Analyzing the concept of sexual self-care in preschool children: A qualitative study

Mansourian, Morteza; Kandi, Zahra Rahimi Khalifeh; Azar, Farbod Ebadi Fard; Farahani, FaridehKhalajabadi; Azadi, Nammamali

doi:10.4103/jehp.jehp_551_22

Cited by 3 publications

(7 citation statements)

References 23 publications

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“…This is due to that parents cannot always fully monitor and care their children 24 hours a day to protect them and unfortunately harassment may still occur because parents believe that their children have been left with trusted persons. This is corroborated by previous studies of Yu et al (23) ; Wulandari et al (13) ; Russell et al (24) and Rumble et al (25) ; and Rahimi Khalifeh Kandi et al (11) which emphasized that it is imperative to empower preschool children by teaching them selfprotection measures to offend themselves against any sexual threats.…”

Section: Discussionsupporting

confidence: 82%

“…This knowledge and awareness include learning about the sexual abuse, behaviors of sexual predators, empowerment skills and preventive programs. Additionally, Rahimi Khalifeh Kandi et al (11) recommended that children's books should contain educational materials on self-protection against sexual abuse. These materials include recognizing appropriate and inappropriate touch, resistance methods, and notifying a trusted adults about sexual abusive situation.…”

Section: Discussionmentioning

confidence: 99%

“…It includes seven pictures (Figure No. 6,9,11,12,13,14 and 15) that show how the child should behave to respond when encountering harassment behavior and dangerous situation as when someone offers him or her a candy or a gift without parent's permission; when a relative or stranger tries to touch private body parts; when a stranger asks the child to go somewhere with him without consulting parents; when someone either relative or stranger hold the child and kiss him or her and ask not to tell parents, and reporting the situation to parents or trusted person.…”

Section:  Reactions To Sexual Harassment Situations Domainmentioning

confidence: 99%

“…Also, reminding children to always tell parents or another trusted adults if anyone ever touches his or her private parts. (11) Self-protection skills can be effectively taught to children are as early as three years or when they are developmentally ready to learn the right names of their organs especially private areas. Thus, teaching selfprotection skills are starting at home with the parent and progresses from preschool to high school.…”

Section: Introductionmentioning

confidence: 99%

“…(14) Additionally, children should be aware of some safety rules in daily interactions with people around and know how to distinguish between safe touch, unsafe touch, and confusing touch; and the child should say "No" when they feel threatened or scared by bad behaviors of strangers; and the child also needs to know how to escape. (15) (11) Nurses can screen and educate the preschoolers through children-centered interventions and program, conveying knowledge of concepts and strategies proposed to be helpful to avoid sexual harassment by giving them the necessary information regarding sex and sexual identity, teaching them the three R's (recognize, resist, report), as well as other concepts as the perpetrators can also be well-known people, and shaping their attitudes, beliefs, and values regarding sexuality. (16)…”

Section: Introductionmentioning

confidence: 99%

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Picture-Based Program for Raising Awareness of Preschool Children Regarding Self-Protection from Sexual Harassment

Atia,

Ahmed Abu El Soud,

Mahmoud Khalil

et al. 2023

Zagazig Nursing Journal

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Background: Sexual harassment is a significant real public problem that can seriously affect any child regardless of gender and occurs at all socioeconomic levels. Aim of the study was to evaluate the effect of picture-based program on awareness of preschool children regarding self-protection from sexual harassment. Subjects & Methods: Design: A quasi-experimental research design was utilized. Setting: The study was conducted in four governmental nursery schools at Zagazig city. Subjects: A sample of 92 preschoolers randomly selected from east and west educational administrations. Tool of data collection: A structured interview questionnaire consists of two parts; socio demographic characteristics of children, and awareness of preschool children regarding self-protection from sexual harassment. Results: The study results revealed that there was a statistically significant differences in children's total mean scores of awareness regarding selfprotection from sexual harassment pre-post program. Before implementation of the program, total mean score of awareness was 5.50±2.94 compared to 10.83±2.42 at the post-program phase. The multivariate analysis identified that preschool children's gender and living with both parents were the statistically significant independent positive predictor of their awareness score. Conversely, child's age, residence, birth order and social class were negative predictors. Conclusion: The program's implementation was shown to be successful in raising preschool children's awareness regarding self-protection from sexual harassment. Recommendation: Implementing the developed program on a larger scale in the study settings and in similar ones to confirm its beneficial effects in addition to further studies for developing more specialised childrencantered interventions to empower children with self-protection skills in order to protect Egyptian children from the threat of sexual harassment.

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