Children's Antivictimization Education Project. Final Report.

Autor/inn/en	Chavez, David X.; Washburn, Kerry J.
Institution	Texas State Dept. of Human Services, Austin.
Titel	Children's Antivictimization Education Project. Final Report.
Quelle	(1986), (225 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Agency Cooperation; Child Abuse; Cultural Differences; Elementary School Students; Elementary Secondary Education; Models; Prevention; Program Descriptions; Program Effectiveness; Program Evaluation; Public Schools; Questionnaires; Secondary School Students; Spanish Speaking; State Programs; Victims of Crime; Texas + Suchen Sie Ihr Suchwort? Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Kultureller Unterschied; Analogiemodell; Prävention; Vorbeugung; Programme evaluation; Programmevaluation; Public school; Öffentliche Schule; Fragebogen; Sekundarschüler; Regierungsprogramm; Victim; Victims; Crime; Opfer; Verbrechen
Abstract	The impact evaluation of the Children's Antivictimization Education Project (CAVE) showed that education programs conducted in English and Spanish enhance young children's potential for avoiding victimization. Children who experienced English K-3 and 4-6 programs showed significant gains in knowledge about victimization and strategies for staying safe. The Spanish K-3 program had a significant positive impact for first graders. Sample data for the Spanish 4-6 program and the English programs for grades 7-9 and 10-12 did not conclusively demonstrate program effects. While children's reports of abuse apparently increased after the presentations, data on the teachers' and presenters' knowledge about general child victimization and prevention issues did not indicate a positive effect. In addition to the impact evaluation of the Texas Department of Human Services' CAVE project, this final report provides (1) an introduction relating project background, goal, and objectives; (2) a description of key project features, including coordination, the We Help Ourselves (WHO) curriculum model, sites, and evaluation; (3) a process description; and (4) conclusions concerning the fulfillment of project objectives, continuation of the WHO program, and evaluation results. Eleven items of related materials are appended, such as steering committee minutes, an implementation report, and data collection instruments. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC