Remediation

Abstract

Reppucci and Haugaard (1989) reviewed the progress to prevent sexual abuse of children. Programmatic efforts have focused on (1) schoolchildren, (2) the parents and other care-givers, and (3) day-care centers. School programs have two principal goals, primary prevention and detection (disclosure of past and ongoing sexual abuse). Plummer (1984) observed that about 500,000 children had received some form of preventive education. Reppucci and Haugaard note that since 1984 “such programs have increased by quantum leaps” (p. 1268). These programs are, by and large, driven by well-intended, sincere educators. They provide large coverage per contact hour and hence are relatively cost-efficient. However, the teachers typically receive little preparation (Trudell & Whatley, 1988), and the concepts are often presented in the abstract without examples (Conte, Rosen, & Saperstein, 1984). What appears to be the most serious criticism of these programs is that they avoid the emotionally charged subject of sexuality (Finkelhor, 1986). That is, the format is to emphasize prevention in the abstract without tying it to human sexuality. Trudell and Whatley (1988) argued that by avoiding sexuality, children may learn that “sexuality is essentially secretive, negative, and even dangerous” (p. 108).