Student Knowledge Gain Following the Second Step Child Protection Unit: the Influence of Treatment Integrity
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Student Knowledge Gain Following the Second Step Child Protection Unit: the Influence of Treatment Integrity Margaret E. Manges 1
&
Amanda B. Nickerson 1
# Society for Prevention Research 2020
Abstract Treatment integrity is an important yet understudied component of school-based prevention programming, particularly for sensitive topics such as child sexual abuse prevention (CSA). This study examined student- and teacher-level characteristics, including components of treatment integrity, that contributed to greater knowledge gain among students participating in the Second Step Child Protection Unit (CPU). The study was conducted with 1132 students and 57 teachers from four elementary schools enrolled in a randomized controlled trial of the CPU. Students were administered assessments at pre-test, post-test, 6month follow-up, and 12-month follow-up. Teachers were observed and rated on Content Integrity (CI; adherence to content), Process Integrity (PI; teacher enthusiasm, encouragement, behavior management), and Dose Received (DR; student behavior and interest) when delivering the lessons. Hierarchical linear growth modeling indicated that students who received the CPU made gains in the knowledge of CSA concepts and skills over a 12-month follow-up period. Girls had significantly greater CSA knowledge than boys immediately after the intervention, with gender remaining significant even when accounting for level-3 variables. Older children had better knowledge scores at post-test, but growth over time results revealed that younger students made greater gains. For students in 2nd through 4th grade, CI was more important for post-test outcomes, while for all students, CI and grade taught were important to post-test scores. Teachers of lower grades had students with a faster growth rate on correct responses to vignettes. Implications for CSA prevention programming and future research are discussed. Keywords Fidelity . Treatment integrity . Randomized controlled trial . Second step . Childhood sexual abuse prevention . School Childhood sexual abuse (CSA) is an international public health concern, with as many as 25% of girls and 16% of boys experiencing CSA by age 18 (Finkelhor et al. 2014). In addition to the immediate negative impact of CSA (e.g., selfblame, shame (Katerndalh et al. 2005); increased likelihood for developing PTSD, depression, suicide, sexual promiscuity, sexual perpetration, and lower academic achievement (Paolucci et al. 2001)), long-term effects may include low self-esteem, anxiety, depression, anger, substance abuse, eating disorders, sexual difficulties, self-injurious behavior, and revictimization (Briere and Elliott 2003; Daigneault et al. Electronic supplementary material The online version of this article (https://doi.org/10.1007/s11121-020-01146-y) contains supplementary material, which is available to authorized users. * Margaret E. Manges [email protected] 1
Alberti Center for Bullying Abuse Prevention, The University at Buffalo, State University of New York, 428 Baldy Hall, Buffalo, N
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