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Sys ema ic Re iew: S a egies o Reduce he
Risk o Online Child Sexual Abuse
Héc o Galindo-Dominguez1, Nahia Delgado de F u os 1,
Ma ín Sainz De-la-Maza1, Daniel Losada 1
1 Uni e sidad del País Vasco
Spain
Co espondence: Héc o Galindo-Dominguez. Uni e sidad del País Vasco (España).
E-mail: hec o [email protected]
© Uni e sidad de Alme ía and Ilus e Colegio O icial de la Psicología de Andalucía O ien al (Spain)
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672 Elec onic Jou nal o Resea ch in Educa ional Psychology, 22 (4), 671-698. ISSN: 1696-2095. 2024. no. 64
Abs ac
Wi h he ad en o new echnologies, cases o online child sexual abuse ha e become
no o iously widesp ead, ende ing i necessa y o bo h eache s and pa en s o know how o
deal wi h his phenomenon. The aim o his s udy was o ind ou which we e he main in e -
en ions and s a egies ha bo h eache s and pa en s could apply wi hin hei immedia e en-
i onmen o educe he isk o online child sexual ha assmen . Using he PRISMA app oach
o sys ema ic e iews, all li e a u e abou s a egies and in e en ions o educing he isk o
online child sexual abuse om a a ie y o da abases was analyzed. When possible, Cohen’s d
was used o measu e he e ec size o he in e en ions. Based on 38 included pape s ou o a
o al o 5644, i was ound 13 s a egies ha eache s could commonly use wi h hei s uden s,
such as eading eal-li e es imonies o g ooming, as well as 7 s a egies ha pa en s could
commonly use wi h hei child en, such as es ablishing ules abou he use o he in e ne . The
e ec sizes showed a educ ion in he p e alence o g ooming [Expe imen al (d = -.71 o -
.03); Con ol (d = .00 o .50)] and an inc ease in knowledge and a i udes [Expe imen al (d =
.45 o 1.66); Con ol (d = -.03 o .22)] in a o o he s uden s ha pa icipa ed in he in e en-
ions. The p esen esul s sugges ha using hese kind o in e en ions and s a egies may
b ing posi i e esul s o child en and eenage s in o de o p e en and cope wi h online child
sexual abuse.
Keywo ds: g ooming, online sexual abuse, in e en ion, s a egies, sys ema ic e iew
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Resumen
Con el desa ollo de las nue as ecnologías, los casos de abuso sexual in an il online
se han ex endido no o iamen e, po lo que es necesa io que an o p o eso es como pad es se-
pan cómo a on a es e enómeno. El obje i o de es e es udio ha sido a e igua cuáles son las
p incipales in e enciones y es a egias que an o el p o eso ado como los pad es pueden apli-
ca en su en o no inmedia o pa a educi el iesgo de acoso sexual in an il en línea. Se ha u i-
lizado el en oque PRISMA pa a e isiones sis emá icas, analizando oda la li e a u a sob e
es a egias e in e enciones pa a educi el iesgo de abuso sexual in an il en línea p oceden e
de di e sas bases de da os. También se ha u ilizado la d de Cohen pa a medi el amaño del
e ec o de las in e enciones. Sob e la base de 38 a ículos incluidos de un o al de 5644 anali-
zados, se encon a on 13 es a egias que los docen es pueden u iliza habi ualmen e con su
alumnado, como la lec u a de es imonios eales de cap ación de meno es, así como 7 es a e-
gias que los pad es pueden u iliza con sus hijos, como el es ablecimien o de no mas sob e el
uso de In e ne . Los amaños del e ec o mos a on una educción de la p e alencia del g oo-
ming [Expe imen al (d = -,71 a -,03); Con ol (d = 0,00 a 0,50)] y un aumen o de los conoci-
mien os y ac i udes [Expe imen al (d = 0,45 a 1,66); Con ol (d = -,03 a 0,22)] a a o de los
alumnos que pa icipa on en las in e enciones. Los p esen es esul ados sugie en que el uso
de es e ipo de in e enciones y es a egias puede apo a esul ados posi i os pa a los niños y
adolescen es con el in de p e eni y hace en e al abuso sexual in an il online.
