Classroom training in sexual victimization awareness and prevention skills: An extension of the Red Flag/Green Flag people program

Kolko, David J.; Moser, Joanne T.; Hughes, Judith M.

doi:10.1007/bf00985655

Cited by 41 publications

(99 citation statements)

References 24 publications

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“…Disclosures occurred more often in the intervention groups (OR ¼ 3.56, 95% CI ¼ [1.13, 11.24]). Adjusting for the effect of clustering in the Kolko, Moser, and Hughes (1989) and Oldfield et al (1996) …”

Section: Harmmentioning

confidence: 99%

School-Based Education Programs for the Prevention of Child Sexual Abuse

Walsh

Zwi

Woolfenden

et al. 2015

Research on Social Work Practice

152

115

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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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Section: Harmmentioning

confidence: 99%

School-Based Education Programs for the Prevention of Child Sexual Abuse

Walsh

Zwi

Woolfenden

et al. 2015

Research on Social Work Practice

152

115

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“…Previous CSA prevention cluster RCTs have included random assignment by school district (Kolko, Moser, & Hughes, 1989), by school (Daigneault, Hébert, McDuff, & Frappier, 2012; Dake, Price, & Murnan, 2003; Hazzard et al, 1991; Hébert et al, 2001), and by classroom (Blumberg, Chadwick, Fogarty, Speth, & Chadwick, 1991; Crowley, 1989; Dawson, 1987; Grendel, 1991; Oldfield, Hays, & Megel, 1996; Snyder, 1986; Wolfe, MacPherson, Blount, & Wolfe, 1986). Maximizing the effectiveness of personal safety training delivered in elementary school is critical given that risk for CSA is highest for children ages 7 to 13 (Finkelhor, 1994).…”

Section: Child-level Moderatorsmentioning

confidence: 99%

Community-level moderators of a school-based childhood sexual assault prevention program

Morris

Kouros

Janecek

et al. 2017

Child Abuse & Neglect

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Childhood sexual abuse (CSA) is highly prevalent and associated with a wide variety of negative mental and physical health outcomes. School-based CSA education and prevention programs have shown promise, but it is unclear to what extent community-level characteristics are related to their effectiveness. The present cluster randomized controlled trial evaluated community-level moderators of the Safe@Last program compared to a waitlist control condition. Knowledge gains from pre- to post-intervention were assessed in 5 domains: safe versus unsafe people; safe choices; problem-solving; clear disclosure; and assertiveness. Participants were 1,177 students (46% White, 26% African American, 15% Hispanic, 4% Asian American, 6% Other) in grades 1 through 6 from 14 public schools in Tennessee. Multilevel models accounting for the nesting of children within schools revealed large effect sizes for the intervention versus control across all knowledge domains (d’s ranged from 1.56 to 2.13). The effectiveness of the program was moderated by mean per capita income and rates of substantiated cases of child abuse and neglect in the community. Intervention effects were stronger for youth living in lower as compared to higher income counties, and for youth attending schools in counties with lower as compared to higher abuse/neglect rates. Child characteristics (sex, race) did not moderate intervention effects. This research identified two community-level factors that predicted the effectiveness of a CSA education and prevention program designed to improve children’s knowledge of personal safety skills. School-based CSA prevention programs may require modification for communities with higher rates of child abuse and neglect.

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“…As revelações espontâneas de situações de abuso sexual após a participação no programa de prevenção aumentaram de um mínimo de 0% para o máximo de 11% (Kolko, Moser, & Hughes, 1989, cit. por Wurtele, 2002.…”

Section: Intimidação Dos Potenciais Abusadoresunclassified

O papel da comunidade na prevenção dos Abusos Sexuais de Crianças (ASC)

Maria

Ornelas

2012

Análise Psicológica

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INTRODUÇÃOEm Portugal deixámos de poder ficar indiferentes à temática dos abusos sexuais de crianças desde que o mesmo passou a ser um assunto comum nos noticiários e nos jornais, sobretudo com o caso das crianças abusadas na Casa Pia de Lisboa, que se tornou público em Novembro de 2002. Desde então o tema nunca mais foi olhado da mesma forma, nem nunca mais saiu das mentes dos portugueses por muitas e diversas razões. Contudo, nem sempre a informação veiculada pelos media foi verdadeiramente informativa e formativa sobre este tópico. A informação que foi passada fez com que a grande maioria dos cidadãos portugueses se sentissem, por um lado, à margem deste tipo de problemas (como se as suas crianças estivessem "imunes" a esta pandemia) e, por outro, incapazes fase à dimensão deste tipo de crime. Nem uma coisa é verdade, nem a outra.Acreditamos que o papel da psicologia e, neste caso concreto, da psicologia comunitária, é, também, o de facilitar a passagem de informação real sobre as problemáticas que afectam a comunidade e as formas de a ajudar a resolvê-las. Assim, propomo-nos, com este artigo, abordar as questões dos abusos sexuais de crianças numa perspectiva de facilitar informação teoricamente sustentada e sugestões para o desenvolvimento de práticas preventivas. Pois, ao contrário do que acontece em muitos países pelo mundo, o facto de termos quebrado algo, o tabu dos abusos sexuais de crianças, com a mediatização dos casos referidos anteriormente, esse facto não propiciou um aumento proporcional do desenvolvimento de projectos e programas para prevenir o problema dos abusos sexuais de crianças.A grande maioria dos investigadores na área tem como consenso a premissa de que este é o tipo de crime que não pode ser abordado numa perspectiva individual, as medidas para o eliminar ou reduzir têm de ser de âmbito comunitário e numa perspectiva macro. Contudo, porque este tipo de violência envolve a palavra "sexo" é um problema particularmente difícil de a comunidade o abordar (Wurtele, 2009), sendo este facto agravado pelo desconhecimento que as pessoas têm, em geral, sobre a realidade dos abusos sexuais, tendem a lidar com as situações de ASC com secretismo e recorrendo a abordagens individualizadas que não permitem transformar e/ou minimizar o nível do problema. EXTENSÃO DO PROBLEMA DOS ABUSOS SEXUAIS DE CRIANÇASUma das formas mais comuns de chamarmos a atenção para um problema é apresentarmos 411

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Classroom training in sexual victimization awareness and prevention skills: An extension of the Red Flag/Green Flag people program

Cited by 41 publications

References 24 publications

School-Based Education Programs for the Prevention of Child Sexual Abuse

School-Based Education Programs for the Prevention of Child Sexual Abuse

Community-level moderators of a school-based childhood sexual assault prevention program

O papel da comunidade na prevenção dos Abusos Sexuais de Crianças (ASC)

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