Sep 14, 2023
Robot-based psychological intervention program for the prevention of child sexual abuse
- 1Department of Psychology and Exceptional Children Education, University of Tehran, Tehran
Protocol Citation: Mohammad Tahan 2023. Robot-based psychological intervention program for the prevention of child sexual abuse. protocols.io https://dx.doi.org/10.17504/protocols.io.36wgq3dnxlk5/v1
License: This is an open access protocol distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited
Protocol status: Working
We use this protocol and it's working
Created: September 13, 2023
Last Modified: September 15, 2023
Protocol Integer ID: 87742
Keywords: Robot-based, psychological, intervention program, prevention, child sexual, abuse
Abstract
Sexual abuse of children is an important issue with severe consequences,
so self-care education programs increase children's awareness,
knowledge, and skills against sexual abuse. It has been considered as
one of the priorities of health and treatment issues in different
countries of the world. The purpose of the present study is to
investigate the program of psychological interventions with a robot on
the sexual care of children. The results showed that psychological
interventions with robots are effective on children's sexual care. The
prevention program is to prevent sexual victimization of children by
helping them learn skills to protect themselves and teach them to
recognize good and bad contact and seek a trusted adult for help and can
be considered as a treatment method by counselors and psychologists.
A Summary of the Content of the Program of Psychological Intervention with Robot for Sexual Care in Children
A Summary of the Content of the Program of Psychological Intervention with Robot for Sexual Care in Children
11w 3d 7h 30m
11w 3d 7h 30m
Starting the training program - introducing the robot - pre-testing:
First, two groups (namely, experimental and control) complete a researcher-made questionnaire (Tahan, 2019) on the prevention of child sexual abuse. The experimental group will then receive talks separately in a classroom about the educational program within a short period of time for a few days per week and for a few hours in each session, and they finally get acquainted with the training robot and the tasks performed by it during the sessions.
Task: Pre-testing
1w 1d 0h 45m
Introducing and explaining the body parts:
The therapist first talks briefly about the body parts and the way each part is capable of performing a series of tasks. Various
parts from head to toe are then described to the children by the robot as their functioning.
Task: Displaying the photo of a girl/boy's body Writing the name of each body part separately, coloring it, and talking about the functioning and efficiency of each one
1w 1d 0h 45m
Identifying and gaining knowledge of important parts of the body as well as intimate ones:
Therapist:
Describes a body part that is particularly important to other ones in such a way that if they are not available, some parts of the individual's life is disrupted or they are unable to live
Therapist:
Explains the body parts and the fact that some are personal and no one has the right to look at or touch them except the individual by oneself
Robot:
Introduces the important body parts, e.g., eyes, hands, legs, head, and abdomen
Robot: Provides a general introduction of the intimate parts
Task: Photographing the whole body, separating each body part, naming each part independently, identifying the position of intimate parts, and distinguishing the sensitive and important ones
1w 1d 0h 45m
Learning to recognize family members, acquaintances, and strangers:
Therapist:
An explanation of the people around an individual Who do you know?
Family 1:
father - mother - sister - brother
Family 2:
grandparents - uncle - aunt
Acquaintances:
neighbors, mother or father's friend, and sibling's friend
Stranger:
People you do not know
Robot:
Talks about family members, acquaintances, and strangers and tells the difference between them
Task: Displaying the photos of family members, acquaintances, strangers - a photo of a hypothetical person, family introduction, as well as getting to know acquaintances and strangers, and identification of the person in each of the sections
1w 1d 0h 45m
Learning how to communicate with family members, acquaintances, and strangers:
Therapist:
Explains how individuals relate to those around them. To what extent?
Explaining and introducing interactions with others, how to communicate with them, and the type of communication with others (touch, sight, and talking)
Robot:
Explains how to communicate properly with family members, acquaintances, and strangers (how to communicate by touch, sight, and talking with family members, acquaintances, and strangers)
Task: Displaying the photo of how a person communicates with family members, acquaintances, and strangers
1w 1d 0h 45m
Diagnosing risky and traumatic situations and moments:
Therapist:
A brief description of the moments and situations that can occur to anyone
The robot fully explains these moments:
Family:
Being alone at home and the situations that may arise in terms of touch, sight, and talking
Acquaintances and strangers:
Situations that may take place outside the home
Conditions noticed by children:
Showing dissatisfaction with some actions, and having prolonged and frequent upsetting situations leading to disgust
Task: Displaying the photos of dangerous, sensitive moments - family members, acquaintances, and strangers
1w 1d 0h 45m
Recognizing and introducing risky and traumatic situations and moments and how to deal with them (family members):
Therapist:
A description of situations, places, moments, and all things an individual might be exposed to
Robot: Practices all the dangerous moments with an expert and what should be done as their reactions at these moments
Task: Dealing with a risky and sensitive moment with family members
What is the right thing to do? Two modes: Right / Wrong
1w 1d 0h 45m
Recognizing and introducing risky and traumatic situations and moments and how to deal with them (acquaintances):
Therapist:
A description of situations, places, moments, and all things an individual might be exposed to
Robot: Practices all the dangerous moments with an expert and what should be done as their reactions at these moments
Task: Dealing with a risky and sensitive moment with acquaintances
What is the right thing to do? Two modes: Right / Wrong
1w 1d 0h 45m
Recognizing and introducing risky and traumatic situations and moments and how to deal with them (strangers):
Therapist:
A description of situations, places, moments, and all things an individual might be exposed to
Robot: Practices all the dangerous moments with an expert and what should be done as their reactions at these moments
Task: Dealing with a risky and sensitive moment with strangers
What is the right thing to do? Two modes: Right / Wrong
1w 1d 0h 45m
Overviewing past sessions and reviewing all items in question - assessing all stages - post-testing
Task: Post-testing
CITATION
LINK
https://doi.org/1w 1d 0h 45m