Core Competencies
The Core Competencies List (otherwise known as Subject Matter List) was created through an interactive process involving lively discussions among Advisory Council members, consultation with additional ESD experts from around the world, and staff research.
**All Credentialing Materials, Core Competency Materials, policies, requirements, and processes are result of following the guidelines set by the National Committee for Credentialing Agencies. As such, they are the express property of the Credentialing Committee supported by the International Association of ESD Professionals. All materials are copyrighted. All rights are reserved.
Module One: Emotional, Verbal, & Social Skills
This section will test things like the purpose of ESD, how to differentiate ESD from other forms of self-defense, communication, intuition, boundaries, spectrum of violence, intimate partner violence, sexual assault, emotional manipulation, and more.
- Purpose of ESD.
- Differentiating ESD from other forms of self-defense or self-protection.
- Intuition.
- Confident body language.
- Situational awareness.
- Emotional awareness (Think principle).
- Use of voice (Yell principle).
- Consent.
- Communication formula.
- Boundaries including preparation, flexibility, setting, violations.
- De-escalation.
- Active disengagement (Run principle).
- Effective confrontation (Fight principle).
- Spectrum of violence.
- Assertiveness, passivity, aggression, including impact on interactions with others.
- Micro-aggressions.
- Street harassment.
- Emotional manipulation.
- Grooming.
- Stalking.
- Abuse and intimate partner violence.
- Sexual assault.
- Active sharing (Tell principle).
- Two sides to every story mythology.
- Intervention.
- Positive affirmations.
Module Two: Physical Skills
When it is appropriate to use physical techniques; context and risk evaluation; goal to escape safely; choosing effective physical techniques; details for common techniques such as palm heel strike, rear elbow strike, strangulation response; misconceptions about physical attacks and responses; what to do after a physical confrontation, and more.
- Misconceptions about physical attacks and responses.
- When it is appropriate to use physical techniques.
- Evaluation of context and risk.
- Goal in a physical altercation to escape safely.
- Choosing effective physical techniques.
- Defensive or ready stance.
- Effective physical tools of the body.
- Vulnerable targets.
- Palm heel strike.
- Front elbow strike.
- Rear elbow strike.
- Front/rear rotating elbow strike.
- Side fist strike.
- Pinch finger eye strike.
- Knee strike
- Release from wrist grab.
- Response to body grab from behind.
- Response to a hair or scarf grab.
- Strangulation response.
- Principles of fighting from the ground.
- Techniques not recommended.
- Soft techniques and appropriate use of them.
- Tools of surroundings.
- Steps to take after a physical confrontation ends.
Module Three: Physical and Emotional Safety
Physical safety in the teaching environment; safety equipment; safety flaws; alternate exercises to accommodate student injuries or limitations; modeling safe behavior with physical interactions; emotional safety with role-play; emotional safety when personal stories shared; trauma sensitivity and planning; and more.
- Physical safety in the teaching environment.
- Safety equipment.
- Safety flaws when practicing physical technique.
- Warm-ups.
- Holding pads safely.
- Alternate exercises to accommodate participant injuries or limitations.
- Modeling safe behavior with physical interactions.
- Emotional safety in the teaching environment.
- Emotional safety for inclusive practice.
- Importance opening circle.
- Importance of ice-breaker or get-to-know-you exercises.
- Emotional safety with role-play.
- Emotional safety when sharing and receiving personal stories.
- How to promote stable and safe relationships.
- Principles of sensitivity to trauma.
- Adaptive/stress response.
- Window of tolerance.
- Physical signs/symptoms of trauma response.
- General plan to address trauma in the classroom.
- Specific plan to address an individual trauma-response event.
- Managing vicarious and personal trauma.
Module Four: Ethics and Social Change
Differentiating ethics, morality, expected behaviors; inclusion & equity; appropriate touch; confidentiality; sexual harassment; intimate relationships; child abuse; reporting; recognizing own bias; intersectionality; gender/identity-based violence, and more.
- Differentiating ethics, morality, expected behaviors.
- Importance of having an ethics policy.
- Research and evidence-based practice.
- Inclusion and equity.
- Appropriate touch.
- Confidentiality.
- Ethical financial practice.
- Sexual harassment.
- Intimate relationships with participants.
- Intimate relationships with colleagues and peers.
- Child abuse.
- Physical abuse.
- Reporting.
- Recognizing your own biases.
- Ensuring your own health.
- Instructor self-care.
- Teaching what you do not know.
- On-going education.
- Gender-based violence.
- Identity-based violence.
- Intimate partner violence.
- Cultural sensitivity/cultural humility.
- Intersectionality.
- Statistics (local).
Module Five: Classroom Management
Class plans; setting up role play; emergency reporting; time management; co-teaching; body positivity/movement and more.
- How to create class plans.
- How to adapt class plans for different groups.
- Contingency planning.
- Adaptability.
- Scope of practice.
- Teacher v. authority.
- Layering of concepts.
- The purpose and use of games and play.
- Value of scenarios and role-play.
- Setting up role-play.
- Creating exercises and games that are relevant.
- Record-keeping.
- Emergency reporting.
- Updating curriculum on a regular basis.
- Time management.
- Energy level and pacing.
- Collaboration in curricula development.
- Co-teaching.
- Body positivity and movement.