workshop:
Child Sexual Abuse (Csa)Prevention For Parents And Caregivers
General
Objective:
Educate parents and caregivers about child sexual abuse to protect the children and create a safe environment for their development.
Specific
Objectives:
Provide CSA-related information tailored to each developmental stage.
Explain the steps to follow in case of a suspicion of CSA.
Provide recommendations on how to respond to a child’s disclosure of abuse.
Materials:
Projector, computer, presentation slides, QR code and link to initial and final survey.
Duration: 90 minutes
Participants: 20 participants maximum recommended
Facilitators: 1
Objective:
FIRST BLOCK
Materials:
Introduce the facilitator, workshop goals, and the “I Say No More” movement.
Online survey QR/link, projector, computer.
Duration:
15 minutes.
Setup:
Chairs arranged in a circle to encourage open participation.
Introduction
Facilitator Introduction (2 minutes)
The facilitator greets participants, introducing herself/himself name and profession.
Workshop Introduction (6 minutes)
The facilitator presents the workshop and the “I Say No More” movement:
“From the I Say No More movement, we bring this workshop to offer information about child sexual abuse to help protect childhood and foster a safe environment for children’s development.
We’ll discuss the types of abuse, risk factors, signs of CSA, and age-appropriate communication strategies to prevent it. We’ll also provide action steps for a suspicion or disclosure of abuse.
#ISayNoMore was born from the testimony of María Trusa, a survivor of CSA, that now gives voice to thousands. Our mission is to expose, prevent, and support child sexual abuse and its survivors. CSA is a silent pandemic, affecting 1 in 5 children and 1 in 3 women, and most victims never get support or speak out.
Our focus is education, awareness, and breaking the silence.”
Participant Survey (7 minutes)
Participants are asked to complete an online survey about their current understanding of CSA. Emphasis is placed on honesty and that it's okay not to know the answers yet.
SECOND BLOCK
Objective:
Provide information on what CSA is, types, prevalence, perpetrator traits, and victim risk factors.
Materials: 20 minutes.
Slides, projector, computer.
Duration:
Setup:
Chairs arranged in a circle to encourage open participation.
Open Your Eyes: Understanding the Problem
Child sexual abuse explanation (10 minutes)
Through explanatory slides on the topic, the facilitator explains the following sections on child sexual abuse:
What is CSA?
CSA is when an adult or teenager involves a child in a sexual activity. Even without physical contact, children cannot consent, it's abuse.
CSA Indicators:
Power asymmetry (age gap, emotional dependence, manipulation)
Perpetrator’s greater sexual knowledge
Focus on their own gratification without regard for the child
Types:
Contact: touching, forced kissing, penetration
Non-contact: showing pornography, exhibitionism, taking sexual images
Grooming: gifts, trust-building for manipulation
Why Talk About It?
Because silence allows it to continue. Awareness is the first st ep for protection.
Prevalence:
In New York, 1 in 10 children will be victims. Higher among girls (1 in 4) than boys (1 in 6).
Most common ages when abuse occurs is between 10 and 17. Only 26% disclose abuse and just 12% of cases are reported.
Perpetrator Traits:
95% are men
90% of victims know their abuser and 30% are family
70% are abused by other minors
Risk Factors:
Critical age: 8–12 years old
Children with a disability have more risk of suffering CSA
Dysfunctional family environment (violence, substance abuse, neglect)
Lack of supervision
Lack of sex education
Activity: “John’s Case” (10 minutes)
Instructions:
The case is projected on the screen, and the facilitator reads it aloud.
Scenario:
A man pretends to be a teenage girl to seduce 12-year-old John into sending nude photos. John, who’s in love with this “girl”, decides to send the pictures.
Discussion Question:
Which risk factors contributed to this situation?
The facilitator guides a discussion. Expected answers may include:
Poor parental supervision
Lack of sexual and tech education
John’s age
Absence of parents
To close this activity the facilitator gives a small reflection about sex and tech education and the importance of parental supervision.
"Teaching boys and girls about their bodies, consent, and personal boundaries from an early age enables them to recognize inappropriate situations and seek help. Likewise, educating them on the responsible use of technology helps them understand its risks, such as attempts of abuse or manipulation. Monitoring the use of electronic devices, establishing open channels of communication, and building trust makes it easier to detect warning signs and protect minors before risky situations occur. The combination of education and conscious guidance strengthens childhood, promoting safe environments for their development."
Objective:
THIRD BLOCK
Share protective factors, symptoms by age, and how to talk about CSA at each developmental stage.
Materials: 20 minutes.
