Evaluation of the effectiveness of project TRUST: An elementary school-based victimization prevention strategy

Oldfield, Dick; Hays, Bevely J.; Megel, Mary Erickson

doi:10.1016/0145-2134(96)00070-1

Cited by 51 publications

(107 citation statements)

References 18 publications

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“…Oldfield, Hays and Megel (1996:821-832) used the CKAQ-R to assess the effectiveness of project TRUST, an elementary school-based victimisation prevention strategy, and found that the experimental group demonstrated significantly greater knowledge of maltreatment prevention information than the control group. The improvement of knowledge after the implementation of a preventive intervention between pre-and follow-up tests for the age group of 9 to 12 years old confirms the findings of Hazard, Webb, Kleemier, Angert and Pohl (1991), Oldfield et al (1996), Taal and Edelaar (1997).…”

Section: The Follow-up Test Scores For the Experimental And Control Gsupporting

confidence: 69%

The Learning of Sexual Abuse Prevention Concepts and the Reliability of the Ckaq-Riii in the South African Context

Dunn

2014

Social Work

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Section: The Follow-up Test Scores For the Experimental And Control Gsupporting

confidence: 69%

The Learning of Sexual Abuse Prevention Concepts and the Reliability of the Ckaq-Riii in the South African Context

Dunn

2014

Social Work

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“…Disclosures occurred more often in the intervention groups (OR ¼ 3.56, 95% CI ¼ [1.13, 11.24]). Adjusting for the effect of clustering in the Kolko, Moser, and Hughes (1989) and Oldfield et al (1996) …”

Section: Harmmentioning

confidence: 99%

School-Based Education Programs for the Prevention of Child Sexual Abuse

Walsh

Zwi

Woolfenden

et al. 2015

Research on Social Work Practice

155

115

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Objective: To assess evidence of the effectiveness of school-based education programs for the prevention of child sexual abuse (CSA). The programs deliver information about CSA and strategies to help children avoid it and encourage help seeking. Methods: Systematic review including meta-analysis of randomized controlled trials (RCTs), cluster RCTs, and quasi-RCTs. Results: Twenty-four studies with 5,802 participants were included. Child self-protective skills, odds ratio ¼ 5.71, confidence interval ¼ [1.98, 16.51]; factual, standardized mean difference (SMD) ¼ 0.61 [0.45, 0.78]; and applied knowledge, SMD ¼ 0.45 [0.24, 0.65], increased in the intervention group, and knowledge gains were retained at 6 months, SMD ¼ 0.69 [0.51, 0.87].There were no differences in anxiety or fear, SMD ¼ À0.08 [0.22, 0.07], and findings regarding disclosure of abuse were inconclusive. Conclusion: Children's self-protective skills and knowledge can be increased by participation in school-based sexual abuse prevention programs. However, it is unknown whether gains in skills and knowledge actually decrease the likelihood of CSA.

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“…Previous CSA prevention cluster RCTs have included random assignment by school district (Kolko, Moser, & Hughes, 1989), by school (Daigneault, Hébert, McDuff, & Frappier, 2012; Dake, Price, & Murnan, 2003; Hazzard et al, 1991; Hébert et al, 2001), and by classroom (Blumberg, Chadwick, Fogarty, Speth, & Chadwick, 1991; Crowley, 1989; Dawson, 1987; Grendel, 1991; Oldfield, Hays, & Megel, 1996; Snyder, 1986; Wolfe, MacPherson, Blount, & Wolfe, 1986). Maximizing the effectiveness of personal safety training delivered in elementary school is critical given that risk for CSA is highest for children ages 7 to 13 (Finkelhor, 1994).…”

Section: Child-level Moderatorsmentioning

confidence: 99%

Community-level moderators of a school-based childhood sexual assault prevention program

Morris

Kouros

Janecek

et al. 2017

Child Abuse & Neglect

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Childhood sexual abuse (CSA) is highly prevalent and associated with a wide variety of negative mental and physical health outcomes. School-based CSA education and prevention programs have shown promise, but it is unclear to what extent community-level characteristics are related to their effectiveness. The present cluster randomized controlled trial evaluated community-level moderators of the Safe@Last program compared to a waitlist control condition. Knowledge gains from pre- to post-intervention were assessed in 5 domains: safe versus unsafe people; safe choices; problem-solving; clear disclosure; and assertiveness. Participants were 1,177 students (46% White, 26% African American, 15% Hispanic, 4% Asian American, 6% Other) in grades 1 through 6 from 14 public schools in Tennessee. Multilevel models accounting for the nesting of children within schools revealed large effect sizes for the intervention versus control across all knowledge domains (d’s ranged from 1.56 to 2.13). The effectiveness of the program was moderated by mean per capita income and rates of substantiated cases of child abuse and neglect in the community. Intervention effects were stronger for youth living in lower as compared to higher income counties, and for youth attending schools in counties with lower as compared to higher abuse/neglect rates. Child characteristics (sex, race) did not moderate intervention effects. This research identified two community-level factors that predicted the effectiveness of a CSA education and prevention program designed to improve children’s knowledge of personal safety skills. School-based CSA prevention programs may require modification for communities with higher rates of child abuse and neglect.

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Evaluation of the effectiveness of project TRUST: An elementary school-based victimization prevention strategy

Cited by 51 publications

References 18 publications

The Learning of Sexual Abuse Prevention Concepts and the Reliability of the Ckaq-Riii in the South African Context

The Learning of Sexual Abuse Prevention Concepts and the Reliability of the Ckaq-Riii in the South African Context

School-Based Education Programs for the Prevention of Child Sexual Abuse

Community-level moderators of a school-based childhood sexual assault prevention program

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