Stanley, N, Devaney, J, Kurdi, Z, Ozdemir, U, Barter, C, Monks, Claire ORCID: https://orcid.org/0000-0003-2638-181X, Edwards, RT, Batool, F, Charles, J, Farrelly, N, Millar, A, Thompson, Trevor ORCID: https://orcid.org/0000-0001-9880-782X, Winrow, E and Radford, L (2023) What makes for effectiveness when starting early: learning from an integrated school-based violence and abuse prevention programme for children under 12. Child Abuse and Neglect, 139:106109. pp. 1-14. ISSN 0145-2134 (doi:10.1016/j.chiabu.2023.106109)

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Abstract

Background: Integrated programmes addressing varying forms of violence and abuse are increasingly delivered to children under 12 but uncertainty remains about what should be delivered to whom, when and in what dose.
Objective: To examine the impact of Speak Out Stay Safe (SOSS) - an integrated prevention programme for children under 12 - and whether impact varied by age, gender and context.
Participants and setting: A representative UK sample of primary schools in receipt of SOSS was matched with comparison schools not receiving SOSS. At 6 months follow-up, 1553 children from 36 schools completed the survey.

Methods: The matched control study incorporated economic and process evaluations. Survey measures included: children's knowledge and understanding of different forms of violence and abuse, readiness to seek help, knowledge of sexual abuse, perceptions of school culture and health and wellbeing. Perceptions of children, teachers, and facilitators were captured.
Results: At 6 months, children aged 9-10 who received SOSS retained their improved knowledge of neglect and their ability to identify a trusted adult who they would tell about violence or abuse. Children aged 6-7 receiving a shorter version of the programme were less likely to benefit and boys made fewer gains than girls. SOSS improved the knowledge of children with low knowledge of abuse. School culture was closely associated with programme impact.
Conclusion: School-based prevention programmes deliver benefits at low cost but should acknowledge and engage with the specific school context to achieve school readiness and embed programme messages.

Item Type:	Article
Uncontrolled Keywords:	children under 12; primary/elementary schools; readiness; school-based; violence prevention
Subjects:	B Philosophy. Psychology. Religion > BF Psychology H Social Sciences > H Social Sciences (General) L Education > L Education (General)
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development > Centre for Vulnerable Children and Families Faculty of Education, Health & Human Sciences > School of Human Sciences (HUM)
Last Modified:	25 May 2023 12:03
URI:	http://gala.gre.ac.uk/id/eprint/42745

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