ࡱ>  yebjbjqq .eey\  ! /#^####|$|$|$@BBBBBBSTB- (|$|$((B ##o222(j # #@2(@22v6#:[ /"\,0~0\66& \|$%2N&&|$|$|$BBy2||$|$|$((((|$|$|$|$|$|$|$|$|$ : Keeping Ourselves Safe: Implementation guide for secondary schools Before the programme To ensure that teaching is effective, before the prgramme is started it is essential that: counsellors and teachers preview all the material school policies on abuse and sexual harassment are in place teachers receive training to use KOS staff and students have appropriate support during teaching resource materials are used in the intended way. Aim Key messages Curriculum and qualifications links Determinants of health Consulting the community The Whole School Approach Implementation steps Guidelines for teachers A safe classroom environment Situations a teacher might face Evaluation of learning activities Aim KOS is a comprehensive child abuse prevention programme. Its purpose is to: encourage and empower young people to take responsibility for their own safety and well-being and that of others teach young people to manage their feelings in ways that dont harm others teach young people a range of safe practices that they can use when interacting with others encourage young people who have been or are being abused to seek help contribute to an overall community prevention programme by making parents and teachers more aware of their responsibilities to help young people avoid abuse. Key messages I know I am a special individual. I deserve respect from other people, just as they deserve respect from me. I can decide on different ways of handling problems I have. I can take responsibility for decisions I make. I can respect the decisions that others make. There are things I can do in threatening situations. Its OK to say No when someone makes me feel unsafe. My body is my own. Abuse is never okay. Abuse is never the victims fault. I know there are people out there who care about me and can help. I can help and support others. I can manage angry feelings and control my urge to be violent. Curriculum and qualifications links The KOS programme has strong links to The New Zealand Curriculum and to NCEA qualification pathways for secondary students. The New Zealand Curriculum Key competencies KOS has a strong relationship to the following three key competencies: Managing self Relating to others Participating and contributing Learning area KOS has a strong relationship to the Health and Physical Education learning area and ideally is delivered as part of the schools health education programme. KOS links to the underlying concepts of: Well-being, hauora recognition that a persons well-being is severely damaged by abuse Health Promotion all members of the school community must work together to create an environment that ensures the emotional and physical safety of all its members The Socio-ecological Perspective - recognition of the need for mutual care and the ability to make healthy choices for themselves, other people and society Attitudes and Values development of attitudes and values concerned with own and others safety and well-being. National Certificate in Educational Achievement (NCEA) Child abuse is a useful context for learning within the following achievement standards. Level 1AS90971: Take action to enhance an aspect of personal well-being AS91097: Demonstrate understanding of ways in which well-being can change and strategies to support well-being AS90973: Demonstrate understanding of interpersonal skills used to enhance relationshipsLevel 2AS91235: Analyse an adolescent health issue AS91237: Take action to enhance an aspect of peoples well-being within the school or wider community AS91238: Analyse an interpersonal issue(s) that places personal safety at riskLevel 3AS91461: Analyse a New Zealand health issue AS91462: Analyse an international health issue AS91465: Evaluate models for health promotion Determinants of health There are a number of factors or determinants that protect and promote the health of individuals. These include such things as personal, lifestyle, environmental and social factors. A young person who is being abused or bullied and who may not be having his or her basic needs met will be at risk of poor health and learning problems and will be less likely to reach their full potential as individuals. The school and its community