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Dion J, Attard V, Guyon R, De La Sablonnière-Griffin M, Perreault É, Hébert M. Implementing a sexual violence prevention program in two Canadian Indigenous communities: Challenges and lessons learned. CHILD ABUSE & NEGLECT 2024; 148:106271. [PMID: 37357071 DOI: 10.1016/j.chiabu.2023.106271] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/30/2022] [Revised: 04/22/2023] [Accepted: 05/31/2023] [Indexed: 06/27/2023]
Abstract
BACKGROUND The prevalence of child sexual violence remains overwhelming, particularly among Indigenous populations, despite increased awareness. Therefore, implementing efficient initiatives is crucial in preventing and reducing sexual violence rates among these groups. OBJECTIVE This study aimed to examine the processes involved in the implementation of a sexual violence prevention program in two Indigenous communities in Canada and assess application of culturally safe practices. METHOD Eight Indigenous and non-Indigenous project managers underwent semi-structured interviews before the program's implementation; five of them also participated in the follow-up interviews. Moreover, thirteen Indigenous service providers from the two communities answered open-ended questions when the included training ended. RESULTS Thematic analysis revealed the importance of following an ongoing process (not only before implementing a program) to assess the needs of community members and involving them in decision-making. Administrative injunctions were also identified as a significant challenge during implementation. Results showed that participants reported the taboo of sexual violence as a challenge but that constant discussions about the prevention of sexual violence helped defuse the discomfort and foster trust between Indigenous and non-Indigenous professionals. Finally, participants provided recommendations to improve research and intervention practices. CONCLUSIONS Several takeaways were discussed to improve research practices with, by, and for Indigenous peoples, such as using collaborative communication, developing common understanding relative to work agendas, and increasing cultural competencies to build trust within the partnership.
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Affiliation(s)
- Jacinthe Dion
- Intersectoral Center for Sustainable Health, Department of Health Sciences, Université du Québec à Chicoutimi, 555 bl. Université, Saguenay, Québec G7H 2B1, Canada; Interdisciplinary Research Center on Intimate Relationship Problems and Sexual Abuse, Department of Psychology, Université de Montréal, C.P 6128, succursale Centre-Ville, Montréal, Québec H3C 3J7, Canada.
| | - Virginie Attard
- Urbanisation Culture Société Research Centre, Institut National de la Recherche Scientifique (INRS), INRS-UQAT Joint Research Unit in Indigenous Studies, Val-d'Or Campus, 663, 1re Avenue, Val-d'Or, Québec J9P 1Y3, Canada.
| | - Roxanne Guyon
- Interdisciplinary Research Center on Intimate Relationship Problems and Sexual Abuse, Department of Psychology, Université de Montréal, C.P 6128, succursale Centre-Ville, Montréal, Québec H3C 3J7, Canada; Department of Sexology, Université du Québec à Montréal, 455, boul. René-Lévesque Est, Montréal, Québec H2L 4Y2, Canada.
| | - Mireille De La Sablonnière-Griffin
- Urbanisation Culture Société Research Centre, Institut National de la Recherche Scientifique (INRS), INRS-UQAT Joint Research Unit in Indigenous Studies, Val-d'Or Campus, 663, 1re Avenue, Val-d'Or, Québec J9P 1Y3, Canada.
| | - Émilie Perreault
- Intersectoral Center for Sustainable Health, Department of Health Sciences, Université du Québec à Chicoutimi, 555 bl. Université, Saguenay, Québec G7H 2B1, Canada.
| | - Martine Hébert
- Interdisciplinary Research Center on Intimate Relationship Problems and Sexual Abuse, Department of Psychology, Université de Montréal, C.P 6128, succursale Centre-Ville, Montréal, Québec H3C 3J7, Canada; Department of Sexology, Université du Québec à Montréal, 455, boul. René-Lévesque Est, Montréal, Québec H2L 4Y2, Canada.
