Definition and Identification of Child Abuse by Finnish Public Health Nurses

Paavilainen, Eija; Tarkka, Marja‐Terttu

doi:10.1046/j.1525-1446.2003.20107.x

Cited by 31 publications

(32 citation statements)

References 23 publications

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“…These include use of known risk factors (Appleton et al 2004), knowledge of local norms, direct observations of behaviour, reflection on the relationship between the parent and health visitor, as well as more intuitive reactions (Appleton 1994a;King et al 1997;Paavilainen & Tarkka 2003). In many cases understanding difficulties in parent-child relationships involved piecing together a jigsaw over a considerable period.…”

Section: Discussionmentioning

confidence: 99%

“…As well as checklists and guidelines (Appleton et al 2004), HVs utilise their 'intuitive' responses (King et al 1997;Paavilainen & Tarkka 2003) and other types of 'professional judgement' (Appleton et al 2004). While this approach may be sensitive, there are potential dangers in uncritical use of such 'internal models,' particularly in terms of culturally sensitive practice.…”

Section: Discussionmentioning

confidence: 99%

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Health visitors’ assessments of parent–child relationships: A focus group study

Wilson

Barbour

Graham³

et al. 2008

International Journal of Nursing Studies

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Background: Health visitors (HVs), also known as public health nurses, in the UK provide a universal community-based service to preschool children and their parents. Since they have ongoing supportive contact with almost all mothers and young children they have opportunities to identify problems in the parent-infant relationship: for example during developmental screening, home visits and immunisation clinics. Research into the role of screening for problems in the parent-child relationship in early childhood is sparse and little is known about how such problems are currently identified in the community Objective: To explore the approaches taken by health visitors (HVs) to identifying problems in the parentchild relationship Design: focus group study.Setting: Glasgow, Scotland Participants: 24 health visitors sampled purposively Results: Multiple sources of information were used by health visitors in assessing parent-child relationships.These include use of known risk factors, knowledge of local norms, direct observations of behaviour, reflection on the relationship between the parent and health visitor, as well as more intuitive reactions. In many cases understanding difficulties in parent-child relationships involved piecing together a jigsaw over a considerable time span. Continuity of relationships appeared to be crucial in this task. Home visits were described as the most informative setting in which to develop an understanding of the parent-child relationship. Participants reported a lack of formal training in the assessment of parent-child relationships and were keen to obtain more training.Conclusions: Health visitors use complex strategies to integrate information about parent-child relationships.These strategies are acquired in a variety of ways, but receive little emphasis during basic professional training.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Health visitors’ assessments of parent–child relationships: A focus group study

Wilson

Barbour

Graham³

et al. 2008

International Journal of Nursing Studies

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“…Shulman's (1991) work, for example, although dated, was acknowledged as infl uential by Trotter (2002) and encompassed a range of interpersonal skills, such as putting a client's feelings into words, using empathy and confrontation, clarifying the practitioner role and supporting clients in what he described as 'taboo areas'. Finally, the most recent study out of the six came from Finland, where Paavilainen and Tarkka (2003) determined how public health nurses recognise child abuse. Using focused interviews with 20 nurses, they found that nurses described their use of interactive skills, knowledge acquisition skills and problem management skills.…”

Section: The Initial Findings-and the Challengesmentioning

confidence: 99%

Determining the skills for child protection practice: emerging from the quagmire!

Keys

2009

Child Abuse Review

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This paper, the second in a series of two, presents and analyses the results of an extended literature review undertaken for a Master's dissertation, the purpose of which was to establish the evidence base for the learning and teaching of skills for child protection practice. The review, discussed in the previous paper, was carried out in two stages. An initial search yielded a very small number of studies of direct relevance but they provided the trigger and the key words for a second search. Many potentially useful areas had to be omitted from the second stage because of limited resources, but the two stages in the search generated large amounts of material, much of which was indirectly relevant to child protection practice. The review did not achieve the original aim of determining skills that are identifi ed through research and other evidence as being essential for child protection practice, but it was possible to draw some conclusions. For example, evidence was found of the importance of a range of communication skills, whether these be child focused, carer focused or interprofessional. Skills in managing confl ict and challenge were found to be crucial, with the importance of role clarifi cation being acknowledged. There was some evidence of the use of decision-making skills and problem-solving skills, but little research that explored procedural skills.

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“…Public child healthcare nurses and doctors may observe signs of child abuse in the child’s behavior and appearance and in the family’s behavior, but they will also rely on knowledge acquisition from outside third parties [35]. Their contacts with the child and his/her parents are brief and infrequent.…”

Section: Introductionmentioning

confidence: 99%

How do public child healthcare professionals and primary school teachers identify and handle child abuse cases? A qualitative study

Schols

Ruiter

Öry³

2013

BMC Public Health

110

103

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BackgroundPublic child healthcare doctors and nurses, and primary school teachers play a pivotal role in the detection and reporting of child abuse, because they encounter almost all children in the population during their daily work. However, they report relatively few cases of suspected child abuse to child protective agencies. The aim of this qualitative study was to investigate Dutch frontline workers’ child abuse detection and reporting behaviors.MethodsFocus group interviews were held among 16 primary school teachers and 17 public health nurses and physicians. The interviews were audio recorded, transcribed, and thematically analyzed according to factors of the Integrated Change model, such as knowledge, attitude, self-efficacy, skills, social influences and barriers influencing detection and reporting of child abuse.ResultsFindings showed that although both groups of professionals are aware of child abuse signs and risks, they are also lacking specific knowledge. The most salient differences between the two professional groups are related to attitude and (communication) skills.ConclusionThe results suggest that frontline workers are in need of supportive tools in the child abuse detection and reporting process. On the basis of our findings, directions for improvement of child abuse detection and reporting are discussed.

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Definition and Identification of Child Abuse by Finnish Public Health Nurses

Cited by 31 publications

References 23 publications

Health visitors’ assessments of parent–child relationships: A focus group study

Health visitors’ assessments of parent–child relationships: A focus group study

Determining the skills for child protection practice: emerging from the quagmire!

How do public child healthcare professionals and primary school teachers identify and handle child abuse cases? A qualitative study

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