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Hugs & Kisses: An Innovative Prevention Program and Evaluation Model

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Children who view the Hugs & Kisses CSA Prevention Play increase their knowledge of Good Touch, Bad Touch and Secret Touch, and know they can take action to STOP secret touching. Teachers who hold a post-play discussion across all grades are able to further reinforce those lessons and increase student comprehension of the concepts of the play.

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Hugs & Kisses: An Innovative Prevention Program and Evaluation Model

  1. 1. Introduction: • Hugs & Kisses is a school-based child sexual abuse prevention play shown to children in Kindergarten through Fifth grades in Virginia. • Teaches two primary safety lessons: • Action Knowledge- Children have the right to say no to secret touching, if a child experiences secret touching they should tell a trusted adult, & secret touching is never the child’s fault. • Touch Knowledge- the concepts of Good touch, Bad touch, and Secret touch. Methods: • Mixed Methods Evaluation Model that includes a 31-item teacher evaluation form to test pre-play preparation and post- play experiences such as discussion of themes from the play • A valid and reliable 8-item children’s survey to assess the level of knowledge children gain as a result of viewing the play. • Descriptive stats, PCA Factor Analysis, and one sample t- test. Results: • 2,700 children’s surveys and 154 teachers’ surveys. • 43Factor Analysis revealed KMO of 0.619 (adequate), Two Factors w/ eigenvalues over 1.0 representing 42.9% of the variance. Q1, 3, & 4 measure Touch knowledge and Q2, 5, 6, and 7 measure Action knowledge. • 80% Benchmark achieved by students w/ overall score of 84.5%. • 7.19 minutes= average length of post-play Discussion • Children whose teacher held a discussion scored better overall (85.74%) compared to those children whose teacher did not hold a discussion (83.37%). Discussion: • Viewing the play increases Action & Touch Knowledge. • Post-play discussion is critical. Hugs & Kisses: An Innovative Prevention Program and Evaluation Model Angie Mann-Williams, PhD, LCSW Jimmy A. Young, PhD, MSW, MPA Children who view the Hugs & Kisses CSA Prevention Play increase their knowledge of Good Touch, Bad Touch and Secret Touch, and know they can take action to STOP secret touching. Teachers who hold a post-play discussion across all grades are able to further reinforce those lessons and increase student comprehension of the concepts of the play. Table 1 Factor Analysis of Children’s Questionnaire Components Questions Factor 1: Action Knowledge Factor 2: Touch Knowledge 1. Is good touch confusing and uncomfortable? -.089 .644 2. Does bad touch hurt? .574 -.278 3. Is a punch or a slap a secret touch? .141 .536 4. Are strangers the only people that might want to secret touch kids? .029 .751 5. Is it a good idea to tell someone if someone touches you where you don’t want to be touched? .631 .021 6. Do you think you should say no to an adult who is secret touching you? .645 .114 7. Do you think you should tell someone if a friend tells you they are being secret touched, even if your friend asks you not to tell anybody? .672 .146 Eigen Values 1.641 1.362 Percentage of Variance 23.44 19.46 Note: Total Variance= 42.9% Communalities for all questions = 1.000. Table 4 t-test: Average Scores Comparison Mean Scores (SD) Grade Standard Score Test Value M diff t df p Kindergarten 79.04 (23.06) 72.96 (23.51) 6.08 5.662 460 <.000 First 78.07 (20.37) 78.47 (22.09) -.405 -.431 468 .667 Second 82.24 (18.01) 84.41 (17.25) -1.18 -1.642 632 .101 Third 86.63 (16.41) 92.54 (11.25) -5.91 -7.088 386 <.000 Fourth 94.60 (9.53) 94.40 (10.45) .201 .417 388 .677 Fifth 88.89 (18.91) 90.66 (15.77) -1.77 -1.784 360 .075 Note: M diff = amount of score change from the 2015 to the 2016 evaluation year. Table 5 t-test: Average Scores Comparison (Overall) Mean Scores (SD) Standard Score Test Value M diff t df p All Grades Combined 84.50 (19.19) 85.88 (18.69) -1.38 -3.736 2699 <.000 Note: M diff = amount of score change from the 2015 to the 2016 evaluation year. Table 8 Average Scores Comparison between Children and In-Class Discussion Grade In-class discussion held? Yes No Count Mean Standard Deviation Count Mean Standard Deviation Kindergarten 176 79.83 22.40 276 79.76 22.80 First 166 83.58 16.90 277 74.14 21.59 Second 311 83.20 17.96 313 83.27 18.26 Third 168 85.64 16.78 200 86.81 16.44 Fourth 186 95.16 8.43 178 94.52 9.76 Fifth 164 88.49 18.31 160 89.06 19.00 Total 1171 85.74 17.94 1404 83.37 19.99

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