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Program Effectiveness

The effectiveness of child abuse prevention programs has been researched in several studies. Researchers concluded that not only did children grasp the basic concepts, but they also communicated more openly about abuse, both in the classroom and with their parents. One study evaluated 542 school-based prevention programs at the elementary school level and found that children did benefit from these programs, but those who benefited the most had already been acquainted with some of the concepts by their parents. Finally, a meta-analysis of 27 evaluation studies pointed to the conclusion that programs with a minimum of four sessions were the most effective, and that active, long-term programs had the most impact on children.

In addition to in-school prevention programs, there are attitudinal additions to the curriculum that help both maltreated children and their nonabused peers. In the past, society and many helping professions have been geared toward looking at people's deficits or "what is wrong with a person." More recently, mental health professionals began to look more at "what is right with a person" and focus on the individual's strengths. Indeed, the studies of resiliency in the face of trauma have emphasized the fact that many individuals are able to build on their inherent strengths. This concept of strength-based learning has been filtering into schools. All children can benefit from educators who look for the positive in them. Such a seemingly simple change in focus can have a profound impact.

School-Based Programs for Families

A number of school-based programs exist for families. These programs are described below.

Help for Families at Risk

The strength-based philosophy can benefit parents as well as their children. As discussed earlier, parents have the ability to learn more effectively if they are given the time and necessary training. Schools are a natural focal point for such efforts and can aid community efforts to prevent child maltreatment by recognizing and aiding families at risk. One way is by offering after-school care for children of working parents or parents who need relief from child care responsibilities.

Adolescents at risk also present special problems for identification and help. These young people often have more problems with their parents than younger children. Schools should make an effort to identify and serve adolescents and their families to alleviate some of this stress. Setting up recreation programs for adolescents during after-school hours is an effective way of helping them and their parents.

Support for Adolescent Parents and Their Children

Schools are becoming increasingly aware of the needs of adolescents, who often become parents (whether married or single) without some essential knowledge or experience. These youths are faced with adult responsibilities while their emotional immaturity and the need to continue their studies present additional problems. Some schools have begun to address adolescent parents specifically because they are at a higher risk for economic difficulties, health problems, job instability, and troubles with child rearing. Programs designed for adolescent parents, especially those aimed at adolescent fathers, focus on specific activities and skills to help them stay in school and strengthen their family life.

In some school districts, married students and adolescent parents are excluded from regular academic programs and extracurricular activities. This exclusion only heightens the loneliness and isolation that many of these adolescents already feel. These schools should develop alternative programs for these students, such as programs that allow contact with their friends, as well as specific help with the demands of schoolwork and caring for a family of their own.

Some schools provide special programs for the children of adolescent students. Both parents and the child attend school, with the child cared for in a special child-care center. The parents attend regular classes, but they also spend time in the child-care center observing and caring for all the children there. Such an arrangement offers a unique training ground for parents and an enhanced learning experience for the children. Other schools are meeting the needs of this population in different ways. Some provide support groups and others assign special teachers and counselors to monitor and support the students. Some schools also offer these teens training in parenting, birth control, budgeting, child development, and time management.

Tags: Child Abuse

About the Author

www.childwelfare.gov
Formerly the National Clearinghouse on Child Abuse and Neglect Information and the National Adoption Information Clearinghouse, Child Welfare Information Gateway provides access to information and resources to help protect children and strengthen families. A service of the Children's Bureau, Administration for Children and Families, U.S. Department of Health and Human Services.