Child sexual abuse prevention programs in Texas public elementary schools.

The welfare and protection of children's rights are crucial elements in sustainable community development. In this context, public policy plays a key role in ensuring that children receive adequate protection and opportunities to grow and develop properly. This paper investigates the implementation of child protection programs in primary schools as one of the concrete efforts to ensure that children's rights are safeguarded. By focusing on the policies, implementation process, and impacts of these programs in several elementary schools, this study aims to provide a comprehensive understanding of the effectiveness of such initiatives. Using a qualitative research method, data was collected through interviews, observations, and document analysis to examine how these programs are integrated into the school system and their outcomes on children's well-being. The findings reveal that while there are significant efforts and resources allocated towards child protection, there are also challenges and gaps that need to be addressed to enhance the effectiveness of these programs. The study concludes with recommendations for policymakers, educators, and community stakeholders to improve the implementation and impact of child protection initiatives, ensuring that every child enjoys a safe and supportive environment conducive to their holistic development.

A Phase 3 randomized controlled trial of a vocabulary program in elementary schools in England: Protocol

The Foreign Language in Elementary Schools (FLES) program in Florida provides funds for foreign language instruction in elementary schools. Although the teaching of foreign languages at the elementary level had been established in a few districts, the state-funded program started in the 1982-83 school year. Local school districts match state funds on a one-toone basis for this program. Twenty-seven school districts, out of a total of sixty-seven in the state, are participating in the FLES program this school year. Spanish is the language taught in most of the programs. Two school districts are teaching French, one district is teaching German and another Latin. There are approximately 215 teachers and 47,000 students involved in the program, which is implemented in 185 public and 28 private schools throughout the state. These are only the teachers and students included in the state's FLES program. There are more participating in FLES programs implemented with local funds only. The total number of elementary students taking foreign languages, including Spanish for SpanishSpeakers, which is not funded through the program, is 111,151. The FLES program has been considered a pilot program since its creation. Every school year participation is open to all school districts and funds are prorated to every school district that wishes to participate up to the amount appropriated by the state legislature, which in 1989-90 was $2,939,396. The planning and implementation of the programs are left to school districts, with a few programmatic issues addressed by the state. These issues include: 1. That the program is designed to provide instruction in foreign languages to Englishspeaking students. 2. That the instructional delivery method, the frequency and intensity of instruction, and the instructional materials are consistent with basic principles of human growth and development. 3. That the program is integrated into the scho l district's scope and sequence for fo eign language instruction. 4. That the instructional program is delivered by teachers certified in the language(s) of instruction or by teachers certified in elementary education with proficiency in the language(s) of instruction. These criteria do not address the type of program to be offered. Therefore, school districts accommodate their programs to their individual needs. Most of the programs are of the FLES type with instruction ranging from three to five times a week and a variety of minutes per period. There are a few FLEX programs, usually at the sixth grade level, and one school district conducts a summer program that may be considered total immersion. An instructional TV program, Saludos, was produced by the Broward County School District and it is now used in many other school districts. This program is distributed free of charge to Florida school districts by the Florida Department of Education (DOE) Instructional Television. Certification coverage for all foreign languages was changed from 7-12 to K-12 levels in 1988. At that time, there were no courses in foreign language methods in the elementary school offered at any of the nine universities in the state system. That same year, the University of Florida (UF) was awarded a DOE grant to develop a syllabus that could be used both by universities and school districts to provide preservice and inservice training in this area. UF undertook national and state searches and surveys for the development of the syllabus. One of the terms of the grant required that the university conduct meetings with teachers, supervisors and teacher educators prior to the writing of the syllabus to receive their input and, after the syllabus was developed, to review its content. The one-semester syllabus, although perfect for preservice, was difficult to implement with foreign language teachers because many

Child sexual abuse (CSA) is a serious public health problem that increases risk for physical and mental health problems across the life course. Young adolescents are responsible for a substantial portion of CSA offending, yet to our knowledge, no validated prevention programs that target CSA perpetration by youth exist. Most existing efforts to address CSA rely on reactive criminal justice policies or programs that teach children to protect themselves; neither approach is well validated. Given the high rates of desistance from sexual offending following a youth's first CSA-related adjudication, it seems plausible that many youth could be prevented from engaging in their first offense. The goal of this article is to examine how school-based universal prevention programs might be used to prevent CSA perpetrated by adolescents. We review the literature on risk and protective factors for CSA perpetration and identify several promising factors to target in an intervention. We also summarize the literature on programs that have been effective at preventing adolescent dating violence and other serious problem behaviors. Finally, we describe a new CSA prevention program under development and early evaluation and make recommendations for program design characteristics, including unambiguous messaging, parental involvement, multisession dosage, skills practice, and bystander considerations.

Child sexual abuse is a serious problem that has received increased attention in recent years. When viewed from an ecological perspective child sexual abuse can be understood as being influenced by factors within individuals, families and broader social systems. Therefore, preventing child sexual abuse involves strengthening capacity to intervene at individual, family, and broader social levels such as via school programs and community initiatives.School-based education programs have been developed in efforts to prevent child sexual abuse before it happens, and to provide children who may already be experiencing it with information about the importance of and strategies for seeking help. This chapter outlines the key characteristics of effective child sexual abuse prevention programs and identifies directions for future research and practice.

