for these terrible acts. Do the materials help adults understand the importance of teaching children that they are in no way to blame for sexual abuse? | YES | NA | NA | NO | ||
| Addressed kid and teen videos Question 36: Videos (K-3) Lesson 3/ Protect Yourself Rules (ALL)/ Signs and Symptoms (ALL) throughout materials | ||||||
| 2.8 Facts regarding child sexual abuse: Materials should state the following facts regarding child sexual abuse in order to diffuse common misconceptions that are common/prevalent. The materials must include (but are not limited to) all of the following facts: ○ Fact: Prevention efforts are effective in stopping child sexual abuse and by learning the facts, parents can make a difference. ○ Fact: An abuser is generally someone the family knows and trusts; someone who has easy and consistent access to the youth. The idea that the perpetrator is a “stranger lurking in a dark alley” is most often not the case. ○ Fact: Adults miss opportunities to prevent child sexual abuse because of misinformation and confusing stereotypes. Sexual abuse can happen to any child. Anyone can be perpetrators of sexual abuse, regardless of social status, ethnicity, race, or creed. In addition, both male and female adults sexually abuse children, and even children can sexually abuse other children. ○ Fact: Most people who have experienced abuse do not become abusers. Do the materials include all of the required facts regarding child sexual abuse? | YES | NA | NA | NO | ||
| Not clear enough for message adults need, only through kid and teen lens Question 38: Partial info. Many times resource states the abuse is a trusted person. not all present | ||||||
| 2.9 Signs of abuse: The materials should cover signs that a youth may exhibit if they are a victim of abuse. A child exhibiting many of these signs could be experiencing other stressors that are affecting their well-being, such as divorce or bullying. However, if an adult witnesses a combination of these signs, they should pay close attention and, if appropriate, immediately report them to the parent or the proper authorities. (See minimum guidelines for examples of behavioral and physical signs of abuse) Do the materials cover signs that a youth may exhibit if they are a victim of abuse? | YES | NA | NA | NO | ||
| Addressed in kid and teen videos, but not through the lens of how an adult should recognize abuse Videos (K-3) lesson 6/ Video (4-6) Lessons 6-7/ Protect Yourself Rules (ALL) | ||||||
| 2.10 Human Trafficking: The materials generally cover that human trafficking is a form of abuse and modern-day slavery in which traffickers use force, fraud, or coercion to control victims for the purpose of engaging in commercial sex acts or labor services against his/her will. These crimes include digital trafficking, including the production and distribution of photographs, videos, and other media of underage victims through online social networks, and could also include sexting. If the materials are only meant to cover child sexual abuse, they should state that there is more in-depth training available regarding human trafficking issues. Is human trafficking defined in the curriculum? If the materials are only meant to cover child sexual abuse, is there a statement that there is more in-depth training available regarding human trafficking issues? | YES | NA | NA | NO | ||
| Not addressed No mention of trafficking Mention on nudes on Teen page, Protect Yourself Rules and Signs & Symptoms of Abuse not present | ||||||
Child Sex Abuse Prevention-Elementary Student
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| 1. Adherence to Administrative Rule: The instructional materials must be in compliance with Utah State Board of Education Administrative Rule 277-630 Child Sex Abuse and Human Trafficking Prevention Training and Instruction. This Rule may be updated from time to time as Utah statute changes, so please make sure to review and be in compliance with all requirements prior to submissions. Are the materials in compliance with USBE Administrative Rule 277-630? | YES | NA | NA | NO | ||
| 1st video, it doesn't reference the laws, but it does cover the material. 4th-6th gr student activities and worksheets (ALL), Videos (ALL), Protect Yourself Rules tabs throughout | ||||||
| 2. Limits of training: Overall, the materials focus on awareness, prevention, and interruption of child sexual abuse and/or human trafficking and the training does not expand beyond that focus. Is the main focus of the training on awareness, prevention, and interruption of child sexual abuse and/or human trafficking? | YES | NA | NA | NO | ||
| Video 1 in each K-3 and 4-6 4th-6th gr student activities and worksheets (ALL), Videos (ALL), Protect Yourself Rules tabs | ||||||
| 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, throughout all the videos the examples and words are age appropriate. throughout | ||||||
| 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 | ||
