BRIEF PROPOSAL

TITLE:

The Effects of Child Sexual Abuse on Behavior, Emotion and

Academic Performance in Primary School Students

NAME : NURUL FARHANA BINTI ZAINUDIN

SUPERVISOR’S NAME : PROF.MADYA DR. AZLINA KOSNIN

CO-SUPERVISOR’S NAME : DR. ZAKIAH MOHAMAD ASHARI

1.0 INTRODUCTION

Nowadays, cases of abuse against children became a widespread problem throughout

the country. There were many cases occurred including the reported or unreported ones.
According to Children and Young Person Act, child abuse can be defined as “intentionally
harm, abuse, ill-treatment and deprivation to any child and young person”. There are four
major types of abuses which are physical abuse, emotional abuse, sexual abuse and neglect.
Based on booklet of Child Abuse (what you need to know), physical abuse occurs when
children have non accidental trauma or injury to their physical, emotional abuse occurs when
child emotional, social and, cognitive impaired and threatened while neglect is occurs when
child basic necessities are neglect and affect their health and development. Lastly, sexual
abuse occurs when adult or stronger children engaging in sexual activity towards children
before maturation also involving physical, emotional and verbal abuse. That is why the study
will be focusing in sexual abuse out of other major types of abuses towards children.

Recently, Malaysians also expressed concern regarding a serial rapist, S. Selva Kumar
who deported to Malaysia after serving his sentence in Canada. He was charged for sexual act
towards the victim by using the drugs diluted in the drinks. His victims were not only a
grown up women, but also involving the children. In addition, according to the Bukit Aman
Sexual Investigation Unit, almost all sexual abuse victims know the perpetrators of sexual
abuse act. Based on statistics between 2005 and 2015 showed consistently that 91 percent of
child abuser are known to the victim. In addition, the cases of sexual abuse mostly committed
by individuals who are closest to and trusted by the victim, especially family members
(Finkelhor,1986). Furthermore, according to Minister of Women, Family and Community
Development, there were a total of 5,052 cases of child sexual abuse reported in the country
in the last five years and most of the offenders were parents, guardians or people close to
them. She also emphasis that “although not all cases of sexual abuse involving pedophilia,
indicating the threat of rising cases should be given serious attention’.

Child sexual abuse solely victims are the child itself which is why it is called child
sexual abuse. Many past studies and statistics has stated that the abuser mostly are the
closest person to the children which makes the number of unreported cases remain unknown
due to the fear of children to report that cases. During childhood, it was a stage where the
development occur whether on emotional, behavior or psychosocial. The relationship
between the closest people with the children plays an important role in child development as
well as their life environment and it also affect the outcome of children emotional and
behavior (Bronfenbrenner, 1994). Therefore, it is very important to keep the healthy
environment for the children in growing up process. Unfortunately, according to Hlupo and
Tsikira (2013), child sexual abuse contribute a negative effects on interpersonal functioning
as well as social on primary school students. In addition, child sexual abuse also gives
negative impacts towards emotional and behavior of children (Chinyoka and Ganga, 2011).
Therefore, the researcher is proposed to conduct this study by choosing the primary school
students as the main sample to explore the effects of child sexual abuse on behavior, emotion,
social and academic performance.

2.0 BACKGROUND OF STUDY

2.1 Introduction

Child sexual abuse is becoming a serious cases from year to year. The statistics of
reported cases keep increasing every year and the limited number of studies on the effects of
child sexual abuse focusing to the primary school students made the researcher want to
conduct this study. Therefore, the purpose of this research is to study the psychosocial effects
of child sexual abuse on behavior, social, emotion and academic performance of primary
school students in Malaysia.

2.2 Child Abuse

Child abuse can be a single incident, or can be a number of different incidents that
take place over time. Under the Child Protection Act 1999, it does not matter how much a
child is harmed, but whether a child has suffered harm, is suffering harm, or is at risk of
suffering harm and does not have a parent able and willing to protect them from harm it will
consider as abuse. According to Leeb et.al (2008) “There are four major categories of child
abuse: regret, physical abuse psychological or emotional abuse and sexual abuse, child
maltreatment as any act as series of acts of commission by a parent or other caregiver that
results in harm, potential of harm, or threat of harm to a child “.

