Citation

Liang B, Bogat GA, McGrath MP. Child Abuse Negl. 1993; 17(5): 641-650.

Affiliation

Michigan State University, East Lansing 48824.

Copyright

(Copyright © 1993, Elsevier Publishing)

DOI

unavailable

PMID

8221218

Abstract

Most evaluations of sexual abuse prevention programs employ composite knowledge scores that may mask whether individual skills are differentially understood. The few studies examining separate skills have provided no statistical justification for doing so. This study attempted to validate empirically distinct prevention skills and whether children comprehend these skills in the order taught by prevention programs: RECOGNITION (of good and bad touch), SAY-NO (refuse the perpetrator), GO (leave the situation), TELL-WHO (find an adult), and TELL-WHAT (accurately disclose the abuse). Subjects were 117 preschoolers who were individually administered the "What If Situations Test" (WIST). Analyses confirmed that the WIST was composed of six skills. The hypothesized sequence of skills produced a high coefficient of reproducibility, but an even higher coefficient was obtained when three common sequence reversals were added to the existing logical sequences. We discuss explanations for these cognitive sequence reversals and applications of this information for teaching preschoolers prevention concepts.

Language: en