Child sexual abuse prevention: Evaluation of a teacher training model

Kleemeier, Carol; Webb, Carol; Hazzard, Ann; Pohl, J.

doi:10.1016/0145-2134(88)90072-5

Cited by 48 publications

(30 citation statements)

References 5 publications

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“…Primarily because of ethical concerns which arise in the discussion of sensitive, con®dential information, vignettes are widely used for exploring professional attitudes and responses to abuse, and for examining the in¯uence of a wide range of victim, perpetrator and respondent variables, such as age, gender, race, religion, socio-economic status, parenthood, personality traits, etc. (Kleemeier et al 1988;Kalichman et al 1990;Kelly et al 1990;Miller-Perrin 1990;Benson et al 1991;Collings & Payne 1991;Kean & Dukes 1991;Zellman 1992;Burnett 1993;Warner & Hansen 1994;Brems et al 1995). In keeping with this, the vignettes used for this study were developed as an attempt to elicit aetiological beliefs and attitudes based on hypothetical situations which were drawn from key informant data and items from the literature representing typical views within various theoretical perspectives and de®nitions of abuse.…”

Section: E T H O Dmentioning

confidence: 99%

Professionals’ attitudes about victims of child sexual abuse: implications for collaborative child protection teams

Hicks

Tite

1998

Child & Family Social Work

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In responding to victims of child sexual abuse, considerable attention has been given to multidisciplinary collaborative response teams. Recent evidence, however, suggests that team members may be divided by differences in attitudes towards victims and offenders and about the causes and consequences of abuse. This paper draws on a larger study of the various professionals who make up one child abuse response system in Newfoundland, Canada. In particular, the paper focuses on social workers, teachers and the police, and their views about the characteristics and credibility of sexual abuse victims, and the extent to which they attribute to the victim some responsibility for the abuse. Data for the study were collected in two stages: key informant interviews; and a survey of social workers, teachers and police. The analysis includes an interpretation of the role of gender, professional group membership and experience with cases. The most striking finding is the extent to which the child's age and behaviour appears to influence differentially attitudes about the victims’ credibility. These differences complicate multidisciplinary collaborative initiatives since it would appear that those with the least real case experience, and the least knowledge about the relationship between abuse and behaviour, are the ones most likely to be the first point of contact for reports or disclosures.

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Section: E T H O Dmentioning

confidence: 99%

Professionals’ attitudes about victims of child sexual abuse: implications for collaborative child protection teams

Hicks

Tite

1998

Child & Family Social Work

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“…Three of the 19 studies included interventions directed toward teachers as well as children (Hazzard, Webb, Kleemeier, Angert & Pohl, 1991;Kolko et al, 1987;Kolko, Moser & Hughes, 1989). One study (Kleemeier, Webb, Hazzard & Pohl, 1988) focused on teachers alone.…”

Section: Inventionsmentioning

confidence: 99%

“…A second nonrandomized trial by the same group of investigators showed some improvement in the knowledge of teachers (Kolko et ab, 1989). A randomized controlled trial by Kleemeier et al (1988) demonstrated that the intervention of videotape, verbal instruction plus behavioral training was effective in improving the knowledge of teachers about child sexual abuse.…”

Section: Adult Outcomesmentioning

confidence: 99%

Primary Prevention of Child Sexual Abuse: A Critical Review. Part II

MacMillan

Offord

et al. 1994

Child Psychology Psychiatry

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This paper (Part II) and the previous paper (Part I) provide an overview of the primary prevention of child maltreatment. Part II focuses on the effectiveness of interventions aimed at the primary prevention of child sexual abuse. It includes prospective controlled trials published between January 1979 and May 1993. These studies were systematically identified and the quality of each trial was determined using criteria which assessed methodological rigor. Interventions aimed at the prevention of sexual abuse were classified into eight main categories based on the method of intervention. All programs had education as the primary focus. There is evidence that educational programs can improve safety skills and knowledge of children about sexual abuse but no study has produced data that education actually reduces the occurrence of sexual abuse.

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“…Copyright © 2003 John Wiley & Sons, Ltd. teachers. Furthermore, it has been claimed that teachers report fewer than a quarter of children about whom suspicions are raised (Abrahams et al, 1992;Kleemeier et al, 1988;McIntyre, 1987).…”

mentioning

confidence: 98%

Identifying abused children using assessments and observations in the classroom: a preliminary study

Veltman

Browne

2003

Child Abuse Review

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The paper presents two pilot studies that attempt to identify maltreated children in the classroom. The aim of pilot study 1 was to determine whether six British physically abused children performed significantly worse than matched non-abused children on a battery of tests and rating scales over an 18-month period. The aim of pilot study 2 was to concurrently identify maltreated children from a classroom of children using standardized tests and observed negative behaviours. The method used in study 1 was a cross-comparison design with six physically abused and 12 comparison children, all between 4 and 8 years old. They were assessed over 18 months at four time-points on a battery of standardized tests and rating scales. Study 2 was based on a concurrent prediction of child abuse in a class of 30 children (18 male and 12 female) 10 years old. They were assessed on a battery of standardized assessments and by the direct observation of negative behaviour in order to predict those who were on the child protection register (CPR) for actual or suspected abuse and those who were not. The results of study 1 showed significant differences on the teacher rating scales and on a measure of sibling dependency. Study 2 used standardized assessments and identified three of five abused children. Direct observations identified one of five abused children. These two preliminary studies suggest standardized assessments are more useful than behavioural observations in identifying abused children in the classroom setting. Further confirmation is required using larger-scale investigations.

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Child sexual abuse prevention: Evaluation of a teacher training model

Cited by 48 publications

References 5 publications

Professionals’ attitudes about victims of child sexual abuse: implications for collaborative child protection teams

Professionals’ attitudes about victims of child sexual abuse: implications for collaborative child protection teams

Primary Prevention of Child Sexual Abuse: A Critical Review. Part II

Identifying abused children using assessments and observations in the classroom: a preliminary study

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