CHILD ABUSE PREVENTION
Training

Training Packet

YMCA of Metro Dallas

Child Abuse Training Design

(90 minutes)

I. Introductions

A. Welcome

Trainer:

  • Welcome participants to the training.
  • Introduce yourself and if applicable training team.
  • Briefly explain your role at your branch.
  • Housekeeping information (restrooms, snacks, breaks, etc.).
  • Have participants introduce themselves
  • Name
  • Site
  • Branch

B. Opening Clue: The three little pigs

  • Separate the group into 3 groups (if needed and group is very large, more than 50, make 6 groups). Large groups may be easier to split up by sectioning off the areas of the room. If group is more manageable you can try to have the group line up and call off stick-bricks-straw, sticks-bricks-straw until everyone down the line has said one of the items. Then have them get into groups by what they called out.
  • Each group will be given a clue card and materials in a tub. They must use the clue to build what the clue instructs them to with the materials they are given. *The clue card A for the straw should go with the deck of cards, the clue card B for sticks should go with the Marshmallows and Spaghetti, the clue cards C for bricks should go with legos. The clue cards will also instruct them that a trainer will try to blow the structure down when they are finished so they need to build it strong and sturdy.
  • Instruct the groups that they have 10 minutes to complete the task on their clue to the best of their ability and guess what material the clue refers to.
  • Once the time limit has elapsed, Have one of the trainers walk around and try to blow the structure down. Before you try to blow it down ask them to tell you what their clue meant. The group that stands longest tries to guess what all of the clues together mean by looking at the structures. (Answer: Three little pigs houses of straw, sticks and brick). If the first group does not get it, move to the next longest and so on. The person in the group that shouts the answer out correctly receives a prize.

C. Opening/Debriefing Thought:

The exercise we just completed was fun and silly, but it has a deeper meaning. We vow to build strong kids, strong families and strong communities. A major piece of this promise is to keep our children safe, and to go further one promise we hold dear is that no child will be exposed to any type of child abuse or left vulnerable to a predator while in our care. Just like we built and tested our houses against the wind, our program safety is constantly tested. If we do not train, practice and build our programs in the spirit of safety than we are opening ourselves up to all kinds of wolves and scary creatures wishing harm to our kids and even each other. If you recall the story of the three little pigs, at the end of the story, the three little pigs were all in the house of bricks since the two pigs that planned poorly and wanted to play more than build had their houses destroyed. They all worked together in the house of bricks to put the pot of boiling water under the chimney, the one weakness in the house, and foil the wolf. Just like the teamwork displayed in our buildings we constructed, and just like the teamwork the three little pigs showed to seal up their one area of weakness, we have to work together to know, practice and implement the tools we are given to prevent our children from becoming victims of risks such as Child Abuse.

II. Definitions of Child Abuse

Trainer:

  • Have participants read handout 1-Definitions of Child Abuse.

III. General YMCA Guidelines for Showing Affection to Children on the Job. 5 minutes

Trainer:

Opening Comment:

  • The YMCA encourages staff that interacts with children to be affectionate with those children in manner that is safe for both the child and the employee.
  • Review handout 7- General YMCA Guideline for Showing Affection to Children on the Job.
  • Chart responses what is acceptable and what is not acceptable types of touch. Note that children need to use the restroom in groups of three.

V. Recommendations for Rest Room and Locker Room Usage

Trainer:

Opening Comment:

  • The YMCA follows policies and practices on rest room supervision that is based on the risk involved (e.g., the age of the children and the location of the rest rooms). For instance, is the rest room at the YMCA where staff members can monitor who enters it, or is it off site where strangers are likely to be present?
  • Discuss the possible risks involved and design policies accordingly.
  • Handout for YMCA of Metro Dallas policies
  • Trainer should focus on the staff inspecting their surroundings when they are setting up camp to identify danger spots. Also only one child allowed in the restroom at a time. If this is not possible review the policies on group use of the bathrooms.

V. Strategies to Help Prevent Child Abuse 5 minutes

Trainer:

Opening Comment:

  • These preventive strategies are designed to protect the children in the YMCA program and to protect YMCA staff and volunteers from being wrongly accused of incidences of child abuse.
  • Have a whip around where staff shouts out what types of things are in place to protect us.

