Effectiveness of child protection training for pre-service early childhood educators

Abstract

International evidence confirms that early childhood educators can enter professional practice unprepared for child protection due to inadequate pre-service preparation. This paper makes an original contribution by using the Child Protection Questionnaire for Educators (CPQE) to examine the pre-and post-intervention child maltreatment and protection knowledge of early childhood and primary teaching students. While students' knowledge increases significantly after participating in a child protection training programme, Pastoral Pathways, as part of their undergraduate study, post-intervention scores vary between groups. The study provides evidence of programme effectiveness and future training needs of pre-service educators.Findings are relevant to teacher educators and child care training providers in relation to programme content development and evidencing knowledge and skills acquisition.

Sexual Abuse Prevention Program for School Age Children

“…In addition [12]; [20]; [8]; [35] & [6] stated that receiving training education is a good way to improve participants' knowledge and attitudes about child sexual abuse prevention.…”

Idaho Teacher’s Attitudes about Child Abuse and/or Neglect: Trends and Implications of Reporting

“…A common research theme is that, although school professionals commonly report child maltreatment, they lack enough knowledge about CAN to help identify and report potential cases (Levin, 1983;Haase & Kempe, 1990;Abrahams, Casey & Daro, 1992;Kenny 2001;Zellman & Fair, 2002;Kenny, 2004;Webster, O'Toole, O'Toole & Lucal, 2005;Hinkelman & Bruno, 2008;McKee & Dillenburger, 2012;Krase, 2013). Numerous studies have found that most teachers are unaware of the indications of specific types of abuse especially because some symptoms and indications can be subtle (Hinkelman & Bruno, 2008;Crosson-Tower, 2003).…”

“…personnel seemed unknowledgeable about reporting procedures (Abrahams et al, 1992;Kenny, 2001;Kenny, 2004;Levin, 1983, Dillenburger & Mckee, 2012 and school policies surrounding them might not be in compliance with state and federal reporting laws (i.e. not letting a teacher self-report a case of CAN) (Kenny, 2001;Alvarez et al, 2005;Sinanan, 2011).…”

“…Additionally, because of the inadequacy of knowledge teachers acquire about the signs of CAN (McIntyre, 1990;Abrahams et al, 1992;Tite, 1994;Kenny, 2001;Kenny, 2004), confidence issues existing about reporting cases of CAN (Yaniowitz et al, 2003;Goldman, 2007;McKee & Dillenburger, 2012), the legal ambiguities teachers are facing when reporting suspected cases of CAN (Levin, 1983;Haase & Kempe, 1990;Abrahams et al, 1992;Foreman & Bernet, 2000;Kenny, 2001;Kenny, 2004;Goldman, 2007;Sinanan, 2011), and confidentiality laws and policies that usually surround follow-up of reported cases of CAN (Haase & Kempe, 1990;Crosson-Tower, 2003;Alvarez et al, 2004), it becomes easier to see why many teachers are experiencing distrust for the CPS system. However, such distrust for the CPS system may dwindle if the CPS system were not a mysterious entity for most educators as it currently is (Haase & Kempe, 1990;Crosson-Tower, 2003;Alvarez et al, 2004).…”

Heads You Win, Tails I Lose: The Dilemma Mandatory Reporting Poses for Teachers

“…Child abuse and neglect are major public health concerns and are associated with a range of negative outcomes which can adversely affect a victim's mental health, education and interpersonal relationships (McKee & Dillenburger, 2012). Furthermore, negative outcomes of child abuse are not limited to the victim but also impact the child's family and have costly consequences for society (Tavkar & Hansen, 2011).…”