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Page 1
Keeping
Children Safe
time
Take ng
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choo re
ca
child
en
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ec
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chi eep
ld
saf ren
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Tru r
you en
ldr
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sa !
NO
No
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to ching
private
parts
Tal
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you to
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Lis
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ild
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NO
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Secret
Published By
Action for Children
I am
l
p
s ecia
building better beginnings
78 Jefferson Avenue • Columbus, OH 43215
614-224-0222 •"www.actionforchildren.org
Major Funding Provided By
Columbus Medical Association Foundation
Columbus, Ohio
A Guide for Parents
to Prevent Sexual Abuse
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Page 3
Keeping Children Safe
Contents
A Guide for Parents to Prevent
Sexual Abuse
Introduction . . . . . . . . . . . . . . . . . . . . . . .1
12 Keys To Keeping Children
Safe: An Overview . . . . . . . . . . . . . . .3-4
Published by
Action for Children
78 Jefferson Avenue
Columbus, Ohio 43215
What Is Normal Sexual
Development? . . . . . . . . . . . . . . . . . .5-14
Major funding provided by
What Parents Need To Know
About Sexual Abuse . . . . . . . . . . . . .14-16
Columbus Medical
Association Foundation
Columbus, Ohio
Additional funding provided by
Protecting Children From Sexual
Abuse: What Parents Can Tell
Children To Keep Them Safe . . . . . .17-19
What Parents Need To Know
About Child Care . . . . . . . . . . . . . . .20-28
Parent Resources . . . . . . . . . . . . . .29-31
First edition November 1984
Second edition July 1985
Third edition December 1997
© Copyright 1998, Action for Children
ep
Ke ldren
i
Ch Safe
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Page 5
bubble around our children. Instead, as
loving, caring parents, we can use the
power of information as a way to protect
our children.
Introduction
Times have changed a lot over the past
12 years, since the initial printing of this
booklet. The world for children is very
different today. Children are experimenting
with drugs, alcohol and sex at an earlier
age. The internet has put vulnerable
children online. Despite TV and movie
ratings, children can still gain access to
sexually explicit programming. And today’s
children may be witnessing more crime and
violence near their homes and schools than
on television. The parenting challenges
seem greater than ever.
The health, safety, good care and
education of our children is not simply
assured or easily guaranteed. Society’s
problems, like sexual abuse, are not
confined to a particular community, racial or
economic group. Perpetrators may live in
our neighborhoods, and even may be
people we know and trust.
This booklet is designed to put a lot of
information at a parent’s fingertips. The
contents include the “ages and stages” of
sexual development, ways to talk with
children about sexual abuse, and the
physical and behavioral warning signs. The
booklet also provides an in-depth guide to
choosing child care with tips for
helping to assure that your child
d
is in a safe, healthy and
an
nt d on
e
r
nurturing child-care setting.
Pa Chil icati
un
mm
o
C
Our ability to communicate
with our children - to talk and
listen - is key to helping them feel your
protection and your love.
Communication with their caregivers
and teachers is important in establishing
a strong partnership in the safety and wellbeing of your child.
Throughout this booklet you will see two
symbols which will help you: the key, to
reinforce communication and give “key
information”; and the other, a warning sign
to help you identify potential problem areas
which may require the attention of a
physician, mental health agency or a childprotective agency.
Key
Warning
The victims of sexual abuse can be our
own young children. That’s pretty
frightening information for parents.
Sometimes we wish that parenting could be
as simple as placing an invisible, protective
1
2
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Page 7
e
sexual abuse book3
Keep
Child Our
ren S
af
• Let your child know that he/she can talk
to you about anything. Your child does
not have to keep any frightening
secret, even if it is about a
person whom she/he knows
and loves. (Sexual abusers are
usually not strangers, but people
who children may trust and love.)
12 Keys To Keeping
Your Child Safe
• Give your children safe, secure and
nurturing experiences from
birth to help them grow and
develop to their fullest
potential.
• Young children have a natural curiosity
about their bodies. It is important to learn
what is normal sexual development and
what may be the sign of a problem.
• Listen to your children. Young
children need a parent’s time and
attention. Older children do too.
• Prepare your child, don’t
scare your child. Teach appropriate
health and safety rules as
prevention.
• Role play or rehearse what
to do if your child faces a
scary or uncomfortable
situation.
• Teach your children the names of their
private parts; and talk with
them about their right to
privacy.
