Higareda-Almaraz MA, Higareda-Almaraz E, Higareda-Almaraz IR, Gómez-Llamas MA, Benítez-Godínez V

Language: Spanish
References: 23
Page: 51-56
PDF size: 206.14 Kb.

ABSTRACT

Introduction: Child sexual abuse (CSA) is common with physical and psychological impact. Learning skills in changing people to develop capacities and skills to improve decisions. In the participatory approach, the student develops and transforms the information. Teaching with less equity to avoid forming the personalities of victim and aggressor, present in CSA.
Objective: Evaluating an educational intervention strategy that promotes participation in the fitness of parents with children in preschool education on the impact of teaching with equity to prevent the CSA.
Material and methods: Quasi-experimental design. Ninety two people were included, they received an educational intervention promoting the participation strategy to prevent the CSA for 20 days for 2 hours. The instrument was a structured questionnaire and validated by experts in child education and sexology, with 20 propositions.
Results: After educational intervention, was greater CSA learning; this was demonstrated in the responses: before/after (fitness change): 40/88% is common (48%) is present 20/78% aggressive personality (58%) and 10/75% of victims (65%). Educate be fairly aggressive personality avoids 10/78% (68%), victim 5/84% (79%) and the ASI 15/85% (70%).
Conclusion: After the educational intervention aimed at parents with children in preschool found higher learning aptitude change the importance of teaching with equity to prevent child sexual abuse to avoid forming the personalities of victim and aggressor.

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