have a duty to do everything possible to ensure that its members are healthy, valued and achieving. KOS can assist with this by making parents/caregiver and school staff aware of their responsibilities to help young people avoid and report abuse, and by teaching young people a range of safety skills they can use in their interactions with other people. Resiliency Rather than being concerned with somewhat abstract states of illness or wellness, resilience is a much more dynamic and human concept. Resilience is the capacity to cope with, and bounce back, after the ongoing demands and challenges of life, and learn from them in a positive wayresilience adds the vital sense of flexibility and bouncing back. (Joubert and Raeburn, 1998, p16) Some of the key risk factors that undermine resiliency are a history of abuse, victimisation or witnessing violence, discrimination or harassment. Yet some young people are still able to cope and lead successful lives despite these setbacks, as their resiliency has made them able to bounce back. Building resiliency is a process of which KOS can be a part. As students develop an awareness of abuse and harassment and their effects on the individual, and start to plan and implement changes in their school community to make it a safer place, they will invariably include many features that will help foster resilience for themselves, other students and their community. KOS and sexuality education Research (Briggs and Hawkins, 1996) indicates that developmentally appropriate sexuality education should be made available as preparation for KOS. This will provide a positive view of human sexuality and encourage young people to respect and take care of their bodies. With this base, young people will be able to determine what is inappropriate sexual behaviour. However KOS should not immediately follow sexuality education, but rather be separated by at least one other unit of work, so that students do not associate sexuality with the negativity of abuse. Programmes for the prevention of sexual abuse are an important part of health education. However, these must be balanced at all levels by separate sexuality programmes that emphasise the positive aspects of sexuality. To ensure that students do not receive confusing or mixed messages, these two programmes should not be taught concurrently or consecutively. (Health and Physical Education in the New Zealand Curriculum, Ministry of Education, 2007, p. 39) Self defence Some schools may like to run self defence programmes to complement KOS. There are a number of groups in the community available to do this, such as the  HYPERLINK "http://www.kidpower.org.nz" Kidpower Teenpower Fullpower Trust. References Briggs, F., & Hawkins, M. F. (1996). To what extent can child protection programs keep children safe? In N. J. Taylor, and A. B. Smith (Eds). Investing in children: Primary prevention strategies. Proceedings of the Children's Issues Centre Inaugural Child and Family Policy Conference 1013 July 1996 (pp. 4566). Dunedin, NZ: Childrens Issues Centre. Briggs, F., & Hawkins, R. (1996) Keeping Ourselves Safe: Who benefits? Set: Research Information for Teachers, 5 (Special Edition),14. Joubert, N., & Raeburn, J. (1998). Mental health promotion: People, power and passion. International Journal of Mental Health Promotion, 1(1), 1522. Ministry of Education. (2007). The New Zealand Curriculum. Wellington, NZ: Learning Media. Consulting the community The whole school community should be involved in developing policy and practices that support learning in health education. Consultation involving students, staff, parents and caregivers will: strengthen the implementation of KOS assist in the development of policies such as Child Abuse, Allegations Against Staff, Harassment and Bullying contribute to the school review and evaluation of KOS provide opportunities for the community to support and enhance students learning. Legislative requirements for consultation about the implementation of the health curriculum Section 60B of the Education Act 1989, as amended by the Education Standards Act 2001, outlines the legal requirements for state schools to consult with their community over health education. See the  HYPERLINK "http://www.tki.org.nz" TKI website for sources of information about community consultation. Involving parents