000			03732nam a22002537a 4500
999			_c8670 _d8670
005			20250625151700.0
008			240508s2023 ||||| |||| 00| 0 eng d
040			_aAFVC
245			_aInstitutional responses to child maltreatment : _bguidebook to the evidence (Summaries and syntheses of rigorous studies ‘What Works’ studies) _cInstitutional 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			_bGiving Evidence, _c2023
300			_aelectronic document (169 + Appendices) : PDF file
520			_aSpecific findings include: 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. School-based prevention interventions that involve parents improved knowledge regarding abuse and attitudes toward violence against children. 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). 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. 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. School-based sexual abuse prevention programmes have not been found to increase children’s anxiety. Though prevention programmes appear to not increase anxiety among children, their impact on other mental health issues is unclear. 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. 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. 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
650			_aCHILD ABUSE _9103
650			_aCHILD SEXUAL ABUSE _9121
650			_aINTERVENTION _9326
650			_aPROGRAMME EVALUATION _9466
650			_aSCHOOLS _9515
650		0	_aSYSTEMATIC REVIEWS _93140
651			_aINTERNATIONAL _93624
710			_aGiving Evidence _912908
856			_uhttps://child-protection-research.org/guidebook/ _zRead guidebook
856			_uhttps://child-protection-research.org/key-findings/ _zRead key findings
942			_2ddc _cREPORT _hnews127