Student teachers' understanding of policy behavioural directives concerning the reporting of child sexual abuse: findings from one Australian state

The new sexuality education curriculum for Queensland primary schools

“…As has already been noted, the HPECT Summary Report finds the quality of student learning in sexuality education largely dependent on teacher ability and confidence (HPECT 2007). However, very few student-teachers studying at university, and only a few more qualified teachers in schools, are given pre-service training or professional development in this area (Goldman and Torrisi-Steele 2004a, 2004b, 2009Goldman 2007;Goldman and Grimbeek 2008). Similarly, although all Australian teachers are mandated to report their suspicions of child abuse and neglect, including of child sexual abuse or teenage rape, very few student-teachers or practising teachers receive any specific child protection training (Goldman 2007).…”

“…Fourth, much child sexual abuse is perpetrated on primary school-aged children, making teachers the earliest, closest, and most accessible professionals to effectively educate, and protect by mandatory reporting of suspected abuse, the children in their classes and the school (Darby 2006;Goldman 2007;Goldman and Grimbeek 2008).…”

A Systematic Review of the Research on the Knowledge and Skills of Australian Preservice Teachers

“…Knowledge was judged as "inadequate knowledge" if there was a clear statement to that effect made by the authors or if there was no comment made by the authors, mean scores on the measurement task were less than 80% or less than 80% of the participants met the standard set by the authors. This level is an arbitrary standard, but on the few occasions when authors provided an acceptable standard, that standard was between 70% and 85% correct on assessment tasks (Bain, Lancaster, Zundans, & Parkes, 2009;Goldman & Grimbeek, 2008;Klinger, 2011;Thwaites, 2008). The category of "mixed results" was used if the authors thought a reasonable standard had been met by most participants, or by all participants in some aspects of the topic or if there was a generic recommendation for more education on aspects the topic while acknowledging adequate knowledge in some aspects of the topic.…”

How university student–teachers for primary school learn about Department of Education Policy on child sexual abuse, and mandatory reporting: the sources of their professional information

“…Baginsky and Macpherson (2005) characterize these competencies as recognizing, responding, reporting, roles and responsibilities, and reflecting. Evidence about the adequacy of education that teachers receive about child sexual abuse and mandatory reporting indicates minimal and/or inadequate training for the majority of them, and a consequent lack of confidence in their ability to recognize and report child sexual abuse (Baginsky 2000(Baginsky , 2003Baginsky and Macpherson 2005;Crenshaw et al 1995;Goldman 2005;Goldman and Grimbeek 2008;Kenny 2001a, b;Kesner and Robinson 2002;McCallum 2000;Walsh et al 2005). Some education departments have introduced measures to ensure that teachers receive adequate training for their mandate to report child sexual abuse, but they often consist of a short pre-licensing or pre-employment session (see Education Queensland 2003b;Hawkins and McCallum 2001a, b;Reiniger et al 1995).…”