Parents need to be actively involved in KOS. This involvement will enable them to: speak knowledgeably about the programme and the expected learning outcomes reinforce learning by helping their young people to practise personal safety skills and follow the rules developed to keep them safe give safety messages that are consistent with those being given by the school learn more about abuse of children and young people, its signs and symptoms, the agencies offering support and what to do if abuse is suspected respond with understanding if their child should report abuse take part in evaluation of the programme. The publication  HYPERLINK "/sites/default/files/publications/kos-keeping-kids-safer_0.pdf" Keeping Kids Safer provides additional information for parents and caregivers. It is also available from School Community Officers. The whole-school approach The ٴ recommends that learning activities operate within a whole-school approach, as described in the  HYPERLINK "http://www.police.govt.nz/sites/default/files/publications/intervention-planning-tool-rev.pdf" intervention planning tool. An efficient way to implement a whole-school approach in a secondary school is to focus on an issue for a week. This would increase awareness of abuse issues among the school community and help them work towards creating a safe emotional and physical environment for staff and students. For example, ideas for KOS could include: professional development for staff on the issue of abuse cross-curricular lessons (see the  HYPERLINK "/sites/default/files/publications/kos-secondary-activity-bank_0.pdf" Activity Bank) [link to kos-secondary-activity-bank.pdf] daily notices to carry a positive message each day, such as Abuse is never the victims fault or Treat others the way you would like to be treated extra-curricular workshops for staff and students on self-defence and anger management or parent support evenings a mother/son or father/daughter breakfast at a minimal cost (staff or the School Community Officer could stand in if some students are unable to bring a parent/caregiver) reinforcement of the guidance network for pastoral care articles in the school or local newspaper a fundraiser such as a social event to make donations to Womens Refuge a graffiti board for thoughts and comments about abuse review of the relevant school policies a competition for stories, posters, artwork a feature in assembly each day such as drama or a relevant guest speaker. Implementation steps Sound preparation will make the programme more effective for both students and teachers. Establish a co-ordinator for KOS (or relationship abuse/family violence) in your school. This is most likely to be the Health Co-ordinator or Guidance Counsellor. The Co-ordinator should ensure the other items on this checklist are completed. Enlist the approval and support of the principal, who will inform the Board of Trustees. Arrange for the School Community Officer to make a presentation on KOS (or relationship abuse /family violence) to the whole school staff. Check that school policies related to sexual abuse, sexual harassment and relationship violence are in place and current. Review the pastoral care system and ensure that staff and students know how to access it. Hold an all-staff meeting to ensure that all of the staff have thought about abuse and associated issues, such as the school policy. Arrange for a speaker, such as a member of the Child Protection Team, a community liaison social worker from CYF, or a public health nurse, to address staff to heighten awareness of abuse (particularly in the local area), its consequences, and how it is handled by Police. Consult with the wider school community to find out parents concerns and expectations. Decide on strategies to keep parents and caregivers informed and involved. A parent/caregiver meeting may be held. Review the KOS teaching materials and Activity Bank activities for years 910 and years 1113 and plan a learning programme. Ensure that teachers who will be teaching learning activities are aware of situations that might arise. Invite appropriate people from the community to take part in the programme, such as the Schools Community Officers, Police Family Violence staff, a social worker from the Child Youth and Family, and a member of an appropriate organisation such as Womens