|
||||||||||||||||||||||
 |
Feeling
Yes, Feeling No Key Words:
Background: The Feeling Yes, Feeling No program was developed in 1980 by the Green Thumb Theatre for Young People in Vancouver. The program consists of three instructional 15-minute interactive videos taped by the National Film Board of Canada in 1985. It is available in French as "Mon Corps, C’est Mon Corps". The videos include children from various ethnic backgrounds, increasing the program’s appeal to diverse audiences. The program is often used as part of the personal and social development curriculum. The Lothian Regional Council Department of Education in Edinburgh, Scotland, has adapted Feeling Yes, Feeling No for children with learning difficulties. Objectives: The main objectives of the program are: to identify different responses to being touched; how children can seek help if touch leaves them feeling "no"; and to identify some reasons why it is hard to tell about "no" feelings. Description: This series of videos provides children the tools to protect themselves from sexual assault by strangers, family members and other trusted people. Using the 3 videos as the starting point for instruction, the entire program can take 15 to 18 hours of classroom teaching. A facilitator’s guide outlines role-plays, mime, art, music and other activities that reinforce the messages from the videos. The major concepts covered include: reacting to touches with positive or negative feelings; adults can help if sexual assault occurs; and sexual assault is never the fault of the child. The first video teaches the basic skills, while the second video teaches skills to help children assess potentially dangerous situations involving strangers and provides a definition of sexual assault. The final video introduces the possibility of sexual assault by a trusted adult. Stressing that touch can lead to positive or negative feelings rather than that touch is good or bad is one conceptually distinct aspect compared to some child sexual abuse prevention programs. A second distinction is the use of anatomically correct terms in place of the more vague "private parts" wording used in many other programs. Teacher Training: A video for professionals introduces the program, provides general information about child sexual abuse, how to recognize child sexual abuse and how to help an abused child. Parent Involvement: The adult Feeling Yes, Feeling No video, mentioned previously, can be used to teach parents ways to reinforce the skills learned by the children. Did It Work? Strong Research Design: Hazzard, Webb, Kleemier, Angert and Pohl (1991) compared the program to a wait-list control condition with 399 Gr. 3 and 4 students. In a written questionnaire, the children receiving the program had significantly higher knowledge scores compared to those in the control group and maintained these gains 6-weeks and 1-year after the program. Using videotaped vignettes, children who had received the Feeling Yes, Feeling No program were better able to discern safe and unsafe situations than children in the control group, maintaining theses gains at 6-weeks and 1-year post-program. At post-testing, there were no significant differences between intervention and control group children’s ability to demonstrate prevention skills, such as saying ‘no’, leaving and telling someone. At 1-year follow-up, children who participated in the program the previous year, whether with or without a booster session, showed a significant increase in knowledge of child sexual abuse. Suggestive research evidence: Sigurdson, Strang, and Doig (1987) conducted a one-group item analysis using a 29- item questionnaire with 137 students in grades 4, to 6 who received Feeling Yes, Feeling No. Most students had a basic level of self-protective knowledge and assertiveness at pretest, however, most learned important concepts with respect to sexual abuse. For eight questions, only girls made significant gains in knowledge. How Did It Work? A short one-time booster session further enhanced children’s ability to identify safe and unsafe situations portrayed in videotaped scenarios (Hazzard, Webb, Kleemier, Angert & Pohl, 1991). Hazzard, Kleemier and Webb (1990) reported no significant differences of impact on children’s knowledge or skill acquisition between trained teacher-led program delivery compared to ‘expert’-led, if the teachers were well trained. Availability: The Family Program (one video, 78 minutes) costs $39.95 (Can). The Professional Package (4 videos) is $125.00 (Can.). Contact the National Film Board of Canada: PO Box 6100, Station Centre-Ville, Montreal, Quebec, H3C 3H5; Phone (toll-free) 1-(800) 283-9000; Fax (514) 283-7564; Email from web-site: www.nfb.ca. Information about the adaptation for children with learning difficulties: Contact the Principal Officer, Personal Safety, Lothian Regional Council Department of Education, 498 Gorgie Road, Edinburgh, EH11 3AF Scotland; Phone 0131- 469-5871. References Hazzard, A. (1993). Psychoeducational groups to teach children sexual abuse prevention skills. Journal of Child and Adolescent Group Therapy, 3(1), 13-23. Hazzard, A., Webb, C. Kleemier, C., Angert, L., & Pohl, J. (1991). Child sexual abuse prevention: Evaluation and one year follow-up. Child Abuse and Neglect, 15, 123-138. Sigurdson, E., Strang, M., & Doig, T. (1987). What do children know about preventing sexual assault? How can their awareness be increased? Canadian Journal of Psychiatry, 32, 551-557.
ESPACE
Key Words:
Background: Women Against Rape in Columbus, Ohio developed the Child Abuse Prevention (CAP) program in 1978. Facilitators deliver the CAP program throughout the United States and many other countries. In 1985, a French adaptation, ESPACE, was created. The Regroupement des Organismes Espace du Québec (R.O.E.Q.) is responsible for its ongoing development and implementation in the province of Quebec. Objectives: The objective of this program is to prevent physical, psychological, verbal and sexual abuse of young children. Description: The program offers school workshops for children, teachers and parents by trained ESPACE/CAP facilitators. Classroom presentations are approximately 1-hour and include information and strategies to assist children and youth in resisting abuse. Abuse is seen as a violation of the children’s personal rights. Topics covered include sexual, verbal, emotional and physical abuse by peers (bullying), known adults and strangers (abduction). Guided group discussions, narratives and role-plays assist students to learn prevention/protection strategies such as assertiveness, peer support, a self-defense yell and telling a trusted adult if abuse occurs. Facilitators are trained to handle disclosures. Children can meet individually with a facilitator after the program, if they wish. Teacher Training: A 2-hour school/staff workshop informs staff about abuse, how to recognize potential abuse and the community resources available to address abuse. Parent Involvement: A 2-hour Family/Parent in-service training stresses the importance of establishing good communication children. Did It Work? Strong Research Design: Hebert and colleagues (2001) conducted a study with 133 Grade 1 and 3 children using a wait-list control design. When post-test scores were compared, children in the program group had statistically significantly higher knowledge and preventive skills scores than the control condition. A comparison of post-test and 2-month follow-up scores indicated that program children retained the knowledge of abuse gains, but their prevention skills had decreased a statistically significant amount. However, a pre-test — follow-up comparison showed that children’s prevention skills were greater (statistically significant) than before the program. Hébert, Lavoie and Parent (in press) conducted a study with 272 parents (55 who participated in the ESPACE workshop offered to parents of elementary school children and 217 in control condition). When compared to those who did not participate in the parent workshop, participating parents had a statistically significant greater knowledge of child sexual abuse concepts, such as the physical signs associated with sexual abuse, the forms sexual abuse can take, children’s feelings toward an abusive parent and victim characteristics. Parents who participated in the workshop also gave significantly more appropriate intervention suggestions to a hypothetical sexual abuse scenario. Availability: Le Regroupement des Organismes Espace du Québec (R.O.E.Q.) implements Espace in Quebec. Contact: Francine Gagnon, Coordonnatrice du Regroupement des organismes Espace du Québec, 59 Monfette, local 218, Victoriaville, Québec G6P 1J8; téléphone: (819) 751-1436; télécopieur: (819) 751-1586; email: roeq@cdcbf.qc.ca or website: http://www.roeq.qc.ca/menu.html. Several centres in Ontario train facilitators to deliver ESPACE: The Centre de Santé Communautaire/COPA in Sault Ste. Marie offers the program to Anglophone schools in surrounding communities. Le Centre Ontarien de Prevention des Aggressions (COPA) provides CAP and ESPACE training and programming in French within Ontario. Contact: Kathryn Penwill, COPA; phone: (416) 465-3370 or see website: http://www.centredesantecommunautaire.com/copaframeset.html. CAP headquarters is at the Educational Information & Resource Center (EIRC) in Sewell, NJ, U.S.A. and can be reached through the website: http://www.ncap.org/. References Hébert, M., Lavoie, F., & Parent, N. (in press). An assessment of outcomes following parents’ participation in a child abuse prevention program. Violence and Victims. Hebert, M., Lavoie, F., Piche, C., & Poitras, M. (2001). Proximate effects of a child sexual abuse prevention program in elementary school children. Child Abuse & Neglect, 25, 505-522.
