Teacher awareness program on child abuse: A randomized controlled trial

McGrath, Patrick J.; Cappelli, Mario; Wiseman, Dan; Khalil, Nadia; Allan, Brahim

doi:10.1016/0145-2134(87)90041-x

Cited by 26 publications

(12 citation statements)

References 2 publications

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“…Content of iLookOut was informed by prior studies of professionals’ reporting [18] [20] [21] [22] [28] [31], and the professional expertise of the interdisciplinary team. The first four sections captured participant information about demographics; work information; knowledge about reporting child abuse and neglect, and attitudes towards reporting child abuse and neglect.…”

Section: Methodsmentioning

confidence: 99%

“…Each item had one correct answer, enabling a maximum score of 21. The scale was informed by scales used in prior research [18] [19] [21] [28] to measure knowledge of key features of the duty for all kinds of maltreatment: what types and extents of abuse and neglect must be reported; what state of mind activates the duty to report; how, when, and to whom a report must be made; and legal protections. The scale was adapted to reflect Pennsylvania child protection law (Pennsylvania Consolidated Statutes, Title 23 (Domestic relations), ss 6303(a), 6303B, 6304, 6311, 6311B, 6313) including amendments in 2013 (House Bills 430, 436, 726), through analysis by the first author.…”

Section: Methodsmentioning

confidence: 99%

“…By comparison, sample sizes for the few controlled trials involving mandated reporter training have been much smaller [32] [33]. Another study involved a control group of 94 and an experimental group of 37 [28]. Our sample (n = 762) experienced low non-completion and provided a strong basis for statistical analysis.…”

Section: Methodsmentioning

confidence: 99%

“…Most educational programs focus only on cognitive skills, such as knowledge of indicators of child abuse, or of the content of the reporting duty, with less attention paid to the affective dimension of attitudinal development [27] [28]. Many have focused only on sexual abuse [29] [30].…”

Section: Introductionmentioning

confidence: 99%

“…Only three used a control group, and these relied only on self-reported change in knowledge and confidence rather than objective measures [34]. Controlled trials outside 1994–2005 are rare [28] [32] [33]. Most programs have been directed towards professions such as medicine, nursing, dentistry, and school-based education [34].…”

Section: Introductionmentioning

confidence: 99%

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Educating early childhood care and education providers to improve knowledge and attitudes about reporting child maltreatment: A randomized controlled trial

et al. 2017

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Early childhood care and education providers (CCPs) work with over 7 million young children. These children are vulnerable to physical, sexual and emotional abuse, and neglect. However, CCPs make less than 1% of all reports of suspected child abuse and neglect that are made to child protective services. CCPs are therefore an untapped resource in the public health response to child maltreatment. However, their knowledge and attitudes about duties to report child maltreatment are poorly understood. Moreover, no rigorous research has tested whether their knowledge and attitudes about reporting child maltreatment can be improved. These gaps in knowledge are important because knowledge of the duty and positive attitudes towards it produce more effective reporting, and little evidence exists about how to enhance cognitive and affective attributes. Using the CONSORT approach, we report a single-blind test-retest randomized controlled trial evaluating iLook Out for Child Abuse, a customized online educational intervention for CCPs to increase knowledge and attitudes towards the reporting duty. 762 participants were randomized with results analyzed for 741 participants (372 in the intervention group; 369 in the control). Knowledge of the reporting duty increased in the intervention group from 13.54 to 16.19 out of 21 (2.65 increase, 95% CI: (2.37, 2.93); large effect size 0.95, p < 0.001); the control group remained stable, moving from 13.54 to 13.59 (0.05 increase, 95% CI: (-0.12, 0.22); negligible effect size 0.03, p = 0.684). Attitudes were enhanced on all 13 items for the intervention group, remaining stable in the control, with significant differences between groups on all items (p < 0.05). Gains were largely sustained at four month follow-up. Findings support education for CCPs and other professions. Future research should also explore effects of education on reporting behavior.Trial registration: US National Institutes of Health NCT02225301

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Educating early childhood care and education providers to improve knowledge and attitudes about reporting child maltreatment: A randomized controlled trial

et al. 2017

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Prevention of child sexual abuse: implications of programme evaluation research

MacIntyre

Carr

2000

Child Abuse Rev.

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Thirty child abuse prevention programme evaluation studies were selected according to a set of methodological criteria following an extensive manual and computer literature search. Targets for intervention in 17 studies were children; in 3 were parents; in 4 were teachers; and in 6 studies multisystemic programmes were evaluated where some combination of children, parents and teachers were targeted for intervention. From a review of the 30 studies it was concluded that child abuse prevention programmes can lead to significant gains in children's, parents' and teachers' safety knowledge and skills. Best practice guidelines arising from the review include the use of multisystemic programmes; child-focused curricula which cover a wide range of safety skills and concepts; and the use of didactic instruction and discussion; video modeling; and active behavioural skills training techniques in programme delivery. The curricula for parents' and teachers' programmes should cover child-protection issues and local child protection procedures along with an overview of the children's programme lesson plans. Longer programmes conducted by trained staff are preferable and such staff may include teachers, parents, mental health professionals and law enforcement officers.

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