Publication: Gender roles, physical and sexual violence prevention in primary extend to secondary school in Samutsakorn province, Thailand
Issued Date
2010-03-01
Resource Type
ISSN
01252208
01252208
01252208
Other identifier(s)
2-s2.0-77951908848
Rights
Mahidol University
Rights Holder(s)
SCOPUS
Bibliographic Citation
Journal of the Medical Association of Thailand. Vol.93, No.3 (2010), 358-365
Suggested Citation
Kanittha Chamroonsawasdi, Jarueyporn Suparp, Wirin Kittipichai, Piyathida Khajornchaikul Gender roles, physical and sexual violence prevention in primary extend to secondary school in Samutsakorn province, Thailand. Journal of the Medical Association of Thailand. Vol.93, No.3 (2010), 358-365. Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/29736
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Title
Gender roles, physical and sexual violence prevention in primary extend to secondary school in Samutsakorn province, Thailand
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Abstract
Objective: To enhance positive attitude and life skills on gender roles to prevent physical and sexual violence. Material and Method: A whole school-based participatory learning program using a quasi-experimental study with pre and post test design was conducted among 2 schools during June-September, 2005. The experimental group, were 134 students in a primary school and 179 students in a secondary school. While the control group, were 122 students in a primary school and 95 students in sa econdary school. Results: Means score of attitude toward gender roles before implementation in the experimental group was significantly lower than the control group (p < 0.05). After implementation, the means score in the experimental group was not significantly different from the control group (p > 0.05). Means paired different score (afterbefore) between the two groups was significantly different (p = 0.002). Conclusion: A whole school-based program on gender roles and violence prevention is suitable for youths and should be merged as school curricula and expanded as a nationwide program at all level of education. Gender equity should be taught at an early childhood. Parental involvement in school-based activities should be negotiated.