Hazzard A, Webb C, Kleemeier C, Angert L, Pohl J
Department of Pediatrics, Emory University School of Medicine, Atlanta, GA.
Child Abuse Negl. 1991;15(1-2):123-38. doi: 10.1016/0145-2134(91)90097-w.
Because of the high incidence and negative psychological consequences of child sexual abuse, prevention programs have been developed and implemented nationwide. Few programs, however, have been comprehensively evaluated. In this multimodal study, a 3-session adaptation of the Feeling Yes, Feeling No curriculum was provided to 286 third and fourth graders from four schools whose responses were compared to 113 delayed-treatment control children from two schools. Program impact was assessed using a knowledge scale, the State-Trait Anxiety Inventory for Children, a videotape vignettes measure, a parent questionnaire, and disclosure data. Treatment children exhibited significantly greater knowledge and better ability to discriminate safe from unsafe situations on the video measure than control children at posttesting. These gains were maintained at 6-week follow-up testing. There were no differences in treatment and control children's self-reported anxiety or parents' reports of negative emotional/behavioral consequences, which were minimal. Over 5% of participating children reported ongoing or past sexual abuse. In the One-Year Follow-Up Study, children's knowledge gains and prevention skills scores on the video measure were maintained at one-year follow-up. A 1-session "booster shot" program further enhanced children's safety discrimination skills on the video measure.
由于儿童性虐待的高发生率及其带来的负面心理影响，全国范围内已制定并实施了预防项目。然而，很少有项目得到全面评估。在这项多模式研究中，对来自四所学校的286名三、四年级学生提供了一个为期三节课的《感受是，感受否》课程改编版，并将他们的反应与来自两所学校的113名延迟治疗对照儿童进行比较。使用知识量表、儿童状态-特质焦虑量表、录像短片测量、家长问卷和披露数据来评估项目影响。在测试后，接受治疗的儿童在视频测量中表现出比对照儿童显著更多的知识以及更好的区分安全与不安全情况的能力。这些收获在6周的随访测试中得以保持。接受治疗和对照的儿童在自我报告的焦虑或家长报告的负面情绪/行为后果方面没有差异，且这些后果很轻微。超过5%的参与儿童报告曾遭受或正在遭受性虐待。在一年随访研究中，儿童在视频测量中的知识收获和预防技能得分在一年随访时得以保持。一个为期一节课的“强化”项目进一步提高了儿童在视频测量中的安全辨别技能。