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Innes SL, Rayment-McHugh S. It's More Than a Matter of Trust: What Parents and Young Children Need to Know to Prevent Intrafamilial Child Sexual Abuse. JOURNAL OF CHILD SEXUAL ABUSE 2024; 33:43-64. [PMID: 38051095 DOI: 10.1080/10538712.2023.2291396] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/26/2023] [Accepted: 11/28/2023] [Indexed: 12/07/2023]
Abstract
Programs aimed at preventing child sexual abuse typically focus on skilling up young children and, to a lesser extent, parents by imparting a range of protective messages. Many sexual abuse prevention programs include a focus on identifying or vetting "safe" or "trustworthy" people. The authors qualitatively analyzed the content of narratives from individuals with childhood experience of intrafamilial sexual abuse, an under-represented voice in the development of child sexual abuse prevention programs. The analysis of impediments to protection indicated that, within the family context, reductionistic judgments of familiar individuals' perceived safety or trustworthiness impaired child safety. In addition to adults and children being unable to recognize sexually abusive behavior and warning signs, child-victim survivor narratives highlighted the barriers for prevention in family environments characterized by maltreatment, a lack of child rights or that were unsupported by external authorities. Implications for the content of messages young children and their parents need to prevent child sexual victimization in the context of everyday family life are discussed.
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Affiliation(s)
- Shona L Innes
- University of the Sunshine Coast, Sunshine Coast, QLD, Australia
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Lu M, Barlow J, Meinck F, Neelakantan L. Unpacking School-Based Child Sexual Abuse Prevention Programs: A Realist Review. TRAUMA, VIOLENCE & ABUSE 2023; 24:2067-2081. [PMID: 35544032 PMCID: PMC10486164 DOI: 10.1177/15248380221082153] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
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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Affiliation(s)
- Mengyao Lu
- Department of Social Policy and Intervention, University of Oxford, Oxford, UK
| | - Jane Barlow
- Department of Social Policy and Intervention, University of Oxford, Oxford, UK
| | - Franziska Meinck
- School of Social and Political Sciences, University of Edinburgh, Edinburgh, UK
- Optentia, Faculty of Health Sciences, North-West University, Vanderbijlpark, South Africa
- School of Public Health, University of the Witwatersrand, Johannesburg, South Africa
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Young JA, Mann-Williams A. Evaluating the Effectiveness of a Live Musical Theater-Based Approach to Child Sexual Abuse Prevention in Elementary Schools. JOURNAL OF CHILD SEXUAL ABUSE 2023; 32:860-878. [PMID: 37921222 DOI: 10.1080/10538712.2023.2273311] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/23/2023] [Accepted: 10/02/2023] [Indexed: 11/04/2023]
Abstract
Hugs and Kisses is a theater-based child sexual abuse (CSA) prevention program designed for children in kindergarten through fifth grades. The purpose of this cross-sectional case study is to evaluate how a comprehensive live musical theater program can prepare teachers to discuss and identify the signs of CSA, help children increase their knowledge, and learn prevention strategies to stop CSA in the future. A total of 154 teachers and 2,700 children from 31 schools participated in this program during 2016. Findings show this program increases children's awareness of touch and action knowledge through five primary safety lessons taught during the program and reinforced by a teacher led in-person discussion after the play. Nearly 85% of the students across all grade levels in this sample understood the lessons taught in the play, and students whose teachers held an in-class discussion after the play scored better than those students whose teachers did not hold a discussion. Teachers who were prepared with training resources also held longer in-class discussions compared to those who were not prepared. The Hugs play has the potential to be a national model for evidence-based CSA programs.