Slides, projector, computer.
Duration:
Setup:
Chairs arranged in a circle to encourage open participation.
Recognize and Protect
Child sexual abuse explanation (10 minutes)
Protective Factors Through explanatory slides on the topic, the facilitator explains the following sections on child sexual abuse:
Sex education from an early age: Speak naturally about the body, consent, good touches, and touches that are not okay. Teach them that they can say “no,” even to adults, and that they should always talk about any situation that makes them feel uncomfortable.
Building trusting relationships: Close, honest, and non-judgmental communication is essential. Listening attentively and validating their emotions gives them the confidence to ask for help when they need it.
Teaching how to set boundaries: From a young age, they should know that their body belongs to them. Help them recognize their emotions, express their opinions, and protect their personal space. Identifying social norms: Some social norms, such as greeting w ith a kiss or a hug, may make children uncomfortable. When they say “no,” it is essential to respect their decision. This way, they learn that their body belongs to them and that it is okay to set boundaries, strengthening their confidence and safety.
Talking about secrets: Explain the difference between good secrets (like a surprise) and bad secrets (those that cause fear, discomfort, or shame). Anything that makes them feel bad should be shared with a trusted adult.
What to do in a situation of abuse?: Teach them that they can walk away, say “no,” and that it is never their fault. Explain how to ask for help and remind them that you will always believe and support them.
Symptoms by Age
Ages 0–6:
Physical: pain, genital infections, regressions (bedwetting, thumb-sucking)
Emotional: fear, anxiety, avoidance of places/people
Sexualized behavior, inappropriate for age
Ages 7–12:
Physical: pain, genital infections, regressions (bedwetting, thumb-sucking)
Emotional: fear, anxiety, avoidance of places/people
Sexualized behavior, inappropriate for age
Academic problems
Violent reactions
PTSD and dissociative disorders (e.g., memory loss, behavior changes)
Adolescents:
Physical: fatigue, genital pain, grenital infections
Emotional: depression, low self-esteem, PTSD, dissociative disorders (e.g., memory loss, behavior changes)
Risk behaviors: self-harm, delinquency, suicide, eating disorders, substance abuse, early sex
What Is Sexualized Behavior?
It is the most common indicator of CSA. Although some sexual curiosity is normal in childhood, obsessive or explicitly sexual behaviors before the age of 12 should be carefully monitored. These may include attempts at penetration, excessive knowledge of the sexual act, or the reenactment of scenes.
How to Talk About CSA
Conversations should be frequent, honest, and age-appropriate. The best protection is for your children to know they can count on you, that you will believe them, and that you will always be there to support them. Talking to your children about preventing sexual abuse does not harm them, on the contrary, it protects them. We know it can be uncomfortable or raise doubts, but the important thing is to start in a simple, natural, and age-appropriate way. Just as you teach them everyday safety habits, this is also an essential learning experience. It is not about having a single conversation, but many over time, in everyday moments when they feel safe and confident.
Ages 0–6:
Use simple language and correct body part names
Find calm moments like playtime to talk
Teach that private parts are not to be touched and that they can say “no” if they feel uncomfortable
Key topics: body parts and private parts, good/bad touches, saying NO, asking for help
Ages 7–12:
Use stories and "what would you do if..." questions
Explain abuse clearly but age-appropriately
Teach red flags and who to ask for help
Reinforce they can say no even to adults
Differentiate good and bad secrets
Key topics: The body, what is CSA and red flags, good/bad secrets, who to reach out for help
Adolescents:
Listen without judgment
Talk about consent, boundaries, and respect
Discuss risky situations: peer pressure, drugs, online harassment
Respect their privacy, but make sure they know they can count on you
Key topics: Consent and boundaries, risky situations and peer pressure, online harassment and protection, safety spaces, asking for help
Activity: “Identifying Symptoms” (10 minutes)
Instructions: Participants are given green, yellow, and red pieces of paper. It is explained that different behaviors will be projected on the screen and must be classified as follows:
Normal behavior for their age
Possible warning sign
Clear sign of possible abuse
Next, each of the following behaviors is shown, and parents must raise the colored paper (green, yellow, or red) they believe is appropriate for each situation.
Does not want to be alone with a certain person
Regressions (bed-wetting, baby talk)
Sudden fear of places/people
Sexual curiosity
Pain or discomfort in the genital area
Inappropriate sexual knowledge for their age
Unexplained behavior changes
Acts of rebellion in adolescence
Sudden drop in academic performance
Alcohol and/or drug use
The facilitator explains the correct classification for each behavior:
Normal behavior for their age
Possible warning sign, something is happening with the child, so one should pay attention to other signs and open a communication channel where children can express themselves.
