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Evaluation of Child-Sexual-Abuse Programs (From Handbook of Clinical Intervention in Child Sexual Abuse, P 345-376, 1982, by Suzanne M Sgroi - See NCJ-97363)

NCJ Number
K W Bander; E Fein; G Bishop
Date Published
32 pages
The evaluation of clinical intervention in child sexual abuse is examined, with emphasis on the distinction between research and evaluation, the issues involved in evaluation, the experiences in program evaluation, and suggestions for evaluating new programs.
Research is systematic and controlled examination of hypotheses about relationships, whereas evaluation is a special type of research conducted in a real-life setting to gather information for decisionmaking without scientific rigor. Information is gathered on effort, efficiency, adequacy, and effectiveness. Formative evaluation focuses on an ongoing program, whereas summative evaluation looks at completed programs and their effects. The evaluation plan developed for Connecticut's Sexual Trauma Treatment Program (STTP) focused on effort and efficiency and aimed to gather information in a way that would be nonburdensome to the program staff. The STTP used a multiple-impact model of therapy for the incestuous family and used multiple methods of therapy, consultation, and review. The evaluation produced findings on client characteristics, service delivery, staff training, and program effects. The STTP experience suggests that program administrators and evaluators should approach evaluation as a joint venture. They should gear the evaluation to the needs and stage of the project, should use a formative evaluation for a developing program, and should identify questions important to the project staff. Other aspects of effective evaluation are the careful choice of data collection methods, evaluator monitoring of recordkeeping, timely data presentation to the staff, and flexibility in the relationship between the evaluator and the staff. Data tables and a list of 12 references are supplied.