Tools for Change: An Educator's Resource Site

Author(s): Suzanne Mulligan (revised and edited original version by S. Mulligan)

Publisher: Community Child Abuse Council of Hamilton - Wentworth

Type of Resource: Video, teacher’s guide, pamphlet, parent letters/resource

Target Grades: 1-4

Canadian Resource? Yes

Resource formally evaluated? Yes

What is the source, internet link, or article title for viewing the formal evaluation of this resource? Tutty, L. (1992). The ability of elementary school children to learn child sexual abuse prevention concepts. Child Abuse & Neglect, 16(3), 369-384.

Tutty, L. (1994). Developmental issues in young children's learning of sexual abuse prevention concepts. Child Abuse & Neglect, 18(2), 179-192.

Subject Areas:language, the arts, health and physical education, religion, family life

GRADE THREE

Language: Writing

Write materials that show a growing ability to express their points of view and to reflect on their own experiences (e.g., journal notes)

Choose words that are most appropriate for their purpose (e.g., express a feeling)

Language: Reading

Express clear responses to written materials, relating the ideas in them to their own knowledge and experience and to ideas in other material they have read

Begin to develop their own opinions by considering some ideas from various written materials

Language: Oral and Visual Communication

Apply the rules for working with others

Rephrase to clarify their ideas (e.g., what I meant was, when I think about)

Speak on a variety of topics in classroom discussions using some specialized language (e.g., metres in measurement), and select words carefully to convey their intended meaning

Use appropriate volume, tone of voice, gestures, and stance when speaking, making a presentation, or reading aloud

Contribute ideas appropriate to the topic in group discussion and listen to the ideas of others

The Arts: Drama and Dance

Communicate, through movement, their thoughts and feelings about topics studied in other subject areas (e.g., create a movement sequence to express their fear of an environmental event such as a storm)

Health and Physical Education: Healthy Living

List safety procedures and practices in the home, school, and community

Use a problem-solving process to identify ways of obtaining support for personal safety in the home, school, and community

Identify examples of real and fictional violence (e.g., schoolyard fights, cartoons, movies)

Health and Physical Education: Active Participation

Demonstrate respect for the abilities and feelings of others (e.g., accepting everyone into the group)

Follow the rules of fair play in games and activities (e.g., giving everyone a chance to play)

Communicate positively to help and encourage others

Catholic Education Religion and Family Life

Family Life:

• exploring our own physical, mental, and emotional growth
• roles within relationships
• promises, choices and process of decision-making
• interdependence of people in society

GRADE FOUR

Language: Writing

Begin to write for more complex purposes (e.g., to present and discuss their opinions and viewpoints, to pose questions, to record information)

Language: Reading

Make judgments about what they read on the basis of evidence

Develop their opinions by reading a variety of materials

Language: Oral and Visual Communication

Ask questions on a variety of topics and respond appropriately to the questions of others

Express and respond to ideas and opinions concisely and clearly

Contribute and work constructively in groups

Identify several types of media works and some techniques used in them

Analyse media works

Use appropriate tone of voice and gestures in social and classroom activities

Present information to their peers in a focused and organized form on a topic of mutual interest

Listen to others and stay on topic in group discussion

Use appropriate strategies to organize and carry out group projects

The Arts: Drama and Dance

Communicate, orally and in writing, their response to their own and others’ work in drama and dance (e.g., through discussions, interviews, research projects)

Identify and apply solutions to problems presented through drama and dance, and make appropriate decisions in large and small groups

Demonstrate control of voice and movement by using appropriate techniques (e.g., projection and enunciation in choral speaking)

Identify their own feelings and reactions in various situations, and compare them with those of a character they have portrayed

Solve problems in drama and dance individually and in groups, by analyzing the problems

Health and Physical Education: Healthy Living

Identify the characteristics of healthy relationships (e.g., showing considerations of others’ feelings by avoiding negative communication)

Identify the challenges (e.g., conflicting opinions) and responsibilities in their relationships with family and friends

Apply decision-making and problem-solving skills in addressing threats to personal safety (e.g., from abuse or physical fighting)

Identify people (e.g., parents, guardians, neighbors, teachers) and community agencies (e.g., Kids’ Help Phone) that can assist with injury prevention, emergency situations, and violence prevention

Health and Physical Education: Active Participation

Apply living skills – such as goal setting, conflict-resolution techniques, and interpersonal skills (e.g., playing fairly, co-operating, behaving respectfully) – to physical activities (e.g., role play exercises)

Demonstrate a variety of interpersonal skills (e.g., playing fairly, co-operating, behaving respectfully)

Follow the rules of fair play in games and activities (e.g., displaying good sports etiquette by maintaining self-control whether winning or losing)

Demonstrate respectful behaviour towards others in the group (e.g., speaking kindly, refraining from hurtful comments, acknowledging others’ ideas and opinions)

Catholic Education Religion and Family Life

Religion:

• respecting dignity of human life through responsible decision-making

Family Life:

• understanding friendships
• identifying, making, and keeping commitments

(where noted: Consistently (C)   Often (O))

Exploring Well-Being Through Relationships

This resource shares knowledge with students about:

• personal growth in and through relationships (C)
• how healthy relationships support a healthy sense of well-being (O)
• differentiate between healthy/equal relationships and relationships that are negative/unequal (C)
• how the nature of relationships are characterized by growth and change
• increase awareness of how actions and choices impact the well being of others(O)
• increase awareness of how actions/choices of others impact personal well-being(C)

This resource provides opportunities for students to acquire skills by allowing students to:

