学校防性侵项目干预效果及维持情况的系统评价与Meta分析

董子瑶; 马艺函; 王国庆; 吴守媛; 龚雯洁

doi:10.16835/j.cnki.1000-9817.2025294

学校防性侵项目干预效果及维持情况的系统评价与Meta分析

doi: 10.16835/j.cnki.1000-9817.2025294

董子瑶¹,
马艺函¹,
王国庆¹,
吴守媛¹,
龚雯洁^{1, 2, 3, 4, ,}

1.
中南大学湘雅公共卫生学院儿少卫生与妇幼保健学系, 湖南长沙 410013
2.
芙蓉实验室
3.
伯明翰大学应用健康科学系
4.
罗切斯特大学医学中心行为医学与精神病系

基金项目:

湖南省教育厅科学研究项目重点项目 23A0023

2024年度中南大学研究生自主探索创新项目 2024ZZTS0979

详细信息

作者简介:
董子瑶(2000-), 女, 河南安阳人, 在读硕士, 主要研究方向为儿少健康与学校卫生

通讯作者:
龚雯洁, E-mail：gongwenjie@csu.edu.cn

利益冲突声明 所有作者声明无利益冲突。
中图分类号: R179 G478 R167
计量
- 文章访问数: 6
- HTML全文浏览量: 6
- PDF下载量: 1
- 被引次数: 0
出版历程
- 收稿日期: 2025-04-08
- 修回日期: 2025-06-10
- 刊出日期: 2025-10-25

Systematic review and Meta-analysis of intervention effects and maintenance of school-based sexual abuse prevention programs

DONG Ziyao¹,
MA Yihan¹,
WANG Guoqing¹,
WU Shouyuan¹,
GONG Wenjie^{1, 2, 3, 4
, ,}

1.
Department of Child and Adolescent Health and Maternal & Child Health, Xiangya School of Public Health, Central South University, Changsha 410013, Hunan Province, China

摘要

摘要: 目的探讨基于学校开展的预防未成年人性侵害干预项目的效果及其维持情况, 为优化干预设计和政策制定提供科学依据。方法检索中国知网、万方数据库、Medline(通过PubMed)、Embase、Cochrane Library和Web of Science 6个中英文数据库, 限定时间为建库至2024年12月31日, 筛选出基于学校开展未成年人性侵害预防项目的文献, 提取防性侵相关知识、态度和技能的测量数据, 采用Stata 17软件进行Meta分析。结果共纳入26篇文献, Meta分析结果显示, 基于学校的防性侵项目可以改善参与者的知识(SMD=1.24, 95%CI=0.96~1.52)、态度(SMD=0.62, 95%CI=0.19~1.04)和技能(SMD=0.66, 95%CI=0.50~0.83)(P值均 < 0.01);相较于干预结束后, 整体随访期间, 知识、态度和技能的维持率分别为0.97(95%CI=0.95~1.00), 0.99(95%CI=0.95~1.04)和1.01(95%CI=0.99~1.04), 差异均无统计学意义(P值均>0.05)。但知识维持率在随访时间超过3个月后下降(R=0.91, 95%CI=0.83~0.99, P < 0.01), 技能维持率(R=0.94, 95%CI=0.87~1.02, P=0.23)高于知识和态度维持率(R=0.98, 95%CI=0.96~1.00, P=0.13), 表现出更强的长期效果。结论学校防性侵项目在提升参与者的知识、态度和技能方面有效, 但干预效果随着时间衰退, 尤其是知识水平下降显著。
- 性犯罪 /
- 干预性研究 /
- Meta分析 /
- 健康促进 /
- 学生
Abstract: Objective To explore effects and maintenance of school-based sexual abuse prevention programs for minors, so as to provide scientific evidences for optimizing intervention design and policy-making. Methods Six Chinese and English databases were searched, including CNKI, Wanfang Database, Medline (via PubMed), Embase, Cochrane Library and Web of Science, with the time frame set from database inception to December 31, 2024. Studies on school-based sexual abuse prevention programs for minors were selected, and data on knowledge, attitudes and skills related to sexual abuse prevention were extracted. Meta-analysis was performed using Stata 17. Results A total of 26 studies were included. The Meta-analysis results showed that school-based sexual abuse prevention programs improved participants' knowledge (SMD=1.24, 95%CI=0.96-1.52), attitudes (SMD=0.62, 95%CI=0.19-1.04) and skills (SMD=0.66, 95%CI=0.50-0.83) (all P < 0.01). During the overall follow-up, the maintenance rates for knowledge, attitudes, and skills were 0.97(95%CI=0.95-1.00), 0.99(95%CI=0.95-1.04) and 1.01(95%CI=0.99-1.04), respectively, with no statistically significant differences (all P>0.05). However, knowledge retention declined significantly when follow-up exceeded three months (R=0.91, 95%CI=0.83-0.99, P < 0.01), while skills retention (R=0.94, 95%CI=0.87-1.02, P=0.23) remained higher than knowledge and attitudes (R=0.98, 95%CI=0.96-1.00, P=0.13), demonstrating stronger long-term effects. Conclusion School-based sexual abuse prevention programs are effective in enhancing participants' knowledge, attitudes and skills, but the intervention effects diminish over time, particularly in knowledge retention.
- Sex offenses /
- Intervention studies /
- Meta-analysis /
- Health promotion /
- Students
注释:

1) 利益冲突声明 所有作者声明无利益冲突。

HTML全文

图 1 学校防性侵项目文献筛选流程

Figure 1. Flow chart of literature screening for school-based CSA prevention programs

