School-based Abuse Prevention: Effect on Disclosures

Abstract

This paper focuses specifically on the analysis of disclosures and forms part of a wider study which evaluated the effectiveness of the Violence is Preventable program. Participants included a survivor group, grade 6 group, and a grade 7/8 group with equivalent waiting-list comparison groups. Lessons were delivered either by voluntary organization workers or class teachers. Disclosures were systematically recorded by presenters. Video was used to analyze interactions around disclosures. Substantial numbers of disclosures occurred when lessons were delivered by survivor organisation presenters. Video analysis suggested this was partly due to adult-student interactions characterized by low levels of adult control. Studies on a larger scale are needed particularly comparing outcomes from different presenters with an analysis of what leads to disclosure in and beyond the classroom.

Adolescents in Secure Accommodation in Scotland: Exposure and Impact of Traumatic Events

“…When appropriately asked, adolescents identified a range of trauma exposure events within a short period of time. This appears to question the assumption that adolescents rarely disclose abuse (Barron & Topping 2010). Events disclosed included multiple TRAUMATIZATION SECURE ACCOMMODATION 22 sudden traumatic losses, endemic familial and community violence, and institutional traumas.…”

What Messages Are Communicated to Children in Maltreatment Prevention Programs? Conclusions of a Scoping Review

“…Regarding abuse types, it is important to note that only two of the manuscripts addressed neglect (Moreno-Manso et al, 2014; Schramm & Gomez-Scott, 2012) and only three discussed some form of psychological or emotional abuse (Dale et al, 2016; Fox et al, 2016; Moreno-Manso et al, 2014). Five other manuscripts addressed bullying (Barron & Topping, 2010, 2013a, 2013b; Dale et al, 2016; Morris et al, 2017). Another five manuscripts addressed physical violence prevention (Fox et al, 2016; Moreno-Manso et al, 2014; Schramm, & Gomez-Scott, 2012), two of which described the implementation of the Good School Toolkit (2019), a Ugandan physical violence prevention program, with school staff and students as potential perpetrators.…”

Reviewing the Focus: A Summary and Critique of Child-Focused Sexual Abuse Prevention

“…Disclosure is sometimes measured as an outcome following CSAPPs (Barron & Topping, 2010; Walsh et al, 2015). Disclosures may cause ongoing abuse to end, and the impact of the abuse to be lessened, constituting tertiary prevention (Barron & Topping, 2010).…”

“…Disclosure is sometimes measured as an outcome following CSAPPs (Barron & Topping, 2010; Walsh et al, 2015). Disclosures may cause ongoing abuse to end, and the impact of the abuse to be lessened, constituting tertiary prevention (Barron & Topping, 2010). Some researchers judge disclosures to be the least ambiguous and most valid indicator of the success of a CSA education program (Finkelhor & Strapko, 1992; Macmillan et al, 1994).…”

“…However, Topping and Barron (2009) referred to disclosure rates as an “enigmatic outcome indicator” questioning whether a higher rate of disclosures “is necessarily a good thing” (p. 449). Data on disclosure rates are limited and methodologically compromised, resulting in a dearth of meta-analytical data (Barron & Topping, 2010; MacMillan et al, 2009). For example, only three studies in Walsh et al’s review (2015) reported adequate disclosure information to allow a meta-analysis.…”