Many children and young people experiencing child sexual abuse (CSA) never come to the attention of statutory services or they are identified years after the abuse has first occurred. The professional response to CSA has historically been disclosure-led, abrogating responsibilities to children and young people, and diminishing professional skill and confidence in recognising and responding to CSA (Children's Commissioner, 2015). Such a response places the onus on children and young people to both recognise abuse and overcome considerable, multifaceted and interconnecting barriers to seeking help (Alaggia et al., 2017). While empowering children and young people with knowledge about healthy sexual development, relationships and boundaries is essential, it should not be their responsibility to protect themselves from abuse and exploitation. Early identification of concerns by professionals is vital, and it is also possible given the evidence that there are often non-verbal indicators, both sexualised and non-sexualised, that can be indicative of abuse. While these are often unintentional signals that something is wrong, young people also tell us that, through behaviours, they are actively trying to communicate with adults that they need help (Allnock and Miller, 2013).

‘There are often non-verbal indicators … that can be indicative of abuse’

This context underpins my enthusiasm at being given the opportunity to review the Brook Traffic Light Tool e-learning course. The tool uses a ‘traffic light’ system to categorise behaviours or language according to those which are part of healthy sexual development versus those which are problematic or harmful, taking account of a child or young person's age and stage of development, and the context within which the behaviours are situated. It aims to support professionals to be confident and proactive in identifying sexualised behaviours, understand the meaning behind them and take appropriate action. Initial access to the course was easy, and navigation around the different modules was simple. I discovered part way through the training that it is best to access the course on Google Chrome, which gives the best user experience, although learners are not alerted to this. The five substantive modules are sandwiched between a pre-course survey and an introduction to the Traffic Light Tool, and a post-course survey. Altogether, it took me one hour and 45 minutes to complete, although this is likely to vary depending on individual learners' needs and preferences.

‘[The tool] aims to support professionals to be confident and proactive in identifying sexualised behaviours’

The pre-course survey encourages learners to reflect on what they think they know going into the e-learning course. Next, the Brook Traffic Light Tool is presented, which establishes a good foundation for the rest of the course by reinforcing key messages and the language of the tool. The first substantive module, ‘Introduction to the Sexual Behaviours Traffic Light Tool’, provides more information about the tool itself and how it supports professionals, explores the current prevalence of CSA, engages with learners about their own values and emphasises the importance of a common language. The second module, ‘Safeguarding and the Law’, tests learners' knowledge about the law in relation to sexual behaviours, helpfully identifying weaknesses in knowledge. The third module, ‘Using the Sexual Behaviours Traffic Light Tool’, reinforces the identify-understand-respond approach, emphasising the need to always respond regardless of whether a child's behaviour or language is categorised as green, orange or red, and provides examples of response plans. The fourth module, ‘Applying the Sexual Behaviours Traffic Light Tool’, provides a range of scenarios across the age groups, allowing the application of knowledge. The final module, ‘Test Your Knowledge’, provides ample opportunity through 19 scenario-based activities to practise and reinforce application. Although helpful feedback is provided and the tool is always available for review, some scenarios are more challenging than others depending upon learners' knowledge of sexual development, sexual health, child maltreatment and the law. The course finishes with a survey providing more opportunity for reflection on what was learned.

This e-learning course is cost-effective, visually engaging, and easy to use and navigate. It uses a range of interactive tools and presents contemporary understanding of knowledge. The course is reinforcing and provides plenty of opportunity for application. It also fills a gap in training support to improve professionals' confidence in identifying and responding to sexualised behaviours. As with all e-learning, however, and particularly in light of the importance of context in defining sexualised behaviours, it does not offer professionals the opportunity to interact with or learn from others, or ​to clarify use of the tool in situations that are not explicitly listed (King-Hill, 2021). This may make the course better suited as an initial introduction of the tool to a workforce or a refresher following face-to-face training.

