School principals coping with child sexual abuse in their schools

Tener, Dafna; Lusky-Weisrose, Efrat; Roe, Daniel; Mor, Roni; Sigad, Laura I.; Shaharabani, Maggi; Yahia-Zetawy, Yasmin; Qwekiss-Halabi, Salwa; Rozenfeld-Tzafar, Nili

doi:10.1016/j.chiabu.2022.105656

Cited by 7 publications

(5 citation statements)

References 57 publications

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“…Additionally, similar to the Arab teachers in the present study, a previous study among Jewish ultra-Orthodox professionals found they felt conflicted between maintaining the reputation and integrity of the community and their duty to protect vulnerable children (Tener et al, 2022). Nevertheless, there are notable differences.…”

Section: Discussionsupporting

confidence: 77%

“…The present study focused on secular Jewish and Muslim and Christian Arab teachers, with the other groups of the larger study included in additional studies (e.g., Sigad & Tener, 2022; Sigad et al, 2023; Tener et al, 2022). The study’s aim was to describe, analyze, and compare Arab and Jewish teachers’ perceptions of their encounters with the CSA of their students as part of their everyday work in elementary schools in Israel.…”

Section: Sociocultural Context Of the Study: Israelmentioning

confidence: 99%

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“I need to be the person who will know to do the right thing”: Perspectives of Arab and Jewish teachers confronting child sexual abuse.

Sigad,

Tener,

Lusky-Weisrose

2024

Psychology of Violence

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Objective: Teachers hold significant potential to influence children's coping with child sexual abuse (CSA). Their beliefs and behaviors in this role are largely constructed by their sociocultural contexts, including their status as members of majority or minority groups. The purpose of the present study was to analyze, compare, and describe the experiences and perceptions of Jewish and Arab teachers in Israel coping with CSA in their everyday work. Method: Forty elementary school teachers (20 Arab [12 Muslim and eight Christian] and 20 secular Jewish) were recruited as part of a purposeful sample. Semistructured interviews and qualitative thematic analysis were conducted using a descriptive phenomenological-psychological approach. Results: While there is universality when contending with the CSA of pupils, Arab and Jewish teachers fundamentally differed in their perceptions of their role, responsibility, agency, and efficacy. Two interrelated themes emerged: (a) Perceptions of efficacy and agency when contending with CSA and (b) Perceived roles in cases of CSA ("soloists" vs. "team players"). Conclusions: The discussion highlights the Arab and Jewish teachers' multifaceted, relational constructions of identity within their sociocultural, personal-professional, and sociopolitical contexts, which shaped their divergent understandings of and responses to cases of CSA while maintaining similar values and goals. The findings indicate the need to advance theory and promote interventions that take into account not only sociocultural contexts but also the intersectionality of power and the implications of majority and minority status.

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Section: Discussionsupporting

confidence: 77%

Section: Sociocultural Context Of the Study: Israelmentioning

confidence: 99%

“I need to be the person who will know to do the right thing”: Perspectives of Arab and Jewish teachers confronting child sexual abuse.

Sigad,

Tener,

Lusky-Weisrose

2024

Psychology of Violence

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“…Teachers are among the professionals most likely to encounter CSA in the course of their work. Despite this, literature on educators coping with CSA in their everyday work remains in its infancy (e.g., Sigad et al, 2022 ; Tener, Lusky-Weisrose et al et al, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

“…Such numbers emphasize the importance of informing all teachers about how to address CSA and the disclosure process. Nevertheless, while teachers are mandatory reporters and are often disclosure recipients ( Manay & Collin-Vézina, 2021 ), they are rarely involved in the CSA reporting process, as this official responsibility is delineated to either the school counselor or principal ( Tener, Lusky-Weisrose et al, 2022 ). Furthermore, once CSA has been disclosed and reported, teachers are required not to discuss the CSA event with the student so as not to influence the official legal processes ( Sigad et al, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

“…The focus of the study at hand was the specific context of Christian Arab teachers (the remaining subgroups were addressed in other studies, e.g., Sigad et al, 2022 ; Sigad & Tener, 2022 ; Tener, Lusky-Weisrose et al, 2022 ). This study aimed to describe and analyze how Christian Arab teachers in Israel cope with CSA in their work and how their socio-cultural context may shape their coping.…”

Section: Introductionmentioning

confidence: 99%

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“We Try to Fix Things Quietly, and We Do Not Take Revenge”: Christian Arab Teachers’ Experiences Coping with Child Sexual Abuse Among Their Pupils in Israel

Sigad,

Shehadeh,

Lusky-Weisrose

et al. 2023

J Interpers Violence

Self Cite

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Teachers are at the frontlines of the fight to identify and cope with child sexual abuse (CSA) among their pupils. Their methods of coping with CSA cases, both personally and professionally, are strongly influenced by their socio-cultural contexts and religious beliefs. The purpose of the present study was to investigate the experiences of Christian Arab teachers in Israel coping with the CSA of their pupils. Twelve Christian Arab elementary school teachers in Israel were recruited for the study. Semi-structured interviews were conducted, and a qualitative thematic analysis was employed based on a descriptive phenomenological-psychological approach. Two key themes emerged from the analysis: (a) The teachers’ intense emotional reactions regarding the CSA of their students and the empowerment some found in handling such difficult situations, and (b) The teachers’ Christian beliefs and identity strongly affected their understanding of CSA and their approach to intervention. The findings indicated the dialectical position of the teachers’ religio-cultural context, particularly the duality of the Christian value of forgiveness, a powerful resource for their coping, yet with adverse implications for children’s vulnerability. This unique risk should inform training teachers regarding CSA matters. Teachers must also have systems that support them and allow them to reflectively examine their coping styles.

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“The Good World You Thought Existed does not”: Teachers’ Classroom and Self-Transformation Following Sexual Abuse of Pupils

Sigad

Lusky-Weisrose

Malki

et al. 2022

Child Youth Care Forum

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School principals coping with child sexual abuse in their schools

Cited by 7 publications

References 57 publications

“I need to be the person who will know to do the right thing”: Perspectives of Arab and Jewish teachers confronting child sexual abuse.

“I need to be the person who will know to do the right thing”: Perspectives of Arab and Jewish teachers confronting child sexual abuse.

“We Try to Fix Things Quietly, and We Do Not Take Revenge”: Christian Arab Teachers’ Experiences Coping with Child Sexual Abuse Among Their Pupils in Israel

“The Good World You Thought Existed does not”: Teachers’ Classroom and Self-Transformation Following Sexual Abuse of Pupils

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