• Help your child learn to say “no” to
unwanted or uncomfortable touches;
“no” to going with strangers; and “no” to
keeping secrets.
3
• Let your child know that you trust and
believe him/her. (Sexual abuse is never
a child’s fault.)
• Children are born ready to learn. Be a
good role model and teacher for your
child.
• Choose your child care very carefully.
Stay involved with your child’s
caregiver: Communicate
daily. From time-to-time, visit
unannounced.
• Stay involved with your child’s
school, camp, center, etc. Know where
and with whom your child spends time
away from you. Know who his friends
are.
n l
e
r
ild ecia
h
C sp
are
4
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Page 9
What Is Normal Sexual
Development?
Babies are born naturally
curious: their brains
ready to learn. The
kind of parental
stimulation or
experiences a
child’s brain
receives in the early
years will build the
foundation for future
intellectual, social,
and emotional
growth. Positive
experiences enrich
the brain, helping it to
grow. Bad or negative
experiences like abuse
can affect the normal
growth of a child’s brain,
changing behavior and reducing a child’s
learning potential.
Sight, hearing, smell, taste and touch are
some of the ways young children learn
about their environment. The senses also
provide messages about the people in their
environment, who will help them grow and
develop in safe and healthy ways. The
warmth and gentleness of a parent’s touch
and voice, for example, help a child feel
more emotionally secure. Babies learn to
feel safe and secure when they experience
caring, love and nurturing from people they
can trust, i.e. parents and grandparents,
and if in care outside their home, their
caregivers.
Children have a natural curiosity, which
should be nurtured and developed. Parents
need to know about normal sexual
development, which often includes a child’s
natural curiosity about his/her body.
Parents can use this information to
reassure themselves about what is ageappropriate behavior or what needs a
5
doctor’s attention. Parents can also use the
information to help their children feel
comfortable with themselves and their
bodies.
(Developmental signs are adapted from a
publication of the Geselle Institute and the
American Academy of Pediatrics)
Newborn to 12 months
Birth: Genital erection is common with boys
even from birth.
7 months: Children enjoy bath time. They
explore their bodies with their mouths and
hands.
10 months to 1 year: Children begin to
touch their genitals when their clothes are
off. Children may look at their parents and
smile when urinating.
(At about seven or eight months, stranger
anxiety occurs. Children may cry and shy
away from people, even a caregiver. This
behavior is normal at this age, and
generally not a warning sign of abuse.)
Cuddling and rocking stimulate a
child’s intellectual and emotional
growth. Children who are hugged, loved,
and cared for grow up to be happier and
more confident.
Key
Ask your doctor about any physical
signs of genital problems, for
example, continued or prolonged redness or
discharge in the genital or rectal areas.
Warning
6
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At 21/2 to 3 years children are:
18 months to 2 years
Children can be very physical in response
to other children. Hugs and enjoyment of
physical contact are part of healthy
development. Children may explore each
other through touch or show a lot of
physical affection and while doing this poke
eyes or pat too hard. Children, when tired,
may also show a lot of affection to adults.
• increasingly aware of their own sex
organs.
• interested in watching others in the
bathroom or when they are undressed.
(Toilet training is usually accomplished by
children watching family members of the
same sex using the toilet.)
• able to tell the difference between boys
and girls. (They notice that boys usually
stand up and girls sit down when
urinating.)
• curious about their mother’s breasts.
Children of this age who are going
through toilet training need a lot of
reassurance, praise, and lots of hugs and
kisses.
Key
2 years to 3 years
As your child explores his body, he finds
his genitals. For toddlers, this behavior is
not sexual or emotional. It just feels good
and is part of natural curiosity. Toddlers
express a wide range of emotions and
show affection freely, especially lots of
bedtime kissing.
3 years to 4 years
Children of this age play a lot of makebelieve using imaginary or household
objects. They make believe playing the role
of their own sex: Girls play the “mom” and
boys the “dad.”
At 2 to 21/2, children can distinguish
between boys and girls by their clothes and
hair styles. They may sometimes be unable
to function in strange bathrooms.
Children also express interest in babies
and want the family to have one. They ask
many questions about babies.
7
8
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Page 13
3 to 31/2 years: Children continue to notice
and comment on sex differences. They are
interested in the body differences between
boys and girls. They want to look at or
touch adults. The breast is especially
comforting for children who have been
breast fed as babies. Girls may try to
urinate standing up.
