I want to keep my child safe from abuse—but research tells me I’m doing it wrong

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I want to keep my child safe from ******—but research tells me I’m doing it wrong

Credit: Pixabay/CC0 Public Domain

Child ******* ****** is uncomfortable to think about, much less talk about. The idea of an ****** engaging in ******* behaviors with a child feels sickening. It’s easiest to believe that it rarely happens, and when it does, that it’s only to children whose parents aren’t protecting them.

This belief stayed with me during my early days as a parent. I kept an eye out for creepy men at the playground and was skeptical of men who worked with young children, such as teachers and coaches. When my kids were old enough, I taught them what a “good touch” was, like a hug from a family member, and what a “bad touch” was, like someone touching their private parts.

But after nearly a

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—15 years on family *********, another eight on child ****** prevention, including ******* ******—I realized that many people, including me, were using

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As the founder of the

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, I work with organizations that educate their communities and provide direct services to survivors of child ******* ******. From them, I have learned much about the everyday actions all of us can take to help keep our children safe. Some of it may surprise you.

Wrong assumptions

First, my view of what constitutes

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was too narrow. Certainly, all ******* activities between adults and children are a form of ******.

But child ******* ****** also includes nonconsensual ******* contact between two children. It includes noncontact offenses such as ******* harassment, exhibitionism and using children to produce imagery of ******* ******. Technology-based child ******* ******

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with the rapid evolution of internet-based games, social media, and content generated by artificial intelligence. Reports to the

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of online enticements

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.

My assumption that child ******* ****** didn’t happen in my community was wrong too. The latest data shows that at least 1 in 10 children, but likely closer to 1 in 5,

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. Statistically, that’s at least two children in my son’s kindergarten class.

Child ******* ****** happens across all ethnoracial groups, socioeconomic statuses and all gender identities. Reports of

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, but male victimization is likely underreported because of

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I’ve learned that identifying the “creepy man” at the playground is not an effective strategy. At least 90% of child ******* abusers

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prior to offending. Usually, the abuser is a trusted member of the community;

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.

In other words, rather than search for a predator in the park, parents need to look at the circle of people they invite into their home.

To be clear, ****** by strangers does happen, and teaching our kids to be wary of strangers is necessary. But

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, for child ******* ****** offenses.

Most of the time, it’s not even adults causing the harm. The latest data shows more than 70% of self-reported child ******* ******

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. Nearly 1 in 10 young people say they

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. Their average age at the time of causing harm is between 14 and 16.

Drastic changes in behavior – either positive or negative – can be an indication of potential ******* ******.

Now for a bit of good news: The belief that people who ********* ****** children are innately evil is an oversimplification. In reality, only about 13% of adults and approximately 5% of adolescents who ********* harm children

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. The recidivism rate is even lower

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By contrast, approximately 44% of adults who commit a felony of any kind will commit

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.

What parents can do

The latest research says uncomfortable conversations are necessary to keep kids safe. Here are some recommended strategies:

Avoid confusing language. “Good touches” and “bad touches”

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. Harmful touches can feel physically good, rather than painful or “bad.” Abusers can also manipulate children to believe their touches are acts of love.

The research shows that it’s better to talk to children about touches that are “OK” or “not OK,” based on who does the touching and where they touch. This dissipates the confusion of something being bad but feeling good.

These conversations require clear identification of all body parts, from head and shoulders to ****** and *******. Using accurate anatomical labels teaches children that all body parts can be discussed openly with safe adults. Also, when children use accurate labels to disclose ******, they are more likely to be understood and believed.

One tip: Teach children the anatomical names for their body parts, not “code” or “cute” names.

Encourage bodily autonomy. Telling my children that hugs from family members were

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. If children think they have to give hugs on demand, it conveys the message they do not have authority over their body.

Instead, I watch when my child is asked for a hug at family gatherings—if he hesitates, I advocate for him. I tell family members that physical touch is not mandatory and explain why—something like: “He prefers a bit more personal space, and we’re working on teaching him that he can decide who touches him and when. He really likes to give high-fives to show affection.” A heads-up: Often, the adults are put off, at least initially.

In my family, we also don’t allow the use of guilt to encourage affection. That includes phrases like: “You’ll make me sad if you don’t give me a hug.”

Promote empowerment. Research on ****** ******* offenders found the greatest deterrence to completing the act

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—one who expressed their ******* to stop, or said they would tell others.

Monitor your child’s social media. Multiple studies show that monitoring guards against

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, both of which are risk factors for child ******* ******. Monitoring can also reveal permissive or dangerous ******* attitudes the child might have.

Talk to the adults in your circle. Ask those watching your child how they plan to keep your child safe when in their care. Admittedly, this can be an awkward conversation. I might say, “Hey, I have a few questions that might sound weird, but I think they’re important for parents to ask. I’m sure my child will be safe with you, but I’m trying to talk about these things regularly, so this is good practice for me.” You may need to educate them on what the research shows.

Ask your child’s school what they’re doing to educate students and staff about child ******* ******. Many states require schools to provide prevention education; recent research suggests these programs

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Talk to your child’s sports or activity organization. Ask what

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. This includes their screening and hiring practices, how they train and educate staff, and their guidelines for reporting ******. The Centers for ******** Control and Prevention provides a

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.

Rely on updated research. Finally, when searching online for information, look for research that’s relatively recent—dated within the past five years. These studies should be published in peer-reviewed journals.

And then be prepared for a jolt. You may discover the conventional wisdom you’ve clung to all these years may be based on outdated—and even harmful—information.

Provided by
The Conversation

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under a Creative Commons license. Read the

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Citation:
Opinion: I want to keep my child safe from ******—but research tells me I’m doing it wrong (2024, May 27)
retrieved 27 May 2024
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