Final Paper Fall Semester

Running head: CHILD SEXUAL ABUSE 1

Macro Group Assignment

Contextualizing the Problem

Child Sexual Abuse Awareness and Prevention

Katie Bingham

Laurel Mallonee

Cameron Cox

Diana Ballard

Ian Hancock

        Social Justice, Human Rights and Macro Social Work Practice



 December 12, 2014

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Issue/Problem

Child sexual abuse is a nation-wide problem. It is insidious because close to eighty-nine

percent of the abuse that takes place is from a known perpetrator. The State of Utah, in the 2014

Legislative session passed House Bill 286 with new legislation mandating that the education

system provide Child Sex Abuse Prevention Programs in the schools

 (H.B. 286 Child Sex Abuse Prevention, 2014 General Session). This was a huge victory for

advocates of Child Abuse Prevention. However, the community still lacks education and

awareness connecting the prevention piece to the home environment. According to Prevent Child

Abuse Utah, 4 out of 5 girls and 4 out of 6 boys are abused by the time that they turn 18. Almost

90% of the perpetrators are someone that the child knows.

Although having educational programs in the schools is an incredible step, it is not

enough. According to the CDC, it is important for parents to play an active role in the prevention

of child sex abuse. ” You may feel uncomfortable discussing sexuality with your kids, but it's

important… Find out what your school teaches. (CDC, 2007).

Child sexual abuse awareness and prevention is a widespread issue that affects society as

a whole, across all cultures and generations. The purpose of our group is to focus on child sexual

abuse education for the parents of children ages 0-17. The education of parents regarding child

sexual abuse awareness and prevention will empower parents and children, while focusing on the

open communication, trust, and respect needed to accomplish the goal of safe, happy, and

emotionally balanced children. Parents are very affected by the issue of child sexual abuse

awareness and prevention, because they are generally the closest, most trusted, and most

accessible source of information for their children. An educational training for parents would be

applicable, because it was found that parents’ knowledge of sexual abuse symptoms is limited. It

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is advantageous for parents to be aware that warnings signs of child sexual abuse include

medical symptoms, unusual sexual behavior, and unusual sexual knowledge (Babatsikos, 2010,

p. 118). Parents were reluctant to discuss child sexual abuse with their children because many

were concerned about scaring them (Walsh & Brandon, 2012, p. 739). Parents also felt that they

lacked adequate awareness, knowledge, vocabulary, and material to confidently and effectively

talk to their children about this sensitive issue. Beginning the discussion early is beneficial

because it builds confidence and an open and trusting dialogue between parents and children

regarding sexual abuse and personal safety.

Causes of the Issue

Prevent Child Abuse Utah has found that parents are resistant to receiving information or

education around child sexual abuse in the venues they have tried.  At this point, we are unsure

about the particular reasons that parents have this resistant attitude or what venues are successful.  

While there is currently a fair amount of research on the benefits of parental involvement in a

child’s education of sexual abuse, there is very little on what strategies will engage parents or

why they are resistant (Wurtele 2009).  Often schools or community agencies will offer

workshops, information booths, etc. to educate parents about child abuse, similar to the

experience of Prevent Child Abuse Utah, but parents do not seem to have a desire to approach

this topic or get the information that is available. As a group we have created a survey with

Prevent Child Abuse Utah that assesses parents’ existing knowledge and attitudes about child

sexual abuse education. There is not much in the literature regarding the topic, but a few smaller

studies have been done that may help us understand why some parents have this attitude.

Several studies have consistently shown that the majority of parents are willing to talk

about sexual abuse with their children, but they think they have correct and adequate information

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to protect the child when they do not.  For instance, some parents will talk about “stranger

danger”, and emphasize the idea that it is almost always strangers to watch out for.  Few talk

about or are aware of the fact that most perpetrators of sexual abuse are by familiar figures in the

childrens’ lives.  Parents may also tell the children that they only need to tell one person about

the abuse, when often the first person they tell does not believe them (Wurtele 2010).

Other possible reasons include “children perceived to be too young to understand

(certainly fathers felt this way), not wanting to frighten their children, and a lack of knowledge,

vocabulary and materials” (Walsh 2012).  Some parents have reported that they simply don’t

have the resources to talk about sexual abuse with their children.  Often, parents are getting their

information from the media which tends to display the more dramatic cases of abuse and gives

inaccurate information.  Many parents have said in studies that they don’t believe their children

are at a very high risk for experiencing child abuse, so they do not feel that discussion of the

topic is necessary.  Other parents have expressed concern that any discussion of sexual abuse

will lead to their children having “too much knowledge” about sex. (Wurtele 2010).

In a small study done in Australia, researchers conducted focus groups of parents, most

often mothers, of small children regarding their attitudes toward education in the schools. Many

of the parents related how their personal education of child abuse growing up was lacking, and

would like more for their children. The biggest stipulation was that parents wanted to have prior

knowledge of what was in the curriculum, and have the opportunity to be deeply involved in

what was being taught. Opinions differed, some saying parents should have some control over

what was being taught, and others disagreed, saying there are things parents don't know about

child abuse that the children should be taught (Walsh 2012).  One conclusion drawn from this

study was that parents are willing to have education for their children from an outside source, but

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do not necessarily know how to get involved.  There are also widely differing opinions about the

age that this information should be taught, as well as the amount or content of the information.

