School-based Child Sexual Abuse Prevention Programs: The evidence on effectiveness

This narrative review explored the efficacy of school-based child sexual abuse prevention programmes between 1990 and 2002. There were 22 efficacy studies which met clear inclusion criteria. Results covered both methodological design and the range of outcome measures. Methodology was analysed through four dimensions (target population, prevention programme implementation, evaluation methodology and cost-effectiveness). Outcomes for children covered nine categories (knowledge, skills, emotion, perception of risk, touch discrimination, reported response to actual threat/abuse, disclosure, negative effects and maintenance of gains). The studies had many methodological limitations. Prevention programmes had a measure of effectiveness in increasing children’s awareness of child sexual abuse as well as selfprotective skills. There was no evidence to demonstrate that programmes protected children from intra-familial sexual abuse. For a small number of children prevention programmes produced minimal negative emotional effects. Recommendations for future research and policy and practice were provided. Policy and practice implications • Evaluation built into abuse prevention programmes through providing teachers materials to assess children’s prior and post programme knowledge • Training for teachers which takes into account their attitudes and gives them the opportunity to explore their concerns about delivering programmes • Teachers involved in the planning of programmes to enhance ownership • Programmes delivered within a supportive school context • Child protection agencies to be alerted to when a programme is being delivered to ensure planned response to disclosures • Training for teachers in how to respond to disclosures • Ensure children have information to make informed choices about disclosure • Provide a range of contextualised scenarios, taking into account the power differential and the child’s feelings • Comprehensive programmes (parents, teachers and community involvement) over many sessions repeated annually, including booster sessions • Sufficient repetition of concepts and additional input/discussion for difficult to learn concepts • Age and stage programme materials • Approaches which include modelling, an affective component and behavioural skills training • Active parental involvement building on what parents already teach about selfprotection