Ege University, İzmir, Turkey.
Dokuz Eylül University, İzmir, Turkey.
J Interpers Violence. 2022 Jun;37(11-12):NP10220-NP10244. doi: 10.1177/0886260520986272. Epub 2021 Jan 15.
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 ( = 137) or wait-list comparison groups ( = 153) by classroom. The age of the children ranged from 46 to 71 months ( = 58.99, = 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.
本研究旨在探索一项名为“我正在学习用 Mika 保护自己”的教师主导型儿童性虐待预防计划的有效性。样本由 290 名儿童、他们的父母和他们的课堂教师组成。参与者按班级被随机分配到干预组（n=137）或等待名单对照组（n=153）。儿童年龄在 46 至 71 个月之间（M=58.99，SD=6.64）。预防计划是一个为期 5 周的计划，包括五个模块，包括情绪意识、好的触摸和坏的触摸、身体安全规则。为了调查预防计划的有效性，进行了潜在马尔可夫分析。确定了一个三分类解决方案作为最佳模型：状态 1（自我保护组）、状态 2（风险秘密守护者）和状态 3（风险组）。干预后，两个风险组（状态 2 和 3）的成员比未接受干预的参与者（等待名单对照组）更有可能进入状态 1 组。使用 2×2 重复测量方差分析来分析自我保护技能。与等待名单对照组相比，干预组的自我保护技能提高幅度更大。从预测试到后测试。两个月的随访分析表明，知识和技能的提高得以维持。该计划应被视为满足土耳其学前课程中儿童性虐待预防工作需求的潜在方法。
