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What We Now Know
The past decade of research has provided a clear road map for
those seeking to make decisions about prevention programming.
- It is now evident that "one-shot" efforts including plays,
assemblies, books, videotapes, games and comic books
alone are not adequate to provide real skill-building for
children (Gentles and Cassidy, Fryer).
- Developmental and age-appropriate materials are essential
(Daro, Garbarino, Sanford, Saslowsky and Wurtele).
- It is compellingly obvious that programming which begins at
second or third grade is already too late as about half of
child abuse begins prior to that age (National Incidence
Study).
- Preschool appears to be the "most teachable moment" for
prevention instruction to begin (Kraizer).
- Prevention education should be experientially-based.
Children may learn concepts by watching, listening and
discussion, but skills can only be learned by doing, by
giving children an opportunity to rehearse prevention
strategies (Daro, Fryer, Kraizer).
- It is not necessary for programming to be explicit in order
to be effective; fear and anxiety levels are lower in
programs that teach prevention without talking directly
about abusive situations (Fryer, Kraizer).
- The opportunity to apply concepts and turn them into skills
through role-play has been shown to be at the heart of
empowering children to prevent abuse (Fryer, Kraizer).
FOR MORE INFORMATION ON THE SAFE CHILD PROGRAM,
RETURN TO TABLE OF CONTENTS PAGE
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Copyright © 1996-2008 Coalition for Children, Inc., Sherryll Kraizer, Ph.D.
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