Effect of training about child neglect and abuse to teachers and its effect to awareness

Abstract

Background This study aimed to evaluate the effects of child neglect and abuse training on the knowledge and awareness of medical vocational schoolteachers in Turkey. Methods This study was conducted based on data taken from a sample of teachers from Kayseri, Turkey, between October 2016 and April 2017. Teachers who agreed to participate in the study received training pertaining to child neglect and abuse. Data were collected through a survey form and the Scale for Identifying the Symptoms and Risks of Child Abuse and Neglect. Data were analyzed using SPSS V.20.0 software. For statistical analyses, Student’s t test, analysis of variance and McNemar tests were conducted, with a value of p < 0.05 being considered statistically significant. Results Of teachers in the sample, 63.7% were female, and 80.5% were married. Teachers’ mean age was 40.5 ± 9.9 years. Among teachers, 87.4% reported that the training was sufficient. Teachers’ level of knowledge concerning neglect and abuse and the percentage of teachers who reported that they would report such situations to the authorities when faced with such a case increased after training. Female teachers’ scores on the neglect and abuse scale increased among teachers without children and those who found the training to be sufficient. Conclusions The knowledge level of teachers in the study group was found to be increased compared to their knowledge level prior to training. The subject of child neglect and abuse should be further discussed in the context of teachers’ formal training.

Awareness of Child Abuse and Neglect: A Prospective Interventional Study among Schoolteachers from Andhra Pradesh

“…Based on the findings of a recent systematic study, it has been established that the mistreatment of children might have negative consequences for the children, which may hinder their overall development [ 37 , 38 , 39 , 40 , 41 ]. The scenario will be completely different in European countries, Middle Eastern countries, North American countries, and the Indian subcontinent [ 37 , 38 , 39 , 40 , 41 , 42 , 43 ]. A Chinese group also highlighted the need to focus resources on child safety and improve national knowledge of child abuse in China based on a systematic review [ 44 ].…”

“…A Chinese group also highlighted the need to focus resources on child safety and improve national knowledge of child abuse in China based on a systematic review [ 44 ]. A recent Turkish study [ 43 ] reported that, in sum, teachers’ knowledge levels concerning child neglect and abuse significantly increased after training. Therefore, the Turkish national education system should develop and implement an intervention program to assist teachers in identifying incidents of child neglect and abuse.…”

Development of the Training Program on Child Abuse Prevention for Citizens (TCAP-C) and Its Effects and Acceptability: Community-Based Participatory Research

“…The main reasons for these low numbers may include a lack of appropriate recognition and knowledge of CAN, lower self-efficacy, indifference, and psychological barriers to reporting and responding to CAN as well as Japanese traditional norms regarding the family (e.g., family issues are private and should not be intervened in) [14,20,21]. Although training programs to acquire and improve their recognition, knowledge, and behaviors regarding CAN have been developed and implemented for health and educational professionals in previous studies [22][23][24][25], an effective training program focusing on citizens (CLs: laypersons) has not yet been developed. Social Cognitive Theory [26][27][28] suggests that increasing selfefficacy is essential to change behaviors, and it is influenced by the following four factors: enactive mastery experience, vicarious learning/modeling, verbal persuasion, and physical and psychological arousal.…”

How can school help victims of violence? Evaluation of online training for European schools’ staff from a multidisciplinary approach

“…Caring about students’ well-being and mental health, creating a school environment that is safe and trustworthy or taking time with each student to discuss emotions or provide strategies to foster resilience and post-traumatic growth are a few strategies that seem to work effectively and are usually embraced by trauma-sensitive schools [ 31 – 33 ]. Interventions that have been tested in this approach have promising effects in terms of improvements in teachers’ knowledge about child abuse and neglect [ 34 ], students’ school adjustment and mental health outcomes [ 35 ] and in the reduction of violent experiences [ 36 ]. Some studies have also found that training teachers in the prevention of child victimization enables students to progress in learning [ 37 ] and benefits the early learning skills of children and adolescents, improving the quality of the school environment [ 38 ].…”

“…Programs about child abuse addressed to teachers and studies performed with school staff [ 34 , 53 , 54 ] report that this population lack training to prevent, detect and intervene effectively when faced with victimization against children and adolescents. On the other hand, studies testing programs [ 55 ] including the victim’s voice [ 39 , 40 ] or the trauma-sensitive approach [ 36 , 56 ] have found positive effects at the school level (e.g., the reduction of violent incidents or improvements in the school climate) and the individual level (e.g., decreasing post-traumatic stress symptoms or increasing hope and school adjustment).…”