Adult Sexual Misconduct

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Adult Sexual Misconduct in Schools: Prevention and Management Training offered by CSSRC

  • Contact CSSRC at 303-239-4435 to request a NO COST training session at your school.
  • This two-hour video based training will be conducted using the REMS TA Center curriculum and materials.
  • As part of an all-hazards emergency management plan, school districts must prevent, prepare, respond to, and recover from critical incidents. This includes incidents of adult sexual misconduct. It is critical that all school personnel demonstrate appropriate behavior in order to prevent incidents or allegations of sexual misconduct. The school community needs to be prepared to recognize questionable behavior and respond appropriately if sexual misconduct is suspected. Finally, by working together, schools need to understand how to recover following an incident or allegation of sexual misconduct.

Child Sexual Abuse and Assault Prevention

  • Child Sexual Abuse and Assault Prevention Resource Guide PDF (Compiled by CSSRC)
  • This resource is offered to satisfy legal mandates and community interest in implementing sexual abuse and assault prevention programs
  • This information was compiled by the Colorado School Safety Resource Center in June 2016 and may be subject to change.

Centers for Disease Control and Prevention (CDC) Child Maltreatment Prevention

  • Child maltreatment includes all types of abuse and neglect of a child under the age of 18 by a parent, caregiver, or another person in a custodial role (e.g., clergy, coach, teacher). There are four common types of abuse:
    • Physical Abuse
    • Sexual Abuse
    • Emotional Abuse
    • Neglect
  • CDC's research and programs work to understand the problem of child maltreatment and prevent it before it begins.
  • Child Maltreatment Facts at a Glance, published 2013
  • Understanding Child Maltreatment, published 2013

Colorado Coalition Against Sexual Assault (CCASA)

  • CCASA promotes safety, justice, and healing for survivors while working toward the elimination of sexual violence.  Provides research, resources, and training to enable Colorado communities to believe and support survivors, hold perpetrators accountable, and take action to end sexual violence.
  • An Analysis of Colorado PREP Curricula: A Trauma-Informed Approach, published October 2014
    • In late Fall of 2013, the Colorado Coalition Against Sexual Assault (CCASA) was approached by the Colorado Personal Responsibility Education Program (PREP) Manager regarding continued training and technical assistance for grantees on effective response to and engagement of PREP participants who have experienced, or are currently experiencing trauma. Because the PREP curricula are largely focused on sexual health and sexual health decision-making, there was particular concern for how participants who have experienced sexual abuse and/or sexual violence may be impacted by the current curricula. 
    • In this report you will find:
      • Helpful information on a trauma-informed approach to working with youth.
      • Content focused on teaching youth healthy relationship skills, bodily integrity, and setting/respecting boundaries.
      • Ideas for ensuring that sexual health classes are safe spaces for youth who have experienced child sexual abuse.
      • Guidance on how reproductive coercion information can and should be integrated into pregnancy prevention.
      • Specific trauma-informed adaptations for four federally-approved sexual health curricula.
  • Youth and Adolescents resources
  • Teen Toolkit: Resources Regarding Consent, Confidentiality, Access, and Service Provision for Victims of Sexual Violence Who are Minors
    • This Toolkit, published in 2013, is designed to help Colorado victim advocates, case managers, guidance counselors, educators, medical providers and youth-serving professionals determine the most effective responses for working with survivors of sexual assault/abuse who are teenagers. In some situations, it may be appropriate to share this Toolkit with teens. This Toolkit is not a substitute for legal advice, but rather should be used to provide guidelines while informing agency policies around advocacy, counseling, and medical services for minors as it relates to sexual violence or sexual abuse.
    • Because of the startling prevalence of sexual assault and abuse within the teenage demographic, it is imperative that all youth-serving professionals are able to recognize, respond compassionately, and refer these cases to the appropriate services.

Colorado Department of Education (CDE) Child Abuse and Neglect Resources

  • Resources from Colorado State Government Agencies relating to child abuse and neglect.

Colorado Department of Human Service (CDHS)

Colorado Department of Public Safety (CDPS)

The Commercial Sexual Exploitation of Children: The Medical Provider’s Role in Identification, Assessment and Treatment

Denver Children's Advocacy Center (DCAC)

  • The Denver Children's Advocacy Center works to improve the lives of children traumatized by sexual abuse and violence -- as well as those who are at high risk -- with prevention, education, and direct services.  Their mission is to prevent abuse, strengthen families and restore childhood.

Federal Agencies Can Better Support State Efforts to Prevent and Respond to Sexual Abuse by School Personnel

  • Published January 2014 by the Government Accountability Office (GAO)
  • Federal agencies aren't doing enough to track incidents of sexual abuse committed by school personnel and should better educate districts and states about how to handle such cases, congressional investigators say. The GAO, the investigative arm of Congress, challenges the departments of Education, Health and Human Services and Justice to do more.

