School and program related factors influencing disclosure among children participating in a school-based childhood physical and sexual abuse prevention program |
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| Institution: | 1. Tulane University, School of Social Work, 127 Elk Place, Room 324, Mail Code 8906, New Orleans, LA 70112, United States;2. University of Houston, Graduate College of Social Work, 3511 Cullen Blvd., Room 110HA, Houston, Texas 77204-4013, United States;1. University of Hawai‘i at Mānoa, United States;2. The Sex Abuse Treatment Center, United States;1. Director of Research, Vincent J. Fontana Center, NY Foundling, 590 6th Ave, New York, NY 10011, United States;2. Professor of Psychology and Education, Teachers College, Columbia University, United States;1. School of Applied Psychology and Menzies Health Institute of Queensland, Griffith University, Gold Coast, Australia;2. Faculty of Education, Queensland University of Technology, Brisbane, Australia;3. College of Healthcare Sciences, James Cook University, Cairns, Australia;4. Act for Kids, Queensland, Australia;1. School of Applied Psychology; Menzies Health Institute of Queensland, Griffith University, Gold Coast, Australia;2. Act for Kids, Queensland, Australia |
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| Abstract: | BackgroundSchool-based child abuse prevention programs were created to provide knowledge so that children can recognize abuse, teach skills that decrease children’s risk for abuse, normalize the disclosure process, and provide a pathway for children who may be experiencing abuse to report the abuse.ObjectiveThe purpose of this study was to explore school and program factors that trainers in a school-based prevention program believed were associated with disclosure among youth from kindergarten through 12th grade.Participants and settingThis study is based on eighteen trainers and administrators who work with the Play it Safe!® school-based program in Dallas-Fort Worth area.MethodsUsing the qualitative case study method, in-depth interviews were conducted.ResultsData analysis revealed three factors that influenced disclosure: school, school personnel, and program features. The school-related factor was time allotted to the training. The school personnel-related factors were disengagement, ambiguity concerning abuse, prior history with children, and professionals’ personal history of abuse. Finally, the program-related factors were the core messages of the training, providing specific examples, and repetition of the program. To date, there is a dearth of studies that explore the role that schools and school personnel play in the disclosure process.ConclusionChild abuse has devastating effects on children’s physical, social, emotional, and psychological well-being. Understanding more about schools, personnel, and program-related factors that lead to disclosure, which are more amenable to change, is critical to ensuring the safety of children. |
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| Keywords: | Disclosure School based abuse prevention programs School factors School personnel factors Program factors |
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