| 5. Sensitivity to prior abuse: Overall, the instructional materials demonstrate a sensitivity and awareness of students that may have had prior abuse. Do the materials demonstrate a sensitivity to prior abuse? | YES | NA | NA | NO | ||
| No questions are asked for the kids to answer, just examples of other kids in the videos. Throughout all videos mentioned throughout | ||||||
| 6. Appropriate adult behavior: Instruction for students should highlight what safe and appropriate adult behavior looks like. It should be clear that it is the responsibility for adults to keep children safe. Adults have a legal responsibility not to abuse or exploit children and can be punished for doing so. Modeling appropriate adult behavior is a preferred method of teaching. Children should be taught that they have the right to ask an adult to stop behavior that makes them uncomfortable and that they can report any behavior that concerns them to a trusted adult (for example, parent, guardian, relative, teacher, and clergy). Adults should not give gifts to children and expect repayment or something in return. (See minimum guidelines for examples of appropriate and inappropriate adult behavior) Do the materials highlight for students what safe and appropriate adult behavior looks like? Are students taught that they have a right to ask an adult to stop behavior that makes them uncomfortable, and that they can report concerning behavior to a trusted adult? | YES | NA | NA | NO | ||
| Videos 2,3 and 5 in both age groups, Video 6 in K-3 and Video 4 in 4-6 Gr 4: 26-27, Gr 5:27-28, Gr 6: 5, 28 throughout videos | ||||||
| 7. Trust your feelings: Empower children to listen to and trust their feelings. This includes anything from an uneasy feeling at being alone with an adult, to inappropriate activities that make them feel uncomfortable, as well as inappropriate comments about their body or matters of a sexual nature, and more. When children feel uncomfortable, they should communicate that with an adult they trust, and keep telling trusted adults until they receive help. Children should also tell an adult if they suspect a friend is being abused, trafficked, or exploited in any way. “Gut” feelings can be an indicator that something is wrong or headed in that direction. Are students instructed to trust their “gut” feelings and told what to do if they feel uncomfortable? | YES | NA | NA | NO | ||
| K-3 - Introduction, video 6, 4-6 video 2, 3, and 5 K-3 - Introduction, video 6, 4-6 video 2, 3, and 5 4th grade: 13, 16, 19, 21 5th grade: 6, 14, 17, 20, 22 6th grade: 15, 18, 21 introduction videos | ||||||
| 8. Identifying trusted adults: The child should think of the adults in their life who they trust so that when a problem arises with them or a friend, they know who they can go to for help. Does the material give students the opportunity to think of trusted adults in their life? | YES | NA | NA | NO | ||
| The videos constantly lists suggested trusted adults that could be safe. It's a little different format with the video, so there's not a pause for the kids to think about their own answers. The videos constantly lists suggested trusted adults that could be safe. It's a little different format with the video, so there's not a pause for the kids to think about their own answers. 4th grade activities: 5, 8, 10-11, 25, 28-29 5th grade activities: 3, 5, 8, 10-12, 26, 28 6th grade activities: 3, 5, 6, 9, 11-12, 27, 29 activities worksheet and videos | ||||||
| 9. Body ownership: The concept of body ownership is the idea that one is in charge of their own body and may choose how they use their body, including deciding who may and may not touch their body. Include how to recognize and respond to inappropriate activities. Is the concept of body ownership included in the materials? | YES | NA | NA | NO | ||
| Talks about this concept throughout all videos in K-3, most of them in 4-6 Talks about this concept throughout all videos in K-3, most of them in 4-6 4th grade activities: 1, 3, 4, 8-12, 28 5th grade activities:1, 3-4, 8-13, 29 6th grade activities: 1-5, 9-13, 29-30. Stop the Sexual Secrets That Hurt video -https://fightchildabuse.org/teen-video-ststh/ activities worksheet and videos | ||||||
| 10. No secrets about inappropriate activities (It’s ok to tell): If someone tells a child to keep a secret about inappropriate activities, including touching or viewing private body parts, the child can and should tell another adult. Give scenarios to the child that all have the same answer: “Tell an adult you trust!” Include activities to help children outline a safety plan, both physically and verbally (such as a safe word). ● Are students instructed not to keep secrets about inappropriate activities? ● Are scenarios given to the students that teach them to “Tell an adult you trust!” ● Are activities included to help children outline both physical and verbal safety plans? | YES | NA | NA | NO | ||
