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P S 1ST & 2ND CLASS - Stay Safe

The Stay Safe ProgrammePERSONALSAFETYSKILLS FOR1ST& 2 NDCLASSLESSONPLANS1ST& 2 NDCLASSTHE STAY SAFE PROGRAMMEP ersonal Safety Skills for Children in 1st and 2nd Rose Cullen, Maria Lawlor & Deirdre MacIntyreSincere thanks to all the teachers, parents and children whotook part in the piloting of these lessons Child Abuse Prevention Programme (1998)CONTENTSI ntroductionPage1 Preparatory WorkPage2 Teaching the Stay Safe ProgrammePage5 Feeling Safe and UnsafePage7 BullyingPage 11 TouchesPage 16 Secrets/TellingPage 19 StrangersPage 23 Learning ChecksPage 26 SongsPage 27 WorksheetsPage 281 INTRODUCTIONThe Stay Safe lessons for 1st and 2nd classes expandand develop the personal safety concepts and skillstaught at the previous level.

CONTENTS Introduction Page 1 Preparatory Work Page 2 Teaching the Stay Safe Programme Page 5 Feeling Safe and Unsafe Page 7 Bullying Page 11 Touches Page 16

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Transcription of P S 1ST & 2ND CLASS - Stay Safe

1 The Stay Safe ProgrammePERSONALSAFETYSKILLS FOR1ST& 2 NDCLASSLESSONPLANS1ST& 2 NDCLASSTHE STAY SAFE PROGRAMMEP ersonal Safety Skills for Children in 1st and 2nd Rose Cullen, Maria Lawlor & Deirdre MacIntyreSincere thanks to all the teachers, parents and children whotook part in the piloting of these lessons Child Abuse Prevention Programme (1998)CONTENTSI ntroductionPage1 Preparatory WorkPage2 Teaching the Stay Safe ProgrammePage5 Feeling Safe and UnsafePage7 BullyingPage 11 TouchesPage 16 Secrets/TellingPage 19 StrangersPage 23 Learning ChecksPage 26 SongsPage 27 WorksheetsPage 281 INTRODUCTIONThe Stay Safe lessons for 1st and 2nd classes expandand develop the personal safety concepts and skillstaught at the previous level.

2 The children learn toidentify safe feelings as "Yes" feelings and unsafefeelings as "No" feelings. Specific situations, such asgetting lost and being bullied, are explored in learn that they can get rid of "No" feelingsby asking an adult for help. Physical abuse isaddressed by teaching children that they can tellabout any touch that makes them feel unsafe. Inrelation to child sexual abuse, children are taughtsafety strategies to deal with inappropriate also learn how to deal confidently withapproaches from strangers. For children to acquirethese personal safety skills they will need amplerole-play Stay Safe programme should be taught in thecontext of Social, personal and health education. Itis based on the following core elements, each ofwhich is an integral part of the SPHE children's children's children to be children to identify and express the broad context of Social, personal and healtheducation, the following preparatory/parallel workis recommended.

3 Some of this work is included inthe SPHE curriculum and is not specific to the StaySafe the Stay Safe lessons are introduced, it isimportant that children can name and recognisevarious feelings and that they have ampleopportunity to discuss the topic of feelings ingeneral. These discussions can be integrated acrossthe curriculum in such areas as oral and writtenlanguage development, religious education, drama,poetry and stories. Parents and teachers can helpchildren learn that our feelings enable us tounderstand ourselves better. It is also important thatchildren learn how to express and cope with variousfeelings in an appropriate manner, affection shaking hands, hugging; anger telling ensure the successful introduction of theprogramme, it is important that teachers, parentsand other significant adults in the child's life useevery possible opportunity to develop the child's self-esteem and confidence.

4 Ideally, the activities shouldbe integrated across the curriculum. Using similarstrategies in school and at home is family remains the most important learningenvironment for the child. Research conducted byCoopersmith ( , 1995) pinpointed three basicconditions which are instrumental to thedevelopment of high self-esteem in the homeenvironment:-Unconditional love and defined limits, consistently clear amount of respect shown to foundation on which children build their self-esteem has already been established before theycome to school. However, children's experience inschool can have a powerful influence on their levelof self-esteem. "Three conditions are essential inorder to create an ethos and climate where learningconducive to the enhancement of self-esteem cantake place.