Palab as cla e: g ooming, abuso sexual en línea, in e ención, es a egias, e isión sis emá-
ica
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In oduc ion
Child Sexual Abuse (CSA), acco ding o Finkelho (1999), is a sexual encoun e wi h
a child when he pa ne has a la ge age o ma u i y gap, has au ho i y o e he child, o u iliz-
es iolence o icke y. Sexual ha assmen , solici a ion, g ooming, and exploi a ion a e some
examples o CSA (Quayle e al., 2012) and whe eas a ious ypes o abuse can begin en i ely
o line, hey can also occu online (Pa e son e al., 2022). On his poin , due o he ac ha
ou socie y's echnological g ow h in which 23% o ou adolescen s epo ed using he in e -
ne h ee o mo e hou s pe day (Oli a e al., 2019), online child sexual abuse (OCSA) is be-
coming inc easingly common. Indeed, OCSA can be unde s ood as “a p ocess by which an
adul , using digi al media, a ge s a mino o ob ain sexual ma e ial o o sexually abuse he
adolescen ” (Cal e e e al., 2021). The leng h o his p ocess can be a ied, anging om a
ew days o yea s (Wachs e al., 2018).
Jones e al. (2012) su eyed unde age s uden s in he Uni ed S a es and disco e ed ha
9% o adolescen s om hei ea ly adolescence (10 yea s old) o la e adolescence (17 yea s
old) had been sexualed solici ed by adul s. Likewise, in Spain, 12.6% o unde age s uden s
had ecei ed sexual solici a ions om an adul o e he in e ne in he p e ious yea , and
7.9% o hem had some sexual engagemen wi h an adul ia he in e ne (De San is eban &
Gámez-Guadix, 2018b), al hough mo e conse a i e s udies sugges ha he p e alence o
OCSA is be ween 5% and 9% in adolescen s aged 10-17 yea s (Be gen e al., 2014).
Pe sonal cha ac e is ics
Wi h ega d o pe sonal cha ac e is ics, Cal e e e al. (2021b) s a ed ha iden i ying
indi idual cha ac e is ics ha inc ease he likelihood o eac ing wi h isky beha io s, such as
sha ing sexual ma e ial wi h he o ende , is ele an in o de o de elop mo e solid p e en-
i e in e en ions. In his ega d, he li e a u e poin ed ou how emales expe ienced mo e
OCSA han males, bu emales we e less in ol ed han boys in sexualized in e ac ions (e.g.,
Aljuboo i e al., 2021; Cal e e e al., 2021b; Gámez-Guadix e al., 2021b). None heless,
Aljuboo i e al. (2021) e ealed ha online isk beha io s we e a p edic o o online sexual
abuse in bo h males and emales.
In addi ion, p e ious li e a u e s a ed ha younge adolescen s we e a highe isk o
OCSA, possibly due o hei lack o ma u i y and expe ience (Cal e e e al., 2021b). Howe -
e , his las inding is s ill being discussed as o he s udies poin ed ou how o ende s applied
Sys ema ic Re iew: S a egies o Reduce he Risk o Online Child Sexual Abuse
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mo e g ooming s a egies wi h olde adolescen s (Gámez-Guadix e al., 2021b; Jones e al.,
2012).
Consecuences
The consequences o su e ing om OCSA ha e been ano he opic ha has been
widely discussed in he li e a u e. Some s udies e ealed ha adolescen s ha we e ic ims o
online sexual abuse p esen ed mo e equen isk beha io , poo e psychological heal h, like
anxie y and dep ession, poo e ela ionships wi h pa en s and lowe sel -es eem (Gámez-
Guadix e al., 2021b; Jonsson e al., 2019). In ac , Nu e al. (2015) showed ha ic ims o
OCSA we e 4.21 imes mo e likely o de elop a psychopa hology, 3.77 imes mo e likely o
ha e dep ession, and 2.14 imes mo e likely o de elop a pos - auma ic s ess diso de as a
consequence o sexual abuse.
