The Current Preventing of Child Sexual Abuse: A Scoping Review
Abstract
:1. Introduction
2. Materials and Methods
2.1. Eligibility Criteria
- Participants: children (age ≤ 18 years) and adults (age ≥ 19 years).
- Concept: intervention to prevent sexual abuse in children aged ≤18 years is intended for children, parents, teachers, professionals, or others.
- Context: child sexual abuse at school or in the community.
- Types of Sources: the sources considered in this scoping review consist of: (1) focus on the CSA prevention intervention program; (2) published between 2011 and 2021; (3) published in English; (4) full text; (5) quantitative studies: RCT, quasi-experiment, and mixed method; (6) not dissertation papers, conference proceedings, literature reviews, editorials, books, or book chapters; (7) respondents involve children, parents, teachers, nurses, doctors, and child caretakers as research subjects.
2.2. Search Strategy
2.3. Data Collection and Analysis
2.4. Data Extraction
3. Results
3.1. Study Selection
3.2. Characteristics of Study
3.3. Characteristics of Sample
3.4. Findings
3.4.1. First Theme: Implementation of CSA Prevention
- (1)
- Purposes
- The majority (n = 25) increased knowledge (Brown 2017; Bustamante et al. 2019; Citak Tunc et al. 2018; Czerwinski et al. 2018; Daigneault et al. 2012; Dale et al. 2016; Gushwa et al. 2019; Hudson 2018; Müller et al. 2014; Morris et al. 2017; Navaei et al. 2018; Neherta et al. 2015, 2017; Ogunfowokan and Fajemilehin 2012; Rheingold et al. 2015; Weatherley et al. 2012; Chen et al. 2012), skills (n = 13) (Barron and Topping 2013b; Citak Tunc et al. 2018; Czerwinski et al. 2018; Dale et al. 2016; Kim 2016; Moon et al. 2017; Ogunfowokan and Fajemilehin 2012; Rowe et al. 2015; Chen et al. 2012), and attitude (n = 7) (Baker et al. 2014; Boduszek et al. 2019; Czerwinski et al. 2018; Müller et al. 2014; Navaei et al. 2018; Rheingold et al. 2015; Yıldız and Tanrıverdi 2018).
- A small proportion were to improve communication practices, motivation, self-efficacy, the ability to resist touch, perception, or self-awareness, to test the content of CSA prevention, or to lower CSA.
- (2)
- Methods of intervention
- Interventions in children aged 12–18 years can be carried out using several methods such as lectures, role models, stimulation discussions, debates, dice-roll games, role-playing scenarios, curriculum, written materials, newspaper materials that reported sexual abuse experiences, and question and answer with media tools such as PowerPoint, website, a helpline preventing CSA, and other tools (Baker et al. 2014; Barron and Topping 2013a; Horn et al. 2015; Kim 2016; Ogunfowokan and Fajemilehin 2012).
- School-age children (6–12 years) can use lectures, discussion/group discussions, game lessons, workshops, role-plays, video demonstrations, visual auditory kinesthetics, presentations, illustrations, role-play books, question and answer, online training videos methods, Mob_APP application, textbooks, pictures, videos, dolls, sketches, theatres, websites, curriculum, interactive, culturally appropriate puppets, web-based trainings, film clips, stories, tasks, and a helpline preventing CSA (Bustamante et al. 2019; Czerwinski et al. 2018; Espelage et al. 2013; Horn et al. 2015; Moon et al. 2017; Morris et al. 2017; Neherta et al. 2017; Nickerson et al. 2019; Pulido et al. 2015; Shin-Jeong and Kyung-Ah 2017; Chen et al. 2012).
- In pre-school-aged children (4–6 years), the methods used can be narration, question and answer lectures, discussions, media tools such as web applications, picture books, reading of story books, videos/movies, dolls, sketches, websites, scenarios, drawings, structured learning, class exercises, parent newsletters, class materials, handouts, skill-based scenarios, homework, DVDs, flash drives, curriculum, workbook psychoeducation, role-playing, and a helpline preventing CSA (Citak Tunc et al. 2018; Dale et al. 2016; Horn et al. 2015; Nickerson et al. 2019).
