Citation

Lisa Hinkelman and Michelle Bruno. Elem. Sch. J. 2008; 108(5): 376-391.

Copyright

(Copyright © 2008, University of Chicago Press)

DOI

unavailable

PMID

unavailable

Abstract

The purpose of this article is to summarize aspects of theory and research on child sexual abuse that suggest best practices for identifying and addressing abuse involving elementary school children. Teachers and school counselors often have the most interaction with children this age, yet they may feel inadequately prepared to intervene effectively and appropriately. We discuss research on the profiles of sexually abused children and the effects of abuse on the self‐concept and the interpersonal and academic well‐being of children. The profiles indicate that sexually abused youth are often victims between the ages of 8 and 12 years, have been victimized multiple times, and often present with physical complaints (e.g., headaches and stomach sickness, etc.) as well as academic difficulties (e.g., lower achievement scores and lower performance on memory tasks). We also review studies of critical components of professional interventions, which include training in the following areas: reporting abuse procedures, creating a safe environment for disclosure, communicating belief in the child's disclosure, and increasing sensitivity in speaking with potential victims of abuse.