阅读以下方案，并反思计划领导和工作人员如何纳入本课程中概述的各种策略和原则。填写图表，概述了一些建议的响应步骤，并注意您可能会有所不同，或者希望员工进行不同的方式。

A homeroom called the training & curriculum (T&C) specialist at 11 a.m. During the accountability check in the arts classroom, 7-year-old Dari could not be located. The T&Cs on duty began searching the building. After searching for approximately 10 minutes, the T&Cs observed a 6-year-old child, James, coming out of the boy's bathroom followed by Dari. The T&Cs asked them what they were doing in the boy's bathroom. James said he went into the bathroom and Dari was using the bathroom, and he told her hi. Dari said they were just playing. Both children returned to the lunch area. The T&Cs let the supervising staff members know that Dari may need more supervision during independent trips to the bathroom. For peace of mind, the T&Cs and program administrator watched the closed-circuit television from that morning and observed Dari and James entering the boy’s bathroom together. This did not match what James had originally said.

一个不同的工作人员报告了第二次事件，其中涉及女孩的浴室，其他其他儿童，NYA和KENDRA。当工作人员进入时，这三个孩子在浴室里。她跟他们说话，NYA和KENDRA说达里让他们展示她的私人部位。管理员谈到了NYA和KENDRA，他们重申了他们告诉员工的内容。

James was asked to come to the administrator’s office and speak more about what really happened. He started crying and said, “Dari made me kiss her privates.” The administrator called Kendra and Nya back to her office and asked what really happened. Kendra said Dari had asked them to show her their private parts and to kiss her or she would not be her friend. The administrator asked her, “Kiss you, where?” Kendra pointed to her private parts. The administrator made a report to the Family Advocacy Program and made phone calls to parents of all children involved.

响应步骤 你会做什么/想要员工做什么？
1.工作人员仍然冷静并收集他们的想法。
When encountering the children and when speaking to them, maintain a calm, non-accusatory demeanor. Show that you care for them and want to make sure they are always safe.
2.“在此刻，”工作人员重定向行为并确保所有儿童都安全。
当儿童或青少年参与有关情况或似乎有些事情，员工应该确保他们没关系。对这些孩子的一般问题如此，“每个人都好吗？”如果他们需要某些东西或者某些东西不正常，则为他们提供分享的机会。如果孩子们确认它们是可以的，请确保他们每次返回其指定的节目室，并得到适当的监督。如果孩子是明显的沮丧或受伤，请确保他们收到个人支持。
3.与工作人员和参与事件的儿童合作。
When an incident has occurred or there is a possible concern, staff should inform someone from program leadership, who may then decide to speak to individual children. When speaking with children about sexual behavior concerns, two adults, including someone from leadership, should be present. Even if you are the program administrator, it is best practice to have a colleague present when speaking with children about sexual behavior incidents. It may be helpful to discuss with the second adult what you plan to ask, before you speak with children. Speak with children individually and in private, and use open-ended questions. If a child refuses to speak or you suspect, or can confirm, that they are not telling the truth, do not push them to speak against their will or threaten them with consequences. Avoid re-questioning children or asking them to re-tell what they have already shared. Regardless of what a child reports, if you know concerning behavior occurred from watching closed-circuit television, engage FAP.
4.适当地记录事件和行为并集体风暴是否需要短期支持计划或预防计划。
Document what happened from the perspective of the children or youth involved and what happened from the perspective of the adults involved. If you spoke with children in private, provide details about who was present, direct quotes, time, date, and location. If including information based on closed-circuit television, indicate this in your documentation. If you create a short-term support plan (to bridge the gap between the incident and FAP’s input), document this in detail.
5.与相关的工作人员有关，与FAP的联系或适当的外部支持相关。
计划领导将启动FAP或其他机构的协助。
6.与相关的工作人员，与家庭沟通。
领导成员应以机密和尊重的方式向家庭传达客观事实信息。例如，“达里被观察到今天和另一个孩子一起出来的男孩的浴室。她说，她和其他学生是“只是在玩”。当审查闭路镜头时，我们观察到浴室里的达里，裤子下降，另一名学生用嘴巴触动了她的生殖器区域。另一个孩子说达里让他这样做。另外，一个不同的孩子，在浴室里有Dari在一个独立的场合，达里要求她展示达里她的私人零件并亲吻她。我们的计划的政策是我们必须随时聘请家庭倡导计划有关于我们计划的性行为。这是为了支持所有参与者，包括达利的人。“
7.与适用的领导成员沟通。
遵循您的计划的政策，即在有性行为事件以及FAP聘用时，应了解谁。
8. Lead the action planning process for your program’s more immediate response, until you have concrete guidance from FAP or specialists. Work with the relevant staff members to create a short-term support or prevention plan.
While staff may be instrumental in creating short-term support plans, it is the role of the program leadership to ensure that this has been done and is being implemented. Review all short-term plans and check in with the staff responsible for implementing.
9.支持多学科团队，如FAP专家，员工和家庭了解对方的角色和责任。
计划领导力需要协调各个人之间的沟通。如果您是程序中的点人员，请确保在有更新时通知相关的个人。
10.在计划中与FAP或其他专业人员合作，以最佳支持儿童和家庭。
If you or staff need more extensive help to support individual children and families or your program community as a whole, engage FAP or other professionals for assistance.
11.随访员工以确保支持计划恰当地实施，如果需要，额外的文件已完成。
项目的领导者应该检查与员工基于“增大化现实”技术e implementing a support plan to ensure it is carried out as intended and if additional support is needed. Also, document the effectiveness of the support plan. Has the behavior occurred again? If so, how often? Where? How did staff respond?
12.审查整个方案的预防计划，以确保所有员工都知道如何实施适当的预防技术。
工作人员可能会受益于预防技术的复述培训，新员工可能需要更多关于性发展和行为的指导。在满足这些需求时与您的计划的教练合作。
13.应涉及法律执法，儿童保护服务或其他机构的指导专家。
如果您不确定，如果您应联系儿童保护服务或执法，请聘用FAP或其他专家进行指导。