Preventing Sexual Abuse of Children and Adolescents with Disabilities–Evaluation Results of a Prevention Training for University Students.
Date
2016
Journal Title
Journal ISSN
Volume Title
Publisher
International Journal of Technology and Inclusive Education
Abstract
This paper presents first results of the Cologne
(Germany) evaluation study about a prevention
training for University students. University students
of special needs education (N=391) received a
special prevention training on sexual abuse of
children and adolescents with disabilities. The
training was evaluated in an experimental- controlgroup-
design with three points of measurement. The
effectiveness of the training was investigated by
exploring learning and attributional outcomes. These
constructs were operationalized by using the
“Questionnaire for the assessment of verbal
knowledge” (FDW) and the “Child Sexual Abuse
Myth Scale” (CSAM). Results show that increased
knowledge and decreased Myth Acceptance over the
series of measurements is related to completing the
training. Our findings provide empirical evidence for
the effectiveness of the prevention training.
Furthermore we were able to present a training that
may be implemented in education for students in
university setting. Our results are in accordance with
empirical evidence that staff who had been trained
on the prevention of sexual abuse shows a greater
awareness and sensitivity towards sexual abuse as
well as a greater commitment to put prevention and
intervention plans into action. Thus the education of
students and staff is an important contributor in
preventing sexual abuse of children and adolescence
with disabilities.
Description
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Article
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Keywords
sexual abuse, prevention, evaluation, disabilities, International Resources, Germany
Citation
Verlinden, K., Scharmanski, S., Urbann, K., & Bienstein, P. (2016). Preventing Sexual Abuse of Children and Adolescents with Disabilities–Evaluation Results of a Prevention Training for University Students. International Journal of Technology and Inclusive Education, 5(2), 859-867.