You Poopie
Head!
31/2 to 4 years: Children may begin
temporary attachment to a specific
playmate, often of the opposite sex. Girls
generally initiate the attachment.
For children of this age, parents are
role models. Boys are interested in
growing up like their fathers, girls like their
mothers.
4 years to 5 years
Key
Children commonly undress together
and look at each other’s genitals. If
your child is clearly imitating sexual
behavior in too realistic a way, you may
want to contact your doctor. Also be aware
of any unexplained changes in your child’s
behavior such as bed-wetting, fear of going
to sleep, or fear of a place or individual.
Warning
Most children are developing a healthy
sexual curiosity. This is the year your child
will be experiencing a lot of emotional highs
and lows. It is the time when children,
especially boys, enjoy using a lot of fourletter words with sexual meanings. They
make jokes about urination or bowel
movements and call people names using
bathroom words.
Most children want to play “doctor” and
remove their clothes in front of one another.
Children are conscious of their navels and
may show genitals in play.
Children are curious about how babies get
out of the mother’s stomach. It is not
unusual for the child to think the baby
comes from the navel. Other children think
babies are bought.
They are interested in bathrooms and in
the bathroom activities of others.
Sometimes they demand privacy for
themselves.
Four-year-old girls want to be grown up.
They may express a lot of affection at
bedtime, but may also be jealous of their
parents’ relationship.
It is important that you answer
questions about where babies come
from, openly and simply. Since this is the
10
Key
9
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Page 15
time when children show a normal
curiosity for the genitals of others, you may
want to talk about the importance of being
private about their bodies and not
undressing in public. It is important that
you not shame your child. Explain calmly
what is NOT appropriate behavior.
Children of this age are interested in
the genitals of others and play with
their own genitals under stress. You should
talk with your child’s doctor if your child
won’t stop touching other children’s
genitals or exposing his/her own.
Warning
6 years to 9 years
At this time children are curious about sex.
Private parts become the basis for their
humor. They share so-called dirty jokes.
They use the dictionary to look up sexrelated words. They may begin to ask
questions about “periods,” how
people have sexual
Keep the
lines
intercourse, and why “some
of
c
o
m
m
unication
men like other men.”
open
It is during this time that children
get less of their sex education from
parents and more from peers,
movies, television and
advertisements.
Keep open the lines of
communication with your child. Be
sure that your child knows that he/she can
come to you with any questions or
concerns, even of a sexual nature. You may
want to find books appropriate for your
child’s age and interest to help you answer
his/her questions.
Key
5 years to 6 years
By kindergarten a child’s sexual identity is
well established.
The interest in body differences between
sexes is fading. Children play less in the
bathroom and become more modest about
their bodies.
Children often begin to ask how babies get
in, as well as, out of the mother. They
become more interested in their parents as
babies and about having a child of their
own when they are grown up.
Watch for behavior that sets your
child apart from other children, such
as, a sexual display or discussion of sexual
information inappropriate for his/her age. If
you have questions, talk with your child’s
doctor.
11
12
Warning
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9 years to 12 years
Physical changes are occurring in both
boys and girls. On the average, at about 10
years of age, girls begin to go through
puberty. Boys begin a little later. The
physical changes may trigger questions.
Your honesty is important.
You may be called upon to answer some of
the tougher questions and address some of
the most challenging issues of our times,
e.g., homosexuality, AIDS, and other
venereal diseases, rape and abortion.
Adolescence
The subjects of intercourse, pregnancy,
rape, and sexual harassment may be
foremost on your teen’s mind. These are
realities in his world. Talk with him or her
about how to handle it if they or their friend
has been victimized. Reassure them that
they are not at fault and that you believe
them.
What Parents Need To
Know About Sexual Abuse
It is important for children to feel that
they are able to talk to you about
sensitive topics when they are feeling very
vulnerable. If you feel uncomfortable, ask
your child’s doctor or a health educator for
materials or books to use.
Key
Know where your older children are going
after school. Know their friends and the
families of their friends. Monitor sleepovers.
Watch children who are spending too much
time alone, for example, on the internet.
Moodiness, depression, change in
school performance, eating
disorders, sleep disturbances, acting out
behaviors, and social withdrawal may be
warning signals of sexual abuse.
Warning
13
Sexual abuse can happen to any child.
