Enough! Preventing Child Sexual Abuse in My SchoolContains 5 Component(s)
In this course, public and private school employees will learn about the nature and scope of sexual abuse and how they can take actions to prevent it from ever occurring.
Enough! Preventing Child Sexual Abuse in My School
The most comprehensive "evidence-informed" training course available in the U.S. developed exclusively to meet the specific needs of schools and address the challenges they face in preventing child sexual abuse
- A U.S. Department of Education report found that more than 4.5 million students (10%) are subject to sexual misconduct by a school employee sometime between kindergarten and 12th grade. Yet only 13% of teachers surveyed said they would report child sexual abuse, even if a child disclosed to them. (Shakeshaft, 2004)
- Primary school teachers report that the most common reason for not reporting child sexual abuse was a lack of confidence in the ability to identify sexual abuse and to respond appropriately to suspicions. (Goldman, 2007)
- Two-thirds of teachers do not receive training in preventing, recognizing, or responding to child sexual abuse, either in their college coursework or as part of their professional development. Nearly a quarter of school personnel have never received any guidelines on their legally required reporting mandate. (Kenny, 2004)
Approximate Course Time:
“Enough!” is a one-hour online course that learners can choose to take in one session or three shorter 20-minute modules. Closed captions are available.
Who Should Take the Course:
Public and private school employees including teachers, paraprofessionals, administrators, counselors, school resource officers, coaches, office personnel, transportation providers, food service workers, security guards, and custodians. Parents, school volunteers, and members of Parent Teacher Organizations and local School Committees will also benefit from this course.
While the problem of child sexual abuse is disturbing, the course is positive and hopeful in tone and approach. It makes it clear that schools that build their knowledge and strengthen their practices in this important area of child protection can enhance their leadership and reputation in the community as safe havens where children and teachers can thrive, and succeed.
The curriculum co-developers integrated cutting-edge findings on the essential elements of effective and engaging e-learning. "Enough!" avoids the usual talking heads and slide-reading narrators and instead conveys information through two teacher avatars based on real teachers. Two cases of child sexual abuse are highlighted to address the gaps that school personnel report in their knowledge of the issue.
The course includes the latest neuroscience research on the impact of child sexual abuse on learning difficulties, memory deficits, social/emotional learning, academic failure, and long-term physical and mental health.
To reinforce knowledge gains and support ongoing learning, a robust set of prevention resources are included, e.g. downloadable booklets, handouts, videos, etc. Policy resources are made available and can serve as the basis for post-course follow-up discussions among school personnel and administrators.
Three brief knowledge checks are included within the course. A pre- and post-test are provided to measure knowledge gains. A brief evaluation measures self-reported changes in ability to identify and respond to boundary-violating behaviors that can be precursors to sexual abuse and suspected cases or student disclosures. A certificate of proficiency is available for download upon completion of the course. Reports are available for school administrators to track overall proficiency scores and completion levels.
Early reviews indicate that the course is a critical resource for preventing child sexual abuse from ever occurring. David Finkelhor, Ph.D., Director of the Crimes Against Children Research Center at the University of New Hampshire, and an eminent researcher in the field of child sexual abuse, advises:
“This course provides a ton of good information about school staff sexual misconduct and will help motivate everyone to flag suspicious situations earlier. It is very good at highlighting and counter-acting the kinds of inhibitions that keep everyone quiet."
Jetta Bernier, MA is a child abuse prevention advocate with over 30 years of experience in program development, training, community organizing, and policy advocacy. She is executive director of MassKids, a 58-year old private, statewide child advocacy organization that serves as the state chapter of Prevent Child Abuse America. Since 2002, she has directed the Enough Abuse Campaign, a multi-state community mobilization and citizen education initiative to prevent child sexual abuse whose development was supported through a 5-year grant from the U.S. Centers for Disease Control and Prevention. Jetta has developed several in-person training curricula and publications on child sexual abuse prevention for parents, older youth, schools and youth organizations. She currently serves on the 11-member National Task Force on Educator Sexual Misconduct convened by the National Association of Independent Schools and The Association of Boarding Schools.
Pamela Jay Shime, JD, MA is a Research Associate at Stanford Psychiatry's Early Life Stress Lab where she is developing a Neuro-Tech Program. Her research is on the neurological and epigenetic effects of childhood trauma and the ways in which those effects inhibit capacity to learn and healthy development. A 2015 Stanford Innovation Scholar, Pam was a Haas Fellow in the Learning, Design, and Technology Program at the Stanford Graduate School of Education. She has been a recipient of a New York City Urban Fellowship, a University of Toronto Teaching Award for her course “How to Make Change”, and a University of Toronto Faculty of Law Trailblazers Award.
How to Purchase:
The course is available to school administrators for preview. Licenses are available for system-wide implementation of the course by schools, school districts, state departments of education, and schools of education.
For more information about previewing the course, licensing, available discounted rates, and continuing education credits, please contact email@example.com.
Shakeshaft, C. (2004). Educator Sexual Misconduct: A Synthesis of Existing Literature PPSS 2004-09. US Department of Education.
Goldman, J. D. (2007). Primary school student-teachers’ knowledge and understandings of child sexual abuse and its mandatory reporting.
International Journal of Educational Research, 46(6), 368-381.
Kenny, M. (2004). Teachers’ attitudes toward and knowledge of child maltreatment. Child Abuse & Neglect, 28, 1311–1319