Learning Objectives

<<insert theory of change diagram here>>

The Learning Objectives – Children

Goal A1. Children are able to identify sexual abuse

Goal A1 – a. Children are able to identify touching forms of sexual abuse

Objectives

By the end of this game, players will be able to:

describe private and public parts of the body
describe private and public parts of the house
identify private parts of the body (this includes the mouth)
use correct anatomical terms when referring to their private parts:

penis & testicles
vagina & vulva
nipples
Bottom/Anus
Mouth

list and explain the situations when it is ok for someone to touch their private parts:

a doctor or parent/carer who is helping you keep your private parts healthy and clean if there is a reason you are unable to do it yourself
a doctor may need to touch your private parts when you are sick. Your parent/carer would usually be with you.

agree that it is not ok for someone to touch your private parts at any other time
agree that it is not ok to be forced to touch another person’s private parts.

Goal A1 – b. Children are able to identify non touching forms of sexual abuse

Objectives

By the end of this game, players will be able to:

Recognise forms of non-touching abuse:

someone showing you pictures of people’s private parts
someone wanting to take naked images of you.
someone showing you their naked private parts
someone looking at your private parts
The use of sexually explicit words
being asked to perform sexual acts.

Goal A1 – c. Children know that sexual abuse offenders can be anyone

Objectives

By the end of this game, players will be able to:

distinguish between sexual abuse offenders and non-offenders based on their actions, not on what they look like or their relationship to the child.

Goal A1 – d. Children know that sexual abuse can happen to anyone

Objectives

By the end of this game, players will be able to:

agree that sexual abuse can happen to anyone regardless of age, gender, size, cultural background or abilities / disabilities or peer group.

Goal A1 – e. Children aware of some techniques offenders may use

Objectives

By the end of this game, players will be able to:

agree that sometimes people who are older than you want to manipulate you into believing something that is not true
recognise situations where people who are older than a child is manipulating the child into believing something that is not true
list the techniques that offenders may use:

coercion
threats
secrets
bribes
treats
making the child feel special
blackmail
making the child believe they wanted it
making the child believe it is their fault
tricks
isolating the child from those who can help them
making child think no one will believe them if they tell
grooming: a gradual, progressive process that is used to make the child be “ok” with the abuse

explain each of the techniques listed in the previous objective
agree that in the above situations, the offender does not want others to find out about the abuse and that is why he/she is using the techniques.

Goal A2. Children have a support network of trusted adults

Goal A2 – a. Children identify 5 trusted adults that are in different parts of their life

By the end of this game, players will be able to:

agree that just because someone is a relative or has power over them, this does not mean that the relationship qualities are positive
list the qualities of the relationship they have with an adult
identify five trusted adults in different parts of their life to form their support network:

at least one from their family
at least one from their learning environment
at least one from somewhere else

explain the significance of identifying multiple trusted adults from multiple environments.

Goal A2 – b. Children ask 5 trusted adults to be a part of their support network

By the end of this game, players will be able to:

implement strategies for choosing a trusted adult
describe types of problems/issues a trusted adult could help with
explain the purpose of the trusted adult network
list various modalities for communicating with a trusted adult such as telephone, email, face-to-face, letter
construct their support network of five trusted adults
agree that the choice of the trusted adult network is within their control
agree that at any time the trusted adult network can be adapted and changed.

Related game objectives

By the end of this game players will:

have a network of 5 trusted adults.
have explained the purpose of the trusted adult network to each of the adults in their network.

Goal A2 – c. Children & adults further build their rapport through communicating

By the end of this game, players will be able to:

list circumstances when they may like and need to share information with a trusted adult
articulate significant moments to adults in their support network
identify and overcome barriers to communicating with trusted adults.

Related game objectives

By the end of this game players:

Will have spent time communicating with adults in their trusted adult network about the game and its content.

Goal A3. Children have a Healthy self concept

Goal A3 – a. Children understand they have rights: safety, body privacy & respect

By the end of this game, players will be able to:

state that in Australia we have Laws to protect people, specifically children
define the right to safety, body privacy and respect
agree that children have rights including the right to safety, body privacy and respect
list and describe different types of abuse (physical, emotional, neglect & sexual),
agree that abuse occurs when people’s rights are violated
agree that it is ok to protect your rights
agree that children can turn to their trusted adults to help them protect their rights
agree that it is adult’s responsibility to uphold children’s rights.

