DOI: https://doi.org/10.36347/sjahss.2024.v12i08.002

Pages: 237-244

The study investigates the current state of training materials used to prevent child sexual abuse, focusing on their frequency of use and the challenges faced by teachers in implementing these resources. The research surveyed 534 primary school teachers in Can Tho, Ho Chi Minh City and Binh Duong, revealing that while the materials are generally regarded as useful, they are utilized only at an "average" level, with 54.3% of teachers referencing "Books, newspapers, magazines" during lesson planning. Despite the appreciation for the content and form of these resources, the study identifies significant challenges, notably the time and effort required by teachers to select scientifically sound materials, with an average difficulty score of 3.62. The research highlights that the existing materials, although scientifically based, are often too academic and difficult to apply in practical teaching scenarios. The findings underscore the fragmented and emotionally driven nature of current resources, which lack a solid scientific foundation tailored to children's psychological development. Consequently, this results in inadequate access to well-constructed materials by both parents and children. The study's outcomes provide insights into the frequency of use and the obstacles teachers encounter, offering recommendations for improving the accessibility and applicability of these materials. However, the research is limited to a specific geographic area and teacher demographic, suggesting that the results may not be fully representative of the broader southern region or Vietnam as a whole.