Boundary Town Parents: Child Sexual Abuse Prevention
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
Comprehensive
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 | ||
| Pg. 2 & throughout IM | ||||||
| 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 | ||
| Pg. 2 & throughout IM | ||||||
| 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 | ||
| Pg. 3 & throughout IM intended for parents intended for parents | ||||||
| 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 | ||
| Pg. 3 & 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 | ||
| 3 | ||||||
| 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 | ||
| 3 | ||||||
| 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 | ||
| 14, 19 | ||||||
| 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 | ||
| 17, 24 | ||||||
| 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 | ||
| 5, 7, 15-16 | ||||||
| 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 | ||
| 16, 19 | ||||||
| 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 | ||
| 16, 19 | ||||||
| 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 | ||
| 5, 6, 32-33 | ||||||
| 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 | ||
| 2, 3 | ||||||
| 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 | ||
| 27-30 | ||||||
| 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 | ||
| 11, 16 | ||||||
| 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 | ||
| 16-18 | ||||||
| 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 | ||
| 17, 24-25 | ||||||
| 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 | ||
| 26-28 | ||||||
| 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 | ||
| 24, 27 | ||||||
| 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 | ||
| 14, 15, 19-21 | ||||||
| 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 | ||
| 9 | ||||||
| 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 | ||
| 9 | ||||||
| 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 | ||
| 6 | ||||||
| 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 | ||
| 6-7, 36-37 | ||||||
| 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 | ||
| 7, 8, 36 | ||||||
| 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 | ||
| 8, 34-35 | ||||||
| 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 | ||
| 4, 27-28, 30-31 | ||||||
| 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 | ||
| 10, 29 Sexual Extortion: Yes 16-17, 28 Protective Factors: Yes 2, 20-32 | ||||||
| 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 | ||
| 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 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 | ||
| 4, 15-16, 19 | ||||||
| 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 | ||
| 7, 22-23 | ||||||
| 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 | ||
| 3, 15, 30 | ||||||
| 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 | ||
| 7, 18, 35 | ||||||
| 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 | ||
| 3, 8, 18-19 | ||||||
| 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 | ||
| 4, 15-16, 18, 27-28 | ||||||
| 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 | ||
| 19, 23, | ||||||
| 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 | ||
| 16-17 | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807