Da a ela ed o online child sexual abuse
One o he main p oblems o OCSA is he lack o in o ma ion ha mos adolescen s
ha e abou his phenomenon. Fo example, ecen s udies showed ha a high pe cen age o
adolescen s hough ha OCSA is only su e ed by gi ls, ha only boys a e pe pe a o s, o
ha pe pe a o s a e easily ecognizable (Mon iel, 2018). On his opic, he esea ch by Gue a
e al. (2021) showed how in 37.6% o he ime he agg esso was a mino male, in 22.4% o
he ime i was an adul male, in 14.5% o he ime i was a mino emale, in 2.9% o he ime
i was an adul emale, and in 22.5% o he ime he agg esso could no be iden i ied. This
s udy shed some ligh on how, despi e being ue ha in a high pe cen age o cases i is men
who commi he OCSA, in some cases emales a e also pe pe a o s and ha in almos 1 ou
o 4 cases o OCSA he agg esso canno be ecognized. Based on he e oneous belie s o
child en and adolescen s, p e ious s udies (e.g., Cal e e e al., 2021; Gámez-Guadix e al.,
2018a; 2021a) e ealed a high associa ion be ween sexual solici a ion (i.e., an adul solici s
sexual con en om a mino ) and he beha io o es ablishing isk in e ac ions wi h he adul .
P e en i e in e en ions
As a esul , he educa ional communi y has been o ced o design and implemen a se-
ies o p e en i e in e en ions wi h he aim o educing unsa e beha io on he In e ne (Cal-
e e e al., 2021). In ac , p e ious wo ks ha e highligh ed ha educa ion and awa eness may
p e en 95% o online sexual abuse (Child Moles a ion Resea ch and P e en ion Ins i u e,
n.d.) ema king he ele ance o pe o ming solid p e en ing in e en ions. These in e en-
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ions, as s a ed se e al yea s ago by Wu ele e al. (1992), should ake in o accoun he ain-
ing om bo h mino s’ eache s and pa en s in o de o gi e hem (1) mo e oppo uni ies o
ecei e eedback on he p og amme; (2) mo e con idence disclosing sexual abuse o he pa -
en s; and (3) and mo e suppo when discussing his issue a oiding sec ecy.
Howe e , he e a e imes when implemen ing hese in e en ions in an adolescen
popula ion can be pa icula ly challenging. This is because many p e en i e in e en ions a e
based on heo ies o decision-making, meaning ha such in e en ions a e based on he as-
sump ion ha adolescen s will easily change hei beha io when gi en in o ma ion abou
In e ne isks. Howe e , in ce ain cha ac e is ics, adolescen s, compa ed o child en, may
exhibi beha io ha is con a y o expec a ions when hey pe cei e ha hei au onomy is no
ecognized (Yeage e al., 2018). Thus, i an adolescen pe cei es ha an adul is ying o
change hei beha io in a way ha a ec s hei au onomy, hey may espond wi h a oidance
s a egies, such as igno ing o c i icizing he in o ma ion ecei ed (Sweeney & Moye , 2015).
To add ess his p oblem, a new app oach o in e en ions, known as "wise in e en-
ions", has been in oduced in ecen yea s (Cal e e e al., 2021). These ypes o in e en ions,
based on he p inciples o pe suasion, may be help ul o eache s on he g ounds ha hey a e
no in e en ions based on wha beha io a pe son necessa ily adop s, bu a e a p ocess o
sea ching o meaning based on (1) he accu acy o hei in e p e a ions, (2) he need o o h-
e s o hink well o us, and (3) he need o belong o a communi y and con ibu e posi i ely o
he li es o o he s; he subjec independen ly adop s he expec ed beha io (B ady e al., 2016;
Sil e man e al., 2013). Some e ec s o hese ypes o in e en ions ha e al eady been s ud-
ied, wi h sho - and long- e m beha io al changes obse ed, such as imp o emen s in aca-
demic pe o mance (B isson e al., 2017); educ ion o dep ession (Miu & Yeage , 2015); and
a educ ion o iolen beha io s (Cal e e e al., 2019; Fe nández-González e al., 2020).
Pu pose o he s udy
F om p e ious li e a u e we may asce ain, i s ly, he necessi y o inc easing p o es-
sional and communi y knowledge o he possible haza ds linked wi h digi al echnology and
sexual abuse (Nu e al., 2015). Indeed, UNESCO (2015) obse ed how eache s om a ious
coun ies ha e a meaning ul lack o any ype o guidance supe ision o epo ing ecommen-
da ions o disclosu e o sexual abuse, and hence, his could lead o poo o inadequa e ain-
ing p ocesses o p e-se ice and in-se ice eache s (Ma in & Alaggia, 2013).
