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Tầm quan trọng của chương học

Dạy cho học sinh rằng các con cần báo cáo các hành vi lạm dụng tình dục là điều có ý nghĩa vô cùng quan trọng. Việc tham gia vào chương trình phòng chống lạm dụng tình dục sẽ làm tăng tỷ lệ tiết lộ thông tin ở học sinh, vì vậy việc trang bị cho học sinh kỹ năng quyết đoán và kỹ năng báo cáo là rất cần thiết. Học sinh cần biết rằng mình có thể tìm kiếm sự giúp đỡ nếu bị lạm dụng và phải tiếp tục báo với những người xung quanh cho đến khi được giúp đỡ. Một số học sinh có thể e ngại khi kể về việc bản thân bị lạm dụng vì các con đã bị đe dọa phải giữ bí mật. Điều này khiến cho tình trạng lạm dụng tiếp tục diễn ra. Do đó, chúng ta cần giúp học sinh hiểu rằng các con không được giữ bí mật về việc bị lạm dụng.

Chương này mô tả cách hành xử thường thấy ở những người vi phạm quy tắc Các bộ phận riêng tư của cơ thể để hành vi của họ không bị phát hiện. Ví dụ, thủ phạm có thể cố gắng làm cho trẻ thích chúng bằng cách tặng quà cho trẻ. Đôi khi, chúng bắt trẻ làm những việc mà trẻ không được phép (ví dụ như xem các nội dung khiêu dâm) để trẻ sợ hãi không dám báo cáo với người lớn. Đôi khi chúng còn đe dọa để ngăn không cho trẻ báo cáo. Trước khi thực hiện hành vi lạm dụng, những kẻ này có thể lên kế hoạch kỹ càng bằng việc lựa chọn cẩn thận đối tượng mình sẽ tiếp cận, theo sau đó là các hành vi kết bạn và xây dựng lòng tin. Các đối tượng này còn có thể cố gắng xây dựng lòng tin hoặc lấy lòng những người lớn khác trong cộng đồng như Hiệu trưởng, giám đốc, nhân viên nhà trường và các cô bảo mẫu.

Tổng quan các bài học

Bài 13: Giữ an toàn cho bản thân

Học sinh học các cách để giữ an toàn và biết cách giữ an toàn cho bản thân khi ở một mình. Học sinh cũng biết được mình cần làm gì trong trường hợp khẩn cấp và thực hành áp dụng các Cách giữ an toàn.

Lài 2: “Luôn phải hỏi trước”

Students learn the importance of the Always Ask First Rule: Always ask a parent or the person in charge first before going somewhere, doing something, or accepting something from someone. Students also learn what to do if there is no one nearby to ask first and practice using the Always Ask First Rule to keep themselves safe.

Lesson 15: Unsafe and Unwanted Touches

Students learn how to identify unsafe and unwanted touches and that it's never okay for someone to touch them in a way that's unsafe or unwanted. Students also learn to pay attention to uncomfortable feelings in their bodies to help them recognize unwanted touches and practice refusing and reporting unsafe and unwanted touches.

Lesson 16: The Private Body Parts Rule

Students learn the Private Body Parts Rule and how to use the Ways to Stay Safe to respond if someone breaks it. Students also practice identifying adults they can report a broken Private Body Parts Rule to and how to refuse assertively if someone tries to break the rule.

Lesson 17: Practicing the Ways to Stay Safe

Students learn breaking the Private Body Parts Rule is wrong and that it's never their fault if someone else breaks it. Students also learn people who break the Private Body Parts Rule may do things to keep it secret, but they should never keep a broken Private Body Parts Rule secret and should keep reporting until they find an adult who will help keep them safe.

Lesson 18: Reviewing Safety Skills

Students review and practice the skills and concepts they learned during the Child Protection Unit.

Using Skills Every Day

For long-term effectiveness, the skills and concepts presented in this unit must be applied to daily activities. This provides the repetition necessary for students to make skill use automatic. The three-step process outlined below will help you reinforce students' use of personal safety skills throughout the school day.