- Prevention intervention of CSA for parents can be provided using counseling with the GATHER method’s consulting steps, question and answer with media tools such as the Internet, videos, audiovisuasl, printed books, applications, PowerPoint, social story writing, the phantom model, websites, and a helpline preventing CSA (Horn et al. 2015; Hudson 2018; Navaei et al. 2018; Nickerson et al. 2018; Yıldız and Cavkaytar 2017).
- Prevention intervention of CSA for teachers can be provided using interactive online training courses, the Internet, lectures, question and answer lectures, role-plays, songs with media tools such as local-language songs, pictorials, sketch stories, leaflets, and films (Goldman and Grimbeek 2014; Gushwa et al. 2019; Horn et al. 2015; Neherta et al. 2015; Nurse 2017).
- Prevention intervention of CSA for professionals and caregivers can be provided using e-learning, question and answer lectures, and media tools such as online web videos, curriculum modules, websites, and a helpline preventing CSA (Horn et al. 2015; Man-Ging et al. 2015; Rheingold et al. 2015).
- (3)
- Duration of implementation
- (4)
- Place of implementation
- Pre-school school-age children (Brown 2017; Citak Tunc et al. 2018; Dale et al. 2016; Kenny et al. 2012; White et al. 2018; Zhang et al. 2014).
- Play group and elementary-school-age children (Dale et al. 2016; Nickerson et al. 2019).
- School-age children (Boduszek et al. 2019; Bustamante et al. 2019; Czerwinski et al. 2018; Daigneault et al. 2012; Espelage et al. 2013; Holloway and Pulido 2018; Müller et al. 2014; Moon et al. 2017; Morris et al. 2017; Neherta et al. 2017; Pulido et al. 2015; Shin-Jeong and Kyung-Ah 2017; Weatherley et al. 2012; Chen et al. 2012).
- Children of junior high school age (Barron and Topping 2013b; Rowe et al. 2015).
- Children of high school age (Baker et al. 2014; Ogunfowokan and Fajemilehin 2012).
- Teachers of all school levels (Goldman and Grimbeek 2014; Gushwa et al. 2019).
- Teachers and elementary school children (Neherta et al. 2015), and parents (Navaei et al. 2018).
3.4.2. Second Theme: Effectiveness of CSA Prevention
- (1)
- Types of studies
- (2)
- Effectiveness of the program
- In Rheingold et al., there was no significant difference in the knowledge and behavior in the web-based intervention group because the intervention was given briefly, so that it was substantially insufficient to achieve knowledge in the long term. Meanwhile, the attitudes and behaviors in the in-person stewards intervention group showed significant results because of the “contamination effect” (Rheingold et al. 2015).
- In Moon et al., there was no significant difference between CSA prevention awareness and skills between groups because the material that the researchers presented tended to be forgotten, if only given at school (Moon et al. 2017). The use of this application requires an alternative to being used at home, by repeating lessons for one month after presentation of the primary material, so parents must be aware that CSA education is very important in school (Rudolph et al. 2018).
- In Shin-jeong and Kyung-A, there was no significant difference in the aspect of knowledge because the education was only given for six weeks, so the C-SAPE intervention should be given for a longer time in order to produce better results. Besides, the study of the C-SAPE program was only given to children (Shin-Jeong and Kyung-Ah 2017).
- In Yi-Chen et al., there was no increase in the knowledge or ability to protect themselves, possibly because the time provided by the two sessions of the prevention program ranging from 100 minutes was not enough for children to understand the information (Chen et al. 2012). In addition, parents feel sensitive to the topic of sexual abuse, so they have less interest in including their children in this study (Chen et al. 2012).
- In Barron and Topping, there was no difference in the knowledge of CSA prevention skills for Grade 7/8 because there is a difference in the duration of the intervention between Grade 6 and Grade 7/8 (Barron and Topping 2013a). This is also related to the cognitive, social, and emotional changes that occur during the adolescent transition period, so a conceptual abstract program is needed (Tutty 2000).
- Hudson’s Welsh study found that parents felt that the education provided was quite challenging to accept (Hudson 2018), failing to increase the confidence of parents in providing education to their children because the parents felt that the education provided was quite challenging to accept (as it is still considered taboo).
- Espelage et al. reported that there was no success in reducing the behaviors or victims of bullying and sexual abuse. This is because the students were not exposed to specific content related to sexual harassment, experiences of sexual assault and homophobic ridicule were rarely reported, the number of schools intervened was small compared to other RCT studies, and the interventions that were carried out only depended on individual reporting, thereby increasing mono-informant bias (Espelage et al. 2013).