Child sexual abuse is a social problem that concerns our societies. The sustainable development goals have highlighted the eradication of child sexual abuse as one of the highest-priority goals of this century. Breaking the silence within religious communities is an essential step going forward. Therefore, establishing a dialogue between people of different religions is crucial to achieving this goal. The purpose of this article is to explore whether there are current interreligious dialogue initiatives based on scientific recommendations to prevent child sexual abuse. The method used herein is a qualitative document analysis of the selected initiatives. The results indicate that interreligious dialogue initiatives include scientific recommendations in their prevention programs. Furthermore, these successful initiatives connect religious values and the need to support victims and to break their silence. Based on these results, it can be concluded that interreligious initiatives for child sexual abuse prevention programs based on scientific evidence are crucial in order to eradicate child sexual abuse.

15.5 How Should Child and Adolescent Psychiatrists be Culturally Responsive to Child Sexual Abuse (CSA) Including Unwanted Sexual Touching? An Ethnographic Study in Cambodia

This study is aimed at studying the student habituation program in elementary school in developing characters of Pancasila students. Profile of Pancasila students involves worshipping God, having good attitude, implementing global unity-in-diversity, being cooperative, being independent, being critical, and being creative. In this study, a qualitative study is conducted which using observation, interview, and theoretical study in collecting data. The samples are elementary school teachers, students and parents whose schools have implemented consistent and systematic student habituation program in integrating the values of Pancasila. The results of this study show that it is found that the habituation program was implemented in some activities, such as ceremony, religious activities, cleaning environment, communal work, creating products, discussion, shaking hands, greeting, and smiling. Through the holistic and integrated habituation program, students can understand, internalize, and apply the values of Pancasila in their daily life. However, it is necessary for stakeholders to provide suggestions for the development of curriculum and habituation program. Moreover, the program can be considered as the main reference for policy makers and practitioners to strengthen the values of Pancasila characters in Indonesia.

ABSTRACTWith the alarming rates of child sexual abuse in the United States, there have been several attempts to develop and implement child abuse victimization programs in elementary schools across the country. Many programs have targeted older school-age children, but research shows that these programs can be effective for children of preschool and kindergarten age. This paper will review the literature that provides the rationale behind offering these types programs to the youngest of school-children, what these programs can offer, and describe specific programs that have been validated for preschool and kindergarten-aged children, using the best practice guidelines in the field of early childhood education. Recommendations for future programs and research needs are also offered.

In this article we describe research in which we used focus group data to study the implementation of preschool programs in elementary schools. 20 preschool teachers, 22 kindergarten teachers, and 53 parents from 10 schools in 5 states participated in the focus groups. These data, collected in the spring of 2001, were part of a 3-year multisite study of a comprehensive school reform program, the School of the 21st Century. Participants reported that implementation benefits included opportunities for preschool and elementary teachers to collaborate on and to coordinate curriculum and the needs of individual students, improved transitions to kindergarten for preschool students and their parents, and increased and sustained parent involvement. Reported implementation challenges included negotiating the use of classrooms, conflict in the sharing of resources such as the library and playground, building an understanding and respect for preschool education on the part of elementary school teachers, dealing with...