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Maleki Z, Damghanian M, Rad M, Farnam F. Knowledge, Skills, and Self-Disclosure Following a Sexual Abuse Prevention Program Among Iranian Preschoolers: A Cluster Quasi-Experimental Controlled Study. JOURNAL OF INTERPERSONAL VIOLENCE 2023; 38:6346-6365. [PMID: 36331113 DOI: 10.1177/08862605221133306] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
Standard empirical studies are needed despite three decades of research on child sexual abuse prevention programs (CSAPPs). This study aimed to investigate the effects of CSAPP on the child's sexual safety. A multicenter, random cluster, quasi-experimental controlled survey was conducted in a 1:1 ratio in Tehran, Iran, from May to December 2019 in seventy 5- to 6-years-old children from 10 kindergartens. In groups of 7 to 8, the intervention group participated in four sessions of 45 minutes of face-to-face sexual self-care training, 3 to 4 days apart. The control groups received one session on accident safety. Knowledge, self-protective skills, fear, and self-disclosure were assessed respectively by the "Personal Safety Questionnaire (PSQ)," "What If Situation Test (WIST)," "Fear Assessment Thermometer Scale (FATS)," and researcher-made questions before and 8 weeks after the intervention. At the baseline, children obtained 70% of knowledge and 45% of protective skills scores. After the intervention, knowledge, protective skills, and detection of "appropriate requests" were significantly promoted (p < .001). Detecting "inappropriate requests" did not differ; however, all quadruple skills (Say, Do, Tell, and Report) improved significantly. "Girl sex" and "parents' education" were related factors promoting children's protective skills. Sexual abuse self-disclosure was 4.2% (n = 3), and one child reported child sexual abuse (CSA) only after the intervention. Despite the lack of formal education, children's basic knowledge reflects the importance of parents in preventing CSA. However, the CSAPP significantly improved children's skills and revealed one CSA case. CSAPP should not focus solely on risky scenarios because if children cannot distinguish between safe and unsafe situations, they will experience unnecessary anxiety. Even after recognizing the dangerous conditions, CSA prevention will practically fail without appropriate reactions such as escaping and reporting. CSAPP should emphasize individual rights such as body ownership and assertiveness skills and explain the "danger of known people" with detailed scenarios, especially in collectivistic and traditional societies.
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Affiliation(s)
| | | | - Maryam Rad
- Kerman University of Medical Sciences, Iran
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Rahimi Khalifeh Kandi Z, Ebadi Fard Azar F, Farahani FK, Azadi N, Mansourian M. Analyzing the concept of sexual self-care in preschool children: A qualitative study. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2023; 12:118. [PMID: 37397114 PMCID: PMC10312396 DOI: 10.4103/jehp.jehp_551_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/16/2022] [Accepted: 07/07/2022] [Indexed: 07/04/2023]
Abstract
BACKGROUND Child sexual abuse is a global concern for families and societies. Therefore, child protection from sexual harassment is of particular importance. The present study aimed to investigate the concept of sexual self-care in children. MATERIALS AND METHODS The present research is a qualitative study conducted with a content analysis approach. The study participants include 39 child sex education specialists, parents of children aged 4-7 years, adolescents who were sexually abused in childhood, and those with no experience of sexual abuse in childhood. The participants were selected through purposive sampling method. Different people's interpretations of the concept of sexual self-care in children were explored using semi-structured and face-to-face interviews, which continued until the saturation of concepts. Data were analyzed using the Graneheim and Lundman method. Guba and Lincoln's criteria were used to strengthen the validity and transferability of the data. RESULTS Sexual self-care in children was identified from participants' viewpoints in the study. This self-care includes three main components and six subcomponents of (1) knowledge about privacy, risk situation, and trustworthy people, (2) attitude and perception of risk, and (3) behavioral skills in self-protection (i.e., post-injury reaction). CONCLUSION Further injuries can be prevented by improving the level of awareness, forming the right attitude, and strengthening children's behavioral skills toward sexual self-care. Such issues, which are representatives of privacy, risk situations, and self-protection ability, can improve children's sexual self-care skills.