| K-3, videos 3-5, 4-6 videos 2-3, 5, 7 K-3, videos 3-5, 4-6 videos 2-3, 5, 7 They use unsafe situations but not terms red flags or warning signs. 4th grade activities: 2, 4, 13, 16-17, 28-29 5th grade activities: 4, 14, 15, 17, 18 6th grade activities: 4, 5, 7, 15-19, 30. https://fightchildabuse.org/4-6-teacher/#symptoms, Video: Stop the Sexual Secrets That Hurt activities worksheet and videos | ||||||
| 11. How to recognize general warning signs that a person may be abusing a child: Teach children how to recognize general warning signs of a person who may be abusing a child. An adult can be an abuser even if they are in a position of power or trust. Remind children how “red flags,” or indicators, can help alert adults that something is not right. Children should be taught that no single indicator is necessarily proof of abuse or human trafficking. Recognizing the general signs of an abuser is the first step in identifying those who are potentially being targeted for abuse or trafficking. (See minimum guidelines for examples of general warning signs) Are students taught how to recognize general warning signs that a person may be abusing a child, including examples? | YES | NA | NA | NO | ||
| First videos of both grade levels and mentioned throughout remaining videos. First videos of both grade levels and mentioned throughout remaining videos. 4th -6th grade activities: none. Are you With Me vide - yes. Video: Stop the Sexual Secrets That Hurt activities worksheet and videos | ||||||
| 12. Explanation of grooming: The materials should cover the concept of “grooming”. Grooming is a subtle (hard to notice), gradual (slow), and escalating (more and worse over time) process of building “trust” with a child and the child’s parent(s) or other caregivers, when the intent is to hurt or abuse the child. Do the materials cover the concept of “grooming” in an age appropriate way? | YES | NA | NA | NO | ||
| K-3 videos 3-5, and 4-6 videos 5-7. Gave good examples of how subtle grooming is. K-3 videos 3-5, and 4-6 videos 5-7. Gave good examples of how subtle grooming is. Video: Stop the Sexual Secrets That Hurt activities worksheet and videos in age appropriate way | ||||||
| 13. Grooming red flags: This section may include activities that help adults recognize “red flags”, such as what an abuser might say or do at different stages in the grooming process. The material should point out how grooming might be hard to recognize at first, that grooming often happens at a gradual pace, and that the red flags may escalate over time. (See minimum guidelines for examples of grooming red flags) Are age-appropriate activities included to help students recognize grooming “red flags”? Does the material point out how grooming may be hard to recognize at first but escalates over time? | YES | NA | NA | NO | ||
| K-3 video 4, 4-6 video 5 and 7 and activity sheets that review the material for each grade K-3 video 4, 4-6 video 5 and 7 and activity sheets that review the material for each grade 4th grade activities: 5,19-24, 29 5th grade activities: 5, 20-25 6th grade activities: 6, 13, 21-26 activities worksheet and videos | ||||||
| 14. Appropriate use of technology: Teach children how technology can contribute to abuse and/or human trafficking. The materials should give examples of appropriate and responsible behavior regarding technology use, and examples of behaviors that may put the child at risk to be in unsafe situations or that may lead to abuse or human trafficking. Are children taught how technology can contribute to abuse and/or human trafficking, including examples, in an age appropriate way? | YES | NA | NA | NO | ||
| Grade 4-6 video 4 and 7 Grade 4-6 video 4 and 7 4th grade activities: 1, 3-6, 8, 10-11, 28. 5th grade activities: 1, 3, 4, 6, 8, 11, 24 6th grade activities: 1-5, 9, 12, 15 Video: LESSON 1: The Protect Yourself Rules. https://fightchildabuse.org/4-6-video/#the-protect-yourself-rules | ||||||
| 15. Create a safety plan: Activities should be included to help children design a safety plan. The safety plan should cover both a physical safety plan (what the physical boundaries are of the child) and verbal safety plan (such as a safe word the child can say to a parent when the child feels unsafe) and provide various examples on what to do in dangerous situations. Are activities included to help children design a safety plan, including both a physical and verbal safety plan? | YES | NA | NA | NO | ||
| Some of the last activities in each grade level packet talks about trusted adults and having a plan. Pages 34-38 approx. in each packet Some of the last activities in each grade level packet talks about trusted adults and having a plan. Pages 34-38 approx. in each packet video: https://fightchildabuse.org/4-6-video/#tell, 4th grade activities: 1 - 8, 10, 13, 16, 19, 21 5th grade activities: 1, 2, 4-8, 10, 14, 17, 20, 27, 29 6th grade activities: 1, 4, 6-8, 15, 18, 21, 28-31 activities worksheet and videos | ||||||
