Wurtele S K, Kast L C, Melzer A M
Department of Psychology, University of Colorado, Colorado Springs 80933-7150.
Child Abuse Negl. 1992 Nov-Dec;16(6):865-76. doi: 10.1016/0145-2134(92)90088-9.
The purpose of this study was to compare teachers and parents as instructors of a personal safety program. One hundred seventy-two Head Start preschoolers were randomly assigned to a personal safety program taught by their teachers, parents, both teachers and parents, or to a general safety control program. Following program participation, children taught the personal safety program by their teachers, parents, or both, demonstrated greater knowledge about sexual abuse and higher levels of personal safety skills compared with those in the control group. Gains in knowledge and skills were maintained at the 5-month follow up. Children taught by their parents showed greater improvements in recognizing inappropriate-touch requests and in their personal safety skills compared with children taught by their teachers, and children who received the program both at home and school were better able to recognize appropriate-touch requests and to demonstrate higher levels of personal safety skills compared with children taught only at school. The emotional costs associated with participating in the program were minimal, and both parents and children rated the program positively. The advantages of home-based instruction for young children are discussed and suggestions for future research are offered.
本研究的目的是比较教师和家长作为个人安全计划指导者的情况。172名开端计划学龄前儿童被随机分配到由教师、家长、教师和家长共同授课的个人安全计划组，或一般安全控制计划组。参与计划后，与对照组相比，由教师、家长或两者共同教授个人安全计划的儿童在性虐待知识和个人安全技能水平方面表现出更高水平。在5个月的随访中，知识和技能的提升得以保持。与由教师授课的儿童相比，由家长授课的儿童在识别不当触摸请求和个人安全技能方面有更大的进步，并且与仅在学校接受该计划的儿童相比，在家校均接受该计划的儿童更能识别适当触摸请求并表现出更高水平的个人安全技能。参与该计划所产生的情感成本极小，家长和儿童对该计划的评价均为正面。本文讨论了针对幼儿的家庭式指导的优势，并提供了未来研究的建议。