Even the very best children with very good
parents can be the victims. Parents need to
have a basic understanding about sexual
abuse, so that they can talk to their
children.
You do not want to scare your children, but
you do want to protect them. You teach
them about wearing seat belts in a car, a
helmet when biking, looking both ways
when crossing a street and not touching
jars with the poison warning, etc. Protecting
your children from sexual abuse is like
protecting them from any other danger or
accident.
First, it is important to know that there are
two types of sexual offenses involving
young children. There is a touching offense
and a non-touching offense.
14
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Warning
A non-touching offense includes:
• obscene phone calls
• taking nude photos or videotapes of
children for obscene purposes
• an adult showing a child his or her
private body parts
• watching a child undress and staring at
the child’s private parts
• allowing a child to see pornography or
watch sexual acts, including sex on
television.
A touching offense is physical contact
with a child for the purpose of adult sexual
stimulation or pleasure. A touching
offense includes:
• pressing or rubbing genitals
against a fully clothed child
NO nted
• touching or fondling a
wa es
un ouch
child’s genitals
t
• asking or forcing a child to
touch adult genitals
• attempting oral, anal or genital sex
• beginning with innocent touching which
can lead to more serious acts (forced
penetration).
Unfortunately, most sexual abuse occurs
with someone a child knows and trusts.
This makes it even harder for a child to
protect himself/herself or to talk about it
with parents.
If you suspect your child has been
sexually abused, contact children’s
protective services.
Warning
15
Here are some basic points that
parents need to remember:
• Children are the victims.
• Children have a right to privacy and
respect.
• Children did not make sexual abuse
happen.
• Sexual abuse is not a child’s fault.
• Children need to know that they can trust
you; that you will believe them; and that
you will protect them.
Be sure that your children know that
they can talk to you and you will
listen. Reassure your child that sexual
abuse is not their fault.
Key
Use language which children can
understand. Keep your
voice calm and
Listen to
understanding as you
your
children
talk with your child about
prevention.
Help children understand
sexuality as warm, sharing
and affectionate interaction
between loving persons.
Sexual abuse should never
be confused with the
appropriate love and affection between
parents and between parents and children.
16
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What Parents Can Tell
Their Children To Keep
Them Safe
Your goal as a parent is to protect your
child, not scare him or her. Sometimes it is
hard to find the balance. By showing
your willingness to talk and listen, you
e
ar ild
are helping your child to be strong
p
e ch
and confident. Strong, confident
Pr ur
children with good self-esteem are
yo
less likely to be victims.
Parents often find it helpful to rehearse or
role play different uncomfortable or
frightening situations with their children. It is
a good way to prepare children for possible
danger. It also gives children a more relaxed
way to watch you respond.
Daddy! A stranger
tried to talk to me!
Strangers
Talk to your child about strangers. Explain
that even if the “stranger” looks very nice or
very kind, he/she should not start up a
conversation or leave with someone
unknown. Some parents use the story of
“Little Red Riding Hood” to talk to young
children about “stranger dangers.”
Help your child to understand that
strangers may look like safe people!
However, your child should never feel
pressured by anyone to do something
which feels unsafe or uncomfortable.
Tell your preschooler not to accept food,
drinks, toys or money from strangers. Tell
your school-age child never to go in a
17
strange car, open the door to, or run an
errand for a stranger.
Establish a “code word” with your child.
Explain to your child not to believe someone
who claims a family emergency, or who says
he was sent by the parent, unless that
person knows the “code word.”
Older children, who sell candy, cookies,
etc., door-to-door, should be told NEVER to
go into unknown customer homes
unaccompanied by an adult.
Key
Tell your child to get away quickly –
to call for help, run and talk to a
trusted adult.
Private Parts
Parents and child-care professionals
should use the correct terms for the private
body parts: breast, penis, vagina, buttocks,
anus, etc. Private parts are those that are
covered by a bathing suit. Explain that no
one has a right to touch your body or ask
you to touch their body. One exception may
be the doctor who examines you with a
parent or nurse present. Other adults,
teens or children should not be
!” to
allowed to touch private parts.
NO d
y “ te
Sa an
s
unwuche
Teach your child to say
to
“no” or “stop” to anyone
who tries to touch his/her private
parts. Explain that even if the person is
someone they know, someone who
promises him or her an extra treat, or
threatens them into cooperating, they
have a right to say “no” and tell you.
Key
Touches
Help children distinguish between good
touches, bad touches and confusing touches.