Clear sign of possible abuse: if suspected, one should speak with the child and file a report.
FOURTH BLOCK
Objective:
Explain how to respond to suspicions or disclosures of abuse.
Materials: 20 minutes.
Slides, projector, computer.
Duration:
Setup:
Chairs arranged in a circle to encourage open participation.
Act Without Hesitation
Child sexual abuse explanation (10 minutes)
Through explanatory slides on the topic, the facilitator explains the following sections on child sexual abuse:
Understanding Disclosure
1. Denial
2. Disclosure: They tell someone
3. Retraction due to pressure
4. Reaffirmation of the abuse
Important:
Children’s testimony is key due to a lack of physical evidence. Only 5% of reports are false.
Recommendations:
Remain calm; do not show distress or fear in order not to frighten the child.
Validate their testimony, avoid judgment, pressure, or rewards (do not ask for details or the full story in exchange for a reward).
Let them speak, do not use words like “suppose” or “imagine.”
Ask them to repeat if something was not understood, do not repeat what you think they said.
Do not investigate on your own, leave that to trained professionals. Use age-appropriate language and avoid leading or repetitive questions (Why did you do that? Why didn’t you say something earlier? etc.).
How to Report:
Anyone can report anonymously without proof needed. Do not investigate on your own, call NY State Central Register: (800) 342-3720
Child Protective Services (CPS) in Westchester County is responsible for conducting investigations. The investigation includes interviews, observation, medical/psychological evaluations, and a review of the family situation. Generally, the child is not immediately removed from the home, the process can take up to 60 days to provide a response on the case and determine the next steps. Reports are anonymous: the perpetrator will not know who made them.
Mandatory Reporters Include:
Medical personnel
School staff
Social workers
Volunteers
Police
In Westchester County the MDT (Multidisciplinary Team) is in charge of the investigation, they work at the Child Advocacy Center at the Westchester Institute for Human Development (Valhalla), where the forensic exams and interviews are held.
Activity: “Mary’s Case” (10 minutes)
Instructions:
The case is projected on the screen, and the facilitator reads it aloud.
Scenario:
"Mary goes out of her house every afternoon to get some fresh air. Mary’s house is located across from Sam’s store. Lately, Mary has noticed that in the afternoons, a man arrives with a girl. At first, she thought he was her father, but now she’s not sure because she has seen the man hug the girl, try to put his hand under her skirt, touch her inappropriately, and kiss her very close to the mouth. This situation has left Mary worried, and she has mentioned it to the other neighbors."
The facilitator asks each of these questions, leaving space to hear from some participants:
What would you do if you were Mary?
If the girl were a relative of Mary (a daughter or granddaughter) would you act the same way?
Mary’s case can have two outcomes, which largely depend on how she acts:
Outcome 1: Mary and her neighbors reported the situation. The investigation team discovered that the man had a history of sexual violence, and he was arrested, the girl finished her studies, and the neighbors prevented her from being harmed.
Outcome 2: Mary and her neighbors did nothing, and the girl and the man were never seen again. Later, they found out that a girl from a nearby neighborhood had been murdered by a man who had been sexually abusing her for several months.
The facilitator then leads a brief reflection on the importance of filing a report to protect minors:
"Anyone is responsible for reporting these cases of child violence, and it is up to each person to make our environment a better place to live. Silence or indifference can allow the harm to continue, while a timely report can stop the abuse, provide support to the victim, and enable the authorities to take measures to protect the child or teenager and prevent future cases. Even if the suspicion is not certain, acting responsibly can make the difference between protection and prolonged suffering. Prevention begins with the commitment of the entire society."
FIFTH BLOCK
Objective:
Reflect on key learnings
Slides, projector, computer, QR for final survey
Materials: 15 minutes.
Duration:
Setup:
Chairs arranged in a circle to encourage open participation.
Closing
Final Reflection (10 minutes)
“Protection starts at home with communication, education, and active listening. At I Say No More, we support your efforts to create a safe future for your children.
Today, you’ve taken a vital step: opening your eyes, learning, and preparing to act with clarity and love. Keep learning. Keep talking. Keep protecting. Together, we say to child sexual abuse: NO MORE.”
Additionally, each participant is asked to share something they commit to doing to protect the children and teenagers in their community, based on what they learned during this workshop.
Final Survey (5 minutes)
To conclude, participants are asked to access an online survey in which they must answer questions about what they learned throughout the workshop.