The Role of Professional Child Care Providers in Preventing and Responding to Child Abuse and Neglect

Author(s): Children's Bureau Karageorge, Kathy, Kendall, Rosemary

Year Published: 2008

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Appendix H: Risk Indicators: Child Abuse Prevention Curriculum¹

Very Low Risk	Low Risk	Moderate Risk	High Risk
Child abuse prevention education is offered as an option for the parents and the children. The curriculum used with the children is developmentally appropriate. Children who have been abused, or who are at high risk of being abused, are referred for intervention. The curriculum includes intimate or acquaintance abuse and not simply "stranger danger." Prevention concepts are integrated into all aspects of the program. An evaluation of the effects of the program on children's attitudes and behaviors is included. The center seeks parental input and participation in educational opportunities on this topic.	Formal child abuse prevention education is provided to preschool and school-aged children. The curriculum is developmentally appropriate for preschool aged children. Topics covered in the curriculum include self-esteem, assertiveness training, and the concept of "good" and "bad" touch. There is limited follow-up of the formal program in daily activities. The parents have limited involvement or educational opportunities in the curriculum.	There is an informal child abuse prevention curriculum, but it does not include professional expertise. There is a limited formal child abuse prevention curriculum or one prevention program is used for all age groups. The curriculum emphasizes "stranger danger" and "good" and "bad" touch. There is no regular follow-up or an effort to integrate prevention or self-protection concepts into daily activities. Parental involvement is not sought. There are no parental educational opportunities in the curriculum.	There is no formal or informal child abuse prevention program. The curriculum is developmentally inappropriate for the ages involved and uses threats and fear in the name of protecting children. The curriculum has unrealistic expectations about young children's ability to protect themselves. The curriculum emphasizes fear of strangers and unrealistic expectations about children's ability to protect themselves. No follow-up or evaluation to determine the effects on children's attitudes or behaviors is included. Child abuse prevention and teaching self-protective behaviors are seen as the parents' jobs. Denial of any possibility of institutional child abuse.

¹U.S. Army Child Development Services. (1993). Administration handbook for the Child Abuse Risk Assessment Tool (p. 28). Alexandria, VA: Author. back

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The Role of Professional Child Care Providers in Preventing and Responding to Child Abuse and Neglect

Appendix H: Risk Indicators: Child Abuse Prevention Curriculum1

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Appendix H: Risk Indicators: Child Abuse Prevention Curriculum¹