Touching:
A Child Abuse Prevention
Key Words:
Background:The Community Child Abuse Council of Canada in Hamilton, Ontario, commissioned the Touching program in 1987 in response to the growing recognition of the extensiveness of child sexual abuse. The Council organizes a tour of the live drama, Touching, written by Michael Adkins for elementary age school children in the Hamilton-Wentworth region. Objectives: Touching is about child abuse, relationships and problem solving. It assists children with knowledge and confidence to deal with inappropriate touching. Description: The video and teacher’s kit are for elementary school classrooms (Kindergarten to Grade 8). The "Touching" kit may be used as a stand-alone resource or to supplement an existing child abuse prevention program. The teacher’s kit contains a guide that explains and examines prevention techniques. It includes problem solving and role-playing exercises, games, quizzes, illustrations, music, and lyric sheets. The video has wacky characters in vignettes that present key child abuse prevention concepts. The program encompasses issues such as bullies, ‘stranger danger’ and abuse by a known and trusted adult. It addresses a sensitive topic in an entertaining and non-threatening way. The characters use a ‘Bill of Body Rights’ as guidelines to resolve abuse. Six lesson-cards reinforce the lessons communicated in the video. Activities include body ownership, problem solving, assertiveness training, decision-making, identification of feelings, and personal responsibility. Supplementary activities assist children to cooperate and communicate by introducing brainstorming and problem solving techniques. Songs from the video have been transposed into song-based activities to reinforce the child abuse concepts presented in the program. Teacher Training: The Teacher’s Guide is a resource on all aspects of child abuse that is useful for staff training. It incorporates legal definitions and reporting procedures; guidelines for disclosure; identification and investigation; treatment and prevention. Parent Involvement: The program has a parent video and manual available in English and French and a Parent Resource Guide. Topics include teaching children about personal safety, understanding child sexual abuse and its impacts, understanding why children don’t tell, who offenders are, strategies by offenders to lure children, signs and signals to which parents should be alert, handling disclosures, bullying, and learning activities for parents to use with their children. In Hamilton-Wentworth, the Council presents a single-session workshop to provide parents with practical suggestions for teaching children prevention safety skills. Did It Work? Strong Research Design. The Touching program was assessed by Tutty (1992) with 400 Grade 1, 3 and 6 students using a strong research design. The children were tested 2 or 3 times each according to which of four conditions they were assigned. Children in Group 1 saw the play and were tested before, after and 5-months following the program. Group 2 saw the play at the same time as Group 1, but was tested only after the play and at 5-month follow-up. Children in Group 3 completed the tests at the same time as the pretest and posttests but did not see the play until immediately before the follow-up testing at 5 months. The children in Group 4 did not see the play until after the research was completed, thus constituting a waiting list control group. The children were pretested in the same time frame as the other groups, and again five months afterward. The children statistically significantly increased their learning of the prevention concepts presented in the program compared to children who did not participate. Taking the pretest did not sensitize the children to the material, meaning that the improvements in knowledge were from exposure to the program not the measure. The knowledge gains were maintained at the 5-month follow-up testing. How Did It Work? Tutty (1992) suggests that the statistically significant but relatively small increase in scores on the knowledge questionnaire indicate the need for the prevention materials to be presented more than once to children, especially in the lower grades. An item analysis by grade level indicated that children learned different concepts at different ages. Children in Grade 1 had significantly higher knowledge scores compared to children in Kindergarten. Grade 1 and 3 students made the most significant gains, especially on items such as inappropriate touching by a family member or known acquaintance and its okay to say ‘no’ if you are touched in ways you don’t like. In a further (Tutty, 1994), item analysis highlighted that children at different developmental levels responded differently to certain sexual abuse prevention concepts, and the significant increase in learning these concepts after participating in the program. For example, children in Grade 1 did not improve on an item related to saying no if to an uncomfortable touch, but Grade 3 students did improve. Availability: Program materials are available from the Community Child Abuse Council of Canada, 75 MacNab Street S., Suite 203, Hamilton, Ontario L8P 3C1. Phone: 1-800-471-2111 or (905) 523-1020, fax: (905) 523-1877, or check the website at http://www.childabusecouncil.on.ca. The Touching video and Teachers’ Kit are available in English or French for $179.50 (CDN). The parent video and manual are available in English and French for $17.50 (CDN). A Parent Resource Guide is $4 (CDN). References
Tutty, L. (1992). The ability of elementary school children to learn child sexual abuse prevention concepts. Child Abuse & Neglect, 16(3), 369-384.
Tutty, L. (1994). Developmental issues in young children's learning of sexual abuse prevention concepts. Child Abuse & Neglect, 18(2), 179-192.
Who
Do You Tell? Key Words:
Background: First introduced in 1983, the Who Do You Tell program has been updated and revised by Calgary Communities Against Sexual Abuse, a non-profit organization that delivers a variety of training and direct services related to sexual assault and abuse. Objectives:Learning objectives include: understanding what sexual abuse is; identifying private parts; learning assertive response to unwanted touching; and naming adults they trust to tell if abuse occurred. Description: The classroom component of the Who Do You Tell program consists of 2 60-minute sessions. A variety of teaching strategies (stories, song, videos, role-plays) present several key messages: say no; tell an adult; and sexual abuse is never the child’s fault. Children practice assertiveness skills and telling a trusted adult. Teacher Training: A 1-hour in-service with teachers outlines the program, how to recognize sexual abuse in children and how to respond to disclosures. Parent Involvement: A parent information evening (1.5 hours) prepares parents for their children’s participation in the program and provides them with information about child sexual abuse and responding to disclosures. A parent handbook is available describing the program and issues related to child sexual abuse. Did It Work? Strong Research Design: Tutty’s (1997; 2000) study of 231 children from Grade 1 to 6 using program and wait-list control groups found that children receiving the program demonstrated significant gains in knowledge of appropriate and inappropriate touch at post-test when compared to children in the control group. An item-analysis showed significant improvements on three items: not always keeping secrets; telling someone if touched in a way not liked; and sometimes saying "no" to an adult. An age analysis indicated that younger children knew less at both pre- and post-test than older children. Grade 3 seemed to be the level at which children gained the most knowledge of inappropriate touch. Availability: The program package (manual, scripts, pictures, video and training materials) will be available in Fall 2002 (cost to be determined). For program information contact: Calgary Communities Against Sexual Abuse, 305, 707-10 Ave. SW, Calgary, Alberta, T2R 0B3; phone (403) 237-6905 ext.231; or fax (403) 264-8355. References Tutty, L.M. (2000). What children learn from sexual abuse prevention programs: Difficult concepts and developmental issues. Research on Social Work Practice, 10 (3), 275-300. Tutty, L. M. (1997). Child sexual abuse prevention programs: Evaluating Who Do You Tell? Child Abuse & Neglect, 21 (9), 869-881.
