Application of a child abuse prevention programme in an educational context. [Aplicación de un programa de prevención del maltrato infantil en el contexto educativo]

Manso, Juan Manuel Moreno; García-Baamonde, Elena; Alonso, Macarena Blázquez; Pozueco-Romero, José Manuel

doi:10.6018/analesps.30.3.154231

Cited by 7 publications

(1 citation statement)

References 74 publications

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“…However, exposure was relatively low and low correlations were found. Moreno-Manso et al (2014) found that children increased their knowledge of abuse and safety skills and that much of the results were maintained at the 6-month follow-up. They then concluded that stories proved to be an effective method of instruction and that schools must be involved in primary prevention.…”

Section: Discussionmentioning

confidence: 90%

School-based Abuse Prevention Programs for Children: A Scoping Review

Nyberg

Ferm

Bornman

2021

International Journal of Disability, Development and Education

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Child abuse can have serious long-term physical, psychological, behavioural, societal and economic consequences. The aim of this scoping review was to map the literature on abuse prevention programs conducted at schools for pre-teenage children. The review outlines the specific components and methods of the programs, the measurements used and the results obtained. The review included 4135 children, 1841 parents, 16 teachers and two school counsellors. A scoping review of published articles was conducted following the Joanna Briggs methodology. PubMed, PSYCInfo, ERIC, The Cochrane Library and CINAHL were searched for articles published between 1989 and 2018. The search yielded 2042 publications of which nine met the inclusion criteria. Eight of the publications reported positive results.One publication reported mixed results in terms of the safety skills and knowledge of the participating children. There were several similarities between the programs regarding key components and methods of delivery. None of the articles included children with disabilities, even though they are particularly vulnerable of becoming victims of abuse.

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Section: Discussionmentioning

confidence: 90%

School-based Abuse Prevention Programs for Children: A Scoping Review

Nyberg

Ferm

Bornman

2021

International Journal of Disability, Development and Education

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Effective Components of School-Based Prevention Programs for Child Abuse: A Meta-Analytic Review

Gubbels

Put

Stams

et al. 2021

Clin Child Fam Psychol Rev

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School-based programs seem promising for child abuse prevention. However, research mainly focused on sexual child abuse and knowledge is lacking on how individual program components contribute to the effectiveness of school-based prevention programs for any form of child abuse. This study aimed to examine the overall effect of these school-based programs on (a) children’s child abuse-related knowledge and (b) self-protection skills by conducting two three-level meta-analyses. Furthermore, moderator analyses were performed to identify how program components and delivery techniques were associated with effectiveness. A literature search yielded 34 studies (158 effect sizes; N = 11,798) examining knowledge of child abuse and 22 studies (99 effect sizes; N = 7804) examining self-protection skills. A significant overall effect was found of school-based programs on both knowledge (d = 0.572, 95% CI [0.408, 0.737], p < 0.001) and self-protection skills (d = 0.528, 95% CI [0.262, 0.794], p < 0.001). The results of the first meta-analysis on children’s child abuse knowledge suggest that program effects were larger in programs addressing social–emotional skills of children (d = 0.909 for programs with this component versus d = 0.489 for programs without this component) and self-blame (d = 0.776 versus d = 0.412), and when puppets (d = 1.096 versus d = 0.500) and games or quizzes (d = 0.966 versus d = 0.494) were used. The second meta-analysis on children’s self-protections skills revealed that no individual components or techniques were associated with increased effectiveness. Several other study and program characteristics did moderate the overall effects and are discussed. In general, school-based prevention programs show positive effects on both knowledge and self-protection skills, and the results imply that program effectiveness can be improved by implementing specific components and techniques.

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Teachers’ Knowledge and Beliefs About Child Sexual Abuse

Márquez-Flores¹,

Márquez-Hernández

Gámez

2016

Journal of Child Sexual Abuse

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Child sexual abuse is one of the main types of abuse still to be addressed within the field of education, yet the education system itself can serve as a primary tool for its prevention. A better understanding of teachers' knowledge and beliefs about child sexual abuse will allow us to establish key starting points from which to utilize the system for prevention. Four hundred and fifty teachers participated in this study, completing a questionnaire regarding their knowledge and beliefs about child sexual abuse. The study revealed that over half the teachers, 65.3% (n = 294), had never received any type of training in child sexual abuse education and that the majority were not familiar with methods of identifying child sexual abuse, 90.7% (n = 279). Various mistaken beliefs were identified among the participating teachers, such as pathological profiles of abusers, that the vast majority of child sexual abuse implies violent behavior, and that there cannot be abusers the same age as the victim. These results indicate that knowledge deficiencies do exist about child sexual abuse among teachers and highlight the need for training in this field.

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Application of a child abuse prevention programme in an educational context. [Aplicación de un programa de prevención del maltrato infantil en el contexto educativo]

Cited by 7 publications

References 74 publications

School-based Abuse Prevention Programs for Children: A Scoping Review

School-based Abuse Prevention Programs for Children: A Scoping Review

Effective Components of School-Based Prevention Programs for Child Abuse: A Meta-Analytic Review

Teachers’ Knowledge and Beliefs About Child Sexual Abuse

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