Preparing Teachers for Effective Child Protection: a pre‐service curriculum approach

Watts, Vivienne; Laskey, Louise

doi:10.1080/0311213940220202

Cited by 5 publications

(5 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…After applying the inclusion criteria described in the previous section to the 31 pre-service publications, 20 studies reported in a total of 21 publications 25,26,44,61,63,70,81,83,92,94,117,142,148,156,174,189,191,195,200,201,213 were included in the synthesis (one study was reported in two separate publications, 26,156 and data from both of these were extracted for this report), with 10 references 57,67,85,88,116,179,192,199,202,206 being excluded. Table 45 provides an overview of the key characteristics of the included studies.…”

Section: Results Of the Synthesismentioning

confidence: 99%

Factors facilitating and constraining the delivery of effective teacher training to promote health and well-being in schools: a survey of current practice and systematic review

Shepherd

Dewhirst

Pickett

et al. 2013

Public Health Research

View full text Add to dashboard Cite

BackgroundSchools are an important setting for health promotion and teachers have an integral role to play in promoting children and young people’s health and well-being. Adequate initial teacher training (ITT) and continuing professional development in health is therefore important.ObjectivesTo conduct a survey of initial teacher training providers in England and a systematic review of effectiveness to assess how health and well-being is covered on courses, and to identify barriers and facilitators to effective training.MethodsMethods included an online questionnaire survey with a sample of 220 ITT course managers in England; interviews with a purposive sample of 19 of the course managers responding to the questionnaire; and a two-stage systematic review comprising a descriptive map of the characteristics of international research studies of health teacher training and a detailed synthesis of a subset of studies specifically on pre-service training. Databases (including MEDLINE, EMBASE, The Campbell Library and PsycINFO) were searched from the period of database inception up to May 2011.ResultsThe overall response rate for the survey was 34%. The majority (89%) of respondents agreed that it was either important or very important to cover health within the ITT curriculum. The most commonly covered topics on courses wereEvery Child Matters(100%), child protection (100%), emotional health (99%) and antibullying (97%). Fewer course managers reported covering healthy eating (63%), sex and relationships (62%), drugs (56%), alcohol (41%) and smoking (34%). Many interviewees expressed a holistic view of education and believed that health was important in the ITT curriculum. However, there was variability in how health was addressed across and within institutions. Trainee teachers' experience of addressing child health on school placement was also variable. Facilitators to covering health included interests and backgrounds of ITT staff; staff health-related professional experience; availability of health expertise from external agencies; supportive government policy frameworks; and interprofessional and interdepartmental working. The main barriers were limited curriculum time; health being perceived to be a lower priority than other aspects of training; health no longer a high government priority in education; and lack of funding. A total of 170 studies met the eligibility criteria for the descriptive map. The majority covered teacher training in relation to sexual and reproductive health, drugs and alcohol or mental and emotional health. A total of 21 publications (20 studies) were prioritised for the synthesis. All were evaluations of health training for pre-service teachers, and just under half were from the UK. Twelve studies reported outcomes (impact of training on teachers, but not pupils), many of which were single cohort before-and-after studies. Sixteen studies reported processes. Following training there were some increases in trainee teachers' factual knowledge of health and a general increase in their confidence to address health issues. In general, training was acceptable and well received by trainees. Evidence suggested that effective training should include practical experience and skills and be personally relevant and take into account individual needs. Barriers to health training identified from the studies included lack of time, balancing breadth and depth, and variation in training provision.ConclusionsAmong those surveyed there appears to be general support for health and well-being in ITT. However, further research on the longer-term impact of ITT around health and well-being is needed, particularly in the early career period. The main limitation of this research was the low response rate (34%) to the survey.Study registrationPROSPERO number CRD42012001977.FundingThe National Institute for Health Research Public Health Research programme.

show abstract

Section: Results Of the Synthesismentioning

confidence: 99%

Factors facilitating and constraining the delivery of effective teacher training to promote health and well-being in schools: a survey of current practice and systematic review

Shepherd

Dewhirst

Pickett

et al. 2013

Public Health Research

View full text Add to dashboard Cite

show abstract

“…They argue that there is empirical evidence of the effects of maltreatment on children's learning at school; teachers' have legal duties to report child abuse and neglect under legislation and/ or duty of care; teachers' have duties to report under education policy, and; there are links between child maltreatment, children's right and social justice. As this need for child protection education has been clearly articulated previously (Arnold & MaioTaddeo, 2007;Mathews et al, 2006;Mathews et al, 2009;Mathews & Kenny, 2008;Taylor, 1997;Taylor & Hogkinson, 2001;Walsh et al, 2011, Watts & Laskey, 1994 this paper moves forward to consider what constitutes appropriate school CSA prevention initiatives and understandings that need to be embedded in professional development.…”

Section: Trainingmentioning

confidence: 99%

The Teachers’ Role in Child Sexual Abuse Prevention Programs: Implications for Teacher Education.

Scholes

Jones

Stieler-Hunt

et al. 2012

AJTE

View full text Add to dashboard Cite

“…Research in this area, although relatively recent and scant, has consistently shown that student teachers feel ill-equipped to deal with child protection matters (Briggs & Hawkins, 1997;Brown, 2008;Goldman, 2007;Goldman & Grimbeek, 2008); they are concerned about interagency cooperation with maltreating families (Bishop, Lunn & Johnson, 2002), and are apprehensive both about how to respond to student disclosures (David, 1993;Rossato & Brackenridge, 2009) and how to report suspected cases (McKee & Dillenburger, 2010;Watts & Laskey, 1994).…”

Section: Child Protection and Preservice Teachersmentioning

confidence: 99%

“…Although different approaches have been classified, no empirical research exists to determine the effectiveness of the respective approaches. It seems reasonable, however, to suggest that there are benefits and pitfalls for each, and that the adoption of discrete or integrated approaches will be contingent on a range of systemic factors, not least being the press for time in what is perceived as an already overcrowded teacher education curriculum (Arnold & Maio-Taddeo, 2007;Watts & Laskey, 1994). Discrete units offer the benefit of a dedicated, intensive, specialist focus, whereas integrated units offer opportunities to link understandings of child maltreatment to other learning thus capturing richness and relevancy.…”

Section: Social Policy Influencesmentioning

confidence: 99%

See 1 more Smart Citation

Locating child protection in preservice teacher education

Walsh

Laskey

McInnes

et al. 2011

AJTE

Self Cite

View full text Add to dashboard Cite

Preparing Teachers for Effective Child Protection: a pre‐service curriculum approach

Cited by 5 publications

References 0 publications

Factors facilitating and constraining the delivery of effective teacher training to promote health and well-being in schools: a survey of current practice and systematic review

Factors facilitating and constraining the delivery of effective teacher training to promote health and well-being in schools: a survey of current practice and systematic review

The Teachers’ Role in Child Sexual Abuse Prevention Programs: Implications for Teacher Education.

Locating child protection in preservice teacher education

Contact Info

Product

Resources

About