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Second, some s udies poin ed ou ha in o de o deal wi h Online Sexual Abuse,
schools should inco po a e p e en a i e e idence-based ini ia i es and p og ams ha a oid
gene ic and b oad messaging, as you h digi al in e ac ions ha e become inc easingly wide-
sp ead (Coop e al., 2021; O ega-Ba on e al., 2022; UNICEF, 2020). Essen ially, he ele-
ance o such p og ams lies in hei special cha ac e is ics: he abili y o each la ge numbe s
o s uden s a once, a ela i ely low cos , high po en ial bene i , and low o nil s igma iza ion
o s uden s who a e mos a isk (B own & Saied-Tessie , 2015; Cal e e e al., 2022; Mo a &
Mani a, 2021; Walsh e al., 2015).
Thi d, as obse ed by Au ho e al. (2022a), one o he main easons why eache s
we e no in ol ed in educa ional esea ch was due o he di icul y in ans e ing he esul s
o hei closes en i onmen s. The e o e, i is necessa y o ca y ou bo h heo e ical and em-
pi ical s udies whose esul s ha e signi ican implica ions o he daily p ac ice o eache s,
especially o hose o Ea ly Childhood, P ima y and Seconda y Educa ion, who we e he
leas in ol ed and leas compe en in educa ional esea ch (Au ho e al., 2022b).
Objec i es and Hypo hesis
Based on he abo e, wo c i e ia a e conside ed as he main objec i es o he cu en
s udy. Speci ically, his s udy aims o iden i y he main in e en ions and s a egies eache s
used wi h child en and adolescen s o p e en and educe he isk o online sexual abuse, as
well as iden i ying he main in e en ions and s a egies used by pa en s wi h child en and
adolescen s o p e en and educe he isk o online sexual abuse. The main hypo hesis is ha
he use and implemen a ion o in e en ions and s a egies by eache s and pa en s can help
p e en online child and adolescen sexual abuse.
Me hod
Documen a y Sea ch
In o de o achie e he aims o his s udy, a deep analysis o he mos ele an na ional
and in e na ional da abases was ca ied ou . Speci ically, he sys ema ic e iew was pe -
o med using Web o Science, Scopus, InCi es, P oQues , ScienceDi ec , Sp inge Link, Psyc,
EBSCOHos , ACM, IEEE Xplo e Digi al Lib a y, Eme ald Insigh , DOAJ, Google Schola ,
PubMed, Resea chGa e, SciELO and Dialne . Wi hin hese da abases, he sea ch o docu-
men s did no ha e a speci ic s a da e bu had a deadline o Oc obe 2022. These da abases
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we e selec ed since hey compile in o ma ion om he mos p es igious and impac ul scien-
i ic jou nals a na ional and in e na ional le els.
Mo eo e , he documen a y sea ch was pe o med c oss-ma ching he ollowing mos
ele an keywo ds in bo h languages Spanish and English.
• Keywo ds o he s udied phenomenon: g ooming; online sexual ha assmen ; online sexual
ic imiza ion; online sexual abuse; online sexual solici a ion.
• Keywo ds o he objec o analysis: in e en ion; p og am; p og amme; plan; s a egies;
ea men .
• Keywo ds o he subjec o analysis: child en; adolescen s; eenage s; adolescence; een;
young.
Inclusión c i e ia
A wide ange o po en ial documen s we e collec ed (n = 5644), al hough some we e
excluded since hey did no mee he c i e ia o his sys ema ic e iew (Table 1). The used
c i e ia we e he ollowing:
Table 1. Excluded documen c i e ia
C i e ia
Exclusion eason
numbe
Ti le
All esul s ob ained om selec ed da abases we e sc eened by
i le based on ou objec o analysis (OCSA, g ooming…).
The e o e, hose s udies ha did no mee his c i e ion we e
excluded
n = 5472
Duplica es
All esul s ha we e duplica es due o he ac ha hey we e
indexed in di e en da abases we e excluded
n = 79
Accessibili y
All esul s ob ained om selec ed da abases we e conside ed,
howe e , hose s udies ega dless o hei o ma (pape , p o-
ceeding, chap e …) ha we e no accessible o he au ho had
o be excluded
n = 4
Language
All esul s we e ob ained om selec ed da abases whene e
documen s we e w i en, a leas he abs ac , in ei he Spanish
o English. Thus, hose manusc ip s w i en in o he languages
we e excluded
n = 0
Objec o
analysis
Those documen s ha did no p o ide any ypes o s a egies,
in e en ions o plans we e excluded om he analysis
n = 45
Subjec o he
analysis
I was equi ed s udies ocused on he ea ly, mid o la e ado-
lescence pe iod. Hence, hose s udies ha we e ca ied ou
wi h o he ypes o pa icipan s, like adul pe pe a o s o
n = 4
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g ooming, we e excluded
Fo ma o he
manusc ip s
As long as he manusc ip was comple e wi h i s main pa s,
all ypes o o ma s (disse a ions, pape s, p oceedings, books,
chap e s, epo s…) we e accep ed ega dless o hei me h-
odological app oach. The e o e, hose manusc ip s ha p o-
ided incomple e da a we e excluded
n = 1
The pa h ollowed using PRISMA app oach was illus a ed in Figu e 1.