It’s
Not Your Fault Key Words:
Background: A series of prevention initiatives have been developed and implemented by RespectED: Violence and Abuse Prevention, a program of the Canadian Red Cross. This is a community-based, volunteer-driven service. Presentations are available to schools and other youth-serving groups in most Canadian provinces and in the Yukon in both rural and urban settings. Program materials can be adapted for specific audiences, including new Canadians and at-risk populations such as young offenders and teen parents. Materials translated into French should be available in 2002. Objectives: The primary goals of the RespectED programs are to break the cycle of abuse, neglect, harassment, and interpersonal violence, and to promote safe, respectful and supportive relationships. Description: Prevention Educators (trained volunteers or RespectED staff) facilitate the classroom presentations. Prevention Educators receive mandatory training that includes at least 120 hours of lectures, observations of program deliveries and a 3-month internship. It’s Not Your Fault is most often delivered to Grade 8 students in 5-session or 2- to 3-hour formats. Topics include: the impact of child abuse on individuals, family and society, defining abuse and neglect, the stresses of normal parenting, developing appropriate peer support skills and the available services in the school and community. The students are challenged to stop the cycle of abuse when they become caregivers. Although the programs are not designed to elicit disclosures of abuse/violence, these sometimes occur. Facilitators and teachers are trained to deal with disclosures. Teacher Training: Classroom teachers are required to attend an orientation session to review the content and process used by the RespectED facilitators. Handling student disclosures is an important part of this orientation. Parent Involvement: Parents are involved through some student activities, such as interviewing parents/grandparents about their dating practices. Did It Work? Strong Research Design: Hill and McCarron (1995) conducted a study with 94 Grade 8 students from 4 schools. Students at 2 schools (program and control) participated in a post-test (4 months after program completed) only design, where no significant differences were found between the two groups on knowledge of child abuse. In a gender analysis, girls scored significantly higher than boys in both the intervention and control groups. In the further comparison, a pretest/4 months post-test study, with the other 2 schools (program and control), program students had statistically significant higher scores on knowledge than control students at 4-months. In a gender analysis, girls had statistically significant higher scores than boys at pre- but not at post-test. Availability: Contact the nearest Red Cross RespectED for availability of class presentations of "It’s Not Your Fault". Reference Hill, C.R., & McCarron, G. (1995). Evaluation of the Red Cross Child Abuse Prevention Program for Adolescents (CAPPA). Pilot project: Final report. Unpublished. Surrey, BC: The Canadian Red Cross Society, British Columbia-Yukon Division.
C.A.R.E.
(Challenge Abuse through Respect Education) Kit Key Words:
Background: The Child Abuse Research and Education Productions Association in Surrey, British Columbia originally developed the C.A.R.E. Kit program, a child sexual abuse prevention program for children from kindergarten to grade 3, in the early 1980s. There is a French version of the program as well as one adapted for special populations. The RespectED division of the Canadian Red Cross took over responsibility for the program in September of 2000 and extensively revised the kit. Revisions include introducing concrete safety rules, naming private body-parts and cultural diversity; adding experiential student activities; and distinguishing appropriate behaviour. Objectives:Provides skills and knowledge for children to identify situations that could lead to sexual abuse, understand that they have a right to be protected from sexual abuse and body ownership, and increase awareness of helping resources. Description: The C.A.R.E. Kit program presents 12 key messages, presented in 15- to 20-minute daily lessons over three to six weeks. Message Cards present the concepts and suggest discussion and activities for each key program statement. The key concepts are: 1) each person owns and is responsible for his/her own body and feelings; 2) sexual abuse and touching; and 3) self-protection and reporting sexual abuse. Teacher Training: RespectED provides teachers information about child sexual abuse, child sexual abuse prevention and teaching strategies. Training materials prepares teachers for disclosures, knowing the current legislation and procedures for reporting. Parent Involvement: An information pamphlet is available for distribution to parents at parent meetings or as a take-home handout. Did It Work? Strong Research Design: This evaluation is on the original C.A.R.E. kit. It does not provide evidence for the revised version. Perrault, Begin and Tremblay (1998) conducted a study with 294 Kindergarten children, finding statistically significant increases in knowledge of sexual abuse and its prevention when comparing program and control group children at post-test. The gains were maintained at 3-month follow-up. Suggestive research evidence: Parent surveys indicated that children understood the overall message of the original C.A.R.E. Kit (Fort McMurray Catholic Schools, 1992; School District #36/Surrey, 1994). At least 67% of parents reported that their children reacted positively: gained knowledge, self-confidence, ability to discuss sexual topics and sense of safety (Chan & Inrig, 1989; Fort McMurray Catholic Schools, 1992; School District #36/Surrey, 1994). Less than 3% of parents suggested that children negatively reacted to the program (Chan & Inrig, 1989; Fort McMurray Catholic Schools, 1992). Teachers reported that children increased their knowledge of personal safety and skills to protect them from sexual abuse (School District #36/Surrey, Spring 1994). How Did It Work? Hubbersty et al. (2000) reported factors related to implementation: 1) teacher training was positively associated with using the original CARE Kit materials; 2) teachers saw spring as the best time to deliver the program, as children were, by then, comfortable in the classroom; 3) barriers to implementation included lack of training, discomfort with program content and fear of handling disclosures; 4) teachers identified positive program dimensions as its developmental appropriateness, compatibility with personal development curricula, well-liked by children and contained important messages about sexual abuse not generally found in other programs. Availability: The new edition of the C.A.R.E. Kit (Your Body is Yours student book, My Body Song book, resource guide, puppets, poster, bookmarks, and message/discussion cards) is available in English and French from RespectED: Violence & Abuse Prevention for $243.95 (CDN) with a 15% discount when 5 or more kits are purchased. Class replenishment kits (including a poster, plus 30 booklets and bookmarks) are available for $26.95. One-day training sessions are $80 per participant with a minimum of 10. Contact RespectED by phone at 1-888-307-7997; Fax: 1-800-811-8877; email: wz-contactcentre@redcross.ca or visit the web site: www.redcross.ca. References Chan, R., & Inrig, R. (1989). Report to the Board of School Trustees School District #38 (Richmond) on the C.A.R.E. program implementation (1988-89 School Year). Richmond, BC: School District #38 (Richmond). Fort McMurray Catholic Schools (June, 1992). CARE Kit survey. Fort McMurray, AB: Author. School District #36/Surrey (Spring, 1994). C.A.R.E. Kit program review. Surrey, BC: Author. Hubbersty, C., Hume, S., Rutman, D., & Tate, B. (2000). An evaluation of the use of the CARE Kit & Let’s Talk About Touching in Greater Victoria. Victoria, BC: Child Abuse Prevention and Counselling Society. Perrault, N., Begin, H., & Tremblay, C. (1998). Évaluation d’un programme de prévention des agressions sexuelles auprès d’enfants de maternelle. Montréal, QC: Direction de la santé publique de Montréal-Centre.
