PROTECTING children from violence, through the approach of psychosocial skills

📜🔗LINK to the source

The attached document contains the tools and activity sheets - LINK 

• It provides the missing physical materials. The article described the workshops and named some key tools (Mood Weather, Kit'Suit folder, Top/Not top) without making them available. Part 2 delivers the 22 tools ready to print, with precise format instructions (A3 for display, A4 for the individual children's folder). This is the difference between describing a method and being able to implement it from tomorrow.
• It transforms the professional posture into operational supports. The “5 good reflexes” that you detailed at the conceptual level (p. 20) become here the printable leaflet “I believe you!” (tool 1), accompanied by the diagram “Pathway of concerning information”, the complete glossary (AESF, AED, AEMO, AP, MJAGBF, MJIE, TDC, TISF…) and the CRIP contact details 58 / 119 / 17. This is the “identify and guide” aspect made tangible for the facilitator.
• It documents the 7 concrete activities that the article could only mention: Moving Debate, Mimémotions, The Talking Cards, Hidden Drawing, Message-I, Like this/Like that, Method 1-2-3. Each sheet provides the preparation, the exact statements/situations, the cards to cut out.
• The sheets “Ideas for saying it…” (tool 21) : the presentation scripts, word for word, for each of the 7 workshops — a real turnkey animation script.
• The sheet “Debriefing: the key steps” (tool 22), which structures the closing time into 3 levels (experience / specificity of the CPS / usefulness in daily life).
• Finally, it contains the bibliographic references of the tools (p. 124), which your section 8 indicated as missing.

1. ANALYTICAL SUMMARY

A prevention cycle based on a public health imperative. The document starts from an undeniable observation — a child dies every week at the hands of their parents, approximately 160,000 children suffer sexual violence each year, of which 77% occurs within the family (CIIVISE estimate), and abused children can lose up to 20 years of life expectancy (p. 8-9). In response, PréSERVER ("Preventing and Supporting Together the Child's Voice in Cases of Encountered Violence") proposes two complementary axes: raising awareness among professionals about detection and procedures, and strengthening targeted relational skills in 6-11 year olds (critical thinking, self-esteem, emotional management, communication, assertiveness, seeking help). The target audience is twofold: those supervising children in child protection as well as in ordinary settings (p. 10).

Operational tools and an ethical framework for speech. The concrete contribution lies in a reproducible pedagogical engineering: 7 timed workshop sheets, a session structure in 5 identical phases (getting started, exploration, experimentation, transfer, closure), durations adjusted to age, and continuous tools (Mood Weather, Kit'Suit pouch, co-constructed "Top/Not top" rules). The document also formalises the "good reflexes" in response to verbalisation — not investigating, listening without interpreting, reassuring, recording the exact words without questioning, passing the baton (p. 20) — and clearly distinguishes concerning information, the role of the CRIP, and judicial reporting (p. 19). The evaluation of the experiment (55 trained individuals, 25 children, 6 co-facilitating professionals) feeds into 10 key points and operational and ethical recommendations (p. 14-16).

2. KEY POINTS OF THE DOCUMENT

1. A deliberate refocusing on overall expression rather than on the narrative of violence. The first of the 10 key points states that the verbalisation of experienced violence requires more caution; the collective framework serves to establish speaking/listening as a social norm, without making it the privileged space for confidences (p. 14). It is a strong ethical positioning, contrary to mechanisms that seek to "make people talk".
2. A stable and transferable workshop structure. Each session follows 5 identical phases with colour coding, and the durations are calibrated by age: 45 min (6-7 years), 1 h (8-9 years), 1 h 30 (10-11 years) (p. 22-24, p. 27). In the case of a shortened session, the instruction is to preserve all key steps to ensure pedagogical integrity (p. 27).
3. Five "good reflexes" in response to verbalisation. Developed collectively, they are summarised in a leaflet: the professional is not an investigator, they listen without interpreting, reassure ("I believe you"), record the child's exact words in writing without questioning, and pass the baton in case of difficulty (p. 20).
4. A clarified protection circuit. The document distinguishes between concerning information and reporting according to the degree of severity and urgency, details the role of centralisation and analysis of the CRIP, and reminds of the legal obligation to inform (art. 434-3 of the Penal Code), which protects the professional acting in accordance with the law (p. 19).
5. Seven progressive and equipped thematic workshops. From the group framework and children's rights (« Enchanted! », p. 28-32) to personal strengths (« My umbrella strengths » 1/2 and 2/2, p. 33-43), to emotions (« The explorers from within » 1/2 and 2/2, p. 44-53), to communication (« The speech Aces », p. 54-57) and assertiveness/refusal (« The shield words », p. 58-62), each sheet lists materials, tools, points of vigilance and a step-by-step process.

