Institutional responses to child maltreatment : (Record no. 8670)

MARC details
000 -LEADER
fixed length control field 03732nam a22002537a 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20250625151700.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 240508s2023 ||||| |||| 00| 0 eng d
040 ## - CATALOGING SOURCE
Original cataloging agency AFVC
245 ## - TITLE STATEMENT
Title Institutional responses to child maltreatment :
Remainder of title guidebook to the evidence (Summaries and syntheses of rigorous studies ‘What Works’ studies)
Statement of responsibility, etc Institutional Responses to Child Maltreatment: Guidebook to the Evidence (Summaries and Syntheses of Rigorous Studies ‘What Works’ Studies) August 2023 Prepared with technical experts of the Campbell South Asia
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Name of publisher, distributor, etc Giving Evidence,
Date of publication, distribution, etc 2023
300 ## - PHYSICAL DESCRIPTION
Extent electronic document (169 + Appendices) : PDF file
520 ## - SUMMARY, ETC.
Summary, etc Specific findings include:<br/><br/> School-based programmes have succeeded in raising children’s awareness about physical and sexual abuse, training them on what to do, and increasing disclosure. This finding is consistent across over 60 studies in many countries.<br/> School-based prevention interventions that involve parents improved knowledge regarding abuse and attitudes toward violence against children.<br/> School-based interventions showed significant and positive improvements in children’s knowledge and awareness about sexual abuse and empower children to recognise, prevent, avoid, and report sexual abuse (if it happens).<br/> School-based programmes have been successful in raising awareness about physical and sexual abuse in children, training them on what to do, and increasing disclosure.<br/> Staff training programmes include the IRIE classroom toolbox and Second Step Child Protection Unit to improve teachers’ knowledge, attitudes, and behaviours when working with children. These programs have also shown promise in identifying maltreatment and avoiding violent behaviours by teachers.<br/> School-based sexual abuse prevention programmes have not been found to increase children’s anxiety.<br/> Though prevention programmes appear to not increase anxiety among children, their impact on other mental health issues is unclear.<br/> The effects of school-based interventions to prevent peer violence and gender-based violence are unclear: the studies are inconclusive. Further research is necessary to identify the most effective strategies and interventions to create safe and inclusive learning environments for all students.<br/> The Bucharest Early Intervention Project (BEIP) in Romania showed that moving orphaned children out of awful orphanages and into foster families significant improved most developmental, physical, mental, emotional, and cognitive health outcomes. This was fairly early intervention: the children were moved before their third birthday.<br/> The evidence on institutional responses to violence and abuse against children and the impact of these interventions, such as the Multi-Agency Investigation & Support Team (MIST) and the Clinical Decision Tool for Paediatric Intensive Care Unit (PICU), is weak. MIST improves co-ordination of statutory agencies (e.g., the police, social services, the fire service), to improve response to child abuse cases. PICU is a specialized unit in a hospital which provides care to children and young people with severe trauma. (From the website). Record #8670<br/><br/>
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element CHILD ABUSE
9 (RLIN) 103
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element CHILD SEXUAL ABUSE
9 (RLIN) 121
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element INTERVENTION
9 (RLIN) 326
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element PROGRAMME EVALUATION
9 (RLIN) 466
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element SCHOOLS
9 (RLIN) 515
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element SYSTEMATIC REVIEWS
9 (RLIN) 3140
651 ## - SUBJECT ADDED ENTRY--GEOGRAPHIC NAME
Geographic name INTERNATIONAL
9 (RLIN) 3624
710 ## - ADDED ENTRY--CORPORATE NAME
Corporate name or jurisdiction name as entry element Giving Evidence
9 (RLIN) 12908
856 ## - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="https://child-protection-research.org/guidebook/">https://child-protection-research.org/guidebook/</a>
Public note Read guidebook
856 ## - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="https://child-protection-research.org/key-findings/">https://child-protection-research.org/key-findings/</a>
Public note Read key findings
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme Dewey Decimal Classification
Koha item type Report
Classification part news127
Holdings
Withdrawn status Lost status Source of classification or shelving scheme Damaged status Not for loan Home library Current library Date acquired Total Checkouts Full call number Barcode Date last seen Price effective from Koha item type
    Dewey Decimal Classification     Vine library Vine library 08/05/2024   Online ON24050022 08/05/2024 08/05/2024 Access online