{"title":"Serving refugee children and families in Head Start.","authors":"C Broughton","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":75698,"journal":{"name":"Children today","volume":"18 5","pages":"6-10"},"PeriodicalIF":0.0,"publicationDate":"1989-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"13774700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Intensive day treatment provides an alternative to residential care.","authors":"J Hamm","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":75698,"journal":{"name":"Children today","volume":"18 5","pages":"11-5"},"PeriodicalIF":0.0,"publicationDate":"1989-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"13774694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
C hild sexual abuse prevention programs have proliferated over the past several years. Many of these program approaches, which include plays, games and videos, are visually appealing and highly entertaining, and parents and teachers have widely embraced them. However, despite the popularity of such programs, little effort has been made to evaluate their effectiveness in changing children's behavior. I As a result of participation in a sexual abuse prevention program, has a child's vulnerability to abuse been reduced, for example, or has his or her sense of personal safety been enhanced? Early childhood educators, parents and others involved in selecting and conducting child sexual abuse prevention programs should also be concerned about such questions as: • Is there a measurable difference in the ability to demonstrate prevention skills between children who have been exposed to previous prevention efforts and those who have not? • Are communities, feeling confident that they have addressed the issue of child abuse, making any significant contribution to the personal safety of their children? • What elements of programming are responsible for producing the desired prevention skills? • Is it necessary to give children explicit information about child abuse in order to achieve the desired level of prevention? • Does the program have negative side effects-such as fear or anxiety--of which we remain unaware'? • At what age do children learn prevention skills most effectively? Many professionals and organizations, such as the National Committee for Prevention of Child Abuse, have strongly urged more stringent criteria for evaluating the effectiveness of prevention programs. As researcher J .M. Leventhal notes: "[ the J ultimate goal of any program to prevent sexual abuse is to teach behaviors so that when an adult makes a sexual advance toward a child, the child will act in an appropriate manner by saying no and telling a responsible adult what happened. Yet none of the evaluative efforts has examined this direct outcome. Instead, a change in knowledge, which is really an intermediate measure, has been examined without any evidence that such a change is linked to changes in behavior ... Does a change of two points on a 20-point questionnaire about child protection mean that the child is 10 percent more likely to protect himor herself? Obviously not."2 In order to protect children, educators and parents need to know what works. Equally important, they need to know how to accomplish this end without compromising the children's emotional well-being. Without this level of evaluation and accountability, resulting in more progressive and reliable programs, child abuse prevention programs will continue to be used without any clear understanding of their effectiveness or impact. In 1987, the Coalition for Children, Inc., a Hot-for-profit organization involved in curriculum development and evaluation, received a grant from the National Center on Child Abuse and
在过去的几年里，儿童性虐待预防项目激增。许多这样的教学方法，包括戏剧、游戏和视频，在视觉上很有吸引力，也很有娱乐性，受到家长和老师的广泛欢迎。然而，尽管这些项目很受欢迎，但很少有人努力评估它们在改变儿童行为方面的有效性。例如，参加性虐待预防计划的结果是，儿童对虐待的脆弱性降低了，还是他或她的个人安全感增强了?幼儿教育工作者、家长和其他参与选择和实施儿童性虐待预防项目的人也应该关注以下问题:•在接受过以前的预防工作的儿童和没有接受过以前的预防工作的儿童之间，在展示预防技能的能力方面是否存在可衡量的差异?•社区是否有信心解决了虐待儿童的问题，并对儿童的人身安全做出了重大贡献?规划的哪些要素负责产生所需的预防技能?•为了达到预期的预防水平，是否有必要向儿童提供关于虐待儿童的明确信息?•该项目是否有我们不知道的负面副作用，比如恐惧或焦虑?•儿童在什么年龄学习预防技能最有效?许多专业人士和组织，如国家防止虐待儿童委员会，强烈要求制定更严格的标准来评估预防项目的有效性。研究员J。m。Leventhal指出:“任何防止性虐待的项目的最终目标都是教会孩子行为，这样当一个成年人对一个孩子进行性侵犯时，孩子会以适当的方式拒绝并告诉一个负责任的成年人发生了什么。”然而，没有一项评估工作考察了这一直接结果。相反，知识的变化实际上是一种中间衡量标准，没有任何证据表明这种变化与行为的变化有关……在一份关于儿童保护的20分问卷中，孩子保护自己的可能性增加了10%，这是否意味着孩子的保护能力增加了2分?显然不是。为了保护孩子，教育者和家长需要知道什么是有效的。同样重要的是，他们需要知道如何在不损害孩子情感健康的情况下实现这一目标。如果没有这种程度的评估和问责制，就不会产生更进步、更可靠的项目，儿童虐待预防项目将继续被使用，而对其有效性或影响没有任何清晰的认识。1987年，儿童联盟(Coalition for Children, Inc.)，一个参与课程开发和评估的盈利性组织，从国家儿童虐待和忽视中心获得了一笔赠款，用于评估基于学校的预防项目对儿童虐待风险的实际降低。该项目的重点是在参加“安全儿童个人安全培训计划”前后测量与预防受害相关的行为技能。为教师提供培训的标准化、脚本化、录像带课程，
