Table 1.

Summary of Studies Included in the Integrative Review (N=12)

Study	Design			Purpose	Outcome variables	Major findings	Implication
Author (year)	Research design	Sample size, N	Participants'
1. Ha & Lee (2014)	Descriptive study	611	4th to 6th grade	To analyze elementary school students' fear of child sexual abuse, preventive behavior, and child sexual abuse experience	Fear of child sexual violence, prevention behavior, and experiences of child sexual violence	Children with fear of sexual abuse tend to have more preventive behaviors. In addition, children having preventive behaviors were less likely to be sexually victimized.	Education programs should be structured in ways that help them to recognize sexual violence and take preventive actions based on their characteristics (especially gender).
2. Jung & Park (2003)	Descriptive study	365	4th to 6th grade	To identify sexual violence perceptions and sexual knowledge in elementary school students	Sexual violence perception and sex-related knowledge	The mean score of sex-related knowledge was 8.93 (total of 20) and the average score of misconception on sexual violence was 2.30 (total of 4.50). The scores showed a negative correlation.	Developing sexual abuse education programs for elementary school students is essential.
3. Jung & Song (2000)	Quasi-experimental design	E:71, C:72	5th to 6th grade	To develop and evaluate the effectiveness of a sex education program for 5th to 6th grade elementary students.	Sexual knowledge and attitudes	The provided education increased the students' sexual knowledge and changed their attitudes towards sex in a positive way.	After implementing the sex education program, subjects recognized changes in knowledge and attitudes towards sex.
4. Kim, et al. (2013)	Descriptive study	93	3rd to 6th grade	To understand the level of sexual violence perceived by students.	Sexual violence perception	Students wanted practical sexual education (12.2%) and they wanted various methods of education program using videos, lectures, plays, games, and virtual experiences.	The program and content of sexual violence prevention education should be systematized based on the recognition of sexual abuse by elementary school students.
5. Kim, et al. (2016)	Descriptive study	162, 1,372	Teachers and 4th to 6th grade	To identify and compare the needs of elementary school students and teachers on sexual violence prevention education	The need for sexual violence prevention education	About 93.1% of elementary school students and 96.9% of teachers answered that sexual violence prevention education is necessary. However, only 53.2% of the students said that they were satisfied with the education that they received.	When developing sexual abuse prevention education programs for children, we should consider their educational needs.
6. KIm & Kang (2017)	Quasi-experimental design	E:39, C:50	5th grade	To assess the effectiveness of the Child Sexual Abuse Prevention Training (C-SAPE) program	Knowledge and selfprotective behaviors of child sexual abuse	There were significant differences in the mean difference (t=3.35, p=.001) between groups, especially in the self-defensive behavior category (t=2.64, p=.010).	The C-SAPE program can be considered as an effective method to improve elementary school students' self-defense behavior against sexual abuse.
7. Kim, et al. (2018)	One group posttest design	10	1st to 3rd grade	To develop a sexual abuse prevention education program using a hybrid application	-	The content was divided into six categories: definition of sexual abuse, methods of coping with sexual violence, situational responses, areas of high risk of sexual abuse, related groups, and a follow-up quiz.	Sexual abuse prevention programs using hybrid apps can be an effective way to educate elementary students.
8. Lee & Ha (2013)	Descriptive study	822, 389	Mothers and teachers	To analyze the myths of mothers and elementary school teachers on child sexual abuse to implement and recognize child preventive education	Myths on child sexual abuse and practice/per ception toward child sexual abuse prevention education	Mothers have had more myths about child sexual abuse than teachers.	It is necessary to emphasize the importance of parent and teacher roles to make child preventive education more effective.
9. Moon, et al. (2017)	Quasi-experimental design	E1:15, E2:15, C:15	2nd grade	To develop and evaluate the effectiveness of the Sexual Abuse Prevention (SAP) mobile application.	Recognition of sexual abuse and skills to avoid sexual abuse	After the app intervention, the awareness and skills to avoid sexual abuse increased immediately after training and four weeks later among the experimental group.	SAP_MobAPP can be considered an effective method for sexual abuse prevention education at school.
10. Yoon, et al. (2009)	One group pre-post test design	60	3rd to 4th grade	To evaluate the effectiveness of the Sexual Education Program	Sexual knowledge, sexual attitudes, and satisfaction with sex education	The education program was an effective method for increasing participants' sexual knowledge and changing their attitudes toward sex.	The school should systematically implement all the sex education programs from the lower grades to the upper grades so that efforts to improve the effectiveness of the program implementation should be made.
11. Yoon. (2008)	Descriptive study	1,210	Teachers	To analyze the needs and recognition of education to prevent childhood sexual abuse	Needs for recognition of sexual violence prevention content	The content and form of education to prevent sexual abuse of children varied greatly according to age, gender, years of work, work area, and relevant training experience.	Expand training opportunities for teachers on sexual violence prevention education, and provide proven programs and materials.
12. Yoon. (2010)	Descriptive study	300	2nd to 6th grade	To identify students' experiences and recognition of preventive education against sexual abuse.	Experience and awareness of sexual harassment and sexual violence prevention education	Sexual prevention education effects were low in boys and upper grades (4th to 6th grade). There was no significant difference in perception by gender and grade.	It is necessary to measure the awareness and prevention education programs of sexual abuse for children.

E=Experimental group; C=Control group.