The Centers for Disease Control and Prevention (CDC) define physical abuse against
children as “the intentional use of physical force against a child that results in, or has the
potential to result in, physical injury” (Leeb, Paulozzi, Melanson, Simon, & Arias, 2008).
There are many types of physical abuse such as spanking, punching, kicking and using
harming tools. Furthermore, there were many cases of physical abuse that end up the death of
the children.

According to Norman (2012), emotional abuse is the failure of caregiver to provide

appropriate development and supportive environment. As a result, it may give a negative
impacts towards children’s spiritual, mental health, social and physical development. The
examples of emotional abuse are threatening, frightening and pattern of belittling.

The third types of major abuse is neglect or regret the children. According to Norman
(2012), neglect is a failure of caregiver to provide the development and well-being of the
children including the shelter, health, education, nutrition and many more. If the children are
being neglect it will gives negative impacts towards their development especially their
physical health.

For the sexual abuse also the last types of major abuse, it will be explained further in
next section in detailed. That is because, the child sexual abuse will be the main focus in this
study.

2.3 Child Sexual Abuse

There are many definitions of child sexual abuse and one of that is the definition from
World Health Organisation (WHO) that defines child sexual abuse as:

“The involvement of a child in sexual activity that he or she does not fully comprehend, is
unable to give informed consent to, or for which the child is not developmentally prepared,
or else that violate the laws or social taboos of society. Children can be sexually abused by
adults or other children who are – by virtue of their age or stage of development – in a
position of responsibility, trust, or power over the victim” (World Health Organisation, 2006:
p.10).

The WHO definitions also stress that sexual abuse is also perpetrated by other children. This
is important for people working with children to recognize.

According to Deblinger, Behl, and Glickman (2006), child sexual abuse is occur when
an adult or an older child interacting with a child for sexual stimulation of the perpetrator or
another person. Child sexual abuse includes exposing children to age-inappropriate sexual
interactions, which include showing children adult sexual acts, simulated intercourse,
fondling, oral-genital contact and digital or penile penetration of the vagina or anus
(Deblinger et al., 2006). According to Chen, Dunna and Hen (2006), child sexual abuse
can be defined as “either non-physical contact Child Sexual Abuse (CSA) (e.g., adults
exposed their genitals to a child; adults masturbated in front of a child) or physical contact
CSA (e.g., adults touched a child’s genitals with their mouth; adults had intercourse with a
child)”. Based on both definition, it can be concluded that there are two types of child sexual
abuse which are non-physical contact and physical contact to the children.

For this study, the researcher will focusing on both types of child sexual abuse which
are physical contact and non-physical contact. The researcher will conduct an interview with
the children to explore their experience in child sexual abuse whether they were being abused
by physical contact or non-physical contact. The methodology will be discussed further in
methodology section.

2.4 Bronfenbrenner’s Psychosocial Theory

Figure 1: Bronfenbrenner’s Ecological Theory

 Based on figure 1, this is the psychosocial theory introduced by Urie Bronfenbrenner
in his book of The Ecology of Human Development known as Bronfenbrenner’s Ecological
Theory. This theory is using an environment and individual interaction between the layers of
each system. There are total of five layers in this theory which are microsystem, mesosystem,
exosystem, macrosystem and chronosystem while the individual is in the inside of these
layers (Bronfenbrenner, 1979). For each layers, there are different types of elements and
settings for the children.

Microsystem, is the first layer in the ecological theory which is the immediate context
to the children. The setting for this system is such as at home and school. The children
interaction or relationship with parents, family, peers and teacher will affect the outcomes of
children’s psychosocial development (Bronfenbrenner, 1979).

For the second layer, it is the mesosytem which is the interaction between the
elements in microsystem. For example, the interaction between the teacher and the parents
and the interaction between the peers and the parents. If they have good relationship it will
produce positive experience or development to the children.

Exosystem is the third layer in the ecological theory which the exterior setting from
the children or the setting outside the children world such as parents workplace
(Bronfenbrenner, 1979). For example, if the parents have a very tough work that affect the
parents when they going back home, it will gives negative experience towards the children
but if the parents workplace increase the salary of the parents, the children also will affected
with it even though the children are not directly interact with that setting.

Forth layer is the macrosystem which is the largest system and surrounding around
children but still gives influence to them. Macrosystem is cultural environment that affects
the human life through religion or socioeconomic status. For example, if the children lives in
low socio-economic it will gives different experience compare to the high socio economic
status. It also same with if children who have been sexually abused and lives in religious
family, it will have different effects than living in non-religious family. These example is to
help better understanding about macrosystem.

The final layer is chronosystem which is the ttransitions over the life course whether
internally or externally. For example, internally is the changes inside the children themselves
when they reach their puberty their way to react to certain things maybe different and for
externally is the parents separation may affect the children for the first or second year but the
children will become normal again after several years because of adaptation to the situation
(Bronfrenbrenner, 1979).

2.5 Past Studies on the Effects of Child Sexual Abuse

There are many past studies on the effects of child sexual abuse on behavior, emotion,
social and academic performance. For the effects on behavior, the study involving the
children aged 4 until 14 years old showed that those with a history of sexual abuse had
significantly greater externalizing and internalizing problems over time compared those
without sexual abuse histories (Lewis, McElroy, Harlaar, & Runyan, 2016). The study about
the sexually abused children aged 2 to 12 years old stated that the results for externalizing
behaviour in terms of sexual intercourse, both gender boys and girls shown indirect effect
from CSA to sexual intercourse (Jones et al., 2013). The externalizing and internalizing
behaviour can be defined as under controlled and over controlled, of behaviour, emotion and
thoughts respectively (Achenbach et. al, 1991). The example of internalizing behaviour are
shame and guilt while externalizing behaviour are delinquency and truancy.

For the effects of child sexual abuse on emotion, the study towards children aged 6
until 13 years old has found that the sexually abused children with more serious and long
duration of trauma were found to have more serious impact to their emotional regulation
ability (Choi & Oh, 2014). The study of children aged 3 to 7 years old also stated that
sexually abused children shown more emotional liability/ negativity and had lower emotion
regulation competencies compare to non-abused children (Séguin-Lemire, Hébert, Cossette,
& Langevin, 2017). Emotion regulation has been defined as ‘‘the extrinsic and intrinsic
processes responsible for monitoring, evaluating, and modifying emotional re- actions,
especially their intensive and temporal features, to accomplish one’s goals’’(Langevin,
Cossette, & H??bert, 2016).

There are many studies about the effects of child sexual abuse on social and one of the
study found that suicidal behaviour was more frequently in victims exposed to abuse
involving contact and penetration and also experienced SA more than one (Soylu & Alpaslan,
2013). The study was conducted on students aged 12 to 18 years old. Other past study also
found that child sexual abuse was associated with suicide attempter status as well as the
frequency of previous suicide attempts (Stewart et al., 2015).
 Past studies on the effects of child sexual abuse towards academic performance is the
study involving the teacher’s observation which is four teachers claim that the students
shown inconsistency in their performance, absent mindness, lack of confidence, difficulty in
grasping concepts, low participation during oral lesson and unwillingness to take part in co-
curricular activities (Mugabe, 2016). Another past studies also stated that the abuse of
children has a significant relationship with their academic performance (Adigeb & Mbua,
2015). There are differences between academic achievement and academic performance and
this study will focusing on academic performance. Academic achievement is the
accomplishment at the end of the course while academic performance is the observed
behaviour in achieving specific task (Yusuf, 2002).

There are very limited studies regarding the effects of child sexual abuse in Malaysia.
Based on the study from Ahmad (2007), the findings showed that all victims were critically
depressed. There are various behavioural indicators are shown by the victim, for example
stress, easy inflammation, truancy, difficulty in focusing in education, declining in lessons,
sleep disorders, nutritional disorders and suicide attempts. Another study by Mustaffa (2012),
the findings show that respondents (subjects) are much encouraged towards the psychological
effects which include stress, depression and trauma experienced by the victim when dealing
with the incident and also the self-adjustment method performed by the respondents.

Therefore, these are the past studies regarding the effects of child sexual abuse on
behaviour, emotion, social and academic performance.

3.0 PROBLEM STATEMENT

Sexual abuse cases is increasing through year based on the statistics mention before.
The number of cases are not include the unreported cases. According to Minister of Women,
Family and community development, there are approximately 5,052 cases of child sexual
abuse reported in the country for the last five years and 10,575 cases reported between 2013
and July 2016. The number of cases is quite high which make the netizens who were aware
about this cases anxious and worry.

Based on the past studies and past reading from the researcher regarding this topic,
the highest number of effects on child sexual abuse is social and followed by behavior,
emotion and academic performance. The huge number of past studies been done showed that
this phenomenon has become as more serious problem. Furthermore, although there are many
past studies internationally but in Malaysia the number is quite limited and difficult to reach.
This is shown that the Malaysian are not well aware about this very serious phenomenon.
Therefore, the researcher want to conduct this study on the psychosocial effects of child
sexual abuse on behavior, emotion, social and academic performance in primary school
students.

4.0 RESEARCH OBJECTIVES

In order to achieve the goal of this research, the following research objectives are set:

4.1 To explore the impacts of child sexual abuse on behavior towards primary school
students.

4.2 To explore the impacts of child sexual abuse on emotion towards primary school
students.

4.3 To explore the impacts of child sexual abuse on social towards primary school
students.

4.4 To explore the impacts of child sexual abuse on academic performance towards
primary school students.

5.0 RESEARCH QUESTIONS

These are the five research questions that will be answer in this study:

5.1 What is the impacts of child sexual abuse on behavior towards primary school
students?

5.2 What is the impacts of child sexual abuse on emotion towards primary school
students?

5.3 What is the impacts of child sexual abuse on social towards primary school
students?

5.4 What is the impacts of child sexual abuse on academic performance towards
primary school students?
6.0 THEORETICAL FRAMEWORK

In this research, the researcher are proposing to adapt the Bronfenbrenner’s ecological
system theory as the framework for this study. This is because based on the study from
(Cichatti & Banny, 2014), they stated that the child sexual abuse gives a negative impact to
the individual development and while the ecological theory were developed to understand
human development (Bronfenbrenner, 1977). Therefore, this theory is appropriate for this
study in finding the effects of child sexual abuse because before discovery the effects, the
child development and how the development system and environment affects the children
should be understand. Furthermore, according to Bronfenbrenner (1967), this ecological
theory suggested that the environment as an interactive system set nested into one another
which means all the system are related to the individual.

The ecological theory also known as psychosocial theory consists of five system
which are microsystem, mesosystem, exosystem, macrosystem and chronosystem
(Bronfenbrenner, 1994) as been explained before. For each of the system, the researcher will
only focusing several elements. Based on the figure below, for the microsystem the
researcher will be focusing on parents, teacher and peers. Then, mesosystem is the interacting
between the microsystem elements. Exosystem will be focusing on parent’s workplace,
macrosystem will be focusing on socio-economic and culture, and lastly the chronosystem
will be focusing on parent’s separation.
 Behavior

Macrosystem
Microsystem Exosystem
-Culture
-Parents -Parents’ Emotion
Primary school -Socio-
-Teacher Workplace
student economic
-Peers

Chronosystem: Parents’ Separation

Social

Academic
Performance

Figure 2: Theoretical Framework

7.0 METHODOLOGY

7.1 Research Design

Burns and Grove (2003) define a research design as “a blueprint for conducting a study with
maximum control over factors that may interfere with the validity of the findings”. Parahoo
(1997) describes a research design as “a plan that describes how, when and where data are to
be collected and analysed”. Polit et al (2001) define a research design as “the researcher’s
overall for answering the research question or testing the research hypothesis”. There are
three types of research design which are qualitative, quantitative and mixed method and in
each of these design consists of numerous types of research method.

Therefore, for this study a qualitative phenomenological case study will be adopt to
describe the phenomena of this child sexual abuse study in words. Phenomenological study is
a research method which the researcher need to immerse or put himself into the world of the
person they want to study (Chinyoka, 2013). The researcher propose to use this type of
method because it is suitable for this topic of study which is focusing on phenomena of child
sexual abuse. Furthermore, due to the limitation number of sample this type of research
design are appropriate and the researcher will able to focus in depth towards the samples.

There were many studies regarding this topic that has been used this type of research
design. For an example, the study from (Alaggia & Millington, 2008) about the male child
sexual abuse where these researcher study about the experience of the 14 males who have
been sexually abused. They use this type of research design to understanding in depth about
their experience and the effects after the abuse whether the victims will tend to victimization.
Based on the example of study, it showed that this study appropriate in using this
phenomenological research design to study the students in depth and understanding more
about them.

7.2 Sampling

For the sampling the researcher propose to focus on southern area in Malaysia. This is
because according to Women, Family and Community Development Minister Rohani Abdul
Karim, the highest number of sexual abuse including children is in Johor with 2089 cases
recorded until this year. Therefore, the researcher will locate the schools which have the
victim of child sexual abuse in collaboration with Jabatan Kebajikan Masyarakat and
Jabatan Pelajaran Negeri Johor.
 For the sampling method, the researcher proposed to use purposive sampling method.
According to Cresswell and Plano Clark (2011), purposive sampling is selecting the sample
who are experienced and knowledgeable about the study area or phenomenon. Purposive
sampling also being used in the qualitative study especially when there are limited number of
sample. For this study, the topic is quite sensitive so that the researcher aware about the
culture in this country which have very high sensitivity about sexual issues. Therefore, the
purposive sampling will be selected as a technique for this study in choosing the sample. The
researcher suggest to select a classroom teacher, three primary students together with their
father or mother, with different races which are Malay, Chinese and Indian. This is due to
Bronfenbrenner’s ecological theory which have macrosystem that are focusing on culture. In
Malaysia, three main races are Malay, Chinese and India so that is why only three races will
be choose (Gross et al., 1999).

7.3 Instrumentation

The research design for this study is qualitative research design so the researcher
decided to conduct a semi-structured and in depth interview that will be discussed in
procedure section. For the instrumentation, the researcher will develop the interview protocol
based on theoretical framework. According to Patton (2015), interview protocol gives
advantages to the interviewer for keeping the interview session in track, be a guidelines for
the interview session and helping the interviewer to use the limited time wisely. Therefore,
the interview protocol will be develop later due to time consuming for the development
process.

7.4 Procedure

In conducting this research to work smoothly, below is the proposed procedure that
will be used. The process is starting with sampling to select the participants and the
explanation about the studies. Then, the interview session will be conducted in five stages
starting by building the rapport and following with another four interview session. The
process will be explained further below.
 Sampling

Development of
interview protocol

Inform Consent

Explanation about the

studies

Stage 1 : Building
rapport

Stage 2: Semi structured

interview with students

Stage 3: Semi-structured
interview with teacher

Stage 4: Semi-structured
interview with parents

Stage 5: In-depth
interview with students

Data Analysis

Figure 3: Research Procedure

Sampling. As mention above the students will be selected purposely to meet the
criteria for this study. The samples will be consists of students from different races.

Development of interview protocol. The interview protocol will be develop by the

researcher to ensure the interview session achieve the research objective, keeping the
interview on track and helping for time management during session.

