CHILD SEXUAL ABUSE PREVENTION

PROGRAMS FOR ADULTS

This document was supported by Cooperative Agreement # 5VF1CE001751-02 from the Centers for Disease 
Control and Prevention.

The content of this publication may be reprinted with the following acknowledgement: This material was 
reprinted, with permission, from the National Sexual Violence Resource Center’s publication entitled 
Child Sexual Abuse Prevention: Programs for Adults. This guide is available by visiting www.nsvrc.org 

© National Sexual Violence Resource Center 2011. All rights reserved.


CHILD SEXUAL ABUSE PREVENTION

PROGRAMS FOR ADULTS

Child sexual abuse prevention programs have developed over time to engage adults in child 
sexual abuse prevention efforts. These programs acknowledge that educating children or 
potential victims alone cannot prevent the perpetration of child sexual abuse. True primary prevention of child sexual abuse calls for the prevention of perpetration and a societal investment. 
Adults can have several roles in the prevention of child sexual abuse. Adults fit into more than one 
of these roles, including:

- Parent, guardian, or other family member. 

- Person who works with children (e.g., teacher, day care provider, health care provider, coach, advocate).

- Member of the general public, especially potential bystander (e.g., community member, 
neighbor, and others).

- Member of a group that can influence community/societal policies, actions and behaviors to prevent child sexual abuse (e.g., policymaker, media, corporate leader, etc.)

Although public awareness about child sexualabuse has increased significantly in the past few decades, most adults do not have the information or resources needed to prevent abuse (Chasan-Taber & 
Tabachnick, 1999). As a result, it is difficult for adults to help educate children or other adults about child
sexual abuse or to protect children from abuse.

This guide is intended to provide sexual violence advocates with information about child sexual 
abuse prevention programs that target adults. It will provide information about the basics of such programs and an overview of evaluation research for these programs. This guide is intended to assist advocates and prevention educators in selecting or designing prevention programs,and to provide evidence to support them in advocating for these programs to funders and the  community at large. 


Section One
Moving Toward an Evidence-Informed Approach

Program goals

The general goals of prevention programs 
targeting adults include (Elrod & Rubin, 1993; 
Kolko, 1988; Wurtele, Kast, & Melzer, 1992):

- Educate adults about what child sexual abuse 
is and how it can be prevented.

- Decrease secrecy and increase conversation 
about sex and sexual abuse, both from adult 
to adult and from adult to child. 

- Teach adults about healthy sexual 
development and how to have open 
conversations with children about their 
body parts.

- Help adults learn to recognize warning 
signs of abuse and act appropriately on 
this knowledge.

- Teach adults to recognize problematic 
behavior in others and hold them 
accountable for changing their behavior to 
be more appropriate. 

- Improve adults’ reactions to children’s 
disclosures of abuse.

- Teach adults to support children’s healthy 
development, both emotional and sexual.

- Increase adults’ sensitivity to children.

- Help adults talk to children and other adults 
about prevention topics. 

- Help adults identify children and youth 
with sexual behavior problems and seek 
appropriate help.


The contents of these programs are very similar 
to the contents of programs designed to teach 
children the basic facts about child abuse and its 
prevention (Elrod & Rubin, 1993). Indeed, programs 
targeting adults are often conducted in conjunction 
with programs for children (Daro, 1994). 

Types of programs

A brief discussion of several types of prevention 
programs that are typically used to educate and 
engage adults in preventing child sexual abuse follows:

- Components of school-based programs for 
children, are typically training sessions for 
teachers who will be instructing the children 
and/or education/orientation sessions for 
parents and guardians. 

- Stand-alone parent education programs, 
generally involve either community-based 
prevention education sessions, prevention 
education as part of a broader parenting 
education program, or home-visitation 
programs for families who are considered 
to be at high risk of abuse. 

- Professionals who work with children who 
are mandated by law to report suspected 
child abuse, such as teachers and other school 
personnel, health care professionals, law 
enforcement representatives, employees of 
certain state agencies, and other individuals. 

- Public education campaigns can reach 
a broader audience than training-based 
prevention programs, but tend to be more 
narrowly focused on basic prevention topics. 
They attempt to raise awareness about the 
problem and help members of the public to 
identify signs of child sexual abuse, change 
their attitudes about child sexual abuse, 
and understand their role in prevention.

