Child Abuse: A Curriculum Issue in Teacher Education

Molnar, Alex; Gliszczinski, Christine

doi:10.1177/002248718303400511

Cited by 6 publications

(2 citation statements)

References 2 publications

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“…These findings are in agreement with studies that have shown that teachers claim they lack competence and confidence and that they experience uncertainty about their role concerning pupils with experiences of domestic violence [17,18,76,77]. Teacher education study programs lack a curriculum developed for vulnerable children and children at risk [20,21,28,64,65,[78][79][80][81][82][83][84][85][86][87][88][89][90][91][92]. Teachers are mandated to report child maltreatment, yet some teachers are reluctant to make such a report [93].…”

Section: Discussion Of Sensitive and Neutral Topicssupporting

confidence: 83%

Breakout Rooms Serve as a Suitable Tool for Interprofessional Pre-Service Online Training among Students within Health, Social, and Education Study Programs

Almendingen

Skotheim²,

Magnus

2022

Education Sciences

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Higher education institutions must prepare students from health, social, and teacher education programs for interprofessional collaboration (IPC) among children and young people with challenging childhood experiences. We wanted to explore if digital small group rooms, breakout rooms, are feasible for students to learn about, from, and with each other in an interprofessional learning (IPL) initiative, in order to practice IPC. This study is a repeated cross-sectional study from the academic years 2020/21 and 2021/22 with 5412 respondents. The students worked in student-led IPL groups with a case-based learning approach and limited interaction with supervisors. The youngest students agreed to a larger extent that they learned more about, from, and with other students. The teacher students were more positive towards discussing sensitive issues in breakout rooms than the health students. The health students agreed to a larger extent than the teacher students that breakout rooms were suited for pre-service IPC training. The results from this study indicate that breakout rooms provide a potential arena to practice generic skills. If properly organized and structured, breakout rooms can be an excellent learning resource. Breakout rooms provide a safe online environment for learning and practicing IPC, and for training on talking about sensitive issues.

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Section: Discussion Of Sensitive and Neutral Topicssupporting

confidence: 83%

Breakout Rooms Serve as a Suitable Tool for Interprofessional Pre-Service Online Training among Students within Health, Social, and Education Study Programs

Almendingen

Skotheim²,

Magnus

2022

Education Sciences

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“…Bu özelliğin çocuğun çok yönlü sağlıklı gelişimi için kullanılmasında okul paydaşlarından özellikle öğretmenlerin çocuğun maruz kalabileceği herhangi bir istismarın önlenmesi için neler yapılması gerektiği ve/veya istismar belirtisini fark edebilmesi konusunda daha bilgili ve cesur olabilmesi için öğretmen eğitiminde yenilikler gerçekleştirilmesi önemli görülmektedir. Molnar ve Gliszczinski (1983) öğretmen yetiştiren kurumlarda bir program önerisinde bulunmuş ve çocuk istismarı ile ilgili bazı üniversitelerde bir reform hareketi girişimi başlatmışlardır.…”

Section: Tablo 3 İlgili Kazanım Ve çOcuk Istismarı Arasındaki Ilişkiunclassified

Examination of primary education teachers’ opinions on child abuse in life science course objectives<p>Hayat bilgisi dersi kazanımlarında çocuk istismarına ilişkin sınıf öğretmenlerinin görüşlerinin değerlendirilmesi

Altan

2018

HumanSciences

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This study concerns the importance of preventive implementations for physical, psychological, and sexual child abuse through curriculum. Therefore, the study has examined the interpretations of primary education teachers on one of the attainments of Safe Life unit in Life Sciences course that has been recently revised and put into force for 2017-2018 academic year. 12 volunteer primary education teachers participated in the study. The study was conducted with phenomenology design of qualitative research method. Semi-structured interview forms were developed and applied by the researcher as the data collection. The data were transcribed first and then analyzed through descriptive and content analysis. The findings have highlighted that most of the teachers have not associated the objective with child abuse issue, on the contrary, they have interpreted it as a precaution for physical harms and damages (accidents, injuries, wounds, etc.) and communication in respect (asking for permission before speaking, behave respectfully to elders, etc.). Additionally, teachers have mentioned that they have not been in any training either in pre-service or in-service education related to child abuse. It has been noticed that child abuse issue has not been properly touched upon in educational field. It is hoped to draw attention to the topic in education with this study. Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetBu çalışmada çocukların fiziksel, psikolojik ve cinsel istismarına yönelik önleyici uygulamaların öğretim programlarında yer almasının önemi araştırılmıştır. Bu kapsamda 2017-2018 eğitim-öğretim yılı itibari ile yürürlüğe giren revize edilmiş hayat bilgisi öğretim programı içerisinde yer alan “Güvenli Hayat” ünitesinin bir kazanımının sınıf öğretmenleri tarafından nasıl yorumlandığı araştırılmıştır. Çalışma 12 sınıf öğretmeni ile nitel araştırma yöntemlerinden olgubilim (fenomenoloji) deseni ile yürütülmüştür. Çalışma sırasında “yarı yapılandırılmış görüşme formu” kullanılmıştır Görüşme sonunda yazıya aktarılan veriler betimsel ve içerik analizi yöntemi ile incelenmiş ve bulgular değerlendirilmiştir. Elde edilen bulgulara göre öğretmenlerin büyük bir çoğunluğu kazanımı fiziksel güvenlik (kaza, yaralanma, güvenli oyun alanları vb.) ve saygılı iletişim (söz alma, büyüklere saygılı olma vb.) çerçevesinde yorumlamış ve çocuk istismarı ile ilişkilendirmemiştir. Öğretmenler ilgili konuda hiç eğitim almadıklarını da belirtmişlerdir. Bu çalışma sonucunda eğitim alanında çocuk istismarı konusunda yeterli bir farkındalık olmadığı fark edilmiş ve eğitim alanında önleyici uygulamalara yönelik farkındalık oluşturulması için önerilerde bulunulmuştur.

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School sexual abuse prevention: Unintended consequences and dilemmas

Trudell

Whatley

1988

Child Abuse & Neglect

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Child Abuse: A Curriculum Issue in Teacher Education

Cited by 6 publications

References 2 publications

Breakout Rooms Serve as a Suitable Tool for Interprofessional Pre-Service Online Training among Students within Health, Social, and Education Study Programs

Breakout Rooms Serve as a Suitable Tool for Interprofessional Pre-Service Online Training among Students within Health, Social, and Education Study Programs

Examination of primary education teachers’ opinions on child abuse in life science course objectives<p>Hayat bilgisi dersi kazanımlarında çocuk istismarına ilişkin sınıf öğretmenlerinin görüşlerinin değerlendirilmesi

School sexual abuse prevention: Unintended consequences and dilemmas

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