Goal A3 – b. Children know that sexual abuse is illegal and never their fault

By the end of this game, players will be able to:

determine power relationships that exist within abuse discourses.
explain why children are not to blame for abuse with older children and adults.

Goal A3 – c. Children understand, value and act according to their self-worth

By the end of this game, players will be able to:

communicate their thinking on issues that are important to them
communicate their feelings on issues that are important to them
list what they are good at
state what other children are good at
agree that they have an important place in society
agree that it is important to feel good about yourself.

Related game objectives

solve problems occurring within the game

Goal A4. Children plan what to do if they experience sexual abuse

Goal A4 – a. Children disclose child sexual abuse to trusted adults

By the end of this game, players will be able to:

identify the choices they have for disclosure including who, where, when, how
use correct terminology to communicate effectively with trusted adults
acknowledge and validate the wide range of feelings which may come with sexual abuse (including just learning that sexual abuse exists) such as shame, embarrassment, fear, worry, sadness, confusion, anger, etc.
acknowledge feelings and their influence on the disclosure of sexual abuse
agree that they should keep disclosing to their support network until something is done
list other choices for disclosure outside their support network such as the Kids Help Line, school counselor / guidance officer, police officer or doctor.

The Learning Objectives – Adults

Goal B1. Adults Can Define Child Sexual Abuse

Goal B1 – a. adults understand that children have rights: safety, body privacy & respect

Adults who have engaged with the adult learning materials will be able to:

state that there are Laws in Australia designed to protect children
explain that children have rights including the right to safety, body privacy and respect
define the right to safety, body privacy and respect
define different types of abuse (physical, emotional, neglect & sexual)
state that the United Nations Convention on the Rights of the Child was created to protect children across the world

Goal B1 – b. adults are able to identify touching forms of child sexual abuse

Adults who have engaged with the adult learning materials will be able to:

List and explain the situations when it is ok for someone to touch a child’s private parts:

a doctor or parent/carer who is helping the child keep their private parts healthy and clean if there is a reason the child is unable to do it themself
a doctor may need to touch the child’s private parts when the child is sick. The child’s parent/carer would usually be with the child.

Agree that it is not ok for someone to touch a child’s private parts at any other time
Agree that it is not ok for a child to be forced to touch another person’s private parts.

Goal B1 – c. adults are able to identify non touching forms of child sexual abuse

Adults who have engaged with the adult learning materials will be able to:

list forms of non-touching abuse:

someone showing a child pictures of people’s private parts
someone wanting to take naked images of a child
someone showing a child their naked private parts
someone using threats, bribes, coercion or tricks to show a child their naked private parts
someone looking at a child’s private parts
someone using threats, bribes, coercion or tricks to look at a child’s private parts
The use of sexually explicit words
Being asked to perform sexual acts.

Goal B1 – d. adults know that child sexual abuse offenders can be anyone

Adults who have engaged with the adult learning materials will be able to:

Explain that sexual abuse offenders can be any age, gender, size or cultural background, abilities / disabilities or peer group and may be someone who is either known or unknown to the child
Explain that sexual abuse may be perpetrated by another child and will be characterized by the use of threats, bribes, coercion or tricks.

Goal B1 – e. adults know that sexual abuse can happen to any child

Adults who have engaged with the adult learning materials will be able to:

Identify that all children regardless of age, gender, size, cultural background, abilities / disabilities or peer group are at risk of abuse
List the factors that make children vulnerable to abuse:

children rely on adults and the adult world for care
a natural power imbalance exists between children and adults
children’s level of cognitive and emotional development does not allow them to make informed choices about sex and sexual activities

Agree that children who are isolated from the community are more vulnerable to abuse
Agree that children with a disability are more vulnerable to abuse because they rely on adults more for their care

Goal B1 – f. adults are aware of some techniques offenders may use

Adults who have engaged with the adult learning materials will be able to:

Compare and contrast the interpersonal dynamics of abusive child-adult relationships with those of healthy child-adult relationships.
Agree that child sexual abuse is not about sex but about power and control.
List the techniques that offenders may use on children:
- Manipulating the child into believing something that is not true
- coercion
- threats
- secrets
- bribes
- treats
- making the child feel special
- blackmail
- making the child believe they wanted it
- making the child believe it is their fault
- tricks
- isolating the child from those who can help them
- making child think no one will believe them if they tell
- grooming: a gradual, progressive process that is used to make the child be “ok” with the abuse
Define each of the techniques that offenders may use on children, listed in the previous sub-goal.
List the techniques that offenders may use on adults:
- Grooming the family by gaining the family’s trust by filling a ‘need’ for family such as baby-sitter, mentor for child or offering friendship
- Influencing parents to believe child is in need of extra guidance, coaching or support
- Setting child up as someone who is not to be believed as a preventative measure against potential future disclosures)
Define each of the techniques that offenders may use on adults, listed in the previous sub-goal.
Agree that the offender’s purpose in using these techniques is to:
- gain the family’s trust
- Increase access and opportunity to abuse the child
- Decrease the chance of the child being believed

Goal B1 – g. adults know that sexual abuse is never the child’s fault

Adults who have engaged with the adult learning materials will be able to:

explain why children are not to blame for abuse by older children and adults even if the child initiates or invites sexual contact
agree that it is ok for a child to protect their rights
agree that adults are responsible for protecting children’s rights.

Goal B2. adults recognise the impact of child sexual abuse on Those who have been abused, their families, their Families’ informal support network and the wider community

Goal B2 – a. adults understand the impact child sexual abuse can have on those who have been abused

Adults who have engaged with the adult learning materials will be able to:

agree that sexual abuse can impact negatively on the lives of individuals who have been sexually abused through their entire life (Queensland Government, Lamont [Effects of child abuse and neglect for adult survivors])
agree that sexual abuse has impacts individuals differently (Queensland Government)
agree that there may be long term impacts on a sexually abused individual even when no short term impacts are apparent (Queensland Government)
list the impacts sexual abuse can have on children who have been sexually abused (Queensland Government, Mullen & Fleming, Lamont [Effects of child abuse and neglect for children and adolescents], Access Economics):

low self esteem
self blaming
feeling dislocated from friends and family
distrust of adults
suicidal thoughts and self harming
attachment disorders
physical health problems
behavioural problems
teenage pregnancy
depression
anxiety disorders
learning disorders – children may struggle to learn at school and fall behind their peers
developmental delay
delinquency and criminal behavior
high-risk sexual behavior
behaviour that leads them to be singled out, bullied and victimised
drug and alcohol abuse.

agree that individuals who have been sexual abused as children are have an increased risk of (Queensland Government, Mullen & Fleming, Lamont [Effects of child abuse and neglect for children and adolescents], Access Economics):

psychological problems
suicide
drug and alcohol misuse
engaging in high-risk sexual behavior
homelessness
eating disorders and obesity
physical health problems
displaying aggressive, violent and criminal behaviour

agree that recovery from abuse is best facilitated by a supportive network of significant others (Education Queensland)
agree that abused children who have positive school experiences where they feel they have succeeded academically, socially or in sport have significantly lower rates of adult difficulties (Mullen & Felming)
agree that the most serious effects of child sexual abuse are likely to occur when no one takes action to stop the abuse or protect the child (Education Queensland).

Goal B2 – b. adults understand the impact child sexual abuse can have on families of abused children and their families’ informal support network

Adults who have engaged with the adult learning materials will be able to:

Acknowledge that discovering that a child has been sexually abused can produce feelings of shock, disbelief, guilt, blame, confusion, anger and shame
Acknowledge that there can be barriers to providing safety for children who are being sexually abused.
List the possible barriers:

concerns about family breakdown or separation
concerns about family finances
concerns about possible changes required to the family’s living situation
concerns about possible changes required to the family routine and family activities
fear of involvement with statutory agencies and processes including police, child safety, criminal court, family law court
concerns that relationships with family and friends may be affected
may trigger memories of own history of abuse