- Media campaigns are public education 
campaigns that involve the development 
and distribution of media, such as brochures 
and pamphlets. Mass media campaigns 
are a subset of media campaigns that use 
print, television, and radio public service 
announcements, op-ed pieces in newspapers, 
billboards, and posters to reach audiences. 

- Social marketing campaigns draw upon 
research and behavior change theory to 
develop strategies. Key components include 
orienting the campaign to the target audience; 
conducting formative research and pre-testing 
of messages; developing strategies to address 
barriers and competition to adapting new 
behaviors; and, using standard marketing 
(Lefebvre & Flora, 1988).

The specific prevention program curricula 
discussed in this guide focus primarily on 
preventing child sexual abuse and have been 
evaluated in peer-reviewed research articles 
since 1990. This guide is not intended as a 
comprehensive list of evaluated or commonly 
used child sexual abuse prevention program 
curricula.1 In particular, it is important to 
balance the push for evidence-based curricula 
with the encouragement of innovations in 
prevention programs that are evaluated. The 
National Sexual Violence Resource Center does 
not endorse specific prevention programs, 
including those discussed in this guide. A 
National Resource Directory & Handbook 
Preventing Child Sexual Abuse is available 
online at http://www.nsvrc.org


Challenges in designing and implementing 
effective programs

A common challenge in instituting child 
sexual abuse prevention programs is the 
social discomfort about topics related to 
sexuality (Daro, 1994). Many adults believe 
that topics such as these are highly personal 
and should be discussed within the family, 
as opposed to in public, if at all. As a result, 
adults may be reluctant to attend prevention 
education classes, read about prevention, 
or work to implement or support such 
programs. Funders may be unwilling to 
support programs that address sensitive 
sexual topics. Framing the issue around 
the protection of children and child health 
may encourage some people to support 
such prevention programs. For example, 
the Adverse Childhood Experiences (ACE) 
Study is a decade-long and ongoing study 
created to explore the childhood origins of 
our society’s health and social problems. 
The study finds that stressful or traumatic 
childhood experiences such as abuse, 
neglect, witnessing domestic violence, or 
growing up with alcohol or other substance 
abuse, mental illness, parental discord, 
or crime in the home can be pathways to 
negative social, emotional, and cognitive 
consequences. These experiences can lead 
to an increased risk of developing unhealthy 
coping mechanisms, risk of violence 
or victimization, disease, disability and 
premature mortality (Edwards et. al., 2003). 
The ACE Study calls for a multidisciplinary 
and integrated approach to prevention and 
intervention of childhood abuse and neglect. 


Section Two
Prevention Programs Designed for Parents and Guardians

Parents are, in many ways, ideal messengers for prevention efforts. They can have a direct effect on their 
children, other parents, and many professionals who work with children that they encounter in their 
daily lives. Parents may have preexisting skills, such as their instincts to protect their child and their 
intimate knowledge of child development, which can be built on through prevention programs (Daro, 1994). 

Child sexual abuse is a complex issue. Many individuals, including parents, need additional information about child sexual abuse and strategies to prevent this crime (Elrod & Rubin, 1993; Tutty, 1993).  Adding to the problem, parents tend to overestimate their children’s knowledge about abuse, which may discourage them from passing on basic concepts (Tutty, 1993).


Program goals

The goals of prevention programs for parents 
and guardians commonly focus on teaching parents how to protect their own children from sexual abuse. 

There are four goals:

Goal 1
Teach parents how to educate their children about
child sexual abuse prevention. 

- Discuss topics without scaring child 
 (Elrod & Rubin, 1993).

- Teach child how to protect him/herself 
  (Elrod & Rubin, 1993).

- Teach child how to tell what is and isn’t abuse 
  (Elrod & Rubin, 1993).

- Tailor concepts to their children’s skills and 
developmental levels (Elrod & Rubin, 1993).



Goal 2
Teach parents how to protect their children from 
child sexual abuse.

- Understand that most people who sexually 
abuse children are known to the victim and 
the victim’s family.

- Know the characteristics of people who 
sexually abuse children and the ways they 
manipulate parents and children.

Goal 3
Teach parents to recognize signs that abuse is 
occurring and take steps to stop it.

- Identify signs of abuse.

- Respond appropriately to disclosures.

- Monitor sexual development (Daro, 1994).

- Learn about local child abuse reporting 
systems and services for victims and 
families (Daro, 1994).

