Forms of Sexual Abuse Prevention Education for Primary School Students Based on Life Skills Approach

Abstract

This study evaluates various forms of sexual abuse prevention education for primary school students in Phu Tho province, Vietnam, by examining the perspectives of teachers, parents, and students. Participants utilized a Likert scale to rate different prevention approaches, revealing nuanced insights. Integrating prevention education with regular teaching activities and collective educational efforts received positive responses, emphasizing the potential benefits of seamless integration within the curriculum. Organizing dedicated educational activities also demonstrated positive outcomes, emphasizing the efficacy of targeted interventions. Conversely, organizing school counseling and consultation received a lower mean score, indicating a less preferred approach among participants. The use of mass media in sexual abuse prevention education garnered a positive response with some variability in opinions, suggesting the importance of multimedia campaigns. Additionally, opening educational training courses on sexual abuse prevention displayed a slightly higher standard deviation, indicating a more diverse range of opinions. Specialized education topics and meetings revealed nuanced perceptions, with varying mean scores and standard deviations. Establishing a club for sexual abuse prevention showed more varied opinions among participants. Lastly, educational coordination between Family, School, and Society received a relatively uniform response. The overall mean score for the evaluated forms of sexual abuse prevention education was 2.14, with a standard deviation of 0.15, indicating moderate agreement among participants. This detailed evaluation provides valuable insights into the strengths and weaknesses of each approach, contributing to the development of effective strategies to address the critical issue of sexual abuse prevention among elementary school students in Phu Tho province.
 
 Received: 16 December 2023 / Accepted: 19 February 2024 / Published: 5 March 2024