Anticipate

At the beginning of the day or before activities or situations that might require using personal safety skills have students ANTICIPATE when and how they can use these skills to stay safe. Before going to P.E. class, ask: What is one thing you can do to stay safe if you recognize unsafe touching during P.E.? (Refuse to participate. Say no to the unsafe touch. Report what happened to a teacher.)

Reinforce

Notice when students use the Ways to Stay Safe and REINFORCE it with specific feedback: Salman, thank you for telling me about the shoving during P.E. class. Reporting unsafe touches helps you stay safe.

Model out loud for students how you use the Ways to Stay Safe: Yesterday I fell down while walking to the store. A stranger started trying to help me up. I didn't feel comfortable, so I assertively told him, "Thank you, but I can get up on my own."

Remind students to use the Ways to Stay Safe: If anyone offers to give you anything while we are on our field trip to the market, remember to ask me or one of the chaperones first before taking it.

Reflect

Have students REFLECT on when they used the Ways to Stay Safe and how it helped them stay safe. At the end of the week, say: Think about the Ways to Stay Safe you used this week. Refer to the Ways to Stay Safe Poster. Read each one, and after each, have students give a thumbs-up for yes if they used it during the week. Call on a few students at random to tell the class how they used one of the Ways to Stay Safe.

Academic Integration Activities

Literacy

"I'm in Charge" BIog Post Have students listen to the "I'm in Charge" song, then pair them up to interview each other about a time they had to use the Ways to Stay Safe to keep themselves safe. Use the following guiding questions: Tell me about a time you had to be "in charge" of doing something to keep yourself safe? How did you recognize the situation was unsafe? What did you do to keep yourself safe, Have students write a one- or two-paragraph blog post describing their partner's experience.

Science

Water Balloon Helmet Challenge In this activity students will design, test, and redesign water balloon helmets. Before beginning this lesson, gather a variety of different material students can use to build helmets (egg crates, bubble wrap, cotton balls, newspaper, and tape. for example). Divide the class into small groups and give each group a water balloon. Have each group build a helmet for their water balloon that will keep their balloon from bursting when thrown against a wall. Test each group's helmet (outside!) and then discuss with the class why each helmet design did or did not work. Show students a bicycle helmet and have students compare their designs to the design of the helmet. Give each group a second water balloon and have them design a stronger helmet (optionally, to increase the difficulty for groups whose first helmet worked, give those groups an egg instead of a water balloon for the second round). d write the best ideas down on a sheet of chart paper. Post this where students can see it so they can use it to help keep themselves safe during the lab.

Social Studies

Safety Signs: What Do They Mean? Find a variety of images of common and uncommon safety signs (traffic signs, emergency exit signs, or food safety symbols, for example). Show the images to the class and discuss what each sign means. Assign each student or group a sign. Have them use the Internet to research the history of that sign and why it looks the way it does. Have each group write a short essay or give a brief presentation to the class on what they discover.

Fine Arts

Safety Song Karaoke Party! Say: 'Divide the class into small groups. Give each group a copy of the lyrics to "I'm in Charge." Give each group time to learn the lyrics and create a dance to accompany the song. Over the course of a week, have groups perform their dances while singing along with the song. Alternatively, identify popular songs with a safety theme and have each group perform a different song

Physical Education

Keep Your Buddy Safe Obstacle Course of Doom! Create a large, open space in the classroom and make a simple obstacle course by placing sheets of paper on the ground. Have students label the sheets of paper with "obstacles," such as boiling oll, hot lava, or vicious man-eating gerbil. Randomly place students in groups of two. Try to avoid having students who are already good buddies work together. Say: You will work together with your buddy to survive the Obstacle Course of Doom! Before we begin, pick which of you will be Buddy A and which will be Buddy B. With eyes closed, Buddy A will place his or her left hand on Buddy B's right shoulder. Buddy B: It's your job to lead your partner safely through the Obstacle Course of Doom without talking. You'll need to choose your path very carefully to keep your partner safe. If either of you touches any of the sheets of paper in the obstacle course, certain doom will befall you both and you will have to start over. When you have made it through the Obstacle Course of Doom, switch roles. After the game is over, talk with the class about what challenges they faced in surviving the Obstacle Course of Doom and how they overcame them. Discuss the importance of having a buddy to help keep you safe when you're on your own.