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Affiliation(s)
- Zahra Rahimi Khalifeh Kandi
- Department of Education and Health Promotion, School of Health, Iran University of Medical Sciences, Tehran, Iran
| | - Farbod Ebadi Fard Azar
- Department of Health Education and Promotion, Health Promotion Research Center, Iran University of Medical Sciences, Tehran, Iran
| | - Farideh Khalajabadi Farahani
- Department of Population and Health, National Population Studies and Comprehensive Management Institute, Tehran, Iran
| | - Nammamali Azadi
- Department of Biostatistics, School of Health, Iran University of Medical Sciences, Tehran, Iran
| | - Morteza Mansourian
- Department of Health Education and Promotion, Health Promotion Research Center, Iran University of Medical Sciences, Tehran, Iran
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Mehta D, Kelly AB, Laurens KR, Haslam D, Williams KE, Walsh K, Baker PRA, Carter HE, Khawaja NG, Zelenko O, Mathews B. Child Maltreatment and Long-Term Physical and Mental Health Outcomes: An Exploration of Biopsychosocial Determinants and Implications for Prevention. Child Psychiatry Hum Dev 2023; 54:421-435. [PMID: 34586552 PMCID: PMC8480117 DOI: 10.1007/s10578-021-01258-8] [Citation(s) in RCA: 13] [Impact Index Per Article: 13.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 09/17/2021] [Indexed: 02/08/2023]
Abstract
Child maltreatment rates remain unacceptably high and rates are likely to escalate as COVID-related economic problems continue. A comprehensive and evidence-building approach is needed to prevent, detect and intervene where child maltreatment occurs. This review identifies key challenges in definitions, overviews the latest data on prevalence rates, reviews risk and protective factors, and examines common long-term mental health outcomes for children who experience maltreatment. The review takes a systems approach to child maltreatment outcomes through its focus on the overall burden of disease, gene-environment interactions, neurobiological mechanisms and social ecologies linking maltreatment to mental ill-health. Five recommendations relating to the accurate measurement of trends, research on brain structures and processes, improving the reach and impact of teleservices for detecting, preventing and treating child maladjustment, community-based approaches, and building population-focused multidisciplinary alliances and think tanks are presented.
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Affiliation(s)
- Divya Mehta
- grid.1024.70000000089150953Centre for Genomics and Personalised Health, Queensland University of Technology (QUT), Brisbane, Australia ,grid.1024.70000000089150953Present Address: Child Adversity, Mental Health and Resilience Theme, Centre for Child Health and Well-being, Queensland University of Technology (QUT), Brisbane, Australia ,grid.1024.70000000089150953School of Biomedical Sciences, Queensland University of Technology, Brisbane, Australia
| | - Adrian B. Kelly
- grid.1024.70000000089150953Present Address: Child Adversity, Mental Health and Resilience Theme, Centre for Child Health and Well-being, Queensland University of Technology (QUT), Brisbane, Australia ,grid.1024.70000000089150953Centre for Inclusive Education, Queensland University of Technology (QUT), Brisbane, Australia ,grid.1024.70000000089150953School of Psychology and Counselling, Queensland University of Technology (QUT), Brisbane, Australia
| | - Kristin R. Laurens
- grid.1024.70000000089150953Present Address: Child Adversity, Mental Health and Resilience Theme, Centre for Child Health and Well-being, Queensland University of Technology (QUT), Brisbane, Australia ,grid.1024.70000000089150953Centre for Inclusive Education, Queensland University of Technology (QUT), Brisbane, Australia ,grid.1024.70000000089150953School of Psychology and Counselling, Queensland University of Technology (QUT), Brisbane, Australia
| | - Divna Haslam
- grid.1024.70000000089150953Present Address: Child Adversity, Mental Health and Resilience Theme, Centre for Child Health and Well-being, Queensland University of Technology (QUT), Brisbane, Australia ,grid.1003.20000 0000 9320 7537Parenting and Family Support Centre, The University of Queensland, Brisbane, Australia
| | - Kate E. Williams
- grid.1024.70000000089150953Present Address: Child Adversity, Mental Health and Resilience Theme, Centre for Child Health and Well-being, Queensland University of Technology (QUT), Brisbane, Australia ,grid.1024.70000000089150953School of Early Childhood and Inclusive Education, Queensland University of Technology (QUT), Brisbane, Australia ,grid.1024.70000000089150953Centre for Child & Family Studies, Queensland University of Technology (QUT), Brisbane, Australia