3. ACTION PATHS FOR LOCAL ACTORS

1. Anchor the approach in the establishment project, with explicit support from management and training of several professionals from the same team, rather than an isolated intervenor (p. 15).
2. Train in the facilitation posture before training in content : support a framework that respects children's rights without inducing pressure to verbalise, and integrate the principle of confidentiality (p. 15). For the ordinary environment, add training on domestic violence and associated procedures to clearly situate one's role and limits (p. 15).
3. Co-construct the group rules from the first session using the tool « Top/Not top » and display it at each workshop, to make listening and speaking visible as a collective norm (p. 24, p. 31).
4. Establish the ongoing rituals — Mood weather at the start/end, Kit'Suit pouch that follows the child and maintains continuity with families — to equip the child beyond the sessions (p. 24).
5. Adapt duration and materials to the capacities for elaboration : sort the cards (strengths, emotions) in advance according to age, provide a quiet space, and ensure that a trained professional can privately welcome the words of a child who wishes to speak (p. 16).
6. Sustain the achievements : renew the cycle or offer "booster" sessions 1 to 2 times/year, and highlight the CPS in daily interactions; on the families' side, avoid the jargon "psychosocial competence" and emphasise the concrete benefits (p. 16). Unmet need in this section: the detailed tool sheets (p. 63+) are to be retrieved from the complete guide.

4. ADDITIONAL REFERENCES

🔍➕ For more information, see the articles referenced by "Health Practices" on the theme of psychosocial competencies ➡️🔗 https://pratiquesensante.odoo.com/1-1-competences-psychosociales

1. Public Health France. Psychosocial competencies. An operational framework for expert professionals and CPS trainers. Volume II. 2026, 224 p. — Complements Volume I (2025) already mobilised by the booklet and details the CPS of "regulation and achievement" (self-control, emotional regulation, resolution of relational difficulties), directly relevant for workshops 5 to 7. Verified URL: https://www.santepubliquefrance.fr/docs/les-competences-psychosociales.-un-referentiel-operationnel-a-destination-des-professionnels-experts-et-formateurs-cps.-tome-ii
2. High Authority of Health. Coordination between child protection and child and adolescent psychiatry. Good practice recommendation, April 2025. — Extends the "identify and direct" section of the booklet by equipping the articulation between child protection and mental health care. Verified URL: https://www.has-sante.fr/upload/docs/application/pdf/2025-05/coordination_entre_protection_de_lenfance_et_psychiatrie_de_lenfant_et_de_ladolescent_recommandations.pdf
3. CIIVISE. Opinion regarding the consideration of sexual violence and incest in the child protection system (2026). — Deepens the collection and protection of the child's voice and advocates for a common interprofessional culture, directly echoing the "support the voice" axis of PréSERVER. Verified URL: https://www.ciivise.fr/avis-relatif-la-prise-en-compte-des-violences-sexuelles-et-de-linceste-dans-le-dispositif-de-protection-de-lenfance

