Browsing by Author "Chetty, Taylor Allison"

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    An exploration of school-based sexual abuse prevention programming: No Is a Full Sentence program evaluation
    (Faculty of Graduate Studies and Research, University of Regina, 2023-06) Chetty, Taylor Allison; Milne, Lise; Chalmers, Darlene; Collin-Vézina, Delphine; Daignault, Isabelle
    Child sexual abuse (CSA) is a global issue with potentially long-lasting and severe consequences. In response, school-based prevention programs have been developed and proven to be effective at enhancing child knowledge of CSA concepts. The Saskatoon Sexual Assault and Information Centre’s (SSAIC) new program, “No Is a Full Sentence” (NIAFS), provides grade eight students in both Greater Catholic and Public-School Divisions in Saskatoon, Saskatchewan with foundational and complementary education about CSA concepts, healthy relationships, boundaries, bodily autonomy, understanding sexual violence, and more. This thesis research used a program evaluation framework and program fidelity principles to conduct an evaluation of NIAFS implementation. Semi-structed interviews were conducted with seven participants considered key figures in program development and/or delivery: five SSAIC staff members responsible for program development, implementation, and facilitation; and two teachers who assisted in program facilitation. Thematic analysis led to the construction of four main themes: (1) compromise is required in a number of ways for successful program delivery; (2) facilitators must be attuned to the knowledge, needs, and energy of the classroom organism; (3) facilitators must resonate with the content being shared for its effective delivery; and (4) sexual education isn’t 'just about sex' – it is about planting the seeds required to make change through education. This research looked deeper into the nuances of program delivery in the youth sexual education arena, triangulating findings from SSAIC's post-program satisfaction survey findings, which revealed very positive feedback. Recommendations for future NIAFS delivery, social work practice, and research are provided.