Instructor Manual
The Facilitator Workshop PowerPoint with Instructor Notes
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Instructor Manual
DARKNESS to LIGHT
END CHILD SEXUAL ABUSE
STEWARDS OF CHILDREN A u t h o r i z e d Fa c i l i t a t o r Wo r k s h o p
Purpose of Slide Time Allotted Agenda Manual Pages
Display while participants arrive and get settled 15 minutes 8:30 – 8:45 Registration and Coffee N/A
INSTRUCTOR NOTES: Hand out the facilitator manuals (or have them set out at each seat) Have participants fill out the sign in sheet – printing their information legibly. Have them take out their tent card from the front pocket of their manual and write their name on the blank side of the tent card and place it in front of them. At 8:45 when everyone is seated and settled proceed to next slide. It is important that you start at 8:45 even if not all participants have arrived.
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W E LCO M E Introductions Name, organization, profession Why do you want to be a facilitator? Housekeeping Cell phones Breaks Restrooms Review of materials Much to cover
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Purpose of Slide Time Allotted Agenda Manual Pages
Get to know the group, make all feel welcome, basic housekeeping 15 minutes 8:45 – 9:00 Introductions (Slide 2) N/A
INSTRUCTOR NOTES: Welcome everyone to the Stewards of Children Authorized Facilitator Workshop. If appropriate have the host kick the day off with an introduction to why the participants are there and the vision for the program. This may be applicable when a community initiative is underway. Thank everyone for coming, mention sign in sheet, grab coffee, etc. Introduce yourself – include that you are an Authorized Instructor trained by Darkness to Light. Give your background/credentials/work experience. Have each participant introduce themselves: Name, organization, profession, a little bit about why they have come to the workshop and what they hope to get out of it. Some participants may not know why they are here and that’s ok, we are here to help them learn more about their intentions as a facilitator. You may also ask them to indicate how familiar they are with D2L and SOC. Optional Icebreaker to get to know the group and get everyone feeling more comfortable: Whether you do it depends on size of group as time will not allow for groups of 15 or more. Using a flip chart, in 2 columns write the number of years each participant has been in the helping profession and/or the number of years they have been a trainer of adult programs. Or, you can ask the number of years they have worked helping adults and the number of years they have worked helping children --Add the years to see the vast level of experience represented by those in the room. End the exercise by acknowledging that anyone can become a successful facilitator of SOC regardless of years in the field. Whether you are an experienced clinician with 30 years of experience in child abuse or a survivor with a passion for prevention, or a concerned individual in your community you can be an effective facilitator. 4
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Instructor Manual Review housekeeping matters, turn off cell phones, 3 breaks, 1 in the morning, then lunch, and a break in the afternoon, tell them where the restrooms are located. Review the materials they will be using for the workshop. Borrow someone’s binder and hold up the materials so they can see as you reference them. Their binder contains: Front Pocket: o Sample rack cards and brochures which are available from D2L that can be used for marketing and informational purposes in your organization and community. o
Your SOC workbook which we will use this morning during the Stewards of Children session.
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And your 7 Steps booklet- a summarized guide for adults – part of the training kit; included with the workbook for all Stewards participants.
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Your official Darkness to Light lanyard to wear when doing a Stewards session. There are templates on the web site to print a name card for the badge. You can earn buttons for your lanyard as you reach training milestones. For example, when you train 100 people you are part of the 100 club. (Point out your blue 100 club button). There’s also a 500 club button.
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Facilitator Guide – Your guide for your Stewards sessions; everything you need to conduct a session including the Stewards of Children DVD located in a sleeve in the inside back cover.
The Facilitator Manual – All of the things you will cover today as well as some additional information is in this manual which will become an important reference for you as a facilitator. This PowerPoint presentation located in the front of your manual which you can use to follow along throughout the day. Includes areas for you to take notes. There is also a workshop evaluation and a copy of the Facilitator Agreement in the back pocket of the binder. The eval is to be completed at the end of the workshop. If you did not accept the online facilitator agreement after you registered, I will need you to sign the printed agreement prior to you leaving today. Prepare them that there is much to cover today. The main purpose of this workshop is for you to be confident with the content of SOC and your ability to effectively teach it back home. Because of the limited time we have, I ask that we don’t get side tracked by details of personal stories or off topic discussions. I am going to model for you how to keep the training on track both during the SOC session this morning and during the afternoon. At the end of the session you will get a certificate of completion authorizing you as a facilitator. You must participate in the entire day to become authorized. www.D2L.org
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A G E N DA Who is Darkness to Light Stewards of Children overview Facilitator responsibilities Stewards of Children Mastery of Stewards of Children Philosophy, purpose & intention Preparing, providing and promoting Facilitator portal Facilitator policies Wrap up 3
Purpose of Slide Time Allotted Agenda Manual Pages
To set the stage for what is going to be covered in the workshop 2.5 minutes 9:00 – 9:20 Overviews (Slides 3 – 9) N/A
INSTRUCTOR NOTES: Review agenda items: I am going to tell you a little bit about Darkness to Light. I am going to give you a brief introduction to the Stewards of Children program. We’ll look at the responsibilities of a facilitator at a very high level which will set the stage for you as you participate in the actual Stewards of Children program in just a few minutes. We’ll spend most of the afternoon on the mechanics of facilitating Stewards and then talk about how to promote it in your community. We will spend some time talking about the facilitator portal which is an area of the D2L web site for facilitators only. We’ll end the day by reviewing the facilitator policies and then wrap up with some final housekeeping items.
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DA R K N ES S TO L I G H T M I S S I O N To empower people to prevent child sexual
abuse Raise awareness of the prevalence and
consequences of child sexual abuse by educating adults about the steps they can take to prevent, recognize, and react responsibly to child sexual abuse
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Purpose of Slide Time Allotted Agenda Manual Pages
To provide the mission statement of D2L 2.5 minutes 9:00 – 9:20 Overviews (Slides 3 – 9) 7
INSTRUCTOR NOTES: Read the mission statement in the first bullet. Read the second bullet: Notice that ―educating adults‖ is underlined. An important message of the training is that the prevention and response of csa is an adult’s job. This important responsibility rests squarely on our shoulders. Our strategy is and always has been that adults need to be educated on how to protect children. At the inception of D2L, child sexual abuse prevention programs were researched and it was discovered that most programs then (as well as those today) are child focused; that is teaching children information about their bodies, appropriate touch and physical boundaries and how to say no. Programs like ―Talking about Touching,‖ ―Safe Touch‖ and ―Good Touch/Bad Touch‖ are all examples of programs that teach children these skills. And, it is important that we empower children with awareness, knowledge and choice but the real responsibility lies with us. Children cannot bear the burden of protecting themselves alone. While age appropriate information on boundaries is important, it does not necessarily provide a child who is being sexually abused by someone they trust the ability to tell or stop the abuse. Bottom line, adults are the only ones that can put policies and actions in place that protect kids.
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D 2 L H I G H L I G H TS 2001 Founded in Charleston SC 2002 7 Steps created and National Media Campaign launched 2004 Stewards of Children created 2007 Stewards of Children scientifically shown to change attitudes and behavior 2007 Crime Prevention Program of the Year (McGruff the Crime Dog) 2010 49 states, District of Columbia, 11 countries, over 2500 trained facilitators 5
Purpose of Slide Time Allotted Agenda Manual Pages
To list a few key highlights of D2L and Stewards history 5 minutes 9:00 – 9:20 Overviews (Slides 3 – 9) 7-8
INSTRUCTOR NOTES: Founded in Charleston, SC in 2001 and began with a conference that brought together experts and survivors to share information. 2002 – D2L introduced a national media campaign to build awareness and created the 7 Steps to help educate adults. Media campaigns can be viewed on D2L’s web site. The media and 7 steps booklet were evaluated by National Crime Victim Research and Treatment Center and found to be effective in raising awareness. While the media was effective at increasing awareness and the 7 Steps provided practical steps that adults could take to protect children D2L recognized that more needed to be done to actually change adult protective behavior so SOC was created in 2004. Throughout the past several years independent third party evaluations have consistently demonstrated that SOC not only increases knowledge but also changes attitudes and behaviors--that people actually take actions to better protect children. To date, SOC is the only adult based prevention program that has been extensively evaluated. Summary information about study results are in the manual and on the web site. Evaluation is important. Executives, clinicians, grant funders, donors, etc will look for assurances that money and time spent on prevention training actually works. In 2007 SOC D2L received the National Crime Prevention Association’s Crime Prevention Program of the Year (McGruff the Crime Dog). This award is given to 8
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Instructor Manual organizations that help prevent crime and create safer more caring communities. It was an important recognition affirming the quality and effectiveness of the program. We now have almost 3,000 trained facilitators in 49 states, District of Columbia and 11 countries (only state as of 12/1/10 without facilitators is Hawaii). Hundreds of thousands of adults have been trained in SOC and that number grows significantly every day!