Good touches make a child feel good about
himself or herself. Some examples of good
touches are: hugs, kisses and handshakes
from friends or family.
Bad touches include hitting, poking, or
18
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Page 23
tickling when the child doesn’t want it, and
touching private parts.
Confusing touches make a child feel
uncomfortable, embarrassed or just plain
“yucky.” For example, a child is forced to
kiss a relative or friend when he/she really
doesn’t want to do it.
Let children know that bad touches
can come from people they know, as
well as strangers. Help your child
understand that they have a right to say
“no” to an adult who makes them feel
uncomfortable no matter who it is or how
well the child knows him or her. Be sure your
child knows that he/she can talk to you
about his/her feelings or concerns. Reassure
your child that it is not his/her fault.
Key
What Parents Need To
Know About Child Care
How can you protect your child when
he/she is in care away from you? If you are
like most parents today, you will need child
care when you are at work, in school or in
a job training program. As a parent you
want your child’s time away from you to be
safe, protected and nurturing. Finding a
good child-care setting for your young child
is important and it takes time.
While every parent has heard at least one
frightening story about some abusive
situation in a child-care setting, these
stories are really the exception. Most child
care is safe. When it is good care, children
thrive.
The key is finding a program which meets
your family’s needs and a caregiver who
will be a partner in the care and education
of your child.
NO
SECRETS!
Caregiver
12 Minutes
Communication
8 Minutes
Secrets
Sometimes children will keep secrets out of
love, fear or shame. They need to be told not
to keep secrets. Tell them that they can always
come and talk to you about their worries and
not to keep frightening secrets. Let them know
that they can always come to you about bad or
confusing touches or requests from people
that they don’t like or trust.
Often sexual abusers will say to children,
“Don’t tell, this is our little secret.” Explain
to your child they should not have to keep
any secrets from you. Explain the
difference between a secret which may be
“bad” and a surprise which usually is
“good,” like a special party or present.
19
Count–5 Minutes
Content
20 Minutes
Contract/Program
Philosophy
15 Minutes
Choosing Child Care, Adapted
from Take-The-Time, A 60-Minute
5C Checklist
The following is a guide for helping you
choose and maintain good,safe child care.
It is based upon the 5 C’s: count, caregiver,
content, contract, and communications. It
recommends taking the time, at least 60
minutes in each setting, and suggests
questions to ask.
20
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Page 25
Before your child is in care...
• Visit at least three child-care settings.
• Observe each program option for at least
60 minutes.
• Set aside time to talk with the caregiver/s
in each program. (Suggested questions
are included.) Review their health and
safety rules.
• Ask for and check all references.
• Look for a caregiver who is a good match
with your family.
• Go back to your best choice, preferably
at a different time of day.
• Visit your program choice with your child.
• Before you decide, put yourself in your
child's place. Would he/she like it?
2. Caregiver:
The caregiver you choose
will be playing a critical role
in your child’s growth and
development. Make sure
the caregiver is the kind
of person who shares
your views about
discipline, health and
safety, and how children
learn. Look for someone
you can be
comfortable
communicating with
about your child’s
care.
12-minutes
Take 12 minutes
to observe the
caregiver:
1. Count:
A smaller group size is better than a larger
one. Higher quality programs have fewer
children per adult.
Take 5 minutes to
observe:
5-minutes
• Number of children per
adult in the group
Ask:
• How many children are cared for in the
group (during the hours you need care)?
• Are there other adults present during the
day?
21
• Face (warm, loving) and
voice (calm, soothing,
strong but caring)
• Gets down to child’s level to talk or work
with children
• Seems to enjoy children
• Evidence of good health practices, e.g.,
hand-washing
• Serves nutritious meals and eats with
children
• Uses acceptable disciplinary methods: no
physical punishment, and no yelling
• Promotes children’s self-esteem through
positive words and actions
• Gives children choices
• Encourages children to help themselves
22
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Page 27
Ask about:
• Program’s non-smoking policy
• Caregiver’s years of experience with
children
• Caregiver’s training (e.g., CPR, First Aid,
Child Development); program
accreditation (e.g. National Association
for the Education of Young Children
(NAEYC), National Association for Family
Child Care (NAFDC), etc.)
(Studies have shown that trained
caregivers provide a higher quality of care.
Types of training can include CDA (Child
Development Associate), 2-4 year degrees
in Early Childhood and related fields, and
state-required training.)