Answers: Bathroom policy, ratios, training,

Rules for contact outside the Y, only Gordie can give you permission through a written request to have contact outside of the Y program otherwise no babysitting, emailing, Myspace , communication, cannot attend birthday parties or other celebrations

  • Rules for interactions in the Y ; side hugs, don’t call pet names, don’t do hair or give backrubs, no

VI. Disclosure by a Victim and Tips for Your Response 10 minutes

Trainer:

Opening Comment:

  • Children may disclose abuse in a variety of ways. They may come to you in private and tell you directly and describe to you what is going on. Unfortunately, this is the least common way for children to disclose abuse. Ways that are more common include the following
  • Review handout 13-, Disclosure by a Victim and Tips for Your Response.
  • Ask and briefly discuss: Chart
  • Who reports abuse? (Anyone who suspects abuse. Call the Association and talk with Stanley or Pam for instructions BEFORE reporting)
  • Who investigates abuse?(NOT us!!!)
  • Who do we report suspicions to? (After contacting your Program Director first for instructions, you would contact CPS and/or TDFPS, and/ or police, Association Office, supervisor) (NOT parents, kids, siblings, other staff) (have the form ready when you make the calls – it walks you thru) Call 911 if the abuse is actually happening on site at the moment, then contact your Director, Stanley or Miranda and Kasie for further instructions.
  • What forms do we use? (Child abuse from Risk management office)
  • Where do they go?(fax to Association office and keep a copy for the branch file)

VII. Scenarios for the Group

Trainer:

  • Have participants turn to handout- II- 5, Scenarios for Group Discussion.
  • Read scenarios 2, 3, 4, and 6
  • Discuss what they would do in each scenario
  • Chart responses.

VIII. Closing

Closing Thought: As a first year employee, we hope that this training has provided you with some insight and knowledge of what the YMCA of Metro Dallas does to keep our kids safe and build strong programs. Working site will provide you with memories that will last you a long time. But take it from the three little pigs, if we play all day and don’t pay attention to how strong and sound our programs have to be to prevent predators from blowing down our walls, those memories will be Big Bad Wolves, they can damage our career aspirations, our confidence, and destroy a child’s life. It is important to take every day as an opportunity to remember how important your job is. You can never take the safety of our children too lightly and it takes our entire team, from these trainers here today to the new 18 year old counselor breaking into the YMCA for the first time. We need to work together to build our strong house where kids and staff can concentrate on the best parts of our programs, not the scariest ones.

MATERIALS NEEDED FOR TRAINING

Flip Chart

Easel

Name Tags

Snacks

Manipulative Box

Pens and Pencils

Participant Handouts

Scenario Cards

Clues for Opening Activity and Kits

Prize

Prepared Flip Chart, Overheads, Slides, Power Point Titles:

*4 types of Abuse

*Type of abuse with definition

*Steps for disclosing

Handouts:

Handouts Child Abuse Prevention Design # 1, 7, 8, 9 and 13

YMCA of Metro Dallas Restroom Supervision Policy

Handouts 10 and 11 and 17 Signature pages

1st Year Child Abuse Prevention

HANDOUTS

YMCA of the USA

Child Abuse Prevention Training for Front-Line Staff

Handout 7—General YMCA Guidelines for Showing Affection to Children on the Job

The YMCA encourages staff who interact with children to be affectionate with those children in a manner that is safe for both the children and the employee.

Guideline 1: “Grandma” Standard

Imagine the child’s grandmother (or other authority figure) walking into the room at that moment. If you would now be uncomfortable about what is happening, you need to change the situation immediately. This guideline emphasizes the unfortunate importance of how things look in today’s society.

Guideline 2: Child Initiated

A child may choose to do something that a staff person never would. In some circumstances, that makes the behavior acceptable. Examples include a child choosing to hold hands with the staff person or climbing into a staff person’s lap. Other circumstances remain unacceptable. An older child spontaneously kissing a staff person, for example, is to be discouraged, and staff should respond only briefly (although warmly) to full frontal hugs. Forcing affectionate behavior on a child is never acceptable. Even asking for a hug can be considered force when you are discussing young children who are easily influenced by adult expectations.

Guideline 3: Age Appropriate

Consider the age and developmental stage of the child involved. Is this behavior typical of that group or cause for concern? Children who display overaffectionate or inappropriate touching behavior may be victims of child abuse.

Guideline 4: Gentle Limits

Gentle yet firm limits are the way to make children’s spontaneous affectionate behavior safe for you. There are many natural ways to move on to another activity without making the child feel rejected. For instance, after a minute of hand holding or lap sitting, ask the child to sit next to you, distract the child with something to do, or encourage him or her to return to an interrupted activity.

Guideline 5: Have Witnesses

When a situation merits having unusual physical contact with a child, make sure that you have witnesses to verify your appropriate actions and responses. This circumstance comes up frequently when a young child needs help with clothing or in programs where physical contact is part of the instruction, like aquatics, youth fitness, gymnastics, and other selected sports. The key here is to balance your need for corroboration with the child’s need for dignity in front of an audience.

As human beings we use affection to enhance our relationships. Remember that some children will only be comfortable with a pat on the shoulder and anything more will make them uneasy. So make note of which affectionate behaviors each individual initiates with you and respond accordingly and appropriately.

Ways People Touch Children

Think about which ways are appropriate at work (answers on Handout #8: Touching Policy).

