Preservice Teachers’ Sources of Information on Mandatory Reporting of Child Sexual Abuse

Goldman, Juliette; Grimbeek, Peter Moodie

doi:10.1080/10538712.2015.1009607

Cited by 21 publications

(10 citation statements)

References 49 publications

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“…Only 15% of teachers surveyed have received training on CAN policies and procedures with 57% reporting a lack of confidence in their ability to identify CAN (McGarry & Buckley, 2013). Studies call for increasing CAN training for teachers and youth volunteers, to increase recognition and reporting (Emich-Widera, Kopyta, Kaluzna-Czyz, & Kazek, 2011;Gilbert et al, 2009;Goldman & Grimbeek, 2015;Rheingold et al, 2015;Szilassy et al, 2013;Walsh et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

At the Front Lines: Effectively Training Community Stakeholders to Recognize and Report Child Abuse and Neglect

Gardner

Derouin

Brown

et al. 2018

The Journal of School Nursing

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In states with universal mandatory reporting of child abuse and neglect (CAN), it is essential that people who work with children and youth in a community be appropriately trained to recognize and report CAN. The primary goal of CAN training is early detection and intervention with a secondary purpose of impacting rates of violence, disease, drug use, and teen pregnancies in the community. The purpose of this project was to implement a standardized, community-tailored CAN training for laypersons and a train-the-trainer program in a rural Oklahoma community. The CAN training was evaluated on knowledge, confidence, training satisfaction, and willingness to participate in the train-the-trainer session. The train-the-trainer session was evaluated on confidence and training satisfaction. Participant knowledge and confidence was measured by comparing pretest scores to immediate and 4 months after the training posttest scores. Posttest scores indicated increase in knowledge at the posttest ( p < .001) and posttest 2 ( p < .001). There was a significant increase in confidence at the posttest ( p < .001) and posttest 2 ( p = .009).

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Section: Introductionmentioning

confidence: 99%

At the Front Lines: Effectively Training Community Stakeholders to Recognize and Report Child Abuse and Neglect

Gardner

Derouin

Brown

et al. 2018

The Journal of School Nursing

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“…This resonates with the results of an Australian study where majority of teachers were equivocal regarding reporting of CSA citing lack of proper training and intervention courses in this regard. 16 A crucial point underscored by our study was that children should be given awareness regarding their body parts and where they can be touched which was affirmed by 70 (97.2%) teachers after the educational intervention. In our study, 42 (58.4%) teachers thought that children can make up stories about sexual abuse to gain sympathy and attention.…”

Section: Discussionmentioning

confidence: 57%

Impact of Health Education on Knowledge on Child Sexual Abuse Among Teachers in Twin Cities of Pakistan

Naeem

Savul

Khattak

et al. 2018

PJPH

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Background: Child sexual abuse is a critical and neglected public health issue in Pakistan. The objective of this study was to evaluate the impact of a health education intervention on knowledge of child sexual abuse among school teachers of Islamabad and Rawalpindi.Methods: This interventional community trial was conducted in eight private schools in Islamabad and Rawalpindi from March to June 2018. Schools were randomly selected and the study participants consisted of female teachers above 20 years of age. Teachers were given knowledge regarding child sexual abuse by means of comprehensive presentations, videos and distribution of written educational materials. Data were collected by a pre-tested selfdesigned questionnaire which was completed by the study participants before and after the health education intervention. Data analysis was done using SPSS version 23. Paired t-test was used to determine the mean difference and McNemar's test was used for pairwise comparison of knowledge before and after the intervention. Results: The mean age of teachers was 27.63 (±5.16) years and the average time spent in teaching profession was 5.44 (±3.58 years). The mean pre-workshop score was 10.06 (± 2.65) and the mean post-workshop score was 18.35 (± 1.28). The mean difference between these two scores was statistically significant (p <0.001). The total percentage of correct answers was 50.2% before the intervention and 90.8% after the intervention (p-value <0.001). Conclusion: The health education intervention dispelled various myths and was successful in improving knowledge and awareness regarding child sexual abuse among school teachers in twin cities of Pakistan.

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“…Diverse research studies conducted in Australia and Spain warn of the pervasiveness of this situation, as even in countries where there is a responsibility to report sexual abuse, women educators do not have the competence to recognize it. [22][23] This may be related to the fact that they do not assume such an eventuality, as the collective discourse pointed out.…”

Section: /12mentioning

confidence: 99%

Domestic Violence Experienced by Adolescents: The Discourse of Women Educators

Cordeiro

Gomes

Campos

et al. 2019

Texto contexto - enferm.

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Objective: to learn the perception of women educators about domestic violence against adolescents. Method: this is a qualitative study, based on Paulo Freire's Critical-Liberating Perspective, conducted with 20 women educators from a public elementary school located in Salvador, Bahia, Brazil. An interview was conducted from August to October 2017. Data was systematized based on the Collective Subject Discourse and analyzed in the light of theorist Paulo Freire. Results: the women educators' speeches about domestic violence against adolescents revealed perceptions represented by the “Forms of violence against adolescents practiced in the domestic setting”; “Repercussions of domestic violence on health and education”; “Naturalization of domestic violence”; and “Reproduction of violence in the school space”. Conclusion: women educators recognize domestic violence as an intergenerational phenomenon that expresses itself in various ways and has repercussions on the physical and mental health of adolescents with repercussions on school performance and interpersonal relationships, including with peers and teachers.

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Preservice Teachers’ Sources of Information on Mandatory Reporting of Child Sexual Abuse

Cited by 21 publications

References 49 publications

At the Front Lines: Effectively Training Community Stakeholders to Recognize and Report Child Abuse and Neglect

At the Front Lines: Effectively Training Community Stakeholders to Recognize and Report Child Abuse and Neglect

Impact of Health Education on Knowledge on Child Sexual Abuse Among Teachers in Twin Cities of Pakistan

Domestic Violence Experienced by Adolescents: The Discourse of Women Educators

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