教保人員學齡前性侵害預防認知之探究

Achnowledgement of Prevention: A Perspective of Preschool Teachers on Child Sexual Abuse

因以往實證研究甚少探討教保人員對於學齡前兒童性侵害預防之看法，此研究採用「往會調查法」檢定教保人員之認知。提出三個研究假設：(l）對學齡前兒童性侵害之定義，會因個人基本特性而有顯著差異·（2）對疑似前兒童性侵害之處遇決策，會因假設情境而有所不同。（乃認為園所內適台教導學齡前兒童性侵害之預防策略，會因個人基本特性而有顯著差異。以分層隨機方式，抽取646位教保人員，回郵的有效問卷532份。此研究發現：無教保人員完整選擇十五項性侵害指標，也傾向以外顯行為或癥兆做為評判。在三個假設情境中，多數教保人員的處遇決策，以向園所主管報告為最優先，但婦幼專線不是最重要選項。教保人員傾向選擇劇場、遊戲角色扮演和納人性別平等教育課程等方式，做為教導性侵害的預防策略。尤其是從事幼教年資16年以上、參加兒童性侵害研習7次以上，或園所曾發現兒童遭遇性侵害事件4一6次者，其對性侵害預防策略之認知最為顯著。顯示在未來研究與實務工作上，可針對性侵害預防研習、年資較深、有處理性侵害經驗者，做更深人探討或提供預防方案。

The purpose of the present study was to examine theperceptions of Taiwanese preschool teachers on the prevention ofchild sexual abuse (CSA). A social survey method was used,incorporating stratified random sampling. In total, 646self-administrated questionnaires were mailed to preschoolteachers throughout Taiwan, and the return rate was 88.3% (571respondents). The results indicated that no participants selected all15 required items from the definition of CSA correctly, and mostof them chose indicators of overt behaviors. Choosing fromamong three hypothetic scenarios for intervention, preschoolteachers all tended to report to their administrators first. Theirtop-rated strategies for prevention among young children weretheater, role play, and gender education classes. ANOVA analysisindicated that teaching experience over 16 years, attending CSAworkshops over seven times, and experiencing accidentalrevelation of CSA in their schools more than four to six timeswere significantly related to teacher perceptions of preventionstrategies. This study may contribute to the understanding ofindicators of CSA and aid in developing a public health approachto prevent CSA.