Goal 4
Teach parents how to strengthen healthy 
family dynamics.

- Strengthen parent-child relationships.

- Encourage supportive and open communication.

- Discourage secrecy.

Goal 5
Support prevention efforts directed at children 
and other adults.

- Reinforce prevention messages in multiple 
contexts (Cox, 1998; Renk, Liljequist, Steinberg, 
Bosco, & Phares, 2002).

-  Discuss prevention concepts in natural 
settings (Cox, 1998, Renk et al., 2002).

If the parent program is part of a school-based 
program to educate children, it will typically 
also aim to familiarize the parents with the 
information covered in the program for their 
children (Daro, 1994).

Types of Programs

Several types of programs are commonly used to 
reach and engage parents and guardians:

- Education/orientation sessions done in 
conjunction with prevention programs directed 
at children (Cox, 1998).

- Community-based prevention education 
sessions for parents. 

- Parenting education classes that contain 
information about child sexual abuse 
prevention (Daro, 1994).

- Home-visitation programs for families who 
are considered to be at high risk of abuse, 
typically led by a nurse or prevention 
educator (Olds, Eckenrode, et al., 1998; 
Olds, Henderson, et al., 1998).

- Public education and/or social 
marketing campaigns.

Challenges in Designing and Implementing 
Effective Programs

One of the main challenges facing parent/
guardian prevention programs is that these 
programs tend to be poorly attended (Daro, 
1994). Those who do attend usually are already 
interested in or familiar with child sexual 
abuse prevention programs. A number of 
explanations have been suggested for this 
(Elrod & Rubin, 1993; Hebert, Lavoie, & Parent, 
2002); specifically, that some parents may 
believe that: 

- They know all that they need to know about 
child sexual abuse. 

- They do not stand to benefit from the program.

- Their children are not at risk of child 
sexual abuse.

- Others will judge them or make assumptions 
about their family if they participate. 

- They feel there is nothing they can do to 
prevent child sexual abuse.

When parents are questioned about their reasons 
for not attending prevention programs, the 
most commonly cited reason is time constraints 
(Hebert, Piche, Fecteau, & Poitras, 2001; Reppucci, 
Jones, & Cook, 1994, as cited in Hebert, Lavoie, 
& Parent, 2002). 

Factors important to parents and guardians when 
they are deciding whether to attend a child sexual 
abuse prevention program include (Elrod 
& Rubin, 1993):

- Interest in the topic.

- Qualifications of the prevention educator.

- Usefulness of the information presented.

- Source of the referral to attend the program. 
Parents are most likely to respond to referrals 
from doctors and schools, least likely to 
respond to referrals from television or 
newspaper advertisements or their workplace.

- Time that they will be required to attend.

This information can be used to tailor programs, 
particularly program recruitment tactics, so that 
parents and guardians are more likely to attend. 

General Evaluation of Programs

Programs for parents alone show some promise, 
although additional research is needed. Parents 
who attended a presentation led by a prevention 
educator and participated in a group discussion 
were more likely to support a victim of sexual 
abuse than those who did not participate in the 
presentation and discussion (McGee & Painter, 
1991). In this study, parents who watched a 
video containing role-play scenarios and/or 
participated in a group discussion were more 
able to identify appropriate responses to 
hypothetical abuse scenarios. 

Programs that include sessions for both parents 
and their children have consistently been found to 
be effective in their educational goals (MacIntyre 
& Carr, 2000). Programs for children that also 
contain components for their parents have been 
found to have increased knowledge, likelihood of 
disclosure, and use of self-protective techniques 
(Cox, 1998). The gains among children in these 
programs tend to last longer because they are 
reinforced in multiple settings. Parental gains 
include increased comfort in and knowledge 
about talking to their children about sexual abuse 
(Binder & McNeil, 1987). Home-visitation programs 
have also been found to effectively reduce the 
risk of abuse (Olds, Eckenrode, et al., 1998; Olds, 
Henderson, et al., 1998).

Example of Evaluation Findings from a Parent Education Program

ESPACE/Child Assault Prevention Project (CAP)

Type of program: Parent workshop as part of 
school-based program for children.

Techniques used: Lecture, linking to resources in 
the community, providing exercises for parents to 
do with children.

Main topics: Child sexual abuse myths, signs of 
abuse, how to react appropriately to abuse.

Duration: 2 hours

Evaluation findings: 

For parents (Hebert, Lavoie, & Parent, 2002)

- Increase in prevention knowledge. 

