Child sexual abuse reporting behaviour by school counsellors and their need for further education

Abstract

Objective To examine a statewide sample of school counsellors' reporting behaviour of suspected cases of child sexual abuse, and their need for further education in this area. Design A questionnaire using four hypothetical vignettes on child sexual abuse requested information on the degree of suspicion, reporting behaviour and familiarity with the reporting procedures for child sexual abuse in state schools in particular, and the state in general. Setting Although school counsellors in Queensland, Australia have been delegated with responsibilities regarding child sexual abuse, little is known about whether or not they have the appropriate reporting behaviours to fulfil these roles, and their training needs. Metliod Some 283 questionnaires were mailed to all school counsellors employed by the Department of Education across Queensland. The final sample of 122 counsellors consisted of 52 males (43 per cent) and 70 females (57 per cent); a ratio comparable to the membership of the state Counselling Association. Results There was a tendency for school counsellors to under-report their suspicions of child sexual abuse. School counsellors were more likely to suspect abuse than report cases to the appropriate authorities. A considerable proportion of school counsellors in Queensland also believe they have little knowledge of the symptoms that identify cases of child sexual abuse, lack counselling skills and procedures to work with sexually abused children, and do not have the necessary training and knowledge to act as resource persons. All school counsellors expressed interest in attending in-service education programmes addressing knowledge, detection, intervention, prevention and treatment of child sexual abuse and other forms of child abuse. Conclusion School counsellors are in a unique position to aid in the battle against child sexual abuse. However, the results of the present study suggest that they lack confidence in their ability to identify and work with children who have been sexually abused. Consequently, the develop ment and implementation of training programmes to increase school counsellors'skills and knowledge of child sexual abuse seem to be crucial in fighting this crime against children. Because of the significant deficits found here in counsellors' professional responses to child sexual abuse, it seems necessary, then, for future research to address the type, nature and duration of support school counsellors need in this area, including emotional factors, which may well intervene in the process. Research could also address the range of policies that could identify quality of relationships and inter-professional partnerships with other helping professionals and government organisations such as the Department of Families, Department of Health, Children's Commission, police, social workers, private counsellors, and, of course, school teachers, in order to promote whole school approaches to enhancing the welfare of all children.

Preventing Child Sexual Abuse Early

“…In addition, only few believed that females are also on the list of the potential abusers. These findings are consistent with previous studies in China (Chen, 2009;Kong & Chen, 2012) and in other cultures (Goldman & Padayachi, 2005;Kenny, 2004;McKee & Dillenburger, 2009). Teachers lacking CSA prevention knowledge probably find it difficult to quickly identify the CSA incident and provide support for child victims as soon as possible (Baginsky & Macpherson, 2005;Kenny, 2004;Kong & Chen, 2012;Walsh & Farrell, 2008).…”

Comparison of Attitudes of School Administrators and Counselors towards Mandatory Reporting of Suspected Child Sexual Abuse

“…On the other hand, it was also noteworthy that nearly all the participants who did not find the laws comprehensible and implementable were school counselors. Goldman and Padayachi (2005) found that most school counselors have general knowledge about the law on reporting suspected CSA cases, but only a few of them know what their obligations under the laws are. Hence the most realistic interpretation of this result may be that school counselors typically do not know the relevant laws or the abstract language of law.…”

“…Hermann (2002) reported that the second most common legal problem faced by school counselors is deciding when to report CSA. Goldman and Padayachi (2005) found that the majority of 122 school counselors had a general knowledge of the laws on reporting suspected cases of CSA, but only a minority knew what the laws required them to do. Goldman and Padayachi (2002a, 2002b also found that there was a tendency for school counselors not to report CSA.…”

“…Another significant reason for deciding not to report child abuse is associated with inadequate training on reporting (Goldman & Padayachi, 2005;Reiniger, Robison & McHugh, 1995). The literature notes that educators play a leading part in providing information about mandatory reporting (Bryant and Baldwin, 2010;Daro, 2011;Hawkins and McCallum, 2001;Ridgway, 2005).…”

Untitled

“…The majority of practicing clinicians, including school counselors, psychologists, social workers, mental health counselors, and nurses, report that they had little to no training in the area of child sexual abuse and were unprepared to address the needs of CSA victims (Day, Thurlow, & Woolliscroft, 2003;Goldman & Padayachi, 2005;Lokeman, 2011;Winkelspecht & Singg, 1998). In one study, 81% of counselors said they were under-equipped, uncomfortable, and not very competent to provide services to CSA survivors (Day et al, 2003).…”