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S T E WA R D S O F C H I L D R E N OV E RV I E W 2.5 – 3 hour training utilizing a video, an
interactive workbook and group discussion Includes survivor stories and commentary from experts and other concerned adults Introduces 4 tools and 7 steps Reinforces skills with workbook and discussion Versions Facilitator led in English and Spanish Online (English only) 6
Purpose of Slide Time Allotted Agenda Manual Pages
To provide a basic overview of SOC 2.5 minutes 9:00 – 9:20 Overviews (Slides 3 – 9) 9-11
INSTRUCTOR NOTES: Stewards is a 2.5 hour training that utilizes a DVD, workbook and discussion introducing simple strategies for prevention. It focuses on adult survivor stories and commentary from experts in the field of child sexual abuse and other concerned adults. The workbook and discussion questions are a necessary part of the training to foster learning and changing of behaviors. If there is a question about offering it in less than 2.5 hours, you can say that we will cover that in more detail this afternoon. Available versions: Facilitator led in English and Spanish – (A note about Spanish SOC – facilitator must attend workshop in English so they must be bilingual – workbook and 7 Steps are available in Spanish). Online version (currently available in English only – D2L is working on a Spanish version). Here is some more info about the online training if you get questions: It is 2.5 hours at the participants chosen pace, tracks progress over a 15 day max. The online version is great for adults or organizations with scheduling limitations or lots of people to train. A certificate is printed upon completion. It also has a tool for an administrator to assign the training to users and see who has completed the training. Online version was evaluated in 2007 and shown effective in increasing knowledge and in changing attitudes and behavior.
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S T E WA R D S OV E RV I E W, CO N T. Uses no child or perpetrator interviews but
instead affirms survivors and their healing Focuses on empowerment and action Addresses primary and secondary
prevention Is CSA 101 – not intended to make us
experts Provides adults with a comfort/knowledge
level to address child sexual abuse Overcomes:
Purpose of Slide Time Allotted Agenda Manual Pages
Denial
Creates: Awareness
Fear
Personal Power
Secrecy
Safety
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To provide more basic info about SOC 2.5 minutes 9:00 – 9:20 Overviews (Slides 3 – 9) 9-11
INSTRUCTOR NOTES: Stewards does not focus on the darkness of child sexual abuse or the perpetrator. Instead it focuses on simple tools and steps that create awareness and action for adults to keep kids safe. Participants feel empowered after attending SOC and confident in their ability to protect the children in their lives. Primary prevention is designed to stop abuse before it happens, secondary prevention is about early intervention and keeping the abuse from happening again. This training is about primary and secondary prevention. It gives us tools and steps to ensure the safety of the environments we place our children in. It’s obvious but the power in primary prevention is that we don’t just look at the signs and symptoms; we actually keep it from happening in the first place. Another way to look at it: There are lots of children floating downstream in the river and lots of people are pulling them out, we need to go upstream and help them from falling in the river in the first place. Child Sexual Abuse 101 - You don’t have to be an expert. SOC was designed so that people of all different backgrounds, professions and levels of education can teach it and that all adults can learn from it. CSA is a difficult and complicated subject but the actual prevention tools are simple to use. To illustrate, think of seatbelts. We don’t know everything that goes into seatbelt design and mechanics but we know using it keeps us safe. Stewards helps people overcome the denial, fear and secrecy long associated with csa and in turn creates awareness, personal power and safety for children. www.D2L.org
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FA C I L I TATO R R O L E AT A G L A N C E Educate adults Create an environment for open discussion
about a tough topic Model the principles of the program Facilitate discussion of Stewards tools and
steps as prescribed by the curriculum Encourage and challenge participants to be
stewards of children
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Purpose of Slide Time Allotted Agenda Manual Pages
To identify the main responsibilities of a facilitator 2.5 minutes 9:00 – 9:20 Overviews (Slides 3 – 9) N/A
INSTRUCTOR NOTES: You will learn much today about your role as facilitator but to set the stage for the rest of the morning and as we go through an actual SOC training I want you to be thinking about your key responsibilities: We teach all adults regardless of background, education or profession using a program that is simple yet impactful, clear and intentional. We create an environment where a tough topic can be openly discussed. We are a model for what is being taught in Stewards, that is, we are up in front of people openly talking about csa and encouraging others to do the same. We as facilitators must practice the tools and steps taught in the program in our own communities. We facilitate the discussion portions of the session to reinforce concepts and increase retention of information. We stay within the curriculum and timeframes allotted. We’re not trying to teach everything there is to know about child sexual abuse but rather enough to create awareness and provide the specific tools to keep children safe. We encourage and challenge by acknowledging that this is a difficult topic, we challenge participant’s thinking, affirm their participation and encourage the appropriate change in behaviors.
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T H E L E A R N IN G P R O C E S S Three styles of learning and retaining
information You the facilitator make it happen
Visual (see it)
Video
Auditory (hear it)
Video and You, the facilitator
Kinetic (do it)
Workbook exercises and discussion
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Purpose of Slide Time Allotted Agenda Manual Pages
To recognize the different learning styles 2.5 minutes 9:00 – 9:20 Overviews (Slides 3 – 9) N/A
INSTRUCTOR NOTES: Most of you are probably familiar with the concept that there are different learning styles and that people are inclined towards the learning style that works best for them. Some folks have to see it, some have to hear it and others have to do it. All three of these learning styles are accounted for in SOC and that’s what makes it effective as a program that actually changes behavior. That is why it is important to not alter or leave out any parts of the training. We see by watching the video, we hear by listening to the video and the facilitator and from others in the training, and we do it by writing in our workbooks and by participating in discussion. Keep in mind that all 3 learning styles are also addressed in this workshop. We will see, hear and do today. I am also going to repeat a lot of the information today because hearing it once is usually not enough. Most of us have to hear the information several times before we actually internalize and remember it.