| 16. Create a plan to tell a trusted adult: Children should be provided necessary tools to recognize when and how they should report something to a trusted adult. Help the child create a reporting plan that is clear and concise. Questions they should be able to answer include: What do you do if you suspect someone is being abused or trafficked, or if it is happening to you? What are the specific names you can write down today of adults you know you can trust to help you? Are children provided necessary tools to recognize when and how they should report something to a trusted adult? | YES | NA | NA | NO | ||
| Pages 34-38 approx. in each grade level activity packet Pages 34-38 approx. in each grade level activity packet Video: https://fightchildabuse.org/4-6-video/#tell, 4th grade activities: 18. 5th grade activities:18-19, 30 6th grade activities: 19, 29, activities worksheet and videos | ||||||
| 17. What to do if a child suspects their friend is being abused. What to do if a child suspects their friend is being trafficked and exploited, or both: The materials cover what a child should do if they suspect a friend is being abused. If one suspects a friend is being abused, one of the most powerful things to do is to check with the friend about their feelings and encourage them to express concerns to an adult they can trust. (See minimum guidelines for examples of actions that the child may take) Do the materials cover what a child should do if they suspect a friend is being abused? | YES | NA | NA | NO | ||
| K-3, video 6, 4-6, video 5 K-3, video 6, 4-6, video 5 4th-6th grade activities: none. Video: Lesson 5: Tell. https://fightchildabuse.org/4-6-video/#tell activities worksheet and videos | ||||||
| 18. Reasons to report: The materials should cover reasons why the child should report if a friend discloses abuse. Telling an adult who can help about suspected abuse can lead to protecting the person being abused. You care about your friend and want him/her to be safe. No one deserves to be abused or afraid. Do the materials cover reasons why the child should report if a friend discloses abuse? | YES | NA | NA | NO | ||
| K-3, Video 6, 4-6 Video 5 and activity packet pages K-3, Video 6, 4-6 Video 5 and activity packet pages 4th grade activities: 19-24, 29 5th grade activities: 5, 20-25 6th grade activities: 6, 13, 21-26. Videos: https://fightchildabuse.org/4-6-video/#smart-choices-online and https://fightchildabuse.org/4-6-video/#cyber-bullying activities worksheet and videos Intimate Images: Yes 4-6, videos 4 and 7 and activity sheets for kids in 4-6 4-6, videos 4 and 7 and activity sheets for kids in 4-6 Protective Factors: Yes The protective factors are implied, but not said outright. The examples of trusted friends, families, and teachers are constantly used and emphasized in a good way. The protective factors are implied, but not said outright. The examples of trusted friends, families, and teachers are constantly used and emphasized in a good way. implied in videos through building supports to protect against harm | ||||||
| 2.1 Consistency with the law: The materials demonstrate an understanding of Utah code as it applies to providing child sexual abuse prevention instructional materials to students. The materials also do not have inconsistencies with Utah’s laws in regard to child sexual abuse (Utah Code 53E-9-302) or the code related to child sexual abuse prevention instructional materials. Do the materials demonstrate an understanding of Utah code? Are the materials consistent with Utah Code 53E-9-302? | YES | NA | NA | NO | ||
| Throughout videos Throughout videos 4th gr activities: 1, 4-10, 25, 27-28. 5th gr activities:1, 4-10, 26, 28-29. 6th gr activities: 1, 3, 4-11, 27. Protect Yourself videos throughout | ||||||
| 2.2 Sexual misconduct: The materials cover, in an age-appropriate way, that any sexual act towards a child is not safe or appropriate, whether it is done by an adult towards a child or by a child towards another child. There are situations where the child may not feel uncomfortable, but it is still considered abuse. The material should focus on the inappropriate behavior of the sexual act and not the feelings generated in the child to define abuse or inappropriate interactions. Do the materials cover the definition of sexual misconduct in an age-appropriate way? | YES | NA | NA | NO | ||
| K-3, Intro video, and 2-5, Grades 4-6 video 3 and 5 and in activity books K-3, Intro video, and 2-5, Grades 4-6 video 3 and 5 and in activity books https://fightchildabuse.org/k-3-video/#introduction. https://fightchildabuse.org/teen-video-ststh/ Lesson 1, 2, 3, 4. Grade 4 activity: 8, 9, 29. Grade 5 activity: 8-9. Grade 6 activity: 9, 10, 14. https://fightchildabuse.org/k-3-teacher/#lessons. What is Abuse? activities worksheet and videos | ||||||
