Preventing Childhood Sexual Abuse

Wurtele, Sandy K.; Kenny, Maureen C.

doi:10.1002/9781118094822.ch24

Cited by 8 publications

(10 citation statements)

References 88 publications

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“…Calhoun (2009) examined the relationship between concepts and skills presented in CSA prevention programs. They found that ‘ when given adequate information, a sense of personal power, and a list of community resources, children were able to assist in their own self-protection ’ (Wurtele & Miller–Perrin, 1992; cited in Calhoun, 2009, p. 7). In addition, empowerment was frequently used to conceptualize the objectives of the study.…”

Section: Resultsmentioning

confidence: 99%

Unpacking School-Based Child Sexual Abuse Prevention Programs: A Realist Review

Barlow

Meinck

et al. 2022

Trauma, Violence, & Abuse

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Background: Existing efforts to understand school-based child sexual abuse (CSA) prevention programs mainly focus on the effectiveness of these programs in increasing participants’ CSA knowledge and self-protective skills. There are currently no reviews addressing the underpinning pathways leading to these outcomes. In order to increase our understanding about the underpinning causal and contextual factors and inform the further development of school-based CSA prevention programs, a realist review was conducted to synthesize existing evidence from a broad range of data. Methods: An iterative search of electronic databases and grey literature was conducted, supplemented with citation tracking to locate relevant literature. For quantitative evidence, we considered evaluation studies that focused on students aged 5–18 years, who were enrolled in primary or secondary schools; for other types/formats of studies/documents, no population restrictions were applied. We included school-based CSA prevention programs that focused on improving knowledge of CSA or self-protective skills. Outcomes of interest included knowledge of CSA or self-protective skills. We did not apply methodological filters in terms of the types of studies to be included. Thematic content analysis was conducted to synthesize data. Results: Sixty-two studies were included. Five themes and five overarching Context-Strategy-Mechanism-Outcome configurations (CSMOs) that contributed to the success of school-based CSA interventions were identified, including tailoring programs to participants’ cognitive developmental levels, repeated exposure of key concepts and skills, utilization of interactive delivery methods and positive feedback, delivery of positive information and application of the ‘train-the-trainer’ model. Implications: Findings from this realist review provide insights into the underlying program theory of school-based CSA prevention programs, which can aid in the development and implementation of these programs in the future.

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Section: Resultsmentioning

confidence: 99%

Unpacking School-Based Child Sexual Abuse Prevention Programs: A Realist Review

Barlow

Meinck

et al. 2022

Trauma, Violence, & Abuse

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“…Personal safety skills consist of three main components: the ability to recognize, resist, and report (Wurtele & Miller-Perrin, 1993). Recognizing is the child's ability to recognize potential situations and characteristics of individuals that may lead to sexual violence (Bagley & King, 2004;Umar et al, 2018;Wurtele & Miller-Perrin, 1993).…”

Section: Personal Safety Skills In Early Childhoodmentioning

confidence: 99%

“…Personal safety skills comprise a set of abilities that children need to learn to safeguard themselves and avoid potential instances of sexual violence (Andayani et al, 2022;Bagley & King, 2004). These skills emphasize three elements: recognize, resist, and reporting situations that endanger sexual safety (Bagley & King, 2004;Wulandari et al, 2019;Wurtele & Miller-Perrin, 1993). Children taught to identify hazardous situations, understand inappropriate physical contact, refuse or terminate interactions with suspicious individuals, and how to ask for help (Brown-Goodyear & Paris, 2012;Finkelhor, 2009;Jatmikowati et al, 2015;Wulandari et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Effect of “Si Andi” Flashcard Games on Improving Personal Safety Skills