Refuge. After the programme has been taught: evaluate the programme adjust the programme for future use, taking into account students evaluations and teachers responses. A safe classroom environment Before the sensitive issue of abuse is covered in class, it is important to establish a safe physical and emotional environment so that all class members feel valued and respected, and that it is safe for them to contribute their ideas. Preliminary activities Before starting the learning activities the class needs time to settle together and explore topics such as: co-operative group skills accepting and acknowledging differences making and keeping friends safe relationships coping with emotions effective communication anger management. Teacher as role model The teacher is an important role model for students and should demonstrate respect, tolerance and an appreciation of diversity. Reinforcing key messages Teachers will need to ensure that the learning and messages from KOS are reinforced throughout the year, fostering positive relationships between students and ensuring that students who need help are getting it. Disclosures If a student discloses abuse to a teacher, this should dealt with as set out in the school policy. Teachers need to make sure that they know how to handle the information a student may give and what records they should keep. A suitable physical environment Create a comfortable, informal physical environment with, if possible: comfortable seating a carpeted floor cushions lots of bright wall displays of class work sufficient space for interactive activities few interruptions lots of light and air. Establish safety guidelines before teaching begins Ask the students to brainstorm and establish necessary guidelines, for example, not making unkind comments, listening to others, supporting other people who feel sad or frightened, not telling other people things that students say in class, only talking one at a time. Record the guidelines on a class chart and have this visible throughout the programme. The students, the teacher, and any visitors must abide by the ground rules. Redirect students attention to guidelines if this becomes necessary. Use appropriate teaching strategies Follow the agreed guidelines yourself. Model appropriate interactions with students and other adults in the classroom. Be prepared to accept students ideas and to make them feel valued. Be prepared to seek training, if required, such as in the use of role play. Empower students Before you begin, ensure that students are familiar with, and actively practise, effective listening skills. Do some team-building games with students so that they feel comfortable working with each other and with you. Address gender and equity issues Consider alternative groupings for students, such as whnau groups. Ensure that the people from the community who are involved represent a range of cultural groups. Choose resources that reflect the cultural and gender composition of the group. Situations teachers might face Consider each of the following situations and decide how each should be handled. Some suggestions for dealing with each situation are included. SituationPossible responseA student tells you about being very unhappy at home. He likes to stay over with friends whenever possible.Offer support (affirmation) to the student. Listen actively. Find out more about the situation. Refer the matter to the guidance counsellor or equivalent. You are on playground duty when you see a group of students from your class surrounding a smaller student. They are giving her a hard time and you hear one of them using racially offensive language.Intervene and disperse the group. Offer support (affirmation) to the victim. Talk to the individual students concerned. Check the school policy on bullying. Consider introducing Kia Kaha, or a pro-social behaviour programme. Introduce class activities on valuing and respecting others.You are at a meeting of parents and other members of the community who have come to find out more about KOS. You have given an explanation of the programme. One of the parents stands up and says, What right have you got to be teaching young people about abuse? Most teachers are abusers of one sort or the other.Acknowledge that anyone can be an abuser (including parents and teachers). Stay calm and