Every Sunday throughout April, Sexual Assault Prevention & Response Services will have a guest column in the SunJournal. Each column will discuss a different aspect of sexual violence, as well as prevention & education efforts.
Here is the 4th and final article from one of our our Education Coordinators!
I walk into a first-grade classroom with an armload of 30 makeshift hula hoops shaped like a raindrop rather than a circle. They are blue and have a mass of silver duct tape at the point of the raindrop shape.
The students in the class are smiling and quietly say to each other and to me “Space Ships!”
These “space ships” are one of the tools that we have been using since 2007 to teach the self-empowerment and personal space to children in elementary school. In some schools, by the spring of first grade, a child will have “played” with these space ships three times.
Teaching children about personal body safety and sexual abuse prevention is a careful endeavor. At Sexual Assault Prevention and Response Services, we approach the issue by teaching different concepts that build on one another and create a firm foundation before we even start talking specifically about sexual harassment or sexual assault.
The first concept we teach is that of personal body space.
By using the “spaceships,” we take a theoretical concept and make it visual, so all the children can “see” it and understand it.
They can see that we move through our day and our need for personal body space might change depending on circumstance, or on which person we are interacting with.
The space ships allow the children to experience the concept of their own personal body space and respect the right of each other to maintain that space. This activity also helps children to understand and learn about healthy boundaries and consent — key concepts in sexual assault prevention.
By third grade, we focus our presentations on team work and interdependence. Using games designed to encourage the students to maintain their own individual personal space while being part of a group, we explore concepts of leadership, group dynamics and how to problem-solve in a fair and positive way so that all members of a team feel included and are safe.
We also talk about their responsibility to one another, which lays the groundwork for conversations about how to be a proactive bystander and help other students when it looks like they are being hurt.
Our presentations in fourth grade explicitly focus on gossip, rumors and bystander behaviors.
Again, using games to explore these concepts, the students are able to meet and address these potentially scary concepts in a developmentally appropriate and fun fashion.
We give the students a tube of toothpaste and ask them to squeeze it out onto a paper plate. We can then talk about what a mess it made. Then we ask them to put the toothpaste back in the tube. Of course they cannot get more than a dab back in the tube.
We can then begin the discussion about how words can make a mess and that, once said, they cannot be taken back. This helps us to talk with the students about bullying and what a mess it can create and how it cannot be undone.That lays a solid foundation for later presentations about appropriate Internet/social media use.
In fifth and sixth grades, we actively engage the students in conversations about Internet safety and harassment issues.
Because they have had all of the concept and skill-building presentations in prior years, they have the ability to apply those lessons to these very important topics and understand them in a more fundamental way.
Throughout these presentations, we talk with the students about the importance of getting help from a grownup when they or someone else is being hurt or in danger of being hurt. We help them to identify who those grownups might be, and what they should expect in the way of help from those adults.
All of our presentations can be presented as stand-alone material, but we find that they work best all together. Our presentations build upon each other, creating a framework of understanding, built year after year.
We believe it is the responsibility of the community to help keep our children safe from harm.
While it is the adults who should be responsible for sexual abuse prevention, our programs provide our children with the concepts and skills necessary to help keep themselves safe. And, they teach children lifelong skills that will help them each to understand and seek out safe, healthy relationships.
Bridget McAlonan is the SACC Education Coordinator for the Sexual Assault Prevention and Response Services.