Breaking the Cycle of Child Maltreatment and Intimate Partner Violence: The Effects of Student Gender and Caring Relationships with Teachers

Vaughan-Jensen, Jessica; Smith, Danielle M.; Blake, Jamilia J.; Keith, Verna M.; Willson, Victor L.

doi:10.1080/10926771.2018.1522407

Cited by 9 publications

(2 citation statements)

References 36 publications

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“…Years of experience working in schools and as a teacher is associated with greater confidence and perceived skills for identifying, managing and reporting instances of student DV and trauma exposure (Alisic, 2012 ; Davies & Berger, 2019 ; Mckee & Dillenburger, 2009 ; Smith, 2010 ). Ultimately, students spend a considerable amount of time at school and the capacity of teachers to respond to DV and maintain positive, trusting and low-conflict relationships with students can play an important protective role for students (Vaughan-Jensen et al, 2020 ).…”

Section: Teachers’ Experiences Of Handling Domestic Violencementioning

confidence: 99%

School Leaders’ Experiences on Dealing with Students Exposed to Domestic Violence

2021

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School leaders’ experiences and perceptions of students’ domestic violence experiences and trauma-informed school interventions have been overlooked. This semi-structured qualitative study aimed to investigate three areas regarding school leaders’ perceptions regarding domestic violence-exposed students: 1) the experiences of school leaders in dealing with these students; 2) the barriers and strengths associated with managing these students; and 3) school leaders’ recommendations for overcoming any barriers related to this issue in schools. Interviews conducted with 15 school leaders were analysed using thematic analysis. School leaders were found to be instrumental in influencing school culture and support systems surrounding students’ exposure to domestic violence. However, school leaders provided mixed reports regarding the adequacy of resources for domestic violence-exposed students. Recommendations suggested by school leaders included more domestic violence specific training for school staff and training delivery methods that were more sensitive for staff who have personal experiences with domestic violence. School leaders expressed great concerns for teachers, particularly less experienced teachers, regarding their knowledge and skills to assist students who disclose family violence.

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Section: Teachers’ Experiences Of Handling Domestic Violencementioning

confidence: 99%

School Leaders’ Experiences on Dealing with Students Exposed to Domestic Violence

2021

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“…Specifically, caring has been considered as a positive foundation for reinforcing teacher-student relationships, which involve meaningful connections that allow teachers to fulfill students' needs sensitively and with empathy, affection, and concern [19]. Caring can support healthy development and learning; engender trust and love; convey compassion, understanding, respect, and interest [20]; and reduce children's risk of exhibiting violent behaviors [21]. Teachers' caring is also crucial for students' success in an environment with high expectations [22].…”

Section: Teachers' Caring In Ecementioning

confidence: 99%

Paths to Promote the Sustainability of Kindergarten Teachers’ Caring: Teachers’ Perspectives

et al. 2022

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Caring is a crucial aspect of early childhood education (ECE) and is an essential attribute possessed by kindergarten teachers. The sustainable development of ECE in aging China calls for the sustainable development of teachers’ caring. However, research into teachers’ caring in education for sustainable development in ECE has been scarce. This paper aims to emphasize a concern for the theme of caring in the sustainability of ECE and to provide a Chinese perspective on this topic. This study explored the path to promote the sustainability of teachers’ caring from the perspective of Chinese kindergarten teachers, based on an analytical framework of cognition, emotion, will, and behavior. For this purpose, semi-structured interviews were conducted with 17 Chinese kindergarten teachers. The data were analyzed using MAXQDA, qualitative data analysis software, and the descriptive analysis technique. Main themes were generated and then the views were aligned under the themes. Research shows that reading, leisure and art activities, cultural immersion, and mentoring practice can bring many benefits to the promotion of teachers’ caring. Continuous reading can awaken teachers’ caring conscience and promote the sustainability of caring cognition while sufficient leisure and art activities can generate their caring emotions and promote their sustainability. Cultural immersion can cultivate teachers’ caring beliefs and promote the sustainability of caring will while mentoring practice can shape teachers’ caring behaviors and promote their sustainability. The four paths cited above successfully helped teachers overcome the obstacles to caring that they faced and promoted their caring abilities. This study provides systematic paths for promoting the sustainability of kindergarten teachers’ caring and emphasizes their self-care as critical to ensuring teachers’ caring. The necessity of providing effective institutional and policy support to promote the sustainable development of teachers’ caring is suggested.

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Recent Research on Child Neglect

2022

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Breaking the Cycle of Child Maltreatment and Intimate Partner Violence: The Effects of Student Gender and Caring Relationships with Teachers

Cited by 9 publications

References 36 publications

School Leaders’ Experiences on Dealing with Students Exposed to Domestic Violence

School Leaders’ Experiences on Dealing with Students Exposed to Domestic Violence

Paths to Promote the Sustainability of Kindergarten Teachers’ Caring: Teachers’ Perspectives

Recent Research on Child Neglect

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