Prevention of child sexual abuse: implications of programme evaluation research

Abstract

Thirty child abuse prevention programme evaluation studies were selected according to a set of methodological criteria following an extensive manual and computer literature search. Targets for intervention in 17 studies were children; in 3 were parents; in 4 were teachers; and in 6 studies multisystemic programmes were evaluated where some combination of children, parents and teachers were targeted for intervention. From a review of the 30 studies it was concluded that child abuse prevention programmes can lead to significant gains in children's, parents' and teachers' safety knowledge and skills. Best practice guidelines arising from the review include the use of multisystemic programmes; child-focused curricula which cover a wide range of safety skills and concepts; and the use of didactic instruction and discussion; video modeling; and active behavioural skills training techniques in programme delivery. The curricula for parents' and teachers' programmes should cover child-protection issues and local child protection procedures along with an overview of the children's programme lesson plans. Longer programmes conducted by trained staff are preferable and such staff may include teachers, parents, mental health professionals and law enforcement officers.

What Works in School-Based Programs for Child Abuse Prevention? The Perspectives of Young Child Abuse Survivors

“…The young adults also advised including, or at least informing, parents about the school-based program and that the lessons of the programs should be repeated regularly. Again, these results are consistent with those of the previous review studies on the effect of school-based child abuse prevention programs (Davis and Gidycz 2000;Gubbels et al 2021b;Kenny et al 2008;MacIntyre and Carr 2000;Rispens et al 1997;Topping and Barron 2009).…”

“…The program components "learning to escape abusive situations or find help", "increasing child abuse related knowledge", "recognizing risky or potentially abusive situations", and "increasing children's self-esteem" were not significantly associated with the effectiveness of school-based prevention programs (Gubbels et al 2021b). However, the literature points out that escaping potential abusive situations and seeking help from trusted adults or institutions are core concepts in the curricula of school-based prevention programs (MacIntyre and Carr 2000;Topping and Barron 2009). Walsh et al (2018) argued that school-based child abuse prevention programs endeavor to minimize harm by disseminating messages about appropriate help seeking in the event of abuse or attempted abuse.…”

What Works in School-Based Programs for Child Abuse Prevention? The Perspectives of Young Child Abuse Survivors

“…The young adults also advised including, or at least informing, parents about the school-based program and that the lessons of the programs should be repeated regularly. Again, these results are consistent with those of the previous review studies on the effect of school-based child abuse prevention programs (Davis and Gidycz 2000;Gubbels et al 2021b;Kenny et al 2008;MacIntyre and Carr 2000;Rispens et al 1997;Topping and Barron 2009).…”

“…The program components "learning to escape abusive situations or find help", "increasing child abuse related knowledge", "recognizing risky or potentially abusive situations", and "increasing children's self-esteem" were not significantly associated with the effectiveness of school-based prevention programs (Gubbels et al 2021b). However, the literature points out that escaping potential abusive situations and seeking help from trusted adults or institutions are core concepts in the curricula of school-based prevention programs (MacIntyre and Carr 2000;Topping and Barron 2009). Walsh et al (2018) argued that school-based child abuse prevention programs endeavor to minimize harm by disseminating messages about appropriate help seeking in the event of abuse or attempted abuse.…”

Strategies to Prevent Violence Against Children in the Home: A Systematic Review of Reviews

“…A total of 20 studies reported average effect sizes quantitatively, including the 19 meta-analyses and 1 review of reviews (van IJzendoorn et al, 2020). Eight (or 12% of) studies reported or discussed some information about the actual content or curricula of the included primary studies (Bacchus et al, 2017; MacIntyre & Carr, 2000; McCoy et al, 2020; Poole et al, 2014; Segal et al, 2012), including three meta-analyses that assessed the potential effectiveness of specific program contents (Gubbels et al, 2019, 2021; van der Put et al, 2018). Finally, seven reviews reviewed information about costs from the interventions reported in the primary studies (Bilukha et al, 2005; Dalziel & Segal, 2012; Elkan et al, 2000; D.…”

The attrition of indigenous and non-indigenous child sexual abuse cases in two Australian jurisdictions.

“…In general, successful programs for Indigenous peoples were cited by the Steering committee of the Steering Committee for the Review of Government Service Provision (2011) as requiring these main attributes: cooperative approaches between Indigenous peoples and government, community involvement, good governance, and ongoing government support. An holistic and multisystemic approach is important when targeting an intervention for children, parents and teachers (and implicitly community members) in Indigenous communities (MacIntyre & Carr, 2000). It is also important to use a proactive model of engagement and encourage government departments to work together (Bunting, 2008; Mace & Powell, 2012).…”

What Works in School-Based Programs for Child Abuse Prevention? The Perspectives of Young Child Abuse Survivors