5 They are empathy, acceptance andgenuineness" ( 1995).High self-esteem is essential for a child's personalhappiness and contentment. It is importanttherefore that home and school are conscious ofpromoting the harmonious development of a realsense of self-worth in children. All children needlove, security and care. They also need to know thatthey are respected at home, in school and in suggestions to enhance children's following activities are suggestions only. Theteacher may need to make changes appropriate tothe age and ability of the children. Explore with the children how we all learn fromour mistakes. Encourage them to try new tasksand face new situations. Give compliments and show children how toaccept them gracefully.

6 Have a "listening time". The teacher takes therole of the listener . Children talk about:- Their personal opinions and Choices and decisions they Factors that may influence these personal decisions or Their strengths, abilities and personal characteristics. Allocate responsibilities to the children, makingit clear that they should take them like to live up to expectations. Emphasise strengths; be specific. Teachers and parents should encourage23 PREPARATORY/PARALLELWORK children to talk about their learning andexperiences. Set tasks at a level at which the children cansucceed. Keep a CLASS achievements calendar, worked well in groups; learned how to(appropriate activity); won a , in seeking to enhance children's self esteem,the manner we speak to them says volumes aboutour regard and esteem for them.

7 Well done that's a lovely story. I really likehow you described the surprise. What do youlike about it? I like it better when you don't shout. The next time we do this, perhaps you couldremember to do bigger writing. If you need help let me know. I knew you could do all of these examples, care has been taken toemphasise the positive. Telling a child that hiswriting is always too small does little for his self-esteem and saying that he makes you angry whenhe shouts, does even less. "If you need help, let meknow," is more acceptable than "I'll help you if youcan't do it," because it leaves the child with somecontrol. "I knew you could do it," clearly works betterthan "So you have it done at long last."AssertivenessAssertiveness is the ability to stand up for one's ownrights without being aggressive.

8 "Self-esteem andassertiveness are inextricably linked. In a senseassertiveness may be regarded as a manifestation ofhigh self-esteem" ( , 1995). The Stay Safelessons give children permission to say "No" incertain circumstances. In this way they can help todevelop children's assertiveness. Co-operation andliaison between parents and teachers is essential toensure consistency between home and suggestions to develop children's assertivenessskills. Encourage children to focus on what they cando now, skills they have learned since theystarted school. Through PE and drama classes help thechildren to develop good posture and assertivebody language. Remind the children that they can say "No" to atouch they do not like.

9 Using "What if"scenarios can be very effective. They helpchildren to anticipate and plan what theywould do in various situations. What if you aretickled too hard, what could you do? What ifyour aunt wants you to sit on her knee and itmakes you feel silly? Let children practise saying "No" to bullying. Teach the children what to do in variousemergencies. What if your Mum became ill andthere was no one else in the house? What ifyour friend got into difficulty in the swimmingpool? What if you got lost in a footballstadium? Teach the children the correct way to answerthe telephone. Teach the children how to ask for way is it to the changing rooms? Whereis the school library please? Teach the children the importance of saying, "Ido not understand, if they are not clear aboutsomething.

10 Remind them that it is all right tosay, "Repeat that please. Also, that it is allright to say, "Please talk slowly as I am findingit difficult to understand."PREPARATORY/PARALLELWORKP ersonal Boundaries and Body Space Get the children to draw or list people -they say hello to shake hands ask the children for examples of people theywould not greet, shake hands with or the limited range of people whom theymight hug. Encourage the children to talk abouttouches they like giving and receiving. Remind themthat they should never touch anyone in a way thatthey don't like and reinforce the importance ofrespecting Safety SkillsBefore introducing personal safety skills to childrenit is very important that they to have learned safetyskills relevant to other areas such as road safety,water safety, rules for travelling by car, bus orbicycle.


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