You’ve heard about prevent 360° - what now?

1. You’ve heard about prevent 360° - what now? Stacy Pendarvis – Program Director, Monique Burr Foundation for Children Tiffany Sawyer – Director of Prevention Services, Georgia Center for Child Advocacy Candace Balzano – Director of Prevention Education, Susie’s Place

2. WHAT IS PREVENT 360°? Why d2L & MBF?

3. WHY D2L AND MBF? Leaders in prevention education Recognize the importance of collaboration Committed to evidence-based and evidence-informed programming TOGETHER, WE BELIEVE: CHILDREN ARE THE PRIORITY PREVENTION IS EVERYONE’S RESPONSIBILITY COLLABORATION IS THE SOLUTION

4. What IS PREVENT 360°? Comprehensive approach Includes well-known, effective programs Addresses risk factors on multiple levels Complementary programs provide common language for adults and children brought to you by Both organizations are committed to program evaluation Provides cost-savings and resources to organizations and communities

5. About MBF Prevention education programs

6. ABOUT MBF • Every child deserves to be safe! Nonprofit based in Jacksonville, Florida; founded in 1997 by Edward Burr to honor his late wife, Monique Burr, a devoted child advocate. Monique Burr History of child abuse prevention and advocacy; prevention education is now exclusive focus.

7. MBF Prevention Education Programs • School-Based Programs

8. Florida REACH • Nearly 3,000 facilitators have been trained • Schools in 64 out of 67 Florida counties use MBF programs • Child Advocacy Centers also partner with schools

9. National EXPANSION • Over 2.5 million Florida students have received program lessons • Over 3,000 facilitators have been trained • Schools in 61 Florida counties have implemented the programs

10. MBF Prevention Education Programs • Extra-Curricular Programs

11. Why School-Based Programs?

12. ACES in the Classroom 0 0 0 0 0 0 1 1 1 1 1 2 2 2 2 2 2 3 3 3 4 4 4 4 5 5 5 6 6 8

13. Educating the Whole Child Maslow’s Hierarchy of Needs Applied to School and Learning Student is Available to Learn Positive Classroom Culture PresentReceives positive feedback, has time for reflection, encouraged to take risks. Safe, Stable, Loving Relationships PresentFeels loved and accepted, has adult role models, friendship groups, positive peer relationships. Emotional/Physical Safety Needs Met School/class routines, access to counselors/nurse, feels secure at home and school. Basic Needs are MetEats breakfast, has clean clothing, safe place to go home, able to sleep.

14. Benefits of School-Based Programs • Prevention programs can improve overall school safety and climate: • Lower dropout rates • Improve attendance • Improve school environment • Increase test scores and academic achievement • Increase grade point averages • Programs also help meet: • Health Instruction Standards • ASCA Mindsets and Behaviors for Student Success • Bullying/cyberbullying prevention requirements • Child sexual abuse prevention requirements (ex. Erin’s Law)

15. School-based programs work! Most recent research found that • Children involved in school-based prevention programs were: • more likely to use the school-taught self-protection strategies when victimized or threatened. • were more likely to feel theywere successful in protecting themselves. • were more likely to disclose to someone about the victimization attempts. Based on a national sample of children ages 5 -17, 65% had been exposedto a violence prevention program at some point, 55% in the past year. Most respondents (71%) rated the programs as very or somewhat helpful. Younger children (5–9) who had been exposed to higher quality prevention programs had lower levels of peer victimization and perpetration.

16. Features & benefits of MBF Prevention education programs

17. What Makes a Program Successful and effective? Developed based on research and follows best practices Comprehensive in content and audience Provides multiple exposures and reinforcements Developmentally appropriate Effective Successful Practical and easy to use, cost effective Fun/engaging for students with opportunities to practice skills Based on rules rather than feelings Trusted and supported by parents,educators, and experts Evidence-based

18. PROGRAM EVIDENCE BASE 2015 Program Evaluation One Group Pre-/Post-Test Design Florida State University, School of Teacher Education/Ithel Jones, PhD 2018 Randomized Control Trial University of Florida/Melissa Bright, PhD and David Miller, PhD and University of New Hampshire (Crimes Against Children Research Center)/David Finkelhor, PhD *with 7-month follow-up 2019 Randomized Control Trial University of Florida/Melissa Bright, PhD and David Miller, PhD and University of New Hampshire (Crimes Against Children Research Center)/David Finkelhor, PhD 2019 Randomized Control Trial Georgia State University/Daniel Whitaker, PhD and University of New Hampshire (Crimes Against Children Research Center)/David Finkelhor, PhD)

19. Benefits Of prevent 360°

20. SOCIAL-ECOLOGICAL MODEL Society Relationships Community Individual

21. PREVENTION LEVELS

22. Why we Should educate adults and children

23. Adult vs. child education AND OR

24. Adult-FOCUSED PREVENTION education

25. CHILD-FOCUSED PREVENTION EDUCATION • WHAT DOES THE RESEARCH SAY? Prevention of Sexual Abuse Through Educational Programs Directed Toward Children – 2007 David Finkelhor, Ph.D. Director, Crimes Against Children Research Center University of New Hampshire PEDIATRICS Volume 120, Number 3, September 2007 643 Downloaded from www.pediatrics.org DAVID FINKELHOR, PH.D.

26. WHAT DOES RESEARCH SAY? • CRITIQUES • Concepts are too complex for children to learn. • Children cannot defend themselves against perpetrators. • No empirical evidence has established that prevention-education programs work to reduce the likelihood of sexual abuse. Hence, they should be abandoned. • May provoke negative effects in children (such as anxiety, failure to listen to adults, false reports, injuries, sexual development problems). • It is not fair or moral to expect children to stop sexual abuse; the burden of prevention should be exclusively on adults. • *For more information, see slides in Appendix A.

