The Child Abuse Matter and the Major Role Played by the Teacher: Issues Raised by a Pilot Focus Group Sample of Primary Teachers (original) (raw)
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How do Teachers Diagnosis and Percept Child Maltreatment
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Child abuse is a complex problem and its prevention requires action on many fronts. Teachers do spend many hours a day with children and they are likely to be concerned about the possible abuse or neglect of a child or young person at some time during their career This study seeks to determine teacher knowledge and teachers' conceptions of what is and what is not abuse. The study was done in Iran (I.R.). Questionnaire were used on a randomly selected sample of 1200 teachers. Data analysis showed a significant difference knowledge based on educational level. Knowledge score of participants had positive direct relation with their job experience. In regard to the attitude, there was no significant difference in attitude score based on various features of participants. Result from this study indicate that teachers do not have adequate knowledge and proper attitude regarding child maltreatment. Advocating of educational program about child maltreatment is necessary.
Knowledge of Child Abuse among Trainee Teachers and Teachers in Service in Spain
Sustainability, 2020
The role that schools play in the detection of and intervention into child abuse is fundamental. This study investigates and compares knowledge of child abuse among trainee teachers and in-service teachers in Spain. To this end, a total of 224 teachers (144 teachers in training and 80 teachers in service) working in Early Childhood Education and Primary Education participated in this study, using self-developed scales (Scale of knowledge of child abuse, Scale of action against child abuse, Scale of aspects for improvement in child abuse). The results indicate that there are no significant differences between trainees and teachers in the previous training and in the level of knowledge and action in relation to child abuse. However, significant differences were found in the cases detected and intervened in, with a greater number of teachers in service having detected and acted on cases of child abuse. In regard to the interest in improving the way that child abuse is dealt with, teach...
Office of Education Research Faculty of Education Faculty of Health Institute of Health and Biomedical Innovation School of Early Childhood School of Psychology Counselling, 2005
is a lecturer in early childhood education in the School of Early Childhood at QUT and coordinator of the Bachelor of Education (Early Childhood). She is a member of the Early Years Program in the Centre for Learning Innovation at QUT. Kerryann's doctoral thesis critically examined early childhood teachers' work and knowledge in child abuse and neglect. She has been involved in early childhood education and child protection since 1990 when she began a six-year term as the early childhood teacher at the Abused Child Trust's multidisciplinary treatment centre Contact House.
Teachers who are in communication with the children along their professional life and could observe physical and behavioral changes have very important roles in determination of sexual abuse, legal and social process. This study was conducted to determine the knowledge of teachers about determination of child sexual abuse, legal and social process. The study was conducted with 331 voluntary teachers who work a city at Central Anatolia Region between September 2014 and February 2015. For statistical analysis; mean, percentage, chi-square tests were used. It is determined that the mean age of the teachers was 39.0±8.0; the most of them were men, married, worked at primary school first stage and as branch teacher. It is found that physical and sexual abuse were most known, while abuse symptoms and required approaches, first reporting office, punishment when not reporting, legal and social process were least known by the teachers. It is determined that teachers who are in the Guidance and Psychological Counseling (GPC) and have been previous educated, their knowledge on determination of child sexual abuse, legal and social process were significantly higher than the others.
Awareness levels of teachers regarding the physical abuse in children
The aim of our research is to determine the awareness of primary school teachers on physical abuse in children according to their gender and professional experience. Material and Methods, Teachers in primary schools of four central distinct Directorate of National Education within Mersin province constituted the research population of the study. Teachers who agreed to participate in research based on a voluntary basis according to simple random sampling method (n:137) formed the research sample of the study. Data were collected using a survey having 21 questions which were rephrased by researchers. Research ethical committee and National Education Directorate approvals relating the study were taken prior to data collection. Results, In this study, teachers are determined to be female in 51%, to have a mean age of 37.58±7.64 to be married in 86.9%. "Bruises and wounds on child's face" which is a physical abuse indication is regarded by teachers as a physical abuse indication in 88.3% while 11.7% of them do not regarded the marks as a physical abuse. Human bites are realized largely for the purpose of punishment and they show abuse. Child's hand and arm are the areas where an adult hold the child tightly. "Bruises and bite marks on child's hand and arm" which is a physical abuse indication is regarded by teachers as a physical abuse indication in 93.4% while 6.6% of them do not regarded the marks as a physical abuse. 70.8% of the teachers have encountered "parental disregard to their children" finding within last two years. Conclusion, It is recommended that training about child abuse and child neglect which is qualified to meet the requirements of students and their families should be given to graduate teachers and student teachers studying in early childhood education.
Sodobna pedagogika/Journal of Contemporary Educational Studies, 2019
Abstract: The European project WIDE (Witnessing Domestic Violence and Audit Education in school system ERASMUS + Cooperation for innovation and the exchange of good practices, Strategic Partnerships 2016-1-IT02-KA201-024390) focused on the design of a training model that provides tools and intervention protocols to teachers and school agents in order to detect and intervene properly in the event that students witness intra-family violence against women. The pertinence of the subject was confirmed by 216 teachers, psychologists, social workers and the legal field, from different areas and centres of Catalonia, who voluntarily participated in a 25-hour training process during 2017–2018. The European Project FEEL (Call 2018, KA202 Strategic Partnership for Vocational Education and Training) complements these objectives, offering knowledge on the detection and management of cases of gender violence to vocational and higher education staff. In order to properly contextualise the study, it was necessary to understand the role of education authorities and professionals. A contrasting study highlights that pre-school teachers are the only ones that have received training to a sufficient degree to be considered relevant. In the pre- -school cycle, the type of abuse most often detected is negligence, followed by a tie between emotional abuse and children witnessing violence; violence among equals is the third most detected type of abuse. Importantly, a high proportion of teachers have never used the necessary documents to carry out this task, which is concerning. The results highlight the importance of offering training to teachers so that they can anticipate possible cases of violence and reduce the potential risks that occur in this group of children.
School Help Professionals' Ideas on Child Abuse and Neglect
Online Submission, 2012
Method: In this study, a qualitative research has been carried out; there were interviews with 50 school counselors working in Sinop; they stated their ideas on child abuse and neglect. Analysis: Data collected via semi constructed interviews have been subjected to descriptive and content analysis.The participant counselors were asked three questions. Findings: In this study, the counselors have been able to differentiate features and to determinate the negligence and abuse cases. However, it has been determined that the counselors' information on intervention is limited. Conclusion: Although counselors have enough information on features and about the neglected and abused child they think that their knowledge is insufficient. Counselors should participate in conferences, seminars, symposiums or any information sharing process on child negligence and abuse.