Body
Safety Training (BST) Key Words:
Background: The Body Safety Training program, formerly known as the Behavioral Skills Training program, was developed by Dr. Sandy Wurtele in the mid-1980s to educate 4-years and younger children about personal safety, especially child sexual abuse. The program can be used on its own or with other resources on child sexual abuse. Objectives: The objectives of the program include developing personal safety skills; and increasing knowledge and skills related to preventing or reporting child sexual abuse. Description: The emphasis is developing prevention skills in young children with information and techniques such as modelling, rehearsal, social reinforcement, shaping and feedback. The classroom teacher, a trained facilitator, or parent teaches the BST program to small groups of children using a script and picture cards. Groups of 4 to 10 allow each child time to practice the behavioural skills. The program can be presented in a single, 50-minute presentation or offered over several days in 25-minute segments. Key program concepts include: the child as the boss of his/her own body; identifying "private parts"; distinguishing appropriate from inappropriate situations in which a bigger person (stranger, relative, acquaintance) looks at or touches their private parts; how to respond to inappropriate touch; and it is never a child’s fault when they are abused. Stories about children in potentially dangerous situations are used to practice how children could respond. Teacher Training: The BST program includes materials to educate teachers about child sexual abuse and program implementation. Parent Involvement: A special version of the BST program is available for parents to teach personal safety skills to their children. Did It Work? Strong Research Design: Wurtele et al. (1986) tested several approaches and their outcomes: 1) Touch film; 2) Body Safety Training program; 2) film and Body Safety Training program; and 4) non-program. Seventy-one children from kindergarten, grades 1, 3, and 6 who participated in the BST program either alone or with the film, significantly increased their knowledge of sexual abuse and enhanced personal safety skills compared to children in the film only or the non-program control group. Gender differences were not significant, but older children performed significantly better than younger children on the tests of knowledge and skill development. Wurtele (1990) assessed the impact of the program for 24 preschool children (aged 4) using a pre-, post- and 1-month follow-up-testing. Four-year-olds who participated in the BST program made significantly more gains sexual abuse knowledge and prevention skills (what to do, who to tell, and what to report) than controls. Children did not overgeneralize these prevention skills to avoid appropriate touch requests. Gains were maintained through the 1-month follow-up period. Teacher and parent reports indicated no significant increases in fear responses or behavioural difficulties. How Did It Work? Wurtele, Marrs and Miller-Perrin (1987) tested the relative merits of participant modelling (active rehearsal) versus symbolic modelling (watch skills modeled by adult) on knowledge and skill development with 26 kindergarten students. While knowledge and enjoyment of program scores were not significantly different, responses to vignettes demonstrated a significant improvement for children under only the participant modelling condition. Wurtele, Kast and Melzer (1992) assessed the relative merit of teacher versus parent taught BST program. Four conditions were explored: 1) parent taught; 2) teacher taught; 3) both parent and teacher taught; and no-intervention control. Post-test and 5-month follow-up scores indicated that the 26 children who participated in the program compared to controls had significantly higher scores in knowledge and skills. Parent taught, and parent and teacher taught children scored significantly higher than teacher only taught children in both skills and knowledge of sexual abuse. The involvement of parents significantly increased the knowledge and skill development of 4-year-olds. A third study (Wurtele, Gillispie, Currier & Franklin, 1992) with 61 preschool children with home-taught, school-taught and no-intervention conditions found that children who participated in the program either at home or in school had significantly higher scores on both knowledge and skills related to sexual abuse prevention than the no-intervention controls. These differences were maintained at 2-month follow-up. However, there were no significant differences between being parent or teacher taught. Children did not overgeneralize inappropriate touching to requests for appropriate touching. Wurtele and Miller-Perrin (1987) found that exposure to the Body Safety Training program produced no negative emotional or behavioural difficulties for 26 kindergarten children based on child and parent ratings. A majority of parents indicated that the program stimulated positive discussions about sexual abuse at home. Availability: The program manual is available for approximately $20 (US). Contact: Dr. Sandy Wurtele, Department of Psychology, University of Colorado at Colorado Springs, 1420 Austin Bluffs Parkway, Colorado Springs, CO 80933-7150; Phone: (719) 262-4150; or via email at swurtele@mail.uccs.edu. References Wurtele, S.K. (1990). Teaching personal safety skills to four-year-old children: A behavioral approach. Behavior Therapy, 21, 25-32. Wurtele, S.K., & Miller-Perrin, C.L. (1987). An evaluation of side effects associated with participation in a child sexual abuse prevention program. Journal of School Health, 57(6), 228-231. Wurtele, S.K., Gillispie, E.I., Currier, L.L., & Franklin, C.F. (1992). A comparison of teachers vs. parents as instructors of a personal safety program for preschoolers. Child Abuse & Neglect, 16, 127-137. Wurtele, S.K., Kast, L.C., & Melzer, A.M. (1992). Sexual abuse prevention education for young children: A comparison of teachers and parents as instructors. Child Abuse & Neglect, 16, 865-876. Wurtele, S.K., Marrs, S.R., & Miller-Perrin, C.L. (1987). Practice makes perfect? The role of participant modeling in sexual abuse prevention programs. Journal of Consulting and Clinical Psychology, 55(4), 599-602. Wurtele, S.K., Saslawsky, D.A., Miller, C.L., Marrs, S.R., & Britcher, J.C. (1986). Teaching personal safety skills for potential prevention of sexual abuse: A comparison of treatments. Journal of Consulting and Clinical Psychology, 54(5), 688-692.
Child
Abuse Prevention Program (CAPP) Key Words:
Background:Originally developed in 1986 as the Children’s Primary Prevention Training program, it has been revised and renamed the Child Abuse Prevention Program. Objectives: The program’s objective is to increase children’s sexual abuse prevention knowledge and skills. Description: Five lessons centre on 5 interrelated storybooks entitled: Let’s Talk About Touching; Private Parts; Surprises; Tell Someone; and Remember. Each story contains specific rules and behavioural actions that a child can use if confronted with a potential abuser. Behavioural rehearsal during the story and questions for follow-up exercises provide opportunities to practice the skills and concepts are provided. Did It Work? Strong Research Design: Nemerofsky, Carron and Rosenberg (1994) conducted a wait-list, age-matched control group design study using 1,350 children from 3 through 6 years of age in a daycare setting. Children were interviewed using the "What If Situation Test". Program participants demonstrated statistically significant more knowledge and skills in sexual abuse prevention than the control group. Children aged 4, 5 and 6 scored significantly higher than 3-year-olds; 6-year-olds scored significantly higher than 4-year-olds. Availability: The 5 storybooks, teacher’s manual, parent manual and a demonstration video cost $25.00 (US) plus shipping. Permission to duplicate program materials and to order materials: CCCBC Child Abuse Prevention Program, Community College of Baltimore County — Essex, S-210 Allied Health & Science Building, 7201 Rossville Blvd., Baltimore, MD 21237; phone: (410) 780-6429 or 6427; fax: (410) 780-6405; email: ANemerofsky@CCBCMD.EDU or ChildSXAbusePrev@aol.com. Reference Nemerofsky, A.G., Carran, D.T., & Rosenberg, L.A. (1994). Age variation in performance among preschool children in a sexual abuse prevention program. Journal of Child Sexual Abuse, 3(1), 85-102.