| | - Kerryann Walsh
- grid.1024.70000000089150953Present Address: Child Adversity, Mental Health and Resilience Theme, Centre for Child Health and Well-being, Queensland University of Technology (QUT), Brisbane, Australia ,grid.1024.70000000089150953School of Early Childhood and Inclusive Education, Queensland University of Technology (QUT), Brisbane, Australia ,grid.1024.70000000089150953Centre for Child & Family Studies, Queensland University of Technology (QUT), Brisbane, Australia
| | - Philip R. A. Baker
- grid.1024.70000000089150953Present Address: Child Adversity, Mental Health and Resilience Theme, Centre for Child Health and Well-being, Queensland University of Technology (QUT), Brisbane, Australia ,grid.1024.70000000089150953School of Public Health and Social Work, Faculty of Health, Queensland University of Technology (QUT), Brisbane, Australia
| | - Hannah E. Carter
- grid.1024.70000000089150953Present Address: Child Adversity, Mental Health and Resilience Theme, Centre for Child Health and Well-being, Queensland University of Technology (QUT), Brisbane, Australia ,grid.1024.70000000089150953School of Public Health and Social Work, Faculty of Health, Queensland University of Technology (QUT), Brisbane, Australia
| | - Nigar G. Khawaja
- grid.1024.70000000089150953Present Address: Child Adversity, Mental Health and Resilience Theme, Centre for Child Health and Well-being, Queensland University of Technology (QUT), Brisbane, Australia ,grid.1024.70000000089150953School of Psychology and Counselling, Queensland University of Technology (QUT), Brisbane, Australia
| | - Oksana Zelenko
- grid.1024.70000000089150953Present Address: Child Adversity, Mental Health and Resilience Theme, Centre for Child Health and Well-being, Queensland University of Technology (QUT), Brisbane, Australia
| | - Ben Mathews
- grid.1024.70000000089150953Present Address: Child Adversity, Mental Health and Resilience Theme, Centre for Child Health and Well-being, Queensland University of Technology (QUT), Brisbane, Australia ,grid.1024.70000000089150953School of Law, Queensland University of Technology (QUT), Brisbane, Australia ,grid.21107.350000 0001 2171 9311Bloomberg School of Public Health, Johns Hopkins University, Baltimore, USA
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Bright MA, Ortega D, Finkelhor D, Walsh K. Moving school-based CSA prevention education online: Advantages and challenges of the "new normal". CHILD ABUSE & NEGLECT 2022; 132:105807. [PMID: 35926249 PMCID: PMC9341426 DOI: 10.1016/j.chiabu.2022.105807] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/19/2022] [Revised: 07/14/2022] [Accepted: 07/17/2022] [Indexed: 06/15/2023]
Abstract
One of the many outcomes of the COVID-19 pandemic was a shift in the delivery of elementary (primary) education. Schools transitioned swiftly to e-learning and prioritized education that was already or could be easily adapted to virtual formats. Given the paucity of online content available, it is not likely that child sexual abuse (CSA) prevention education was prioritized. Given that CSA prevention education has demonstrated success in increasing knowledge, protective behaviors, and disclosures, and the potential long-term need for e-learning options, there is a demand for an exploration of how CSA prevention can be implemented using e-learning strategies. In the current discussion, we explore how school-based CSA prevention education could be implemented in a "new normal" context of e-learning. We first present the existing e-learning content for CSA prevention education. We then describe how best practices for prevention education can be applied to e-learning. Finally, we present considerations for the use of e-learning specifically for CSA prevention education. In short, implementing CSA prevention programs through e-learning offers many affordances for program accessibility and reach, flexibility in implementation and opportunities for greater exposure to content, and a wide range of ways to demonstrate effective skills and engage children in cycles of practice and feedback. E-learning, may also, however, limit important conversations between children and trained instructors that lead to disclosures. The extant literature leaves us unsure as to whether implementing CSA prevention programs through e-learning will result in better or worse outcomes for children. However, given the increasing demand for e-learning options, and the promise of some new e-learning programs, further research on the effectiveness of e-learning CSA prevention programs is warranted.
