Locating child protection in preservice teacher education

The Teachers’ Role in Child Sexual Abuse Prevention Programs: Implications for Teacher Education.

“…They argue that there is empirical evidence of the effects of maltreatment on children's learning at school; teachers' have legal duties to report child abuse and neglect under legislation and/ or duty of care; teachers' have duties to report under education policy, and; there are links between child maltreatment, children's right and social justice. As this need for child protection education has been clearly articulated previously (Arnold & MaioTaddeo, 2007;Mathews et al, 2006;Mathews et al, 2009;Mathews & Kenny, 2008;Taylor, 1997;Taylor & Hogkinson, 2001;Walsh et al, 2011, Watts & Laskey, 1994 this paper moves forward to consider what constitutes appropriate school CSA prevention initiatives and understandings that need to be embedded in professional development.…”

“…While there are barriers to teachers' reporting, such as fear of misreporting and consequences of reporting, teachers with recent training report more confidence recognising indicators, are more knowledgeable about reporting duties and more prepared to follow reporting guidelines (Matthews, 2011;Hawkins & McCallum (2001). A recent review of approaches to pre-service child protection education at three Australian universities suggests that content can be positioned as a separate entity or integrated within a related unit of work such as Family Studies (Walsh et al, 2011). While there were advantages and disadvantages identified for both approaches, to develop deep, rather the surface level, subject matter and expertise there is a need for in-depth content delivered by teacher educators with robust child protection knowledge (Walsh et al, 2011).…”

“…A recent review of approaches to pre-service child protection education at three Australian universities suggests that content can be positioned as a separate entity or integrated within a related unit of work such as Family Studies (Walsh et al, 2011). While there were advantages and disadvantages identified for both approaches, to develop deep, rather the surface level, subject matter and expertise there is a need for in-depth content delivered by teacher educators with robust child protection knowledge (Walsh et al, 2011).…”

“…Advocates have provided a strong case for locating child protection in preservice teacher education in Australia (Arnold & Maio-Taddeo, 2007;Mathews et al, 2006;Mathews et al, 2009;Mathews & Kenny, 2008;Walsh et al, 2011). Walsh and colleagues (2011) suggest four reasons for embedding sophisticated levels of child protection content in pre-service education programs.…”

“…Professional development in the area of CSA prevention, however, is seriously lacking (Mathews, 2011) and evidence suggests a critical need for training. To this end, teachers need in-depth knowledge to empower them to carry out their responsibilities in the protection of children, with professional development recommended pre-service and in-service (Arnold & Maio-Taddeo, 2007;Mathews, 2011;Mathews, Walsh, Rassafiani, Butler & Farrell, 2009;Walsh, Laskey, McInnes, Farrell & Mathews, 2011;Watts & Laskey, 1997).…”