Say, "You must tell a trusted adult about things that give you an "Uh Oh" or bad feeling. If your trusted adult is too busy to listen or doesn't believe you, choose another trusted adult and tell him or her." Remind the children of Soshie in Break the Silence, and how her mother didn't listen to or believe her, but her father did.

Tell children to keep telling until someone listens to, believes, and helps them.

Say, "When you are very young your parents may touch a private zone when changing your diapers or giving you a bath and sometimes a doctor might if you are having an examination. However, those are not secret touches. If anyone touches your private zone for any reason other than medical care or cleanliness, it is a bad touch. Sometimes, you might not be sure if a touch is bad or not. This is called a 'confusing touch,' but most often when you are not sure about a touch, it's a bad touch." Stress again that if the person who touches a child wants the touch to be kept secret then it most definitely is a bad touch.

Tell the children that if anyone gives them any kind of a bad touch, they need to remember three things. Refer to Chart A.

This is a good time to take a break if the children seem to need it. It should be unstructured with a chance to move and talk. If a recess or bathroom break is not convenient, say something like, "Our bodies are wonderful, they belong to us, so let's give our brains a rest and our bodies a chance to stretch and move." Take the children for a quick walk or run around the field.

Part 2

Suggested Seating: If it works well, have children sit on the floor as they did earlier.

Strangers

Ask children if they remember Little Red Riding Hood. Read excerpt in which she is approached by the wolf. This will be calming if you've just taken a break. Show the children a picture of the wolf leading into showing pictures of possible strangers. Emphasize that if the children do not know a person, the person is a stranger and they should be on guard if approached by anyone they don't know. (The real Mickey Mouse and the real Santa Claus would always be sure the child asked his or her parents first before taking a child anywhere.)

Point out that even though the wolf did not touch Little Red Riding Hood at first, his approach made her feel bad. It gave her an "Uh Oh" feeling. Say, "If someone approaches or touches you and you feel an "Uh Oh" or bad feeling, remember the chart." (Chart A).

Tell them that Little Red Riding Hood had a powerful tool that she could have used when the wolf came. You have that tool too. It is with you all of the time. It is more powerful than any other tool.

It's just few words -- a great big, loud, "BACK OFF!" If the person is a stranger it's, "BACK OFF STRANGER!" Tell the children the reason they should yell "STRANGER" is to let nearby people know that it is a stranger and you could use some help.

Have the children stand up straight and tall as they shout with meaning, "BACK OFF STRANGER!" Reread, or if you have the puppets reenact, the excerpt and have the children say what Little Red Riding Hood should have said at the appropriate time. If children (probably 3rd or 4th grade and up) seem doubtful about the effectiveness of this say that many of the adults or teens who try to hurt children, pick on them because they think that kids won't stand up for themselves. If they see you know you never deserve to be hurt, they will probably give up. But you need to tell a trusted adult right away so that the person won't try to hurt another child, or you, again.

Ask what Little Red Riding Hood should have done as soon as she got away from the wolf. Point out that she and Grandma may have had a much more peaceful day if Little Red Riding Hood had used the Yell, Run, and Tell response.

Have the children imagine what Little Red Riding Hood's trusted adults might have said to her to help her feel safe and loved after she ran away with the wolf.

Have the children write their ideas on strips of paper. Put them in a container to use during role play.

Yell, Run, Tell Response

Say, "So now we are going to practice Yell, Run, and Tell." Throughout this, emphasize that the Run part means getting away.

Have students role play the "Stranger Danger" situations. Refer to the flow chart after each until you sense the children are familiar and secure with the steps.

Stranger Danger Activities:

Suggested Seating: Have children sit in a large circle. Role play in the middle.

Example: Choose three (3) students to role play. One is waiting in the parking lot after school for his mom to come pick him up. A stranger comes and says, "Hi! Your mom asked me to give you a ride home." Should you go? What if she knows your name? Refer to flow chart. Practice the Yell and Run part. As the child is "running" advise him/her to choose which trusted adult he/she should go to in the given situation. Have the third child be the "trusted adult" to tell. Have the trusted adult pull a "trusted adult" paper from the container and read it.

* Advise children to have a family code word in case another adult unexpectedly must pick them up.

• 1) A child is playing ball outside with friends and is approached by an adult who asks for help in finding a lost puppy.

Practice Yell, Run, and Tell response.

* Point out adults shouldn't ask kids for help. They should ask other adults.

• 2) A child is walking to a friend's house and a stranger in a car asks for directions.

Practice Yell, Run, and Tell response.

* Again, adults shouldn't ask kids for help.

• 3) A child is walking home from school and passes a stranger working in her yard. It's a hot day and she invites the child in for a cool drink and cookies. Point out that this adult is offering a bribe -- a kind of present to make you do something.

Practice Yell, Run, and Tell response.