NCJ Number
106581
Date Published
1987
Length
18 pages
Annotation
The development of child sexual assault prevention programs for children should use the experience of models developed in the United States, but should also proceed carefully, with thorough planning and efforts to produce consensus about what children should be taught.
Abstract
These programs aim to help children learn skills of self-protection and self-assertion. They are usually presented in schools and rest on several common principles. The structure and experience of the following three American programs are instructive: (1) the Illusion Theatre Child Sexual Abuse Prevention Project in Minnesota, (2) Child Assault Prevention Project (CAPP) in California, and (3) the Personal Safety Curriculum used in Connecticut schools. These programs all arose from concern about the high rate of child sexual assault. The programs have developed in many forms and have operated in the context of mandatory reporting laws. Support services for victims and their families are considered in planning prevention programs. The experience of these programs shows the importance of planning and establishment of a resource network. Training of teachers, parents, and resource networkers must also be carefully designed and organized. The widely differing theoretical perspectives on child sexual abuse must also be recognized in decisions about programming. These perspectives are the (1) conservative Christian profamily unit, (2) humanistic approach, and (3) feminist ideology. Children will receive mixed messages if the effort to develop prevention programs is rushed and poorly prepared. Both short-term and long-term planning based on clearly stated goals are needed. It must also be recognized that societal changes will need to accompany prevention programs if child sexual assault is to be prevented. 7 references.