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DARKNESS to LIGHT
END CHILD SEXUAL ABUSE
STEWARDS OF CHILDREN Child Sexual Abuse P r e v e n t i o n Tr a i n i n g
Purpose of Slide Time Allotted Agenda Manual Pages
Introduce Stewards of Children 3 hours 9:20 – 12:15 BREAK at 10:15 after Video Part 1, Workbook & Discussion N/A
INSTRUCTOR NOTES: I am now going to take off my ―instructor hat‖ and put on my ―facilitator hat.‖ As an authorized SOC facilitator I am going to conduct a SOC class modeling for you the role of facilitator. This is exactly how you will teach SOC back in your organizations and communities. You are now participants in a SOC session but be looking at it from a facilitator perspective too. This may be a little more challenging for those of you that not have yet seen SOC but hang in there as you try to take it in as a new participant and as a future facilitator. If you have a question that relates to facilitating I am going to put that on the flip chart ―Parking Lot‖ (or write it down if you don’t have a flip chart) and we will answer that after the training when I put my instructor hat back on. Use the Facilitator Guide as you conduct Stewards to model for them even if you don’t typically use it. Use your preferred introduction. Welcome everyone to the SOC training program. Thank them for being there and taking the time to learn about how to recognize, react and respond to child sexual abuse. You are going to be watching a video with survivors talking about their experience and healing. It’s a difficult topic and sometimes it can stir up some feelings especially if you or someone you know has been impacted by this issue. If you find yourself feeling uncomfortable hang in there, it does get it easier as we go along and I expect that you will find the video and discussion very empowering. I have provided you with a list of resources available in our community that can help. Please also come see me on a break or after the session to discuss any personal concerns. 14
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Instructor Manual The video is broken into 3 parts and with each followed by workbook exercises and discussion. My job as facilitator today is to keep us on track and within the time allotted. Feel free to ask questions but I do ask that you we not get sidetracked with personal stories and experiences. Not because your stories are not important but because we have to stay focused today on learning some new and very important skills. Start the DVD and proceed through SOC as you do normally, keeping your ―facilitator hat‖ on so they see the session conducted as is. A few reminder notes about facilitating the discussion: Encourage participants to answer the questions with at least one sentence, or even one word. Encourage them to not leave the session with their workbook ―pristine clean‖ – write all over it. Stress that their workbook is a plan of action and they should strive to think of it as such not just new knowledge. Give them a ―1 minute‖ warning when time for writing is almost finished. As already defined – the major impact parts of this training are the video in combination with the workbook. The group discussion time is when participants may ask clarifying questions and practice concepts. Model how you may deliberately tailor the questions to the group that you have. For example – if you have a number of people from a school – review the definition for one of the four tools, i.e. ―choice‖ and ask ―How is the tool choice important to you within your school district? Within your classrooms?‖ Also, because you are dealing with a group that typically has some experience with the issue, your tendency may be to not challenge the discussion as much as you would a group of community members. Remember, you are modeling so be sure to really challenge the group with effective discussion and stay in facilitator role! Do not cover all the discussion questions but do try to cover most of the required questions. As you facilitate the discussion try to role model encouraging responses and cutting off discussion techniques as necessary to review in the afternoon practice exercise.
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A F T E R N O ON A G E N DA Your role as a facilitator Intention and action Philosophy and purpose Preparing Providing Mastering Facilitation Promoting Facilitator portal Facilitator policies Wrap up 11
Purpose of Slide Time Allotted Agenda Manual Pages
To review afternoon topics 2.5 minutes 1:15 – 2:15 N/A
INSTRUCTOR NOTES: Welcome them back from lunch and set the stage for the afternoon session. Now that we have seen SOC, we are going to delve deeper into the role of facilitator. We’ll take a look at your intentions and discuss how to turn them into action. In addition we will give you all the tools and information necessary to prepare for, provide and promote SOC. We’ll finish up with some information about the facilitator portal and facilitator policies. The activities and information this afternoon are meant to instill in you confidence with the program so that can go back to your communities as champions of SOC as a primary prevention tool.
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YO U R R O L E A S FA C I L I TATOR Exercise 1 – Intention and Action Pages 18 and 19
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Purpose of Slide Time Allotted Agenda Manual Pages
Intention and action exercise (making it personal) and group discussion 20 minutes 1:15-2:15 SOC Role, Philosophy and Purpose (Slides 12-15) 17-20, exercise on 18 and 19
INSTRUCTOR NOTES: We are now going to do an exercise that will get you off to a great start as a facilitator because it will help you ―take inventory‖ of your reasons for being a facilitator and what you are passionate about. It also helps you identify some of your desired actions. Give them 5 minutes to complete the questions on pages 18-19 in their manual. Ask a few volunteers to share their responses with the group. You may wish to skip the first and second questions as there may be repetition from introductions in the morning. Instead focus on responses to the qualities of a leader. Help them understand that as a facilitator they are a leader in the area of csa prevention and that these skills will be helpful as they interact with people on the issue. Have all participants answer the ―Who You Are‖ question out loud. Frame this question by asking participants to think of at least 3 descriptors to share with the group that really inspire and anchor them. Be enthusiastic and encouraging. Celebrate each person’s answers. Tell them they can come back to their responses on this exercise time and again to help lift them up and give them renewed purpose especially if they have run into resistance or obstacles with getting people on board with prevention training. After everyone has answered this question, have them write their 3 descriptive words for the ―I AM‖ question on the back of their tent card. As they go through the rest of the workshop, seeing these words in front of them will be a reminder of who they are as a facilitator. www.D2L.org
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P H I LO S O P H Y Understanding the mind of a perpetrator Choice
Personal Power
Adult Responsibility
Confronting Consciousness the abuser
Don’t ask, don’t tell
Action and resolve
Legislation and Advocacy
Child sexual abuse expertise
Community interaction
Child’s responsibility
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Purpose of Slide Time Allotted Agenda Manual Pages
Group participation exercise to identify 6 key principles of SOC 15 minutes 1:15-2:15 SOC Role, Philosophy and Purpose (Slides 12-15) 21-26
INSTRUCTOR NOTES: A philosophy is a system of beliefs. The SOC philosophy guides what is being taught and is the central message in all that is learned. There are 6 central principles woven throughout SOC – so let’s think about what those underlying principles or central messages are: Ask the group to start naming the right choices from the grid. If necessary to get them started, say, ―Let’s look at the first one, ―Understanding the mind of the perpetrator.‖ Does SOC promote the belief that prevention is about understanding the mind of the perpetrator?‖ Hopefully they say no and you acknowledge that is correct, that SOC does not teach us to try to understand the mind of the perpetrator. That can be a dark, scary place and to try to understand why they abuse can leave us feeling stuck and disempowered. Stewards does teach us about some behaviors of the offender such as grooming and building trust but it doesn’t delve into why they perpetrate. How about Personal Power? Is that a core philosophy of SOC? Yes, it is. So what does it mean to have personal power? Get them to talk about each correct philosophy making sure they get the main theme of each core message as below: SOC philosophy promotes the belief that prevention is about…When they identify each answer, ask them to elaborate on what the core philosophy means. Personal Power – so what does that mean? Trusting ourselves to take the appropriate action even when we don’t know the outcome. Being bold, being confident. 20
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Instructor Manual Adult Responsibility – so what does that mean? It’s our job as adults to protect kids and keep them safe from csa. Choice – so what does that mean? Choice is about action, it’s about making a conscious choice to protect children even if it is inconvenient or time consuming. You can make a choice to do something that matches your intention for children. You can also decide to do nothing—you’ve still made a choice. Either you do it or you don’t do it. When Marilyn’s mother came down the stairs she made a choice and that choice was to do nothing. Choice in SOC means that we decide to be conscious about the problem of csa and to make a difference in the lives of children. Consciousness – so what does that mean? Consciousness is about being aware. It’s about being awake and tuned in, about putting child sexual abuse on your radar screen. It’s about knowing what we want for our children and matching that with action. Action and resolve – so what does that mean? Adults can protect children through taking the appropriate actions not just one time but over and over. It takes commitment. Community interaction – so what does that mean? Adults talking with other adults openly and with purpose; holding each other accountable.
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P H I LO S O P H Y Understanding the mind of a perpetrator Choice
Personal Power
Adult Responsibility
Confronting Consciousness the abuser
Don’t ask, don’t tell
Action and resolve
Legislation and Advocacy
Child sexual abuse expertise
Community interaction
Child’s responsibility
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Purpose of Slide Time Allotted Agenda Manual Pages
To provide correct responses to group discussion and use incorrect answers for further discussion 2.5 minutes 1:15-2:15 SOC Role, Philosophy and Purpose (Slides 12-15) 21-23
INSTRUCTOR NOTES: So here are the 6 key principles of SOC. These are your guiding principles as a facilitator. They are the key messages that you will model and teach in your SOC sessions and in your community. You can point out some of the other items that you may not have mentioned on the previous slide to show how these are not principles of SOC. Each incorrect response is an opportunity to reinforce the key concepts: Understanding the mind of a perpetrator - Does SOC teach us about why perpetrators do what they do? No, it does teach us however about grooming and actions they take to gain the trust of a child. These insights can help us be aware and on guard. Does SOC teach us about confronting the abuser? No. Our job is not to confront the abuser. We leave that up to the experts and authorities. Our job is to respond to the child that is trusting us with their disclosure. Don’t ask, don’t tell – Of course not. That’s the old policy, you being here today is to teach adults the new policy of ―Do Ask, Do Tell.‖ Legislation and Advocacy – SOC does not tell us how to change the laws or explain to us why there are not tougher laws. But for those of you that want to take relentless compassion to a whole new level, get involved with state and national policy. Legislation and advocacy will be a natural outgrowth of more people becoming aware 22
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Instructor Manual and getting involved. Stewards does mention getting involved but it is not a core philosophy. Child sexual abuse expertise – Of course we’ve already talked about this. The beauty of this program is we don’t have to be experts to teach the program and we certainly don’t have to be an expert to keep kids safe. Child’s responsibility – We know SOC is about teaching adults. That’s not to say that talking to kids and child programs that teach kids about body parts, inappropriate touching and how to say no are not important because they are but the simple fact is that grown ups are better able to put practices in place that keep kids safe.