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Affiliation(s)
- Melissa A Bright
- Center for Violence Prevention Research, USA; Crimes against Children Research Center, University of New Hampshire, USA.
| | | | - David Finkelhor
- Crimes against Children Research Center, University of New Hampshire, USA; Department of Sociology, University of New Hampshire, USA
| | - Kerryann Walsh
- Faculty of Creative Industries, Education & Social Justice, Queensland University of Technology, Australia
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Prévenir la violence sexuelle durant la petite enfance : une évaluation des effets de la formation Lanterne auprès du personnel de milieux d’intervention et d’éducation. SEXOLOGIES 2022. [DOI: 10.1016/j.sexol.2022.05.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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Kenny MC, Prikhidko A. Mothers Attitudes Toward Child Sexual Abuse Prevention in Schools: A Preliminary Examination. JOURNAL OF CHILD & ADOLESCENT TRAUMA 2022; 15:297-306. [PMID: 35600520 PMCID: PMC9120317 DOI: 10.1007/s40653-021-00361-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/05/2021] [Indexed: 06/03/2023]
Abstract
Providing school-based child sexual abuse (CSA) prevention programs ensures that the majority of children will participate in programming. Since many parents may feel ill equipped to have such discussions with their children, programs offered in education settings can bring awareness to this issue. A sample of mothers (N = 268) from across the United States completed an online survey related to their experiences with and attitudes toward school-based CSA prevention programs. Most mothers (70%) had no exposure to prevention programs during their childhood, but the majority (95%) had a positive attitude toward programming for their children. Most mothers believed that offering CSA prevention in schools was important and could provide a safety net. Mothers desired programming that was age appropriate, involved parents and was activity based. These results can help inform schools' prevention programming.
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Affiliation(s)
- Maureen C. Kenny
- Department of Counseling, Recreation and School Psychology, Florida International University, Miami, FL 33199 USA
| | - Alena Prikhidko
- Department of Counseling, Recreation and School Psychology, Florida International University, Miami, FL 33199 USA
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Citak Tunc G, Yavas H. The impact of using creative drama in the delivery of Body Safety Training Programs for preschool children on preventing sexual abuse in Turkey. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22656] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Gulseren Citak Tunc
- Department of Psychiatric Nursing, Faculty of Health Sciences Bursa Uludağ University Bursa Turkey
| | - Halil Yavas
- Department of Guidance and Psychological Counselling, Ministry of National Education Karakuyu Secondary School Mardin Turkey
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12
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Idoiaga Mondragon N, Eiguren Munitis A, Belasko Txertudi M. The breaking of secrecy: Analysis of the hashtag #MeTooInceste regarding testimonies of sexual incest abuse in childhood. CHILD ABUSE & NEGLECT 2022; 123:105412. [PMID: 34823124 DOI: 10.1016/j.chiabu.2021.105412] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/19/2021] [Revised: 10/12/2021] [Accepted: 11/11/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Incest remains one of the great taboos of contemporary society. Secrecy is also crucial in this type of sexual abuse against children, and many victims do not disclose their testimony. This situation changed, when in France in mid-January 2021, the #MeTooIncest movement emerged, and thousands of victims began to reveal the abuse they had suffered as children. OBJECTIVE To analyze the discourse on Twitter regarding this hashtag to understand how incest abuse has been dealt with through social media debate. In so doing, we expected to identify the main elements that could explain how people have symbolically constructed and engaged with childhood sexual abuse in general and with incest abuse in particular. PARTICIPANTS AND SETTING In total, 20,556 tweets with the hashtag #MeTooIncest written in French were selected by streaming API from January 14 to February 15, 2021. METHODS Their content was analyzed by lexical analysis using Iramuteq software (Reinert method). RESULTS Victims found a space for disclosure in this movement, where they felt believed, protected, and supported. This movement also embraced the victims of celebrity abusers, denouncing them and calling for their exclusion from public life. Likewise, at the societal level, this movement pushed for changes in public policies to protect children and emphasized the importance of breaking the public silence or secrecy about incest abuse. CONCLUSIONS This wave of testimonies represents a turning point as it has broken the law of silence and allowed the victims to exist in the media space without being questioned.