- More able to suggest appropriate interventions. 

- More likely to encourage children to use 
prevention strategies.

- More likely to seek out agencies for help. 

- Increased knowledge about how to 
emotionally support children. 

For children with involved parents (Hebert, Lavoie, 
Piche, & Poitras, 2001)

- Increase in prevention skills.


Section Three
Prevention Programs for People Working with Children 

Many types of people work with children and can be engaged in prevention efforts. These 
people can include teachers and other school professionals, health care professionals, 
counselors, day care providers, advocates, sports coaches, employees of community 
agencies who work with children, and others. They may have varying levels of familiarity with child 
sexual abuse, child development, and other topics important to abuse prevention. Because of their 
interactions with children and parents, they are often able to provide prevention education, notice 
warning signs of abuse, and intervene if abuse is suspected (Renk et al., 2002). 

All 50 states have mandated reporting laws for 
individuals who work with children.2 However, many 
mandated reporters are untrained in the nature of 
abuse and the nuances of reporting (Kenny, 2001). 
Mandated reporters who have not been trained may 
be unclear about the signs of child sexual abuse, 
fear negative consequences as a result of reporting, 
and misunderstand reporting laws, which may affect 
their reporting decision (Alvarez, Kenny, Donohue, & 
Carpin, 2004; Hawkins & McCallum, 2001). 

Most prevention efforts for people who work 
with children focus on teachers and other school 
professionals, who are mandated reporters in 
every state (Kleemeier, Webb, Hazzard, & Pohl, 
1988). These people are the source of most 
child abuse reports in the United States (U.S. 
Department of Health and Human Services, 
Administration on Children, Youth, and Families, 
2009). However, most schools do not train 
teachers about child sexual abuse, and teachers 
tend to find the programs that are offered to 
be lacking in quality and duration (Abrahams, 
Casey, & Daro, 1992). 


Program Goals

The goals of prevention programs to educate and engage people who work with children tend to focus on 
teaching adults how to educate children and prevent ongoing abuse:

Goal 1
Teach people who work with children 
how to educate children about child sexual 
abuse prevention.

- Review the topics to be presented to children 
(Daro, 1994).

- Teach presentation skills.

Goal 2
Teach people who work with children how to 
identify and report child sexual abuse.

- Discuss physical and behavioral signs of abuse 
(Hawkins & McCallum, 2001).

- Review the local reporting system (Daro, 1994).

- Discuss what to do with suspicions of abuse 
(Daro, 1994).

- Review services for victims and families 
(Daro, 1994).

- Role-play interventions and reactions 
to disclosures.

Types of Programs

Three types of programs are commonly used 
to reach people who work with children:

- Training sessions for teachers who will 
be instructing children in a school-based 
prevention program.

- Public education and/or social 
marketing campaigns.

- Mandated reporter trainings.

General Evaluation of Child Sexual Abuse 
Prevention Programs

Unfortunately, few evaluations have been done to 
date to evaluate prevention programs for people 
who work with children. The findings of the 
limited number of evaluations that have been done 
include:

- Programs to educate teachers have a 
positive impact on teacher knowledge 
(MacIntyre & Carr, 2000). 

- Trained mandated reporters tend to feel that 
they are able to make a reporting decision 
without relying only on physical evidence of 
abuse (Hawkins & McCallum, 2001).

- Mandated reporters feel that their level 
of training is an important factor in their 
decision to report (Hawkins & McCallum, 
2001).

Evaluation of Prevention Program Curricula

Teacher Training Workshop Curriculum 

Techniques used: Presentations, videos, role-
playing, activities, discussion (Randolph & Gold, 
1994).

Main topics: Recognizing signs of abuse, 
responding to disclosures, reporting sexual abuse 
(Randolph & Gold, 1994).

Duration: Three two-hour sessions

Teachers who participated in this program 
(Randolph & Gold, 1994):

- Were more likely to talk to children, friends, 
and colleagues about abuse.

- Were more likely to report suspicions of 
abuse. 

- Possessed increased knowledge about 
sexual abuse.

- Possessed improved attitudes 
about prevention.

- Found the workshop to be “very much 
worth attending.”


