Maureen C. Kenny

Racial, ethnic, and cultural factors of childhood sexual abuse: a selected review of the literature

Considerable research on childhood sexual abuse exists; however, few studies have examined the role of race, ethnicity, and culture in such abuse. Past investigations have focused almost exclusively on several ethnic groups and races, namely whites, blacks, and Hispanics, without much delineation of cultural subgroup differences. Additionally, much of the existing research is conflicting and lacks consistency in the use of ethnic and racial terms and identification of cultural variations among the major groups. This paper will summarize and analyze the literature on childhood sexual abuse in relation to racial, ethnic, cultural, and other factors relevant to African American, Hispanic, and Asian populations. A critique of the current weaknesses in the literature, including contradictions and recommendations for future research are also presented.

Relationship of Attributional Style, Depression, and Posttrauma Distress Among Children who Suffered Physical or Sexual Abuse

This study examined the relationship of attributional style, posttrauma, and depressive symptoms among children who have suffered either physical or sexual abuse. Ninety-eight children (67 physically abused, 31 sexually abused) were administered a depression inventory, the Post-Traumatic Stress Disorder–Reaction Index (PTSD-RI), and Childrens Attributional Style Questionnaire (CASQ). With regard to group differences, the sexual abuse group scored significantly higher on the PTSD-RI, whereas the physical abuse group scored higher on the CASQ Composite for Negative Events. Results also indicated that attributional style predicted depression beyond the variance accounted for by abuse type (i.e., physical or sexual). However, the best predictor of PTSD-RI scores was an interaction effect between abuse type and negative attributional style. Clinical implications of these findings for children who suffer abuse are discussed.

Reporting Suspected Child Abuse: A Pilot Comparison of Middle and High School Counselors and Principals.

ABSTRACT A survey on experiences with child abuse reporting was obtained from 116 middle and high school counselors and principals across the U.S. Results revealed that counselors throughout their careers had made more reports than principals and perceived themselves to be better trained on child abuse. Those school professionals with fewer years of experience reported more adequate pre-service training. Counselors also failed to report in more instances than principals, citing as deterrents the lack of physical evidence and little faith in child protective services. Most counselors and principals took appropriate action when presented with case examples of child sexual abuse. Recommendations for future research are provided.

Preventing Childhood Sexual Abuse: An Ecological Approach

Childhood sexual abuse is a significant public health problem that negatively affects victims, families, organizations, and society. This special issue presents innovative approaches designed to prevent the sexual exploitation of youth. Using both an ecological approach and the Spectrum of Prevention (Parks, Davis & Cohen, 2010), the articles collected for this special issue highlight cutting-edge prevention approaches educating children, parents, professionals, organizations, and the general public.

Child Sexual Abuse Prevention: Psychoeducational Groups for Preschoolers and Their Parents

Teaching parents and their young children about ways to avoid harm can be accomplished with much success in a group setting. Parents as Teachers of Safety (PaTS) is a multi-family educational group which instructs families on environmental and personal body safety rules, with an emphasis on improving knowledge and skills related to sexual abuse prevention. This article reviews the process of the group, feedback from the group leaders, and outcomes related to both the child and parent participants. Recruitment and retention issues are described in order to assist in implementation of similar programs in the future.

Compliance with Mandated Child Abuse Reporting

Abstract Despite being mandated to report child abuse, there is often a decision by physicians and teachers not to report suspected abuse. Fifty-six recently trained physicians and teachers were compared on rates and knowledge of child abuse reporting and responses to case vignettes of sexual abuse. T-tests demonstrated differences between the groups with physicians making significantly more reports and assisting in child abuse reporting more often than teachers. The training of both professionals was compared, and in general, the physicians reported receiving more adequate preservice and professional training in child abuse. These findings have implications for the development of future educational experiences for these professionals.

Evaluation of a Sexual Abuse Prevention Workshop for Parents of Young Children

This study examined the effectiveness of an educational workshop designed to inform parents about childhood sexual abuse (CSA), promote parent-child communication, and help parents create molester-free environments for their children. Forty-seven parents of young children (mean age = 4.6 years) completed preworkshop questionnaires, participated in a 3-hour parent educational workshop led by a CSA prevention expert, and were tested 1 month later. Parents who attended the workshop gained knowledge about CSA and reported increased communication with their children about CSA. This study provided evidence that a relatively brief parent educational program can improve parents’ knowledge and ability to talk with their children about personal safety. Suggestions for future program development and evaluation are provided.

Preschoolers’ Knowledge of Genital Terminology: A Comparison of English and Spanish Speakers

ABSTRACT Preschoolers’ knowledge of genital names facilitates disclosure of sexual abuse and provides the foundation for subsequent sex education. Surveys of preschoolers in the early 1990s found that few children knew proper names for the genitals. To determine knowledge among a current cohort of culturally diverse children, 128 preschool children were tested for their knowledge of the correct terms for their genitals. Almost all children knew the correct terms for their nongenital body parts, but few knew the correct terminology for their genitals. Significantly more English-speaking children correctly labeled their genitals compared to Spanish-speaking children. The importance of teaching preschool children the correct terminology for their genitals is discussed as well as the role of this concept in sexual abuse prevention programs. Suggestions are made for how program staff can work with Hispanic families to overcome cultural barriers to sexuality education.

Prevalence and Characteristics of Childhood Sexual Abuse in Multiethnic Female College Students

ABSTRACT A survey of 164 college women revealed that 18% recalled some instance of childhood sexual abuse. These women were from a variety of ethnic, cultural, and economic backgrounds. The majority of the women were abused by nonfamily members (neighbors, acquaintances, friends of the family), but strangers were the identified perpetrators in 21% of the cases. In the intrafamilial sexual abuse cases, the perpetrator was most commonly a cousin. The majority of the sexual abuse consisted of fondling of the victim by the perpetrator (67%), with the second most reported experience being the exposure of the perpetrator to the victim (30%). There were differences in the economic backgrounds of the abused women when compared to the non-abused women, with the present findings differing from past research examining family of origin income level and sexual abuse. The importance of these findings is discussed as well as directions for future research.

Transition Groups for High School Students with Disabilities

Students with special needs and disabilities are often unprepared to handle the transition from school to work and/or school to post secondary training. They often lack direction and knowledge of the world of work or of the barriers they may face as they move beyond high school. School counselors can be instrumental in assisting with this experience. This paper proposes two models of psychoeducational groups that can be used by school counselors with students making transitions from high school. The counseling interventions outlined include career exploration, confronting barriers to employment, the job search process, selecting post secondary training, and other transition challenges.