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PURPOSE Exercise 2 – Philosophy and Purpose Purpose = Personal Action Align actions with the 6 principles Page 27
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Purpose of Slide Time Allotted Agenda Manual Pages
Identifying intentions exercise 20 minutes 1:15-2:15 SOC Role, Philosophy and Purpose (Slides 1115) 24-27, exercise on page 27
INSTRUCTOR NOTES: So we’ve seen the SOC training and we’ve looked at the principles and philosophy of SOC. SOC works as a primary prevention tool because it makes us intentional about protecting children. These same principles apply to how you conduct SOC and makes you more deliberate in your actions. As facilitators we want to be intentional and we must embody the 6 central principles. Being here today is the first step in making clear your intentions. We are going to get into groups of 2 or 3 (use your judgment as to what will work best with your group based on size and group dynamics) and complete the exercise on page 27 of your manual. For each of the 6 principles, the corresponding philosophy which we have already discussed appears in the first column. I want you to work with your partner (or group) to complete the Purpose column. To help you, the first answer is provided. You may want to think about it like this: the philosophy is the belief, the purpose is the action, it’s the roadmap if we are taking a trip or the end zone if we are playing football. We believe that we can get to our destination or win the game but we have to get into action to support that belief, we have to read the map or take the ball down the field. Take some time to talk in your group about who you are as a facilitator and what you want to accomplish. Give them 10 minutes to complete the exercise and then review as a class: Each group should work on all the principles but each group will only report on one during the review as below.
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Instructor Manual Have each group report out one, acknowledge the answers. Many of the responses may be very specific and that’s ok; there are no wrong answers. There will be repetition as well from the previous discussions. That’s ok too as you are trying to reinforce concepts. Acknowledge each contribution and provide the key takeaway points as below. They can write notes alongside their group answers: •
Adult Responsibility – Take actions that hold adults accountable for child safety.
•
Community Interaction - Create an environment where csa is acknowledged and openly discussed.
•
Action and Resolve - Engage adults, invite them to take action, acknowledge involvement.
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Consciousness - Name csa for what it is, talk publicly about it.
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Choice - Challenge adults to make concrete choices that better protect children.
•
Personal Power – Take a risk by talking openly about child protection. Model that is ok to speak out about this subject which is often kept quiet or avoided.
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B E F O R E YO U R F I RS T S E S S I O N Study your manual Watch your Stewards of Children DVD at
least 2 times Read your Stewards of Children workbook
and the 7 Steps booklet several times Master the 4 tools and the 7 steps Practice!
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Purpose of Slide Time Allotted Agenda Manual Pages
Preparing for a SOC session 2.5 minutes 2:15-3:00 Preparing and Providing (Slides 16-25) 29-30
INSTRUCTOR NOTES: We’ve just looked at the philosophy and beliefs that are central to SOC and we aligned those with the personal actions that we are going to take as facilitators. So now, let’s get into the mechanics of actually preparing for and providing SOC. Of course before your very first session, you will want to become very familiar with your manual. Watch the DVD several times. Read your workbook and 7 Steps several times through. Spend some time getting very comfortable with the 4 tools and 7 steps. Practice! This will increase your confidence and decrease any nervousness you may feel.
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MORE PREP Create Community Resource sheet Include numbers for reporting abuse,
help lines, local child advocacy center and other support numbers Do not include private service providers Use sample templates • One from today • On D2L.org • In your manual 17
Purpose of Slide Time Allotted Agenda Manual Pages
More preparing – importance of Community Resource sheet 2.5 minutes 2:15-3:00 Preparing and Providing (Slides 16-25) 30-34
INSTRUCTOR NOTES: It is mandatory that you create a Community Resource Sheet before your first SOC and to hand it out at every SOC session. This document provides SOC attendees with the information on community resources that are available to them should they have questions or need help regarding a specific issue for them, a family member or a friend. You are going to have participants that are personally affected by csa and this information is vital to them upon leaving a Stewards session. Make sure to include local numbers and that they are accurate. Do not include names of private service providers. Use the resource sheet you receive today as a guide. There is also a template and sample in your manual and on the facilitator web site.
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S E T T IN G U P A S E S S I O N Know your audience Ideal size is 12-20 Are they teachers, parents, faith-
based, other youth serving, general community, etc.? Emphasize equipment requirements TV with DVD player Computer with DVD player, projector and speakers Add the upcoming session on D2L.org 18
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Preparing for a SOC session 2.5 minutes 2:15-3:00 Preparing and Providing (Slides 16-25) 35-37
INSTRUCTOR NOTES: When setting up a session, you will know who your intended audience will be. Ideal class size is 12-20 but it can be more or less. SOC facilitators have done classes with 1 person up to 100 people. If you have a specific group (like educators or a faith based for example) be sure to address them as such during discussion. For example, what policies exist at your school? Emphasize the equipment needs for your session to your host. Your location will need a TV with DVD player or a computer screen or projector with DVD player and speakers. Call a couple of days before the training to confirm and ensure that they will have TV/DVD or computer screen/projector with DVD and speakers. A note about VHS: although rare, you may encounter an organization that only has access to VHS. You can order a VHS tape of SOC from the D2L Web site. Always a good idea to get familiar with the technology and how to use it. Add your upcoming session on the D2L web site. This will allow visitors to the D2L web site to find Stewards sessions going on in their area. We’ll talk more about how to do this later today.
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S E S S IO N F O R M AT S 3 hour
IDEAL FORMAT – Includes break and evals
2.5 hour
RECOMMENDED FORMAT – No break, short eval
2 hour
5 minute intro, 10 minute discussion, no break, no eval
Two 1.5 hour
Two separate sessions of 1.5 hours each
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Describe the different session formats pros and cons 2.5 minutes 2:15-3:00 Preparing and Providing (Slides 16-25) 37-38
INSTRUCTOR NOTES: Let’s talk about the options for offering the session: 3 hour is the ideal and it is the outcome measured class and includes a break and time for filling out evaluations. 2.5 hour is the most common and generally preferred by organizations; 2 ½ hours just sounds better than 3. (Must be like why $2.99 sounds better than $3.00.) 2 hours is doable but requires experience and strong facilitation skills. If you promise it in 2 hours you must deliver on that and it is quite challenging to fit in ample discussion. Don’t be surprised if your evaluations note that the session was too short or felt rushed. 2-1.5 hour sessions are an available option but not desirable or recommended. There are lots of drawbacks including people forgetting their workbooks, people not showing up for the first or second session and spreading out the core curriculum makes it more difficult to enforce skill building. If you are going to split the session over multiple days it is imperative that the sessions be scheduled no more than a week or two apart. You may have this scenario when conducting SOC for a college class where the class only meets on Tues and Thurs or you may even be asked to do 3 1 hr sessions for a class that meets Mon, Wed, Fri. In these cases, it is fine to split the sessions. All other situations where split sessions are being requested, you should carefully discuss the issues with the organization and ensure that you work out a schedule that makes sense and is as conducive as possible to the participants gaining the full benefit. If you have any questions or other requests, please contact D2L to discuss your specific situation. 30
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MORE PREP Follow-up with host in writing to confirm
details Order Training kits Training kit = Workbook and 7 Steps Order online
• Allow 2 weeks • $10 per kit Make copies of sign-in sheet, evaluations and attendance certificates Download from D2L.org Make copies of Community Resource sheet 20
Purpose of Slide Time Allotted Agenda Manual Pages
Preparing for a Stewards session 2.5 minutes 2:15-3:15 Preparing and Providing (Slides 16-25) 38-40
INSTRUCTOR NOTES: After setting up a training follow-up with the host in writing to confirm the details. Most of the time, email works just fine but if you don’t get a response back with confirmation, you should always call. Order the training kits (if you don’t already have a supply on hand) from the facilitator area on the D2L web site. Have copies of sign in sheets, resource sheets, evaluations and Attendance Certificates on hand to bring with you. These are available in the facilitator area of the D2L web site which we will talk more about later. Several different evaluation forms of varying lengths depending on your evaluation needs are also available on the web site. Make sure you have enough copies of your Community Resources sheet as well.