- Daigneault et al.’s program had an impact on the ability to offer behavioral responses, peer victimization, sense of safety, empathy, self-efficacy, and support but had no impact on sexual harassment knowledge or the brief reinforcement sessions to make children remember the material (Daigneault et al. 2012).
- Ogunfowokan et al.’s program only had an impact on increasing knowledge but had less of an impact on attitudes (Ogunfowokan and Fajemilehin 2012).
- White et al.’s program had an impact on improving interpersonal safety knowledge and parent-rated interpersonal safety skills but had no impact on children’s disclosure intentions, safety identification skills, or interpersonal safety skills (White et al. 2018). This is because some of the concepts taught in the program may have been covered in the standard Australian school curriculum.
- Weatherley et al. found that the length of time spent in the six-session curriculum was not enough for children’s practice or reinforcement.
3.4.3. Third Theme: Research Improvement Recommendations
4. Discussion
5. Limitations
6. Conclusions
Author Contributions
Funding
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Authors, Year, and Place | Research Objectives | Design | Intervention Setting | Sample | Duration (week) | Follow-Up Period | Methods and Media | Control Group | Impact | Recommendation |
---|---|---|---|---|---|---|---|---|---|---|
Rowe et al. (2015), USA | Knowing the effect of the CSA prevention skills practice program among adolescent girls | RCT | School | 78 children 14–18 years old IG = 42, CG = 36 | 12 | Every month for 3 months | Discussion, role play, stimulation | Yes | Yes | MVMC program is good for teenage girls to avoid violent male-to-female relationships |
Nickerson et al. (2019), USA | Knowing the effect of the program on increasing knowledge of CSA prevention, ability to recognize/report/reject unsafe touch, and perception of teacher-student relationships | RCT | School | 2.172 children, 4–12 years old IG = 1.151 CG = 1.021 | 6 | NA | Discussion, picture, video, doll, sketch | Yes | Yes | Teachers need support in a variety of areas if they are to successfully apply classroom lessons on CSA |
Rheingold et al. (2015), USA | Knowing the effect of the program on increasing the knowledge, attitudes, and behavior of CSA | RCT | Community | 352 childcare professionals, aged 18–65 old IGIp = 115, IGWb = 115, CG = 112 | 2 | NA | Web videos that can be watched online | Yes | NDIC | Short training for childcare professionals will have an impact on CSA prevention efforts |
Dale et al. (2016), Australia | Knowing the effect of the program on increasing children’s interpersonal safety knowledge and skills related to CSA | RCT | School | 245 children, grade 1, aged 5–7 years old IG = 131, CG = 114 | 24 | NA | Application web | Yes | Yes | This study can assess future policies related to the prevention of CSA |
Chen et al. (2012), Taiwan | Knowing the effect of the program on increasing knowledge and ability to protect oneself from CSA | RCT | School | 46 children, grades 1–6, aged 6–13 years old IG = 23, CG = 23 | NA | NA | Lectures, Q&A, illustration, roleplay | Yes | PS | Future research should modify the content of the program by targeting better knowledge about sexuality and safety |
Morris et al. (2017), USA | Knowing the influence of the program on CSA knowledge | RCT | School | 1117 children, grades 1–6 | 4 | NA | Lectures, Q&A, online training videos | Yes | Yes | School-based prevention of CSA requires modification in communities with high rates of child abuse and neglect |
Pulido et al. (2015), USA | Knowing the effect of the program on increasing knowledge of CSA prevention | RCT | School | 492 children, grades 2–3 IG = 195 (Me = 8.26 years) CG = 242 (Me = 8.41 years) | from 2012–2014 | NA | Role-play book, a doll | Yes | Yes | Future research should explore the success of CSA prevention programs in children |
Gushwa et al. (2019), USA | Test effectiveness program on awareness, knowledge, reporting responsibilities and responses to allegations of CSA for teachers | RCT | School | 134 teachers (Me 30–39 years old) IG = 61 CG B = 55, CG C = 18 | NA | NA | Interactive online training course | Yes | Yes | The need to further test the effectiveness of Enough! programs (and similar programs) more broadly so that educators are better equipped to protect against the threat of CSA and deviant sexual behavior |
Espelage et al. (2013), USA | Evaluating the effect of the program in reducing CSA, peer aggression, victimization, homophobic name-calling | RCT | School | 3616 6th grade students IG = 1940, CG = 1676 | 15 | 12 months | Lessons, DVD, video demonstrations | Yes | PS | The SS-SSTP program is effectively implemented to reduce physical aggression in adolescents |
