Evaluating the Acceptability of Four Versions of a Child Sexual Abuse Prevention Program

Pilot Evaluation of a Sexual Abuse Prevention Program for Taiwanese Children

“…In IBT programs, information is provided to the children in a lecture-based format and/or through the use of films/videotapes, Downloaded by [Akdeniz Universitesi] at 08:47 20 December 2014 theatrical presentations, written materials, plays, or coloring/activity books, and children then are encouraged to discuss what they have learned (e.g., Kopp & Miltenberger, 2009;Krahé & Knappert, 2009). Children in BST programs are presented with similar information but also actively rehearse self-protection skills, including skills to refuse, escape, and report sexually abusive situations (Bromberg & Johnson, 1997;Kopp & Miltenberger, 2009;Wurtele et al, 1989). Wurtele et al (1989) also found that BST programs wherein preschool children are taught a rule regarding the appropriateness of certain touches were more effective than feelings-based programs, which abstractly instruct children to trust their feelings (e.g., bad, confused feelings) when making safety decisions.…”

“…CSA prevention training can be divided into two broad categories: information-based training (IBT) and behavioral skills training (BST; Kopp & Miltenberger, 2009). In IBT programs, information is provided to the children in a lecture-based format and/or through the use of films/videotapes, Downloaded by [Akdeniz Universitesi] at 08:47 20 December 2014 theatrical presentations, written materials, plays, or coloring/activity books, and children then are encouraged to discuss what they have learned (e.g., Kopp & Miltenberger, 2009;Krahé & Knappert, 2009).…”

School-based Child Sexual Abuse Interventions: A Systematic Review and Meta-analysis

“…In acknowledgment of the limited power that children have themselves to prevent experiencing CSA, these programs were developed to empower children by enhancing their knowledge about CSA and personal safety and developing their competence in self-protective behaviors, thereby helping them adopt strategies to avoid potentially unsafe situations and disclose their experiences to protective adults (Kim & Kang, 2017). In general, these interventions can be classified into two categories (Kopp & Miltenberger, 2009): (a) information-based trainings (IBT) in which information is delivered to children by an instructor in class using materials such as video tapes, plays, or activity books; and (b) behavioral skills trainings (BST) in which similar information is delivered but is taught using modeling, active rehearsals, and application of self-protection knowledge and skills to problem-based (i.e.,“what if…”) scenarios.…”