Section Four
Prevention Programs Designed for the General Public

Relatively recently, efforts to prevent child sexual abuse have begun to focus on members of the 
general public; in particular, on bystanders. In terms of child sexual abuse prevention, a bystander 
is a person who has an opportunity to act in a way to prevent or respond to child sexual abuse.3 
A bystander may be in the environment of a child at risk for abuse, in the environment of a person who 
is at risk for committing child sexual abuse, present during an abusive situation, or present after a child 
has been abused (e.g., a mother who notices inappropriate sexual behavior in a friend of her child). The 
role of bystanders is to prevent both ongoing abuse and advocate for children’s needs. Bystanders may 
or may not have a child of their own or work with children regularly, but they have an important role to 
play in keeping children safe and can be engaged through broader prevention efforts. These prevention 
efforts aim to influence people who are able to do something to prevent child sexual abuse from occurring. 
Bystanders can also play important roles in responding to the needs of victims, survivors and people who 
sexually abuse children by helping them to access intervention services and by advocating for the services 
necessary to prevent and respond to abuse. 

Program Goals

To effectively engage the general public, they must 
feel that can play an important role in preventing 
child sexual abuse. This first means connecting 
with them around prevention actions that seem 
“possible” and achievable to them. Prevention 
programs for the general public have several main 
goals:

Goal 1
Educate the public about child sexual abuse.

- Increase community knowledge about 
sexual abuse. 

- Change attitudes.

- Make sexual abuse prevention a priority.

- Support local prevention efforts.

Goal 2
Change behaviors of community members.

- Change behaviors that encourage sexual abuse.

- Encourage bystanders to detect 
and intervene in sexual abuse.

Types of Programs

Public education and/or social marketing 
campaigns are used almost exclusively to reach 
the general public as the goal with this group is 
behavior change. 

Challenges in Designing and Implementing Effective Programs

Campaigns that use media-based tactics tend 
to be expensive, so their success may be heavily 
dependent on the availability of funding. Obtaining 
funding can be difficult when advertisers and 
sponsors are uncomfortable with media that 
addresses sexual abuse. In addition, social marketing 
campaigns must be based on solid audience 
research to ensure that messages resonate with the 
target audience and that the campaign results in 
behavior change. Careful planning, implementation, 
and evaluation of campaigns are also required 
to ensure that they are effective. To implement 
campaigns such as these, a background in audience 
research and program implementation and 
evaluation is helpful. Partnerships with groups with 
this expertise can help inform successful campaigns. 

General Evaluation of Prevention Campaigns

Few campaigns designed to reach the general 
public to prevent child sexual abuse have been 
evaluated, as they are a relatively new strategy 
in the effort to prevent sexual abuse. Although 
campaigns addressing topics other than 
child sexual abuse (e.g., anti-smoking efforts, 
campaigns to prevent drinking and driving) have 
been evaluated and found to be effective, some 
speculate that general conclusions about their 
ability to increase knowledge and change behavior 
cannot be drawn because the topics they address 
and methods they use are so varied (Hoefnagels 
& Baartman, 1997). However, this knowledge does 
provide hope that programs aiming to prevent 
child sexual abuse by engaging the general 
public in prevention can be effective. To date, 
the following is known about campaigns for the 
general public:

- People who feel responsible to act and feel 
comfortable in their intervention skills are 
more likely to do so (Christy & Voigt, 1994).

- Mass media campaigns may increase 
disclosures of sexual abuse (Hoefnagels & 
Baartman, 1997).

- Media campaigns may be most effective 
when they are accompanied by more targeted 
efforts in order to take advantage of the 
heightened level of awareness.

Evaluation of Specific Pprevention Campaigns4

Stewards of Children Program

http://www.d2l.org/site/c.4dICIJOkGcISE/
b.6243681/k.6DB6/Stewards_of_Children.htm

Primary audience: Bystanders

Techniques used: Public service announcements 
on television and radio, educational pamphlet, 
educational website, online training program, 
interactive workbook, educational video and 
discussion opportunities

Main topics: How to recognize signs of abuse, 
prevent abuse, and react appropriately to abuse

Evaluation findings (Krugman, Lane, & Walsh, 
2007; Rheingold et al., 2007):

- Conflicting findings about whether program 
increases knowledge about child sexual abuse. 

- Improvement in attitudes about child 
sexual abuse. 

- Increase in primary prevention behaviors. 

- Improvements were sustained two months 
following program completion. 

- Not known whether this program decreases 
rates of child sexual abuse.


