Figure - available from: Current Psychology
This content is subject to copyright. Terms and conditions apply.
Group*measure estimated marginal means graph
Source publication
The aim of this research was to examine the effect of sexuality education program based on the information level on sexual issues, and cognitive and emotional readiness on sexual development of preschool children aged 60–72 months. In this study a quasi-experimental design—with pretest-posttest control group—was used. The research sample consisted...
Similar publications
The purpose of the current study is to measure the effect of social capital on client’s relationship satisfaction. In addition, it aims to determine the effect of cognitive, relational and structural social capital on client’s relationship satisfaction. To this end, a survey was conducted on 364 clients in Düzce. With the SPSS analysis program, “In...
Citations
... A total of eight studies used RCT as a study design (22,23,(26)(27)(28)(29)(30)(31), and 21 studies by quasi-experimental (20,21,24,25,(32)(33)(34)(35)(36)(37)(38)(39)(40)(41)(42)(43)(44)(45)(46)(47)(48). Evaluation of the school-based CSA intervention programs involved the evaluation of knowledge (24 studies), skills (13 studies), and attitude (3 studies) toward CSA. ...
... Some of the studies (38,39,48) developed new validated questionnaires to measure the outcomes of the studies. The other studies adapted and/or modified the well-known curriculum tools such as the "Good Touch Bad Touch Curriculum Test" (33, 44), "Play it Safe!" (30), "Florida Child Safety Matters R " (CSM) evaluation (31), questionnaire of "Sexuality Knowledge Level" (20) and WHO life skills development concepts questionnaires (24). ...
Introduction
School-based child sexual abuse intervention programs were developed to educate the school children to protect them from sexual abuse. The programs were evaluated to make sure the interventions were effective in reducing child sexual abuse cases (CSA). This review aimed to determine the effectiveness of the school-based child sexual abuse intervention programs in the new millennium era (2000–2021) in improving the knowledge, skills, and attitude of school children under 18 years old toward child sexual abuse.
Methods
A systematic search was conducted through MEDLINE (PubMed), EBSCO, and SCOPUS databases to collect full English articles related to school-based CSA intervention programs published from 2000 to 2021.
Results
A total of 29 studies from randomized control trial and quasi-experimental from several countries was analyzed. Comparisons within group of pre-post intervention for knowledge, skills, and attitude were measured by standardized mean difference (SMD) and 95% CI of −1.06 (95% CI: −1.29, −0.84), −0.91 (95% CI: −1.2, −0.61), and −0.51 (95% CI: −3.61, 0.58), respectively. Meanwhile for between intervention and control group comparisons, the SMD of knowledge was 0.9 (95% CI: 0.63, 1.18), skills was 0.39 (95% CI: 0.07, 0.71), and attitude was 1.76 (95% CI: 0.46, 3.07).
Conclusion
The programs were found to be effective in improving the knowledge, skills, and attitude of the students from pre-intervention to post-intervention and between the intervention and control groups.
Systematic Review Registration: www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42022312383, identifier: CRD42022312383.
Background and purpose:
The study aimed to evaluate the attitudes of parents in the role of a father in Turkey toward child sex education and their sexual communication with their children.
Methods:
This descriptive and cross-sectional study was conducted with the fathers of children in the pediatric outpatient clinic at a state hospital between December 30, 2021, and April 15, 2022. The study was reported based on STROBE. The data were collected from 297 fathers using the Descriptive Information Form, the Attitudes Scale Toward Sex education (ASTSE), and the Sexual Communication Scale for Parents(SCSP).
Results:
Sample statistics demonstrate that 67.7% of the participants did not receive sex education in their childhood, and 57.4% stated that their children received sex education only from their mothers. Higher attitudes toward sexual education were found in the fathers with a university or higher education degree (χ2 = 15.396; p < 0.01), and those giving sex education to their children (χ2 = 18.388;p < 0.001). Higher total scores were obtained on the sexual communication scale by fathers with university and higher education degrees (χ2 = 12.898;p < 0.01) and those who received sex education in their childhood (t = 2.330;p = 0.021). There is a highly significant positive correlation between the mean scores of the role of a parent subscale of the ASTSE and the mean total score of the SCSP (r = 0.81;p < 0.001).
Conclusions:
There is a positive correlation between fathers' parental role attitudes toward sex education and their sexual communication with their children.
Practice implications:
Supporting fathers' sexual communication with their children can positively affect fathers' attitudes and communication toward sex education.