Holding hands

Child sitting on your lap

Buttoning a child’s pants

Pat on the shoulder

Hugging

High fives

Secret handshake

Resting head on your shoulder

Squeezed together on a couch

Applying sunscreen to a child

Caressing

Kiss (on the cheek, mouth, top of head)

Piggyback rides

Backrub

Wrestling or roughhousing

Playing mercy or uncle

Carrying a child on your hip

Shoulder rides

Touching where swimsuits cover

Spider swing

Touching the neck

Child hanging on your body

Playing airplane

YMCA of the USA

Child Abuse Prevention Training for Front-Line Staff

Handout 8—Touching Policy

The following considerations can help you develop or review your policy on touching:

Touching should be in response to the need of the child and not the need of the adult.

Touching should be with the child’s permission; resistance from the child should be respected.

Touching should avoid breasts, buttocks, and groin.

Touching should be open and not secretive.

Touching or other physical contact should be governed by the age and developmental stage of the child (see examples below).

Examples of On-the-Job Age Appropriateness

Holding hands. Most children past the age of eight will not want to hold your hand. The developmental shift that happens around this age usually brings a greater need for independence and the appearance of maturity. The essential guideline you should remember is that the older children are, the less time you should spend holding hands. Remember to use gentle limits that help the child feel valued while enforcing a safe working relationship.

Child sitting on your lap. Most children over the age of eight will not want to initiate this activity in a YMCA group setting, so if one does you should make note of it. Preschoolers, kindergarteners, and some first graders will still want to crawl into your lap, especially if it is quiet or reading time, if they don’t feel well, or if they are excited to tell you something. Setting gentle limits here may include asking them to sit next to you after a minute or giving them a difficult surface on which to be comfortable (sloping your lap), which gently encourages them to find another seat on their own. Children, no matter their age, should be discouraged from “hanging out” by sitting on your lap; sitting next to you is a wonderful alternative if it’s going to last more than a minute or two. The exceptions might be in early childhood centers when staff work with children who are ill or in need of comfort.

Buttoning a child’s pants. Unless children have special needs, they will not require your assistance with this activity past the age of seven. If an older child asks for this kind of help, you need to explore that situation in conversation with the child, your supervisor, or the family. Unfortunately, some other motivation may be at work.

Additional ways that people may touch children
Appropriate at work
Pat on the shoulder / Definitely—a great way to show affection
Hugging / Use a sideways hug if you initiate
High fives / A great way to be affectionate at work
Secret handshake / Great team builder if used wisely
Resting head on your shoulder / Use guidelines 1, 2, and 4. (from Handout 7)
Squeezed together on a couch / Use guideline 1 and think about safety
Applying sunscreen to a child / Only if you have parent’s permission (and only in areas described in training; let child apply sunscreen elsewhere)
Inappropriate at work

Caressing

/
Too intimate

Kiss (on the cheek, mouth, top of head)

/
Tell child, “Kisses are for family”

Piggyback rides

/
Too much contact and favoritism

Back rub

/
Too intimate

Wrestling or roughhousing

/
It’s not safe

Playing mercy or uncle

/
Games that injure are not fun

Carrying a child on your hip

/
Too much contact and favoritism

Shoulder rides

/
Too much contact and favoritism

Touching where swimsuits cover

/
Too intimate

Spider swing

/
Too much contact and favoritism

Child hanging on your body

/
Unsafe; you need to be able to move in a crisis

Playing airplane

/
Unsafe
Note: Items in bold are OK for infants, toddlers, and young preschoolers but not older children.

Restroom Supervision Guidelines

Restroom supervision:

1)YStaff will ensure restroom is monitored while allowing children to use facilities. The staff to child ratios will be maintained during restroom breaks. The staff will position themselves to supervise according to the definition below.

2)The restrooms will be checked/cleared before children are allowed to enter.

3)YStaff will stand in the door way while ONE child at a time is allowed to use the restroom at our facility or any other facility. If children are using the restroom one at a time, there should not be anyone else using the restroom. The staff at the door should be monitoring the other children in line waiting and making sure no one is able to go into the restroom while the child is there. Since a staff can not be one on one with a child, there should always be children or another staff person present.

4)If children are using the restroom, our facility or a public facility, in groups (more than one child at a time), then two staff (staff will be the same gender that they are monitoring if they can view children in the restroom) must be present and in constant eye contact of each other. One staff should be at the door to watch the children waiting and also be able to view the staff that is in the restroom. The staff in the restroom will be same gender as the restroom they are in. If the staff cannot position themselves to see each other (i.e., because of the construction or in a large locker room), then the line of waiting children may need to move inside the locker room so eye contact will be maintained. The main concern is that the staff can see each other at all times and at no time or place can a child be alone with another child or staff member.