- Title
- The impact of child sexual abuse (CSA) on the school life experiences and academic performance of adult CSA survivors
- Creator
- Ah Hing, Antoinette Danielle
- Subject
- Child sexual abuse
- Subject
- Adult child sexual abuse victims -- Counseling of
- Subject
- Sexually abused children
- Subject
- Academic achievement
- Date Issued
- 2010
- Date
- 2010
- Type
- Thesis
- Type
- Doctoral
- Type
- DEd
- Identifier
- vital:9478
- Identifier
- http://hdl.handle.net/10948/1259
- Identifier
- Child sexual abuse
- Identifier
- Adult child sexual abuse victims -- Counseling of
- Identifier
- Sexually abused children
- Identifier
- Academic achievement
- Description
- Child Sexual Abuse (CSA) is a societal problem whose origins date back to the times of the ancient Greeks and Romans. It is found in all levels of society, from the wealthiest to the poorest; and the short-term and long-term impacts it has on the lives of the victims, can be devastating. There are many reasons for the occurrence of child sexual abuse, but in all cases, the ultimate accountability rests on the shoulders of the sexual offender. The nature of child sexual victimisation varies from verbal suggestions to violent physical force. Irrespective of which type the child is being subjected to, as the weaker partner in the pedagogical relationship with the adult, s/he is never able to defend herself/himself. The global phenomenon, and the increase in CSA, has given rise to the research question, namely: How does child sexual abuse impact on the school life experiences and academic performance of learners at school? The purpose of this research study was to provide insight into the following issues: • The nature and identification of the symptoms of child sexual abuse; • The manner in which sexually abused children manifest their experiences of sexual abuse at school; • How sexually abused children cope with their learning tasks; and • Recommendations for educators. The literature relating to CSA was reviewed, with the aim of establishing a solid theoretical foundation for the study. CSA has been looked at holistically, encompassing the accepted definitions, the related concepts, the nature of sexual abuse, the prevalence and incidence of CSA, the possible causes, the short-term and long-term impacts, and the suggestions by adult survivors for use by educators in their efforts to help abused learners. 11 In an attempt to provide acceptable answers to the research problem, a mixed- method research design was implemented. The research study was conducted in two phases: Stage 1 consisted of an exploration of the research problem by means of the following question put to the participants: In your experience as an adult survivor of child sexual abuse how did the abuse impact on your school life experiences, including your academic performance? A total of nineteen participants from the Eastern Cape Province shared their experiences, by means of writing their life story as a narrative. Purposive and availability sampling of adult survivors was undertaken. In order to ensure the trustworthiness and authenticity of the research methodology, Guba’s model of data verification was used. Accepted ethical measures were taken into consideration and adhered to during the research. The analysed data were taken directly from the narratives that the individual participants saved onto flashdrives. Consensus by the researcher and coder was reached regarding the identification of themes, categories and subcategories. The following four significant themes emerged, based on the results of the data analysis: Theme One: Health, sexuality and the sexual experiences of sexual abused children and adolescents. Theme Two: The social development of sexually abused children and adolescents. Theme Three: School-related experiences and academic performance of sexually abused children and adolescents. Theme Four: Advice and suggestions from adult survivors for young victims of CSA. 12 Stage 2 offered recommendations to the teachers of learners who are, or have been sexually abused, derived from the findings of Phase 1. The conclusion was reached that CSA does have an impact on the academic performance of learners. Therefore, teachers are in need of a greater understanding and awareness of CSA, in order to help these learners.
- Format
- xxx, 453 leaves
- Format
- Publisher
- Nelson Mandela Metropolitan University
- Publisher
- Faculty of Education
- Language
- English
- Rights
- Nelson Mandela Metropolitan University
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