Preventing adolescent abuse

Barth, Richard P.; Derezotes, David; Danforth, Holly E.

doi:10.1007/bf01326503

Cited by 9 publications

(15 citation statements)

References 25 publications

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“…These and other practical problems are similar to those noted by Barth, Derezotes and Danforth (1991) regarding implementation in secondary schools. Responses to open-ended questions indicated two issues that might influence these factors.…”

Section: Discussionsupporting

confidence: 81%

Factors affecting the implementation of the NSW Department of School Education child protection curriculum

Hewson

Nielsen²,

Powell³

1995

J. Psychol. Couns. Sch.

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In response to increased awareness of the negative consequences of child sexual assault, the New South Wales Department of School Education has developed the Child Protection: Preventing Child Sexual Assault curriculum, which is a K-12 school based program. The attitudes and experiences of 250 members of staff in the Metropolitan North Region were analysed to identify some of the factors which affect implementation of this curriculum in schools. The results indicate that the most important factors were not the quality of the package or the beliefs of staff, but the support of those staff responsible for implementing the program and practical consideration of the day-to-day running of the school. The findings have implications for (1) further education of school personnel prior to specialist training, (2) the importance of establishing support for the curriculum as a priority within the school community, and (3) practical strategies and support for teachers in the implementation process.

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Section: Discussionsupporting

confidence: 81%

Factors affecting the implementation of the NSW Department of School Education child protection curriculum

Hewson

Nielsen²,

Powell³

1995

J. Psychol. Couns. Sch.

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“…Some studies, however, have not reported significant knowledge decay over time (Barth & Derezotes, 1990;Berrick & Gilbert, 1991). Thus, uncertainty remains about the maintenance of knowledge gains for evaluation studies without follow--up assessments.…”

Section: Elementary Prevention Outcomesmentioning

confidence: 99%

“…The authors identified only one unpublished study that evaluated high school child abuse prevention programs (Valentine--Dunham & Gipson, 1980) and one published study (Barth & Derezotes, 1990). The Barth and Derezotes study used self--report data collected from 451 students in six high school child abuse prevention programs and interviews with students, parents, and professionals.…”

Section: High School Prevention Outcomesmentioning

confidence: 99%

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Child sexual abuse prevention: Research review and recommendations

Berrick

Barth

1992

Social Work Research and Abstracts

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A vigorous debate has accompanied the dissemination of research findings in the area of child sexual abuse prevention education. The debate has highlighted passionate beliefs but has done little to inform the average reader about the range of studies available in this field. The following research review provides specific information on the methodology and results of more than 30 studies. A meta--analysis offers an overall assessment of the study results. Suggestions for the development of alternative approaches in prevention activities are rendered.

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“…Indeed, a comprehensive review of rape prevention by Fischhoff, Furby, and Morgan (1987) included 1,140 possible strategies. Unfortunately, despite this wealth of potential strategies, theoretical elaboration and empirical evaluation of rape prevention has been scant (Barth, Derezotes, & Danforth, 1991;Dallager & Rosen, 1993;Fischhoff, Furby, & Morgan, 1987;Haggard, 1991;Hanson & Gidycz, 1993;Schewe & O'Donohue, 1993). Consequently, little is known about the effectiveness of any particular strategy or program.…”

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confidence: 99%

Preventing Acquaintance Rape Through Education

Lonsway

1996

Psychology of Women Quarterly

183

169

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Emerging information that rape primarily occurs between acquaintances has not only exploded our understanding of this problem, but forced a reexamination of our notions of prevention. In recent years, the vast majority of rape prevention programs have taken the format of educational workshops, with the underlying assumption that change in rapesupportive ideologies will decrease the actual incidence of sexual aggression. This article critically reviews such rape prevention education wi:h particular focus on common techniques such as: "debunking" rape mythology, generating participant interaction, providing sexuality education and a feminist orientation, and avoiding confrontational a p proaches. Finally, theoretical and practical concerns are discussed regarding previous experiences of sexual victimization or perpetration, the conceptualization and use of outcome measures, issues of program facilitation, and processes underlying change in rape-supportive ideologies. It is concluded that future research must seriously address these many issues through thoughtful conceptualization and rigorous experimentation, so that the promise of rape prevention can be fully realized.Within the American consciousness exists a stereotypic rape. The rape is perpetrated by a psychopathic man hiding in the bushes with a knife, waiting to attack an unsuspecting young woman as she walks by. The woman fights strenuously during the rape, and after the attack she pro-Thanks go to Thom Moore, Louise Fitzgerald, Pat Morey, and the anonymous reviewers for their invaluable assistance in the preparation of this manuscript.

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Preventing adolescent abuse

Cited by 9 publications

References 25 publications

Factors affecting the implementation of the NSW Department of School Education child protection curriculum

Factors affecting the implementation of the NSW Department of School Education child protection curriculum

Child sexual abuse prevention: Research review and recommendations

Preventing Acquaintance Rape Through Education

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