Previously abused child victims' response to a sexual abuse prevention program: A matter of measures

Harbeck, Cynthia; Peterson, Lizette; Starr, Lorrie

doi:10.1016/s0005-7894(05)80164-9

Cited by 13 publications

(6 citation statements)

References 12 publications

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“…Although it may be the most direct method of measuring behaviour change (Boyle and Lutzker, 2005), ethical concerns about simulating sexual abuse lures in role-plays limit 'Being comfortable with their bodies is a good way for personal safety training to begin with children' 'No programme can prepare children for the variety of approaches used by offenders' most programmes from utilising such methods to assess progress (Lumley and Miltenberger, 1997;Roberts and Miltenberger, 1999). To date, few studies have used in-vivo assessments to measure children's responses to potential molesters (Harbeck et al, 1992). Specifically, when dealing with familial sexual abuse, using in-vivo probes raises serious ethical issues (Boyle and Lutzker, 2005).…”

Section: Researchmentioning

confidence: 99%

Child sexual abuse: from prevention to self‐protection

et al. 2008

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There are a growing number of child abuse prevention and education programmes, including primarily group-based parent and child education, which are taught by teachers within the school system. This article reviews some of the existing sexual abuse education and/or body safety programmes, as well as the research surrounding them. Advantages as well as criticisms of such programmes are reviewed. Issues such as target populations (i.e. children, teachers, parents), programme components and methodological limitations are addressed. Major findings include: children as young as three can be effectively taught self-protection skills, parental and family involvement in training is important, and repeated exposure helps children maintain knowledge gains. The components of successful programmes include teaching children to identify and resist inappropriate touching, reassuring children that it is not their fault and learning the proper names of their genitals. Finally, future directions for programme development, research and policy are explored. (Runyon et al., 1998) or abuse-response skills (Deblinger and Runyon, 2000) may decrease the likelihood that children are abused by increasing their awareness, knowledge and comfort level with disclosing inappropriate sexual advances. Historically, the aim of prevention programmes has been to increase children's understanding of child sexual abuse (CSA), including definitions, prevalence and knowledge about potential perpetrators (Daro and Donnelly, 2002). Programmes have focused on skills that could be utilised in the instance of inappropriate sexual advances, and encouraged children to report past, current, or future occurrences of sexual abuse. It is notable that many of the articles reviewed here use the term prevention; however, we prefer the terms personal safety skills, abuse-response skills, or self-protection skills, which do not imply that the child is responsible for reducing the risk of CSA. Need for CSA EducationDespite alarming rates of CSA, not all parents discuss such potential dangers with their children. Most studies have found that about half of all parents discuss sexual abuse with their preschool children, but most do not use any supplementary materials such as books or videos (Tutty, 1997;Wurtele et al., 1992c). Those parents who did discuss CSA with their children were likely to be more educated and had more personal involvement with CSA (i.e. knew a victim of CSA or were one themselves) than those parents who did not discuss CSA with their children (Wurtele et al., 1992c;Deblinger et al., 2007). Discussion of sexual abuse should come in the form of education about healthy sexuality for children. Just as it is important for parents to teach their children about traffic and fire safety, it is equally important for them to teach their children about personal safety. These discussions should be adapted to the developmental and cognitive level of the child and incorporated into other discussions about staying safe. Studies suggest that the majority of parents ...

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Section: Researchmentioning

confidence: 99%

Child sexual abuse: from prevention to self‐protection

et al. 2008

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“…: Hazzard et al, 1991). A third measure of approach to the acquired skills is the use of role playing techniques, through which it is possible to simulate situations of appropriate and inappropriate contact and ask the children to explain, through role playing, what would be the correct way to proceed (Harbeck, Peterson, & Starr, 1992; Leake, 1986b; Lutter & Weisman, 1985; Ostbloom et al, 1987; Plummer, 1984; Ratto & Bogat, 1990; Wurtele & Miller-Perrin, 1987). This type of evaluation requires children to apply the acquired knowledge in solving new problems, without limiting them, as in previous cases, to “reciting” the procedure rules learned.…”

