Contents Analysis of Sexual Abuse Recognized by Elementary School Students

Kim, Shin‐Jeong; Park, Sun Jung; Kim, Sunghee; Kang, Kyungsik

doi:10.5977/jkasne.2013.19.4.518

Cited by 7 publications

(6 citation statements)

References 10 publications

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“…CSA is an extremely complex social problem that can be eradicated only with the implementation of comprehensive solutions. Since children are usually easy targets for sexual abuse because of their lower self-defense ability as compared to adults (Kim et al, 2013), there is an urgent need for effective strategies to protect them (Pulido et al, 2015). This requires providing children with competence in terms of knowledge and self-protective behaviors, teaching them to express rejection of behaviors that make them feel uncomfortable or bad, and instructing them to seek help or escape if they think that they are in unsafe situations.…”

Section: Discussionmentioning

confidence: 99%

“…In the experimental group, which included fifth-grade students, 92.9% (39 of the 42 students) agreed to participate as compared to 60.2% (50 of the 83 students) in the control group. Additionally, we chose fifth-grade students based on the results of a previous study that reported that the optimal and effective period for CSA prevention education is the fourth to sixth grade of elementary school (Ha & Lee, 2014;Im & Park, 2014;Kim et al, 2013). During this period, the awareness of sexuality develops more concretely, secondary sexual characteristics begin to appear, and intimacy with those of the opposite sex increases; therefore, they develop more interest in and think more specifically about sexuality than they do before (Choi, 2010).…”

Section: Setting and Participantsmentioning

confidence: 99%

“…Demographic characteristics. The items used to assess demographic characteristics were extracted from previous studies investigating child sexual education (Ha & Lee, 2014;Im & Park, 2014;Kim et al, 2013). Thus, the students' gender, age, birth order, family type, having an experience of sexual education or not, and how the past sexual education was helpful for them were included in the questionnaire.…”

Section: Measurementmentioning

confidence: 99%

“…Schools provide a captive audience for such programs, thereby making it convenient to assess and deliver the program. Additionally, the school atmosphere is conducive for discussion and reflection on program content, which may enhance the effectiveness of the program (Ha & Lee, 2014; Im & Park, 2014; Kim, Park, Kim, & Kang, 2013; Topping & Barron, 2009; Zwi et al, 2007). Wurtele (2009) reported that sexual abuse prevention programs were associated with a decrease in the incidence of sexual abuse.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Effects of the Child Sexual Abuse Prevention Education (C-SAPE) Program on South Korean Fifth-Grade Students’ Competence in Terms of Knowledge and Self-Protective Behaviors

Kim

Kang

2016

The Journal of School Nursing

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Child sexual abuse (CSA) threatens children's safety and even their lives. CSA is increasing steadily, despite the government's efforts to decrease and prevent its incidence. The purpose of this study was to evaluate the effects of the Child Sexual Abuse Prevention Education (C-SAPE) program on fifth-grade elementary school students' competence in terms of their knowledge and self-protective behaviors. Participants included 39 children who completed the C-SAPE program and a control group of 50 children. A nonequivalent control group pre-/posttest design was used to examine the effectiveness of C-SAPE. Significant differences were found between the experimental and control groups' mean difference (post-pre) in competence scores ( t = 3.354, p = .001), especially in the category of self-protective behaviors ( t = 2.641, p = .010). The C-SAPE program may be effective in increasing elementary school students' self-protective behaviors related to sexual abuse.

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Section: Discussionmentioning

confidence: 99%

Section: Setting and Participantsmentioning

confidence: 99%

Section: Measurementmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Effects of the Child Sexual Abuse Prevention Education (C-SAPE) Program on South Korean Fifth-Grade Students’ Competence in Terms of Knowledge and Self-Protective Behaviors

Kim

Kang

2016

The Journal of School Nursing

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“…If children do not acquire self-protection skills, they become easy targets for abusers (Kim et al, 2013).…”

mentioning

confidence: 99%

The impact of using creative drama in the delivery of Body Safety Training Programs for preschool children on preventing sexual abuse in Turkey

Tunç

Yavas

2022

Psychology in the Schools

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The study focuses on the impact of the creative drama method on child sexual abuse (CSA) prevention program in Turkey. A pretest-posttest experimental design with a control group was used in the study. The research was carried out with a total of 72 preschool children aged 3-6 years. Data were collected by What If Situations Test (WIST).A creative drama activity was conducted for the experimental group before training. Body Safety Training (BST) was used in both groups. The average WIST posttest scores were statistically significantly higher compared to pretest scores for the children in both groups (p < .05). A comparison of pretest and posttest assessment found that there was no statistically significant difference (p > .05) between the two groups in regard to the WIST assessment averages. BST Program has a positive impact on increasing personal safety skills when implemented together with creative drama activities.

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Sexual Abuse Prevention Mobile Application (SAP_MobAPP) for Primary School Children in Korea

Moon

Park

Sung

2017

Journal of Child Sexual Abuse

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This study aimed to develop and evaluate the effects of a sexual abuse prevention mobile application, SAP_MobAPP, for primary school children. Forty-five subjects were trained for 40 minutes once a week. The experimental group received education that utilized the SAP_MobAPP. Control group A received Web based sexual abuse prevention education, while control group B received textbook based sexual abuse prevention education. Effectiveness was verified through a survey on child sexual abuse recognition and avoidance skills administered before and after training. The SAP_MobAPP program improved recognition (awareness) and the child's skills to avoid child sexual abuse situations, and the effects were long-lasting. However, differences between groups were not statistically significant. This study developed a sexual abuse prevention application and verified its effectiveness. Awareness and skills to avoid child sexual abuse after app education increased immediately after training and four weeks later. The SAP_MobAPP could be used for sexual abuse prevention education in schools.

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Contents Analysis of Sexual Abuse Recognized by Elementary School Students

Cited by 7 publications

References 10 publications

Effects of the Child Sexual Abuse Prevention Education (C-SAPE) Program on South Korean Fifth-Grade Students’ Competence in Terms of Knowledge and Self-Protective Behaviors

Effects of the Child Sexual Abuse Prevention Education (C-SAPE) Program on South Korean Fifth-Grade Students’ Competence in Terms of Knowledge and Self-Protective Behaviors

The impact of using creative drama in the delivery of Body Safety Training Programs for preschool children on preventing sexual abuse in Turkey

Sexual Abuse Prevention Mobile Application (SAP_MobAPP) for Primary School Children in Korea

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