• Discipline practices/child management
techniques
3. Content:
High quality programs have a variety of
planned activities to help children develop
physically, mentally and socially. Program
activities should be suitable for the child’s
stage of development and
individual interests.
23
Take 20 minutes to
observe:
20-minutes
• A balance of active and quiet
activities
• Safe, fun outdoor play space
• Relaxed eating time with nutritious food
• Safe and child-proofed activity areas
• Activities suitable for age of child
• A variety of appropriate toys, books and
materials
• A clean, bright, cheerful setting
• Children enjoying themselves
• Children/caregivers working cooperatively
to create activities and solve conflicts
Ask:
• For a tour of center or home to see
where child will eat, sleep and play.
• The daily schedule? (Activities you were
unable to observe.)
• What will happen if your child doesn’t
want to eat, nap or participate in
activities?
• What are the plans for fire and other
emergencies?
• What are the safety precautions for
pools/water play?
24
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Page 29
4. Contract/Program
Philosophy:
It is best to have everything
written down so that parents
and caregivers clearly
understand their
responsibilities. Ask the
caregiver to show you the
written agreement and
program philosophy.
15-minutes
Take 15 minutes to read
the written agreement
and discuss:
•
•
•
•
•
•
•
•
•
Cost, late fees, method of payment
Pickup times/arrival times
Discipline philosophy
Sick policy for mildly and moderately-ill
children
Holiday/Vacation policy
Transportation of children
Emergency plan(s)
Days of operation/backup arrangements
Policy for parents to visit unannounced
Ask about:
• References (check them out)
• Police checks
• Other adults in contact with children in
home/center
• Who will be doing substitute care?
• Turnover rate of center caregivers; length
of operation of child-care home
Studies indicate that too many changes in
caregivers in a year may have a harmful
effect on children’s learning and sense of
security.
25
5. Communication:
It is important to know the best way to
maintain ongoing contact with your child’s
caregiver.
8-minutes
Take 8 minutes to
observe:
• The way you were greeted
(on the phone and in person)
• Methods of communication, e.g.,
notebooks, bulletin boards, photos
Ask about:
• How information will be communicated to
parent (e.g. progress reports,
daily/weekly notes, etc.).
• The best way for caregiver to receive
information from parents (e.g. note,
phone call, conversation at pick-up or
drop-off)
• Where should problems with your child’s
care be directed?
26
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Page 31
Child Care Warning Signs
n
ldre
Chi uality
dq
nee ld care
chi
Here are some
suggestions for helping to
maintain quality care for
your child:
1. Communicate daily with your caregiver.
2. Be open about your feelings and
concerns.
3. Don’t let concerns build up.
4. Tell the caregiver about family changes
which affect your child, e.g. divorce,
new baby, parent separations.
5. Tell the caregiver about any changes in
your child’s health.
6. Respect the program’s policies and
procedures.
7. Show that you appreciate your child’s
caregiver.
8. Stay involved with your child care
program, e.g. visit at lunch, go on field
trips, etc.
9. At times, visit the program
unannounced.
10. Maintain contact with the other families
of children in care to share support and
share concerns.
27
Some child care warning signs,
offered by the American Academy of
Pediatrics, can help you spot problems.
They are:
Warning
• Sudden physical changes. For
example: a child who was toilet trained
and suddenly starts to have accidents
without any good explanation.
• Suddenly no longer wants to go to
child care, school, etc.
• Sudden, unusual acting-out sexual
behavior.
• Unusually nervous and aggressive
behavior.
• Suddenly talking about sexually
abusive behavior.
• Sudden hesitation over showing
affection or receiving affection – no
more hugs and kisses.
• Sudden sleep problems: nightmares,
fear of the dark.
The key is to watch and listen to
your child; stay connected with the
caregiver, teacher, etc.; talk to other parents
and . . . trust your instincts. . . and trust
your child!
