Analyzing and Restructuring an Existing Child Abuse Prevention Curriculum for a School-Based Implementation PreK-12

Introduction. Childhelp, the nation’s oldest and largest nonprofit advocating for abused and neglected children, partnered with the research team to review, revise and align the Speak Up Be Safe curriculum across grades and developmental levels to initiate the process for consideration as an evidence-based program. The original 1^st through 6^th grade curriculum was expanded to include PreK/K and grades 7 through 12, with the intention of conducting a pilot of the new materials and, subsequently, implementing an efficacy study following the design of a randomized control trial. To accomplish the expansion and revitalization, the collaborative team restructured the curriculum content and format. This presentation will focus on the comprehensive process of restructuring the organization’s existing untested curriculum to ensure that content can be tested for efficacy.

Design. The research team worked on both content and format of the Speak Up Be Safe curriculum by reviewing lesson documents for all grades which included facilitator script, student handouts, digital flip chart, and parent information sheets. In the process of reviewing the content to ensure accuracy and comprehensive information, the team (1) reviewed content for accuracy and age-appropriateness; (2) added curriculum big ideas section; (3) added and categorized developmental characteristics by age group/grade level; (4) added question prompts and possible answers to lesson scripts; and, (5) created other revisions to make the materials more facilitator friendly. The team also made several adjustments to lesson format.

Results. Processes had to be developed for curriculum review including gap analyses, content/grade level appropriateness, developmental characteristics, and vocabulary enhancement. The restructured curriculum empowers PreK through 12 youth with the skills they need to play a significant role in the prevention or interruption of abuse, neglect, bullying, and promotion of internet safety. Lessons now are aligned with the Common Core State Standards (CCSS) and US national health and safety standards.

Conclusions. Collaborative challenges include understanding partner roles, acknowledging ownership of restructuring ideas, recognizing limitations of existing materials, identifying constraints of partners’ expertise, time, and resources, and understanding the limitations of partner technology. Both partners came to recognize that the project required a detailed and iterative process that included multiple steps, joint calendaring, and collaborative partner checks.