Child Abuse and Teen Pregnancy: Relationship and Responses (From Child Abuse and Neglect: Guidelines for Identification, Assessment, and Case Management, P 134-137, 2003, Marilyn Strachan Peterson and Michael Durfee, eds. -- See NCJ-200932)

• NCJ Number: 200954
• Author(s): David D. Love M.F.T
• Date Published: 2003
• Length: 4 pages
• Sale Source: Volcano Press, Inc
• Publication Format: Book (Softbound)
• Publication Type: Issue Overview; Instructional Material
• Language: English
• Country: United States of America

Annotation

This overview of the relationship between and responses to child abuse and teen pregnancy addresses epidemiology, sexual relations between young women and older men, effective responses to early pregnancy, and characteristics of effective programs.

Abstract

Studies have shown that adolescents who engage in high-risk sexual activity are more likely to have experienced either sexual or physical abuse. Early sexual behavior and conflicts with authority have also been found to be associated with sexual abuse in teen women. Effective January 1, 1998, the child abuse reporting law (P.C.11166) was amended to include reporting unlawful intercourse for a minor under 16 years old when the adult is 21 or over. This law has had an impact on both child abuse treatment and pregnancy prevention programs. Staff in both types of programs now face the responsibility of fulfilling their obligation to report sexual activity if it violates the new mandate. This has led to concern about the loss of trust and rapport with youth served by these programs. Child abuse treatment programs have a positive effect on clients in reducing their risk of early pregnancy by building self-esteem and improving their decisionmaking and problem solving. The best option of reaching a large number of youth is to address teen pregnancy in school curricula. To be effective, prevention programs must be based in reliable research. Effective programs have focused on reducing one or more of the sexual behaviors that lead to unwanted pregnancy; have developed behavioral goals, teaching methods, and materials appropriate to the age, sexual experience, and culture of the students; have used a variety of teaching methods to engage the students and facilitate communication; have provided accurate information about the risks of unprotected intercourse and methods of avoiding unprotected intercourse; have discussed social and peer pressure to engage in sexual activity and how to address such pressure; and have modeled and practiced communication, negotiation, and refusal skills. A relevant case study with follow-up questions is presented. 9 references