Criminal Justice Victimology Lit Review

Criminal Justice Victimology Lit Review

Journal Article Review 1 500-600 words

Journal Article Review Instructions:

  1. 1.  For this assignment, the student will select a peer reviewed academic journal article from one of the databases located in the FTCC’s online  The article will relate in some way to the reading material the student has reviewed for this particular module. After the student reads the article, they should download the Journal Article Review Template (below). The student will then complete a Journal Article Review of the article they read.
  2. Formatting Requirements
  • Headers, assignment title (middle), your name, course and section number, and date (all this needs to be at the top/middle of the first page document), and References (this word stands alone on the last page).
  • Use one-inch margins.
  • Use a 12-point Times New Roman font.
  • Use double line spacing in the document.
  1. Resources:  After you review this  Journal Article Review Sample Template.docJournal Article Review Sample Template.doc – Alternative Formats , use the highlighted subtitles as your own only.  Additional, APA resources are located in the Optional Resources tab for your edification.
  2. 4. REMEMBER:  The KEY to this assignment is to use the academic journal article template provided (above) to summarize all the key points of the academic journal article you chose to critique.


  1. 5.  Grading CriteriaSee Rubric (Click on My Grades tab).
  2. Note: A peer reviewed journal article is an article written by experts and is reviewedby several other experts in the field before the article is
    published in an academic journal in order to insure the article’s quality.
  3. 7.  Generate a 500-600 words document using Microsoft Word containing your thoughts, reflections, and analysis of the the article related in some way to the reading material the student has reviewed for this particular module topics.  The paper must follow current APA guidelines (located in the Optional Resources tab). The page count does not include the title page, abstract, reference section, or any extra material.
  4. 8.  How to Submit: You can submit byclicking the Journal Article Review 1 icon or click on the Journal Article Review tab (navigational area).


University of Amsterdam, P.O. Box 15780, Nieuwe Achtergracht 127, 1018 WS, Amst Effective Components of School-Based Prevention Programs for Child Abuse: A Meta-Analytic Review.


Gubbels, Jeanne1 (AUTHOR) [email protected]
van der Put, Claudia E.1 (AUTHOR)
Stams, Geert-Jan J. M.1 (AUTHOR)
Assink, Mark1 (AUTHOR)


Clinical Child & Family Psychology Review. Sep2021, Vol. 24 Issue 3, p553-578. 26p. 1 Diagram, 3 Charts, 2 Graphs.

Document Type:


Subject Terms:

*CHILD abuse
*CHILD sexual abuse
*ADULT child abuse victims
*SOCIAL skills education

Author-Supplied Keywords:

Child abuse
Program components
School-based programs

erdam, Netherlands

Full Text Word Coun School-based programs seem promising for child abuse prevention. However, research mainly focused on sexual child abuse and knowledge is lacking on how individual program components contribute to the effectiveness of school-based prevention programs for any form of child abuse. This study aimed to examine the overall effect of these school-based programs on (a) children’s childabuse-related knowledge and (b) self-protection skills by conducting two three-level meta-analyses. Furthermore, moderator analyses were performed to identify how program components and delivery techniques were associated with effectiveness. A literature search yielded 34 studies (158 effect sizes; N = 11,798) examining knowledge of child abuse and 22 studies (99 effect sizes; N = 7804) examining self-protection skills. A significant overall effect was found of school-based programs on both knowledge (d = 0.572, 95% CI [0.408, 0.737], p < 0.001) and self-protection skills (d = 0.528, 95% CI [0.262, 0.794], p < 0.001). The results of the first meta-analysis on children’s child abuse knowledge suggest that program effects were larger in programs addressing social–emotional skills of children (d = 0.909 for programs with this component versus d = 0.489 for programs without this component) and self-blame (d = 0.776 versus d = 0.412), and when puppets (d = 1.096 versus d = 0.500) and games or quizzes (d = 0.966 versus d = 0.494) were used. The second meta-analysis on children’s self-protections skills revealed that no individual components or techniques were associated with increased effectiveness. Several other study and program characteristics did moderate the overall effects and are discussed. In general, school-based prevention programs show positive effects on both knowledge and self-protection skills, and the results imply that program effectiveness can be improved by implementing specific components and techniques. [ABSTRACT FROM AUTHOR]



Gubbels, J., van der Put, C. E., Stams, G.-J. J. M., & Assink, M. (2021). Effective Components of School-Based Prevention Programs for Child Abuse: A Meta-Analytic Review. Clinical Child & Family Psychology Review24(3), 553–578.


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