The decision whether to report on children exposed to domestic violence: perceptions and experiences of teachers and school health staff

Markström, Ann-Marie; Münger, Ann-Charlotte

doi:10.1080/2156857x.2017.1405837

Cited by 9 publications

(3 citation statements)

References 39 publications

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“…The school professionals participating in this research, considered that if living with domestic violence is not seen as a form of child abuse, the management does not regard it to be a question for schools (cf. Banks et al 2008: Bruno 2016Dufva 2001;Eriksson et al 2013aEriksson et al , 2013bMünger and Markström 2018;Markström and Münger 2018). Furthermore, this article points at the conflicting understandings and priorities of the different professionalsthe gaps and tensions within and between organizations and professions.…”

Section: Discussionmentioning

confidence: 98%

“…Nor is it uncommon that in order to avoid filing an expression of concern, personnel at the school argue that even if they do so, the CPS will not do anything about it. Sometimes they consider that reporting causes more harm than good (Markström and Münger 2018). It is also important to point out that earlier studies have shown that professionals in preschool and compulsory school take the protection of children seriously (King and Scott 2014;Münger and Markström 2018).…”

Section: Previous Researchmentioning

confidence: 99%

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School and Child Protection Services Professionals’ Views on the school’s Mission and Responsibilities for Children Living with Domestic Violence – Tensions and Gaps

Münger

Markström

2019

J Fam Viol

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The purpose of the work presented here was to study how the Swedish compulsory school, identifies and acts relative to the social problem of children living with domestic violence. More specifically: how do the various professional groups in school and professionals within the child protection services (CPS) describe and understand their own and other professionals' responsibilities and tasks with respect to children living with domestic violence? The study consisted of 10 focus groups whose members were taken from five professional groups in schools and the CPS in Sweden. The results show that professionals in school lack knowledge about living with domestic violence, one example of which is child abuse. They navigate through the large open space that exists between the pedagogic and psychosocial missions of schools, and use different strategies to interpret the child's symptoms of maltreatment. They point at an unclear distribution of responsibility between different professionals in school, which can be interpreted as a tension between domains within the institutional school domain. They also point at a "gap" between the school and CPS domains, and find confidentiality to be an obstacle to collaboration. Furthermore, the article sheds light on the complexities, the conflicting understandings, and the different priorities of the different professionals and institutions working with children living with domestic violence. It also discusses practical implications of the results.

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Section: Discussionmentioning

confidence: 98%

Section: Previous Researchmentioning

confidence: 99%

School and Child Protection Services Professionals’ Views on the school’s Mission and Responsibilities for Children Living with Domestic Violence – Tensions and Gaps

Münger

Markström

2019

J Fam Viol

Self Cite

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“…The victims are also vulnerable to depression, irritability, emotional distress, and social isolation. They might find difficulties making friends, experience low self-esteem, sleep problems, post-traumatic stress disorder (PTSD) and psychosomatic illnesses [9][10][11][12][13][14][15][16][17][18] . Younger victims tend to experience learning difficulties.…”

Section: Influence and Identification Of Victims Of Domestic Violencementioning

confidence: 99%

Identification, disclosure and education support of domestic violence and sexual abuse (DVSA) victims

HF¹,

JEH²,

JCC³

et al. 2021

Int. J. Adv. Community Med.

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Supporting Domestic violence and sexual abuse (DVSA) victims at education paradigm. Objective: To find practical methods of disclosing, identifying, and supporting DVSA victims in the education paradigm. Methodology: A phenomenological descriptive literature review study explores what is known from different authors about identification, influence, disclosure tools and support of DVSA victims to clarify the phenomenon, approaches of disclosure tools and victims' support at education paradigm. Conclusion: Improving factual knowledge and awareness among students and teachers. National policies are mandating the teaching of violence prevention in the national curricula, allocation of budgets, and resources. The need for more comprehensive studies on this subject, educating educators about this paradigm, structuring effective practical disclosure aids, and raising funds and professionals for highly flexible individualised methods of victim's support. Recommendations Tools chosen should consider the target population, screeners' skills and experience, and the evaluation's objective and context. Educators and healthcare providers must ensure that adequate referral and follow-up are provided to those identified through screening to ensure the efficacy of DVSA interventions. Teacher's lack of confidence, conviction, and expertise could jeopardise the intended message; educator's training is recommended. To establish DVSA forum at educational institutes, starting with the "digital generation" at tertiary education or secondary and lower educational levels. Students can write, discuss, share, and disclose at this forum anonymously. The details are accessed by a specialised individual who can implement policies and communicate with students who disclosed the information or are suspected of DVSA.

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What Is the Outcome When Schools Report Concern for a Child to the Norwegian Child Welfare and Protection Services?

Vis,

Lauritzen

2024

Child Abuse Review

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School teachers are a professional group that are responsible for a large proportion of reports concerning suspected child abuse and neglect. This study looks at which concerns are more often reported by schools and if these reports are more likely substantiated when the school is the reporter. The study was designed as a retrospective case‐file study (N = 883). Results show that concerns about the child being exposed to physical abuse were notably more frequent in reports from schools compared to other reporters and were more often substantiated when the reports came from schools as opposed to other reporting agencies. The odds for substantiation of abuse were 6.4 times higher if an abuse concern had been raised in the report compared to when it had not. This effect was not significantly mediated by the school being the reporter. School reports contain to a lesser extent concern about risk factors within the family and local environment. This is not necessarily a shortcoming on behalf of schools but may represent conditions that a teacher has less knowledge of and that constitute a ‘blind spot’ for employees in the education sector. The child welfare service must take this into account when assessing school reports.

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The decision whether to report on children exposed to domestic violence: perceptions and experiences of teachers and school health staff

Cited by 9 publications

References 39 publications

School and Child Protection Services Professionals’ Views on the school’s Mission and Responsibilities for Children Living with Domestic Violence – Tensions and Gaps

School and Child Protection Services Professionals’ Views on the school’s Mission and Responsibilities for Children Living with Domestic Violence – Tensions and Gaps

Identification, disclosure and education support of domestic violence and sexual abuse (DVSA) victims

What Is the Outcome When Schools Report Concern for a Child to the Norwegian Child Welfare and Protection Services?

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