Good
Touch/Bad Touch Key Words:
Objectives: Objectives of the Good Touch/Bad Touch program include: understanding abuse, how to prevent or interrupt abuse, and that it is never okay to hurt another child. Description: The primary focus is sexual abuse prevention; however, physical abuse and bullying prevention are included in Grade 3, and sexual harassment and emotional abuse in Grade 5. Children learn 5 body safety rules, body ownership, say ‘no’ to abuse, who can help you when abused, permission to ask adults questions about other’s behaviour, and that sexual abuse is never a child’s fault. Materials and techniques such as role-plays reinforce the concepts and offer opportunities to practice the skills. Teacher Training: Two training options are available: on-site 21 hour training; or Audio Tape Training Kits, available in grade-specific or complete curriculum packages. Parent Involvement: A website educates parents about child sexual abuse (http://www.goodtouchbadtouch.com/talking_to_children.html), teaching parents to talk with children about sexual abuse, respond to disclosures, recognize signs of abuse, messages for children about types of touch and sexual abuse, and introduces the program. Did It Work? Strong Research Design: Harvey, Forehand, Brown and Holmes (1988) studied the program’s effectiveness with 71 Kindergarten children in a pre-/post-test/follow-up, program/control group design. When compared to the control group at posttest, program children scored significantly higher on knowledge of preventing abuse and responding to sexual abuse scenarios, retaining this advantage at 7-week follow-up. Availability: On site-training costs about $195/person (US) or $1450 (US) for an audio training kit. For curriculum materials or training information contact: Prevention and Motivation Programs, Inc., P.O. Box 1960, 659 Henderson, Suite H, Cartersville, Georgia 30120; phone: 1-800-245-1527; fax: 1-770-607-9600; or email: gtbt1@aol.com. Reference Harvey, P., Forehand, R., Brown, C., & Holmes, T. (1988). The prevention of sexual abuse: Examination of the effectiveness of a program with kindergarten-age children. Behavior Therapy, 19, 429-435.
Project
Trust: Teaching Reaching Using Students and Theater Key Words:
Background: The Project TRUST: Teaching, Reaching, Using Students and Theater program was designed as an elementary school prevention project using the play, Touch, to teach child sexual abuse prevention concepts. The play is based on the 1977 collaboration between the Hennepin County Attorney’s Child Sexual Abuse Prevention Program and Illusion Theater in Minneapolis, MN. Touch is about nurturing, confusing and exploitative touch. In Project TRUST, trained high school students perform the play. The program has evolved into a peer education model with additional plays about mental health awareness and violence prevention that are produced and performed by high school students for elementary, junior high and high school students. Objectives: To provide schools with prevention materials, training, performance direction, evaluation and ongoing technical assistance. Description: Trained high school students perform the plays (30-minutes) for elementary, junior high and high school audiences. Each performance is followed by a question-response time led by facilitators and performers. The two sexual abuse prevention plays are: Touch for grades 3 through 5 and No Easy Answer for grades 7 through 12. Touch consists of several vignettes with messages such as: appropriate and inappropriate touch, how to say "no" in uncomfortable situations, and that perpetrators can be known to the child. No Easy Answer addresses adolescent issues of sexual abuse, dating violence, misuse of power in relationships and sexuality. The program includes three violence prevention plays. Peace Up! for students in grades 3 to 6, focuses on preventing violence and harassment and constructive ways to deal with anger. Peer mediation is introduced. The play for students in grades 6 through 9 is What Goes Around, focusing on harassment (sexual and racial), conflict resolution, gender stereotypes, and respect. In Everybody’s Business, for youth in grades 9 through 12, issues such as sexual harassment, date rape, stalking and homophobia are presented. Another series of plays deal with mental health issues such as teen depression, suicide, substance abuse, and family violence. These plays are presented to student audiences in grades 5 to 9, grades 6 to 12, and grades 9 through 12. Parent Involvement: Pamphlets about the plays are available for parents. Some schools invite parents to the performances. Did It Work? Strong Research Design: Over 1000 grade 1 to 6 students were tested on sexual abuse prevention knowledge both immediately after and 3-months following the performance of the play, Touch, as compared to a control group. At post-test, students exposed to the play showed significantly higher knowledge of sexual abuse prevention than control students: this difference was retained at 3-month follow-up. The number of first time disclosures of abuse was greater in the Touch condition. Finding no differences between program and non-program students on a measure of anxiety suggests that the topic of sexual abuse did not cause students to worry. Availability: Peer Education licensing costs include: start-up fee for new sites of $500.00 (US); one-year licensing fee for the prevention plays of $1000.00; and 2-day training retreat with two Illusion Theater professionals $800.00 plus travel and lodging. Contact the Illusion Theater, 528 Hennepin Avenue, Suite 704, Minneapolis, MN 55403; Phone (612) 339-4944. Reference Oldfield, D., Hays, B.J., & Megal, M.E. (1996). Evaluation of the effectiveness of Project TRUST: an elementary school-based victimization prevention strategy. Child Abuse and Neglect, 20 (9), 821-832.
Red
Flag, Green Flag People
Key Words:
Background: The Rape and Abuse Crisis Center in Fargo, North Dakota developed the Red Flag Green Flag program in 1986. Today, this program consists of material geared to children from kindergarten to Grades 3 or 4: T is for Touching (K), Red Flag Green Flag People (Gr. 1-2), and Red Flag Green Flag People II (Gr. 3-4). The programs focus on helping children recognize abuse by perpetrators who are known to them. Designed primarily for the classroom, the program has also been used by social services, legal and medical professionals as a child abuse investigative and treatment tool. The Woodrow Project: A Sexual Abuse Prevention Curriculum for Persons with Developmental Disabilities incorporates Red Flag Green Flag People materials into direct instructional teaching for children with a mild to moderate developmental disability. Objectives: The objectives include teaching children to recognize abusive situations, especially sexual abuse, respond assertively responses in situations of abuse, and 3) to tell adults about the abuse until someone listens to them. Description: The Red Flag Green Flag People 30-page workbook teaches children about appropriate and inappropriate touches - Green Flag touches and Red Flag touches. Role-playing is recommended to reinforce the learned concepts and skills (e.g., recognizing good and bad touch, telling adults if abuse has happened). The facilitator’s guide includes objectives, discussion questions, notes and optional activities such as role-plays to accompany each page of the children’s book. In the curriculum version of the program, the children's workbook is a loose-leaf binder that can be photocopied for classroom use. The kindergarten program introduces abuse prevention and teaching prevention skills to groups of children ages 5 and 6. It consists of three 6-minute videotape episodes teaching appropriate and inappropriate touches, saying "No" to uncomfortable touches, getting away from abusive situations, and identifying and telling someone who will help.
