Repeated sexual victimization of adolescents by their peers: The perceptions of adolescents, their parents, and the practitioners at a child advocacy center

Katz, Carmit; Piller, Shir; Glucklich, Talia; Livni, Karen Admon; Matty, Daniela Efrat

doi:10.1016/j.childyouth.2019.02.003

Cited by 2 publications

(1 citation statement)

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“…As such, the focus should be on responses to the behavior rather than labels, emphasizing rehabilitation over retribution in addressing PSB during this unique developmental period [16,17]. Moreover, the disclosure and reporting of PSB and CSA to school employees are characterized by various barriers, including normalization of the abuse and inadequate responses from the school system [13,18].…”

Section: Introductionmentioning

confidence: 99%

“Pay Attention! Pay Attention! Pay Attention!!!”: The Pivotal Role of Educators and the Educational System as Experienced by Survivors of Child Sexual Abuse

Sigad,

Tener,

Lusky-Weisrose

et al. 2024

Behavioral Sciences

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Educational institutions and educators are significant in children’s lives, and they have a crucial role in implementing policies, practices, and sexual education to enhance children’s safety. Such policies and practices should be based on the voices of CSA survivors. This study explored child sexual abuse (CSA) survivors’ viewpoints on their past experiences with educators and the educational system. A qualitative thematic approach was used to analyze 61 written testimonies collected in 2020–2021 by the Israeli Independent Public Inquiry on CSA. Two interrelated themes arose: 1) CSA survivors’ retrospective perspectives of educators and the educational system’s responses to signs of their CSA, described as ranging from abusive to life-saving. Specifically, they shared three types of responses: a) harmful and hurtful; b) dismissive and ignoring; and c) accepting and attending. 2) The second theme described the survivors’ messages to educators to promote constructive change. The survivors conveyed expectations that educators should play a central role in CSA prevention, detection, and intervention and, specifically, the need for educators to receive professional training, provide beneficial sexual education, and identify and respond to CSA. The findings promoted moving beyond individual-level interventions to focus on improving educational institutional and organizational cultures related to CSA in both national and international contexts.

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Section: Introductionmentioning

confidence: 99%