Prevention program against sexual abuse of children .

1. Adolescents 1 • Training Professionals from fields of Health, Welfare and Education about Abuse and Neglect (90 hours) 5 2 Teachers Parents • Awareness of children Target groups • Awareness of parents 3 • Awareness ofteachers 4 Professionals in contact with children and adolescents Children and families at high risk for sexual violence GiorgosTsouvelas&George NikolaidisDepartment of Mental Health and Social Welfare, Centre for the Study and Prevention of Child Abuse and Neglect, Institute of Child Health. Prevention program against sexual abuse of children. Multiple cases of sexual abuse of male adolescents were investigated in the town of Rethymno,Greece, at the end of 2011. In addition, an accumulation of explosive emotional distress in large sections of the population was observed, along with the relative lack of human resources and infrastructures to deal with the whole situation that underline the utility of systemic school-based interventions with preventive, empowerment and health promotion dimensions in the school population. A primary prevention program was designed against sexual violation of children in school and in the local community as well as for the defense of children's rights. This program is part of a broader program of psychosocial intervention comprehensively both for the victims as well as for the families of victims. In general, sexual abuse prevention programs aiming to achieve large scale changes focus not only on the individuals but also on changing the environment that includes systems as well as norms (Cohen & Swift, 1999). Our theoretical concepts are based on the ecological model of Bronfenbrenner(1979), and have been adapted for the school community and for total school engagement (Fredricks, et al 2003; Jimerson, et al. 2003; Marks, 2000). Sexual abuse of children is a problem with global dimensions in all societies (Agathonos-Georgopoulou, 2003; Pereda et al., 2009). Children who have participated in prevention programs have improved their knowledge about potentially dangerous situations, issues regarding appropriate and inappropriate touch, protective behaviors and improved self-esteem (Kenny , 2010;Rispens, Aleman & Goudena, 1997;Taal & Edelaar, 1997;Tutty, 1992;Zwietal., 2008;Hébert, Lavoie , Piché , & Poitras, 2001;MacIntyre & Carr, 1999). Our program is co-financed by Greece and the European Union (European Social Fund)– NSFR 2007-2013. Fundamental Principles of multilevel prevention program Empowering people. Strengthening & enhancing knowledge & skills. Promoting community awareness & education. Education of professionals & organizational practices for change management. Mutual support networks. Influence on legal and institutional level. 1. Prevention program for adolescents 1st meeting Recommendations Energizing activity highlighting strengths, individuality - diversity Introduction to assertive, passive and aggressive behavior Situations where we used to say no, we like to say, or do not want to say no. Secondary objectives highlight the importance of context – peer pressure - role of gender 2nd meeting Nonverbal activity for the awareness of personal space for communication and the right to personal space. Introduction to the concepts of abuse and violence, discussion regarding sexual touching and not touching sexual violence, reference to sexting 3rd meeting Share an "innocent" secret with my classmate. Talk about the experience, discussion about where and with whom I share a secret, "secrets that promote guilt and extortion." Talk about the important people in our lives and whether we could disclosure a secret to them that has to do with sexual violence Evaluation of the program in terms of knowledge obtained from the program Actions of multilevel prevention program • Awareness of • professionals • In contact with children Valuation preventions findings per target group • Conclusions of findings • per target group • Suggestions for • educational & health • policymakers • 3. Prevention program for parents 2. Prevention program for teachers • Utility of participation of parents in children’s prevention programs on sexual abuse • Why do parents find it difficult to discuss "openly" with their children about sexual issues and the phenomenon of sexual violation of children • Approaching the phenomenon of sexual abuse of minors (definition and forms of abuse) • Rates of sexual violation internationally by gender / age, characteristics of victims and perpetrators • Child Sexual Abuse Accommodation: Phases / Stages of disclosure of abuse, factors affecting the process of disclosure • Primary prevention of sexual abuse of minors – Educating children to prevent (practical communication skills for parent – child relationships, supervision of the access of children to internet exposure to sexual violence) • Secondary prevention programs and services of sexual abuse of children (early recognition of signs of sexual violation, addressing the phenomenon of sexual abuse of children on the part of parents) • Discussion • Introduction to the prevention program “We are aware - we talk – we change” • Reasons for teachers to raise awareness about sexual abuse of children • Forms of abuse • Rates of sexual abuse of minors internationally and in Greece • Definition of sexual abuse (acts included / not included direct physical contact with the child) • Expected sexual behavior (appropriate / inappropriate) per age group • Features of offenders (Adults / Adolescents) - Myths and Facts • Recognizing the signs of sexual abuse • Why children do not disclose their sexual abuse - Phases / stages of disclosure/ factors that affect the process of disclosure • Report incidents of sexual abuse against pupil / student of a school • What should be the reaction of the teacher when a child reveals that he has sexually abused • Discussion References Agathonos-Georgopoulou, H. 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Proximate effects of a child sexual abuse prevention program in elementary school children. Child Abuse and Neglect, 25(4), 505-522. Jimerson, S.R., Campos,E., Greif J.L. (2003). Toward an Understanding of Definitions and Measures of School Engagement and Related Terms. The California School Psychologist, 8, 7-27. Kenny, M. C. (2010). Child sexual abuse education with ethnically diverse families: A preliminary analysis. Children and Youth Services Review , 32(7), 981. MacIntyre, D., & Carr, A. (1999). Evaluation of the effectiveness of the Stay Safe primary prevention programme for child sexual abuse. Child Abuse & Neglect, 23(12), 1307–1325. Marks, H.M. (2000). Student Engagement in Instructional Activity: Patterns in the Elementary, Middle, and High School Years. American Educational Research Journal, 37:437-460. Pereda, N., Guilera, G., Forns, M., & Gomez-Benito, J. (2009). 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