There is increasing evidence for the deleterious impact of emotional violence on children`s well-being and development. This systematic review focused on a) the prevalence and (b) correlates of emotional violence by teachers. A literature search of quantitative and peer-reviewed studies published in English between 1980 and April 2021 was conducted. Eighty-four studies met the inclusion criteria. Studies represented all geographical regions of the world, were predominantly cross-sectional and of moderate quality. Studies were heterogeneous in terms of their samples, conceptualization, and measurement of emotional violence. Results indicated that emotional violence by teachers is prevalent across cultural settings, although large variations within and between regions are noted. It is related to mental health, behavioral and academic problems of children above and beyond physical violence by teachers and victimization by peers and parents. Boys are at higher risk of experiencing emotional violence by teachers than girls. Family dysfunction, low socioeconomic status (of the family or the community), and violent school environments appear to increase risk as well. The observed patterns of co-occurrence of emotional violence with physical violence by teachers and victimization by peers as well as perpetration of violence against peers and teachers lend support to notions of poly-victimization and cycles of violence in the school settings. Future research should use representative surveys, examine antecedents, and consequences of emotional violence by teachers using longitudinal and experimental designs and evaluate interventions to prevent emotional violence by teachers.
Son yıllarda yaşlı nüfusunun artması ile birlikte yaşlılık konusunda yapılan çalışmalar da giderek artmaktadır. Ancak yaşlılık ile ilgili alan yazını incelendiğinde yaşlılık ve cinsellik konusunda yapılan çalışmaların oldukça az olduğu görülmektedir. Yaşlılar başta olmak üzere toplumdaki kişiler tarafından yaşlılıkta cinselliğin sürmediğine ya da sürmemesi gerektiğine inanılmaktadır. Halbuki 40-80 yaşları arasındaki erkeklerin %80'i ve kadınların %65'inden fazlası son bir yıl içinde cinsel birleşme yaşadığını belirtirken, erkeklerin sadece %17'si ve kadınların %23'ü yaşlı insanların cinsel istek duymadığını ifade etmiştir. Yaşlılıkta yaşanan cinsel sorunların tek nedeni ilerleyen yaş değildir. Yaşlanmayla birlikte insanlar bazı fizyolojik, psikolojik ve sosyal değişimler yaşamaktadır. Bu değişimler, tüm yaşam alanlarını olduğu gibi doğal olarak kişinin eş ilişkileri ve cinselliğini de etkilemektedir. Cinsel problemleri, cinsel fonksiyonlarda yaşlanmayla ortaya çıkan kaçınılmaz bir düşüş olarak görmek yerine, yaşlanan kişilerin fiziksel sağlık, mental sağlık, partner ilişkileri gibi yaşamın farklı alanlarındaki özelliklere bağlı ortaya çıkan problemler olarak görmenin daha doğru olduğu belirtilmektedir. Sağlıklı bir cinsel yaşamın diğer yaşam alanlarıyla yakından ilişkisi göz önüne alındığında, yaşlılık döneminde cinsel sağlığın korunması ve cinsel yaşamın iyileştirilmesi yaşlıların fiziksel sağlığı, psikolojik iyi oluşları/sağlıkları ve yaşam doyumlarını sağlamak açısından önemli olmaktadır. Bu makalede yaşlı cinselliğini etkileyen fizyolojik, psiko-sosyal ve kültürel faktörlere ve yaşlı cinselliğinin sürmesini ve korunumunu sağlama hakkındaki alan yazınına değinilmiştir.
This study aimed to explore the effectiveness of a teacher-based child sexual abuse prevention program entitled “I am learning to protect myself with Mika.” The sample consisted of 290 children, their parents, and their classroom teachers. The participants were randomly assigned to intervention ( n = 137) or wait-list comparison groups ( n = 153) by classroom. The age of the children ranged from 46 to 71 months ( M = 58.99, SD = 6.64). The prevention program was a 5-week program that consisted of five modules, including emotional awareness, good touch-bad touch, and body safety rules. To investigate the effectiveness of the prevention program, a latent Markov analysis was conducted. A three-class solution was identified as the best model: Status-1 (self-protecting group), Status-2 (risky secret keepers), and Status-3 (risk group). Following the intervention, members of the two at-risk groups (Statuses 2 and 3) were more likely to move into the Status-1 group than were those participants who had not received the intervention (wait-list comparison). Self-protection skills were analyzed using a 2 × 2 ANOVA with repeated measures. The increase in self-protection skills was greater for participants in the intervention group than for those in the wait-list comparison group from pre-test to post-test. Two-month follow-up analysis showed that gain in knowledge and skills was maintained. This program should be considered as a potential approach to meeting the need for child sexual abuse preventive efforts in Turkish preschool curriculum.
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