{"title":"Child sexual abuse prevention programs: what makes them effective in protecting children?","authors":"S. Kraizer, S. Witte, G. E. Fryer","doi":"10.7916/D8CG00R4","DOIUrl":"https://doi.org/10.7916/D8CG00R4","url":null,"abstract":"C hild sexual abuse prevention programs have proliferated over the past several years. Many of these program approaches, which include plays, games and videos, are visually appealing and highly entertaining, and parents and teachers have widely embraced them. However, despite the popularity of such programs, little effort has been made to evaluate their effectiveness in changing children's behavior. I As a result of participation in a sexual abuse prevention program, has a child's vulnerability to abuse been reduced, for example, or has his or her sense of personal safety been enhanced? Early childhood educators, parents and others involved in selecting and conducting child sexual abuse prevention programs should also be concerned about such questions as: • Is there a measurable difference in the ability to demonstrate prevention skills between children who have been exposed to previous prevention efforts and those who have not? • Are communities, feeling confident that they have addressed the issue of child abuse, making any significant contribution to the personal safety of their children? • What elements of programming are responsible for producing the desired prevention skills? • Is it necessary to give children explicit information about child abuse in order to achieve the desired level of prevention? • Does the program have negative side effects-such as fear or anxiety--of which we remain unaware'? • At what age do children learn prevention skills most effectively? Many professionals and organizations, such as the National Committee for Prevention of Child Abuse, have strongly urged more stringent criteria for evaluating the effectiveness of prevention programs. As researcher J .M. Leventhal notes: \"[ the J ultimate goal of any program to prevent sexual abuse is to teach behaviors so that when an adult makes a sexual advance toward a child, the child will act in an appropriate manner by saying no and telling a responsible adult what happened. Yet none of the evaluative efforts has examined this direct outcome. Instead, a change in knowledge, which is really an intermediate measure, has been examined without any evidence that such a change is linked to changes in behavior ... Does a change of two points on a 20-point questionnaire about child protection mean that the child is 10 percent more likely to protect himor herself? Obviously not.\"2 In order to protect children, educators and parents need to know what works. Equally important, they need to know how to accomplish this end without compromising the children's emotional well-being. Without this level of evaluation and accountability, resulting in more progressive and reliable programs, child abuse prevention programs will continue to be used without any clear understanding of their effectiveness or impact. In 1987, the Coalition for Children, Inc., a Hot-for-profit organization involved in curriculum development and evaluation, received a grant from the National Center on Child Abuse and","PeriodicalId":75698,"journal":{"name":"Children today","volume":"27 1","pages":"23-7"},"PeriodicalIF":0.0,"publicationDate":"1989-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79418851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Educating youth about AIDS: a model program.","authors":"W Amer-Hirsch","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":75698,"journal":{"name":"Children today","volume":"18 5","pages":"16-9"},"PeriodicalIF":0.0,"publicationDate":"1989-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"13774695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Child sexual abuse prevention programs: what makes them effective in protecting children?","authors":"S Kraizer, S S Witte, G E Fryer","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":75698,"journal":{"name":"Children today","volume":"18 5","pages":"23-7"},"PeriodicalIF":0.0,"publicationDate":"1989-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"13774699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"20 years on Sesame Street.","authors":"M Lystad","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":75698,"journal":{"name":"Children today","volume":"18 5","pages":"20-2"},"PeriodicalIF":0.0,"publicationDate":"1989-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"13774702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Vestibular disorders. Causes and effects of a hidden problem.","authors":"J Blomgren","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":75698,"journal":{"name":"Children today","volume":"18 4","pages":"14-7"},"PeriodicalIF":0.0,"publicationDate":"1989-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"13930066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Families on Welfare foster children with special needs.","authors":"M G Myers","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":75698,"journal":{"name":"Children today","volume":"18 4","pages":"6-9, 29"},"PeriodicalIF":0.0,"publicationDate":"1989-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"13930070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Alzheimer's: questions children ask.","authors":"R S Scott","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":75698,"journal":{"name":"Children today","volume":"18 4","pages":"23-5"},"PeriodicalIF":0.0,"publicationDate":"1989-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"13930068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Children of mixed parentage. How can professionals respond?","authors":"F Wardle","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":75698,"journal":{"name":"Children today","volume":"18 4","pages":"10-3"},"PeriodicalIF":0.0,"publicationDate":"1989-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"13930064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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