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Article

Determinants of Sexual Abuse Prevention Knowledge among Children’s Schools in West Java Indonesia: A Cross-Sectional Study

by
Tetti Solehati
1,2,*,
Iqbal Pramukti
2,
Cecep Eli Kosasih
2,
Yanti Hermayanti
2 and
Henny Suzana Mediani
2
1
Doctoral Study Program, Faculty of Medicine, Universitas Padjadjaran, Bandung 45363, West Java, Indonesia
2
Faculty of Nursing, Universitas Padjadjaran, Bandung 45363, West Java, Indonesia
*
Author to whom correspondence should be addressed.
Soc. Sci. 2022, 11(8), 337; https://doi.org/10.3390/socsci11080337
Submission received: 26 May 2022 / Revised: 23 July 2022 / Accepted: 26 July 2022 / Published: 29 July 2022
(This article belongs to the Section Childhood and Youth Studies)
Review Reports Versions Notes

Abstract

:
Child sexual abuse (CSA) is a severe problem in Indonesia. Adequate knowledge in children about CSA prevention is essential so that children do not become victims. Lack of adequate children’s knowledge of the prevention of CSA may put them at risk for experiencing CSA. This cross-sectional study explores the association factors between knowledge and characteristics regarding the prevention of CSA. The study was conducted in Bandung Regency, West Java, Indonesia. Students from grades two to nine at two elementary schools were eligible for the study. Results showed that as sources of information associated with better knowledge of CSA prevention (p = 0.00), teachers and parents significantly contributed to CSA information. Multivariate analysis showed that teachers (OR: 33.479, 95% (CI: 4.467–250.912)) and parents (OR: 45.336, 95% (CI: 10.886–188.807)) significantly contributed as a source of CSA information among students. The findings are essential important implications for interventions intended at preventing CSA. Sexual education programs should be officially applied at schools for children with the support of their parents and teachers.