dont become defensive. Explain that young people need the skills offered in the programme. Explain that the interactive nature of the activities gives power to the students.After one of the learning activities a girl comes up to you. She wants you to promise not to tell anyone what she is going to say. She tells you she has been raped by her boyfriend, who is also a student at the school.Explain that you cant promise not to tell if somebodys safety is in danger. Offer support (affirmation) to the student. Listen actively. Praise her for seeking help. Reassure her that the abuse isnt her fault. Follow the steps and procedures in the schools policy on abuse and refer the case to the appropriate person. Explain to the student what steps will be taken to help her.You notice that the boys in the class are always putting the girls down. They use sexist language and make sly sexual remarks. Some of the girls are very upset.Discuss sexist attitudes with the class. Follow the steps and procedures in the schools policy on sexual harassment and draw the students attention to it. Ensure that you are modelling non-sexist behaviour.A parent has written you a letter about the KOS programme. He says the Bible says beating children is for their own good. He goes on to say that he has a God-given right to discipline his children in any way he sees fit. You observe one of his children for a while and notice that the student is quiet and withdrawn.Affirm and support the student. Refer the letter to the principal. Check the schools policy on abuse. Arrange for the appropriate person in the school to talk to the student. Ways to affirm a student could include expressing approval, warmth, support and acceptance both verbally and by using body language and by reassuring the student that the abuse is not their fault. Active listening is a technique that ensures that the listener is not putting their own interpretation on what is being said. It can involve maintaining eye contact with the speaker, showing with nods and brief comments that the listener is actually hearing what is being said, not interrupting or giving advice, and paraphrasing what the speaker is saying in order to clarify your own understanding. Evaluation of learning activities Evaluating the learning activities should show to what extent the learning intentions have been achieved. Knowledge, understanding, and abilities can be evaluated in the classroom, using a range of evaluation procedures familiar to all teachers (for example, observing students behaviour, using evaluation sheets and giving students scenarios in which they could demonstrate the skills they have learnt). The intended attitude and social action outcomes will be more difficult to evaluate. They depend on: situations arising in which students have the opportunity to demonstrate that they can apply what they have learnt the teacher being present or hearing about these situations. Keep these social outcomes in mind when you are talking to parents about how this unit has affected their children. They may be able to tell you about other situations that will give you the opportunity to gauge how successful your teaching has been. Involve students, parents, teachers, and other community members in the monitoring and evaluation of the KOS programme. Evaluation may be formal or informal, ranging from casual conversation and discussion to meetings or questionnaires. Be sure to give feedback to parents and community members involved in the evaluation use it as a means of communicating with them. It will also be important for the school to consider what has been done to help ensure the community keeps young people safe. Because KOS has distinct behavioural outcomes, teachers need to observe students, looking for indications that they are able to apply the ideas learnt to everyday interactions with other people. Teacher self-evaluation YesNoPartlyDo you think you established a suitable and safe classroom environment?Did your students feel safe enough to contribute actively in the programme?Did you feel confident teaching the programme?Did you feel adequately prepared to teach the programme?Did you notice any positive changes in the behaviour of your students?Did you manage to consult with and keep parents and caregivers involved?Were your resources appropriate and well prepared?Do you feel the programme met the needs of your class?Did you make good use of community resource people?Did you handle outcomes from the programme in suitable ways? If you answered no or partly to some of these questions: discuss your difficulties or concerns with the HOD health education consider changes you might like to make before teaching the programme again. Student evaluation of learning activities Was the programme helpful to you? 1 2 3 4 5 Very helpful Not helpful at all Did you take an active part in the learning activities? 