Teacher versus Expert Presentations of Sexual Abuse Prevention Programs
Teacher versus Expert Presentations of Sexual Abuse Prevention Programs
复制标题
教师与专家对性虐待预防计划的介绍
DOI：
10.1177/088626090005001002
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发表时间：
1990
影响因子：
2.5
通讯作者：
C. Webb
中科院分区：
文献类型：
--
作者：
A. Hazzard;C. Kleemeier;C. Webb
以前在学校进行的性虐待预防计划的研究没有比较教师与外部顾问在实施这些计划的有效性。目前的研究对比了三种治疗条件：（1）15名常规教师与自己的班级（237名儿童）;（2）8名领导教师与不熟悉的班级（114名儿童）;（3）专家顾问与不熟悉的班级（201名儿童）。所有的培训人员都使用了适应的感觉是，感觉没有预防课程，并带领教师和任课教师都经过了广泛的培训，然后才实施该计划。没有发现显着差异的相对功效，使用教师与专家顾问提出的程序，与儿童表现出同等的知识增益和同等的技能分数的录像带小插曲措施。每种情况下的儿童都做出了相同数量的披露，并对这些计划做出了类似的积极反应。
Previous studies of sexual abuse prevention programs conducted in schools have not compared the effectiveness of teachers versus outside consultants in implementing these programs. The current study contrasted three treatment conditions: (1) 15 regular teachers with their own classes (237 children); (2) eight lead teachers with unfamiliar classes (114 children); and (3) expert consultants with unfamiliar classes (201 children). All trainers used an adaptation of the Feeling Yes, Feeling No prevention curriculum, and both lead teachers and classroom teachers went through extensive training before implementing the program. No significant differences were found in the relative efficacy of using teachers versus expert consultants to present the program, with children demonstrating equivalent knowledge gains and equivalent skill scores on a videotape vignettes measure. Children in each condition made equivalent numbers of disclosures and had similar positive reactions to the programs.