A note on the knowledge and attitudes of professional groups toward child abuse

Hazzard, Ann; Rupp, Gary P.

doi:10.1002/1520-6629(198604)14:2<219::aid-jcop2290140213>3.0.co;2-t

Cited by 49 publications

(30 citation statements)

References 4 publications

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“…The findings of the current study suggest that recruits in the experimental group reported significantly more positive attitudes of sympathy and caring toward abusive parents, acquired more knowledge about child abuse and neglect, and developed more skills than those in the comparison group. Hazzard and Rupp (1986) asserted that professionals with strong negative attitudes may experience difficulty when providing support and talking objectively to abusive parents. It stands to reason that the opposite is also true.…”

Section: Discussion and Applications To Social Work Practicementioning

confidence: 99%

“…Hazzard and Rupp (1986) assesses knowledge about the definitions, characteristics, causes, and effects of child abuse as well as reporting requirements and treatment options. The scale contains items pertaining to physical abuse, neglect, and sexual abuse, such as "the term 'child neglect' includes cases in which parents provide inadequate supervision so that a child injures him or herself," and "most cases of reported child abuse are handled in the criminal courts."…”

Section: Outcome Measuresmentioning

confidence: 99%

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Evaluating the Effects of Child Abuse Training on the Attitudes, Knowledge, and Skills of Police Recruits

Patterson

2004

Research on Social Work Practice

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The objective of the current study was to assess the effects of mandatory child abuse training on the knowledge, skills, and attitudes toward abused children and abusive parents among a sample of police recruits. An experimental pretest-posttest design was used in which 81 participants were randomly assigned to experimental conditions and 101 to comparison conditions. Participants in the experimental group received the mandatory child abuse training while those in the comparison did not. Analysis of covariance results suggest that recruits participating in the experimental group acquired more knowledge, developed more skills, and felt more caring and sympathetic toward abusive parents than recruits in the comparison group. These results are discussed relative to the provision of joint child abuse training as part of a police-social work collaboration model.

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Section: Discussion and Applications To Social Work Practicementioning

confidence: 99%

Section: Outcome Measuresmentioning

confidence: 99%

Evaluating the Effects of Child Abuse Training on the Attitudes, Knowledge, and Skills of Police Recruits

Patterson

2004

Research on Social Work Practice

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“…Os tópicos discutidos, listados abaixo, foram baseados em entrevistas conduzidas com as professoras em estudo anterior (Brino & Williams, 2003) e em estudos sobre treinamento de professores (Hazzard, 1984;Hazzard & Rupp, 1986;Cunningham & Sas, 1995;Behana & Koblinsky, 1984;Haugaard & Rep-pucci, 1989):…”

Section: Objetivos Específicosunclassified

Capacitação do educador acerca do abuso sexual infantil

Brino¹,

Williams²

2003

Inter. Psicol.

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ResumoA violência por abuso sexual é mais difícil de ser identificada por não apresentar, na maioria dos casos, marcas físicas. Capacitar professores a ser mais sensíveis aos sintomas que uma criança sexualmente abusada apresenta, talvez garanta o diagnóstico precoce destes casos. O estudo teve como objetivo avaliar a eficácia de uma intervenção com educadoras no sentido de capacitá-las a atuarem com casos de abuso sexual. As participantes foram 11 educadoras, sendo que 5 participaram da intervenção e 6 formaram um grupo controle. A intervenção foi composta de duas etapas: 1) Quatro encontros de três horas de duração cada um, realizados na Secretaria Municipal de Educação do município. As atividades realizadas nos encontros consistiram de exposições orais sobre o tema, atividades práticas, exposições sobre a legislação, apresentações de vídeos e filmes, role-playing etc; 2) Período de consultoria. Ao início, ao final dos encontros e após o período de consultoria foram aplicados nas participantes dois instrumentos para avaliar o desempenho destas, o RAS (Registro sobre Abuso Sexual) e o Questionário sobre Conhecimentos e Crenças a respeito de Abuso Sexual. De forma geral, a intervenção promoveu algumas importantes modificações para que as professoras atuem com casos de abuso sexual. Palavras-chave: Abuso sexual; professores; intervenção. Abstract Training teachers on child sexual abuseThe violence of sexual abuse is more difficult to identify, as in the majority of cases, physical evidence is not present. If teachers were trained to be more sensitive to other symptoms that a sexually abused child shows, perhaps these children could be identified earlier. The goal of this study was to evaluate the effectiveness of an intervention program which enables teachers to work with sexual abuse cases. Participants were 11 teachers; five took part in the intervention program and six remained with a control group. The intervention program had two phases: 1) Four meetings, each of three hours duration, conducted at the Municipal School Board. Activities of this phase involved: oral presentations about the theme, practical activities, explanations about pertinent legislation, video and film presentations, role-playing, etc. 2) A consultation period. Two measurements evaluated the teachers` performance: the RAS (Register on Sexual Abuse) and a Questionnaire regarding knowledge and beliefs on sexual abuse. Such measurements were applied before the intervention, at its end and then at the termination of the consultation phase. In general, the intervention resulted in some important changes for the teachers, enabling them to work with sexual abuse cases.

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“…Within the Australian context Mathews (2011) has called for a focus on building teachers' knowledge of the social context of child sexual abuse and its indicators, developing teachers' understanding of the reporting duties, helping to instil positive attitudes towards reporting obligations, and ensuring that teachers are familiar with the practical mechanisms through which reporting duties are discharged. Educators, however, report many barriers to detecting and responding to child abuse and neglect with inadequate education identified as a critical factor (Abrahams, Casey & Daro, 1992: Baxter & Beers, 1990Hawkins & McCallum, 2001;Hazzard & Rupp, 1986;Reiniger, Robison & McHugh, 1995). This lack of education is evident in pre-service teacher training and in-service teacher professional development (Arnold & Maio-Taddeo, 2007;Mathews, 2011;Scholes, 2000;Walsh et al, 2008;Watts & Laskey, 1997).…”

Section: Introductionmentioning

confidence: 99%