| Summary: | Background: Child sex abuse (CSA) refers to sexual activity involving children
and adults. The consequences result in physical, psychological, social and
behavioural trauma. These cases are not always reported because of a number
of factors, for example the situation in which the event took place, the victim�s
willingness/courage to report, family support to report to the police, as well as the
concern from various parties upon this issue. To enable sufficient protection of
children, primary prevention strategies are deemed necessary to curb the total
number of these cases. This study proposes a model of primary prevention
through the application of a transtheoretical model implemented by ACSAC (Anti
Child Sex Abuse Community).
Objective: To support an evidence of the transtheoretical modification for
ACSAC as model of primary prevention towards child sex abuse and to
determine the effectiveness of the transtheoretical modifications applied in the
community.
Method: Quantitative methods were applied using an interrupted time-series
design. Subjects of the ACSAC group consisted of 5
th
grade elementary school
parents (6 persons), 5
th
grade elementary school teachers (9 persons) and
posyandu cadres (12 persons). Each ACSAC group assessed in respects to
knowledge, skills, and feasibility of primary prevention program dissemination for
each transtheoretical stage. Disseminations were conducted by ACSAC after
undergoing training. The research instruments consist of questionnaires,
booklets, comics, modules and an apron. Data collection is conducted using
questionnaires on knowledge, skills, and feasibility of program application. Data
analyses to identify differences of knowledge, skills, and program feasibility
between ACSAC parents, teachers and posyandu cadres for each
transtheoretical stage uses two factor repeated anova.
Results: ACSAC knowledge increases for each transtheoretical stage and no
differences are evident between the three ACSAC groups (p>0,01), however an
increase of skills between the three ACSAC group indicate differences in
accordance with the opportunity to apply the program (p<0,01). Increased
feasibility of the three ACSAC groups is also evident for each profession
(p<0,01). Program dissemination is conducted through students� parent and
community meetings, religious gatherings, arisan (social gathering), posyandu
and also through school lessons.
Conclusion: The transtheoretical modification were effective to be used by the
ACSAC community. Knowledge, skills, and ACSAC feasibility increases, both
following dissemination of the ACSAC program and also following each
transtheoretical stage. Program dissemination is conducted through community
and school.
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