The Special Science for Elementary School (SSES) Program Implementation at H.N. Cahilsot Central Elementary School (HNCCES) aims to revolutionize Science and Mathematics education for Grades 4, 5, and 6 learners by offering an advanced curriculum that nurtures critical thinking, innovation, and problem-solving skills. Designed for students in the Fast Learner (FL) sections, this program equips them for the STEM track in Secondary education, positioning the school as a trailblazer in producing future-ready students. HNCCES is a well-established and thriving institution located in Barangay Calumpang, General Santos City. As the second-largest elementary school in the Division of General Santos City, serving 4,119 learners, the school boasts a long-standing tradition of academic excellence. Its accolades include high rankings in the Division Search for School Needs Data System (SNDS), participation in the Young Scientists Enrichment Program (YSEP), and recognition for student achievements in academics, sports, and co-curricular activities. These accomplishments, coupled with the school’s ongoing infrastructure improvements and resource optimizations, highlight its capacity to spearhead transformative educational programs like the SSES.The implementation of the SSES program is anchored in DepEd Order No. 57, s. 2011, which mandates the enhancement of Science and Mathematics education in public elementary schools. By introducing a specialized curriculum, the program addresses critical gaps in STEM education and bridges the pathway between elementary and high school STEM tracks. This initiative is especially important in the context of the increasing demand for quality STEM education in the division and at the school level. Through the SSES program, HNCCES aims to produce a new generation of scientifically-inclined and academically-competent students who are ready to excel in advanced Science and Mathematics education and STEM-related careers. The program’s success rests on several key presumptions outlined in the feasibility study. First, it anticipates continued enthusiasm and interest from potential beneficiaries, as evidenced by 85% of surveyed students indicating a strong willingness to participate and 90% of parents showing their full support. It is expected that the school will sustain its reputation for excellence and its ability to attract motivated and talented learners. Second, the program presumes the availability of essential resources, such as laboratory facilities, modern instructional materials, and teacher training. While existing limitations are acknowledged, these can be addressed through phased improvements, capacity-building initiatives, and collaborations with organizations like YSEP. Third, the program assumes that teachers will receive on-going training and professional development to effectively deliver the specialized curriculum. Fourth, it depends on robust engagement from the community and stakeholders, ensuring steady collaboration and support from parents, local authorities, government agencies, non-government organizations, and business sector. Other considerations include the smooth transition of SSES graduates to the STEM program of General Santos City National High School (GSCNHS). This is cognizant to the commitment of the HNCCES to align its programs with the national education objectives. Also, it aims to develop learners who have the ability to adapt to unforeseen challenges such as natural disasters or public health crises. Furthermore, it is anticipated that students will stay motivated and actively engaged in the program, with parents and the community reinforcing the importance of STEM education. Lastly, the program assumes that funding from various channels—such as the Maintenance and Other Operating Expenses (MOOE), DepEd grants, and partnerships with private organizations—will remain sufficient and sustainable. In summary, the SSES program at HNCCES is a groundbreaking initiative designed to contribute in the institutionalization of STEM education in the division, specifically at the school level. By utilizing its strong institutional foundation, forging strategic partnerships, and maintaining a commitment to educational excellence, the school is well-equipped to meet the rising demand for specialized STEM learning. This initiative not only strengthens the school’s reputation as a hub of academic distinction but also aligns with national objectives for scientific research, innovation, workforce development, and economic progress. With meticulous planning and on-going support, the SSES program is set to empower students to excel in a rapidly evolving, technology-driven world.

Journal of Traumatic StressVolume 5, Issue 1 p. 149-150 Book Review Designing Child Sexual Abuse Prevention Programs: Current Approaches and a Proposal for the Prevention, Reduction, and Identification of Sexual Misuse. By James J. Krivacska. Springfield, Illinois: Charles C Thomas, 1990, 362 pages, $57.75 Joan S. Doyle Acsw, Lisw, Bcd, Joan S. Doyle Acsw, Lisw, Bcd Director of Treatment Center Berea Children's HomeSearch for more papers by this author Joan S. Doyle Acsw, Lisw, Bcd, Joan S. Doyle Acsw, Lisw, Bcd Director of Treatment Center Berea Children's HomeSearch for more papers by this author First published: January 1992 https://doi.org/10.1002/jts.2490050116AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume5, Issue1January 1992Pages 149-150 RelatedInformation

In this systematic and critical review of purely school based child sexual abuse prevention program efficacy studies, 22 studies meeting the inclusion criteria differed by target population, program implementation, and evaluation methodology. Measured outcomes for children included knowledge, skills, emotion, risk perception, touch discrimination, reported response to actual threat or abuse, disclosure, maintenance of gains, and negative effects. Many studies had methodological limitations (e.g., sampling problems, lack of adequate control groups, lack of reliable and valid measures). However, most investigators claimed that their results showed significant impact in primary prevention (increasing all children’s knowledge or awareness and/or abuse prevention skills). There was little evidence of change in disclosure. There was limited follow-up evidence of actual use and effectiveness of prevention skills, and the evidence for maintenance of gains was mixed. Several programs reported some negative effects. Very few studies reported implementation fidelity data, and no study reported cost-effectiveness. Implications for future research, policy, and practice are outlined.

Programs aimed at preventing child sexual abuse typically focus on skilling up young children and, to a lesser extent, parents by imparting a range of protective messages. Many sexual abuse prevention programs include a focus on identifying or vetting “safe” or “trustworthy” people. The authors qualitatively analyzed the content of narratives from individuals with childhood experience of intrafamilial sexual abuse, an under-represented voice in the development of child sexual abuse prevention programs. The analysis of impediments to protection indicated that, within the family context, reductionistic judgments of familiar individuals’ perceived safety or trustworthiness impaired child safety. In addition to adults and children being unable to recognize sexually abusive behavior and warning signs, child-victim survivor narratives highlighted the barriers for prevention in family environments characterized by maltreatment, a lack of child rights or that were unsupported by external authorities. Implications for the content of messages young children and their parents need to prevent child sexual victimization in the context of everyday family life are discussed.

This chapter reviews concerns regarding the confusing messages that are offered in child sexual abuse (CSA) prevention education, as well as the cultural and structural disparities produced by racism, sexism, and poverty, independently or in conjunction, that make it difficult for some groups to protect their children from CSA. Suggestions for remedying these challenges are discussed. These issues were raised in 24 focus groups with parents and nine focus groups with educators conducted as part of evaluations on the Committee for Children’s child sexual abuse prevention programs for parents and children 2. While this chapter draws on findings from the focus groups, it also incorporates and reflects larger cultural and systemic issues surrounding CSA prevention.