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O N S E S S I O N D AY Get there 30 minutes early to set up and
test equipment Meet and greet as participants arrive Have them sign the sign-in sheet Hand out session materials
• • • •
Stewards of Children Workbook 7 Steps Booklet Community Resource Sheet Evaluation (to be completed after the workshop) 21
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How to begin the Stewards session 2.5 minutes 2:15 – 3:00 Preparing and Providing (Slides 16-25) 39-40
INSTRUCTOR NOTES: Get there a minimum of 30 minutes early to set up and test equipment. Greet participants, have them sign in and hand them their training kit – Tip: You can insert the Community Resources Sheet and evaluation in their workbook ahead of time or hand them out separately with the training kit. I am sometimes asked what the appropriate attire is for facilitators for a session. This probably goes without saying but a neat appearance is important. Plan on business casual to make a great impression.
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T H E 7 M I N U T E I N T R O D U C T I ON Introduce yourself as an authorized facilitator Acknowledge tough topic/thank them for their time Provide ground rules
• Much to cover; no time for personal stories • Will keep training moving along focusing on
learning new skills • Video may cause some discomfort Review format of the training Avoid our own personal stories Exercise 3 – Your Introduction, Page 45
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Reinforce the importance of the proper SOC introduction 15 minutes 2:15 – 3:00 Preparing and Providing (Slides 16-25) 41-45
INSTRUCTOR NOTES: The introduction sets the stage for your SOC session. The session is 2.5 hours long, if you take out video and workbook/discussion time, that leaves 7 minutes for your intro (and 7 minutes for wrap up). You have to be brief but include a few important items. Please note that you will not typically have participants introduce themselves in a SOC session as there is not enough time. The welcome sets the tone and orients participants to what they will experience. We want to thank people for taking time out of their busy schedules to learn about how they can help protect children. If you are at an organization where all participants are part of an organization training, be sure to recognize the organization for taking this important step in keeping kids safe. Mention the sign in sheet and to make sure to sign if you haven’t done so already. The sign in sheet will be used for recording important information for D2L upon completion of the training. Acknowledge that this is a serious and difficult subject, often a taboo subject and they will hear and see survivors candidly discussing their experiences and sometimes these stories may affect you in a very personal way. We are here today to learn the skills necessary to prevent csa. My job today as facilitator is to keep us focused on the curriculum and learning important new skills. I have given you a list of Community Resources that includes the names of organizations and their phone numbers that can provide you with support and information as needed. I am also available after the
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Instructor Manual session. If you feel like you need to leave the room, that is perfectly fine but please do come back and join us. Now, what if you, the facilitator, are also a survivor or have a family member that was abused? D2L’s official position is that you do not share details of your personal story. There is a possibility that your disclosure will result in more guarded or limited discussion by participants, it may make people fear that they may have to disclose a personal history. You may wish to just say that you are passionate about this issue because of your life experiences. Feel free to ask the group to provide input on why disclosure is discouraged in the training. Review the format of the training. 3 parts video of about 25 minutes each followed by 5 minutes of workbook time and 15 minutes of discussion. Introduction exercise on page 45. I’d like you to take 5 minutes to write down your introduction. I will let you know when 5 minutes are up at which point I would like you to partner with the person next to you and share your introductions. You will want to incorporate the key points I just reviewed. Use what you remember from my introduction this morning. There is also a sample introduction on page 41 of your manual and another in the Facilitator Guide that you can refer to and borrow from. After a few minutes, ask for a volunteer or two to stand up and share their introduction with the group. This is typically a hard thing for them to do but applaud the effort of your volunteers. This exercise will show them that they should spend some time working on the introduction and most of all practicing it!
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FA C I L I TAT IN G D I S C U S S I ON Discussion time is mandatory in every
session Reinforce main concepts and increase comprehension Build rapport and demonstrate principles of Stewards Allow participants 5 minutes to answer questions in workbook after each video section Ask documented discussion questions only As per the Facilitator Guide Required questions and then optional questions time permitting 23
Purpose of Slide Time Allotted Agenda Manual Pages
The basics for facilitation 2.5 minutes 2:15 – 3:00 Preparing and Providing (Slides 16-25) 43-47
INSTRUCTOR NOTES: The discussion questions are an important tool in increasing comprehension and demonstrating the principles of SOC. They must be included as part of every session. At the end of each video portion instruct the group to take 5 minutes to answer the questions in their workbook. Provide the appropriate page numbers as per the Facilitator Guide. Tell them that there will not be enough time to answer every question but at the least jot down a few thoughts for each question. You should also review your workbook at home and complete your answers. You do not have to ask all of the questions as time usually does not allow for that. At a minimum you need to ask the required questions as indicated in the Facilitator Guide. It is these questions that are key to ensuring that participants go away with knowledge that changes behavior. The answers they take away from this are the key indicators that have been used to prove that SOC is an evidence-based program. We will be doing some practice on facilitating questions in just a few minutes.
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M O R E FA C I L I TAT I N G Encourage discussion by talking less Be comfortable in the silence; give people
time to think Handling difficult situations Person who dominates the discussion Argumentative person Bad attitude; negative body language Refutes the statistics When you don’t know the answer Disclosure 24
Purpose of Slide Time Allotted Agenda Manual Pages
Facilitating discussion – handling difficult situations 10 minutes 2:15 – 3:00 Preparing and Providing (Slides 16-25) 60-61
INSTRUCTOR NOTES: So now you have seen a SOC session which I modeled for you as a facilitator. You also have the basic nuts and bolts of conducting a session. Now we are going to work on sharpening your skills at facilitating discussion. This is a skill you will want to further develop and master as a facilitator. Let’s first mention that as a facilitator your job is to encourage questions and ensure that participants feel comfortable asking questions. The most important thing you can do is to stop talking yourself, listen carefully and give people some time to think, of course if they get stuck to help them along by rephrasing the question or giving them some hints at the answer. Let’s talk for a few minutes about handling difficult situations that may arise from SOC discussion: Here you are going to ask the group to give some ideas on how to handle the difficult situations listed. Reaffirm good answers and follow-up with the key take away as below: Person who dominates discussion – acknowledge and validate their contribution to the discussion and invite others to comment. Argumentative person – Affirm and redirect – I appreciate that you feel strongly about this, thank you for your input. Redirect to group with ―Other thoughts?‖ If it continues, it’s ok to say ―I would be happy to talk further after the session, but let’s move on to the next question.‖
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Instructor Manual Bad attitude or negative body language – it is typically best not to try to acknowledge or engage this person. For whatever reason this person is withdrawn from the topic and it is not your job or priority to get to their issue. You have already invited people to speak to you after the session if they need to. Refutes the statistics – thank them for their input or opinion – refer to the list in back of workbook where all the statistics are referenced and suggest they consult those references. Additional references and resources are available on D2L’s web site. Question you don’t know the answer to – Redirect to group to see if anyone has the answer. Avoid trying to answer the question with ―I think…‖ Thank them for their question and be honest about your inability to give them an answer. If you wish, you may offer to find the answer for them and get back to them but think about the question they want to know first. Sometimes trying to get the answer may be a lot of work and it may not be worth the time and effort. You can also suggest they consult their local resources or the references in the back of the workbook. Disclosure – affirm and acknowledge courage. Say something like, ―That sounds like it was very difficult for you. I am so sorry that happened to you and I thank you for sharing that. I am sure that took a lot of courage. You sharing that with the group helps us all here today see the reality.‖ Point them to the community resource sheet. This is a tough and serious topic and you may have survivors and maybe even perpetrators in the room. As a facilitator you can affirm and acknowledge but point them to an appropriate resource for help and guidance or take it offline. For larger sessions or sessions for at risk groups, you may wish to invite a professional from your organization or community to be present at the session to handle issues as they arise. If you do get a disclosure, be sure to check in with the person after the session and remind them of their resources. Ask the group if they foresee any other types of difficult situations that we didn’t cover.
