NCJ Number
146179
Journal
Young Children Volume: 48 Issue: 6 Dated: (September 1993) Pages: 76-79
Date Published
1993
Length
4 pages
Annotation
This article examines definitions of child sexual abuse and considers the appropriateness as well as the effectiveness of sexual abuse prevention programs for young children.
Abstract
The definition of child sexual abuse is complex even for adults. The many qualifications and conditions attached to the definition of child sexual abuse make it difficult for young children to understand. Not only do preventive educational programs have difficulty in defining child sexual abuse, they must also consider the complex factors leading to abuse, targeting the population, and evaluating program effectiveness. The most popular preventive educational program for children involves the "touch continuum," which aims to teach children about the "good touch-bad touch" distinction. Young children have not developed sufficiently to understand these concepts in the context of adult-child interactions. "Confusing" touch is in the "gray" area, and the categorization of a specific action according to its "goodness" or "badness" is often difficult for children of all ages. Sexual abuse preventive education for children not only goes beyond their cognitive capacities, it also places behavioral demands and expectations on them. Should they experience sexual abuse after having been taught preventive techniques, they tend to blame themselves for not preventing the abuse. Programs such as Child Abuse Prevention show promise, however, because they involve parents, teachers, and other adult community members in the prevention strategy. Programs that include parents and the community are more closely linked to the major sources of child sexual abuse than prevention programs that focus only on children. Wider involvement addresses the environment for child development. 25 references