A Strengths-Based Group Intervention for Women Who Experienced Child Sexual Abuse

Autor/inn/en	Walker-Williams, Hayley J.; Fouché, Ansie
Titel	A Strengths-Based Group Intervention for Women Who Experienced Child Sexual Abuse
Quelle	In: Research on Social Work Practice, 27 (2017) 2, S.194-205 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-7315
DOI	10.1177/1049731515581627
Schlagwörter	Child Abuse; Sexual Abuse; Females; Intervention; Group Therapy; Quasiexperimental Design; Pretests Posttests; Program Effectiveness; Freehand Drawing; Personal Narratives; Emotional Development; Identification (Psychology); Behavior; Coping; Foreign Countries; Qualitative Research; Content Analysis; South Africa + Suchen Sie Ihr Suchwort? Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Sexueller Missbrauch; Weibliches Geschlecht; Drawing; Zeichnen; Erlebniserzählung; Gefühlsbildung; Bewältigung; Ausland; Qualitative Forschung; Inhaltsanalyse; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Purpose: This study evaluated the benefits of a ''survivor to thriver'' strengths-based group intervention program to facilitate posttraumatic growth in women survivors of child sexual abuse. Method: A quasi-experimental, one group, pretest, posttest, time-delay design was employed using qualitative methods to evaluate the benefits of the intervention with 10 purposively selected women with a history of child sexual abuse. Six group sessions were conducted as well as a delayed follow-up session. Qualitative data were collected using drawings, narratives, and transcriptions. Results: Qualitative thematic content data analysis portrayed enabling processes of PTG such as emotional awareness, decisive action, posttrauma identity, and a healing group context. Conclusion: These themes suggest growth outcomes. However, a longitudinal study is recommended to establish efficacy and to inform practice with replicable interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01