This study explores primary school teachers' perceptions and attitudes towards childhood sexuality and the teaching of sexuality education at primary school level.Three focus group discussions were conducted with primary school teachers at three different schools.The findings indicated that teachers believe that all children have a sexuality but they differ as from what age children become sexual. Some teachers reported that they experience difficulties with parents and members of the community when teaching sexuality education at school. Further, teachers' understanding of sexuality is gendered, believing that boys and girls develop and experience their sexuality in different ways. Teachers also indicated that they use the correct names and concepts relating to sexuality when teaching, but during the focus group discussions they experienced difficulty in doing so. Teachers reported a lot of cases of childhood sexual abuse, relating in some teachers viewing sexuality as similar to sex and within the negative framework of abuse. The study concluded with a plea from all the teachers for the effective training and education relating to sexuality that includes parents and the community

Teachers’ attitudes have been a subject of study and interest for many years. Originally published in 1986, this bibliography attempts to review the large field of research between the years 1965 and 1984. To identify all the sources of information, and to list documents that discuss research on teachers’ attitudes. It does not include an assessment of the quality of the research reported in the listed documents, however, the value is in its comprehensiveness. Users of the bibliography can locate the listed studies and then evaluate the studies using criteria relevant to their individual purposes.

Child Sexual Abuse: Forensic Issues in Evidence, Impact, and Management covers the issue of child sexual abuse from several viewpoints. The book approaches child abuse from both victimization and offender perspectives, offering applied perspectives from experts and practitioners in the field, including discussions on policing, child safety and intelligence. This is a significant divergence from the literature most commonly provided in the market. Other sections cover psychological, physical abuse, and neglect, protective factors (at individual and community levels), recognition, responses, biopsychosocial outcomes (dealt with in discrete chapters), public policy, prevention, institutional abuse, children and corrections, treatment, management, and much more. Approaches child sexual abuse from both victimization and offending perspectives Comprised of both empirical scholarship and applied material from global experts and practitioners Includes significant advances in areas such as disclosure, the neurological effects of child abuse, neuroplasticity, trafficking, and online and virtual child abuse

The authors offer valuable information regarding normal sexual development, knowledge, and behavior in children and adolescents crucial to the assessment and treatment of sexual problems. Topics include normal sexual development, sexuality and developmental disability, gender identity disorder, and much more.