Navaei et al. (2018), Iran | Testing the effectiveness of group counseling on self-efficacy, knowledge, attitudes, and communication practices of parents in preventing CSA in children aged 2–6 years | RCT | School | 62 parents IG = 31 people, CG = 31 people | 3 | Before, immediately after, and one month after intervention | Counseling with the GATHER method (Greet, Ask, Tell, Help, Explain, and Return) consulting steps | Yes | Yes | Awareness of CSA and its prevention must be raised in the community through effective training programs |
Nickerson et al. (2018), USA | Evaluating program effectiveness in increasing knowledge, motivation, and self-reported conversations about CSA for parents | RCT | Community | 438 parents who have children aged 3–11 years old | NA | At 2 months | Video | Yes | Yes | Further research using and involving fathers, involving parents of high risk and diverse economies, cultures, and ethnicities |
Bustamante et al. (2019), Ecuador | Evaluating the immediate and medium-term impact of the program on children’s self-protection knowledge from CSA | RCT | School | 4932 children aged 7–12 years old | 24 | At 6 months | Workshop | Yes | Yes | Further research should evaluate the potential suitability of school-based train-the-trainer prevention programs in LMICs |
White et al. (2018), Australia | Examining the effectiveness of the program to improving interpersonal safety knowledge and parent-rated interpersonal safety skills | RCT | School | 611 children, grade 1 (5–7 years old) IG = 375, CG = n = 236 | 5 | At 6 months | Scenarios, drawings | Yes | PS | Future research needs to evaluate the effect of further parent and teacher integration into training program to more effectively target specific disclosure intentions and skills |
Holloway and Pulido (2018), USA | Evaluated the effectiveness of CSA prevention exhibit at a children’s museum in increasing knowledge | RCT | School | 411 children, grades 2–3 | 5 | Post 4 weeks | Curriculum, interactive workshop, culturally appropriate puppets, role-play scenarios | NA | Yes | A more detailed review of results is needed when creating, evaluating, and reporting on the effectiveness of a CSA prevention program. Needed to adequately assess the impact of CSA prevention programs across different populations |
Horn et al. (2015), UK | Prevent CSAs by using a free anonymous helpline preventing CSA that provides information, advice, and direction regarding CSA | Pre-experiment | Community | 3265 participants of various ages | 48 | 12 months | Website, helpline preventing CSA, Q&A | No | Yes | It is hoped to expand the effect of the Stop It Now! in reducing the incidence of CSA |
Man-Ging et al. (2015), Germany | Studying increased empathy in child care professionals | Pre-experiment | Community | 42 experienced professionals (teachers, psychologists, social workers, pastoral), 24–69 years old | 24 | NA | E-learning curriculum modules | No | Yes | Further research is recommended to include more male samples |
Kim (2016), South Korea | Evaluate program effectiveness on CSA prevention skills for children with intellectual disabilities | Pre-experiment | Community | 3 elementary school children, aged 11–13 years old, with mild to moderate intellectual disabilities | NA | At 10 weeks | Role-playing scenarios, Power Point | No | Yes | More research is needed to assess generalizability with individuals the children know |
Brown (2017), USA | Assess the effectiveness of The Safer, Smarter Kids kindergarten sexual abuse prevention curriculum in meeting its educational objectives of increasing children’s knowledge of safety risks and self-protection strategies | Pre-experiment | School | 1169 kindergarten students | 6 | 30 days post-intervention | Video material, structured learning, class exercises, parent newsletters, class materials/handouts, skill-based scenarios, homework for the children, DVD, flash drive, curriculum | No | Yes | Further research should randomize field experiment using a pretest–posttest control group design, using statewide cluster sampling to enhance generalizability, study design using incorporate qualitative and quantitative data collection from various sources |
Neherta et al. (2017), Indonesia | Evaluating the effectiveness of the intervention on the knowledge and assertive behavior of elementary school-aged children | Quasi-experiment | School | 1.112 elementary school children IGN = 362, IGT = 385, CG = 365 | 12 | At 3 months | Visual auditory kinesthetic (movies, presentation, role-play, discussion using pictorial sketch story, leaflets, local-language song) | Yes | Yes | The model can be used as a primary prevention model for CSA elementary school age |
