Child Sexual Abuse, Disability, Vision
Conditions
Keywords
Child sexual abuse, Visually impaired children, Prevention, Health education, Public health nursing
Brief summary
In the study, it was aimed to examine the effect of nurse-led body protection education on the sexual abuse knowledge levels of students with visual impairments.
Detailed description
Children with visual impairments form a risky group in terms of abuse as they are more dependent in relation to providing self-care compared to children with visually healthy and they use their sense of touch in communicating with the environment. The 53 students with visual impairments were randomly assigned to the intervention group and the control group. The study data were collected through children's knowledge of abuse questionnaire - revised with the subdimensions of good touch and bad touch. Nurse-led body protection education was provided to the intervention group in groups of 3-4 in 40 minutes. The education was provided as verbal narration by using a doll and distress whistle. In addition, two weeks after the post-test, a reminder education brochure prepared with the braille alphabet was distributed to the students in the intervention group.
Interventions
OTHERNurse-Led Body Protection Education
Based on BST and Safe Touches education programs and in line with the studies conducted in the literature on children who are not visually impaired, NLBPE was created by the researchers (Akgul et al., 2021; Citak-Tunc et al., 2018; Pulido, 2019; Wurtele, 2007). The program aims to teach visually impaired children how to protect the private parts of their bodies, to distinguish between good and bad touch, to distinguish between good and bad secrets, to say no, scream, and ask for help when necessary. As education tools, dolls and distress whistles were used. In order for children to learn the private parts of their bodies, a doll was used. The practice of Say No, Scream, Run, and Blow Your Whistle While Running in order for the students to protect their body from bad touch was applied by the students one by one firstly, and in groups later.
OTHERReminder Education Brochure
The brochure was prepared in line with the NLBPE and included what is a good touch and a bad touch, how to distinguish a good touch from a bad touch, examples of good touch and bad touch, and what to do when encountered with a bad touch (Say No, Scream, Run, and Blow Your Whistle While Running). The brochure, the content of which was prepared by the researcher, was translated into Braille Alphabet by a visually impaired teacher working at the school where the research was conducted, before it was distributed to the intervention group members.
Sponsors
Marmara University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
NONE
Intervention model description
This study is parallel group randomized controlled study.
Eligibility
Sex/Gender
ALL
Age
7 Years to 14 Years
Healthy volunteers
Yes
Inclusion criteria
* Students with visual impairments who gave their consent to participate in the study and who could communicate in Turkish were included in the study.
Exclusion criteria
* Students who had a mental disability in addition to visual impairment were excluded from the study.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| The Good Touch subscale of the Children's Knowledge of Abuse Questionnaire-Revised scale | Change in knowledge level within two months | The Good Touch subscale of the Children's Knowledge of Abuse Questionnaire-Revised scale was applied in the pre-test, post-test and follow-up test. The scale was developed by Tutty in 1992 and finalized by revising in 1995 (Tutty, 1997). The Turkish adaptation study of the scale was conducted by Yilmaz and Cenkseven-Onder (2020). Eight items on the scale (1, 3, 8, 17, 20, 25, 27 and 30) are under the Good Touch subdimension. The responses to the items are in the form of Correct, Incorrect, and Don't Know. In the analysis of the scale, correct answers are scored as 1 point, and incorrect and Don't Know responses are scored as 0 point. |
| The Bad Touch subscale of the Children's Knowledge of Abuse Questionnaire-Revised scale | Change in knowledge level within two months | The Bad Touch subscale of the Children's Knowledge of Abuse Questionnaire-Revised scale was applied in the pre-test, post-test and follow-up test. The scale was developed by Tutty in 1992 and finalized by revising in 1995 (Tutty, 1997). The Turkish adaptation study of the scale was conducted by Yilmaz and Cenkseven-Onder (2020). 22 items are under the Bad Touch subdimension. The responses to the items are in the form of Correct, Incorrect, and Don't Know. In the analysis of the scale, correct answers are scored as 1 point, and incorrect and Don't Know responses are scored as 0 point. |
Countries
Turkey (Türkiye)
Outcome results
None listed