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).
|
"...these skills offer children far more than added protection
against abuse -- they support healthy emotional
development and social interactions." Deborah Daro, Ph.D.,
Director, National Center on Child Abuse Prevention
Research, Child Abuse and Neglect: The International
Journal 16:1 |
The Safe Child Program contains all the key components that
have been identified as essential to a comprehensive prevention of
child abuse program, including:
Teacher training to ensure consistent presentation of the
Program;
Parental involvement to enhance understanding and support
of Program goals;
Multi-racial and multi-cultural (parent and child materials are
available in English, Spanish, Creole and French);
Positive, non-explicit approach which respects the needs of
children and families;
Program initiation at the preschool level with annual,
age-appropriate development of the concepts and skills;
Multi-session instruction, five to ten sessions each year of
the program;
Videotapes to guarantee the accurate introduction and
modeling of the concepts to the children;
Well scripted classroom role-playing to develop individual
mastery of safety skills;
Emphasis on life skill which have been shown to enable
children to utilize prevention skills; and
On-going evaluation and updating of the program.