1. Introduction

Child sexual abuse (CSA) is defined as the involvement of a child in sexual activity which he or she does not fully comprehend and for which consent cannot be given. In addition, the child is not developmentally prepared for the behavior, and the behavior itself is unlawful or violates social taboos (World Health Organization 2006). CSA includes attempted intercourse, intercourse, genital exposure, sexual touching, exhibitionism, the use of the child for prostitution or pornography, and exposes the child to adult sexual activity or pornography (Xie et al. 2016). Rates of CSA are alarmingly high worldwide (Barth et al. 2013). It is an insidious, persistent, chronic, and global problem with many detrimental effects in all countries (Selmini 2016; Stoltenborgh et al. 2011), resulting in harm to millions of children (Murray et al. 2014). CSA is a serious issue at the individual, family, and community level (Jenny et al. 2013; Zollner et al. 2014). CSA is a complex public health problem that has lifelong implications for children’s well-being (Bustamante et al. 2019) and is a serious problem, causing physical, psychosocial, and social problems in children (Alzoubi et al. 2018). The effect of CSA can be both short- and long-term (World Health Organization 2017). It can also have life-long effects such as an increased risk of later mental disorders including depression, anxiety disorders, behavioral/anti-social disorders, substance dependence, post-traumatic stress disorder (PTSD), suicidal ideation, and suicide attempts (Jenny et al. 2013; Jonas et al. 2011). It can also destroy biopsychosocial development and health, economically destroy the future of victims, families, and communities (Alzoubi et al. 2018; Basilyous and Durgampudi 2016; Finkelhor et al. 2014; Salloum et al. 2020; Wismayanti et al. 2019), cause serious reproductive problems that can last into adulthood (Irish et al. 2009) and lead to destructive behavior and personality problems, cognitive impairment, academic failure, (Fergusson et al. 2013) and an increased risk of violent behavior, including an increased risk of becoming a perpetrator of CSA (Goodman et al. 2010; Shrivastava et al. 2017). The destructive impact caused by CSA is both physical and psychological and affects the victim’s health, social life, and behavior.
All children are at risk for CSA (Bustamante et al. 2019), including in Indonesia. CSA cases in Indonesia increase annually and make it a severe problem (Erlinda 2016). Throughout 2011–2016, there were 5327 reported CSA cases (KPAI 2016). Statistical data of the Witness and Victim Protection Agency (LPSK 2019) show an increase in CSA cases in Indonesia, namely 81 cases (2017), 206 cases (2018), and 350 cases (2019) (LPSK 2019). The results of a study by Wismayanti, O’Leary, Tilbury, and Tjoe showed that Indonesian children are at risk and are a disempowered group (Wismayanti et al. 2021). Children in schools are vulnerable to CSA by peers or adults (Rumble et al. 2018). They seldom seek support or disclose incidents (Rumble et al. 2018). In addition, there are opportunities for predators and environmental situations that support CSA (Melmer and Gutovitz 2018).
The lack of adequate age-appropriate sex education, including CSA prevention, may contribute to a lack of knowledge regarding self-protection among young children (Lin et al. 2011). The problem of CSA depends in part on children’s knowledge. Children who have this knowledge also have increased awareness that enables them to take action to protect themselves from sexual crimes. The research by Walsh et al. (2015) showed evidence of improvements in protective behavior and knowledge among children exposed to school-based sex education programs (Walsh et al. 2015). Finkelhor et al. found that children exposed to CSA prevention education programs were more likely to disclose victimization and protect themselves (Finkelhor et al. 1995). According to Dale et al., children who participated in Learn to BE SAFE with the Emmy™ Program improved their knowledge of protective behaviors and were more likely to protect themselves than children who did not participate in the program (Dale et al. 2016). This was supported in the study by Abeid et al. (2015) who pointed out that increased knowledge was associated with rejection of sexual violence (Abeid et al. 2015). A study by Nickerson et al. indicated that children who were given the Second Step Child Protection Unit program had higher scores on students’ CSA prevention concept knowledge and their ability to recognize, report, and refuse unsafe touches compared to children who did not receive the program (Nickerson et al. 2019). Likewise, Hurtado et al., who disseminated CSA prevention information to 189 children at a children’s museum, showed that knowledge scores on CSA prevention were significantly improved after visiting the exhibit (Hurtado et al. 2014). Although education is not prevention, educational programs can improve personal safety knowledge and skills including how to prevent sexual abuse (Jin et al. 2017).
The research on CSA in Indonesia is scarce (Rumble et al. 2018), and knowledge of the prevention of CSA in Indonesia is limited (Wismayanti et al. 2019). This is due to several things, such as the lack of communication about CSA prevention programs from the government and taboos on discussing sexual matters (Murray et al. 2014) and children (Lalor and McElvaney 2010; Murray et al. 2014; Wismayanti et al. 2019; Xie et al. 2016). In Indonesian society, every incident related to sex is considered taboo, including sexual abuse, which is considered a shameful tragedy for the family that should not be disclosed (Child Frontier 2010). Based on those studies, many parents lack basic knowledge about CSA. For instance, lack of parental knowledge and the bad perception associated with CSA are linked to poverty and low levels of education (AlRammah et al. 2018). This lack of knowledge affects the role parents will play in their children’s education. Parents who are more knowledgeable about CSA will be warmer and have control in shaping the social, emotional, and behavioral development of their children (Mendelson and Letourneau 2015). West Java is one of the provinces in Indonesia with a high CSA number (BAPPEDA JABAR 2016), while trafficking in West Java ranks first (Pikiran Rakyat 2014).
The government of Indonesia has ratified the Law of the Republic of Indonesia Number 23 of 2002 concerning child protection, Law Number 44 of 2008 concerning pornography, and launched the National Anti-Sex Crime Against Children program (Gerakan Nasional Anti Kejahatan Seksual Terhadap Anak-GN-AKSA). They are especially designed to protect children from CSA. At the local level, several local governments have issued regulations on child protection (ECPAT 2016). However, the evaluation of the law based on the results of the study found that prevention and protection programs for children were only partially implemented and not systematic (ECPAT 2016). The results of a study by Wismayanti, O’Leary, Tilbury, and Tjoe showed that service access is limited, and services are not coordinated (Wismayanti et al. 2021). It shows that the implementation of the CSA prevention program is still not optimal, especially in the districts. Protecting children from CSA is still far from meeting expectations. Thus, children need to be equipped with sufficient knowledge of how to prevent CSA.
Factors such as age, gender, and sources of information can affect a person’s level of knowledge. Gender and age influence the knowledge patterns and how information is used (Carvajal et al. 2013). Research conducted in Tanzania by Abeid et al. found that sex, age, and higher education were associated with knowledge about sexual abuse. Women are disadvantaged compared to men in terms of education, which could contribute to their poor understanding of the health consequences of sexual abuse (Abeid et al. 2015). On the other hand, research in Indonesia regarding the factors that contribute to CSA knowledge is not comprehensive and is still unclear. Females and males have a different level of exposure to various sources of information, which affects their sexual health knowledge. Females, especially in the Middle East, are at more risk due to less access to information outside their homes. Females receive information through their mothers, friends, or siblings (AlQuaiz et al. 2013). Increasing age and higher education were associated with better knowledge of sexual abuse (Abeid et al. 2015). Lower-class younger children had less knowledge of sexual body parts and abuse prevention than middle- and upper-class older children, while lower-class parents reported providing less sex education for their children (Gordon et al. 1990). In addition, besides age and gender factors, information sources can also affect a person’s knowledge. Sources of information through parents, friends, and school are essential determinants affecting the sexual knowledge level of children (AlQuaiz et al. 2013). Therefore, it is necessary to study children’s knowledge about preventing CSA and the determinants of factors that influence it.
This study aimed to identify associated factors between knowledge and characteristics regarding the prevention of childhood sexual abuse in Bandung Regency. There has been relatively little research about CSA’s risk and protective factors in low- and middle-income countries, including Indonesia (Rumble et al. 2018), so the real situation regarding CSA prevention is unknown. Evaluating current knowledge of sexual violence is of the utmost importance to enable the development of relevant interventions (Abeid et al. 2015). Based on the problems regarding the prevention of CSA in Bandung regency, a thorough analysis is needed to reveal whether a relationship between age, sex, and sources of sexual information to prevent sexual abuse exists. It was hypothesized that age, gender, and source of information were positively associated with children’s CSA prevention knowledge.