These possibilities, while likely, are not backed by much research.  Future studies are

required to get to the root of this particular problem.  "Unfortunately, there are very few

rigorously evaluated programs, materials, or Web sites developed for parents. Although it is

feasible to recommend content for parent focused materials, the bigger challenge is how to

deliver such information. Typically, parent-focused workshops, often sponsored by schools, are

poorly attended. More research is needed to identify predisposing factors for parents

participation in CSA [Child Sexual Abuse] prevention programs. Research is also needed to

determine effective ways of recruiting parents. Clearly, parents will need to be reached in

innovative ways" (Wurtele 2009).    

Effects and Consequences of the Issue

The primary consequence of this problem is that sexual abuse is occurring frequently in

Utah and all over the United States. It is estimated that thousands of children have been abused

and have not received help due to family secrecy and/or the child’s fear of standing up for

themselves. When speaking to a caseworker from Division of Child and Family Services, he

stated that many children continue to live in these situations because caregivers often do not

know who to report to or do not realize that they are not held liable when they report and that

their report will be kept confidential unless they request otherwise (B. Rachal, personal

communication, November 25, 2014). Often times, families state that they would rather keep the

family together and leaving the issue unaddressed rather than making a report, which can often

enable the perpetrator to continue offending. With all these factors considered, there may

considerably more children in Utah than we are aware of who are currently experiencing sexual

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abuse and will not likely receive help until the trauma has already devastated their lives for

years.

When left unreported, the effects of sexual abuse are catastrophic. There are a wide

variety of likely consequences upon a child’s social, psychological, and emotional functioning

that usually affect a child for the rest of their life. According to Allen-Meares and Fraser, some

psychological symptoms include developing disorders such as Posttraumatic Stress Disorder,

Depression and Suicidal Ideation, and in severe cases even Dissociative Identity Disorder (2004).

In my experience as a mental health worker over the years, I have seen a substantial number of

clients in inpatient settings who had severe mental illness that were coinciding with histories of

sexual abuse. The past trauma can continue to be just as disabling to a person because they were

never given the opportunity to heal and grow. Since sexual abuse is often left unreported or is not

noticed for many years, it compounds the risk of developing such illness.

There are other cognitive and social effects of sexual abuse which include a higher risk of

sexually acting out upon others, hostile behavior towards others, and unsafe risk taking due to

trouble in moderating levels of arousal. Also, there tends to be decrease in school functioning,

especially in areas such as academic achievement, absences, and progress in verbal

communication (Allen-Meares & Fraser, 2004). Unfortunately, this can ultimately lead to a

generational cycle of abusive behavior if not addressed early on in a child’s life. There are

multiple cases of formerly abused parents committing abusive acts upon their children.

Also of deep concern is the growing trend of human sex trafficking and pornographic

exploitation within the United States and around the world. This can easily occur when overall

awareness of sexual abuse and exploitation is lacking in the community. When the signs of these

forms of maltreatment are unknown, predators are easily able to coerce children into such

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servitude and the opportunity for preventative measures is lost. Unless it becomes socially

acceptable to discuss such issues in everyday conversation, this issue is likely to persist and

progress forward, as it already has.

Population most affected by the issue

Parents and children are the population most affected by the issue of child sexual abuse

awareness and prevention. Children 0-5 years old are a critical group to educate regarding

reporting and prevention strategies. They are especially vulnerable because of their young age,

and lack of awareness regarding appropriate touching and sexual issues. Fathers are another

group that would benefit from more information, education, and exposure regarding this topic,

because the majority of participants in studies about child sexual abuse and prevention education

are women (Babatsikos, 2010, p. 109). Mothers are already more involved, and having fathers

participate more in the sexual abuse education of their children would be beneficial. Girls are at

greater risk for child sexual abuse than boys. 10-20% of girls are known to be victims of child

abuse, and less than 10% of boys are found to be affected (Walsh and Brandon, 2012, p. 734).

Boys are also at risk and need to be taught awareness and prevention methods, but girls are more

affected than boys. Overall numbers are likely greater than these figures, this information is

based on reported cases. Families with a lower socioeconomic status and lower levels of

education are more affected by sexual abuse (Babatsikos, 2010, p. 118, 122). Step families or

blended families have a higher risk of child sexual abuse. Families where the mother has a

history of sexual abuse are also at a higher risk of a sexual abuse issues. When substance use or

alcohol use is involved, the risk of child sexual abuse increases. In families where other types of

abuse including physical abuse, verbal abuse, emotional abuse, or any type of neglect are

present, the probability of sexual abuse is also increased (Babatsikos, 2010, p. 125). Parents who

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are uncomfortable discussing sexuality issues in general are less likely to have open dialogues

with their children about child sexual abuse and prevention. Increasing parents’ knowledge and

confidence in this area is an important goal.

