Center for Violence Prevention Research, USA; Crimes against Children Research Center, University of New Hampshire, USA.
Center for Violence Prevention Research, USA.
Child Abuse Negl. 2022 Oct;132:105807. doi: 10.1016/j.chiabu.2022.105807. Epub 2022 Aug 1.
One of the many outcomes of the COVID-19 pandemic was a shift in the delivery of elementary (primary) education. Schools transitioned swiftly to e-learning and prioritized education that was already or could be easily adapted to virtual formats. Given the paucity of online content available, it is not likely that child sexual abuse (CSA) prevention education was prioritized. Given that CSA prevention education has demonstrated success in increasing knowledge, protective behaviors, and disclosures, and the potential long-term need for e-learning options, there is a demand for an exploration of how CSA prevention can be implemented using e-learning strategies. In the current discussion, we explore how school-based CSA prevention education could be implemented in a "new normal" context of e-learning. We first present the existing e-learning content for CSA prevention education. We then describe how best practices for prevention education can be applied to e-learning. Finally, we present considerations for the use of e-learning specifically for CSA prevention education. In short, implementing CSA prevention programs through e-learning offers many affordances for program accessibility and reach, flexibility in implementation and opportunities for greater exposure to content, and a wide range of ways to demonstrate effective skills and engage children in cycles of practice and feedback. E-learning, may also, however, limit important conversations between children and trained instructors that lead to disclosures. The extant literature leaves us unsure as to whether implementing CSA prevention programs through e-learning will result in better or worse outcomes for children. However, given the increasing demand for e-learning options, and the promise of some new e-learning programs, further research on the effectiveness of e-learning CSA prevention programs is warranted.
新冠疫情的众多影响之一是基础教育（小学）教学方式的转变。学校迅速转向在线学习，并优先考虑已经或可以轻松适应虚拟形式的教育。鉴于在线内容的匮乏，儿童性虐待（CSA）预防教育不太可能被优先考虑。鉴于 CSA 预防教育已被证明在提高知识、保护行为和披露方面具有成效，并且在未来可能长期需要在线学习选择，因此需要探索如何利用在线学习策略实施 CSA 预防教育。在当前的讨论中，我们探讨了如何在在线学习的“新常态”背景下实施基于学校的 CSA 预防教育。我们首先介绍了现有的 CSA 预防教育在线学习内容。然后，我们描述了如何将预防教育的最佳实践应用于在线学习。最后，我们提出了在 CSA 预防教育中使用在线学习的注意事项。简而言之，通过在线学习实施 CSA 预防计划为项目的可及性和覆盖范围、实施的灵活性以及增加对内容的接触机会以及展示有效技能和让儿童参与练习和反馈循环的广泛方式提供了许多优势。然而，在线学习也可能限制儿童与受过培训的教师之间的重要对话，从而导致披露。现有文献让我们不确定通过在线学习实施 CSA 预防计划是否会对儿童产生更好或更差的结果。然而，鉴于对在线学习选择的需求不断增加，以及一些新的在线学习计划的出现，有必要进一步研究在线学习 CSA 预防计划的有效性。
