The Impact of Second Step Child Protection Unit Teacher Training: Latent Moderated Structural Equation Modeling (SEM) Approach

Sunha Kim,Amanda B Nickerson,Tia E Kim

doi:10.5772/intechopen.102877

Abstract

Given the high prevalence and harmful consequences of child sexual abuse (CSA), we need to empower teachers to play a critical role in prevention/intervention efforts. We therefore explored the potential of CSA teacher training to improve preventive outcomes based on teachers’ CSA knowledge. Analyzing the data from the implementation of a CSA prevention program using structural equation modeling (SEM) revealed a significant effect of CSA teacher training on improving teachers’ CSA knowledge, particularly in teachers with lower prior knowledge.

Highlights

Child sexual abuse (CSA) has traumatized millions of boys and girls worldwide [1]
As part of our effort to prevent/intervene the occurrence of CSA and address both its high prevalence rate and serious adverse consequences, we explored the possible contribution of the teachers and other school staff members who play a critical role in educating children about sexual abuse and self-protection, and who are in an excellent position to notice sudden changes in children’s behavior that may indicate
We investigated the association between teachers’ acceptance of the CSA interventions and their CSA knowledge after the Children Protection Unit (CPU) teacher training

Summary

Introduction

Child sexual abuse (CSA) has traumatized millions of boys and girls worldwide [1]. In the United States alone, more than 57,000 child victims were reported during 2015 and it has been suggested that as many as 28% of youths aged from 14 to 17 are exposed to CSA [2–4]. The actual CSA occurrence rate may be even higher, given that only around one-third of child abuse cases are reported to authorities and CSA is considered to be greatly underreported [3, 5, 6]. We looked at the moderating role of teachers’ preexisting knowledge, by examining the effect of teacher training on those teachers who had lower initial levels of knowledge. For this empirical investigation, we analyzed the data from teachers who participated in the Second Step Children Protection Unit (CPU). Does the CPU teacher training interact with teachers’ prior knowledge to improve their CSA knowledge?

Sample and intervention

Measures

Analysis

Results

Significance