“…The young adults also advised including, or at least informing, parents about the school-based program and that the lessons of the programs should be repeated regularly. Again, these results are consistent with those of the previous review studies on the effect of school-based child abuse prevention programs (Davis and Gidycz 2000;Gubbels et al 2021b;Kenny et al 2008;MacIntyre and Carr 2000;Rispens et al 1997;Topping and Barron 2009).…”

“…The program components "learning to escape abusive situations or find help", "increasing child abuse related knowledge", "recognizing risky or potentially abusive situations", and "increasing children's self-esteem" were not significantly associated with the effectiveness of school-based prevention programs (Gubbels et al 2021b). However, the literature points out that escaping potential abusive situations and seeking help from trusted adults or institutions are core concepts in the curricula of school-based prevention programs (MacIntyre and Carr 2000;Topping and Barron 2009). Walsh et al (2018) argued that school-based child abuse prevention programs endeavor to minimize harm by disseminating messages about appropriate help seeking in the event of abuse or attempted abuse.…”

Strategies to Prevent Violence Against Children in the Home: A Systematic Review of Reviews

“…A total of 20 studies reported average effect sizes quantitatively, including the 19 meta-analyses and 1 review of reviews (van IJzendoorn et al, 2020). Eight (or 12% of) studies reported or discussed some information about the actual content or curricula of the included primary studies (Bacchus et al, 2017; MacIntyre & Carr, 2000; McCoy et al, 2020; Poole et al, 2014; Segal et al, 2012), including three meta-analyses that assessed the potential effectiveness of specific program contents (Gubbels et al, 2019, 2021; van der Put et al, 2018). Finally, seven reviews reviewed information about costs from the interventions reported in the primary studies (Bilukha et al, 2005; Dalziel & Segal, 2012; Elkan et al, 2000; D.…”

The attrition of indigenous and non-indigenous child sexual abuse cases in two Australian jurisdictions.

“…In general, successful programs for Indigenous peoples were cited by the Steering committee of the Steering Committee for the Review of Government Service Provision (2011) as requiring these main attributes: cooperative approaches between Indigenous peoples and government, community involvement, good governance, and ongoing government support. An holistic and multisystemic approach is important when targeting an intervention for children, parents and teachers (and implicitly community members) in Indigenous communities (MacIntyre & Carr, 2000). It is also important to use a proactive model of engagement and encourage government departments to work together (Bunting, 2008; Mace & Powell, 2012).…”

What Works in School-Based Programs for Child Abuse Prevention? The Perspectives of Young Child Abuse Survivors

“…The young adults also advised including, or at least informing, parents about the school-based program and that the lessons of the programs should be repeated regularly. Again, these results are consistent with those of the previous review studies on the effect of school-based child abuse prevention programs (Davis and Gidycz 2000;Gubbels et al 2021b;Kenny et al 2008;MacIntyre and Carr 2000;Rispens et al 1997;Topping and Barron 2009).…”

“…The program components "learning to escape abusive situations or find help", "increasing child abuse related knowledge", "recognizing risky or potentially abusive situations", and "increasing children's self-esteem" were not significantly associated with the effectiveness of school-based prevention programs (Gubbels et al 2021b). However, the literature points out that escaping potential abusive situations and seeking help from trusted adults or institutions are core concepts in the curricula of school-based prevention programs (MacIntyre and Carr 2000;Topping and Barron 2009). Walsh et al (2018) argued that school-based child abuse prevention programs endeavor to minimize harm by disseminating messages about appropriate help seeking in the event of abuse or attempted abuse.…”

Strategies to Prevent Violence Against Children in the Home: A Systematic Review of Reviews

“…A total of 20 studies reported average effect sizes quantitatively, including the 19 meta-analyses and 1 review of reviews (van IJzendoorn et al, 2020). Eight (or 12% of) studies reported or discussed some information about the actual content or curricula of the included primary studies (Bacchus et al, 2017; MacIntyre & Carr, 2000; McCoy et al, 2020; Poole et al, 2014; Segal et al, 2012), including three meta-analyses that assessed the potential effectiveness of specific program contents (Gubbels et al, 2019, 2021; van der Put et al, 2018). Finally, seven reviews reviewed information about costs from the interventions reported in the primary studies (Bilukha et al, 2005; Dalziel & Segal, 2012; Elkan et al, 2000; D.…”

The attrition of indigenous and non-indigenous child sexual abuse cases in two Australian jurisdictions.

“…In general, successful programs for Indigenous peoples were cited by the Steering committee of the Steering Committee for the Review of Government Service Provision (2011) as requiring these main attributes: cooperative approaches between Indigenous peoples and government, community involvement, good governance, and ongoing government support. An holistic and multisystemic approach is important when targeting an intervention for children, parents and teachers (and implicitly community members) in Indigenous communities (MacIntyre & Carr, 2000). It is also important to use a proactive model of engagement and encourage government departments to work together (Bunting, 2008; Mace & Powell, 2012).…”