Understanding Teachers’ Uncertainty in Encounters with Pupils with Experiences of Domestic Violence

Selvik, Sabreen; Helleve, Ingrid

doi:10.1080/00313831.2022.2042845

Cited by 4 publications

(4 citation statements)

References 29 publications

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“…A novel finding of this study is that teacher education students agreed that breakout rooms serve as a suitable platform for training on discussing sensitive topics. These findings are in agreement with studies that have shown that teachers claim they lack competence and confidence and that they experience uncertainty about their role concerning pupils with experiences of domestic violence [17,18,76,77]. Teacher education study programs lack a curriculum developed for vulnerable children and children at risk [20,21,28,64,65,[78][79][80][81][82][83][84][85][86][87][88][89][90][91][92].…”

Section: Discussion Of Sensitive and Neutral Topicssupporting

confidence: 87%

“…We suggest an approach using open-ended responses in qualitative interviews to obtain knowledge and understanding about the optimal online learning environment for breakout rooms among professional students. In particular, given that certain sensitive topics are difficult to discuss [49,76], we suggest exploring the impact of "many students have not turned on their camera" in breakout rooms as well as the different uni-professional perspectives. Additionally, other scales and questionnaires, such as the Likert scale [129] and the TeamSTEPPS ® teamwork attitudes questionnaire (T-TAQ) [130], is relevant for doing more in-depth research and analysis.…”

Section: Future Studiesmentioning

confidence: 99%

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Breakout Rooms Serve as a Suitable Tool for Interprofessional Pre-Service Online Training among Students within Health, Social, and Education Study Programs

Almendingen

Skotheim²,

Magnus

2022

Education Sciences

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Higher education institutions must prepare students from health, social, and teacher education programs for interprofessional collaboration (IPC) among children and young people with challenging childhood experiences. We wanted to explore if digital small group rooms, breakout rooms, are feasible for students to learn about, from, and with each other in an interprofessional learning (IPL) initiative, in order to practice IPC. This study is a repeated cross-sectional study from the academic years 2020/21 and 2021/22 with 5412 respondents. The students worked in student-led IPL groups with a case-based learning approach and limited interaction with supervisors. The youngest students agreed to a larger extent that they learned more about, from, and with other students. The teacher students were more positive towards discussing sensitive issues in breakout rooms than the health students. The health students agreed to a larger extent than the teacher students that breakout rooms were suited for pre-service IPC training. The results from this study indicate that breakout rooms provide a potential arena to practice generic skills. If properly organized and structured, breakout rooms can be an excellent learning resource. Breakout rooms provide a safe online environment for learning and practicing IPC, and for training on talking about sensitive issues.

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Section: Discussion Of Sensitive and Neutral Topicssupporting

confidence: 87%

Section: Future Studiesmentioning

confidence: 99%

Breakout Rooms Serve as a Suitable Tool for Interprofessional Pre-Service Online Training among Students within Health, Social, and Education Study Programs

Almendingen

Skotheim²,

Magnus

2022

Education Sciences

View full text Add to dashboard Cite

show abstract

“…The health students agreed to a larger extent that such pre-service training would lead to better future IPC. The previous findings and the present findings are in agreement with studies that have shown that teachers claim they lack competence and confidence and that they experience uncertainty about their role concerning pupils with challenging childhood experiences, such as abuse and domestic violence [14,15,76,77]. Such aspects might not have been sufficiently accounted for when designing the third-year IPL course.…”

Section: The Three-year Annual Curriculumsupporting

confidence: 82%

Transformation from Blended to Online Learning: A Four-Year Longitudinal Cross-Sectional Interprofessional Study

Almendingen

Skotheim²,

Magnus

2023

Education Sciences

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Professional students need to train in online interprofessional collaboration (IPC). During a longitudinal evaluation for 2018–2022 of an interprofessional learning (IPL) curriculum, nearly 7000 students from health, social care, and teacher education programs completed indicator questions concerning learning about child-related topics and skills required for IPC during their first, second, and third curriculum years of study. The students worked in student-led IPL groups according to a case-based learning approach. Online IPL yielded lower mean scores than in-person IPL. The decreased learning outcomes from year 2 to year 3 for the IPL initiative are not due to the online delivery mode. The lack of reported progress in the IPL courses is more likely due to students not experiencing a gain in IPL learning outcomes. Significant differences were found between teacher education and child welfare students and health and social care students, reflecting IPC challenges in working life. We conclude that online IPL is forward-looking because candidates must be prepared for online IPC and for helping users, such as children, online. Although our data support that IPL is complex, the learning experience has tremendous transfer value to welfare services because we assume that the same issues will appear in IPC.

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“…This might be explained by the fact that older participants may have been less familiar with the use of online platforms for education purposes and thus feel more uncomfortable with the environment [84]. Some studies reported teachers tended to prefer direct colleague or external professional conversations than information found online [85]. It could also be due to the fact that this is an introductory course and older participants might already have been trained in these topics.…”

Section: Plos Onementioning

confidence: 99%

How can school help victims of violence? Evaluation of online training for European schools’ staff from a multidisciplinary approach

Greco¹,

González-Pío²,

Pereda³

et al. 2021

Preprint

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The interventions used to prevent or treat violence against children, particularly sexual abuse, only tend to consider the target audience as their main source of data. We tested the effect of an online training for school staff members in Europe through three studies. In Study I, we interviewed 5 adult women (Mage = 49.2, SD = 5.81) who were victims of sexual abuse during childhood to detect what school could have done during that time to protect them. Through Study II, we collected data on 66 school staff to assess feasibility (based on quantitative indicators) and to explore the changes they would make to their everyday practice due to the training course (using qualitative analysis). In Study III, we used network analysis to assess to what extent the actions described by school staff in Study II met the needs expressed by the victims in Study I. Findings of Study I revealed new proposals from the victims’ perspective, such as working with the perpetrators. Study II showed the feasibility of training and identified five types of action that school staff members will include in their everyday working dynamics due to the training: detection (e.g., Greater attention to relationships with peers), reporting (e.g., Now I know that suspecting a case of child abuse is enough to report), everyday practices (e.g., Introducing a calming space), changes at school level (e.g., Propose the training course to the school management team) or practices that could belong to more than one category (e.g., Greater awareness of the activities undertaken by the school). Study III provided evidence that some of these changes (e.g., reporting without looking for proof) were in line with some of the victims’ expectations (e.g., listen to the children). We also identified gaps that need to be further developed.

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Understanding Teachers’ Uncertainty in Encounters with Pupils with Experiences of Domestic Violence

Cited by 4 publications

References 29 publications

Breakout Rooms Serve as a Suitable Tool for Interprofessional Pre-Service Online Training among Students within Health, Social, and Education Study Programs

Breakout Rooms Serve as a Suitable Tool for Interprofessional Pre-Service Online Training among Students within Health, Social, and Education Study Programs

Transformation from Blended to Online Learning: A Four-Year Longitudinal Cross-Sectional Interprofessional Study

How can school help victims of violence? Evaluation of online training for European schools’ staff from a multidisciplinary approach

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