SEXUAL VIOLENCE PREVENTION PROGRAMS. By Mireya Palcios Master in Human Sexuality.

ABSTRACT

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both retrospective and prospective studies (Finkelhor, 2009, p. 171)

S
both been

exual violence has a profound impact on physical and mental health. As well as causing

2. FOUNDATIONS FOR PREVENTING SEXUAL VIOLENCE

Feminist Theory (S. Brownmiller) Antirape Movement (70s) Empirical data from current research regarding sexual violence: risk factors and protective factors for and both for

physical injury, it is associated with an increased risk of a range of sexual and reproductive health problems, with immediate and (World long-term Health

consequences

Organization, 2002). Over the past decade many efforts have set together by different

components of society in order to address this phenomenon; they have shifted from interventions following sexual violence to prevention of sexual violence. 2009) (Clinton-Sherrod, et al.,

individual

victimization

becoming a perpetrator (Lee, Guy, Perry, Sniffen, & Mixon, 2007).

3. SVPP CLASSIFICATION:

1. RISK GROUPS OF SEXUAL VIOLENCE

According to the literature children and adolescents are the risk groups of victimization of sexual violence Risk markers for child victimization include not living with both parents and residing in families characterized by parental discord, divorce, violence, and impaired supervisory capacities.

By the time of the application Primary Prevention to prevent initial perpetration or victimization Secondary Prevention to deal with the short-term consequences of violence Tertiary Prevention to deal with the lasting consequences of violence and sex offender treatment interventions (Disease Control and Prevention, 2004) By the audience

Histories of sexual abuse are strongly associated with adverse social,

psychological, and health outcomes in

SEXUAL VIOLENCE PREVENTION PROGRAMS. By Mireya Palcios Master in Human Sexuality.

Universal strategy targets an entire population without regard to their exposure to sexual violence Selective strategy targets those who have a heightened risk of becoming a victim or perpetrator of sexual violence Indicated strategy targets those who are victims or perpetrators (Centers for Disease Control and Prevention, 2004) By role: Potential victims Potential perpetrators Potential bystanders who have the opportunity to prevent or intervene in the act (Lee, Guy, Perry, Sniffen, & Mixon, 2007) By the activities: Comprehensive Models Ecological model and Spectrum of Prevention model Community Strategies Educational Sessions Educational Sessions Prevent first-time perpetration or Level Prevention

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and attitudes that correspond to the origins of sexual violence: -adherence to societal norms

supportive of sexual violence -male superiority -and male sexual entitlement

4. EDUCATIONAL SESSIONS
Build skills for respectful interactions, and empower participants to become agents of change. The attitudes about sexual assault, the impact of gender roles, healthy relationships, consent, conflict resolution, respecting personal boundaries, among others. (Centers for Disease Control and Prevention, 2004) Offering multiple sessions of adequate length and intensivity, with an

opportunity to follow up. Integrating these programs within the school different curriculum teaching by employing and

methods,

providing interactive activities. The facilitators of the programs must be prepared and competent people (Lee, Guy, Perry, Sniffen, & Mixon, 2007) Providing young people the possibility to adopt positive behaviors that are

victimization by improving knowledge

SEXUAL VIOLENCE PREVENTION PROGRAMS. By Mireya Palcios Master in Human Sexuality.

already molded from the individual knowledge obtained Including more elements such teachers, parents and communities collaborating to the same goal Teaching children such skills as how to identify dangerous situations, refuse an abusers approach, and break summon off an help How differences

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how to act-out their gender-based sexual scripts (Lee, Guy, Perry, Sniffen, &

Mixon, 2007)

6. EFFECTIVENESS OF SCHOOL-BASED SVPP

between the implementation approaches and participant factors of four sexual violence prevention intervention affect changes over time? In Clinton-Sherrod, et al study students

interaction,

(Finkelhor, 2009).

5. TARGET POPULATION OF SVPP

In a sexual violence act two parts are included: the perpetrator and the victim; a third part may also be included, a bystander. SVPP should have as target these three populations, and its action may be oriented to the individual, relational, community and societal levels. SVPP must prepare to recognize risk factors of becoming a victim, or a perpetrator and to generate changing in the behavior of the potential bystanders (Centers for Disease Control and Prevention, 2004) Adolescents should be the target

showed

overall

increases

on

recognition of sexual harassment and personal boundaries and understanding of positive dating relationship norms. Mixed-gender groups had greater rates of increase on recognition of sexual harassment and personal boundaries when compared with single-gender groups. Mixed-gender groups, being in a classroom setting rather than a small group format resulted in higher scores for both recognition of sexual

harassment and personal boundaries and understanding of positive dating relationship norms. (Clinton-Sherrod, et al., 2009) Programs that focus on attitudinal or educational components exclusively will not likely be effective in changing

population of SVPP because at this developmental stage they are learning how to perform their social gender roles, and

SEXUAL VIOLENCE PREVENTION PROGRAMS. By Mireya Palcios Master in Human Sexuality.

behavior, programs should include a significant skill-building component as a way to integrate specific training to improve communication skills, and negotiation and problem solving issues. (Cornelius & Resseguie, 2007) Academic knowledge and sexual

