“Recognition and identification of children in preschool and school who are exposed to domestic violence”

Abstract

View related articlesView Crossmark data Citing articles: 1 View citing articles "Recognition and identification of children in preschool and school who are exposed to domestic violence"

School and Child Protection Services Professionals’ Views on the school’s Mission and Responsibilities for Children Living with Domestic Violence – Tensions and Gaps

“…This becomes clear, not least, in the question of collaboration with other agencies, where, for example, confidentiality regulations often lead to major difficulties when looking to meet the various needs of the pupil. Previous research reveals that the staff at schools struggle to identify children living with domestic violence, and, having identified it, deciding how to act and cooperate within and between institutions (Bruno 2016;Dufva 2001;Eriksson et al 2013aEriksson et al , 2013bMünger and Markström 2018). The lack of cooperation on an institutional or organizational level within or between institutions may limit the opportunities of making visible the risks that these children encounter.…”

“…Furthermore, previous research shows that a major part of the problem concerns the underreporting of child abuse to the CPS by professionals (Krase 2015). The unwillingness of professionals to submit expressions of concern (worry reports, a term used in Sweden) is seen for all types of problem, but it is particularly challenging when it comes to handling problems in the intermediate domain between home and school, especially when it comes to concerns connected to domestic violence (Münger and Markström 2018;Usakli 2012). Nor is it uncommon that in order to avoid filing an expression of concern, personnel at the school argue that even if they do so, the CPS will not do anything about it.…”

“…School personnel experience issues of domestic violence as particularly difficult to manage (Alexander et al 2005;Eriksson et al 2013aEriksson et al , 2013b. Knowledge about how this area of problems can be identified, however, is lacking, and the ability of schools to satisfy the special requirements of children living with domestic violence is deficient (King and Scott 2014;Münger and Markström 2018). Thus, we need more knowledge about how the various professions in school view the phenomenon of children living with domestic violence, and how they view their own responsibilities, their scope for action, and how they cooperate with other institutions such as the CPS.…”

The decision whether to report on children exposed to domestic violence: perceptions and experiences of teachers and school health staff

“…Pre/ school institutions encounter all children, and are therefore important in the work of identifying children that suffer from EDV and in contributing to the support of such children. Staff members at pre/schools have a unique ability to observe different signals or symptoms over time Näsman 2013a, 2013b;Münger and Markström, forthcoming). However, international reports from professionals at pre/school are scarcer than reports from other professionals (Gilbert et al 2008;King and Scott 2014).…”

“…Teachers and other mandated reporters are receptive to the subject and take the protection of children seriously; however, do not seem to have an adequate level of knowledge to identify child abuse such as EDV (Levi and Loeben 2004;Münger and Markström, forthcoming;Usakli 2012).…”