1 2 3 4 5 A lot Not at all Were you able to get satisfactory answers to your questions? 1 2 3 4 5 Yes, always No, never Did you get the information you need to manage relationship risk situations? 1 2 3 4 5 Yes No Did the learning activities help you know more about personal safety? 1 2 3 4 5 A lot Very little Do you think you will use skills that you have learnt in the future? 1 2 3 4 5 Often Never Skills I learnt through the learning activities Always Sometimes Hardly everI know where to go for help.I know when I am in danger.I know when my friends are in danger.I know when someone in my family is in danger.I ask people for the help I need to keep safe.I help other people keep safe.I stand up for what I believe in.I take responsibility for the decisions I make.I know what to do when I am in danger.I know that I have rights.I dont let others mistreat my body or me.I handle my anger sensibly.I tell people how I am feeling.I know when I am getting angry.I respect other people.I make decisions about what is right for me.I treat the opposite sex as my equal.I dont abuse others. ,2CDEYZ~ " # D G H d   J Z b d ~ }pph}>*CJOJQJaJ!h}>*CJOJQJaJmH sH 'hu h2Lc>*CJOJQJaJmH sH hu h2Lc>*CJOJQJaJ$hu h2LcCJOJQJaJmH sH  h1"h2Lc hu h1"h1"hu h2LcCJOJQJaJhu h2LcCJaJh2Lchb hu h2Lc,DEZ# H   5 J b  gd`[gdb $dgd2Lcgd1"gd1"gd1"gd2Lcgdb  2 ^   dwu./1KL^:LMTWĸĸĩĢxttthBUhu h2Lc6]^Jhu h2Lc5mH sH hu h2LcmH sH  hY(hY( hY(hlBhY(hBUCJOJQJaJhY(CJOJQJaJhY(hlBCJOJQJaJhlB hu hlBh}h ?>hY(hu h2LcCJOJQJaJ hu h2Lc,   - s     # E .d-MgdBUgdlBgd`[gd ?>gd ?>gd2Lc1L^\]en !$Ifgdh gdBUgdBUgdBUgdY(gdY($gdY(*\p=]emnowWXYa̼괧괧괌thh h2Lc\]^Jhh h}mH sH h \hh ^JnH tH h \hBU\^JnH tH h \hBU^JnH tH hBUnH tH hu h2Lc6]^JmH sH hBUmH sH hu hBUmH sH hu h2LcmH sH hBU hu h2Lchu h2Lc\^J-now X{rrrr !$Ifgdh kd$$Ifl0#h t0644 lapXYa{rrrr !$Ifgdh kd$$Ifl0#h t0644 lap%E{vqlgbZUUgdt$a$gdtgdtgdh gdh gdh gdBUkdH$$Ifl0#h t0644 lap $%0_~JLELM`aq}PoꌈxqmmmhoKG h`{h2Lch`{h2Lc\]^Jh'chY(h`{hu h`{mH sH h`{mH sH  hth2Lchth2Lc\]^Jhth2LcmH sH hY(mH sH hh mH sH htmH sH hu h2Lc\]^JmH sH hu h2LcmH sH hh hu h2Lc)Ea !^"k"T#U#`#$I%%:&;&U&&'<'''gd5Ggdx$d^`gdoKG ^`gdoKGgd'c $dgd2LcgdoKG$a$gd`{gd`{gdoKGgd`{P j !!7"Y"c"d"k""""##,#-#.#Эo^Eo0jh^O}>*CJOJQJUaJmH sH !h^O}>*CJOJQJaJmH sH *jh^O}>*CJOJQJUaJmH sH hoKGCJOJQJaJmH sH .hoKGh2LcCJOJQJ\]^JaJmH sH $hu h2LcCJOJQJaJmH sH hoKGmH sH h`{mH sH hu h2LcmH sH hu h2Lc6]^JhoKG hu h2Lchu h2Lc6\]^J.#K#P#Q#R#S#T#U#_#`###"$#$$$$$$$$$$$$$$tiaSiaSHSaiaiaiaDhoKGh'c6]nH tH h'ch'c6]nH tH h'cnH tH h'ch'cnH tH hu h'cCJ$aJ$h'ch^O}+hu h2LcCJOJQJ\^JaJmH sH $hu h2LcCJOJQJaJmH sH hoKGCJOJQJaJmH sH *jh^O}>*CJOJQJUaJmH sH (h^O}h2Lc0JCJOJQJaJmH sH (h^O}hoKG0JCJOJQJaJmH sH $% % %.%D%H%I%%%%%%%&9&:&;&<&&&&&8'ĸq^ZVOHOO hu hoKG hu h2Lch}hY($hu h'cCJOJQJaJmH sH 'h`{h`{6CJOJQJaJmH sH h`{CJOJQJaJmH sH h'cCJOJQJaJmH sH hu h'cmH sH hth'c6h'cfHq hoKGOJQJmH nH sH tH hoKGhoKGhoKG] hoKG6]h1ghoKG6]h1gh1g6 h1ghoKG8';'<''''''3(?(((O)W)X){)|)})))))))))*T*s***'+F++++,N,O,P,÷׎qjh^O}6>*U\]^Jhu h2Lc6\]^Jh5GmH sH h^O}h2Lc0J@jh^O}>*@U h^O}>*@jh^O}>*@Uhu h2Lc@hu h5GmH sH hu h2LcmH sH h5G hu h2Lc h5Gh2Lch5Gh2Lc\]^J''3(()))*t**G++,?,=->--.///0;112223555ǰ5,,,,,,--<-=->-?------------------<.=.>.X.Y.Z.a........{//////ѻ{h^O}h2Lc0Jjh^O}>*U h^O}>*jh^O}>*UhO hu h5Gh}hY(h2Lch5G hu h2Lch^O}h2Lc0J6\]^Jjh^O}6>*U\]^J%jdh^O}6>*U\]^Jh^O}6>*\]^J0/////00l0m0n0{0|0}0~000000011:1;1A1m1u1|11111 2220232V2W2X2Y2a2h222223393:3@3C3P3W33333F4h}h2Lchu h2Lc6]^J h}hY( h}hOh^O}h2Lc0J\]^J"jh^O}>*U\]^Jh^O}>*\]^Jjh^O}>*U\]^JhO hu h2Lc;393`3333F4955666w78S998:?;d;{;;;<<gdBgdB%dgd2LcgdB & F-gdOgdOgdOgdOF4c4f4g4}44495555566b6f6666666w77883848R8S888888^9a9c9u999|qhBh2LcmH sH hBh2Lc\]^JmH sH hOhB@mH sH hB@mH sH hOh2Lc@mH sH h1g@mH sH hBmH sH hOh2Lc\^JmH sH hOh2Lc@mH sH hOmH sH hOh2Lc\]^JmH sH hOh2LcmH sH (9999999999996:7::: ; 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