How teachers define and respond to child abuse: The distinction between theoretical and reportable cases

Social isolation from communities and child maltreatment: a cross-cultural comparison

“…If evidence of maltreatment was disclosed, as in both countries there is a policy of mandate reporting, the child protective services would intervene. Although these cases fell into the theoretical concept of abuse and neglect, teachers did not consider them to fit the category of reportable abuse (Gracia, 1995;Tite, 1993).…”

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

“…Many incidents of maltreatment do not exhibit corroborating physical signs (Crenshaw et al, 1995;Faller, 1996). Cases where a reasonable belief has been formed may not be reported because teachers believe they require more than a belief or suspicion and feel they lack sufficient visible evidence to report (Bryant & Baldwin, 2010;Goldman & Padayachi, 2002;Tite, 1993;Walsh et al, 2005). Secondly, the severity of the maltreatment can impact reporting behaviour.…”

“…Arguably these instructions and practices go beyond the intention of the mandate and as a result may threaten the integrity of any information reported by the child. It is apparent from Tite's (1993) research that only disclosure by the child or the most obvious signs of physical abuse would lead a teacher to formally report. However, there have been many changes to child protection and mandated reporting laws since Tite's study, as such, research is required to determine whether these conclusions remain salient more than two decades later.…”

“…Tite (1993) employed a methodology of interviews and 10 vignettes designed to determine how teachers define maltreatment, their experience with such situations and the action they took in response. Findings revealed that defining maltreatment was problematic for teachers; further, they had concerns about establishing 'reasonable grounds'.…”

“…To eliminate their uncertainty and help form a reasonable belief that a child is being maltreated, teachers may directly question the child (Beck & Ogloff, 1995;Schols, De Ruiter, & Öry, 2013;Tite, 1993). This is concerning because, first, in certain jurisdictions it may be a policy requirement of certain agencies that reporters do not conduct their own investigation if they suspect a child is being maltreated (for example, see Protecting children: Mandatory reporting and other obligations for the early childhood sector, Department of Education and Training Victoria).…”