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安全，不安全，安全但不必要的触摸

阅读安全，不安全和不需要的触摸的定义和示例。

Though the lines for safe versus unsafe touch may seem very clear, knowing when touch is wanted or unwanted can be much more difficult to determine and will change for each individual depending on who the other person is and the circumstance. Providing families with information about safe, unsafe, and safe but unwanted touch will help them understand and communicate what types of touch are appropriate in the school setting.

允许触摸

有人意外，没有伤害，以一种让你感到不舒服的方式触动你？也许这是一个偶然的熟人，竟然拥抱你或者让你在肩膀上引起你的注意力。虽然这些行动并不意味着让你感到不舒服，但每个人都有不同的舒适度与触摸。当您要求允许触摸某人时，您会致考虑其他人的感受，并响应于他们的偏好。触摸的许可可以防止各种不需要的触摸，包括那些是性行为挑战的人。

Reading and Responding to Cues

First, you should know that children cannot legally consent to sexual behavior, even if they willingly participate in an interaction. While children cannot legally consent, it’s important to be familiar with the laws in your area regarding the age of consent for older adolescents, since this can be complicated and vary depending on where you live.

All people use cues to communicate. A cue is an expression, action, symbol, or words that help you know what a person is thinking or feeling or communicates a message. Responding to an individual’s cues lets them know that their thoughts and feelings matter. Environmental cues help young students learn which spaces in school are private vs public and when it is okay to enter a private space such as a restroom.

For example, crying is a cue that infants use to let caregivers know they need something. As children grow from infants to toddlers and expand the ways in which they communicate, children need to learn to read and respond to others’ cues, including those of peers. Read the scenarios below and reflect on how the students in the examples use cues to communicate their preferences on touch.

所有上面的方案都是当个人不要求触摸或不响应其他人的提示时会发生什么例子。请注意，这些示例中的教育者如何使用这些机会教导触摸的儿童或青少年，无权影响别人的感受。教授所有学生首次要求触摸的许可帮助他们学习界限，可以防止许多性行为挑战。例如，如果Olivia（7岁）不学会在玩医生时请求触摸允许触摸，她将如何知道在浴室里触摸另一个孩子的私人部位是不行的？

Culturally and Developmentally Appropriate Modeling

Some children and adolescents, such as Nicolas in the example above, may need adults to help others interpret their communication. It is particularly important that you read and interpret the cues of children and youth with emerging expressive communication and those with speech, language, and social delays. Desi’s teacher will need to model how to ask Nicholas permission to touch so she has the opportunity to develop this skill. Her teacher models this each morning when Desi and the other students arrive at school. The teacher asks Desi “how would you like to be greeted today?,” giving Desi the opportunity to choose and give permission for a safe touch. Desi can choose to be greeted with a hug, handshake, high-five, fist-bump, or verbal greeting. Offering students the opportunity to choose their greeting aligns with a trauma-informed approach. A trauma-informed approach helps students feel safe and secure in your program setting and provides opportunities for students to rebuild a sense of control and empowerment.

While your school should have clear rules and expectations on touch, as with most things, family and cultural norms will be diverse. For example, in some cultures it is customary to kiss on the cheek when greeting friends, family, and acquaintances. In other cultures, touching another person’s head, even a child’s, is disrespectful. Though you are primarily learning about permission to touch to prevent sexual behavior challenges in children and adolescents, it is also important that you are aware of your own behaviors. For example, many educators may not think twice about affectionately giving a young student a gentle pat on the head. But if you did that to a student who comes from a family that considers this disrespectful, what effect might that have? Read the examples below and notice how the caregivers modeled developmentally-appropriate permission to touch.

Although it may be natural to pull the sticker off Bella’s back or to immediately reach out and assist Steven, by asking permission, you are modeling an important skill for students. In these situations, students are given the choice to allow a safe touch or to decline and can assert their physical boundaries with others.

Becoming Digital Citizens

随着近期技术的进步，学生正在互联网和社交媒体以新的方式连接。学生认为在线或通过社交媒体与同行分享的信息存在众多重要决定。学生需要学习和练习决策技巧。虽然学生对学习不用于安全目的的内容非常重要，但对于教学学生如何以积极和安全的方式教授学生如何在社交媒体上使用和互动。例如，而不是仅关注“不要”考虑如何教授“DOS”：

代替…	Consider, discuss, and teach…
DON’T post or send inappropriate photos	是什么让照片适合或不合适？为什么？您可以发布或发送的适当照片是什么？您如何拥有负责任的在线身份？
不要分享个人信息	为什么有些信息不安全在线分享？在线分享哪些信息是安全的？
DON’T use weak passwords	What makes a password strong? Why? How can you create a strong and safe password online?
不要别的网欺骗	什么是网络欺凌？如果你看到它发生，你怎么能报告它？您如何尊重他人在线与他人沟通？

Discussions about digital citizenship, or how to responsibly use the internet or social media, can shape a student’s experiences with technology and potentially prevent situations involving sexual behavior challenges. Digital citizenship involves a wide range of online behaviors, some of which include: how to use privacy settings, how to report cyberbullying, how to determine which information is safe or unsafe to share online, how to create secure passwords, and how to communicate respectfully online (Weinstein & Mendoza, 2019).