Figu e 1. PRISMA low diag am o he inclusion and exclusion c i e ia
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ad ice on how o p o ec child en and p o ide use ul i s -wa ning signs in how he be-
ha io o young people may change i hey a e being a ge ed by o ende s (Raymond,
2009); (3) De elop pa en s’ digi al li e acy and secu i y skills (Van de Knaap e al.,
2014).
• Es ablishing ules conce ning child en’s usage o he in e ne : I supposes he es ablish-
men o ules conce ning adolescen s’ in e ne usage. Some examples o hese ules could
be: (1) de e mining when o buy a mobile phone wi h in e ne access o de e mining when
a mino can use hei pa en s' mobile phone i hey does no ha e hei own (Ba au-
Rojas, e al., 2018); (2) p ohibi access wi hou an adul p esen and p e en access o ce -
ain con en (Ba au-Rojas e al., 2018); (3) Repea ed eminde s o ules and p ohibi ions
("no mobiles un il a ce ain age", "no uploading pho os", "do no gi e ou in o ma ion on
whe e hey a e", "do no u n on he compu e wi hou pa en al supe ision", "do no look
o any hing you a e no eady o see") (Ba au-Rojas e al., 2018); (4) nego ia e and ag ee
on ag eemen s and/o se ules ega ding homewo k ("use he In e ne o homewo k";
"use he In e ne a e homewo k", o "use he In e ne on days when homewo k is no
due") (Ba au-Rojas e al., 2018); (5) Speci y ime o use, se imes and limi spaces om
which hey a e allowed o access he in e ne (Ba au-Rojas e al., 2018; Raymond, 2009);
(6) Di ec ace- o- ace supe ision: Being di ec ly awa e o wha hey a e doing (Ba au-
Rojas e al., 2018; Raymond, 2009). In ac , pa en al moni o ing and con ols a e widely
ecommended; abou one- hi d o pa en s use pa en al con ols on hei adolescen s’ cell
phones and o e hal use pa en al con ols o in e ne access and con en (Rice e al.,
2015). Ne e heless, i should be no ed ha ce ain au ho s conside ha hese s a egies
can be coun e p oduc i e since hey can be conside ed as a iola ion o hei p i acy and
au onomy by he adolescen (Valkenbu g & Pe e , 2011), which is why i is sugges ed
he e should be a balance be ween con ol and eedom in his aspec (Van de Knaap e
al., 2014); (7) consensual and sha ed supe ision: This in ol es making use o echnolog-
ical ools be ween pa en s and child en (Ba au-Rojas e al., 2018); (8) non-consensual su-
pe ision: This in ol es he non-consensual e iew o de ices (Ba au-Rojas e al., 2018).
As s a ed by Smallbone & Wo ley (2017) o olde adolescen s i may be app op ia e o
nego ia e mo e speci ic ules, and o engage hem in discussions abou e hical social and
sexual beha io .
• Use o in e ne il e s and acke s (so wa e): I supposes he usage o il e s and ex e nal
so wa e in o de o block speci ic websi es, speci ic wo ds, IPs, email add esses… This
s a egy is also known as echnical supe ision (Ba au-Rojas e al., 2018).
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Mo eo e , o coping s a egies, he li e a u e, mainly collec ed he ollowing:
• Reducing a ailabili y: When an online g ooming ins ance occu s, pa en s should y o
es ic he a ailabili y o he ma e ials, ei he by lowe ing he ac ual olume o con en o
by eloca ing exis ing ma e ial o mo e di icul - o- each egions o he in e ne . (Small-
bone & Wo ley, 2017).
• Pa icipa e in a auma- ocused cogni i e beha io al he apy: As s a ed by Smallbone &
Wo ley (2017) pa icipa ing in hese kinds o ea men s, may educe he psychological
ha ms ela ed o online sexual abuse, and i could be one o he keys o educing he e-
ic imiza ion, in bo h he sho and longe e m.