Section: Resultsmentioning

confidence: 99%

“…Moreover, except for 32 studies that had considerable samples (Barron & Topping, 2013; Barth & Derezotes, 1990; Beland, 1986; Berrick & Gilbert, 1991; Blumberg et al, 1991; Brown, 2017; Daro et al, 1986; Del Campo & López, 2006; Finkelhor, Asdigian, & Dziuba-Leaterman, 1995; Garbarino, 1987; Hazzard et al, 1990, 1991; Kolko et al, 1987; Kraizer et al, 1989; Liddell et al, 1988; MacIntyre & Carr, 1999; Nelson, 1985; Nemerofsky et al, 1994; Oldfield et al, 1996; Ostbloom et al, 1987; Pohl & Hazzard, 1990; Pulido et al, 2015; Ray & Dietzel, 1984; Sigurdson et al, 1987; Spungen, Jensen, Finkelstein, & Satinsky, 1989; Taal & Edelaar, 1997; Tremblay, 1998; Tutty, 1992; Tutty, 1997; Wolfe et al, 1986; Woods & Dean, 1986, Wurtele & Owens, 1997), the size of the samples used is generally very small. For example, Harbeck et al (1992) relied on a sample of 20 participants with a wide range of ages, from 4 to 16 years, which hardly allows to generalize to groups with such disparate ages. The samples are especially reduced when studies are conducted with preschool children.…”

Section: Limitations Of the Studiesmentioning

confidence: 99%

Effectiveness of Programs for the Prevention of Child Sexual Abuse

Sánchez

Fávero

2020

European Psychologist

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Abstract. During the last decades, several studies have been conducted on the effectiveness of sexual abuse prevention programs implemented in different countries. In this article, we present a review of 70 studies (1981–2017) evaluating prevention programs, conducted mostly in the United States and Canada, although with a considerable presence also in other countries, such as New Zealand and the United Kingdom. The results of these studies, in general, are very promising and encourage us to continue this type of intervention, almost unanimously confirming its effectiveness. Prevention programs encourage children and adolescents to report the abuse experienced and they may help to reduce the trauma of sexual abuse if there are victims among the participants. We also found that some evaluations have not considered the possible negative effects of this type of programs in the event that they are applied inappropriately. Finally, we present some methodological considerations as critical analysis to this type of evaluations.

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“…In studies that compared responses of children from different age groups, older children knew more initially and learned more of the concepts, compared with younger children (Binder & McNiel, 1987;Blumberg et al, 1991;Barkin & Frank, 1986;Conte et al, 1985;Harbeck et al, 1992;Hazzard et al, 1991;Liang, Bogat, & McGrath, 1993;Nemerofsky et al, 1994;Saslawsky & Wurtele, 1986;Tutty, 1992;Wurtele et al, 1986Wurtele et al, , 1991. The one exception was a study by Kraizer et al (1989) in which preschoolers and kindergartners showed greater gains in knowledge compared with first-, second-, and third-graders.…”

Section: Do These Programs Have Any Positive Side Effects?mentioning

confidence: 99%

“…A few researchers have used confederates to role-play inappropriate advances and then measured children's responses (Harbeck et al, 1992;Kraizer et al, 1989;Stilwell et al, 1988). Kraizer and colleagues (1989) found strong effects on their skills measure for young children, whereas children's performances during role-plays were less effective in the other two studies.…”

Section: Introduction and Overview Of Chaptermentioning

confidence: 99%

Handbook of Child Abuse Research and Treatment

Lutzker¹

1998

Issues in Clinical Child Psychology

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A Continuation Order Plan is available for this series. A continuation order will bring delivery of each new volume immediately upon publication. Volumes are billed only upon actual sh ipment. For further information please contact the pub lisher. LIbrary of Congress CatalogIng-In-PublIcatIon Data Handbook of ch Ild abuse research and treatment I ed Ited by John R. Lutzker . p . cm . --(Issues In clInIcal chIld ps ychology) Includes bIblIographIcal references and Index. 1. Ch I l d abuse--Psychologlca l aspects. 2 . ChIld abuse--PreventIon. 3 . AbusIve parents--Behavlor mod lf1cat lon. 4. Abused c h1 1dr e n--Re hab 1i t t a t t o n . I. L u t z k e r , .Jchn R., 1947-II . SerIes . HV6626.5 .H36 1997 362 .76'7--dc21 97-39967 CIP ISBN 978-1-4419-3278-5 ISBN 978-1-4757-2909-2 (eBook)

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Previously abused child victims' response to a sexual abuse prevention program: A matter of measures

Cited by 13 publications

References 12 publications

Child sexual abuse: from prevention to self‐protection

Child sexual abuse: from prevention to self‐protection

Effectiveness of Programs for the Prevention of Child Sexual Abuse

Handbook of Child Abuse Research and Treatment

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