首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 593 毫秒
1.
OBJECTIVE: There are three general objectives: First, to determine the number of reports of abuse made by teachers, their knowledge of child abuse laws and reporting procedures, and their perceived deterrents in reporting abuse; second, to determine if there were gender or ethnic differences in reporting; and third, to evaluate teachers responses to case vignettes. METHOD: A survey of 197 teachers was conducted. They were given a questionnaire that included demographic information, knowledge of child abuse laws and procedures, and two scenarios of legally reportable child abuse. RESULTS: Seventy-three percent of this sample reported that they had never made a report of child abuse, while those who had made reports made an average of one report. Only 11% of teachers reported that there were instances in which they believed abuse may have occurred, but failed to report. Additionally, these teachers felt that their pre- and post-service training did not adequately prepare them for abuse reporting. The most common reasons cited for not reporting abuse were fear of making an inaccurate report, feeling as though child protective services do not help families, and no apparent physical signs of abuse. There were no gender differences in reporting. The teachers' responses to the case vignettes were not consistent with their previous reports. CONCLUSIONS: In general, most teachers reported having never made a child abuse report. Although only a small percentage of teachers reported failing to report abuse, when presented with legally reportable case vignettes, many failed to report. The majority of teachers report receiving inadequate training in child abuse signs, symptoms, and reporting procedure. There is an obvious need for more education for teachers that addresses their perceived deterrents and aids them in feeling more confident in making reports of child abuse.  相似文献   

2.
A pilot programme on child abuse issues was introduced into the pre‐service teacher education curriculum at University College of Central Queensland in 1987. Queensland Department of Family Services personnel provided assistance in planning and provision of resources. Time was allocated in each of the three years so that students’ developing educational ideas could be paralleled with growth in attitudes, knowledge and thinking about child abuse. Student evaluation determined subsequent content and processes. Students involved in the programme now have completed their first year in the field and their perceptions of the programme are described together with survey results for entering students. Implications for reporting, continuing education and professional roles in prevention of child abuse are outlined.  相似文献   

3.
Teachers are considered to be among those who are well-placed for the detection and prevention of child abuse. Yet little attention has been given to the definitions teachers use in deciding which cases to process. The paper draws on a larger study of Ontario women teachers. Information from 264 elementary teachers and 47 principals was collected in three phases: exploratory interviews, a survey, and focused interviews. A key part of the survey involved 10 vignettes designed to determine how teachers define abuse, how much experience they have had in dealing with such situations, and what action they took in each case. The findings demonstrated that teachers included a broad range of behaviors in their own “theoretical” definitions, but preferred informal intervention over formal reporting. Although there is no statistical relationship between definitions and reporting, it seems clear that the decision to report involves the interplay of definitions, institutional response, and teachers' experiences with a range of reactions and personal trials. Reporting is also complicated by teachers' disciplinary role, by their concerns for establishing reasonable grounds, and by the perception that some cases can be handled more effectively by the school, without the intervention of Child Protection Services (CPS).  相似文献   

4.
Teachers are potentially helpful resource persons for large numbers of sexually abused children who may have difficulty disclosing abuse, particularly to family members. In the present study, the effectiveness of a 6-hour teacher training workshop on child sexual abuse prevention was evaluated. Responses of 26 female elementary teachers who participated in the workshop were compared to responses of 19 control teachers on several pre-, post-, and follow-up measures. Relative to controls, trained teachers demonstrated significant increases from pre- to post-testing in knowledge about child sexual abuse and pro-prevention opinions. On a post-only vignettes measure, trained teachers were better able than control teachers to identify behavioral indicators of abuse and suggest appropriate interventions for hypothetical sexually abused children. Over a 6-week follow-up period, trained teachers read more about child abuse than control teachers but did not differ on other behavioral dimensions such as reporting suspected abuse cases. Further research will examine the effects of additional teacher training over an extended follow-up period.  相似文献   