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S E S S IO N W R A P U P Ask participants for a call to action Complete their workbooks at home;
especially their action plan on page 33 Thank them for coming Remind them of their Community Resource
sheet Have them fill out the evaluation Give them their Attendance Certificate Stick around to answer questions When you get home submit the training
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Wrapping up the Stewards session 2.5 minutes 2:15-3:00 Preparing and Providing (Slides 16-25) BREAK AT 3:00 48-50
INSTRUCTOR NOTES: After the final workbook section and discussion, it’s time to conclude the session: Thank participants for coming and being intentional about protecting the children in their lives. Ask them to complete their workbooks when they get home especially the question on page 33. Ask them to think about their intentions. Ask them to think of organizations they are affiliated with that may benefit from the training they experienced today. Have them fill out the evaluation. When they finish, hand them their certificate. Evaluations have been considered optional in the past. D2L strongly recommends that facilitators use evaluations. Evaluations demonstrate that you take prevention education seriously. There are several different evaluations you can choose from on the facilitator web site depending on your needs. Mention the Community Resources Sheet again as a valuable tool in getting help for yourself or others. Stick around to answer questions. When you get home log in to the facilitator web site and submit your training report. You will enter the type of organization trained and the total number of participants. It’s quick and easy and will update your total trained which is visible on your facilitator page. We’ll talk more about the facilitator area of the web site in just a few minutes. BREAK 3:00 – 3:15 40
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R E V I E W & FA C I L I TAT I N G P R A C T I C E Step 7 Step 5 Step 2
Step 3
Step 6
Step 4
Step 1 Consciousness
Choice
Personal Power
Relentless Compassion
Intentions with matching actions
Adults can choose to act against CSA
Trusting ourselves and taking action
Human connection and insistence on accountability
Exercise 4 – Facilitating Practice, Page 75
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To reinforce key concepts of 4 tools and 7 steps and facilitating discussion exercise 25 minutes 3:15 – 3:45 Mastering Facilitation (Slides 26-27) 57-75
INSTRUCTOR NOTES: Use your discretion as to how to use this review. If your group has been very thoughtful and engaged, you may wish to just make some very general statements about how the tools are the foundation and the steps are built upon that. You may wish to drill down a little more on just the tools or just the steps. Things will be quite repetitive at this stage but again we are trying to make them masters of the concepts. You will also need to gauge how much time you have. We are going to practice facilitating some discussion questions but before we do I want to quickly review the 4 tools and 7 steps one last time. Mastery of the tools and steps will help you effectively facilitate Stewards discussion questions not only because they are incorporated into most of the answers to the questions but also when you receive additional questions from the audience, you will frequently circle back to the tools and steps. This morning you learned the 4 tools and 7 steps. We reinforce these concepts through the workbook activities and group discussion. We have reviewed them several times already this afternoon. You may think I am starting to sound like a broken record, but it is these basic concepts that establish empowerment and commitment to action following the training. We are going to take a few minutes here to review them again to ensure your mastery and understanding. It is your responsibility as a facilitator to ensure that these core components are understood and reinforced in your SOC sessions.
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Instructor Manual The 4 tools are critical in the prevention of child sexual abuse. In fact, these tools are easily applicable to dealing with any difficult matter in life so let’s take a moment to look at each one again. Consciousness – It’s more than just being aware. It’s a heightened awareness and is matched with intentions. Consciousness without intention and action is meaningless. Choice – is an action. It’s a decision. Even if you decide not to choose or choose to look the other way, you have still made a choice. Think back to Marilyn’s mother coming down the stairs and then turning back. She made a choice. Personal Power – it is about trusting ourselves but more importantly it’s about trusting ourselves even when we don’t know how things will work out. Relentless Compassion-yes it’s about being compassionate; it’s a commitment to taking care of ourselves and others, knowing that painful things happen and that we must be willing to respond; staying connected to the health and well being of our children; not just that csa is wrong and has devastating consequences but to fearlessly confront it regardless of convenience or appearance. Being warrior-like. It’s about taking a risk. It circles us back to being conscious, choice and personal power. Mastery of the 7 steps is also important. These are the actionable steps that SOC participants take with them from the training and take action to protect kids. Time permitting you can review the 7 steps again. Pages 59-61 of the manual. Step 1 – learn the facts and understand the risks. Step 2 – minimize opportunity by eliminating one adult/one child situations that are not observable and interruptible, demand child protection policies. Step 3 – talk openly about csa with children and other adults. Step 4 – stay alert, know the signs and act on suspicions or intuition. Step 5 – make a plan on how to react to disclosure, know the reporting requirements. Step 6 – Act on suspicions. Step 7 – Ask people to get involved. The Facilitating Discussion Exercise: Now we are going to do some practice with facilitating questions and you have an opportunity to ask a question of the group and facilitate the discussion. Organize the cards such that some of the key required questions get handed out first. It is likely that you will not have time for everyone in the group to facilitate. There is a place on page 75 for them to take relevant notes. Have each person stand up, read the question from their card and then ask the group to respond as they would in a SOC session. If you have some folks that seem nervous www.D2L.org
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Instructor Manual about this, acknowledge that some nervousness is normal, even the experienced get nervous. Ask everyone to participate in the exercise and really respond to the facilitator as they facilitate each question. Give them these comments and pointers before starting the exercise: Be sure to provide positive response back to each person who responds. Affirm what they say and offer a little more to further engage If you get a short answer that you want the group to further elaborate on, you can say something like ―Tell me more about that‖ or ―Why is that important?‖ Keep the discussion balanced with you providing a little and then putting more back on the group for response. Don’t allow just short one sentence answers. You as facilitator can provide the answers if the group gets stuck. Don’t let people go away with real concerns unaddressed (unless they are outside the scope of Stewards). Work on your body language and eye contact. As they finish, ask the group for feedback for the facilitator – what did they do well, affirm their responses and as instructor offer some advice. Use the guide on pages 64-74 of the manual. Be sure to give them some strategies and tips with each question. If the practice is running long, you may want to have half the group do this practice exercise and the other half will have a turn during the Constructive Resistance exercise. That way everyone gets a turn practicing in front of the group. Don’t be afraid to really challenge the participants when facilitating. Tell them you may challenge them during discussion so they know what to expect. At the end of the exercise refer them to the Discussion Guide on pages 64-74 for lots of helpful hints and strategies for each question. Some of this information is also included in their Facilitator Guide. Collect your question cards after the exercise.
