Volu m e II - Purdue University Calumet

understand the complexity of an actual situation, or may be unable to perform what s/he “knows.” This
cognitive gap is an important factor in the prevalence of childhood sexual abuse.
An earlier 1986 study conducted by Dr. Burkhardt (1986), 103 students (ages 4-7) were assigned
to one of four conditions: No Training, Didactic, Modeling, and Modeling and Practice. The three training
conditions involved the presentation of problematic situations with adults and appropriately resistant
responses to these situations. Reporting was encouraged and demonstrated.
After the two-week training course, each child was individually approached by a male stranger
(posing as a school janitor) who directed him or her to assist him in a task. He subsequently directed each
child not to tell the teacher of his request. In general, training appeared to have little effect upon the
younger children: the majority of the children complied with the stranger.
It seems as though understanding of the more explicit aspects of sexuality develops as the child
cognitively develops: hence, at certain early stages of development, a child seems to be cognitively unable
to fully understand certain concepts of sexuality. Another aspect to be taken into consideration, however, is
a child’s view of and compliance to a perceived authority figure. Sexual predators may use their adult
authority figure persona to their advantage when victimizing children—this is another major component in
understanding the prevalence of childhood sexual abuse. (Child 2011).
Lawrence Kohlberg, like Piaget, was a very influential researcher of his time on the topic of
cognitive development. His theory developed six stages of moral development: three levels each consisting
of two stages. The first level of moral thinking, the pre-conventional level, is generally found at the
elementary school level. In Stage 1 of this level, children behave according to socially acceptable norms
because they are told to do so by an authority figure. This obedience is compelled by the threat of
punishment. Many of the following studies involving children’s views on adult authority echo Kohlberg’s
theory, particularly this stage: Stage 1 of the pre-conventional level of moral thinking, where the child’s
social orientation revolves around obedience and punishment (Dawson, 2002).
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