5.
Kenny MC 《Child abuse & neglect》2004,28(12):1311-1319
OBJECTIVE: The purpose of this study was to determine teachers' self-reported knowledge of the signs and symptoms of child maltreatment, reporting procedures, legal issues surrounding child abuse and their attitudes toward corporal punishment. In addition, a factor analysis was performed on the Educators and Child Abuse Questionnaire (ECAQ) (Kenny, 2001a). METHOD: Two hundred teachers, who work in the southeast region of the US in a large, ethnically diverse school system, were administered the ECAQ which contains questions on knowledge concerning: (1) signs and symptoms of child abuse, (2) laws, and (3) procedures for reporting child abuse as well as number of reports filed. RESULTS: Most teachers reported being unaware of the signs and symptoms of child maltreatment, as well as reporting procedures. They also felt administration would not be supportive and were in disagreement with their legal role as mandated reporters. The ECAQ was found to be a reliable measure with four factors: (1) Awareness of signs and symptoms of child abuse, (2) Knowledge of reporting procedures, (3) Attitudes toward discipline, and (4) Seriousness of child abuse. CONCLUSIONS: In general, teachers reported a lack of awareness of the signs of child abuse and reporting procedures, which may affect their ability to report cases of suspected abuse. There is a need for standardized training in child maltreatment for all teachers as well as clear, concise institutional guidelines for reporting child abuse and support for teachers confronted with suspected victims.  相似文献   

6.
OBJECTIVE: The major aim of this study was to determine the effect of characteristics of the case, the teacher, and the organizational setting on recognition and reporting of child abuse. METHOD: A factorial survey design was employed in which a probability sample of teachers (N = 480) responded to vignettes in which case characteristics were systematically manipulated. RESULTS: Analysis using OLS regression showed that case characteristics alone accounted for 50.30% of the variance in recognition and 51.08% of the variance in reporting: the strongest effects were from type and seriousness of abuse, positive behavior of the victim and positive psychology of the perpetrator. The inclusion of variables describing the teachers and the school explained only a very small additional proportion of the variance in teacher's responses. CONCLUSIONS: Teachers responses to child abuse are relatively unbiased by either the extraneous characteristics of the perpetrator or victim, the responding teacher, or the school setting. The findings do not appear to support the problem of "overreporting." There is evidence for "underreporting," particularly in less serious cases involving physical and emotional abuse. Teachers are undeterred by the many problems and fears that may accompany a report of child abuse to Child Protective Services. Teachers use discretion in reporting abuse they recognize.  相似文献   

7.
OBJECTIVE: The present study provides the first empirical investigation of the South Australian Education Department Mandated Notification Training program. This program, which has been available since 1989, was developed to prepare educators and other mandated reporters to fulfill their reporting obligations for suspected child abuse and neglect. The main objective of the present study was to investigate whether Mandated Notification Training achieved its stated aims. METHOD: A three-sample independent groups design was used. A survey was responded to by 41 teachers and school personnel who had recently completed training, 31 people who had not completed training, and 73 people who had completed training some years previously. RESULTS: The training program increased participants' confidence in their ability to recognize the indicators of abuse, their awareness of their reporting responsibilities, their knowledge of what constitutes reasonable grounds for reporting, and of how to respond appropriately to a child's disclosure of abuse. Training also increased participants' acceptance of the incidence and seriousness of child abuse. CONCLUSIONS: The South Australian Education Department Mandated Notification Training is successful in achieving its stated aims. For some teachers, there is clearly a mismatch between the level of evidence required by law for reporting to occur and the level teachers expect to satisfy their own personal need for confidence in initiating the serious step of a child abuse report. This mismatch remains after training and probably contributes to the significant occurrence of nonreporting or discretionary reporting reported in the literature.  相似文献   

8.
This study aims to understand how primary school teachers, as mandatory reporters of child sexual abuse, are responding to child sexual abuse and its mandatory reporting, even though many teachers do not receive a compulsory course in Child Protection and its legal requirements in their pre‐service university training. A cohort of 81 Australian final fourth‐year Bachelor of Education (Primary) student‐teachers was asked about four aspects of it. Qualitative data gathered from these student‐teachers’ questionnaires provide important insights into their knowledge of child sexual abuse; their knowledge of Department of Education policy on it; their professional competence in mandatory reporting of it; and their recommended educational and professional training in it. The results show that all of these student‐teachers feel inadequately prepared to address child sexual abuse and mandatory reporting in schools, being unaware of both knowledge of it and the Department’s policy, even though many recognise the gravity of sexual abuse for the child survivor and the need, and seriousness, of child protection. Finally, these student‐teachers all want better training about these issues during their four‐year degree. In conclusion, these results, and some recommendations, may provide a guide for curriculum planners to design compulsory and appropriate pre‐service university courses to enhance student‐teachers’ knowledge, skills and competencies about child sexual abuse and its mandatory reporting.  相似文献   