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preparation but lacks specialist content and may be sensitive to the issue. Nevertheless these programs can have a broader audience and are located in the best place for preventing with the risk group of children and youth. (Topping & Barron, 2009) In a telephone survey to a sample of children from 10 to 16 years old it was found that those having had a prior prevention program were more likely to use self-protection strategies, and were more confident about their

knowledge seems to be a good combination to decreasing the tendency to accept boys forcing sex on girls. Adolescent sexuality that (by can literacy learn about

component

focused on sexuality, specific academic curricula sources and on various sexuality) information have the

response to risky situations, though differences were very small. Two important outcomes were that under threatens by abusers children might not be able to avoid abuse, and in situations when they showed

opportunity to be more receptive to prevention programs that focus on their attitudes and aim to change them, at the same time, this occasion represents a way to balance the negative perspective about human sexuality that media is illustrating in Western countries.

resistance they received more injuries. (Topping & Barron, 2009)

(Mallet & Herbe, 2010)

7. CONCLUSIONS
On implementing School-based Although the implementation of programs, the size of the program makes difference, with larger programs being more effective, being desirable multi-session programs with longer periods than only one hour. But school-based programs may have some difficulties, starting with who teaches it, that may have pedagogical programs to prevent sexual violence has not proven to significantly reduce the rate of sexual abuse, these

programs

have

been

evaluated

positively on improving knowledge and skills about sexual violence

prevention.

SEXUAL VIOLENCE PREVENTION PROGRAMS. By Mireya Palcios Master in Human Sexuality.

Therefore as minimum, it is needed to support the implementation of sexual violence prevention programs, The better

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the

knowledge about

assessment

of implementation and

results obtained must be analyzed jointly within the Latin-American

especially in societies where little effort has been made to promote them, even though the programs have not yet achieved the desirable level of

contexts and culture, for the adjustment of such programs for its application there. REFERENCES Banyard, V. L., Eckstein, R. P., & Moynihan, M. M. (2010). Sexual Violence Prevention The Role of Stages of Change. Journal of

effectiveness. The deployment of these programs has proven the importance of integrating different areas such as knowledge, skills of dialogue, problem solving, and management of social pressures. This scenario calls for the incorporation of more professionals involved in the various subjects. The program effectiveness depends not only on factors internal to the program namely its way of transmission,

Interpersonal Violence , 25 (1), 111135. Burn, S. M. (2009). A Situational Model of Sexual Assault Prevention Through Bystander Intervention. Sex Roles , 779-792. Casey, E. A., & Lindhorst, T. P. (2009). Toward a Multi-level,

duration, target group composition, skills of the teacher, etc., it also depends on the support that family, community and society may provide. This requires that prevention programs will be developed in a government and political framework. The analysis of prevention programs and their assessment must be the starting points to its implementation in some Latin-American countries were they had not been applied yet.

Ecological Approach to the Primary Prevention of Sexual Assault -

Prevention in Peer and Community Contexts. Trauma, Violence, & Abuse , 10 (2), 91-114. Casey, E. A., & Lindhorst, T. P. (2009). TOWARD A MULTI-LEVEL, ECOLOGICAL APPROACH TO THE PRIMARY PREVENTION OF

SEXUAL ASSAULT Prevention in Peer and Community Contexts.

SEXUAL VIOLENCE PREVENTION PROGRAMS. By Mireya Palcios Master in Human Sexuality.

Trauma, Violence, & Abuse , 10 (2), 91-114. Centers for Disease Control and

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Mallet, P., & Herbe, D. (2010). Does Knowledge About Sexuality Prevent Adolescents from Developing RapeSupportive Beliefs? Journal of Sex Research , 1 - 9. Noonan, R. K., & Charles, D. (2009). Teen Dating Violence Prevention

Prevention. (2004). Sexual violence prevention: beginning the dialogue. Atlanta, GA. Clinton-Sherrod, A., Morgan-Lopez, A., Gibbs, D., Hawkins, S., Hart, L., Ball, B., et al. (2009). Factors

Strategies. Violence Against Women , 15 (9), 1087-1105. Noonan, R. K., & Gibbs, D. (2009). Empowerment Evaluation With

Contributing to the Effectiveness of Four School-Bases Sexual Violence Interventions. Health Promotion

Programs Designed to Prevent FirstTime Male Perpetration of Sexual Violence. Health Promotion Practice , 10 (1), 5S-10S. Schewe, P. (2006). Interventions to Prevent Sexual Violence. In L. S. Doll, & E. N. Haas, Handbook of Injury and Violence Prevention (pp. 223 - 240). Atlanta: Springer. Topping, K. J., & Barron, I. G. (2009). School-Based Child Sexual Abuse Prevention Programs: A Review of Effectiveness. Review of Educational Research , 79 (1), 431-463. World Health Organization. (2002). World report on World report on Violence and Health. Geneva. Yeater, E. A., & ODonohue, W. (1999). Sexual Assault Programs: Current Prevention Future

Practice , 19 - 28. Cornelius, T., & Resseguie, N. (2007). Primary and Secondary Prevention Programs for Dating Violence: A Review of the Literature. Agression and Violent Behavior , 364 - 375. David, L., Guy, L., Perry, B., Sniffen, C., & Mixon, S. (2007). Sexual Violence Prevention. The Prevention Researcher , 15 - 20. Finkelhor, D. (2009). The Prevention of Childhood Sexual Abuse. The Future of Children , 19 (2), 169-194. Lee, D. S., Guy, L., Perry, B., Sniffen, C. K., & Mixon, S. A. (2007). Sexual Violence Prevention. The Prevention Researcher , 14 (2), 15 - 20.

Issues,

SEXUAL VIOLENCE PREVENTION PROGRAMS. By Mireya Palcios Master in Human Sexuality.

Directions, and the Potential Efficacy of Interventions with Women. Clinical Psychology Review , 19 (7), 739771.

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