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The studies included in this review show evidence of improvements in protective behaviours and knowledge among children exposed to school-based programmes, regardless of the type of programme. The results might have differed had the true ICCs or cluster-adjusted results been available. There is evidence that children's knowledge does not deteriorate over time, although this requires further research with longer-term follow-up. Programme participation does not generate increased or decreased child anxiety or fear, however there is a need for ongoing monitoring of both positive and negative short- and long-term effects. The results show that programme participation may increase the odds of disclosure, however there is a need for more programme evaluations to routinely collect such data. Further investigation of the moderators of programme effects is required along with longitudinal or data linkage studies that can assess actual prevention of child sexual abuse.

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Objective: To assess evidence of the effectiveness of school-based education programs for the prevention of child sexual abuse (CSA). The programs deliver information about CSA and strategies to help children avoid it and encourage help seeking. Methods: Systematic review including meta-analysis of randomized controlled trials (RCTs), cluster RCTs, and quasi-RCTs. Results: Twenty-four studies with 5,802 participants were included. Child self-protective skills, odds ratio ¼ 5.71, confidence interval ¼ [1.98, 16.51]; factual, standardized mean difference (SMD) ¼ 0.61 [0.45, 0.78]; and applied knowledge, SMD ¼ 0.45 [0.24, 0.65], increased in the intervention group, and knowledge gains were retained at 6 months, SMD ¼ 0.69 [0.51, 0.87].There were no differences in anxiety or fear, SMD ¼ À0.08 [0.22, 0.07], and findings regarding disclosure of abuse were inconclusive. Conclusion: Children's self-protective skills and knowledge can be increased by participation in school-based sexual abuse prevention programs. However, it is unknown whether gains in skills and knowledge actually decrease the likelihood of CSA.

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English Evidence-based practice and policy is an innovative concept born out of medicine and surrounded by a great deal of debate. Although researchers have begun to define and build frameworks for the process of evidence-based social work (EBSW), few practitioners appear to employ evidence-based approaches and relatively little is known about how to facilitate this form of knowledge transfer. Arguments in favour of evidence-based practice include its potential to enhance the quality of decisions about the care of individual clients, manage constantly evolving research knowledge, incorporate clients’ values and expectations into the practice process and choices, provide a framework for education and self-directed life-long learning and encouraging high-quality practice-relevant research. Although EBSW appears promising and complementary to social work values, there have been many arguments made in opposition to its use. This article outlines the origins of EBSW, current thoughts about its definition and application, as well as a discussion of eight key challenges to the application of evidence-based practice and policy in social work. These challenges include: (1) evidence of effectiveness; (2) authority; (3) conflicting hierarchy; (4) definition of evidence; (5) shortage of evidence; (6) application of group effects to individual events or clients; (7) efficacy versus effectiveness, and (8) adoption and implementation. Historically, other promising innovations within social work have materialised and disintegrated without gaining widespread acceptance. Social work's response to these challenges will dictate the shape EBSW takes, and whether or not it is implemented widely across the field.