BOOKS |
A |
B |
C |
D |
E |
F |
EVALUATORS |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
10 |
11 |
12 |
RECOGNIZE |
Does it present positive models? |
P |
Y |
Y |
P |
P |
P |
Y |
P |
Y |
Y |
P |
Y |
Does it teach critical thinking and decision taking skills? |
N |
P |
N |
P |
N |
P |
P |
N |
Y |
P |
N |
P |
Does it have characters the readers can identify with? |
Y |
P |
P |
P |
N |
P |
Y |
N |
Y |
Y |
Y |
Y |
Does it teach about intimate body parts and body anatomy? |
N |
N |
N |
N |
N |
N |
N |
N |
P |
N |
Y |
P |
Does it demystify sex and contributes to healthy attitudes towards sexuality and his or her body? |
N |
N |
N |
N |
N |
N |
P |
N |
N |
N |
N |
P |
Does it provide explicit instructions on body ownership (my body belongs to me)? |
N |
P |
Y |
P |
N |
N |
N |
N |
P |
Y |
Y |
Y |
Avoids simple solutions which are not useful or realistic, as there are no happy endings without effort? |
Y |
Y |
N |
N |
N |
P |
N |
N |
Y |
Y |
P |
P |
Does it help to discriminate between good touch and bad touch? |
N |
P |
P |
N |
P |
P |
P |
N |
P |
P |
S |
S |
Does it help to discriminate the difference between secrets and surprises, stressing that some secrets have to be told? |
N |
N |
P |
P |
P |
N |
P |
N |
P |
P |
N |
P |
Does it teach that adults sometimes behave inappropriately? |
P |
Y |
P |
N |
Y |
P |
Y |
P |
Y |
Y |
P |
Y |
Does it differentiate between abusive touching and physical touch that shows affection? |
N |
N |
N |
P |
N |
Y |
P |
N |
N |
N |
P |
P |
Does it include information to help readers recognize if they themselves have been victims of abuse? |
P |
P |
N |
P |
P |
N |
N |
N |
P |
Y |
P |
Y |
Is it careful in introducing the offender? |
P |
Y |
P |
N |
P |
P |
N |
N |
Y |
Y |
Y |
P |
Does it stress that the inadequate behavior from an adult is never the child's fault? |
N |
P |
N |
N |
P |
N |
Y |
N |
P |
P |
N |
N |
Does is inform that victims have no stereotype, they may have any gender, age or ethnicity? |
N |
N |
N |
N |
P |
N |
P |
N |
N |
Y |
N |
P |
Does it inform that there is no offender stereotype, that it could be a male or female adult, or adolescent? |
N |
N |
N |
N |
P |
N |
N |
N |
N |
Y |
N |
P |
Does it teach that offenders may be people you trust or people you know? |
P |
S |
P |
P |
S |
P |
P |
P |
P |
S |
N |
N |
RESIST |
Does it teach children general safety rules (address, telephone number, emergency phones? |
S |
N |
N |
N |
N |
N |
N |
N |
N |
P |
N |
P |
Does it teach the child that he/she can say no and reject unwanted insinuations? |
N |
P |
N |
P |
P |
N |
P |
N |
P |
P |
P |
Y |
Does it repeat the safety messages? |
N |
P |
N |
N |
P |
N |
N |
N |
P |
N |
P |
Y |
Does it stress that children have the right to be safe? |
P |
Y |
N |
Y |
P |
P |
P |
N |
Y |
Y |
P |
Y |
REPORT |
Does it teach children to identify people of trust? |
N |
N |
P |
P |
P |
P |
P |
N |
Y |
P |
S |
Y |
Does it encourage the child to tell a trusting adult about things that bother him or her? |
P |
P |
N |
Y |
Y |
P |
Y |
P |
Y |
Y |
Y |
Y |
Does it encourage reporting or case notification? |
P |
N |
P |
P |
P |
P |
N |
N |
Y |
Y |
N |
P |
OTHER |
Does it provide opportunity for active participation from the child during story reading? |
N |
N |
N |
N |
N |
N |
N |
N |
Y |
Y |
Y |
P |
|
Does it provide support material for parents and teachers? |
N |
N |
N |
N |
N |
N |
N |
N |
Y |
Y |
Y |
P |
|
Does it avoid graphic scennes of violence and abuse? |
Y |
Y |
Y |
Y |
Y |
P |
Y |
N |
Y |
Y |
Y |
P |
|