The urgency of research in the field of child sexual abuse has inspired most efforts to be concentrated on treatment and counselling. An important objective of this study was to show that equal importance should be directed towards the identification, causes, effects and prevention of child sexual abuse. It became evident from the literature study that the catastrophe of child sexual abuse can be reduced if teachers, especially primary school teachers,. are professionally trained to identify, protect, prevent, report, support and guide the sexually abused child or possible victims of child sexual abuse. An empirical study to determine the importance of the role of the primary school teacher in dealing with child sexual abuse has been conducted. The results and the educational implications of the findings are discussed and finally guidelines are given to assist primary school teachers in their task of giving support and guidance to the sexually abused child. / Psychology of Education / M. Ed. (Psychology of Education)

Summary in English / Text in Afrikaans / Awareness of and interest in the incidence of sexual child abuse has been increasing. The current prominence of this phenomenon in south Africa, . is evidenced by reports in the printed and electronic media. A study of the prehistoric era, ancient civilizations, the Middle Ages and the Renaissance and later shows that children have been sexua·lly abused throughout all ages. Yet, the sexual abuse of children is incompatible with the values and goals of authentic nurturing. i • Child sexuality can never ~e equated w1.th adult I sexuality. The child lacks the emotional~ mental, intellectual and physical capabilities to manage sexual contact with an adult person. He/ she is therefore not in a position to agree to intimate intercourse. This research project mainly focused on the relationship between the identification of and aid to the sexually abused child, and the personality functioning of adults who were sexually abused as children. An ontological-antropological approach to childhood has shown that the sexually abused child has the right to the school guidance teacher's respect for his dignity as child and a need for a response to his pain and yearning. The sexually abused child is situated in a distinctive lifeworld and sexual abuse has affective, social and physical consequences. Social relations are negatively affected and some children show self-destructive behavior. The establishment of an authentic and stable sexual identity is especially threatened. Children should be educated to resist the sexual advances of adults, while sexually abused children should be provided with adequate aid. Educators (guidance teachers) should therefore have the necessary guidelines at their disposal for the prevention and treatment of sexual child abuse. / Psychology of Education / D.Ed. (Psychology of Education)

The urgency of research in the field of child sexual abuse has inspired most efforts to be concentrated on treatment and counselling. An important objective of this study was to show that equal importance should be directed towards the identification, causes, effects and prevention of child sexual abuse. It became evident from the literature study that the catastrophe of child sexual abuse can be reduced if teachers, especially primary school teachers,. are professionally trained to identify, protect, prevent, report, support and guide the sexually abused child or possible victims of child sexual abuse. An empirical study to determine the importance of the role of the primary school teacher in dealing with child sexual abuse has been conducted. The results and the educational implications of the findings are discussed and finally guidelines are given to assist primary school teachers in their task of giving support and guidance to the sexually abused child. / Psychology of Education / M. Ed. (Psychology of Education)

Summary in English / Text in Afrikaans / Awareness of and interest in the incidence of sexual child abuse has been increasing. The current prominence of this phenomenon in south Africa, . is evidenced by reports in the printed and electronic media. A study of the prehistoric era, ancient civilizations, the Middle Ages and the Renaissance and later shows that children have been sexua·lly abused throughout all ages. Yet, the sexual abuse of children is incompatible with the values and goals of authentic nurturing. i • Child sexuality can never ~e equated w1.th adult I sexuality. The child lacks the emotional~ mental, intellectual and physical capabilities to manage sexual contact with an adult person. He/ she is therefore not in a position to agree to intimate intercourse. This research project mainly focused on the relationship between the identification of and aid to the sexually abused child, and the personality functioning of adults who were sexually abused as children. An ontological-antropological approach to childhood has shown that the sexually abused child has the right to the school guidance teacher's respect for his dignity as child and a need for a response to his pain and yearning. The sexually abused child is situated in a distinctive lifeworld and sexual abuse has affective, social and physical consequences. Social relations are negatively affected and some children show self-destructive behavior. The establishment of an authentic and stable sexual identity is especially threatened. Children should be educated to resist the sexual advances of adults, while sexually abused children should be provided with adequate aid. Educators (guidance teachers) should therefore have the necessary guidelines at their disposal for the prevention and treatment of sexual child abuse. / Psychology of Education / D.Ed. (Psychology of Education)