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It examines concerns about insufficient professional development for educators and the need to develop best-practice knowledge within pre-service and in-service training. A systematic literature review identifies five considerations for teachers’ program selection and facilitation, and it presents CSA prevention best practices and model programs.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-teachers-role-in-child-sexual-abuse-prevention-programs-implications-for-teacher-education/594506/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-teachers-role-in-child-sexual-abuse-prevention-programs-implications-for-teacher-education/594506.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"Why do child sexual abuse prevention programs require context-relevant curriculum facilitation?","Question",{"text":111,"@type":112},"Because programs vary across school contexts, effective facilitation depends on the multiple understandings required to implement prevention curricula that fit local needs and practices.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What problem does the paper identify regarding educators’ preparation for CSA prevention?",{"text":116,"@type":112},"It highlights that explicit professional development for educators in child protection and prevention best practices is seriously lacking, leaving teachers insufficiently equipped.",{"name":118,"@type":109,"acceptedAnswer":119},"How does the paper support guidance for teachers’ selection and facilitation of CSA prevention curricula?",{"text":120,"@type":112},"Through a systematic review of literature that identifies five key considerations, plus an overview of CSA prevention best practices and a list of model programs for professionals such as teachers.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},594506,1792079282,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":143},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Teacher Education  \n\n| Volume 37 | Issue 11 | Article 6 |\n| --- | --- |\n| 2012\u003Cbr>The Teachers’ Role in Child Sexual Abuse Prevention Programs: Implications for Teacher Education.\u003Cbr>Laura Scholes\u003Cbr>University of the Sunshine Coast, [lscholes@usc.edu.au](lscholes@usc.edu.au)\u003Cbr>Christian Jones\u003Cbr>University of the Sunshine Coast, [CMJones@usc.edu.au](CMJones@usc.edu.au)\u003Cbr>Colleen Stieler-Hunt\u003Cbr>University of the Sunshine Coast, [colleen@colleensplace.net](colleen@colleensplace.net)\u003Cbr>Ben Rolfe\u003Cbr>University of the Sunshine Coast, [ben.rolfe@gmail.com](ben.rolfe@gmail.com)\u003Cbr>Kay Pozzebon\u003Cbr>University of the Sunshine Coast, [kpozzebo@usc.edu.au](kpozzebo@usc.edu.au) |  |\n\nRecommended Citation  \nScholes, Laura; Jones, Christian; Stieler-Hunt, Colleen; Rolfe, Ben; and Pozzebon, Kay (2012) \"The Teachers’ Role in Child Sexual Abuse Prevention Programs: Implications for Teacher Education.,\"Australian Journal of Teacher Education: Vol. 37: Iss. 11, Article 6.  \nAvailable at: [http://ro.ecu.edu.au/ajte/vol37/iss11/6](http://ro.ecu.edu.au/ajte/vol37/iss11/6)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol37/iss11/6](http://ro.ecu.edu.au/ajte/vol37/iss11/6)  \nAustralian Journal of Teacher Education  \nThe Teachers’ Role in Child Sexual Abuse Prevention Programs: Implications for Teacher Education  \nLaura Scholes  \nChristian Jones  \nColleen Stieler-Hunt  \nBen Rolfe  \nKay Pozzebon  \nUniversity of the Sunshine Coast  \nAbstract: In response to the diverse number of child sexual  \nabuse (CSA) prevention programs currently implemented in  \nschool contexts, this paper examines key considerations for  \nselecting such initiatives and the multiplicity of understandings  \nrequired to inform facilitation of contextually relevant  \nprevention curriculum. First, the paper examines concerns  \nabout the lack of explicit professional development for  \neducators concerning child protection, and the need to develop  \nunderstandings about prevention program best practices  \nwithin pre-service and in-service training. Second, drawing on  \na systematic review of literature, the paper identifies five key  \nconsiderations to inform teachers’ selection and facilitation of  \nCSA prevention curriculum in school contexts. Third, the  \npaper advances calls by Wurtele (2009) and presents CSA  \nprevention ‘best practices’ overview and ‘model programs’ list  \nfor professionals such as teachers  \nIntroduction  \nChild sexual abuse (CSA) is a widespread complex social issue with many professional groups in a position to play a key role in prevention. The significant role of teachers is increasingly being recognized, with an understanding that educators’participation is crucial to the success of any school based prevention initiative (Arnold & Maio-Taddeo, 2007; Briggs, 2005; Finkelhor, 2009; MacIntyre & Carr, 2000; Matthews, 2011; Sanderson, 2004; Wurtele, 2009) . Interest in the prevention of child sexual abuse has culminated in a diversity of initiatives implemented nationally and internationally (Finkelhor, 2009; Sanderson, 2004; Tomison & Pool, 2000) . While school based programs are prevalent, one significant challenge to overcome is the heavy reliance on child-focused prevention efforts that put the onus of responsibility onto children (Wurtele, 2009) . Indeed, Wurtele (2009) argues it is time for adults to contribute to protecting children and create safe environments by implementing multicomponent, coordinated, preventive interventions that include educators, parents, and practitioners as interdisciplinary approaches offer the greatest potential for keeping children safe from sexual abuse. In this paper, it is argued that teachers have a significant role to play in the prevention of CSA and have a responsibility to develop understandings that contribute to the safety of the children in their care. Increasingly, teachers are expected to facilitate CSA prevention in classrooms and it is  \nVol 37, 11, N","cbCaibF2Z5jaeVEf","https://ap.wps.com/l/cbCaibF2Z5jaeVEf","pdf",172180,29,"English","# Introduction\n## Teachers’ role in CSA prevention\n## Need for educator professional development\n## Challenges in school-based prevention programs","[{\"question\":\"Why do child sexual abuse prevention programs require context-relevant curriculum facilitation?\",\"answer\":\"Because programs vary across school contexts, effective facilitation depends on the multiple understandings required to implement prevention curricula that fit local needs and practices.\"},{\"question\":\"What problem does the paper identify regarding educators’ preparation for CSA prevention?\",\"answer\":\"It highlights that explicit professional development for educators in child protection and prevention best practices is seriously lacking, leaving teachers insufficiently equipped.\"},{\"question\":\"How does the paper support guidance for teachers’ selection and facilitation of CSA prevention curricula?\",\"answer\":\"Through a systematic review of literature that identifies five key considerations, plus an overview of CSA prevention best practices and a list of model programs for professionals such as teachers.\"}]","The Teachers’ Role in Child Sexual Abuse Prevention Programs - Implications for Teacher Education | PDF",73]