2. Materials and Methods

2.1. Study Design, Setting, and Participants

A cross-sectional study design was applied. The research was conducted in the Bandung Regency West Java area from 2017 to 2018. Samples were taken from two elementary schools in Bandung, West Java, Indonesia. The schools were chosen with the consideration that the area is at risk of criminal activity due to its location near the bus station. The ages of the sample of children were 7 to 12 years old. They were recruited from grades 2–6 in the elementary schools. The total population was 377 students. The population became a sample of this study. All participants were given information about the study explained by the researcher.

2.2. Data Collection Tool

The questionnaire was based on research objectives derived from comprehensive literature and was developed based on previous research assessing knowledge toward CSA prevention (Jin et al. 2016; Maharani et al. 2015; Suhenda et al. 2019; Zhang et al. 2013). The instruments were tested to adjust the content and language of the respondents. Two experts in scale development in nursing related to sexual abuse tested the instrument for content. The instrument trial was conducted on 20 students in an elementary school. The results of content validity knowledge were 0.89; the reliability test (Cronbach’s alpha) was 0.66. The collected information included: (A) demographic characteristics; the information collected includes participants’ gender, age, source of information (the children obtained information from parents, teachers, friends, the Internet, newspapers, books, health workers, and others); (B) the respondents’ knowledge of child sexual abuse prevention was tested in their answers about the following seven subjects including: (1) parts of the body which can be touched and cannot be touched (parts of the body that are not allowed to be touched by other people [body organs covered by underwear such as chest, breasts, stomach, buttocks, genitals, and thighs of children], while those that are allowed to be touched are areas of the body organs outside of underwear [such as hair, hands, feet]); (2) who decides whether or not to touch the body; (3) whether they talk to parents or teachers if someone abuses them; (4) whether they are shamed/embarrassed to talk to parents or teachers if someone abuses them; (5) who to tell if a known person attempts to force them to do something; (6) who to tell if an unknown person attempts to hug them; (7) whether the children would have the courage to tell their parents or teachers if someone is sexually abusing them (touching the organs covered in underwear, kissing, unwelcome hugging). Correct responses to each knowledge item were given a score of 1, while incorrect and “unsure” answers were scored as 0. The score ranges from zero to seven. The total score of knowledge ranges from 0 to 100%. The scale was dichotomized using the 84 per 100 rules to categorize respondents, with a score of 0–84% considered having poor knowledge on prevention of CSA, and all those who scored 85–100% as having good knowledge on prevention of CSA. This cut-off point was chosen, and only two categories were used because the 85% score was taken from the national curriculum assessment standard. Associations between social demographic characteristics and knowledge were then assessed.

