Designing an Online Facilitator Training for a School-Based Child Abuse Prevention Program Adaptation

Introduction. While all states in the US have mandatory reporting statutes requiring school personnel to report child abuse and neglect, training on this topic is not part of a teacher’s required formal preparation. Planning online implementer training included how to introduce this unfamiliar topic to teachers. Teachers need to know that children who experience physical abuse may or may NOT have visible signs of abuse; however, their behaviors may include learning difficulties, fear of adult contact, arriving early at school and staying late, or becoming aggressive or self-destructive. These children perform more poorly than non-maltreated peers, are rated lower by teachers, score lower on standardized tests of academic achievement, obtain lower grades, get suspended from school and are held back more frequently. The online training development team reviewed, revised, and expanded the existing Facilitator Training across grades and developmental levels to match the expanded Speak Up Be Safecurriculum content PreK through grade 12. Design. Online training focuses facilitator trainees, first, on learning about child abuse and neglect and the Childhelp organization. Then, they are introduced to learning theory and curriculum structure and their role as facilitator before moving to specific lesson content. Designers identified desired outcomes before crafting each module. Training module development centered on brain-based learning and adult learning theory. Colorful and animated graphics and module illustrations reinforced learning concepts. Results. Three universal modules were developed for all facilitators. The introductory module on child abuse and neglect focuses on US statistics, types of abuse and bullying, the Childhelp role in educating communities about prevention of abuse and neglect, and health impacts of child abuse. The second universal module describes two learning theories as the foundation for the curriculum. The third universal module discusses the role of the facilitator targeting how content and skill learning are related. Five grade level modules reflect child developmental characteristics. Implementing with fidelity is emphasized as is knowing lesson big ideasand knowing the learning goals and activities of each lesson. Each module includes an assessment of facilitator learning.

 Conclusions. This presentation includes implications for prevention program implementer training, both in-person and online. Challenges associated with creating online learning opportunities became apparent. Software platforms touted as “interactive” were defined differently in the IT community than in the education community. The development team had to build all modules from the ground up.