TPC Journal-Vol 9 Issue 3-FULL

The Professional Counselor | Volume 9, Issue 3 203 The researchers then engaged in content analysis by open-coding the data (Patton, 2002). Through this analysis, patterns and themes were identified and overlapping data was deleted. Researchers developed coding schemes independently and then together they compared and discussed similarities and differences (Patton, 2002). Word tables were utilized to organize the data from each individual case (Yin, 2014). The analysis of these individual word tables allowed researchers to draw cross-case conclusions. Data across cases were analyzed and similarities and differences were noted (Eisenhardt, 1989; Miles & Huberman, 1984). Strategies for Trustworthiness In an effort to achieve trustworthiness of the data, triangulation was attained (Baxter & Jack, 2008) as multiple sources were used to collect data, including semi-structured individual interviews, demographic sheets, and program documents. Clarifying researcher bias was another strategy employed for trustworthiness as bracketing, through the use of reflexive journals, was utilized by the researchers (Tufford & Newman, 2010). Bracketing was completed prior to data collection so that the researchers were made aware of their assumptions and biases. Finally, a thick description, as defined by Patton (2002) as having “detailed description and rich quotations” (p. 438), was used as an overreaching strategy to increase the trustworthiness of this study. Results 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. Theme 1: Importance of School-Based CSA Prevention Education This theme includes the participants’ perspectives on the importance and value of CSA prevention education within the school setting. The following sub-themes are included in this section: (1) children and (2) parents and teachers. Children. The majority of 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, one participant 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. She stated, “They groom them at a young age and so they break down their resistance and by the time they get to middle and high school, they are assimilated already into this lifestyle and so they think it is normal.” Another participant had similar thoughts and discussed the importance of empowering children to protect themselves. She stated, “We can’t protect them all the time, and I think it is important to give them the knowledge that what’s happening to them is wrong and that they can make a difference by saying no .” Likewise, another participant discussed how teaching children to protect themselves from predators is “fundamental.” She went on to ask the question, “How do you go to school and learn to become a successful adult and have good decision-making if you are carrying this around?” Another interview revealed, “At every turn around every corner, there is someone who is looking to take advantage of that child,” and that child needs to understand how to protect him- or herself. This participant went on to describe the importance of equipping children with the language they need to express what is happening to them. He stated, “What kind of language does a 6-year-old child have to be able to tell an adult that they are being sexually abused? They don’t have a way to even express what’s happening to them.”