Helpful Hints: Educator Sexual Misconduct: What School Staff Need to Know and Do

  • Published in 2008 by the U.S. Department of Education Readiness and Emergency Management for Schools (REMS) Technical Assistance Center
  • Defines educator sexual misconduct; provides guidelines for appropriate and inappropriate behavior in adult-student interactions; and addresses prevention, preparedness, response, and recovery relating to educator sexual misconduct.

Inappropriate Touching

Article published in October 2007 issue of NEA Today from the National Education Association (NEA).

 

International Journal of Humanities and Social Science.

  • The Importance of Knowing Child Sexual Abuse Symptoms in the Elementary Teacher’s Work.  a survey of the literature on symptoms of child sexual abuse or molest, examining consensus and disparity among the sources. There are many lists of possible child sexual abuse symptoms. This paper aims to find the areas of agreement, determine the areas of disagreement and to compile a useable list of possible symptoms of children who have been sexually abused.

National Incidence Study of Child Abuse and Neglect (NIS-4)

  • NIS–4 data, collected in 2005 and 2006 by the U.S. Department of Health and Human Services’ Administration for Children and Families, provide updated estimates of the number of children who are abused or neglected. NIS-4 data combine information about children whose incidence rates of maltreatment was investigated by child protective services with data on maltreated children identified by professionals. NIS-4 also provides information on the nature and severity of the maltreatment , as well as the characteristics of children, perpetrators, and families involved.
  • Full Report to Congress, January 2010

NotAlone.gov

  • Information for students, schools, and anyone interested in finding resources on how to respond to and prevent sexual assault on college and university campuses and in our schools.
  • Not Alone: The First Report of the White House Task Force to Protect Students From Sexual Assault
  • Published April 2014 by the White House Task Force to Protect Students from Sexual Assualt
  • One in five women is sexually assaulted in college. Most often, it’s by someone she knows – and also most often, she does not report what happened. Many survivors are left feeling isolated, ashamed or to blame. Although it happens less often, men, too, are victims of these crimes.
  • President Obama created the Task Force to Protect Students From Sexual Assault to turn this tide. As the name of our new website – NotAlone.gov – indicates, we are here to tell sexual assault survivors that they are not alone. And we’re also here to help schools live up to their obligation to protect students from sexual violence.

Office for Victims of Crime (OVC)

Office of Juvenile Justice and Delinquency Prevention (OJJDP)

Prevention of Post-Sexual Assault Stress

Sex Misconduct Haunts Schools

  • Published in the Denver Post, November 21, 2012.

Sexual Abuse of Children with Disabilities: A National Snapshot

  • Published March 2013 by the Vera Institute of Justice, Center on Victimization and Safety
  • Children with disabilities are three times more likely than children without them to be victims of sexual abuse, and the likelihood is even higher for children with certain types of disabilities, such as intellectual or mental health disabilities.
  • These children are also less likely to receive victim services and supports that are more readily available to other victims because of a variety of factors including barriers to reporting and a lack of responses tailored to meet their unique needs. Without receiving support, these children suffer serious long-term aftereffects, including post-traumatic stress disorder, anxiety, and depression, as well as an increased risk of victimization in adulthood.

Sexual Harassment, Sexual Assault, and Students with Special Needs: Crafting an Effective Response for Schools

  • Published in 2014 in the University of Pennsylvania Journal of Law and Social Change, V17, I1
  • To develop a more successful method of preventing and responding to the harassment of and assaults against vulnerable students, there is a need to develop a holistic approach. Ideally, such an approach would consider the needs of the individual child and strike a balance between encouraging healthy sexual development and preventing harassment and assault. This piece explores these problems and suggests a framework for schools to better prevent and remedy the sexual harassment and assault of students with special needs, including: targeted education on sexuality and relationships; an emphasis on social mainstreaming and inclusion; training staff to identify students experiencing harassment and assault who may have difficulty reporting due to the nature of their disabilities; instructing staff to supervise vulnerable children, and punishing those who fail to do so; requiring teacher intervention; refraining from the punishment of complainants; and putting the burden of relief on the accused, not the complainant.

U.S. Department of Education Office for Civil Rights Dear Colleague Letter, April 4, 2011

U.S. Department of Health and Human Services Office on Child Abuse and Neglect.

  • The Role of Educators in Preventing and Responding to Child Abuse and Neglect. Child abuse and neglect user manual series. This manual builds upon A Coordinated Response to Child Abuse and Neglect: The Foundation for Practice, the keystone publication of the User Manual Series. It provides the basis for the involvement of educators in combating the problem of child abuse and neglect. It also may be used by other professionals involved in child abuse and neglect interventions, such as child protective services, mental health, law enforcement, health care, and early childhood professionals, to gain a better understanding of the role of educators in child protection.
  •  A Coordinated Response to Child Abuse and Neglect: The Foundation for Practice This manual provides child protective services workers and other child welfare and related professionals with an overview of child maltreatment, including the definition, scope, causes, and consequences of child abuse and neglect. It also briefly discusses prevention efforts and the child protection process, from identification and reporting through investigation, assessment, service provision, and case closure.

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