2.3. Procedures

Each questionnaire lasted 10 min. An interviewer introduced the aim of the research briefly and carefully guided the participants in instructions on how to fill out the questionnaire. The questionnaire filling was explained on the first page of the questionnaire. A private room and seats were arranged to prevent discussions among students during the data collection. Children were asked to fill out a questionnaire with a choice of two answer items that had been provided. Children filled out the questionnaire accompanied by their respective school guardians, having previously obtained each parent and teacher’s approval. Participation was voluntary, and the survey was anonymous. In addition, ethical approval from parents was carried out by providing a letter of information and consent to the student’s parents two days before the implementation of the study. The next day, the letter was returned to the researcher, which was the approval of the student’s parents. Of the 378 letters sent to students’ parents, only one refused. After obtaining written consent, the research was carried out on the next day. Thus, the total was 377 samples.

2.4. Statistical Analysis

The study’s independent variables were gender, age, and source of information. The dependent (outcome) variable was knowledge on CSA prevention (poor/good). Data were analyzed using univariate, bivariate, and multivariate analysis. Univariate analysis was conducted to see the description of age, sex, and source of information. The frequency, percentage and average score of the relative indicators were calculated to describe the knowledge related to CSA prevention. Overall knowledge was divided into two categories: good if the score was 85–100% and poor if the score was 0–85%. Bivariate analysis was performed to determine associations of participant characteristics with knowledge outcomes. A Chi-Square has been applied to analyze the correlation of age, sex, and information sources. A multivariate binary regression logistic was applied to analyze factors between socio-demographic characteristics and knowledge toward CSA prevention. Adjusted Odds Ratios and 95% Confidence Intervals were obtained to determine variables that independently predicted knowledge toward CSA prevention. A p-value of <0.05 was considered statistically significant in all the analyses.

2.5. Ethics

Ethical clearance was obtained from the Health Ethics Commission of Universitas Padjadjaran and Kesbangpol Bandung Regency. The informed consent form was obtained from the teachers and all mothers of the children. It was explained to participants that they could leave the study at any time and decide not to respond to any question. The researcher kept the data confidential.

3. Results

The results consisted of frequency distribution characteristics and the relationship between age, gender, and source of information. The details were as shown in Table 1.
A total of 377 participants answered the questionnaire. Table 1 shows that most participants (55.2%) had good knowledge of CSA prevention. Some respondents were female (50.9%), and most were aged between 7 and 9 years (54.9%). The information source variables showed that the majority of respondents (71.9%) did not obtain information on the prevention of CSA; a small number of the respondents (17.8%) obtained information from their parents, and a small number of respondents (6.6%) obtained information from their teacher. It can also be seen that information sources were associated with knowledge of CSA prevention (p = 0.001), but age (p = 0.228) and gender (p = 0.143) were not associated with knowledge of CSA prevention. In addition, there were relationships among parents, teachers, the Internet, and others and knowledge of sources of information. Meanwhile, friends were not related to knowledge.
Table 2 shows that only teachers (p < 0.001) and parents (p < 0.001) significantly contributed as information sources for CSA prevention among students. Multivariate analysis showed that teachers (OR: 33.479, 95% (CI: 4.467–250.912)) and parents (OR: 45.336, 95% (CI: 10.886–188.807)) significantly contributed as a source of CSA information among students. It was reported that parents were 45.34 times more likely to be sources of information of CSA than others. In addition, teachers were also 33.48 times as likely to be a source of information of CSA. In contrast, the Internet and others had no significance as a source of information of CSA.