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Affiliation(s)
- Nahia Idoiaga Mondragon
- Department of Evolutionary and Educational Psychology, University of the Basque Country UPV/EHU, Spain.
| | - Amaia Eiguren Munitis
- Department Didactics and School Organisation, University of the Basque Country UPV/EHU, Spain.
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Şenol FB, Üstündağ A. The effect of child neglect and abuse information studies on parents' awareness levels during the COVID-19 pandemic. CHILDREN AND YOUTH SERVICES REVIEW 2021; 131:106271. [PMID: 34690394 PMCID: PMC8526118 DOI: 10.1016/j.childyouth.2021.106271] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/12/2021] [Revised: 09/01/2021] [Accepted: 10/06/2021] [Indexed: 06/13/2023]
Abstract
The research was conducted in order to increase the knowledge and awareness of parents with children between the ages of 4-6 during the COVID-19 pandemic process, through social media applications and programs. The research was designed as a quasi-experimental study with pre-testing, post-testing, and control groups using a quantitative research method. There are 67 parents in the study group, 32 of which are experimental, and 35 are of a controlled group. Data was obtained using The Personal Information Form, Child Neglect and Abuse Awareness Scale for Parents, and Parental Abuse Scale. The "Child Neglect and Abuse WhatsApp and Online Education Program" was applied to the participants in the experimental group. Each day, three messages were sent to the participants in the experimental group on the subjects of child neglect, physical abuse, emotional abuse and sexual abuse, respectively. In addition, online training was given on the same subjects and in the same order in four sessions over the Zoom application. The participants in the control group did not receive any intervention. Before and after the implementation of the Child Neglect and Abuse WhatsApp and Online Education Program, data collection tools were given to the participants in the experimental and control groups. Paired samples t Test, Wilcoxon Signed Ranks Test were used to analyze the data. As a result of the study, there was no statistically significant difference between the pre-test scores and the post test scores of the parents in the control group. When the differences between the pre and post test scores of the parents in the experimental group and the pre and post tests scores of the parents in the experimental and control groups were compared, it was observed that there was a significant difference in favor of the experimental group. In line with this result, it can be said that the education applied has had an impact on the parents' knowledge and awareness of child neglect and abuse.
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Affiliation(s)
- Fatma Betül Şenol
- Afyon Kocatepe University, Faculty of Education, Department of Gifted Education, Afyonkarahisar, Turkey
| | - Alev Üstündağ
- Universtiy of Health Sciences, Gülhane Health Sciences Faculty, Departmant of Child Development, Ankara, Turkey
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Khoori E, Gholamfarkhani S, Tatari M, Wurtele SK. Parents as Teachers: Mothers' Roles in Sexual Abuse Prevention Education in Gorgan, Iran. CHILD ABUSE & NEGLECT 2020; 109:104695. [PMID: 32877791 DOI: 10.1016/j.chiabu.2020.104695] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/20/2020] [Revised: 07/10/2020] [Accepted: 08/14/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Parents play an important role in protecting their children from sexual abuse. Mothers, in particular, play key roles in the sexual socialization of their children and in educating their children about child sexual abuse (CSA). OBJECTIVES The purpose of this study was to determine whether preschool girls in Gorgan (a city in northern Iran) could learn personal safety skills when taught by their mothers. PARTICIPANTS AND SETTING Fifty-six participants (mother-daughter pairs) were recruited from patients visiting health centers. Mean age of girls was 6.34 years. METHODS Girls were pretested using Persian versions of the Personal Safety Questionnaire and 'What If' Situations Test, randomly assigned to either a mother-taught program or wait-list control, and post-tested. Mothers assigned to the education group participated in a two-hour workshop on preventing CSA and were given the Body Safety Training workbook to teach their daughters. Following the one-week training by their mothers, children in both groups were post-tested and follow-up tested one month later. RESULTS Children taught by their mothers demonstrated significant increases in knowledge about sexual abuse and higher levels of personal safety skills compared to controls, and these gains were maintained at the one-month follow-up. CONCLUSION Results suggest that mothers can effectively teach their young daughters personal safety skills. Difficulties female children have in recognizing appropriate-touch requests are discussed and compared to results in other developing countries. Advantages of home-based instruction for young children are described and suggestions for increasing parent participation are offered.
