Development and Reliability and Validity Analysis of the Knowledge,Attitude, and Practice Evaluation Scale for Teachers' Early Childhood Sex Education.

Objective To develop the knowledge,attitude,and practice evaluation scale for teachers' early childhood sex education and analyze the reliability and validity of the scale,providing evaluation tools for the research on teachers' early childhood sex education. Methods On the basis of relevant guidelines,publications,and the theory of knowledge,attitude,and practice,a preliminary pool of items for the scale was formed by group discussions.The scale was drafted after two rounds of Delphi expert consultation.In May 2023,stratified cluster sampling was conducted,and 535 preschool teachers from Changshou District,Chongqing were selected for a survey.Cronbach's α coefficient,split-half reliability,exploratory factor analysis,and content validity were adopted to assess the reliability and validity of the scale. Results An evaluation scale for teachers' early childhood sex education was formulated,involving 27 items in 3 dimensions of knowledge,attitude,and practice.The total Cronbach's α coefficient of the scale was 0.875,and that of the knowledge,attitude,and practice dimensions were 0.902,0.743,and 0.879,respectively.The total split-half reliability of the scale was 0.937,and that of the knowledge,attitude,and practice dimensions were 0.934,0.821,and 0.912,respectively.The content validity of the scale was good,with a factor loading range of 0.500-0.836 and a cumulative variance contribution rate of 61.57.The average score of teachers' knowledge,attitude,and practice in sex education was 72.85±7.13,with a good rate of 70.84%. Conclusions The developed scale for evaluating teacher's early childhood sex education demonstrates good reliability and validity,and it can be used to evaluate the teachers' knowledge,attitude,and practice in early childhood sex education.The evaluation results indicate that teachers have low levels of knowledge,attitude,and practice in sex education,and relevant departments need to carry out training on the sex education for young children.

[Current Situation and Influencing Factors of Kindergarten Teachers' Participation in Training for Preschool Sex Education].

Objective To understand the current situation and influencing factors of kindergarten teachers' participation in training for preschool sex education in Luzhou city,and provide a basis for improving the sex education literacy of kindergarten teachers in the future. Methods A multi-stage stratified cluster sampling method was adopted,and a questionnaire survey was conducted from December 2021 to January 2022 on the knowledge,attitude,and practice of preschool sex education among all the teachers in 24 kindergartens in Luzhou city. Results Among the 461 teachers,43.0% had participated in lectures/courses/training activities related to preschool sex education;99.1% hoped to participate in lectures/courses/training activities related to preschool sex education;82.6% learned about child sexual knowledge through school education;75.5% expressed the hope to learn about child sexual knowledge through expert training.The results of multivariate Logistic regression showed that except private kindergartens as an inhibiting factor (OR=0.57,95%CI=0.37-0.87,P=0.008),high monthly income (OR=3.52,95%CI=1.13-9.30,P=0.011),more ways to know about sex education knowledge (OR=2.87,95%CI=1.76-4.70,P<0.001),and social support (OR=1.58,95%CI=1.04-2.38, P=0.030) were promoting factors for teachers to participate in the training for preschool sex education. Conclusion The kindergarten teachers presented a participation rate but a high demand for the training for preschool sex education.They mainly obtain the sex education knowledge from school education.The nature of kindergarten,monthly income of teachers,social support situation,and ways of understanding sex education knowledge are the key factors influencing the teachers' participation in the training for preschool sex education.

[Mental health status among middle school students in Wenchuan earthquake region].

OBJECTIVE: To investigate mental health status among middle school students in Wenchuan earthquake region three months after the earthquake. METHODS: 38 classes of 3 middle schools in the disaster region were selected and 1966 students were invited to participate the investigation. The post-traumatic stress disorder (PTSD) checklist-civilian version was used to screen positive PTSD, and the perceived social support scale (PSSS) was used to evaluate the level of perceived social support. RESULTS: 1958 valid questionnaires were selected. The general positive rate of PTSD was 78.29% (1533/1958). PTSD prevalence of the girls was 82.30%(851/1034), higher than that of the boys (73.92% (683/924), chi(2) = 20.22, P < 0.01); the rate of the minority students was 80.27% (1375/1713), higher than that of the Han students (64.98% (154/237), chi(2) = 28.75, P < 0.01); the rate of the rural students was 83.52% (872/1044), higher than that of the urban students (72.43% (662/914), chi(2) = 35.37, P < 0.01); the rate of those who were injured in the quake was 90.38% (94/104), higher than that of the uninjured (77.66% (1439/1853), chi(2) = 9.40, P < 0.01). The level of perceived social support and family support of the subjects was high while outside family support was average. The medians of the score were 21, 60 and 39, respectively. The severity of PTSD was negatively correlated with perceived social support, and perceived support within and outside family (r values were -0.191, -0.130 and -0.190 respectively, all P values < 0.01). CONCLUSION: The incidence rate of PTSD is high among the middle school students in disaster region. The symptoms and severity of PTSD are different in the middle school students with different characteristics. Moreover, the more perceived social support they obtain, the better health status they keep.

[Relationship between post-traumatic stress disorder and perceived social support among middle school students in Wenchuan earthquake-stricken].

OBJECTIVE: To explore the relationship between post-traumatic stress disorder (PTSD) and perceived social support (PSS) ability among middle school students in earthquake-stricken areas after the Wenchuan earthquake accident. METHODS: A total of 1966 students from three secondary schools of Wenchuan earthquake-stricken areas were evaluated by PTSD Checklist-Civilian Version (PCL-C) and Perceived Social Support Scale (PSSS). RESULTS: The overall incidence rate of PTSD was 78.3%, with severe PTSD as 24.38%. Significant differences on the incidence rates of PTSD were found among the students who were in different PSS levels (P < 0.05) and significant negative correlation existed between the levels of severity on PTSD and PSS (gamma = -0.226, P < 0.05). Significant differences on PTSD incidence rates were found among those students who were from different families or out-family PSS levels (P = 0.009, P < 0.05). Significant negative correlation existed between the severity of PTSD and family or out-family PSS level (gamma = -0.176, P < 0.05, gamma = -0.214, P < 0.05). CONCLUSION: Relationships between the incidence rate, severity of PTSD and PSS levels existed among the middle school students in Wenchuan earthquake-stricken areas, with higher PSS, lower incidence rate and lighter severity of PTSD. Psychological intervention for earthquake-stricken students should be carried out.