I am Learning to Protect Myself with Mika: A Teacher-based Child Sexual Abuse Prevention Program in Turkey

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dc.authoridYilmaz Irmak, Turkan/0000-0003-0777-7595
dc.authoridKiziltepe, Rukiye/0000-0001-8076-3419
dc.authorwosidYilmaz Irmak, Turkan/ABF-8843-2021
dc.authorwosidKiziltepe, Rukiye/A-4569-2019
dc.contributor.authorKiziltepe, Rukiye
dc.contributor.authorEslek, Duygu
dc.contributor.authorIrmak, Turkan Yilmaz
dc.contributor.authorGungor, Duygu
dc.date.accessioned2023-01-12T20:03:41Z
dc.date.available2023-01-12T20:03:41Z
dc.date.issued2022
dc.departmentN/A/Departmenten_US
dc.description.abstractThis study aimed to explore the effectiveness of a teacher-based child sexual abuse prevention program entitled I am learning to protect myself with Mika. The sample consisted of 290 children, their parents, and their classroom teachers. The participants were randomly assigned to intervention (n = 137) or wait-list comparison groups (n = 153) by classroom. The age of the children ranged from 46 to 71 months (M = 58.99, SD = 6.64). The prevention program was a 5-week program that consisted of five modules, including emotional awareness, good touch-bad touch, and body safety rules. To investigate the effectiveness of the prevention program, a latent Markov analysis was conducted. A three-class solution was identified as the best model: Status-1 (self-protecting group), Status-2 (risky secret keepers), and Status-3 (risk group). Following the intervention, members of the two at-risk groups (Statuses 2 and 3) were more likely to move into the Status-1 group than were those participants who had not received the intervention (wait-list comparison). Self-protection skills were analyzed using a 2 x 2 ANOVA with repeated measures. The increase in self-protection skills was greater for participants in the intervention group than for those in the wait-list comparison group from pre-test to post-test. Two-month follow-up analysis showed that gain in knowledge and skills was maintained. This program should be considered as a potential approach to meeting the need for child sexual abuse preventive efforts in Turkish preschool curriculum.en_US
dc.description.sponsorshipEge University [17EDB010]en_US
dc.description.sponsorshipThe author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The research was supported by the Ege University Research Project fund (17EDB010).en_US
dc.identifier.doi10.1177/0886260520986272
dc.identifier.endpageNP10244en_US
dc.identifier.issn0886-2605
dc.identifier.issn1552-6518
dc.identifier.issue11-12en_US
dc.identifier.pmid33446045en_US
dc.identifier.startpageNP10220en_US
dc.identifier.urihttps://doi.org/10.1177/0886260520986272
dc.identifier.urihttps://hdl.handle.net/11454/77719
dc.identifier.volume37en_US
dc.identifier.wosWOS:000655988700001en_US
dc.identifier.wosqualityQ2en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakPubMeden_US
dc.language.isoenen_US
dc.publisherSage Publications Incen_US
dc.relation.ispartofJournal of Interpersonal Violenceen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectchild sexual abuseen_US
dc.subjectprevention programen_US
dc.subjectteacher implementationen_US
dc.subjectpreschool childrenen_US
dc.subjectschool-based programsen_US
dc.subjectself-protection skillsen_US
dc.subjectPersonal Safety Skillsen_US
dc.subjectNational-Surveyen_US
dc.subjectYoung-Childrenen_US
dc.subjectVictimizationen_US
dc.subjectInterventionen_US
dc.subjectAgeen_US
dc.titleI am Learning to Protect Myself with Mika: A Teacher-based Child Sexual Abuse Prevention Program in Turkeyen_US
dc.typeArticleen_US

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