4. Discussion

The results showed that most respondents’ average level of knowledge was good, but almost half of the respondents had poor knowledge on the prevention of CSA. Many participants had insufficient knowledge, which caused them to be at risk for CSA. Although most children in this study were not obtaining information on how to prevent sexual abuse, some obtained information from their parents and teachers. This condition led to the child having sufficient knowledge and the possibility of notifying their other friends. Adequate knowledge of sexual abuse prevention is necessary for children to be able to protect themselves from abuse (Leclerc et al. 2011; Walsh et al. 2015). According to Dean, Mitchell, Stewart, and Debattista (Dean et al. 2017), low and inaccurate levels of sexual health knowledge cause vulnerability to sexual risk behavior patterns. CSA education prevention learned culturally and contextually was required early for the child, because CSA is closely related to social and cultural contexts (Fontes and Plummer 2010). Sufficient knowledge affects their supportive attitude toward preventing sexual abuse. Kigaru, Loechl, Moleah, Macharia-Mutie, and Ndungu (Kigaru et al. 2015) studied 202 school children in Kenya and found that knowledge had a relationship with the child’s attitude.
The information source variables show that the majority of respondents did not obtain information on the prevention of sexual abuse. However, a small percentage of the respondents received information from their parents, their teachers, friends, the Internet, and others. This situation showed that many children were still not receiving information about sexual health to prevent sexual abuse. This makes the child vulnerable to sexual abuse because increased knowledge is associated with rejection of sexual violence (Abeid et al. 2015). Prevention of sexual violence is receiving little attention from parents and teachers, so the awareness of the need to obtain adequate and correct knowledge about preventing sexual violence is lacking. Moreover, there is still a cultural taboo to providing information related to sexuality to children
Parents have a very important role in the prevention of CSA (Xie et al. 2016). A study conducted by Wurtele, Moreno, and Kenny (Wurtele et al. 2008) stated that parental education programs could increase the knowledge and ability of parents to talk with their children about personal safety. The result showed that when the parent and the teacher contributed as a source of information, there was increased communication with their children about CSA. Parents needed to inform children how to be vigilant because child sexual abuse is perpetrated by many types of offenders, including men and women, strangers, friends or trusted families, and people of all sexual orientations, socioeconomic classes, and background culture (Murray et al. 2014).
In addition to parents, teachers also need to be provided with preventive education programs for CSA. Many teachers are not given training on CSA prevention efforts, so it is taboo to provide CSA prevention information to their students. Teachers are professional educators and caregivers. A study conducted by Goldman and Grimbeek (Goldman and Grimbeek 2009) studied primary school teachers in Australia and showed no formal child protection course in teachers where such professional information was rarely provided. Teachers play an essential role in disseminating CSA prevention efforts to their students at the primary and kindergarten levels where they have high accessibility to children and skills in child development (Rheingold et al. 2015). Trained teachers can implement CSA prevention programs in schools. A study conducted by Al-Rasheed (Al-Rasheed 2017) indicated that it was important to implement CSA prevention programs in children’s schools. Children at school need to be given knowledge about inappropriate touches. A study conducted by Baker, Gleason, Naai, Mitchell, and Trecker (Baker et al. 2013) in Grade 3 to 5 elementary school pupils in Hawaii showed that education significantly increased the knowledge of children about inappropriate touch and what to do if they were sexually abused. In addition to information from parents and teachers, according to Purvis and Joyce (Purvis and Joyce 2005), a community health approach to CSA was needed so that the community could support CSA prevention in all children in the surrounding environment.
In further analysis, only sources of information had a significant relationship with knowledge. At the same time, age and sex had no relationship to the level of knowledge. The results of this study differ from those of Abeid et al. who found that gender and age had a relationship with the level knowledge about sexual abuse (Abeid et al. 2015). It is possible that the cultural characteristics in Indonesia have similarities, so it does not affect their level of knowledge.
The research results proved that the influence of information sources was very strong in improving the children’s level of knowledge. Parents and teachers better inform elementary children. The information they receive is applied and spread back by their peers. According to (Zhang et al. 2013), parental communication about childhood sexual abuse as well as parental education were important factors for children’s self-protection skills. Sexual abuse prevention programs in children need to be developed. Parents and teachers should be part of preventing sexual abuse in children. Parents need to be informed about the concept of knowledge of sexual abuse in children and should be encouraged to communicate with their children about preventing sexual abuse. The age and gender did not have a significant relationship because the average culture in Indonesia treats children similarly regardless of age and gender.
As part of the next generation of the nation, a child needs to be prepared to be healthy, physically, mentally, and spiritually in the future. Children should be involved in the ongoing prevention of sexual abuse. There is a need to prevent sexual abuse by strengthening education, especially in schools in a school-based education program. According to a study by Finkelhor in the school-based education program, children are taught about the skills of identifying dangerous situations, rejecting CSA actors, stopping interactions, and calling for help to avoid CSA (Finkelhor 2009).

