Training Teachers to Identify and Intervene with Abused Children - Ann Hazzard
Preparing Educators to Participate in the community Response to Child Abuse and Neglect - Mary McCaffrey and Stephanna Tewey
Sources of knowledge of departmental policy on child sexual abuse and mandatory reporting identified by primary school student-teachers - Juliette D.G. Goldman and Peter Grimbeek
Are Malaysian teachers ready to assume the duties of reporting child abuse and neglect?
- Wan Yuen, Kerryann Walsh, Mary Joseph Marret, Karuthan Chinnam, Nai Peng Tey
Support for teachers being mandatory reporters
Study "audits an Australian cohort of 56 Bachelor of Education primary school student-teachers in their final fourth year, on the sources of the professional knowledge they garnered during those four years concerning the depart of Education's policy on child sexual abuse and mandatory reporting"
Surveyed Elementary and junior high school teachers and some teachers participated in a 6 hour workshop about child abuse
"children's needs are not met by reporting along. Successful community efforts, particularly those that offer assistance to children, must include educators as participatory members of community teams" (115)
Treatment teachers (teachers that participated in the workshop) were more likely to report having "talked to a child about events at home in an effort to determine whether abuse might be occuring
48% of treatment teachers reported talking to one or more children about family events compared to 22% of control teachers
Treatment teachers were more likely to report giving a class presentation on child abuse
47% vs 26%
Treatments teachers were more likely to discuss child abuse with friends and colleagues (82% vs 51%)
"Requires a knowledge and integration of these resources"(115)
USING EDUCATIONAL RESOURCES
Educators are already pretty skilled observers of children, but there should be a team of highly trained educators, psychologists, social workers, nurses and paraprofessionals to help children and families -> ends up supplementing a larger community
goals of training besides identification: be familiar with interview techniques for families, understand procedures, develop comprehensive school policies, understand and support school based teams, Identify alternative uses of existing school programs to provide support services to children and family, Understand the position of educators on the multidisciplinary team, consider options for promoting wide scale community education and awareness.
45% to 70% of student teachers did not learn about the requirements of dealing with child sexual abuse and mandatory reporting.
37% of student-teachers received knowledge of the requirements from lectures and tutorials
4% of student-teachers gained knowledge from student presentations
4% of student-teachers gained knowledge from TV and radio
Fewer than 2% of student-teachers gained knowledge from newspapers and magazines
1.7% of student-teachers gained knowledge from online
4% of student-teachers gained knowledge from university student conversations
11% of student-teachers gained knowledge from practice teaching and schools
5.5% of student-teachers gained knowledge from lecturers and Department of Education policy documents
46% of teachers in USA agrees
70% of teachers in Australia and New Zealand support
In Malaysia, only 2780 CAN (Child abuse and Neglect) cases were reported
with over 5.3 million students that attend preschool, primary and secondary school, this number is extremely low
Only 7.7% of teachers reported ever receiving training about child abuse in their pre-service curriculum
87.9% incorrectly stated that the ministry of education had a policy requiring teachers to report CAN, 2/3s of teachers erroneously thought a guideline on reporting CAN existed for teachers
85.2% felt that CAN was a serious problem in Malaysia, buy 69.3% of teachers had low levels of confidence
44% support in Malaysia
Support
45.8% reported that they had colleagues with whom they could discuss and obtain info about child abuse
Numbers match up and suggests that there should a solution where communities are built
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Overall its seems that student teachers lack some knowledge when being educated through the school system. May imply that solutions can either be internal within the school system, or external with workshops
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Teachers need to want to be mandatory reporters