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Affiliation(s)
- Elham Khoori
- Counselling and Reproductive Health Research Centre, Golestan University of Medical Sciences, Gorgan, Iran.
| | - Somayeh Gholamfarkhani
- Department of Obstetrics and Gynecology, Shohada Hospital of Quchan, Mashhad University of Medical Sciences, Quchan, Iran.
| | - Mahin Tatari
- Counselling and Reproductive Health Research Centre, Golestan University of Medical Sciences, Gorgan, Iran.
| | - Sandy K Wurtele
- Department of Psychology, University of Colorado, Colorado Springs, USA.
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15
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What to do when a child reports sexual harassment and sexual assault to a medical professional. Int J Impot Res 2020; 34:8-17. [PMID: 32826967 DOI: 10.1038/s41443-020-00345-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2020] [Revised: 08/01/2020] [Accepted: 08/10/2020] [Indexed: 11/09/2022]
Abstract
Global exposure of children to sexual abuse is widespread. Disclosure may be extremely upsetting for both families and medical professionals. This review provides medical practitioners with practical tips for a stepwise approach of the child who discloses sexual abuse. Having secured a private examination room, the physician should approach the child and caregivers separately to determine the level of concern for abuse and the urgency of the situation. The medical evaluation is based on the information gathered, including a complete physical examination, inspection of the genitalia, collection of forensic evidence, and testing for sexually transmitted diseases. On a case-by-case basis, the need for surgical intervention, prophylactic treatment, and immunization is discussed. Finally, important questions for the medical team to address are outlined with the goal of supporting the child and his/her family and ultimately stopping the abuse.
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Huang S, Cui C. Preventing Child Sexual Abuse Using Picture Books: The Effect of Book Character and Message Framing. JOURNAL OF CHILD SEXUAL ABUSE 2020; 29:448-467. [PMID: 32109197 DOI: 10.1080/10538712.2020.1719449] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/14/2019] [Revised: 01/04/2020] [Accepted: 01/08/2020] [Indexed: 06/10/2023]
Abstract
The aim of this study was to investigate whether and how a picture book preventing child sexual abuse can improve children's self-protection skills. The study was conducted in China with Chinese children. In a 2 × 2 between-subjects design, character in the book (human versus animal) and message framing (gain versus loss) were manipulated. Compared to a baseline group who were not exposed to the prevention book, children in the experimental groups significantly enhanced their ability to recognize a potential abuse situation and refuse an inappropriate touch request. Results suggest that the prevention picture books are more effective when using a human character and a gain-framed message. The explanation for this was that human characters simulated children's perceived norm and gain-framed messages increased children's message recall, perceived self-efficacy and positive attitude toward the message, all of which in turn positively affected children's self-protection skills.
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Affiliation(s)
- Sangruo Huang
- Department of Strategic Communication, College of Media and International Culture, Zhejiang University, Hangzhou, China
| | - Chen Cui
- Department of Strategic Communication, College of Media and International Culture, Zhejiang University, Hangzhou, China
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