亲子互动自主阅读材料对小学生预防性侵犯知识和技能的影响

目的:探讨以亲子互动自主阅读材料方式开展预防性侵犯教育对儿童知识和技能的影响。方法:研究对象为来自东北某农村地区一所学校二、三年级的小学生。以班级为单位随机分为教育组和对照组,教育组由儿童与家长共同阅读教育材料学习预防性侵犯有关内容,采用自填式问卷调查方法,于教育前、教育后1周和教育后3.5个月进行前测、后测和追踪测量。有160名小学生参与调查并返回了有效调查问卷。结果:教育组儿童知识得分从教育前的(8.69±2.44)分增长到教育后1周的(10.51±3.23)分(P0.001);技能得分从教育前的(7.27±1.84)分增长到教育后1周的(8.06±1.58)分(P0.01),教育后3.5个月知识和技能水平仍然明显高于教育前。然而,对照组同教育组呈现相似得分增长趋势。结论:评价结果没有显示出亲子互动自主阅读教育材料方式可以有效地提高儿童预防性侵犯知识和技能水平。如何进一步完善评价研究方法以及提高教育的有效性仍需探索。

Impact of child sexual abuse prevention education by parent-child reading materials on children's knowledge and skills

Objectives:To evaluate the impact of child sexual abuse prevention education by parent-child reading materials on children's knowledge and skills.Methods:Children in grade 2 and grade 3 of a school in northeast rural area were recruited and randomly assigned to education group and control group.For education group,parents and children read educational materials about CSA prevention together,and questionnaire investigation about children's knowledge and skills of CSA prevention were conducted before education,a week and 3.5 months after education.A total of 160 children returned valid questionnaires.Results:Knowledge scores of children in education group increased from (8.69 ± 2.44) to (10.51 ± 3.23),and skills scores increased from (7.27 ± 1.84) to (8.06 ± 1.58).At 3.5 months after education,the scores of knowledge and skills in the follow-up test remained significant higher than the scores before the test.However,scores of children in control group showed similar increasing trend.Conclusion:The parent-child reading materials does not show significant improvement on children's knowledge and skills and measures to improve the evaluation methods and the effectiveness of education still needs exploring.