Teacher Training: In two formal evaluations, teachers/volunteers received formal in-service training in the program concepts and skills: a level training not stressed in more recent material. The facilitator’s manual provides outlines for meeting with teachers and parents as well as sample parental consent forms for participation in the program. Parent Involvement: Parents have used the Red Flag Green Flag People workbook with their own children to introduce child abuse prevention in a non-threatening way. Did It Work? Strong Research Design. Kolko, Moser and Hughes (1989) conducted a study in classroom settings using a pre- and post-test, control group research design. A total of 337 children aged 7 to 10 participated in the research with 41 children not receiving the prevention program (control group). Viewing and discussing a film supplemented the Red Flag Green Flag People program material. A child self-report questionnaire focused on four factors: awareness of child sexual abuse including recognition of inappropriate touching, how upset the child was by a hypothetical interaction, the likelihood of talking to different people if abuse occurred, and knowledge and skills covered in the program. The analysis focused on changes in individual items. At post-test, children who received the Red Flag Green Flag People program had statistically significant improvements on awareness, correct preventative responses and program concepts/skills when compared with the control group. No sex differences in knowledge were reported in either the intervention or control group. Teacher and parents from the program group indicated more understanding of ways to prevent child sexual abuse victimization than teachers and parents from the control group. After training, parents felt better able to deal with a potential incident of child sexual abuse and teachers felt that they could use the information they had acquired. How Did It Work? Miltenberger and Thiesse-Duffy (1988) researched parents instructing their own children with the Red Flag Green Flag People program at home. The parent instruction was supplemented with one-to-one behavioural training (i.e., rehearsal, modelling, praise, and feedback) by researchers, who came to the home either before or after instruction using the workbook. The number of participants was small (11 six/seven year olds and 13 four/five year olds) and the study focused mainly on the threat of abduction by a stranger, which is no longer, the focus of the program. The important conclusion was that instruction alone did not produce significant changes in knowledge and skills, but the addition of behavioural training did. Children aged 6 to 7 retained some of the knowledge and skills two months following the intervention, while the children aged 4 to 5 did not maintain the changes noted at post-test. Parents reported no emotional or behavioural problems as a side effect of presenting this child sexual abuse material to their children. Availability:Program materials are available in English and Spanish. Program components are: children’s colouring book at $3.00/copy (US); 64-page facilitator’s guide - $14.95 (US); classroom curriculum - $39.95 (US); and 6-page parent's guide - $1.00/copy (US). The T is for Touching program includes a videotape and a 21-page facilitator’s manual for $79.95 (US). The Woodrow Project: A Sexual Abuse Prevention Curriculum for Persons with Developmental Disabilities facilitator's manual plus a 25-minute videotape is available for $99.95 (US). Order materials from Red Flag Green Flag Resources, P.O. Box 2984, Fargo, ND 58108-2984; see: http://www.redflaggreenflag.com/html/toorder.html; phone: 1-800-627-3675; fax: 1-888-237-5332; or email: rfgf@corpcomm.net. References Miltenberger, R.G., & Thiesse-Duffy, E. (1988). Evaluation of home-based programs for teaching personal safety skills to children. Journal of Applied Behavior Analysis, 21, 81-87. Kolko, D.J., Moser, J.T., & Hughes, J. (1989). Classroom training in sexual victimization awareness and prevention skills: An extension of the Red Flag/Green Flag People program. Journal of Family Violence, 4 (1), 25-45.
Safe
Child
Key Words:
Background: The Safe Child program was developed in 1987 by the Coalition for Children, Inc. in Denver, Colorado from an existing program by Health Education Systems, Inc. The program has been revised numerous times in response to program evaluations and increased research knowledge about child abuse. Objectives: The objectives include preventing sexual, emotional and physical abuse of children by familiar people, and abuse and abduction by strangers. Description: The program is presented in a preschool to grade 3 series that includes videos, lesson plans, games, role-plays and other activities for each grade level. The curriculum includes 5 to 10 lessons per grade level. Videotapes are used to ensure that the concepts and techniques are presented in a consistent way. Video segments are followed by class activities such as role-plays and discussion groups that provide children with structured opportunities to practice the skills presented. Sexual, emotional and physical abuse prevention skills are taught in kindergarten, grade 1 and grade 3. These include messages such as: "my body belongs to me"; "saying no"; "talking to someone until you receive help"; and "punishment that leaves bruises and marks that are there the next day is excessive". Safety with strangers is covered in preschool, kindergarten. Grades 1 and 2 programs include rules when approached by a stranger. Self-care with Grade 2 children explores staying safe in unsupervised situations such as answering the phone or door, handling free time and emergency situations. An evaluation form for teachers and school administrators is included in the community-planning guidebook. The form asks for comments about problems/concerns, benefits/positive aspects of the program, children’s and parents’ reactions, and suggestions for changes to materials or teacher training. Teacher Training: A training package includes an overview of the problem and dynamics of child abuse, techniques for teaching and handling disclosures. Parent Involvement: A parent seminar enhances and reinforces an understanding of the concepts presented in the program. The program materials include a video explaining the program. Also included are letters to parents explaining the curriculum activities and encouraging parents to practice the techniques and reinforce the concepts at home. Did It Work? Strong Research Design: Kraizer, Witte and Fryer (1989) conducted pre- and post-test with 670 children (ages 3 — 10). Some children received the Safe Child program, while others (the control group) did not. In order to measure actual behavioural change, a simulation/scripted role-play was designed to test the child’s ability to resist sexual abuse victimization. Scoring was based on the verbal responses and body language of the children. A statistically significant improvement was noted at post-test for program participants, while control children did not improve their scores significantly. Availability: The complete preschool program is available for approximately $395 (US), while the K to Grade 3 package costs $895 (US). The kits include a parent/teacher video, children’s videos, curriculum guides for teacher training, a parent seminar and children’s program. English, Spanish, French and Creole versions of program activities and handouts are available. For information contact Dr. Sherryll Kraizer at the Coalition for Children, P.O. Box 6304, Denver, CO 80206; phone (303) 320-6321, fax (303) 320-6328, or email Kraizer@safechild.org. Phone orders to 1-800-320-1717 or order forms are on the website: www.safechild.org. Reference Kraizer, S., Witte, S.S., & Fryer, G.E. (1989). Child sexual abuse prevention programs: What makes them effective in protecting children? Children Today, 18, 23-27.