• Con ac he police: In case he adolescen has been exposed in po nog aphic images, pa -
en s should con ac law en o cemen agencies di ec ly.
In he case o s udies e e ing o amilies, no e ec size could be calcula ed, since no
s udy was ound ha aimed o e alua e any in e en ion (in e nal alidi y 2 o 3).
Discussion
The aim o his s udy was o iden i y he main in e en ions and s a egies ha can be
applied by eache s and pa en s o educe he isk o online sexual ha assmen in child en and
adolescen s.
The esul s o he sys ema ic e iew e ealed a o al o 13 eache - ocused s a egies
and a o al o 7 pa en - ocused s a egies. Al hough wi h a educed numbe o s udies, based
on he e ec size analyses ha ha e been used on he in e en ions ca ied ou by eache s, a
ce ain posi i e impac can be seen in he expe imen al g oup in con as o he con ol g oup,
ha ing inc eased o a g ea e deg ee he knowledge, in e es and awa eness o OCSA, and
ha ing educed o a g ea e deg ee he p e alence o OCSA ic imiza ion.
Mo eo e , all hese s a egies we e di ided in o p e en ing s a egies and coping s a -
egies. This di ision was jus i ied on he basis o he li e a u e, in which i can be seen ha
ins umen s o measu ing he deg ee o online sexual abuse o child en and adolescen s a e
cha ac e ized by wo main dimensions: Sexual solici a ion, which equi ed knowledge o p e-
en i e s a egies, and sexualized in e ac ion, which equi ed knowledge o coping s a egies
(Gámez-Guadix e al., 2018b). Simila ly, his di ision is in line wi h ano he classi ica ion
such as he one used by C a en e al. (2007), which, depending on he s a us o he child o
Hec o Galindo-Domínguez e al.
688 Elec onic Jou nal o Resea ch in Educa ional Psychology, 22 (4), 671-698. ISSN: 1696-2095. 2024. no. 64
adolescen , di ided he in e en ion in o p ima y p e en ion (when abusi e beha io s ha e
no s a ed), seconda y p e en ion (when he ic im has ecen ly been abused), o e ia y p e-
en ion (when he e is a long his o y o sexual abuse).
Theo e ical and P ac ical Implica ions
The p esen da a ha e impo an heo e ical and p ac ical implica ions. In espec o
heo e ical implica ions, he cu en esea ch is p esen ed as a sys ema ic documen ha al-
lows us o ha e a be e iew o he main in e en ions ha may be use ul o educing he
isk o online child sexual ha assmen . This sys ema ici y may allow esea che s o analyze
he e ec i eness o each o he p esen s a egies o in es iga e which ones should be p io i-
ized acco ding o he pe sonal cha ac e is ics o a gi en g oup o people.
The sys ema ic e iew in ques ion e eals a clea commi men on he pa o each
s udy included in i s analysis o he main e hical p inciples s ipula ed in he Decla a ion o
Helsinki. These e hical p inciples e lec he impo ance a ached by esea che s o espec ing
he au onomy o pa icipan s, he need o minimise isks and maximise bene i s, and he e-
sponsibili y o conduc esea ch in a anspa en and ai manne .
In e ms o p ac ical implica ions, his sys ema ic wo k may be use ul o educa ional
p o essionals such as eache s and educa ional psychologis s in designing and implemen ing
in e en ions wi h s uden s who ha e no ye expe ienced online sexual abuse, as well as wi h
s uden s who ha e o cope wi h online sexual abuse. On his ma e , Wu ele (2017) s a ed
ha educa ional in e en ions bene i ed om including you h oices abou echnology-
ela ed isks and esponses. In his ega d, he s a egies collec ed p o ide use ulness o he
ac i e ole aken by he child o adolescen in p e en ing and coping wi h he p oblem hem-
sel es. In addi ion, Ch is en (2009) sugges ed ha when he lea ning en i onmen is simila o
he child ens’ and adolescen s’ iew o he wo ld, he in e en ion could be mo e bene icial o
he s akeholde s. On his poin , as s a ed by Pa e son e al. (2022, p. 865) “a younge child
may need a simple game s uc u e o be engaged, while an olde adolescen may p e e a dis-
cussion wi h clea e idence om eliable sou ces”.