When educating parents regarding child sexual abuse and awareness, it is important to

take into account that cultural norms may vary. Some cultures see child sexual abuse as

shameful, and parents may believe that children should not tell anyone about sexual abuse

(Babatsikos, 2010, p. 122). This is a population that may require knowledge and development of

different child sexual abuse awareness and prevention strategies. It is important to understand

and teach child sexual abuse issues in a culturally sensitive way. Research has found that factors

affecting parents’ attendance of sexual abuse awareness and prevention educational trainings

were affected by interest in the topic, leader qualifications, perceived usefulness of information,

available time, preferred referral from schools or doctors, available child care, and distance from

home (Babatsikos, 2010, p. 123). Ensuring that these logistical issues are addressed appropriately

will encourage parents to attend and implement child sexual abuse awareness and prevention

trainings. Partnering with community schools, where parent support and education about the

many issues is addressed, is likely a good venue to distribute information, due to the trust and

confidence that parents have in their children’s schools.

Other Stakeholders

In the fight to end child sexual abuse and educate parents to the warning signs there are a

number of community stakeholders that we reached out to.  The community partner that we have

partnered with is Prevent Child Abuse Utah.  Due to the limitations on the time of what we

hoped to accomplish and the nature of the assignment we knew that a community partner would

be critical.  Prevent Child Abuse Utah  or PCAU has been a service to the community since it

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was founded in 1982 to educate children and adults around issues of abuse.  PCAU facilitates a

number of different programs for schools, communities, and even within a home.  They provide

training to parents, educators, and other professionals who work with children on the detection

and prevention of all forms of child abuse.  Programs are also in place for children to be

educated on what constitutes abuse and safe ways of reporting if they are being perpetrated

against.  In speaking with PCAU they voiced that despite having a presence for over thirty years

in Weber County they saw the need for greater access to the community.  Many families were

unaware of their services and the educational materials they could provide.

In a study on the educators ability to take on the issues it was found that “while the

majority of teachers confront child abuse among their students, they are provided insufficient

education on how to address it” (Abrahams et al, 1992).  Our communities have the protectors in

place, but we do a disservice in not providing them with all of the tools and knowledge to deal

with the situation.  The fault does not come from a lack of resources, but rather a lack of

knowledge on where to access the resources.  For this reason we identified schools as one of the

greatest stakeholders that we should work with.  We have reached out to a few different schools

and have received some interest from Midvale Elementary and their district as a potential partner

in working with their students and parents.

Another stakeholder in this topic is society at large.  In a published study on the monetary

cost on society of child abuse and neglect it was found that $33,101,302,133 annually is being

spent in costs attributed to directly correlated physical health, mental health, child welfare

programs, and law enforcement, with an additional estimated $103,754,017,492 indirect cost

(Wang & Holton, 2007).  For many of the public the the eradication of child abuse and its

prevention is widely accepted as an appropriate course of action.  For those who need an

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economic incentive the numbers support the eradication of child abuse and neglect if only on the

basis of saving taxpayers hundreds of billions of dollars.

Our main community partner of Prevent Child Abuse Utah and the community schools

are our focus for the coming semester for the scope of our project.  There are a number of other

agencies who we would like to work with, such as church groups and other counseling agencies.

The utilization of the thirty years of experience at PCAU and their programs that have been

developed will be key in helping us move forward and assisting in educating parents and other

key adults in the recognition of child abuse and knowledge of resources available to them.

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References

Abrahams, N., Casey, K., & Daro, D. (1992). Teachers' knowledge, attitudes, and beliefs about

child abuse and its prevention. Child Abuse & Neglect, 16(2), 229-238.

Allen-Meares, P., Fraser, M.W. (2004). Intervention with children and adolescents: An

interdisciplinary perspective. Pearson Education, Inc.

American Psychological Association. (2007). Task force on the sexualization of girls: Report of

the APA task force on the sexualization of girls. Washington, DC: American

Psychological Association; 2007. Retrieved on December 10, 2014 from

 http://www.apa.org/pi/wpo/sexualization.html.

Babatsikos, G. (2010). Parents’ knowledge, attitudes and practices about preventing child      

sexual abuse: A literature review. Child Abuse Review, 19, 107-129.

doi:10:1002/car.1102

H.B. 286 Child Sex Abuse Prevention. (2014 General Session). Retrieved December 09, 2014,

from Utah State Legislature: http://le.utah.gov/~2014/bills/static/hb0286.html

Walsh, K. & Brandon, L. (2012). Their children’s first educators: Parents’ views about child

sexual abuse prevention education. Journal of Child & Family Studies, 21, 734-746.

doi:10.1007/s10826-011-9526-4

Wang, C., & Holton, J. (2007). Total estimated cost of child abuse and neglect in the united

states. Prevent child abuse utah, 1-5.

Wurtele, S. K., & Kenny, M. C. (2010). Partnering with parents to prevent childhood sexual

abuse. Child Abuse Review, 19(2), 130–152.

Wurtele, S. K. (2009). Preventing sexual abuse of children in the twenty-first century: Preparing

for challenges and opportunities. Journal of Child Sexual Abuse, 18(1), 1–18.