Citation

Nickerson AB, Kim S, Dudley M, Livingston JA, Manges M. Child. Youth Serv. Rev. 2021; 123: e105892.

Copyright

(Copyright © 2021, Elsevier Publishing)

DOI

10.1016/j.childyouth.2020.105892

PMID

unavailable

Abstract

One aspect of child sexual abuse (CSA) prevention involves training teachers to educate students about recognizing, refusing, and reporting unsafe situations. Most studies focus on student outcomes and have methodological shortcomings such as lack of long-term follow-up data. This study examined the impact of the Second Step Child Protection Unit (CPU) on teacher CSA knowledge, attitudes toward reporting, and school climate from pre-test, post-test1 (after CPU implementation), post-test2 (6-month follow-up), and post-test3 (12-month follow-up) in a randomized controlled trial with 159 participants. It also examined the moderating role of teachers' previous reports to child protective services and perceived acceptability of the intervention in relation to teacher knowledge gains over time. Multi-process latent growth models revealed that teachers in the intervention condition had increased knowledge of CSA, more positive attitudes about reporting suspected CSA, and increased positive school climate, whereas control group teachers' attitude toward reporting CSA and perceptions of positive school climate decreased over time. Teachers' perceived acceptability of the intervention related to increased knowledge, positive attitudes about reporting CSA, and positive perceptions of school climate. Implementing CSA prevention can directly benefit teachers in terms of knowledge, attitude, and overall school climate, lending support for incorporating this in comprehensive school health initiatives.

Language: en

Keywords

Acceptability; Attitude; Climate; CSA; Knowledge; Reporting experience; Teachers