• explore relationships from personal perspectives and experiences(C)
• define values of healthy, supportive and caring relationships(C)
• develop personal self-awareness and understanding of well-being(C)
• develop and practice mutual empathy(C)
• identify and practice values of mutual respect
• express personal feelings, thoughts, and experiences(C)
• opportunity for classmates to respond empathetically and respectfully(O)

Exploring Social Relations of Violence, Oppression and Equality

This resource shares knowledge with students about:

• social structures of inequality, marginalization/exclusion, negative stereotypes, discrimination and violence
• a gender analysis of social relations
• Recognizing and understanding oppression on the basis of gender and other forms of inequality (i.e., race, culture, socioeconomic status, education, geographic location, ability/disability, etc.)
• multiple forms and contexts of violence
• varied forms of violence in different contexts (i.e., home, school, community, media etc.)
• the difference between “power over” and “power with”(O)
• the social relations of equality, inclusion, acceptance and empowerment

This resource provides opportunities for students to acquire skills by allowing students to:

• explore multiple and different forms of violence/vulnerability and experiences of exclusion in their lives
• explore gendered aspects of their social identities, relationships and experiences
• explore personal experiences of vulnerability and privilege by understanding social inequality/oppressions.
• personalize knowledge of social relations of oppression and empowerment
• engage in gaining a sense of social responsibility for addressing social oppressions/exclusions and for participating in achieving positive social change

Exploring Identity, Gender, and Diversity

This resource shares knowledge with students about:

• social identities, relationships, and experiences within the context of multiple social relationships and structure of inequality (vulnerability vs. privilege)
• how values and biases are (can be) used to exclude and cause harm to individuals and groups of individuals
• building an understanding of “differences” on the basis of gender, race socioeconomic status, ability/disability, sexual orientation, language, culture, education, et. In ways that enable students to move away from thinking in terms of “better than/worse than”

This resource provides opportunities for students to acquire skills by allowing students to:

• identify, explore, and name their own identities, experiences, and values(C)
• develop an understanding and respect for the identities, experiences, and values of their classmates/peers
• explore differences on the basis of gender, race, ability/disability, socioeconomic status, culture, religion, sexual orientation with respect and interest
• engage with and learn form differences and diversity
• express, learn from, and build multiple perspectives on social experiences and diversity

Developing Connections, Creative Thinking and Participation

This resource shares knowledge with students about:

• understanding violence and healthy relationships from one’s own personal perspective (C)
• strategies for personal and/or social change for the promotion of healthy and equal relationships.(C)
• conflict resolution and anti-violence strategies(C)
• choices and actions that promote mutual empowerment and respect(C)
• where and how to seek out help and support(C)

This resource provides opportunities for students to acquire skills by allowing students to:

• Opportunities to develop and practice their capacity for healthy interactions and connections within the context of the classroom/school(C)
• Opportunities to work collaboratively with peers to discuss and develop strategies for healthy and equal relationships(C)
• Experience and practice how to resolve conflict positively(C)
• Opportunity for the development of supportive connections between students and teachers/adults

Structure and Format:

• Research-based introduction
• Evaluation of the resource (e.g., formal research on the effectiveness of the program
• Strategies to integrate lessons/activities into the educational curriculum
• Information guide or scope and sequence of lessons (i.e. how to strategies)
• Ready to use scripted format
• Sequential guide or lessons that are user friendly
• Availability of support to implement the program/resource

Teaching/Learning Strategies:

Direct Instruction: whole class and small group

• Explicit Teaching
• Demonstration
• Explicit teaching and use of thinking skills and strategies
• Explicit teaching and using self-assessment and reflection

Interactive Learning

• Small-group cooperative learning
• Small group discussion/debriefing

Indirect Instruction

• Guided teacher-directed inquiry
• Guided student-directed inquiry
• Reflective discussions

Experiential Learning

• Simulation, role play
• Case studies/scenarios

Activities/Lessons Include:

• Choice, where possible, in student tasks and assignments
• Multiple opportunities for practice and feedback.
• Opportunities for students to use their learning styles to learn and demonstrate learning
• Integration of Multiple Intelligences theory to learn and demonstrate their learning.
• Oral and written reflection/journal writing

Assessment Methods:

Demonstration/Performance:

• Class
• Role playing
• Organizing events

Personal Communication:

• Journals

Other:

• Parent involvement - information session
• Parent involvement – letters home to explain program/units
• Parent involvement – strategies to transfer learning at home
• Staff training
• School-wide connections

This resource addresses the issue of unwanted touching as a form of abuse. It is geared towards young elementary school children (grades 1-4). It provides an excellent overview of the legal responsibilities of the educator regarding child abuse as well as a guideline of potential indicators of various forms of abuse. This program provides curriculum links for educators that will facilitate its inclusion within school programming.

This resource addresses the sensitive issue of child abuse in an engaging and non-threatening manner for younger school aged children. It includes realistic scenarios about child abuse which illustrate the ways it could happen and what to watch for. However, all of the scenarios occur in a playground setting which may mean the teacher would have to help the children extrapolate the teachings of this resource to other settings where abuse might take place.

The resource also provides an engaging video designed to appeal to young children. It is important for teachers to be aware that the video does discreetly demonstrate childhood sexual abuse by a relative, before showing it to students, and to prepare students and parents for this as well. There are letters home to parents provided with the program that would be helpful in broaching this topic with parents.

Overall, this is a useful, and user-friendly, resource containing interactive activities and discussion sessions which teach children how to recognize and prevent abuse and encourage them to do something to get help if they witness or experience it.