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FA C I L I TAT IN G – H E L P F U L H I N T S Expect enthusiasm; expect some resistance
too Stay within timeframes Don’t deviate from the program or the
prescribed questions Stay on purpose; avoid personal histories Encourage questions and participation
Always refer back to the tools and steps Avoid break-out group discussion
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Purpose of Slide Time Allotted Agenda Manual Pages
Final thoughts on facilitating 5 minutes 3:15 – 3:45 Mastering Facilitation (Slides 26-27) N/A
INSTRUCTOR NOTES: These are a final few tips on facilitating: On a whole, your participants will be enthusiastic and will go away empowered. If they initially resisted the idea of sexual abuse prevention training, they will be glad they attended. You may still have some participants who never get on board with the whole idea. That’s ok. It’s their issue to work through. Stay within the timeframe. Time is tight and if you allow the discussions to go longer than the allotted times, you won’t finish on time. People will expect to be let out on time. Stay within the program. You may be tempted to alter the curriculum based on specific requests or time constraints. As I’ve mentioned, SOC is an evidence-based program. This means it has been evaluated by third parties through the use of pre and post surveying that the information presented not only increases knowledge but changes behavior. If you deviate from the curriculum you potentially alter that end result. We must all train the program as we’ve been taught to maintain its quality and integrity. If you have an organization that wants additional training that’s great and we are always looking for new training opportunities to increase prevention, but SOC is ―training in a box‖ and must be trained the way it was designed. That’s the beauty of it and we know it works! Stay on purpose. This means we do not engage in personal stories or histories including your own. It can quickly derail a session. Do not get off track with 46
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Instructor Manual topics outside the curriculum for example, a common one is discussions around punishing or dealing with perpetrators. Encourage questions and participation. People want to be heard and offer answers and opinions. Provide validation and acknowledgement. Be tolerant of opinions. This will keep everyone engaged. A great technique to use is to tailor your questions and discussion to your specific audience, for example, preface as question with ―As teachers…‖ or As coaches…‖ Always refer back to the 4 tools and 7 steps especially when in doubt. Avoid break-out group discussion or breaking into groups for workbook questions. You can easily get off schedule and you can’t control what they are actually talking about. Remember the workbook exercises along with the discussion are designed to help people understand and retain the information.
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P R O M OT I N G Identify key target organizations Parents; foster care Faith-based Educators Youth serving Youth sports Exercise 5 – Contact List, Page 79
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How to identify and recruit organizations 7.5 minutes 3:45 – 4:15 Promoting (Slides 28-30) 77-78
INSTRUCTOR NOTES: So now you are all ready to conduct your first SOC, right? Great! Well now we are going to cover some information and tools that will help you promote SOC in your communities. So let’s talk first about finding organizations that you can approach about the training. Page 63 in your manual gives you some ideas on how to get organizations involved with SOC training. First think about the type of organizations to approach: faith based, schools include preschool, k-12, higher ed, public and private, sports orgs, camps, youth service groups, businesses, neighborhood associations. Ask the organization whether they need to create a child protection policy. Explain how SOC training for their staff can enhance a policy. Ask if their insurance provider requires training or whether their staff has training requirements that need to be met. Contact List Exercise on page 65 of your manual - The goal of this exercise is to help you immediately identify who you are going to contact when you get back home. Write down 3-5 organizations on your Contact Sheet that you are going to approach about SOC training. Include contact names and when you are going to talk to them. Use the Target Organization list on the back side of the contact sheet to help you brainstorm your list. Complete this list when you get home and work it! Ask for a volunteer to make a commitment here by sharing their list with the group. 48
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M A R K E T I N G TO O L S Promotional products from D2L 7 Steps booklets Rack Cards Tri-fold brochures Facilitator resources Informational flyers Promotion presentations Sample press releases Letters of endorsement Testimonial letters; feedback from
evaluations
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Introduce various marketing tools 2.5 minutes 3:30-4:10 Promoting (Slides 28-30) Pages 77
INSTRUCTOR NOTES: Printed promotion materials are available for purchase from D2L. Lots of resources are available in the facilitator resource center. Collect testimonial letters from organizations and businesses that you have taught SOC. These can help open doors to other organizations. Put a link on your web site to your D2L state page so people can find you, your upcoming sessions and what’s happening in your area.
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CO N S T R U C T IV E R E S I S TA N CE Objections and resistance are inevitable That’s not a problem in my neighborhood; You think kids
are being abused here?; I don’t have the time or money to take the training Caused by a lack of awareness; provides an opportunity to educate Affirm the concern • I appreciate that concern; others have felt the same way. • I know how you feel. I felt that way too. • That’s a great question. I’m glad you asked. Exercise 6 – Constructive Resistance, Page 83 – 87 30
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How to handle constructive resistance 20 minutes 3:45 - 4:15 Promoting (Slides 28-30) 81-87
INSTRUCTOR NOTES: It is inevitable that you will run into some resistance and objections. A difficult subject and one that is considered taboo, generally meets resistance. You are likely to encounter resistance when talking to people about taking the Stewards training. Some examples include people who suspect you don’t trust them or feel that it is not a problem in the community or they may object to the cost or time commitment to training. We call this ―Constructive Resistance.‖ This concept tells us that all questions and resistance are constructive and serve as an opportunity for dialogue and education. Always respond to objections as constructive, no matter the emotion that comes with the delivery. Remember, an open dialogue is part of the process of resolving csa in your community. Affirm their objection or concern with ―I understand why you feel that way‖ or ―I appreciate you bringing that up‖ or ―I felt the same way too.‖ We are going to practice some constructive resistance so for this exercise, have participants pair up and assign each pair a numbered objection from the list on manual pages 83-87. One person plays the ―resister‖ and the other plays the ―responder.‖ They can use their manual for help. Give them 5 minutes to role play as a team. After 5 minutes have each pair act out their scenario in front of the group making sure those who didn’t practice the facilitating discussion exercise go first. It is sometimes a challenge with this exercise to get each group to hit on the most important points. You as the instructor need to affirm their responses and encourage but should make sure to first stress the importance of affirming and bringing it back to the key take away for each objection. 52
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Cost objection: I appreciate that money is tight right now and budget cuts are a painful reality. But, there are ways to fund training. Other communities have done it and so can we if we make the choice. If it were your child would 10.00 be too much? Can we think of some creative ways to possibly fund the training?
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A D VA N CE D TO P I C S CEUs – Pages 107-109 Continuing Education Credits for professionals Funding – Pages 111-114 Organizations and business to approach, sponsorships, co-
branding, grants Prevent Now! and Community Prevention Initiative – Pages 115-120 What is a community based initiative, how to get started, tools
including D2L’s Prevent Now model Child Protection Policy – Pages 125-136 5 “C’s” of protection policy; mandating reporting Evaluating Stewards with Pre and Post training evaluations – Pages
50-51 Nonprofit Risk Management – Pages 121-123
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To briefly mention some advanced topics and where to get more info 5 minutes 4:15 - 4:20 Advanced Topics (Slide 31) As indicated on slide
INSTRUCTOR NOTES: This is a list of advanced topics that are not covered in detail in this session today. We include a slide for them so if you need more information on these topics now or later, you can refer to the pages in your facilitator manual for more information. D2L also has many more resources available on the facilitator web site and is also putting together training on these topics to be offered online in the very near future. Continuing Education Credits – more information on page 107-109 of your manual. The process for applying for continuing education approval varies by organization and state. We have an application on our web site that you can cut and paste from to assist with your applications. It is also recommended that you network with other facilitators in your area to acquire credits. Funding – your SOC sessions may already be funded or you may need to find funding. There are many options from simply approaching local businesses to applying for grants to more traditional fundraising. D2L can consult with you on various options. Community Initiative is where there is a broader more far reaching effort around prevention is taken for a particular population. This effort is about bringing the right people and resources together to resolve csa as a community. There is more information on this on our web site. We have numerous community initiatives going on around the world and again D2L can consult with you on putting together a plan and helping with implementation.
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Instructor Manual Child Protection Policies – This is an important topic and one that you may be asked about. Read more on the important aspects of policy in your Facilitator Manual on pages 125-136. We also have sample Child Protection Policies on the D2L Web site. If your organization needs more robust methods of evaluating the effectiveness of your SOC sessions, sometimes, as required by grants, read more in your manual on pages 50-51. The Nonprofit Risk Management Center is an organization that provides risk management assistance and resources for nonprofits. You can find out more about them also on their web site at www.nonprofitrisk.org.
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T H E P R E V E N T I O N M OV E M E N T From 1960’s novelty…
to part of life
Purpose of Slide Time Allotted Agenda Manual Pages
To Social Change… We’re not experts in seatbelts but we know they save lives…
To Cultural Change…. We buckle up without a thought!