Likewise, he p esen esul s can be used o imp o e he ini ial aining o eache s
du ing hei uni e si y s udies in o de o p o ide hem wi h a basis o knowledge o wha
Sys ema ic Re iew: S a egies o Reduce he Risk o Online Child Sexual Abuse
Elec onic Jou nal o Resea ch in Educa ional Psychology, 22 (3), 671-698. ISSN: 1696-2095. 2024. no. 64 689
ools hey could apply, bo h in hei classes and wi h he amilies o hei s uden s when deal-
ing wi h one o he isks o he In e ne , as is he case o online sexual ha assmen .
Wi h ega d o amilies, he esul s can also be use ul in ha hey a e p esen ed as po-
en ial ools ha hey can apply wi h hei child en o deal wi h an issue ha o many o hem
could be aboo, such as sexual ha assmen . In ac , p e ious li e a u e sugges s ha alking o
child en and adolescen s abou sexuali y and sexual abuse should be conside ed essen ial in
he nuclea amily (RAINN, 2021). Simila ly, p e ious wo k such as ha o Aljuboo i e al.
(2021) showed how good amily suppo could unc ion as a p o ec i e ac o agains OCSA.
The e o e, p o iding use ul in o ma ion and alid s a egies o amilies on how o deal wi h
hei child en using he OCSA should be one o he pilla s aken in o accoun when designing
hei in e en ions (Pa e son e al., 2022).
Finally, he p esen esul s also p o ide impo an insigh s o policymake s in cha ge
o de eloping ins i u ional epo s and ini ial p og ams in ha , hey p o ide use ul in o -
ma ion on wha academic con en should be wo ked on o educe he isk o online g ooming
in child en and adolescen s, and he e o e, i could be ele an o conside in oducing hese
con en s in u u e educa ional cu icula.
As can be seen om all hese implica ions, his wo k may be especially use ul o a
numbe o s akeholde s, unde lining he idea ha educa ional p ac ice should ha e a mul i-
le el app oach in o de o be e ec i e (Maga ey e al., 2013; Nixon e al., 2012).
Limi a ions and P ospec i e
Despi e hese s eng hs, he p esen wo k has a numbe o limi a ions ha should be
conside ed when in e p e ing he esul s. Fi s ly, he sys ema ic e iew was ca ied ou includ-
ing only s udies published in bo h Spanish and English. The e o e, u u e s udies should epli-
ca e he me hodology employed in he p esen s udy by pe o ming a ho ough sea ch o
s udies in languages o he han hose analyzed. This could be o in e es no only o disco e
i he e a e any measu es no included in he p esen analysis, bu also o compa e he im-
po ance ha could be gi en o ce ain measu es acco ding o sociocul u al a iables.
Likewise, despi e making e o s o p io i ize he mos e ec i e measu es h ough he
s udy o he in e nal alidi y o he manusc ip s, he p esen wo k does no in es iga e he
Hec o Galindo-Domínguez e al.
690 Elec onic Jou nal o Resea ch in Educa ional Psychology, 22 (4), 671-698. ISSN: 1696-2095. 2024. no. 64
e ec i eness ha indi idually, each o he s a egies and in e en ions, could ha e. This limi-
a ion has been p e iously discussed in he li e a u e (Fo ni e al., 2020; Cal e e e al., 2021).
In addi ion, om he in e en ions pe o med by eache s, no o ious di icul ies o calcula -
ing e ec size o each in e en ion a e obse ed as di e en analysis p ocedu es ha e been
used o es ima ing he impac o he in e en ions. The e o e, u u e wo k could con inue o
analyze he e ec i eness o he p esen measu es, especially in he case o pa en -applied
measu es, p io i izing andomized con olled ials, and s anda dizing he mos common s a-
is ical p ocedu es o measu ing he e ec i eness o in e en ions, o ins ance by pe o m-
ing an ANOVAs o epea ed measu es.
Finally, he p esen sys ema ic e iew has no aken in o accoun he impac ha a se-
ies o indi idual cha ac e is ics, such as gende , age o socioeconomic s a us, could ha e
when conside ing an in e en ion as mo e o less e ec i e. Fo his eason, u u e wo k
should in es iga e his phenomenon by pe o ming di e en analyses acco ding o he pe son-
al and amily cha ac e is ics o he indi idual.
Despi e all hese limi a ions, i is hoped ha his wo k will se e as a e e ence in he
design and implemen a ion o u u e in e en ions ha aim o educe online sexual ha assmen
in child en and adolescen s.
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