• Provide enough time for adolescents to practice the skills
The American Academy of Pediatrics (2001, p.500) also suggest:
“Ensuring that adolescents have opportunities to practice social skills, assertiveness and rejection of unwanted sexual advances”
However, the literature currently lacks a consensus of which characteristics an effective program should possess in terms of targeting, format, duration, structure or whether single or mixed sex groups are more effective (Whitaker et al., 2013). There are numerous differences between the available programs, including variations in the duration of program, to whether the program should be delivered by males or female educators, from teachers or outside facilitators to the methodologies involved (lectures, group work, games, role-play and interactive presentation methods. As Whitaker et al., (2013, p.8) note:
“Drawing conclusions about any particular program or which elements were the key ingredients in the effective programs remains very difficult at this present time”
2.3.1 Prevention Strategies …show more content…
Primary intervention is a category that attempts to address sexual victimisation before it occurs. By contrast, secondary prevention generally refers to interventions to reduce risk factors associated with sexual coercion and tertiary prevention aims to prevent repeat victimization and perpetration (Dickson & Willis, 2015). Because tertiary interventions are preventions that deal with the consequences of sexual coercion after it has occurred, this study reviews only primary and secondary prevention
The American Academy of Pediatrics (2001, p.500) also suggest:
“Ensuring that adolescents have opportunities to practice social skills, assertiveness and rejection of unwanted sexual advances”
However, the literature currently lacks a consensus of which characteristics an effective program should possess in terms of targeting, format, duration, structure or whether single or mixed sex groups are more effective (Whitaker et al., 2013). There are numerous differences between the available programs, including variations in the duration of program, to whether the program should be delivered by males or female educators, from teachers or outside facilitators to the methodologies involved (lectures, group work, games, role-play and interactive presentation methods. As Whitaker et al., (2013, p.8) note:
“Drawing conclusions about any particular program or which elements were the key ingredients in the effective programs remains very difficult at this present time”
2.3.1 Prevention Strategies …show more content…
Primary intervention is a category that attempts to address sexual victimisation before it occurs. By contrast, secondary prevention generally refers to interventions to reduce risk factors associated with sexual coercion and tertiary prevention aims to prevent repeat victimization and perpetration (Dickson & Willis, 2015). Because tertiary interventions are preventions that deal with the consequences of sexual coercion after it has occurred, this study reviews only primary and secondary prevention