We aren’t PHDs in child sexual abuse but we know how to keep kids safe…
All children grow up healthy and whole! 32
Paint a vision of the csa movement toward cultural change 5 minutes 4:20-5:00 Wrap Up (Slides 32-38) N/A
INSTRUCTOR NOTES: Think back to when I talked about seatbelts and how we don’t have to be experts in seatbelt design but through seatbelt awareness campaigns (remember the crash test dummies and ―click or ticket‖), seatbelts have grown from unheard of to universal acceptance. Seatbelts are a great example of how something went from Social Awareness to Social Change to Culture Shift. We don’t need to know everything about how seatbelts are constructed, what types of injuries occur, how much it costs in medical treatments, time lost on jobs, etc, we just put on our seatbelts without thinking of any of these things. So here we are today, teaching adults about csa, how to be aware, how to protect, how to prevent. With each of our efforts collectively we will see social change where adults talk openly about the issue and know the basic tools that keep kids safe. Imagine the day when social change becomes cultural change when all children can grow up healthy and whole. You are now part of a prevention movement and we thank you for joining us.
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FA C I L I TATO R P O R TA L
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Purpose of Slide Time Allotted Agenda Manual Pages
To show how to log in to the facilitator web site 2.5 minutes 4:20 – 5:00 Wrap Up (Slides 32-38) 77
INSTRUCTOR NOTES: To get access to all of the facilitator resources and documents I have referenced today, go to www.D2L.org. Click the orange Facilitator Login button on the upper right side of the D2L home page. You will be prompted to enter your login name and password.
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LO G G I N G I N
Your Login Name here Your Password here
Click here if you forgot your password 34
Purpose of Slide Time Allotted Agenda Manual Pages
To explain the log in procedure 2.5 minutes 4:20 – 5:00 Wrap Up (Slides 32-38) Page 78
INSTRUCTOR NOTES: You established a login name and password when you registered for the workshop. If you did not register online you should have received your log in name and password via email from D2L or you will receive within the next day or so. If you forgot your password, there is a link on the log in screen that will send you an email with your log in name and a link to reset your password. Log ins and passwords are case sensitive.
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THIS PAGE INTENTIONALLY BLANK
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FA C I L I TATO R DA S H B OA R D
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Purpose of Slide Time Allotted Agenda Manual Pages
To explain the key features of the Facilitator Dashboard 10 minutes 4:20 – 5:00 Wrap Up (Slides 32-38) 91-98
INSTRUCTOR NOTES: After logging in you will be taken to your facilitator dashboard where you will be able to perform all the functions as well as access all the resources we talked about today. I am going to briefly talk about the Dashboard but you should refer to Chapter 7 of your manual or on the web site for detailed instructions on each feature. Point to each area of the dashboard and describe its functions: My Profile – this is where you can update your contact information and change your login name and password. We recommend that you visit this area as soon as possible to ensure that D2L has your correct contact info. We also recommend that you change your login name and password to something that is easy to remember. In addition, the total number of people you’ve trained will be updated after you report a training session. A great way for you to see how many people you personally have trained! News Panel: Important information from D2L. Check it out often for the latest. It is D2L’s primary way to communicate timely info to us as facilitators. My Events: This is where you add upcoming Stewards sessions. You can add other events but they must be prevention related. When you add your upcoming session, it is shown on your state’s home page of the web site. This way people visiting the D2L web site will be able to see where sessions are being offered. D2L must approve your event before it gets posted. It usually takes less than a day. Your events panel shows your upcoming events.
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Instructor Manual When your event is over, you can submit your event report to report out the type of group trained and the total trained. My Orders is where you place your order for training kits and other products. The Resource Center is where you can access all kinds of resources including all the materials for Stewards sessions like the sign in sheet, certificates of attendance and evaluations. Lots of other useful resources are located there. In addition there is a facilitator bulletin board where you can post messages or questions to other facilitators. There is also a list of facilitator frequently asked questions which you will find very helpful. The other feature in the Resource Center that I want to mention is the State Page News Submission. This is an important feature that allows you as a user to submit content for your state’s information page on the D2L web site. The State Page can contain your success stories, info about your initiative and efforts. The State Page is also where all your upcoming events can be displayed as well as where web site visitors can find a facilitator. To be listed as a facilitator in the directory you must have done at least one Stewards session. D2L strongly encourages you to submit content for your state page and that you put on a link on your web site to your D2L state page. More information on how to do this is on the web site.
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FA C I L I TATO R P O L I C I E S Use video and training kits for every training Do not copy or reuse training materials Do not modify training Abide by trademark and copyright restrictions and always
identify Darkness to Light as the owner of Stewards of Children Do not train facilitators Do not give access to restricted areas of the web site Enter upcoming Stewards sessions on the web site and report your session when completed Review your Facilitator Agreement on the Facilitator Dashboard for all policies 36
Purpose of Slide Time Allotted Agenda Manual Pages
To emphasize key policies as outlined in the Facilitator Agreement 5 minutes 4:20 – 5:00 Wrap Up (Slides 32-38) 99-104
INSTRUCTOR NOTES: Read each of these policies stressing their importance: Use video and training kits for every training, do not copy or reuse the training materials. We’ve talked a lot about the importance of not modifying the training. You are a partner with D2L. Feel free to reference our web site and materials, link to our web site or include information from the web site on yours. Use our logos as you see fit. Just be sure to abide by trademark and copyrights. You are not authorized to train other facilitators. Do not give access to restricted area of the web site. Enter your upcoming SOC sessions and then report on those sessions after they are completed. Point out that there is a copy of the policies in their manual and on the web site.
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IT ’S OFFICIAL You are now authorized to conduct
Stewards of Children sessions You have the Stewards DVD, your Facilitator
Training Guide and your manual You have access to the facilitator area of
D2L.org where you can purchase training kits and access all facilitator resources You belong to a network of facilitators and a partner of Darkness to Light Celebrate your accomplishment by hosting your first Stewards session within 30 days 37
Purpose of Slide Time Allotted Agenda Manual Pages
To review their status as a new facilitator 10 minutes 4:20 – 5:00 Wrap Up (Slides 32-38) N/A
INSTRUCTOR NOTES: You’ve already signed your Facilitator Agreement and you have completed the course today. You are officially an authorized facilitator of SOC. You have your DVD to use for training and you have your manual to give you all the information you need to be a great facilitator. You can purchase training kits on the facilitator web site. I am going to give you a voucher number today for 10 free training kits when you purchase your first 10 kits. It’s good for 90 days and it will help you get your first training under your belt. Give the group their voucher number (which Ellen will send to you the day before your workshop) and have them right it down on their workbook or manual. You are now officially part of a network of facilitators and a partner with D2L. You’ve taken an important step today in making clear your resolve and intention to go out and teach SOC. Celebrate this accomplishment by going out and conducting your first class within 30 days. It will build your confidence and reaffirm the commitment you’ve made here today. Refer to the exercises you did today to put your action plan into motion. These included page 33 of your SOC workbook and pages 27-29 of your Facilitator Manual. Work your new Contact List. D2L is there to assist you and support you! Remind them of the recognition buttons for reaching 100 and 500 training milestones.
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CO N G R AT U LAT IO N S ! Thank You! We honor your courage and commitment Welcome to the team
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Purpose of Slide Time Allotted Agenda Manual Pages
Thank you and send off slide 5 minutes 4:20 - 5:00 Wrap Up (Slides 32-38) N/A
INSTRUCTOR NOTES: We thank you and honor your commitment to helping keep kids safe. Know that each person we train can make a difference in the life of a child. If you train 20, 50, 100 or more you will be making a difference in children’s lives. Every successful prevention effort started with one person in one community training one class. Collectively we are part of the child sexual abuse prevention movement where we can look forward to the day when every child will grow up healthy and whole. So again thanks and welcome to the team. Please complete the evaluation and when you give it back to me I will give you your certificate. Wrap up Checklist: ____ Make sure everyone signed the sign in sheet and that you have it. ____ Make sure you gave participants their voucher/coupon code for their 10 free training kits. ____ Collect signed agreements from anyone who did not previously accept the online agreement ____ Collect any workshop payments for anyone who did not pay in advance. ____ Collect evaluations ____ Hand out certificates
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