NCJ Number
145421
Journal
Child Abuse and Neglect Volume: 17 Issue: 5 Dated: (September-October 1993) Pages: 641-650
Date Published
1993
Length
10 pages
Annotation
The extent to which preschool children understand the concepts presented in child sexual abuse prevention programs was studied using a sample of 117 children in four child day care centers in Michigan.
Abstract
In contrast to studies that focus on composite knowledge scores, the research focused on distinct prevention skills and whether children comprehend these skills in the order taught by prevention programs. These skills include recognizing good and bad touch, refusing of the perpetrator, leaving the situation, finding an adult to whom to disclose the abuse, and accurately disclosing the abuse. The What If Situations Test (WIST) was individually administered to the study participants, who ranged in age from 36 months to 84 months, before and after the presentation of the prevention curriculum. The data were analyzed by means of content and cluster analysis. Results confirmed that the WIST was composed of six separate skill components: five inappropriate touch and one appropriate touch skill. Although many children understood the sequence of preventive skills as they are taught in prevention programs, the performance of 3-year-olds was consistently less competent than older children on all skills and particular sequences. Future research should determine whether children's initial understanding and sequencing of preventive skills affects how they are able to learn program information. Figure, tables, and 18 references (Author abstract modified)