5. Strengths and Limitations

The study design has several strengths and limitations worth discussing. We tried to minimize selection bias with the adopted total sampling method. The cross-sectional design also suited our objective to identify associated factors between knowledge and characteristics regarding the prevention of childhood sexual abuse. Despite these strengths, the study also has some potential limitations where the sample size used is limited to two schools. The small sample size in this study is limited to our study, and this is a pilot study that others can develop in future research.

6. Conclusions

Our study showed that although most respondents had a good level of knowledge, many respondents still had poor knowledge regarding CSA prevention. Sources of information from teachers and parents were associated with better knowledge of CSA prevention. The findings have potentially important implications for interventions intend to prevent CSA. It is necessary to develop methods to improve the provision of adequate and sustainable information with cooperation from various parties, the government, parents, teachers, and students in programs to increase children’s knowledge of CSA prevention in schools. A sexual education program should be officially applied at schools for children with the support of their parents and teachers (Do et al. 2019).

Author Contributions

Conceptualization, T.S., H.S.M. and Y.H.; methodology, T.S., C.E.K. and I.P.; software, T.S.; validation, T.S., C.E.K. and I.P.; formal analysis, T.S., C.E.K. and I.P.; investigation, T.S., H.S.M. and Y.H.; resources, T.S.; data curation, T.S.; writing—original draft preparation, T.S., H.S.M. and Y.H.; writing—review and editing, T.S., H.S.M. and Y.H.; visualization, T.S.; supervision, H.S.M. and Y.H.; project administration, H.S.M.; funding acquisition, H.S.M. All authors have read and agreed to the published version of the manuscript.

Funding

The study was funded by Universitas Padjadjaran’s Doctoral Dissertation Research Grant Scheme number 1427/UN6.3.1/LT/2020.

Institutional Review Board Statement

The study was conducted according to the guidelines of the Declaration of Helsinki and was approved by the Health Ethics Commission of Universitas Padjadjaran and Kesbangpol Bandung Regency.

Informed Consent Statement

Informed consent was obtained from all teachers and all mothers of the children involved in the study.

Data Availability Statement

Not applicable.

Acknowledgments

We want to thank the Director of Research and Community Services Universitas Padjadjaran.

Conflicts of Interest

The authors declare no conflict of interest.

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Table
Table 1. Respondents’ characteristic and bivariate analysis of prevention of children sexual abuse in Bandung Regency (n = 377).
Table 1. Respondents’ characteristic and bivariate analysis of prevention of children sexual abuse in Bandung Regency (n = 377).
Characteristics f %Knowledgeχ2p
PoorGood
Knowledge
 Good20855.2
 Poor 16944.8
Gender
 Female 19250.9791132.1440.143
 Male 18549.19095
Age
 7–9 years20754.9871201.4540.228
 10–12 years17045.18288
Source of information: Parent
 Yes6717.826557.680.00
 No31082.2167143
Teacher
 Yes256.612418.040.00
 No35293.4168184
Internet
 Yes82.1086.6410.01
 No36997.9169200
Others
 Yes61.6064.9540.02
 No37198.4169202
Friend
 Yes10.3010.8150.36
 No376 169207
Table
Table 2. Final multivariate analysis of teacher, parent, Internet, and others.
Table 2. Final multivariate analysis of teacher, parent, Internet, and others.
VariablesOR95% CIp
LowerUpper
Teacher 33.4794.467250.9120.001
Parent 45.33610.886188.8070.000
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Solehati, T.; Pramukti, I.; Kosasih, C.E.; Hermayanti, Y.; Mediani, H.S. Determinants of Sexual Abuse Prevention Knowledge among Children’s Schools in West Java Indonesia: A Cross-Sectional Study. Soc. Sci. 2022, 11, 337. https://doi.org/10.3390/socsci11080337

AMA Style

Solehati T, Pramukti I, Kosasih CE, Hermayanti Y, Mediani HS. Determinants of Sexual Abuse Prevention Knowledge among Children’s Schools in West Java Indonesia: A Cross-Sectional Study. Social Sciences. 2022; 11(8):337. https://doi.org/10.3390/socsci11080337

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Solehati, Tetti, Iqbal Pramukti, Cecep Eli Kosasih, Yanti Hermayanti, and Henny Suzana Mediani. 2022. "Determinants of Sexual Abuse Prevention Knowledge among Children’s Schools in West Java Indonesia: A Cross-Sectional Study" Social Sciences 11, no. 8: 337. https://doi.org/10.3390/socsci11080337

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