Inform Consent. The researcher will get the inform consent or permission from the
parents, teacher and students, and also will inform the confidentiality and the identity of
samples will not be revealed.
 Explanation of this studies. The researcher will explain the aim and background of
this study also inform the participants that all the interview session will be audio and video
recorded.

Building rapport. The researcher will build a rapport with the participants so that
there will no barrier during the interview session. Rapport is putting oneself to another for
understanding and positive relationship (Brandi & Matthew, 2010). The researcher also need
to make the participants build a trust so that they will open up to answer the interview
question later.

Semi structured interview with students. The type of interview will be use is
structured interview which is the researcher will ask the same questions to all participants to
ensure the interview is on the track. The researcher will ask their relationship with parents,
siblings, peer and teachers for this stage.

Semi structured interview with teacher. For this stage, the researcher will interview
the teacher to explore the behavior and academic performance of the students in school. The
classroom teacher will be selected because they spend more time with that particular student
compare to the subject teacher. The researcher also will ask the teacher’s relationship with
that students and their parents. Semi-structured interview will be used to keep the researcher
on the track.

Semi structured interview with parents. For this stage, the researcher will interview
the parents by asking their relationship with the children and the teacher at school. The
researcher also will ask about the participants’ behavior at home and their workplace
environment.

In-depth interview with students. For this stage, the researcher will ask the
professional to interview about their sexual abuse experience and the effects they realized
happen to them. The researcher will observe the interview session while the professional
interviewing the students.

Data Analysis. The data analysis for this study will be explained below in other
section.
7.5 Data Analysis

The type of data analysis will be used in this study is thematic analysis which is
common in qualitative research design. According to Braun and Clerk (2006), thematic
analysis is “a method for identifying, analysing and reporting patterns (themes) within data”.
The researcher want to use this type of data analysis to explore the actual phenomena and
effects of child sexual abuse towards the sample. This is parallel with the study of (Ten Have,
2004) stated that thematic analysis is to find out the actual behaviour, attitudes and motives of
the people experience the phenomena. These are the phases of thematic analysis will be used
in this study.

Table 1: Thematic analysis phases and descriptions (Braun & Clarke, 2006)

Phases Descriptions
Familiarising with data Transcribing data, reading and rereading the
data, noting down initial ideas.
Generating initial codes Coding interesting features of the data
systematically across the entire data set,
collating data relevant to each code.
Searching for themes Collating codes into potential themes,
gathering all data relevant to each potential
theme.
Reviewing themes Checking if the themes work in relation to
the coded extracts and the entire data set,
generating a thematic map.
Defining and naming themes Ongoing analysis for refining the specifics
of each theme and the overall story that the
analysis tells, generating clear definitions
and names for each theme.
Producing the report The final opportunity for analysis. Selection
of vivid, compelling extract examples, final
analysis of selected extracts, relating back
of the analysis to the research question and
literature, producing a report of the analysis.
8.0 EXPECTED FINDINGS

For expected findings, supposedly the qualitative research unable to have prior or
expectation for the findings. But, the researcher will explain briefly for the expected findings
which were divided into four research objectives. The expected findings are based on the past
studies obtained.

Table 2: The research objective and expected findings

Research Objective Expected Findings

8.1 To explore the impacts of child sexual The researcher will came out with the
abuse on behavior towards primary school themes about student’s behavior in school
students. such as delinquency, vandalism and truancy.

8.2 To explore the impacts of child sexual The researcher will came out with the
abuse on emotion towards primary school themes about student’s emotion such as low
students. emotion regulation, depression, shame and
guilt.

8.3 To explore the impacts of child sexual The researcher will came out with the
abuse on social towards primary school themes about students social such as having
students. suicidal ideation or suicidal attempt.

8.4 To explore the impacts of child sexual The researcher will came out with the
abuse on academic performance towards themes about student’s academic
primary school students. performance in school such as passiveness in
classroom, sleeping in class and avoid
participation on class activities.
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