This presentation reports on the development and piloting of Feeling Safe, an online, free and equal access, fun and engaging, games-based educational approach to child sexual abuse prevention for children aged 8 to 10 years.

The potential benefits of children participating in self-protection programs are significant (UNICEF, 2009). Children who participate in these programs have been found to show significant gains in knowledge and skills that can be helpful in avoiding sexual victimisation (Finkelhor, 2007; Gibson Leitenberg, 2000; Kennny et al., 2008; Wurtele & Owens, 1997).  The role schools play in the prevention of child maltreatment is increasingly being recognized and the participation of educators is critical to the success of any school based prevention program (Arnold & Maio-Taddeo, 2007; Briggs, 2005; Finhelhor, 2009; MacIntyre & Carr, 2000; Matthews, 2011; Sanderson, 2004; Wurtele, 2009).  The Feeling Safe game has been developed in response to the need for school based child abuse prevention program.

The objective of the Feeling Safe project is to address the research question: What are theoretically coherent and empirically evidenced attributes of effective CSA prevention programs for schools?  From a constructivist (Jonassen, Peck & Wilson, 1999; Perkins, 1999; Schunk, 2008) theoretical framework the project develops and builds an evidence-based, online child protection resource to engage students in learning, building upon prior knowledge while implementing principles of gaming in the learning process.  

The Feeling Safe game focuses on progressively developing key learnings and skills. It does not rely on rules-based rote learning. Instead, it encourages the development of relationships, trust, wellbeing, self worth, esteem and confidence and builds support networks and community knowledge and responsibility.  Furthermore, the game is built in collaboration with counsellors, social workers, psychologists and educationalists with key positive and practical learnings for both the child and their carers. The following key strategies guided the development process.

Key strategies: project development, design, delivery and evaluation

1. Development of an online, freely accessible games based child sexual abuse prevention tool for use by 8 to 10 year olds

2. Resource designed to progressively develop key learning and skills related to concepts of relationships, trust, wellbeing, self worth, esteem and confidence and establishing a support network

3. Resource designed for dissemination to primary schools principally for classroom use

4. Use of cross sectoral collaboration in development and design of project framework, online game and supporting materials

5. Piloting of game with students in classroom context

6. Evaluation by psychologists in trial schools completed using adaptations of recognised child sexual abuse prevention measures. Structured interviews conducted with students, teachers, trust adults, parents/carers and the wider community

7. Mixed delivery model of adults working alongside students with elements of the game

8. Development of teacher support materials including lesson plans, strategies for responding to disclosure and reporting requirements

9. Parent/carer support materials

While this games-based educational resource has been developed and trialled in the Australia context, this educational approach to child protection has general transferability and is considered relevant for broader student cohorts including European educational settings.

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