Nurse (2017), USA | Evaluating programs on adult knowledge and behavior change regarding CSA | Quasi-experiment | Community | Teachers, coaches, and other school or church staff (Me = 39 years old) IG = 503, CG = 53 | 24 | At 6 months | Online (web) film | Yes | Yes | Further research uses random samples into control and experimental groups and uses minority populations |
Yıldız and Cavkaytar (2017), Turkey | Knowing the influence of the program on mothers’ attitudes regarding their child’s sexuality education and their perceptions of social support | Quasi-experiment | Community | 44 mothers with intellectual disabilities IG = 22, CG = 22 | NA | NA | Audio visual, printed books, applications, PowerPoint, social story writing, phantom model | Yes | Yes | Participants are advised to involve a sample of the father/both parents; new teaching modules can be added to the program and are more comprehensive |
Citak Tunc et al. (2018), Turkey | Knowing the effect of the program on CSA prevention knowledge and self-protection skills in children | Quasi-experiment | School | 83 preschool children, aged 36–72 months old IG = 40, CG = 43 | 1 | After 1 month | Picture books, narration | Yes | Yes | It is recommended that the BST program be included in the preschool curriculum, and that information and training on the BST program be provided to all professionals working with children, parents, communities, and relevant public institutions |
Shin-Jeong and Kyung-Ah (2017), South Korea | Knowing the influence of the program on knowledge and self-protective behavior of prevention of CSA | Quasi-experiment | School | 89 children, aged 9–11 years old IG = 39, CG = 50 | 6 | NA | Presentation, group discussion, game, role play, video | Yes | PS | School nurses can encourage many professional groups to participate and play an important role in the prevention of CSA |
Czerwinski et al. (2018), Germany | Knowing the effect of the program on increasing children’s knowledge, attitudes, and skills in protecting themselves from CSA | Quasi-experiment | School | 291 3rd grade children, aged 8–9 years old, and 328 parents IG1 = 151, IG2 = 60, CG = 80 | NA | At 3 months | Lectures, Q&A, discussion, group discussion, video theater | Yes | Yes | It is suggested that the program can be applied more broadly to primary schools. Suggested flexible implementation by trained teachers who are supported with the help of all the necessary materials |
Barron and Topping (2013b), Scotland | Knowing the effect of the program on increasing knowledge of CSA prevention skills | Quasi-experiment | School | 390 children, aged 12–14, grades 6–8 IGT = 205, CG = 185 | NA | NA | Discussion, debate, dice roll game | Yes | PS | Further research is suggested to involve a larger sample size |
Baker et al. (2014), USA | Knowing the effect of the program on the effectiveness of the CSA prevention curriculum on knowledge, attitudes, and self-efficacy | Quasi-experiment | School | 136 high school students IG = 63, CG = 73 | 24 | NA | Lecture, curriculum, role models | Yes | Yes | The train-the-trainer model is good for dealing with sensitive health topics |
Moon et al. (2017), South Korea | Develop and evaluate the effect of interventions on CSA prevention awareness and skills | Quasi-experiment | School | 45 children, grade 2, aged 10 years old IG = 15, CG A = 15, CG B = 15 | 4 | After 4 weeks | Mob_APP application, textbook-based | Yes | NDIC | SAP_MobAPP can help discover the educational perspective of primary school CSA; therefore, schools have more opportunities to apply it |
Zhang et al. (2014), China | Testing the feasibility of a sexual abuse prevention education on sexual abuse prevention knowledge and self-protection skills gains in preschool children | Quasi-experiment | School | 150 preschool children, aged 3–5 years old IG = 78, CG = 72 | 1 | NA | Stories (each story has an accompanying picture/pictures) | Yes | Yes | Children, parents, teachers, social workers, policy makers, and general public need to be educated and empowered with knowledge and skills related to CSA prevention to combat CSA successfully |
