Zihin Yetersizliğinden Etkilenmiş Çocuklara Cinsel İstismardan Korunma Becerilerinin Öğretimi Değerlendirilmesi ve Sınırlılıkları

Yıl 2024, , 106 - 120, 20.12.2024

Bekir Serhat Zerey , Salih Cakmak

https://doi.org/10.69485/tseji.1575416

Öz

Çocuk cinsel istismarı görünürlüğü ve sıklığı giderek artan sosyal bir problemdir. Bazı gruplar cinsel istismara karşı daha korunmasız ve açıktır. Zihinsel yetersizliği olan çocuklar bu gruplardan birini oluşturmaktadır. Çocuklar üzerinde son derece ciddi ve olumsuz etkileri bulunan cinsel istismarın önlenmesi için bir takım çabalar mevcuttur. Çocuklara cinsel istismardan korunma becerilerinin öğretilmesi bu çabalardan bir tanesidir. Cinsel istismardan korunma becerileri temel olarak hayır deme, ortamdan uzaklaşma ve güvenilir bir kişiye bildirme becerilerinden oluşmaktadır. Bu becerilerin kazandırılmasında en etkili yöntemler uygulama davranış analizi prensiplerine dayanan yöntemlerdir. Becerilerin değelendirilmesinde ise bilgi ve beceriyi ölçmeyi amaçlayan yaklaşımlar bulunmaktadır. Bu çalışmada hafif düzey zihin yetersizliğinden etkilenmiş çocuklar odağında cinsel istismardan korunma becerilerinin kazandırılması, değerlendirilmesi ve mevcut sınırlılıklara yer verilmiştir. Ayrıca her bir sınırlılığa yönelik önerilerde bulunulmuştur.

Anahtar Kelimeler

cinsel istismar, özel eğitim, zihin yetersizliği

Etik Beyan

İlgili çalışmanın etik ilkeleri ihlal etmediğini beyan ederim.

Teaching Assessment and Limitations of Sexual Abuse Protection Skills to Children with Intellectual Disability

Öz

Child sexual abuse is a social problem with increasing visibility and frequency. Some groups are more vulnerable and at high risk of sexual abuse. Children with intellectual disabilities constitute one of these groups. There are some efforts to prevent sexual abuse, which has extremely serious and negative effects on children. Teaching children skills to protect themselves from sexual abuse is one of these efforts. Sexual abuse prevention skills basically consist of the skills of “say no”, “stay away” and “report to a trusted person”. The most effective methods for teaching these skills are Behavioral Skill Teaching and On-Site Instruction based on the principles of application behavior analysis. Both methods consist of instruction, modeling, rehearsal, reinforcement and feedback components. In the evaluation of skills, there are approaches that aim to measure knowledge and skills. Assessments aiming to measure knowledge are based on verbal self-reporting. Skills are measured through role playing. Both knowledge and skills measurements do not guarantee that the skills exhibited will be demonstrated in the real environment. Thus, they have limitations. The most valid assessment is in situ assessment. In in-situ assessment, the child does not know that he/she is being assessed. Thus, it is more likely that he/she will be able to demonstrate the skills he/she exhibited against a real abuse attempt. However, in situ assessment also has some limitations. In this study, we focused on the teaching and assessment of sexual abuse prevention skills in children affected by mild intellectual disability and the existing limitations. We also made suggestions for each limitation.

Anahtar Kelimeler

sexual abuse, special education, intellectual disability

Kaynakça

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