A Non-Clinical Referral Tool to Help Identify Problematic Child Sexual Behavior: Development, Training, and Initial User Feedback

Schulte, Jill A.; Boone, Mandie K.; Aronson, Keith R.; Perkins, Daniel F.

doi:10.1080/10538712.2023.2276289

Cited by 2 publications

(2 citation statements)

References 48 publications

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“…To attain a high standard of rigor and trustworthiness to establish the integrity of the findings [46], the researchers implemented the following strategies: (1) investigator triangulation during some stages of the data analysis, involving a graduate student in education and three experienced researchers; (2) regular peer debriefing regarding the interview transcripts; (3) team debriefing, reflection meetings, and discussions with peers and mentors in the field regarding any preconceptions that could potentially influence the analysis; (4) note-taking and a field diary to encourage reflective awareness; (5) utilizing open interviews and peer consultations to build a guide, which was used for the subsequent interviews, to avoid the data collection being shaped by the researchers' prior experiences; and (6) member checking by inviting the participants to further corroborate and elaborate on the responses they provided during the data collection [47]. Further member checking regarding cultural and religious nuances was conducted by the Druze and Muslim Arab team members.…”

Section: Rigor and Trustworthinessmentioning

confidence: 99%

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“We Need to Raise Awareness and Never Give Up”: Israeli Druze and Muslim Arab Kindergarten Teachers’ Proactivity When Facing the Sexual Abuse of Their Students

Bar Gosen,

Sigad,

Shaibe

et al. 2024

Behavioral Sciences

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Kindergarten teachers are expected to lead the intervention process in cases of child sexual abuse (CSA) in their kindergarten. This study examines the proactive role of Druze and Muslim Arab kindergarten teachers in addressing and coping with the CSA of their kindergarten students in Israel. A qualitative thematic analysis was used to investigate the semi-structured interviews conducted with eight Druze Arab and six Muslim Arab kindergarten teachers. Three distinct themes were revealed. The first theme described the participants’ fear and concern for their personal children and themselves when dealing with CSA incidents involving their students. The second and third themes described their proactive coping on two fronts: (1) inside their homes to protect their own children and (2) as educators within religious communities, using professional and religious principles to support CSA survivors and raise awareness among parents. The results emphasized the personal burden on kindergarten teachers coping with CSA in their kindergarten and, as mainly expressed by Druze kindergarten teachers, the contribution of religious values to CSA intervention and prevention processes among their students and communities. Thus, there is a need for comprehensive support that considers ethnic and religious characteristics and will be available to kindergarten teachers facing CSA in their kindergarten.

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Section: Rigor and Trustworthinessmentioning

confidence: 99%

“…This role is challenging and escalates in times of stress and extreme incidents, such as CSA. However, despite their central role in identifying help-seeking CSA-related behaviors among their students [5], the critical field of kindergarten teachers coping with these cases is in its infancy.…”

Section: Introductionmentioning

confidence: 99%