Weatherley et al. (2012), Malaysia | Examines a personal safety curriculum offered to provide children information about their body, safe-unsafe situations, building a support system, and to impart safety strategies and skills | Quasi-experiment | School | 261 primary school students (mostly nine years old) IG = 261, CG = 184 | 6 | At 2 months | Games and role-play | Yes | PS | Adequate additional training and strengthening time is needed for a minimum of two additional sessions, and repeated exposure training is needed to expand and maintain the child’s knowledge and skills of self-protection; elements of an age-appropriate personal safety curriculum should start at the age of three; strong support and leadership are needed from the Ministry of Education |
Daigneault et al. (2012), Canada | Knowing the effectiveness of a school-based sexual abuse prevention workshop on increasing knowledge, the ability to offer behavioral responses, peer victimization, sense of safety, empathy, self-efficacy, and support | Quasi-experiment | School | 160 students, grades 3–6 IG = 70, CG = 90 | 96 | At 2 years | Workshop, role-plays | Yes | PS | Additional sessions for all sexual harassment prevention workshops are required to be four to five sessions; it is recommended to adapt the workshop to include aspects that are relevant to the different cultures of the respondents |
Ogunfowokan and Fajemilehin (2012), Nigeria | Knowing the effectiveness of the program in increasing knowledge and attitude of sexual abuse prevention | Quasi-experiment | School | 200 high school girls, 13–24 years old IG = 91, CG = 109 | 28 | NA | Lecture, discussion, written materials, newspaper materials that reported CSA experiences | Yes | PS | Correction of sexual abuse myths in the wider society is needed to promote attitudes that support sexual abuse prevention |
Müller et al. (2014), Germany | Knowing the effectiveness of the program on knowledge, behavioral intentions, emotional awareness in elementary school age | Quasi-experiment | School | 286 children, 8 to 11 years old IG = 137, CG = 149 | 4 weeks | NA | Web-based training, film clips, stories, tasks, games | Yes | Yes | Online CSA prevention be able to either be an effective alternative when there is no face-to-face program available, or be able to a repetition that can be implemented sometime after a face-to-face prevention program |
Kenny et al. (2012), USA | Evaluated a personal safety educational program in enhanced ability to recognize inappropriate touches, learned correct genital terminology, recognize the inappropriateness of touch, personal safety skills, and learned general safety rules | Quasi-experiment | School | 123 children at preschool/daycare centers IG = 78, CG = 45 | 10 one-hour sessions | At 3 months | Psychoeducation, role-playing, showing of movie, reading of book, workbook, curriculum | Yes | Yes | Efforts are needed to involve children and parents in the prevention of CSA |
Hudson (2018), UK | Knowing the effect of the program in increasing knowledge and awareness in the prevention of CSA | Mixed methods | Community | 252 parents, caregivers, and professionals, at least 16 years old | 12 | NA | Q&A, Internet | Yes | PS | Implications for increasing parental and professional attendance in educational programs and raising awareness of CSA prevention Stop it Now! Wales |
Goldman and Grimbeek (2014), Australia | Testing content for teachers on CSA interventions | Mixed-Method | School | 321 student teachers, aged 20–52 years, from various levels of education units | 13 | NA | lectures, Q&A | No | Yes | Can be applied to guide teachers and educators in designing child sexual abuse intervention curricula |
Neherta et al. (2015), Indonesia | Establish a promotion and prevention intervention model that can be used as primary prevention of CSA in primary schools | Mixed-Method | School | 170 elementary school teachers and students | 48 | Initial evaluation, post 1 evaluation, third post 2, and post 3 | Film, lectures, role play, local language song, pictorial sketch stories, leaflets | Yes | Yes | “Neherta” model is an important intervention model for the promotion and prevention of ASD to be applied to primary school children |
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Solehati, T.; Fikri, A.R.; Kosasih, C.E.; Hermayanti, Y.; Mediani, H.S. The Current Preventing of Child Sexual Abuse: A Scoping Review. Soc. Sci. 2022, 11, 508. https://doi.org/10.3390/socsci11110508
Solehati T, Fikri AR, Kosasih CE, Hermayanti Y, Mediani HS. The Current Preventing of Child Sexual Abuse: A Scoping Review. Social Sciences. 2022; 11(11):508. https://doi.org/10.3390/socsci11110508
Chicago/Turabian StyleSolehati, Tetti, Auliya Ramanda Fikri, Cecep Eli Kosasih, Yanti Hermayanti, and Henny Suzana Mediani. 2022. "The Current Preventing of Child Sexual Abuse: A Scoping Review" Social Sciences 11, no. 11: 508. https://doi.org/10.3390/socsci11110508