Key
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Page 33
Important Phone Numbers:
Recommended Books
Choosing Child Care
For Parents, Older Children and
For Parents to Share With
Children
• Action for Children: Central Ohio’s child
care resource and referral agency –
provides information and counseling to
families to help them make informed child
care choices. 614/224-0222; TDD/Ohio
Relay Service – 1-800/750-0750
––––––––––––
• Franklin County Dept. of Human
Services: Provides information on
publicly-funded child care – 614/2756500
• Center for Child Abuse Prevention at
Children’s Hospital – 614/722-6800
• Children’s Hospital Guidance Center: Offers
mental health counseling services for
children, teens and families – 614/221-9922
• Family Development Clinic at Children’s
Hospital: Provides child abuse
assessments – 614/722-6800
• Family Support Program: Treatment
program for those affected by child
sexual abuse – victims, families, and
adolescent offenders – 614/222-1999
• FirstLink: A 24-hour general information
and referral service – 614/221-2255
• Franklin County Children Services:
Investigates allegations of child abuse –
Child Abuse Hotline: 614/229-7000
• Parent Connection: 24-hour information
and support line; a service of Children’s
Hospital – 614/224-2273
• Childhelp USA®: National Child Abuse
Hotline – 1-800-4-A-Child, operates 24hours a day, 7 days a week, responding
to calls in 140 languages. A staff of
professional counselors will answer the
calls of children as well as adults and
make referrals to local resources.
TDD/Hearing Impaired – 1-800-2-A-Child
29
• My body is Private, Linda W. Girard,
Witman and Company, 1984 (Preschool3rd grade) A young girl talks about
unwanted touching and protecting one’s
body. It has an empowering message for
young children. It is a good resource for
parents and professionals to share with
children.
• A Better Safe Than Sorry Book, Sol and
Judith Gorden, Ed-U Press, 1985
(Preschool-2rd grade) this book
approaches the subject of sexual abuse
and threats from strangers in a non-scary
way.
• Feeling Safe, Feeling Strong, Susan N.
Terkel and Janice E. Reach, Lerner
Publications, Minneapolis, 1984 (10 and
older) Six first-person scenarios of sexual
abuse followed by factual information and
advice.
• It's My Body, Lory Freeman, Parenting
Press, Inc., Seattle, Washington, 32
pages, available in paperback and
Spanish translation. (3-8 years) Young
children learn how to distinguish between
"good" and "bad" touches, and how to
respond to unwanted touches.
• Protect Your Child from Sexual Abuse, A
Parent's Guide, Janie Hart-Rossi,
Parenting Press, Seattle, Washington, 64
pages. This book was written to
accompany, It's My Body. The text
includes a variety of activities and games
for parents and professionals to use with
children up to 12 years old.
30
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Page 35
• Loving Touches, Lory Freeman, Inc.,
Parenting Press, Seattle, Washington, 32
pages, available in paperback and
Spanish translation. (3-8 years) This book
teaches children how to ask for and give
loving touches. Children also learn to
respect their own and others' bodies.
• The Trouble with Secrets, Karen Johnson,
Parenting Press, Seattle, Washington, 32
pages, available in paperback and
Spanish translation. (3-8 years) This book
helps children distinguish between hurtful
secrets and good surprises.
References
Caring for Your Baby and Young Child, Birth
to Age 5; American Academy of Pediatrics,
Bantam Books, N.Y., 1991
Caring for Your School-Age Child, Ages 512; American Academy of Pediatrics;
Bantam Books, N.Y., 1993
ChildHelp, USA®
Columbus Dispatch, Child Abuse Series,
1997
• Books from Parenting Press are available
for purchase at local bookstores or by
calling its toll-free number: 1-800-9926657.
What Should I Tell the Kids?: A Parent’s
Guide to Real Problems in the Real World;
Ava L. Siegler, Ph.D.; Dutton Publishing,
N.Y., 1993
• Three publications from KIDSRIGHTS are
available for purchase by calling: 1-800892-5437. All three are written by Catalina
Herrerias, M.S.W., Ph.D.
With assistance from:
• Parent Talk, A Parent's Guide to Child
Sexual Abuse Prevention. This 27-page
booklet has a lot of good information for
parents of young children or teenagers.
• Teen to Teen, Personal Safety and Sexual
Abuse Prevention. This 44-page book is
appropriate for children 10-17 with
subjects including self-esteem, trust,
decision-making, and other matters which
tie in to sexual abuse.
31
Action for Children
Center for Child Abuse Prevention
Children’s Hospital and Children’s Hospital
Child Abuse Department
Children’s Hospital Guidance Center
Editorial Advisory Groups of child care
providers, teachers and parents
K
chi eep
ld
saf ren
e
• For Kids Only, A Guide to Safety and
Sexual Abuse Prevention, Catalina
Herrerias, M.S.W., Ph.D., 36 pages. (6-12
years)
32