下载: 全尺寸图片幻灯片

图 2 学校防性侵项目干预后参与者知识、态度和技能改善情况即时效果的Meta分析

Figure 2. Meta-analysis of the immediate effect of post-intervention improvements in knowledge, attitudes, and skills of maintenance in school-based CSA prevention programs

下载: 全尺寸图片幻灯片

图 3 学校防性侵项目参与者知识、态度和技能维持率的Meta分析

Figure 3. Meta-analysis of knowledge, attitudes, and skills maintenance rate of participants in school-based CSA prevention programs

下载: 全尺寸图片幻灯片

图 4 学校防性侵项目不同随访时间的知识维持率亚组分析

Figure 4. Subgroup analysis of knowledge retention rates by follow-up duration in school-based CSA prevention programs

下载: 全尺寸图片幻灯片

表 1 纳入的学校防性侵项目研究文献的基本特征

Table 1. Basic characteristics of included studies on school-based CSA prevention programs

第一作者及年份	国家	研究对象	干预形式	干预实施者	干预频次/时长	结局指标	随访时点
Saslawsky(1986)^[10]	美国	幼儿园、一、五、六年级学生	电影、讨论	研究人员	1次/50 min	①③	干预后3个月
Wurtele(1986)^[11]	美国	幼儿园、一、五、六年级学生	干预组1：电影、讨论	研究人员	1次/50~60 min	①③	干预后3个月
			干预组2：指导、示范、排练、社会强化、塑造、反馈
			干预组3：综合前2组的干预方式
Kolko(1987)^[12]	美国	三、四年级学生	涂色书、电影	志愿者	2次/每次30 min	①	干预后6个月
			涂色书、电影
Kleemeier(1988)^[13]	美国	三、四年级女教师	示范、录像带、练习、角色扮演、讨论、问答	心理学家	共计6 h	①②③	干预后6周
Kolko(1989)^[14]	美国	三年级学生	涂色书、电影	志愿者、教师	2次	①③	干预后6个月
Hazzard(1991)^[15]	美国	三、四年级学生	录像带、讨论、角色扮演	心理学家	3次/每次1 h	①③	干预后6周、1年
Lee(1998)^[16]	中国	智力障碍学生	指导、示范、排练、塑造、社会强化、反馈	未提及	2次/每次45 min	①③	干预后2个月
Hébert(2001)^[17]	加拿大	一、三年级学生	角色扮演、讨论、示范、排练	社区工作者	1次/2 h	①③	干预后2个月
Krahé(2009)^[18]	德国	一、二年级学生	干预组1：戏剧	未提及	1次/1 h	③	干预后2周、30周
			干预组2：戏剧光盘
Daigneault(2012)^[19]	加拿大	一至四年级学生	角色扮演、讨论、示范、排练	社区工作者	未提及	①③	干预后2年
Weatherley(2012)^[20]	马来西亚	小学生	游戏、角色扮演	研究人员	6次/每次1 h	①③	干预后2个月
陈晶琦(2012)^[21]	中国	二年级学生	头脑风暴、角色扮演、讨论、填图	教师	共计7课时	①③	干预后4个月
Çeçen-Erogul(2013)^[22]	土耳其	四年级学生	视频、讲座、角色扮演、示范和排练	未提及	4次/每次1 h	①	干预后2个月
陈晶琦(2013)^[23]	中国	七年级学生	案例分析、讨论	教师	1次/1课时	①③	干预后4个月
陈晶琦(2013)^[24]	中国	四年级学生	头脑风暴、角色扮演、讨论、情景分析	研究人员	共计6课时	①③	干预后5个月
Baker(2014)^[25]	美国	九至十二年级学生	光盘	教师	未提及	①②	干预后1个月
Daigneault(2015)^[26]	加拿大	高中四、五年级学生	图片	未提及	1次/75 min	①②③	干预后3个月
De Graaf(2016)^[27]	荷兰	职前教育三、四年级男生	课程	教师	7次/每次90 min或 10次/每次60 min	②	干预后4~5个月
Jin(2017)^[28]	中国	一至五年级学生	干预组1：手册、角色扮演	家长、教师	3次/每次30 min	①③	干预后3个月
			干预组2：讨论、角色扮演
Moon(2017)^[29]	韩国	二年级学生	移动应用程序	教师	3次/每次40 min	①③	干预后1个月
Czerwinski(2018)^[30]	德国	三年级学生	干预组1：课程	未提及	7次	①③	干预后3个月
			干预组2：课程、戏剧
Holloway(2018)^[31]	美国	二、三年级学生	玩偶	未提及	1次/50 min	①	干预后1个月
Manges(2020)^[32]	美国	幼儿园学前班至小学四年级学生	玩偶、视频、故事、讨论	教师	每天或每周1次，每次30~45 min	①③	干预后6个月；干预后12个月
Urbann(2020)^[33]	德国	聋哑特殊学校三、四年级学生	玩偶、电影、绘画、角色扮演	志愿者	6次/每次3 h	①③	干预后3周；干预后6个月
Muck(2021)^[34]	德国	中学生	干预组1：示范、练习、测试、角色扮演、讨论	心理学家	1次/90 min	①②	干预后6个月
			干预组2：示范、练习、测试、角色扮演、讨论
Kantipudi(2024)^[35]	印度	小学教师	幻灯片、视频、海报	研究人员	4次/每次45 min	①②	干预后3个月
注： ①指知识，②指态度，③指技能。

下载: 导出CSV

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