5. FREQUENTLY ASKED QUESTIONS (FAQ)

1. Who is this booklet aimed at exactly?
   At professionals supervising children aged 6 to 11, in child protection (homes, boarding schools, children's villages, open environments) as well as in ordinary settings (schools, social centres, leisure centres, sports clubs) (p. 10).
2. Should children be encouraged to talk about the violence they experience?
   No. The project explicitly rules out forced verbalisation: the collective framework serves to normalise speaking/listening, but confidences belong in a confidential space with a trained professional (p. 14, p. 16).
3. What should you do when a child confides in you?
   Apply the 5 reflexes: do not investigate, listen without interpreting, reassure (“I believe you”), record the exact words without questioning, pass the baton (p. 20).
4. What is the difference between concerning information and reporting?
   The choice depends on the severity and urgency; the CRIP centralises and analyses, then classifies without follow-up, triggers a medico-social evaluation or refers to the prosecutor (p. 19).
5. Am I protected if I report?
   Yes: anyone aware of mistreatment or sexual abuse of a minor under 15 has a legal obligation to inform (art. 434-3 CP), and a report made in accordance with the law does not incur any disciplinary sanction (p. 19).
6. How long should a workshop last?
   About 1 hour, adjusted for age: 45 minutes for 6-7 year olds, 1 hour for 8-9 year olds, 1 hour 30 for 10-11 year olds; all key stages remain mandatory even in a shortened version (p. 24, p. 27).
7. How should the topic be approached with parents?
   Avoid the term "psychosocial competence", which is not very clear, and highlight the concrete benefits (emotion regulation, peaceful family relationships, the child's ability to protect themselves); engage partners in parenting support (p. 16).

6. REWRITING IN EASY LANGUAGE

What is this booklet?

This booklet helps to protect children aged 6 to 11.

It is aimed at adults who work with children.

The goal is to protect children from violence.

The booklet does two things

1. It helps adults to identify children in danger.
2. It teaches children to speak up and ask for help.

What children learn

• They learn to know their rights.
• They learn to recognise their emotions.
• They learn to say "no".
• They learn to ask for help.

Workshops for children

There are 7 workshops.

Each workshop lasts about 1 hour.

Each workshop always follows the same 5 steps.

Children play games. They talk. They listen to each other.

We never force a child to speak

A child can speak if they want to.

A trained adult listens to them in a quiet place.

We do not ask questions like an investigator.

If a child talks about violence

• We listen calmly.
• We say to them: "I believe you."
• We write down their exact words.
• We ask for help from an adult whose job it is.

The law protects the child and the adult

An adult must report if a child is in danger.

It is the law.

The adult who reports is not at risk of punishment.

7. CROSS-ANALYSIS — VALUES OF HEALTH PRACTICES

• Literacy : the booklet provides age-appropriate materials (sorting cards according to understanding abilities, differentiated durations) and recommends explaining the CPS with simple words rather than jargon (p. 16, p. 27).
• Empowerment : the cross-cutting objective is the child's power to act — naming their emotions, setting their boundaries, asking for help — through tools they keep (Kit'Suit) (p. 13, p. 24).
• Participation : children have been active partners (choice of activities and logo), and group rules are co-constructed from the first session (p. 3, p. 31).
• Community health : the collective dimension is central — the group is presented as a lever of belonging and peer support (key point no. 5, p. 14).
• Ethics : dedicated ethical recommendations frame the posture (no pressure to speak, confidentiality, possible posture charter between structures) (p. 15).
• Human rights : workshop 1 explicitly links children's rights and experiences, under the title "All different, all equal in rights" (p. 28).
• Intersectorality : the project mobilises health, social, education, justice, sport and communities, and suggests territorial "pivot teams" (p. 10, p. 15).
• Partnership : the educational continuity with families is formalised as a process, supported by parenting partners (p. 14, p. 16).
• Fight against discrimination: the framework establishes non-judgment as a group rule and works on the acceptance of differences; the proposed reading addresses bullying and racism (p. 28, p. 42).

8. EVALUATION OF THE RELIABILITY OF THE RESOURCE

Scientific relevance — strong. The methodological framework is based on the references from Public Health France (operational reference 2025, CPS sheets) and on the WHO/SPF CPS classification (p. 12, p. 21). The contextual data is sourced (ONPE/France Enfance Protégée, IFOP-Foundation for Childhood, INSEE, CESE, King's College) with footnotes.Points of vigilance: the figure of 160,000 children victims of sexual violence/year is presented as an estimate CIIVISE and must remain presented as such; the numbers of the experiment are modest (25 children, 6 co-facilitators), which limits generalisation — the detailed evaluation is in a dedicated document not included here (p. 14).

Operational relevance — high. Timed sheets, listed materials, step-by-step outline, points of vigilance by workshop and continuous tools: the resource is directly usable.Completeness reserve: the analysed PDF is Part 1; the tool sheets (p. 63-124) and the bibliographic references of the tools, essential for implementation, are absent from this file. The guide being continuously updated online, it is advisable to work on the most recent digital edition.promotion-sante-bfc.org).