Classroom training in sexual victimization awareness and prevention skills: an extension of the red flag/green flag people program

• Published in: Journal of family violence Vol. 4; no. 1; pp. 25 - 45
• Main Authors: KOLKO, D. J, MOSER, J. T, HUGHES, J
• Format: Journal Article
• Language: English
• Published: New York, NY Kluwer/Plenum 01-03-1989
• Subjects: Biological and medical sciences; Child Sexual Abuse; Educational Programs; Medical sciences; Prevention; Psychology. Psychoanalysis. Psychiatry; Psychopathology. Psychiatry; Victimology; Human; Ability; Adult young relation; Self evaluation; Film; Teacher; Information; Victimology; Prevention; Sexual violence; Follow up study; Social interaction; Child; Communication
• ISSN: 0885-7482; 1573-2851
• DOI: 10.1007/BF00985655

A further evaluation of the Red Flag/Green Flag program, a workbook-based curriculum for teaching sexual abuse prevention concepts that has been evaluated in school & home settings, is presented in an effort to replicate & extend the findings of an earlier controlled evaluation (Kolko, D. J., et al, "Promoting Awareness and Prevention of Child Sexual Victimization Using the Red Flag/Green Flag Program: An Evaluation with Follow-Up," Journal of Family Violence, 1986, 2, 11-35) in which a parent orientation session & child-directed classroom training carried out by teachers was examined using self-reports of program knowledge & disclosures of personal experience. Data were obtained from 296 children & 12 teachers from 6 schools who were exposed to classroom training; a smaller sample of 41 children & 3 teachers from 1 school was used as a control group; the parents of 258 children in these 2 groups completed assessment forms & were exposed to program materials. It was found that trained children showed both short- & long-term gains in knowledge & skill, & trained teachers & parents of trained children showed some improvement in knowledge, compared to their control group counterparts. It is concluded that a more balanced developmental perspective is required to tailor the training materials to the child's cognitive characteristics & learning ability, while a more focused social-systems orientation would consider alternative preventive methods. 5 Tables, 37 References. F. S. J. Ledgister