积极监督

学校环境是公共空间，不应该有任何教育者无法提供积极监督的领域。学校工作人员能够接触和监测学生行为和谈话时，发生积极的监督。积极监督是教育工作者可以让学生安全，防止一系列挑战性行为的一种方式。

有时,通过学生的活动和想法,the environment changes in ways that prevent staff from providing active supervision. For example, notice how the rolling number board in this classroom is pushed in the corner. This placement creates an unobservable space, where a student might easily be able to hide. You will want to set-up your classroom so you have line-of-sight supervision, and be conscious of large moveable items.

阅读此示例的榜样，下面的老师如何确保她可以积极监督学生，同时仍然鼓励他们从事原始想法。

即使它们是规范化的，您可能需要增加您为可能具有性行为的学生提供积极监督的紧密性。例如，一些七年级学生发现它幽默地偷偷溜现在彼此后面，并打动同行的障碍。工作人员可以通过提供更接近的活动监督来防止这种行为发生在趋于发生的情况下。对于这个例子，学生可能需要额外的工作人员在健身房外提供积极的监督，除了提醒提示之外：“请尊重您的同龄人，包括他们的个人空间和机构。”

当你第一次想到积极的监督时，你可以特别考虑视觉上观察学生的行为的能力。但是，听取学生可以是监督行为的另一种批判方式。例如，在第十级的科学课中，因为老师在实验室周围散步房间，他忽视了一群学生笑着做出性明确的笑话。对于这个例子，请回到“响应时刻的性行为”图形来自第2课，这概述了过程：暂停，重定向，倾听和教学。在这里，教师可以通过提醒他们在课程时间内努力工作并在课堂上与特定学生接受课堂上的特定行为来重定向学生的行为来重定向学生的行为。在此办理登机手续期间，教师可以通过沟通课程期望来聆听学生的观点和教学。

For older children and adolescents, spaces such as the locker room or restroom can pose unique challenges, since adult supervision in these environments may not be always be appropriate. Use positive guidance to remind students of appropriate behavior and expectations before entering these spaces. For example, Coach Herman reminds her seventh-grade class about appropriate behaviors and expectations for students while in the locker rooms every day before students change for PE.

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To prevent sexual behavior challenges you will actively supervise students, teach rules and boundaries, consider student development, and promote digital citizenship. As you view the videos describing prevention strategies, think about which strategies you already use in your school and if there are practices that can be improved upon.

安全学校环境

预防策略

做

Asking, Accepting, and Declining Permission

You will need to teach children and adolescents how to ask, accept, and decline permission to touch. Encourage children and adolescents to be respectful but firm. Remember that communication is more than words, and it may be helpful for students with emerging language to learn and recognize gestures as well. Review the suggestions below and think about how you can use these ideas when working with children and adolescents.

• Model and teach students a gesture for “stop.” Extending your arm and hand (palm facing the other person) is a universal and often intuitive gesture. You can model this when you observe a student initiate unwanted touch. For example, Kori, a kindergartner, puts her hands on Jack’s face. Based on Jack’s facial expression, educator Simon recognizes that this is unwanted touch. Simon models the “stop” gesture to communicate to Kori, explaining that Jack says, “No thank you.”
• 帮助学生通过使用反思问题和叙述学会阅读提示。“当有人拉开你时，你认为这意味着什么？”“他有一个悲伤的脸。”
• Have students practice asking for, accepting, and declining various forms of safe touch (e.g., high-fives, holding hands). “Can I have a high-five?” “Sure!” “No, thank you.” “Not right now.”
• 教孩子和青少年，他们是他们身体的“老板”或“负责”，他们决定（除非成年人必须帮助他们），当他们参加安全触摸时，当他们没有。
• Help children and adolescents understand that you can decline a safe touch and still be that person’s friend.
• Teach young students phrases and concepts such as, “You’re in my bubble” so they know when they are unintentionally invading personal space or engaging in unwanted touch. Teach older students what “personal space” means.
• Use specific, positive feedback when you observe students asking, accepting, and declining permission to touch. “Liam, thank you for asking to give Isabel a hug.”
• 尊重儿童和青少年的决定下降（可选）安全触摸。当他们衰落时避免乞讨或戏弄。例如，一年级学生拒绝给他们的父母一个吻在下降，从成年人乞讨可能听起来像，“哦，来吧，爸爸真的想要一个吻。在我离开之前，请给我一个吻。“老师可以通过宣传孩子的意图来支持孩子和父母，“看起来他现在还没准备好吻。也许事情在一天结束时会有所不同，那么你就可以要求吻？“