9.
In view of the recent proliferation of school sexual abuse prevention programs and materials, this article critically examines current assumptions about the role of elementary school personnel in prevention and possible unintended consequences of such assumptions. These unintended consequences include emphasizing a simple solution to a complex social problem and contributing to victim blaming. Some dilemmas that arise for classroom teachers around predeveloped curricular materials and mandatory reporting are also explored. Teacher use of predeveloped materials may mean a diminishing of wider teaching skills and reduction of complex concepts to brief, noncontroversial interventions that may serve to mystify sexuality and unduly frighten students. Mandatory reporting, as it is frequently presented to teachers, can create further dilemmas by obscuring the ethical decisions inherent in the process, assuming consistently positive outcomes after reporting, and neglecting the context in which teachers work. The authors suggest that educators should be aware of these possible unintended consequences and dilemmas in order to maintain a broad perspective on child sexual abuse and to focus their efforts more effectively within a larger network addressing the problem.  相似文献   

10.
OBJECTIVE: According to mandatory reporting laws for professionals, the relationship between initial recognition that a child may have been abused and the subsequent reporting of that suspected case of child abuse to the responsible agency would, at first glance, appear to be clear. However, this relationship has developed into one of the major social policy controversies of the recent past. Our major goal is to present research findings that address this social policy debate concerning the problems of underreporting and overreporting, focusing specifically on teachers. METHOD: A factorial survey design, that combines the advantages of the factorial experiment with those of surveys, was employed in a probability sample of teachers (N=480) who responded to vignettes in which case characteristics were systematically manipulated. Teachers responded with judgments about whether the vignette was child abuse and the likelihood that they would report this suspected case. Characteristics of the teachers and their work setting (school) were also measured. RESULTS: When comparing the teachers' recognition and reporting scores, we found that they gave the same score for 63% of the vignettes they judged, gave higher reporting than recognition scores (overreporting) for 4% of the vignettes, and gave higher recognition than reporting scores (underreporting) for 33% of the vignettes. Discrepancies between recognition and reporting (over and under reporting) were related to characteristics of the case, teacher, and school where the teacher was employed. CONCLUSIONS: Teachers in our Ohio sample evidence the use of professional discretion in making judgments about the recognition and reporting of child abuse and do not appear to make these judgments with equal certainty. Their use of discretion is more likely to result in underreporting than overreporting.  相似文献   

11.
Teachers in many schools have only recently gained a new role to fulfil as mandatory reporters of child sexual abuse. However, little is known, and little literature has been found, on the preparation they receive, as student-teachers, for this significant role. This study examines a final-semester cohort of 81 Bachelor of Education (Primary School) student-teachers in Queensland, Australia, by questionnaire, on their knowledge and understandings of child sexual abuse and its mandatory reporting. Using quantitative and qualitative data, the results show that while these student-teachers have a substantial awareness of the role's importance, without gender or age differences, they are suffering a crucial lack of confidence in their ability to identify child sexual abuse, and also in their ability to respond appropriately to suspicions of it. This evidence may be useful to inform the development of more appropriate and effective pre-service education programmes, and departmental policy to ensure that teachers entering the profession are better prepared to deal with it. Thus, this study accords with a variety of imperatives in national and international government-sponsored research, policy and practices which are focussing on this timely, ubiquitous and costly issue, in addressing enhanced pre-service teacher preparation to respond more effectively to child sexual abuse and its mandatory reporting.  相似文献   

12.
Rosonna Tite 《Interchange》1994,25(1):87-108
Although a good deal of attention has been given to persuading teachers to report cases of child abuse to a Children's Aid Society (CAS), the difficulties associated with reporting procedures have generally been overlooked. This neglect of the procedural issues has often meant that teachers have come under attack for failing to respond to abuse, although the procedures themselves, and the school context in which decisions about reporting take shape, have escaped some careful scrutiny. This paper draws on data collected as part of a larger study of Ontario women teachers. Information from 264 elementary teachers (mostly female) and 47 principals (mostly male) was collected in three phases: exploratory interviews, a survey, and follow-up interviews. A key part of the survey involved the difficulties associated with reporting to the principal and the CAS. Although the findings illustrate that teachers do not intentionally avoid their reporting role, they also demonstrate that almost half of teachers' suspicions never make it past the principals' desk. The procedural process is complicated by teachers' perception of the kind of CAS response they anticipate, and by the idea that principals can adequately handle reports while safeguarding teachers' daily work with children and their families. Beyond the procedural level, these findings suggest mandatory reporting is not entirely compatible with the work of the school and call for a theoretical assessment of the school's role in promoting the acceptance of family violence.  相似文献   

