ABSTRACT
Child sexual abuse (CSA) is a concern given its prevalence and harmful consequences such as depression, anxiety, substance misuse, and low academic performance, which pose great threats to children's sustainable development. In response, teachers must be empowered to play crucial roles in preventing CSA and intervening to avert CSA-related harm. We therefore explored the potential for online teacher training to improve teachers' preventive outcomes of CSA (awareness, commitment, and confidence in reporting) and student outcomes (CSA knowledge and ability to recognize, refuse, and report CSA). To assess the immediate effect of online teaching training, we analyzed pre-and post-test data from the implementation of the Second Step Child Protection Unit (CPU) on 131 teachers and 2,172 students using a multilevel structural equation modeling approach. We found a significant direct effect of online teacher training on improving teachers' preventive outcomes. Furthermore, we detected a significant indirect effect of online teacher training on children's preventive outcomes of CSA knowledge and ability to recognize, refuse, and report CSA via teachers' preventive outcomes of CSA awareness.
ABSTRACT
We investigated the longitudinal effects of the Second Step Child Protection Unit (CPU; Committee for Children) on student outcomes through a randomized controlled trial. Eight schools with a total sample including 2,031 students were assigned randomly to the CPU intervention or the wait-list control condition. We employed a multi-process latent growth model using a structural equation modeling framework which simultaneously analyzed student outcome growth via the effects of the intervention. The moderating effect of gender was also included. Over four data collection waves (pretest, posttest, follow-up [6 months] and follow-up [12-months]), the intervention group students were better able to recognize appropriate requests in CSA scenarios than control group students over time. Teacher-student relations improved for the students in the intervention schools but worsened for the students in the control schools over time. Despite concerns that CSA prevention programs may result in the unintended consequence of making children more fearful, children in both conditions did not show increased fears over time. The longitudinal effect on CSA recognition was more pronounced among girls, who suffer from higher CSA prevalence, compared with boys. Implications for prevention, policy, and directions for future research are discussed.
Subject(s)
Child Abuse, Sexual , Educational Personnel , Male , Female , Humans , Child , Child Abuse, Sexual/prevention & control , Students , Family , SchoolsABSTRACT
OBJECTIVES: The purpose of the present study was to investigate the longitudinal relations between specific core competencies, problem behaviors, and physical health among adolescents. METHODS: The study used two waves of data collected 1 year apart from the Add Health data set. The Add Health data set is a nationally representative sample of adolescents in grades 7 to 12. A total of 14,010 respondents were included in this study. There were two outcomes that were examined in this study: problem behavior (as observed by seven different behaviors), and health (general health and physical problems). RESULTS: We found that problem behavior and health outcomes were two distinct behavioral patterns that were related to one another. The two outcomes also shared common developmental predictors. CONCLUSIONS: Our findings suggest that a focus on core competencies is an important target for preventive interventions; among the competencies measured low self-control was the strongest single predictor of problem behaviors and adverse health outcomes.