27. Beginning/EXPANDING your Prevention initiative

28. considerations Every child deserves to be safe! What does research support? What statute and policy requirements exist? What guidelines are available to inform practice?

29. Best practices/models Strategic Prevention Framework Public Health model Social norms theory

30. Steps to starting/EXPANDING a prevention initiative Define benefits of partnership for organization and schools Determine available support Research and select program(s) Outreach and collaboration Prepare and implement Evaluate

31. Prevent 360° Putting it all together

32. tools and resources Marketing and Other Resources

33. PREVENT 360° - GETTING STARTED Gather support – both internal and external – to help with planning, resources, connections, etc. Make the commitment and begin. Set realistic goals and expectations. Utilize the resources available to you – from MBF and D2L. (People, marketing materials, etc.) Be a Prevent 360° Partner.

34. Successful Prevent 360° initiatives

35. Success stories Georgia Center for Child Advocacy Georgia Susie’s Place Indiana

36. Georgia center for child advocacy Tiffany Sawyer Director of Prevention Services

37. Susie’s place Candace Balzano Director of Prevention Education

38. QUESTIONS? Every child deserves to be safe! brought to you by

39. contact • Stacy Pendarvis • Program Director • Monique Burr Foundation for Children • stacy@mbfpreventioneducation.org • 904-671-4177 • Tiffany Sawyer • Director of Prevention Services • Georgia Center for Child Advocacy • TiffanyS@gacfca.org • 678-904-2880 • Candace Balzano • Director of Prevention Education • Susie’s Place • Candace@Susiesplace.org • 317-995-7140

40. Appendix a child-focused prevention research additional slides

41. WHAT DOES RESEARCH SAY? CRITIQUE: Concepts are too complex for children to learn. A variety of other school-based programs with very similar theoretical underpinnings have been proven effective in high-quality randomized, controlled evaluations. A majority of reviews have found that children at all ages do acquire the key concepts that are being taught.

42. WHAT DOES RESEARCH SAY? “ In distinction to the critics’ conclusion that the concepts are not appropriate or learnable, a fairer assessment of the scientific literature is that although there has been some scholarly criticism of the concepts, the balance of the literature suggests that young people can learn and understand many or most of the program concepts. David Finkelhor, Ph.D. Director, Crimes Against Children Research Center University of New Hampshire “

43. WHAT DOES RESEARCH SAY? CRITIQUE: Children cannot defend themselves against perpetrators. Even if resistance strategies are only effective with SOME children, it would be worth it. Oversimplifies offender types/characteristics.

44. WHAT DOES RESEARCH SAY? “ The claim that sexual abuse cannot ever be prevented by children is far too categorical. Children may be able to prevent some or much sexual abuse. Even if difficult, children themselves would undoubtedly prefer to have the knowledge and skills to try. Research is needed to settle the issue, and little of that research has yet been one. However, it is certainly premature to abandon the strategy solely on the basis of speculative arguments. David Finkelhor, Ph.D. Director, Crimes Against Children Research Center University of New Hampshire “

45. WHAT DOES RESEARCH SAY? CRITIQUE: No empirical evidence has established that prevention-education programs work to reduce the likelihood of sexual abuse. Hence, they should be abandoned. Even if resistance strategies are only effective with SOME children, it would be worth it. Oversimplifies offender types/characteristics.

46. WHAT DOES RESEARCH SAY? Most important, it is very difficult for any evaluation study of this issue to assess subsequent victimizations accurately. Because programs encourage children to disclose abuse and help them define what abuse is, it may create additional disclosures from children who have been exposed to the programs in contrast to non-exposed children. Thus, exposed children may tell about more even when they experience less. This can give the misleading impression of no effect or even greater victimization among children who have been exposed to prevention programs. David Finkelhor, Ph.D. Director, Crimes Against Children Research Center University of New Hampshire “ “

47. WHAT DOES RESEARCH SAY? “ • In addition, even if prevention-education programs conclusively failed to prevent the occurrence of sexual victimization, the programs have a number of other objectives. These other objectives could justify implementation, and the programs need to be evaluated on these merits. These other objectives include: • the promotion of disclosure by victims; • the prevention of negative outcomes subsequent to victimization such as guilt feelings, self-blame, and shame; and • the creation of a more-sensitive environment among adults, other children, and organizations in general to respond to and help child victims. • David Finkelhor, Ph.D. • Director, Crimes Against Children Research Center • University of New Hampshire “

48. WHAT DOES RESEARCH SAY? CRITIQUE: May provoke negative effects in children (such as anxiety, failure to listen to adults, false reports, injuries, sexual development problems). • No increase in anxiety after program exposure. • Increased parent-child communication. • No increase in false-reports or misinterpreting physical touch. • ONE study found increased injuries to program-exposed children, but not statistically significant. • No support for sexual development problems.

49. WHAT DOES RESEARCH SAY? “ There has not been comprehensive research conducted on every one of the potential negative adverse effects that have been articulated. However, research on several of the most frequently mentioned adverse effects has not supported the concerns. David Finkelhor, Ph.D. Director, Crimes Against Children Research Center University of New Hampshire “

50. WHAT DOES RESEARCH SAY? CRITIQUE: It is not fair or moral to expect children to stop sexual abuse; the burden of prevention should be exclusively on adults. Responsibility to protect children on bikes from collisions with automobiles lies with adult drivers; but we still have children wear helmets and teach them bike safety rules. Responsibility to protect children from kidnappers is on adults and law enforcement, but we still teach them not to get into cars with strangers.