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

Scholes, Laura; Jones, Christian; Stieler-Hunt, Colleen; Rolfe, Ben; Pozzebon, Kay

doi:10.14221/ajte.2012v37n11.5

Cited by 31 publications

(39 citation statements)

References 55 publications

(70 reference statements)

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“…Such a timely and relevant course of pastoral study would help prepare student-teachers to better protect and promote the safety, well-being and potential of their future students in schools (see Goldman & Grimbeek, 2011, Scholes et al, 2012. The results show that the sampled student-teachers are very interested and engaged in practical, contemporary and integrated learning modes, delivered as a short, concentrated face-to-face study course of preferably two days' intensive mode.…”

Section: Discussionmentioning

confidence: 95%

“…Another dictum of contemporary quality education is that the needs, interests and preferences of the students should be of paramount consideration in the design, structure and delivery of courses (see OECD, 2010;United Nations Educational, Scientific & Cultural Organisation [UNESCO], 2009). A considerable body of literature strongly recommends that pre-service teachers at university learn specific content and skills about child abuse/protection (see Arnold & Maio-Taddeo, 2007;Baginsky & Macpherson, 2005;Goebbels, Nicholson, Walsh, & De Vries, 2008;McKee & Dillenburger, 2009;Scholes, Jones, Stieler-Hunt, Rolfe, & Pozzebon, 2012;Walsh et al, 2011). However, remarkably little literature considers pre-service teacher perspectives on such courses (Brown, 2008;Fenton, 2008;Goldman, 2005) or on their learning choices regarding child sexual abuse (see Goldman & Bradley, 2011;Goldman & Grimbeek, 2011, 2014Goldman & Torrisi-Steele, 2004).…”

Section: Introductionmentioning

confidence: 99%

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Socio-praxis preferences in teacher preparation for child sexual abuse and its mandatory reporting

Goldman

Grimbeek

2015

Pastoral Care in Education

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Child abuse and neglect, particularly child sexual abuse, is a pastoral care issue that deeply concerns all education professionals. The literature strongly supports specific training for pre-service teachers about child sexual abuse and its mandatory reporting, although few studies identify how such training should be academically structured. Experiential theory suggests that learning, at any age, is greatly enhanced when students experience content in practice, rather than abstractly as lectures or handouts, and that consideration of students' needs, interests and preferences greatly enhances their engagement and learning outcomes. This study gathers and explores quantitative and qualitative data on the specific preferences that primary and secondary school student-teachers (N = 321) have for a pre-service course on child sexual abuse and mandatory reporting, considering factors, including duration, timing, mode, academic value, size and integration. Results show that student-teachers want more content regarding child sexual abuse than they currently get, they want it to be integrated with early experiential in-school learning, and they want it delivered just before their first block of practice teaching in schools. These findings support preservice implementation of specific, engaging, socio-praxis learning experiences that accommodate student-teachers' expressed needs and preferences, and so may be used to guide the planning and configuration of a dedicated course regarding child sexual abuse and its mandatory reporting.

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Section: Discussionmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 99%

Socio-praxis preferences in teacher preparation for child sexual abuse and its mandatory reporting

Goldman

Grimbeek

2015

Pastoral Care in Education

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“…Research has already established that student teachers want to learn about child sexual abuse and its mandatory reporting (Mathews, 2011;Scholes et al, 2012). Such wanted knowledge includes the teacher's role in mandatory reporting; the signs, experiences, and responses of student disclosure; and examples of school professionals' responses and procedures after disclosure as well as direct learning content from intervening school professionals (Goldman & Grimbeek, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…This succinct literature review highlights the inadequacy or nonexistence of such professional training in preservice university education (see Arnold & Maio-Taddeo, 2007, Goldman, 2007Scholes et al, 2012;Walsh et al, 2011). In particular, little is known about Australian student teachers' information sources on their future role as mandatory reporters of child sexual abuse.…”

Section: Literature On Student Teachers' Professional Preparation Formentioning

confidence: 99%

“…Teachers and school professionals in many countries are mandated by law or professional ethics to report such cases to relevant authorities (Goldman, 2010: Hinkelman & Bruno, 2008Mathews & Scott, 2013;Wallace & Bunting, 2007). However, the intervention process of reporting child maltreatment, particularly that of sexual abuse, is often fraught with difficulties for teachers (see Finkelhor, 2005;Goebbels, Nicholson, Walsh, & De Vries, 2008;Kenny, 2004;Mathews, 2011;Scholes, Jones, Stieler-Hunt, Rolfe, & Pozzebon, 2012) and indeed for all professionals who work with children (see Alvarez et al, 2010;Arbolino, Lewandowski, & Eckert, 2008;Rossato & Brackenridge, 2009;Schaalma, Abraham, Gillmore, & Kok, 2004;Smith, 2008).…”

mentioning

confidence: 99%

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Preservice Teachers’ Sources of Information on Mandatory Reporting of Child Sexual Abuse

Goldman

Grimbeek

2015

Journal of Child Sexual Abuse

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Teachers in many countries are mandated by law, professional codes, or education authorities to report child abuse and neglect, including child sexual abuse. However, teachers may not receive adequate preparation for such sensitive interventions, as preservice teacher education degrees provide very few or no compulsory courses on child protection and crucially related, lifelong health and well-being issues. So, where do preservice teachers source their information regarding the mandatory reporting of such abuse? This research examines preservice teachers' professional university education for their sources of information about mandatory reporting and child sexual abuse. A sample cohort of 56 final 4th-year university bachelor of education (primary school) student teachers in Australia identified the sources they used regarding 10 important aspects of child protection. The results suggest that most did not learn about mandatory reporting or child sexual abuse, and others cited sparse and sporadic public media as their primary information source. These findings, building on previous evidence about inadequate or nonexistent preservice mandatory intervention courses in primary teacher education, may guide the design of appropriate training responses enhancing educational professionals' knowledge, competencies, skills, and efficacies as mandatory reporters of child sexual abuse.

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Keeping Children Safe in Out‐of‐School‐Hours Care: Perceptions of Staff and Managers of One Provider in Sydney, Australia

et al. 2021

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This study explores perceptions of child abuse and child protection matters involving staff working in the out-of-school-hours care (OSHC) sector. Quantitative and qualitative data were collected through an online survey, focus group and interviews with staff and managers employed by one organisation that provided OSHC services in Sydney, Australia. This paper reports on their perceptions about implementing mandatory reporting requirements associated with the concepts of 'significant harm' and 'reportable conduct'. The aim of this paper is to engage OSHC stakeholders, including government, in reviewing child protection policies and practices to support educators in their work with children. Key findings indicate the inadequacy of available training, and the importance of relationships and communication between stakeholders, especially OSHC and school staff. This requires systemic change including raising the status of OSHC and the critical role that these educators have in supporting children's development, learning and wellbeing during the early years of school.

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

Cited by 31 publications

References 55 publications

Socio-praxis preferences in teacher preparation for child sexual abuse and its mandatory reporting

Socio-praxis preferences in teacher preparation for child sexual abuse and its mandatory reporting

Preservice Teachers’ Sources of Information on Mandatory Reporting of Child Sexual Abuse

Keeping Children Safe in Out‐of‐School‐Hours Care: Perceptions of Staff and Managers of One Provider in Sydney, Australia

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