13.
OBJECTIVE: This study aimed to explore the relationship between perceived neighborhood social disorder and attitudes toward reporting child physical abuse. METHOD: Data from a national probabilistic sample (N=9,759) were used. Responses about the perception of neighborhood social disorder, perceived frequency of child physical abuse in Spanish families, and willingness to report a case of child physical abuse to the police were collected through face-to-face interviews in respondents' homes. RESULTS: Multivariate logistic regression analysis showed that perceived neighborhood social disorder was negatively related to residents' attitudes toward reporting child physical abuse. These results take into account the potential confounding effects of gender, age, socio-economic status, educational level, size of city, and perceived frequency of child physical abuse on reporting attitudes. CONCLUSION: Results illustrate the important role that community characteristics may play in processes relevant to the prevention of child maltreatment such as residents' attitudes towards reporting child physical abuse, and suggest that especially disadvantaged communities characterized by high levels of social disorder need to be specifically targeted if the aim is to increase the capacity to prevent child maltreatment in the community.  相似文献   

14.
OBJECTIVE: The objectives were to determine the experiences of Taiwanese nurses with a new child abuse reporting law and to assess attitudinal correlates of nurses' intention to report. METHOD: A stratified quota sampling technique was used to select registered nurses working in pediatric, psychiatric and emergency care units in Taiwan. A total of 1400 (return rate 88%) questionnaires from 1617 nurses were used. The questionnaire includes demographic information, attitudes toward and knowledge of child abuse and reporting laws, and eight vignettes of child abuse. RESULTS:Most nurses (86%) said they had never reported a child abuse case; 21% said they had failed to report a suspected case of child abuse. Most (80%) had never had any child abuse education. About 75% felt their nursing education and in-service training was inadequate or absent. Most had an inadequate knowledge of the reporting law (mean score: 60% correct). Nurses only answered 17-43% of the law-related questions correctly. The majority accepted the professional responsibility to report. There were some differences among pediatric, psychiatric and emergency care nurses. In general, these Taiwanese nurses had negative attitudes toward corporal punishment and toward parents who abuse their children. The study also identified a variety of attitudes related to intention to report relevant to the Theory of Planned Behavior. CONCLUSIONS:Nurses accept responsibility for reporting but they believe their professional preparation for reporting is inadequate. There is a strong need for in-service and pre-service education about child abuse among nurses in Taiwan.  相似文献   

15.
Child abuse and neglect are serious social problems that make extraordinary demands on teachers’ knowledge and professionalism. Yet the field of education has been slow to develop a discipline-specific knowledge base about child abuse and neglect for teachers and teacher education programmes and there is a paucity empirical research into teachers’ knowledge in relation to child abuse and neglect. This paper describes a qualitative study of eight purposively selected early childhood teachers. To identify and evaluate their child abuse and neglect knowledge, Grossman's [(1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press; (1995). Teachers’ knowledge. In L. W. Anderson (Ed.), International encyclopedia of teaching and teacher education (2nd ed., pp. 20–24). Tarrytown, NY: Pergamon] typology of teachers’ knowledge is used as an analytic framework on which to map the teachers’ interview data. Findings reveal that, in the absence of preservice and inservice education specifically about child abuse and neglect, early childhood teachers held and deployed knowledge in resourceful ways. They used, as a basis, their existing early childhood knowledge and adapted this knowledge by augmenting it with a range of personal and professional knowledge resources to fit their particular challenges and situations. This approach, however competent and innovative, also reveals shortfalls in knowledge. Implications of this research are drawn for child abuse and neglect curriculum development in initial and continuing teacher education including the case for specialist knowledge needed to establish teachers’ professional reputation for dealing capably with cases of child abuse and neglect.  相似文献   

