Interaction with Minors

The interactions that adults have with youth can promote safety, or can create risk for abuse, injury or other negative outcomes.

dark green

Very Low Risk Exposure

One-time interaction less than 8 hours in length; adults with small groups of youth; no virtual communication

Examples:

  • “Rule of three” i.e., one adult two children, two adults one child

light green

Low Risk Exposure

Recurring interactions during weekday business hours.

Examples:

  • Weekly after school tutoring program
  • Summer day camp

yellow

Moderate Risk Exposure

Recurring interactions during evenings or weekends; any physical contact between adults and minors above and beyond minimal touch (e.g., handshake, high five).

Examples:

  • Regular evening or weekend social, academic or sports activities
  • Using games or activities that require physical contact

orange

High Risk Exposure

1:1 adult/youth in-person interaction in a public setting where other adults are present; virtual contact between adults and youth using e-mail or social media accounts that can be monitored.

Examples:

  • Individual tutoring or mentoring in a classroom or other public area in a school
  • An official Facebook account only used by program staff and participants

red

Very High Risk Exposure

Overnight stays; 1:1 adult/youth private in-person or virtual interaction that cannot be monitored.

Examples:

  • Overnight retreats or camps
  • 1:1 mentoring or tutoring in settings where other known adults are not around
  • Communication through personal e-mail or social media accounts

Reducing Risk

Tips for reducing risk for Interactions with Minors

  • Set guidelines for interactions that are agreed to by youth and adults. A way to accomplish this is through a code of conduct, and also through group aggreements made at the beginning of a program.
  • TRANSPARENCY is key - avoid any interactions that are not part of the program activity plan, or that a parent has not consented to.
  • Interactions between adults and youth should be actively monitored in any program setting. Supervisors or program managers should incorporate this into their responsibilities as a regular practice. Regular presence by a supervisor is effective. Unannounced monitoring is also and discourages anyone to think there is a time where no on is watching. Virtual interations should also be monitored if this is part of your program model.
  • Limit the need for adults to be alone with children. This is possible to do in most youth oriented environments.
    • Use the ‘rule of three,’ i.e., two adults and one child or two children and one adult when accompanying children to locations in small groups or individually
    • If a youth needs to be pulled aside for an individual conversation, do so in the same room as where the rest of the group remains
    • Even one on one work such as individual tutoring sessions can be done in a group setting with other adults around.
  • One-on-one mentoring as part of a program brings unique value and also unique challenges. Ways to reduce risk in mentoring settings include:
    • Be very aware of risks associated with allowing mentor and mentees to communicate virtually via social media, e-mail, or text which are difficult to monitor. A way to reduce risk in these kind of exchanges is to set aside official program social media accounts, phones, or emai-addresses for use by the mentor.
    • Set limits on allowable locations for mentoring to occur. At the school where the youth attend, in certain public settings on campus, or other locations where known adults will be present are optimal for ensuring transparency.
    • Set limits on the frequency and timing of mentoring encounters. Encourage certain mentoring schedules than exclude late night or weekend interactions when possible. Creat a regular schedule and share with parents of the youth to reinforce transparency of the encounters.
    • Set limits on what mentors and youth discuss. Mentors in USU programs typically have a specific academic or career focused purpose underlying the relationship. While the personal connection and rapport between mento and mentee is important, coach the mentor to channel the rapport they have built into a meaningful converation about the future career or education interests of the youth.
  • Think about the timing of your program. Evenings and weekends can bring less transparency or visibility to your interactions, especially on campus since there are far fewer people around. Is it necessary for your program to run during the evening or weekend? Is that out of conveniences for you, or for the youth?