Talking
About Touching
Key Words:
Background: The Seattle—based Committee for Children, formed in 1980 to develop curricula and training to prevent child sexual abuse, developed Talking About Touching. Since then, the organization has designed other violence prevention programs, including Second Step. Talking About Touching was revised and updated in 1996 to include new personal safety steps, updated photo-lesson cards, and more take-home letters. The message, "sexual abuse is never a child’s fault", takes a more prominent place in the revised curriculum. The curriculum has been used with children in urban, suburban and rural schools and with children of diverse ethnic and socio-economic backgrounds. Objectives: The program is intended to increase children’s knowledge of and adherence to rules that will help keep them safe, act in assertive ways, and identify differences in safe touch, unsafe touch, and unwanted touch and to follow safety rules about touching. Description: The curriculum is divided into two kits: 1) preschool/kindergarten and 2) grades 1 to 3. Each kit contains a teacher’s guide and 11" x 17" photo-lesson cards. In addition, the kits offer a variety of multi-sensory activities to teach and reinforce personal safety concepts. The kits contain the Sam’s Story Big Book, booklet, and audiocassette; a video for parents and caregivers; and a poster outlining safety steps taught through the program. The 14 lessons for each grade vary in length from 10 minutes at the preschool level to 30 minutes with grades 2 and 3. The intention is that this curriculum be taught sequentially in each grade as the skills and knowledge taught build on previous learning. The program addresses safety plan issues, including handling inappropriate touching. Three basic units are covered at each grade level. The first unit covers safety rules to use with things and safety rules to use with people, including traffic, fire, and water safety. The second section teaches children safety rules to use with older people regarding talking, touching and feelings. The third unit presents material and skills related to assertively standing up for one’s self in situations where the child is being bullied or uncomfortable with the way in which they are being touched. The program is taught by teachers, but school counsellors may join the teaching team. The content varies according to the grade level, but opportunities for skill practice, classroom integration, and transfer of learning are provided at each level. Staff Training: Training in the program components and implementation is recommended. The Committee for Children suggests that all school staff be trained to identify key behaviours that indicate that a child may be abused and to respond appropriately to disclosures. Parent Involvement: Parent involvement is highly encouraged: a parent education video is included in every Talking about Touching kit. Vignettes provide models to parents about teaching their children key touching safety rules and responding appropriately to disclosures. The teacher’s guide contains reproducible take-home letters for families. Did It Work? Strong Research Design. The program was evaluated in the pilot phase (Downer, unpublished). Students in the experimental group (70) received the program over a 3-week period, while the control group (15) was not exposed to the program. The study used an interview (with puppets to present incomplete scenarios) and a multiple choice knowledge questionnaire. At pre-test, the intervention and control groups did not differ, however, statistically significant differences between these groups were found at post-test. There were no significant gender differences. Although not statistically significant, the analysis of scores on the written questionnaire indicated a trend toward knowledge gains in safety rules, community resources and problem solving. Suggestive research evidence. Evaluating the revised program, Sylvester (1997) found that overall scores on general safety, touching, and assertiveness improved after the program. Challenging items for students were recalling how to handle inappropriate touching and what to do if an adult ignored a child’s initial request to stop touching them. How Did It Work? In Sylvester’s evaluation, half the teachers integrated the program into the regular curriculum and the other half taught it as a separate program. Teachers responded positively to: 1) training and preparedness to teach program; 2) the helpfulness of lesson cards in preparing the program; 3) concepts were developmentally appropriate; and 4) guiding students in role-plays. Availability: For information on Talking About Touching contact, Committee for Children, 172 20th Avenue, Seattle, WA 98122. Phone 1-800-634-4449 or see the website: http://www.cfchildren.org/reachus.htm. Preschool/kindergarten kit costs $269.00 (US) and the Grade 1-3 kit is $239.00 (US). Yes You Can Say No (French Version: Oui Tu Peux Dire Non) is a 19-minute video that can be used in conjunction with the curricula and is appropriate for grades 2-6. A Teacher’s Guide (French version includes translated Teacher’s Guide) comes with the video at a cost of $65.00 (US). References
Downer, A. (Unpublished). Evaluation of "Talking About Touching": Summary report. Seattle, WA: Committee for Children. Sylvester, L. (1997). Talking About Touching: Personal Safety Curricula (1996 editions). Preschool to Grade 3: Curriculum evaluation summary. Seattle, WA: Committee for Children.
Preventing
Sexual Abuse: Key Words:
Background:Carol Plummer, co-founder of the Association of Sexual Abuse Prevention, created Preventing Sexual Abuse: Activities and Strategies for Those Working with Children and Adolescents program in 1984 and updated/revised it in 1997. Objectives: The program provides school staff with activities to reduce the likelihood of young people being subjected to sexual abuse. Description:The curriculum is divided into Kindergarten through Grade 6 and Grade 7 through 12. Topics are presented in 1- to 5-day segments depending on the topic and grade level. The curriculum explains ways that children and youth may be tricked into sexual abuse situations, that sexual abuse is not ‘normal’ and keeping such secrets is not appropriate. Strategies and resources for dealing with sexual abuse, sexual harassment, and sexual assault are presented. Role-plays and activity sheets are provided. Information on adapting the materials for the developmentally disabled is in the program manual. Teacher Training: Implementation suggestions and guidelines for instructors are contained in the program material, but no formal teacher training is provided. Parent Involvement: The program contains suggestions for involving parents in sexual abuse prevention activities with their children. Did It Work? Suggestive research evidence: Plummer (1983) studied the responses of 112 Grade 5 children to the program using a pre- and post-test design with follow-up at 2- and 8-months. At post-test, students had significantly improved their knowledge of 14 of the 23 concepts tested: many of the remaining concepts were in the improved direction. Knowledge gains were generally maintained at both 2- and 8-month testing. Availability: The Preventing Sexual Abuse curriculum (Plummer, 1997) is available for $23.95 (US) from Learning Publications, Inc., P.O. Box 1338, Holmes Beach, FL 34218; Phone 1-800-222-1525; Fax (941) 778-6818; or visit the web site at http://www.learningpublications.com. Reference Plummer, C. (1984, August). Preventing sexual abuse: What in-school programs teach children. Paper presented at the Second National Conference for Family Violence Researchers, New Hampshire.
Children
of the Eagle Resource Kit (Piitaa Pookaiski) Key Words:
Background: The Children of the Eagle (Piitaa Pookaiski) resource kit was designed in 1990 for the Peigan Band after a number of 8 to 12 year old children disclosed sexual abuse. Manneschmidt and Grier designed the program to fill a gap in child sexual abuse resources from a First Nations perspective. Although the original audience was not school children or youth, few resources/programs present an Aboriginal point-of-view. Objectives: The purpose of the resource kit is to educate individual, families, and communities about the options for prevention of and healing from sexual abuse. Description: The Children of the Eagle (Piitaa Pookaiski) resource kit consists of a video and resource handbook. The 29-minute video is about the healing of three sexually abused Aboriginal children. The eagle symbolizes bravery, leadership and wisdom that the community has to muster to deal with their children’s crisis. The resource handbook contains information about child sexual abuse and why child sexual abuse occurs in Native communities. The philosophy is that, in addition to the need to heal from the effects of child sexual abuse at the individual and family level, Native communities need to heal as a whole by being involved in treating and preventing of sexual abuse. Parent Involvement: One of the resources is an outline of ways that parents can help their child achieve greater personal safety. The content includes: secrets about touching should not be kept; talking about privacy, feelings, about touching (comfortable and uncomfortable); and talking with someone they trust when they feel uncomfortable. Availability: The video and handbook are available for $60 (CND). The film is also available from the National Film Board of Canada and may be at some local libraries. Purchase enquiries for the Children of the Eagle (Piitaa Pookaiski) resource kit should be made to Peigan Child and Family Services in Alberta at (403) 965-2390.
Eagle
Child
Key Words:
Objectives: The Eagle Child books were designed to help children understand the dynamics of sexual abuse from a traditional Native perspective. Description: The series consists of 4 books that follow 2 Native children who are helped to understand child sexual abuse from their wise and loving grandmother. In the first Eagle Child book, the children come to an understanding of sexual abuse. The second book illustrates the grandmother showing the children that one possible effect of sexual abuse is acting out behaviour. The third book focuses on the grandmother guiding her grandson to seeing trust as essential in overcoming sexual abuse. Finally, in the fourth book, the grandmother leads the children to understand the importance of empowerment and termination in the healing process. Did It Work? How Did It Work? There are no evaluations of the impact of these books in helping children understand child sexual abuse from a traditional Native perspective. Availability: The four Eagle Child books are available for $4 (CDN) per set. An additional resource, The Return of the Travelling Star, is a culturally appropriate story that was developed specifically for, but not restricted to, Native teens as an aide to understanding the importance of healthy and respectful interaction. The books are available from the Ganohkwa Sra Family Assault Support Services, P.O. Box 250, Ohsweken, Ontario N0A 1M0. They can be reached by phone: (519) 445-4324, fax: (519) 445-4825, or email: ganohkwa@execulink.com.
