TPC Digest-Vol 9 Issue 3-FULL

4 TPC Digest Read full article and references: Jorgensen, M. F., & Schweinle, W. E. (2018). The Research Identity Scale: Psychometric analyses and scale refinement. The Professional Counselor , 8 , 21–28. doi: 10.15241/mfj.8.1.21 P rofessional school counselors play an important role in child sexual abuse (CSA) prevention. They are federally mandated to report suspected cases of abuse, provide counseling services to victims, and organize advocacy efforts. Furthermore, professional school counselors are in the position to address barriers and support the implementation of CSA prevention programs within their schools. These school- based prevention efforts are imperative; despite the high incidence of children who are sexually abused, research indicates that many parents do not educate their children about CSA at home. Therefore, it is vital that evidence-based CSA prevention programs are provided within the schools so that children have an opportunity to gain knowledge and personal safety skills. In 2017, there were 57,964 reports of CSA in the United States. However, the incidence of CSA is likely higher as cases of sexual abuse often go unreported. CSA has been linked to a variety of health issues, including substance abuse, suicide attempts, high-risk sexual behavior, anxiety, depression, cognitive disturbances, post-traumatic stress disorder, gastrointestinal issues, and chronic pain. Therefore, because of the high incidence and resulting consequences of CSA, prevention is paramount. The purpose of this collective case study research was to explore the experiences of several key internal stakeholders who are involved with a CSA prevention program in a southeastern state in the United States. In-depth, semi-structured interviews were conducted with four participants. A total of three themes emerged from the data analysis: (1) importance of school-based CSA prevention education, (2) program impact within a school setting, and (3) barriers to implementation of CSA prevention within school systems. Participants discussed the importance of child abuse education so children could implement good boundary setting and learn the language they need in order to express themselves if they feel they are at-risk. When outlining the importance of educating children on this issue, participants discussed how if children are not educated about boundaries and body safety starting at a young age, this could potentially leave a gap for this type of abuse to take place. Participants also identified a significant need for parents and teachers to become educated on how to talk with children about these issues. Many of the participants discussed how CSA prevention programs within the schools can provide children with the courage to speak up and learn how to protect themselves from potentially dangerous situations. However, there were four barriers identified by participants that often prevent implementation of these programs within the schools, including funding issues, negative attitudes toward CSA prevention, intervention stressed over prevention; and lack of community support. Although research is limited to the efficacy of CSA prevention programs, outcome data indicate that effective programs promote education and awareness, decrease stigma, and increase rates of reporting sexual abuse. The data that emerged from this collective case study provide valuable perspectives on the challenges and benefits of CSA prevention programs and how professional school counselors may advocate for their implementation within the schools. Rebecca Cowan is a professor at Walden University. Rebekah F. Cole is an assistant professor and Director of the School Counseling Program at Arkansas State University. Laurie Craigen is an associate professor at Boston University School of Medicine. Correspondence can be addressed to Rebecca Cowan, School of Counseling and Human Services, Walden University, 100 Washington Avenue South, Suite 900, Minneapolis, MN 55401, rebecca.cowan@mail.waldenu.edu. 4 | TPC Digest School-Based Child Sexual Abuse Prevention Rebecca Cowan, Rebekah F. Cole, Laurie Craigen Implications for Professional School Counselors