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Course Title

Teaching Child Protection Curriculum to Primary Students

Course Number

ISCA 305

Course Overview

As we learn more about the impact of abuse and the personal obstacles for victims/survivors in disclosing, it’s imperative that children have the knowledge and skills necessary to advocate for themselves, in this context. When children learn this at an early age and have the support of their school community, constituents can effectively work together to prevent abuse, as well as alleviate the short and long-term consequences, when abuse occurs. The aim of this interactive course is for counselors to learn practical ways to introduce a child protection curriculum in the classroom. You’ll come away with motivation, confidence, skills and tips to begin right away in your school and positively shape your school culture in a way that encourages student voice and value.


A.1. Supporting Student Development

a. Have a primary obligation to the students, who are to be treated with dignity and respect as unique individuals. e. Are concerned with students’ academic, career and social/ emotional needs and encourage each student’s maximum development.

A.11. Bullying, Harassment and Child Abuse

d. Develop and maintain the expertise to recognize the signs and indicators of abuse and neglect. Encourage training to enable students and staff to have the knowledge and skills needed to recognize the signs of abuse and neglect and to whom they should report suspected abuse or neglect.

(ASCA Ethical Standards, 2016)


Intended Audience

This course is most relevant for primary school counselors who work with students anywhere between age 3-11.

Essential Questions

What are the obstacles and opportunities I see in bringing a child protection curriculum to the primary section of my school?

How might I get started delivering a child protection curriculum to primary students at my school?


Knowledge

Skills

Participants will have knowledge about:

Participants will be able to:

  • Sexual abuse statistics
  • The difference between reactive and proactive approaches to child 

  • AISA Child Protection Resources: Teacher Resource Guide
  • Tips/discoveries from facilitator
  • How a lesson might look (video of facilitator in Grade 4 classroom)
  • Examine current practice in their own schools
  • Discuss what a proactive approach to child protection looks like
  • Explore AISA Child Protection Handbook: Teacher Resource Guide
  • Share effective read-alouds to incorporate into class lessons
  • Begin planning for implementation 

    in their schools (could be a buy-in 

    conversation with admin, planning 

    for a first lesson, thinking about how 

    to introduce a ‘challenging’ topic, or 

    broader overview)

  • Learn with and from one another 

    and develop support network, as 

    this work unfolds in their schools

About the Facilitator

Kelli Holm (MA in Teaching and MA in School Counseling) has worked in international schools for twenty years in Japan, Tanzania, Switzerland and Germany. Her journey includes a foundation as a primary homeroom teacher, then curriculum coordinator, school board member, and finally, school counselor. Additionally, Kelli is the founder of Boldenbrave, a consultancy she established to help ensure students’ safety and well-being in international schools. Her particular passion and focus is around the social-emotional foundations of child protection, communication skills, emotional regulation and community building.

Dates and times of offerings

February 21, 28 and March 4, 2023

Contact hours

9-hour course

Time commitment between sessions

Participants will need to review the AISA curriculum (in-depth) after Session 1 and find at least 1 good read-aloud from the school library that they plan to use during a lesson.

Required Resource(s)

     Participants will need access to:

  • AISA Child Protection Handbook: Teacher Resource Guide (electronic or hardcopy) https://aisa.or.ke/what-we-offer/programmes/child-protection/
  • Book list (I will provide) of child protection themed books 
  • After Session 1, participants will need to find at least one book to share during Session 2
  • Access to digital photos of safe and unsafe touch (I will provide)

References

AISA (2022). AISA Child Protection Handbook: Teacher Resource Guide. Child Protection    Resources. Retrieved June 5, 2022, from https://aisa.or.ke/wp-content/unploads/2020/09/Child Protection-Handbook-Curriculum-Guidance-7July2016-1.pdf


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