Circles
II Stop Abuse Key Words:
Objectives: The objectives of this program are to increase recognition and avoidance of sexually threatening and abusive situations. Description: Developed in 1986 by L. Walker-Hirsch and M.P. Champagne, the program targets students who are especially vulnerable due to their learning and developmental disabilities. Three skills are stressed: recognition of potential exploitive relationships, assertiveness and taking action. The video offers 12 stories that introduce the concepts and skills that are then reinforced through role-playing about taking positive action. The circles concept teaches personal boundaries with widening circles of people (self, family, acquaintances, strangers). Did It Work? How Did It Work? Formal evaluation results are not available. Availability: The program kit (3 videos, wall graph and teacher’s guide) costs $399.00 (US). Available from The James Stanfield Publishing Company, P.O. Box 41058, Santa Barbara, CA 93140; phone 1-800-421-6534; fax (805) 897-1187; or website http://www.standield.com.
Kid&TeenSAFE
Key Words:
Background:Kid&TeenSAFE is a project of SafePlace’s Disability Services. The project provides school-based abuse prevention, personal safety, and sexuality education to children and youth with various types and severity of disability. The Kid &TeenSAFE project and School Based Services of SafePlace have written a manual on the replication of this project and a companion program, Expect Respect, for children in mainstream classrooms. The two projects combine to make abuse prevention inclusive of all children. Objectives: Program goals are to increase understanding and the ability to identify, prevent and report abuse among children with disabilities, family members, teachers and other professionals. Description: Customized presentations are available for children and youth with disabilities who receive special education services. Topics include: differences between okay and not-okay touches, words and looks; terminology for public and private body parts; personal safety rules and role-plays; healthy sexuality; harassment and bullying. SafePlace provides free counselling for persons with disabilities who have been sexually exploited. The counselling promotes healing and provides education to reduce the risk of future abuse. Teacher Training: Abuse prevention education is customized for children and youth with any type or severity of disabilities, family members, and professionals who work with kids. The presentations combine lecture, facilitated discussion and role-plays. SafePlace provides school-based training and Train-the-Trainer for school personnel on Abuse Prevention and Students with Disabilities. Topics include the incidence of abuse, vulnerability factors for people with disabilities, indicators of abuse, responding to disclosures, reporting abuse, and abuse prevention strategies for students with disabilities. Parent Involvement: Parent presentations are provided throughout Texas. The topics for family members include two broad areas. First, disability awareness, which includes topics such as the definition of disability; types of disabilities; People First language; acquired disabilities and acclimating to disability; incidence of abuse among children with disabilities; common abilities and limitations; and communicating with children with disabilities. The second area is about the abuse, neglect and exploitation of people with disabilities. The topics included are: types of abuse; risk factors; possible indicators; responding to disclosures of abuse; reporting requirements; abuse prevention strategies; and sexuality education as a component of abuse prevention. Did It Work? How Did It Work? Evaluation results will be available in the near future. Availability: The Kid&TeenSAFE project is available free of charge in the Austin, Texas area. However, there is a fee when communities outside Austin contract with SafePlace for Train-the-Trainer workshops on how to replicate the project. Training is available in Travis County and surrounding areas. For information about scheduling a presentation, contact SafePlace at (512) 356-1588. Copies of the manual are available from the National Resource Center on Domestic Violence (NRCDV), 6400 Flank Drive, Suite 1300, Harrisburg, PA 17112-2778. The NRCDV can also be reached by phone at 1-800-537-2238, fax at (717) 545-9456, or downloaded free from their web site at http://www.vawnet.org/vnl/library/general/NRC_apub.htm.
LifeFacts
2 Sexual Abuse Prevention Key Words:
Objectives: The objectives for this program are increasing recognition and avoidance of sexually threatening and abusive situations. Description: This program is part of a 7-part series that teach about sexuality, abuse prevention, AIDS, avoidance, managing emotions, trust issues, substance abuse prevention and wellness to adolescents with developmental disabilities. A needs assessment is suggested before beginning the program to establish each student’s current level of knowledge. Class ground rules for discussing program content are established before presenting the material, which focuses on private parts and kinds of touching. Three skills are stressed: recognition of sexual abuse/assault, self-protection strategies, and reporting and coping if abuse happens. The range of who can assault you is covered. Did It Work? How Did It Work? Although pre- and post-test materials are provided in the program materials, formal evaluation results are not available. Availability: The program kit (55 illustration cards and slides with lesson plans on back; worksheets; and pre-post tests) cost $199.00 (US). Available from The James Stanfield Publishing Company, P.O. Box 41058, Santa Barbara, CA 93140; phone 1-800-421-6534; fax (805) 897-1187; or website: http://www.standield.com.
No-Go-Tell
Protection Curriculum for Young Children with Special Needs Key Words:
Objectives: The objectives of this program are to increase awareness of child abuse and teach skills to tell a trusted adult. Description: The Lexington Center for the Deaf conducted the research upon which this program was developed and revised. Four fundamental concepts are covered: boundaries with family, friends, familiar people and strangers; okay and not okay touch; private body parts and inappropriate touch; and who and how to tell if abuse occurs. The back of the 76 picture cards provides information on the concept presented, background information and suggested activities such as role-plays, stories and skill-rehearsal strategies. Teacher Training: A checklist helps school staff to examine school policy, provide in-service training and develop partnerships with community mental health organizations. Parent Involvement: Sample parent letters and suggestions for parent meetings are included in the program materials. Did It Work? How Did It Work? The program is evaluated at the school-level and no formal evaluation results are available. Availability: The program kit (76 picture panels, anatomically correct dolls, parent and teacher’s guides, and post-test evaluation) cost $499.00 (US). Available from The James Stanfield Publishing Company, P.O. Box 41058, Santa Barbara, CA 93140; phone 1-800-421-6534; fax (805) 897-1187; or website: http://www.standield.com.
Our
Children’s Future Key Words:
Background: Our Children’s Future was developed for Native American communities in which community, parents and school staff work together to combat abuse. Objectives: To reduce the incidence of child sexual abuse through raising awareness and developing personal safety skills. Description: This 9-lesson curriculum focuses on topics such as personal space, communication and feelings, parts of the body, personal safety and who can help. Step-by-step instructions and a safe conduct role-play are provided for teachers. Teacher Training: The manual includes information about preventing sexual abuse in Native American communities; the administrators’ and teachers’ roles in teaching the curriculum. This can be used for staff training and developing effective school policy. Parent Involvement: The manual presents information for use in parent orientation meetings and developing a parent policy council. Parent handouts are also included. Did It Work? How Did It Work? No formal evaluation has yet been completed. Availability: To obtain the Our Children’s Future manual and 30-minute videotape at a cost of $95.00 (US), contact: National Indian Child Welfare Association, 5100 SW Macadam Avenue, Suite 300, Portland, Oregon 97201; phone: (503) 222-4044; fax: (503) 222-4007; or email: info@nicwa.org.
|
|||||||||||||||||||||
This site last updated: 23 September, 2002 Home RESOLVE Alberta
|
||||||||||||||||||||||
Prevention
Programs Addressing