16.
Lau JT  Liu JL  Yu A  Wong CK 《Child abuse & neglect》1999,23(11):1159-1174
OBJECTIVE: To understand the conceptualization of child abuse and attitudes on reporting behaviors of Hong Kong adults. METHODS: Cross-sectional telephone survey of 1,001 randomly selected subjects. MAIN RESULTS: There is a discrepancy between perceived prevalence and the ability to name different child abuse types without prompting: 79.9% named physical abuse, while 41.2% felt it was common: 21.0% named child neglect, while 76.9% felt it was common; 13.4% named psychological abuse, while 47.4% felt it was common; 6.8% named sexual abuse, while 23.5% felt it was common. Most respondents classified severe physical abuse situations as abusive (e.g., "severely injuring a child"). Other scenarios such as "mildly injuring a child" and neglect and psychological abuse scenarios (e.g., "leaving a young child alone at home" and "shouting at a child often") were often not classified as abusive. As regards case-reporting behavior, only about 40% would report abuse cases to authorities. Those who would not report abuse were less likely to classify abuse situations as abusive and more likely to think that seeking help is difficult, troublesome and unhelpful. CONCLUSIONS: The official reported prevalence figures for child abuse in Hong Kong should be interpreted with care, because underreporting is likely to be serious. Hong Kong people's conceptualization and awareness of what comprises child abuse is found to differ from official definitions. They are reluctant to report abuse cases, due to their perceived low efficacy of case reporting. Both the difference in conceptualization and the reluctance to report might partly be attributable to Chinese culture.  相似文献   

17.
According to bystander theory, factors such as the community environment, collective efficacy, and history of adverse childhood experiences could be related to likelihood of reporting or intervening against maltreatment. An online survey was conducted with 946 general population Californians obtained through mixed-mode random probability and quota-based recruitment methods. Using an experimental vignette design, participants were randomly assigned to two scenarios: a) potential child abuse occurring in their neighborhood; b) potential child abuse in an unfamiliar neighborhood. Weighted multivariate logistic regression models assessed relationships between the vignette condition, collective efficacy, appraisal of the behavior, and likelihood of reporting or intervening. The results suggested that perceiving the vignette as occurring in your own neighborhood was associated with lower odds of viewing the behavior as appropriate and considering it abusive. Higher collective efficacy scores were associated with lower odds of viewing the incident as inappropriate but higher odds of personally intervening. Adverse childhood experiences were positively related to reporting the incident to child protective services and intervening. Bystanders may be more likely to give parents in their own neighborhood "the benefit of the doubt" by viewing their abusive behaviors as less severe, potentially leading to underreporting. Neighborhood collective efficacy might increase willingness to personally intervene, but not contact systems such as child protective services or police, suggesting that enhanced trust in communities does not extend to these institutions. Our findings have implications for neighborhood and education interventions to enhance understanding of and willingness to intervene on behalf of children.  相似文献   

18.
The past four decades have seen increasing public and professional awareness of child sexual abuse. Congruent with public health approaches to prevention, efforts to eliminate child sexual abuse have inspired the emergence of prevention initiatives which can be provided to all children as part of their standard school curriculum. However, relatively little is known about the scope and nature of child sexual abuse prevention efforts in government school systems internationally. This paper assesses and compares the policies and curriculum initiatives in primary (elementary) schools across state and territory Departments of Education in Australia. Using publicly available electronic data, a deductive qualitative content analysis of policy and curriculum documents was undertaken to examine the characteristics of child sexual abuse prevention education in these school systems. It was found that the system-level provision occurs unevenly across state and territory jurisdictions. This results in the potential for substantial inequity in Australian children’s access to learning opportunities in child abuse prevention education as a part of their standard school curriculum. In this research, we have developed a strategy for generating a set of theoretically-sound empirical criteria that may be more extensively applied in comparative research about prevention initiatives internationally.  相似文献   

19.
This study reflects Estonian preschool teachers’ perceptions about and experience related to children in need in the context of neglect and abuse. Using quantitative and qualitative data, it was determined that, in general, teachers understand the meaning of “child in need” and abuse, and they have had experience with such children in their classes. However, emotional neglect and abuse are more difficult to identify than, for example, physical abuse. The study indicates the need to find ways to support teachers’ competence and confidence in identifying and reporting cases of children in need. Practice implications are discussed and recommendations for future research are outlined.  相似文献   

20.
Many regional and local Departments of Education in many countries now require their primary school teachers to be mandatory reporters of child sexual abuse. However, many student–teachers are not provided with courses on child protection and its policy requirements during their pre-service university education. So, how do student–teachers source, and develop, their professional information about this important role? This study examines an Australian university cohort of final 4th year bachelor of education primary school student–teachers, asking them to identify and clarify the nature of any relevant professional information they accessed over the 4 years of their teacher education. The results show that, in the absence of formal child protection courses, such professional information was scarce and sporadic. Student–teachers consistently indicated a pattern of not learning about essential Department of Education policies and procedures whilst at university. These results, although disappointing, provide a rationale for university curriculum planners to design appropriate pre-service university training courses that initiate, develop, and enhance student–teachers’ professional competencies as mandated reporters of child sexual abuse.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号