The Problematic Use of the Concepts of Empowerment, Responsibility and Innocence in Child Protection Programs

Abstract

The academic literature on child sexual abuse reveals that since the 1980's there has been a focus upon studies of prevention programmes such as the protective behaviours programmes. These programmes are aimed at children and advocate the importance of teaching them appropriate responses to threatening situations such as sexual, emotional, physical abuse and domestic violence. Sexual abuse is one among several forms of abuse that children are being schooled in self protection. Taught at primary schools the programs are presented as plays, storytelling, role playing and games which seek to emphasise the sexual abuse component of the protective behaviour. In particular they aim to inform children how to identify inappropriate sexual behaviour by adults, to recognise ‘good’ and ‘bad’ touching. They also aim to encourage children to respond to the behaviour by saying ‘no’ and finally to confide in a ‘trusted’ adult of any attempted or actual abuse.