Maritza,

Scarvanovi

2024

jpud

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One of the highest and continually increasing phenomena of violence in Indonesia is sexual abuse. The most frequent victims of this phenomenon are early childhood. The purpose of this study is to determine the influence of the "SI ANDI - Siap Amankan Diri” (Ready to Protect Yourself) flashcard games on improving personal safety skills in early childhood. This study involved 40 subjects aged 4-6 years, divided into control and experimental groups (n=20 for each group). This research is a quasi-experimental study with a non-equivalent control group design. Assessment of personal safety skills employed the WIST-III instrument. The hypothesis was analyzed using independent sample t-tests. The "SI ANDI" flashcard games program was effective on improving personal safety skills among participants in the experimental group, as evidenced by a statistically significant p-value of sig. 0.000 < 0.005. This finding suggests that the "SI ANDI" flashcard games can be used as an alternative tool for teaching personal safety skills in early childhood. Further observation is necessary to ascertain the long-term effects of using the "SI ANDI - Siap Amankan Diri" flashcards on the personal safety skills of young children. This is essential for identifying changes that occur over an extended period, providing insight into the sustained impact of the intervention. Keywords: personal safety skills; sexual abuse; early childhood; sex education References: Agudo, J. E., Rico, M., & Sánchez, H. (2016). Design and Assessment of Adaptive Hypermedia Games for English Acquisition in Preschool. Journal of Universal Computer Science, 22(2), 161–179. Agustina, L. S. S., Kusumawati, R. N., & Hardjono. (2022). Edukasi Seks Berbasis Permainan Puzzle untuk Meningkatkan Keterampilan Perlindungan Diri Anak. 14(2), 49–61. https://doi.org/10.15294/intuisi.v14i2.29575 Akbar, Z., & Mudzdaliffah, F. (2012). Program Pendidikan Seks Untuk Meningkatkanproteksi Diri Dari Eksploitasi Seksual Pada Anak Usia Dini. Perspektif Ilmu Pendidikan, 25(XV1), 1–6. https://doi.org/10.21009/PIP.251.1 Akl, E. A., Sackett, K. M., Pretorius, R., Bhoopati, P. S. S., Mustafa, R., Schünemann, & Erdley, W. S. (2009). Educational games for health professionals. William S, 1. https://doi.org/10.1002/14651858.CD006411.pub2. Andayani, R. P., Afnuhazi, R., Dafris, S., Huda, P. R., Ningsih, Y. H. D., Irwanda, B., Edo, C. W. D., Oka Surya, D., Guslinda, G., & Syofia Sapardi, V. (2022). Implementasi Personal Safety Skill Untuk Mencegah Kekerasan Seksual Pada Anak Sekolah Dasar. Jurnal Abdi Mercusuar, 2(2), 51–58. https://doi.org/10.36984/jam.v2i2.324 Anggraini, T., Sofia, A., & Riswandi. (2017). Pendidikan Seksual Anak Usia Dini: Aku dan Diriku. Jurnal Pendidikan Anak, 3(2). Anggreni, P. F., Asri, I. G. A. A. S., & Ganing, N. N. (2017). 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“…School interventions are generally designed to teach children how to recognise threatening situations and to provide them with skills to protect themselves against CSA in schools, communities and families (Daro and Donnelly, 2002;Kenny and Adriana, 2000;Wurtele and Miller-Perrin, 1992). The concepts underlying the intervention are that children own and can control access to their bodies and that there are different types of physical contact.…”

Section: The Socio-ecological Model: a Framework For Prevention And S...mentioning

confidence: 99%

Dynamics of Child Sexual Abuse in Zimbabwe: Towards a Socio-Ecological Framework of Prevention

Muchacha

Mthetwa

2015

SAJSWSD

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Child sexual abuse is a common phenomenon the world over. Due to poverty and other socio-economic challenges bedevilling the country, this social vice is fast escalating in Zimbabwe, taking its toll on defenceless and vulnerable members of society. The advent of HIV and AIDS has left many children without parents, thereby further exposing them to abuse from both strangers and close guardians. Using evidence from literature, this paper seeks to unpack the prevalence of this social vice situating the role of social workers in efforts to curb it. Utilising the socio-ecological framework as an analytic and intervention tool and model, the paper notes that the current approaches employed by social workers are remedial or curative rather than sustainable and proactive. It is from this understanding that a more sustainable approach is advocated.

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Preventing Childhood Sexual Abuse

Cited by 8 publications

References 88 publications

Unpacking School-Based Child Sexual Abuse Prevention Programs: A Realist Review

Unpacking School-Based Child Sexual Abuse Prevention Programs: A Realist Review

The Effect of “Si Andi” Flashcard Games on Improving Personal Safety Skills

Dynamics of Child Sexual Abuse in Zimbabwe: Towards a Socio-Ecological Framework of Prevention

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