Prevention of sexual violence. The implementation of the IGEL program in primary schools

被引：1
作者：
Alfes J. [1 ]
Finne E. [1 ]
Czerwinski F. [1 ]
Kolip P. [1 ]
机构：
[1] Fakultät für Gesundheitswissenschaften, AG Prävention und Gesundheitsförderung, Universität Bielefeld, Postfach 100131, Bielefeld
来源：
Prävention und Gesundheitsförderung | 2017年 / 12卷 / 2期
关键词：
Child abuse; sexual; Implementation research; Primary prevention; Primary school; Process evaluation;
D O I：
10.1007/s11553-016-0577-7
中图分类号：
学科分类号：
摘要：
Background: A large variety of interventions have been developed and implemented to prevent child sexual abuse in schools and other educational institutions. With regard to school-based prevention programs, little is known about their effectiveness and feasibility. Objectives: The goal of this work was to identify conditions conducive to successful implementation of a school-based program for the prevention of sexual violence. Methods: To analyze the implementation fidelity, feasibility, and acceptability of a German school-based program for the prevention of sexual violence (IGEL program), documentation sheets with prestructured contents were used, and (group) interviews with participating teachers were conducted as part of a process evaluation. Results: The results suggest that the implementation of the IGEL program under practical everyday conditions in elementary schools could be realized as planned. The acceptance of the program by teachers and children was high. The flexibility of the program, the elaborateness of the IGEL sessions and materials, as well as the continuous offer of advice and support during the program implementation emerged as important conditions conducive to successful implementation. Conclusions: Successful implementation of a school-based program for the prevention of sexual violence depends on various factors at different levels. On the one hand, there are specific characteristics of the program itself (e.g., practicality of the IGEL materials). On the other hand, there are characteristics of teachers and children (e.g., trust-based relationship) as well as of the school curriculum or school organization (e.g., linking of the program with the sexual education). © 2016, Springer-Verlag Berlin Heidelberg.
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页码：112 / 117
页数：5
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