| 2.3 Define the concept of sexual abuse: In an age-appropriate manner, the materials define sexual abuse. Sexual abuse is defined in Utah Code, section 80-1-102 and includes acts or attempted acts of sexual intercourse, sodomy, incest, or molestation by an adult directed towards a child. It also includes acts or attempted acts by a child towards another child under certain conditions defined in the law. Do the materials define sexual abuse in alignment with Utah Code section 80-1-102 and in an age-appropriate manner? | YES | NA | NA | NO | ||
| Throughout videos, defined as touching where your swimsuit covers Throughout videos, defined as touching where your swimsuit covers Grade 4 activity: 3-5, 7, 8, 10, 12, 25, 28 Grade 5 activity: 1, 3, 5, 7, 8, 10, 12, 13, 26 Grade 6 activity: 1, 3, 4-9, 11, 13, 27. Video: lesson 2 - https://fightchildabuse.org/teen-video-ststh/ activities worksheet and videos | ||||||
| 2.4 Practice saying no: Remind children that they have the right to say “no in any situation that makes them feel unsafe or uncomfortable, and have them practice saying no.” Are children reminded that they have the right to say no? Are they given opportunities to practice saying no? | YES | NA | NA | NO | ||
| Reiterated in all videos Reiterated in all videos cannot find in videos or lesson activities. I don't know if this counts because it says the abuser can be anyone rather than the victim: Signs and Symptoms - https://fightchildabuse.org/k-3-teacher/#lessons throughout activities worksheet and videos | ||||||
| 2.5 Abuse can affect anyone: Abuse can and does happen to anyone regardless of age, gender, race, etc. Most often an abuser is someone the child knows and trusts. Is the fact that abuse can affect anyone covered in the curriculum? | YES | NA | NA | NO | ||
| K-3 Video 3 K-3 Video 3 activities worksheet and videos | ||||||
| 2.6 Children who have been abused are not at fault: Children who have been sexually abused may likely feel the abuse is somehow their fault and that they brought it on themselves or encouraged it in some way. It is important to teach that the responsibility falls on the adult who committed the acts and that as children they are in no way to blame for these terrible acts. Do the materials teach the students that children are in no way to blame for sexual abuse? | YES | NA | NA | NO | ||
| Taught in all videos Taught in all videos Signs and Symptoms - https://fightchildabuse.org/k-3-teacher/#lessons lesson 4, 5, 6 https://fightchildabuse.org/k-3-video/#neighbor activities worksheet and videos | ||||||
| 2.7 Abusers can be anyone: In an age-appropriate manner, teach the concept that abusers can be anyone. Sometimes, abusers can be people that use their positions of power and trust to get close to children in order to abuse them. The person may be a respected and admired member of society, and may be charming and charismatic. Abusers can be a family member, relative, friend, neighbor, community leader, celebrity, teacher, coach, clergy or church leader, and even an older child living in the home or neighborhood. It can also be a child the same age as the child being abused. A person they like or care for deeply could still hurt them. Are the students taught, in an age-appropriate manner, that abusers can be anyone? | YES | NA | NA | NO | ||
| Videos 4-5 Videos 4-5 lesson 3: https://fightchildabuse.org/teen-video-ststh/ https://fightchildabuse.org/4-6-video/ 4th gr activities: 5, 9. 13 5th gr activities: 5, 9. 14, 16 6th gr activities: 6, 10, 15, 17 activities worksheet and videos | ||||||
| 2.8 Abuse can happen anywhere, and at any time: Abuse can happen anywhere and at any time. It generally happens in places where it is easy to be alone with a child and when there is some assurance that the abuse will not be seen, discovered, or interrupted by others. It can happen anywhere, such as in the child’s home, a friend’s home, at school, outside, in a car, bathroom, locked room, in dark areas or areas protected from view, on social media, etc. There is no specific time of day that abuse happens, although children may be more vulnerable when they are tired or asleep. It is important to emphasize that it is not the child’s fault if they find themself in a place or situation where it is easy for an adult to abuse them. The responsibility falls on the adult who committed the acts and that as children they are in no way to blame. Are students taught that abuse can happen anywhere, and at any time, as well as that the children are in no way to blame? | YES | NA | NA | NO | ||
| Videos 2-5 Videos 2-5 https://fightchildabuse.org/4-6-teacher/#symptoms https://fightchildabuse.org/k-3-teacher/#symptoms activities worksheet and videos | ||||||
| 2.9 Recognize warning signs: Provide students with examples of signs of abuse or ways that children can be impacted by inappropriate contact. (See minimum guidelines for examples of warning signs) Are students provided with examples of warning signs of abuse? | YES | NA | NA | NO | ||
| All videos give examples All videos give examples https://fightchildabuse.org/k-3-teacher/#symptoms activities worksheet and videos | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807