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Despite the widespread use of school‐based abuse prevention programs, few studies support their effectiveness in helping children avoid victimization. Most studies that evaluate prevention programs measure changes in children's knowledge and not subsequent behavior. Further, the link between knowledge, behavior, and the ability to avoid or reduce victimization has not been established. In this study the impact of a school‐based prevention program was assessed by surveying students at a high school in southern California where students from feeder elementary and junior high schools were known to have had abuse prevention programs available to them. Data were collected anonymously on 137 high school students during their Health class. A quasi‐experimental design was utilized, comparing the 72 students who had attended one or more school‐based abuse prevention program with the 65 who stated they had not participated in a prevention program. Demographic similarities between the two groups were established. Students who attended prevention programs were more knowledgeable about abuse concepts and reported fewer incidents of abuse. However, the effectiveness of students' responses to abuse, even when they were using strategies taught by the prevention programs, was variable. Questions about the effectiveness of these strategies with familial and nonfamilial abuse are discussed. © 2001 John Wiley & Sons, Inc. 相似文献
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Merith Cosden 《Learning disabilities research & practice》2003,18(2):87-89
This commentary supports Wong's thesis regarding the potential of the risk and resilience framework for the field of learning disabilities (LD), while suggesting several specific areas in which longitudinal study with a risk and resilience framework would be particularly beneficial. It is recommended that focus be placed on identification of risk and protective factors for developmental outcomes in children already identified with LD. Application of this approach to analyzing friendship strategies is described, particularly as it might redirect study to the development of shared interests among children with and without LD. Using longitudinal research to identify positive, naturally occurring family practices, and translating these practices into interventions for families in which they do not naturally occur, is also discussed. 相似文献
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Cosden M 《Journal of learning disabilities》2001,34(4):352-358
Substance abuse is a major problem affecting the health and well-being of many people in our society. Although anecdotal evidence concerning linkages between learning disabilities (LD) and substance abuse has been common, this association is not well documented or understood. This article reviews the current research on substance abuse for adolescents and adults with LD, interpreting findings within a risk and resilience framework. Integrating these studies with the broader literatures on substance abuse and the needs of individuals with LD, the author develops hypotheses regarding specific risk and protective factors that could affect the occurrence of substance abuse for adolescents and adults with LD. Potential risk factors include a poor understanding of one's disability, a lack of skills for developing peer relationships, and the need for prolonged family support. Future directions for research in relation to prevention of and intervention regarding substance abuse among individuals with LD are discussed. 相似文献
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