STOP IT NOW! (www.stopitnow.com)

Primary audience: The general public

Techniques used: Media campaign, 
outreach campaign to high-risk families 
with an associated helpline, collaborations 
with influential people in the community, 
panels of those affected by sexual abuse, 
education of media outlets, trainings of 
professionals who work with families and 
children, encouraging people who sexually 
abuse children to get treatment. 

Main topics: Holding abuser accountable for 
actions, social responsibility for the prevention 
of sexual abuse, increasing awareness in those 
at risk for abuse, how to confront people who 
sexually abuse children and reducing tolerance 
of sexual abuse

Evaluation findings (Chasan-Taber & Tabachnick, 
1999; Tabachnick & Dawson, 2001):

- Increase in public awareness and knowledge. 

- Adults significantly more likely to say they 
would report or take direct action when 
presented with scenarios of sexual abuse.

- Increase in calls to helpline (Schober, Fawcett, 
Schultz, Cournoyer, & Wright, 2008).

- Reduced incidence of reported child sexual 
abuse (Schober, Fawcett, Schultz, Cournoyer, 
& Wright, 2008).

Section Five
Conclusion

Efforts to prevent the sexual abuse of 
children have flourished in the past couple 
decades. With this growth has come a 
shift away from expecting children to prevent 
their own victimizations (a risk- reduction 
approach) toward a more primary prevention 
approach that gets at the root causes of the 
perpetration of child sexual abuse and engages 
adults in the community to act, intervene, and 
respond. To date, many of these programs have 
yet to be evaluated in a rigorous empirical 
way. Although there have been a number of 
large, well-funded efforts to target adults in 
the prevention of child sexual abuse that have 
been evaluated, there are also many grassroots 
efforts created by advocates and implemented 
in local communities that are sowing the 
seeds needed to prevent sexual abuse. These 
local efforts are in a position to work toward 
a culturally competent approach, considering 
issues relevant to diverse populations that may 
be overlooked in larger campaigns. Increased 
inter-agency collaboration can encourage the 
sharing of such ideas and resources, particularly 
evaluation skills that will allow advocates and 
others implementing prevention programs to 
identify what works and what does not work. 
With collaboration, evaluation, and the hard 
work of many, prevention programs to educate 
and engage adults in preventing child sexual 
abuse will continue to expand over the decades 
to come.

1 For a more comprehensive list of prevention programs and the research 
(published before 2002) that has evaluated them, visit the University 
of Calgary’s online resource manual on child sexual abuse prevention 
programs at http://www.ucalgary.ca/resolve/violenceprevention. 

2 For more information on state laws regarding mandated reporting, see 
Mandatory Reporters of Child Abuse and Neglect: Summary of State 
Laws, online at http://www.childwelfare.gov/systemwide/laws_policies/
statutes/mandaall.pdf 

3 For more information on bystander intervention, refer to the NSVRC’s publication entitled Engaging Bystanders in Sexual Violence Prevention, 
available online http://www.nsvrc.org/_cms/fileUpload/Projects/Engaging_Bystanders.pdf. 

4 Additional information may be found in “Incorporating Evaluation into 
Media Campaign Design” at http://new.vawnet.org/category/Documents.
php?docid=1317.

Section Six
Publication Information

About the Authors — Hallie Martyniuk and Emily Dworkin

Hallie Martyniuk is an instructional designer specializing in the development of curricula and resource 
materials for state and national criminal justice and victim service programs. Her work includes 
Strengthening Military-Civilian Community Partnerships to Respond to Sexual Assault, the Pennsylvania 
Prison Rape Elimination Act (PREA) Toolkit, Advocate’s Manual for Working with Incarcerated Victims of 
Sexual Assault, and Masculinity and Violence. 

Emily Dworkin is a doctoral student in Clinical-Community Psychology at the University of Illinois 
at Urbana-Champaign. Broadly, her research examines narratives of survivors in relation to identity 
formation, as well as individual- and ecological-level predictors of mental health consequences of sexual 
assault. Formerly, she worked as the Resource Development Specialist at the National Sexual Violence 
Resource Center. 

National Sexual Violence Resource Center

The National Sexual Violence Resource Center (NSVRC), founded by the Pennsylvania Coalition Against 
Rape in July 2000, is the nation’s principle source for information regarding all aspects of sexual violence. 
We are committed to assisting the field through Collaboration l Prevention l Resources.


Section Seven
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