Goal B2 – c. adults understand the impact child sexual abuse can have on communities

Adults who have engaged with the adult learning materials will be able to:

Acknowledge that the effects of child sexual abuse cost communities in terms of

unrecognised potential of individuals who have inadequate support to sufficiently recover from childhood abuse
the negative consequences associated with drug abuse, criminal behavior and unwanted pregnancies that can stem from inadequate support to sufficiently recover from childhood abuse
those who protect, treat and care for abused children and associated bureaucracies

Agree that learning that child sexual abuse has occurred in a community may lead to:

Decreased feelings of trust and safety
Decreased sense of connection and involvement with the community (eg. Sporting, cultural, neighbourhood, school)
Stigma and isolation within the community

Goal B2 – d. adults understand why it is important to address child sexual abuse

Adults who have engaged with the adult learning materials will be able to:

Agree that every human being should have the necessary environment and means to enable him/her to develop to his/her full potential
Agree that addressing child sexual abuse contributes toward providing the necessary environment and means to enable the child to develop to their full potential
Agree that maintaining a culture of secrecy assists perpetrators of abuse.

Goal B3. adults know what they can do about child sexual abuse

Goal B3 – a. adults understand what it means to be a part of a child’s support network

Adults who have engaged with the adult learning materials will be able to:

Agree that as part of a child’s support network, they are responsible for the protection of the child
Explain their responsibilities as part of the child’s support network
Discuss with others strategies to provide appropriation supervision and protection of children in their care
Recognise that their response to a child’s disclosure of abuse, can affect the child’s recovery from the abuse.

Goal B3 – b. adults know how to proactively address child sexual abuse with children

Explain that having conversations with children about abusive behaviours gives children the language needed to disclose abusive situations
Explain to children that they are someone who is willing and able to have a conversation about sexual abuse
Distinguish between slang and anatomically-correct terms used to describe private parts of the human body
Articulate the purpose of using anatomically-correct terms to identify private parts of the human body when speaking to children
Use anatomically-correct terms to identify private parts of the human body when speaking to children in everyday conversations
Recognise that due to power relations and social conditioning, children may find it difficult to say “no” to adults
Help their child identify situations when it is ok to say “no” to adults
Help their child practice saying “no” to adults
Discuss protective behavior concepts with their child beyond the Feeling Safe game
Support the child to develop a sense of body ownership
Distinguish between public and private spaces
Explain the difference between public and private spaces
Agree that children need to be able to explain the difference between public and private spaces
Examine the barriers to children disclosing sexual abuse
Discuss with their child the barriers to children disclosing sexual abuse.

Goal B3 – c. adults know how to respond to disclosures of child sexual abuse

Adults who have engaged with the adult learning materials will be able to:

Implement strategies to help a child to disclose
Provide appropriate support for the child making the disclosure
Discuss issues relating to confidentiality and privacy within the context of a child abuse disclosure
Demonstrate an Understanding of issues relating to confidentiality and privacy within the context of a child abuse disclosure or non-disclosure
Manage issues relating to confidentiality and information sharing
List particular behaviours that may require additional professional intervention
Assess whether behaviours require additional professional intervention
Record events associated with disclosure

In addition to the above goals teachers, pre-service teachers, teacher aides, school ancillary staff and those working with children will be able to:

Find, interpret and implement policy and procedures that influence the disclosure process.
Identify legislation, policy and procedures that influence the process of disclosure.
Operate within local, state and national frameworks, guidelines, policy and legislation such as Education Queensland’s Code of Conduct and the Queensland Child Protection Act (1999).
Advocate for the rights of children using policy and legislation.
Access support from a supervisor in relation to the disclosure.
Recognise the implications and limitations of legislation.
Use appropriate language when documenting children’s abuse disclosures.

Goal B3 – d. adults know how to recognise indicators of child sexual abuse

Describe developmentally appropriate sexual behaviours for children
Agree that developmentally inappropriate sexual behavior may be an indicator of sexual abuse
List indicators of child sexual abuse
Respond appropriately when children demonstrate developmentally inappropriate sexual behaviour.