‘This e-learning course is cost-effective, visually engaging, and easy to use and navigate’

许多遭受儿童性虐待 (CSA) 的儿童和年轻人从未引起法定服务机构的注意，或者在虐待首次发生多年后才被发现。对 CSA 的专业回应历来以披露为主导，取消对儿童和青少年的责任，并削弱了承认和回应 CSA 的专业技能和信心（儿童专员，  2015 年）。这种反应使儿童和年轻人有责任认识到虐待并克服寻求帮助的大量、多方面和相互关联的障碍（Alaggia等人，  2017 年））。虽然让儿童和年轻人了解健康的性发展、关系和界限是必不可少的，但保护自己免受虐待和剥削不应是他们的责任。专业人士及早发现问题至关重要，而且鉴于有证据表明通常存在性化和非性化的非语言指标可能表明虐待，这也是可能的。虽然这些通常是出现问题的无意信号，但年轻人也告诉我们，通过行为，他们正在积极尝试与成年人沟通他们需要帮助（Allnock 和 Miller，  2013 年）。

“通常有非语言指标......可以表明虐待”

这种背景增强了我有机会复习布鲁克交通灯工具电子学习课程的热情。该工具使用“红绿灯”系统根据健康性发展的一部分与有问题或有害的行为或语言对行为或语言进行分类，同时考虑到儿童或年轻人的年龄和发展阶段，以及其中的背景行为所处的位置。它旨在支持专业人士自信和积极主动在识别性行为时，了解其背后的含义并采取适当的行动。对课程的初始访问很容易，并且在不同模块之间的导航也很简单。在培训过程中，我发现最好在 Google Chrome 上访问课程，这提供了最佳的用户体验，尽管学习者不会注意到这一点。五个实质性模块夹在课前调查和交通灯工具介绍以及课后调查之间。总的来说，我花了 1 小时 45 分钟才完成，尽管这可能会因个人学习者的需求和偏好而异。

“[该工具] 旨在支持专业人士在识别性行为方面充满信心和积极主动”

课前调查鼓励学习者反思他们认为他们在电子学习课程中了解的内容。接下来，介绍布鲁克交通灯工具，它通过加强关键信息和工具的语言为课程的其余部分奠定了良好的基础。第一个实质性模块“性行为交通灯工具简介”提供了有关该工具本身及其如何支持专业人士的更多信息，探讨了 CSA 当前的流行情况，让学习者了解他们自己的价值观并强调共同语。第二个模块，“保护与法律”，测试学习者对与性行为相关的法律的了解，有助于识别知识中的弱点。第三个模块，“使用性行为交通灯工具”，加强了识别-理解-响应方法，强调需要始终无论孩子的行为或语言属于绿色、橙色还是红色，都做出回应，并提供回应计划的示例。第四个模块“应用性行为交通信号灯工具”提供了一系列跨年龄段的场景，允许应用知识。最后一个模块“测试你的知识”通过 19 个基于场景的活动提供了大量的机会来练习和加强应用。尽管提供了有用的反馈并且该工具始终可供审查，但根据学习者对性发展、性健康、虐待儿童和法律的知识，某些场景比其他场景更具挑战性。课程结束时进行了一项调查，为反思所学内容提供了更多机会。

此电子学习课程具有成本效益、视觉吸引力且易于使用和导航。它使用一系列互动工具并呈现对知识的当代理解。该课程是强化的，并提供了大量的应用机会。它还填补了培训支持方面的空白，以提高专业人员在识别和应对性行为方面的信心。然而，与所有电子学习一样，特别是考虑到上下文在定义性行为方面的重要性，它没有为专业人士提供与他人互动或向他人学习的机会，或澄清在以下情况下使用该工具的机会未明确列出 (King-Hill,  2021）。这可能使该课程更适合作为该工具向劳动力的初步介绍或面对面培训后的进修。

“该电子学习课程具有成本效益、视觉吸引力、易于使用和导航”