Australian Undergraduate Primary School Student-Teachers' Responses to Child Sexual Abuse and Its Mandatory Reporting

Autor/in	Goldman, Juliette D. G.
Titel	Australian Undergraduate Primary School Student-Teachers' Responses to Child Sexual Abuse and Its Mandatory Reporting
Quelle	In: Pastoral Care in Education, 28 (2010) 4, S.283-294 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0264-3944
DOI	10.1080/02643944.2010.530679
Schlagwörter	Sexual Abuse; Child Abuse; Professional Training; Elementary School Teachers; Disclosure; Foreign Countries; Student Teachers; Questionnaires; Teacher Education; Child Welfare; Student Teacher Attitudes; Educational Policy; Knowledge Level; Teacher Role; Australia + Suchen Sie Ihr Suchwort? Sexueller Missbrauch; Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Berufliche Fachbildung; Berufliche Fortbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Fragebogen; Lehrerausbildung; Lehrerbildung; Kindeswohl; Politics of education; Bildungspolitik; Wissensbasis; Lehrerrolle; Australien
Abstract	This study aims to understand how primary school teachers, as mandatory reporters of child sexual abuse, are responding to child sexual abuse and its mandatory reporting, even though many teachers do not receive a compulsory course in Child Protection and its legal requirements in their pre-service university training. A cohort of 81 Australian final fourth-year Bachelor of Education (Primary) student-teachers was asked about four aspects of it. Qualitative data gathered from these student-teachers' questionnaires provide important insights into their knowledge of child sexual abuse; their knowledge of Department of Education policy on it; their professional competence in mandatory reporting of it; and their recommended educational and professional training in it. The results show that all of these student-teachers feel inadequately prepared to address child sexual abuse and mandatory reporting in schools, being unaware of both knowledge of it and the Department's policy, even though many recognise the gravity of sexual abuse for the child survivor and the need, and seriousness, of child protection. Finally, these student-teachers all want better training about these issues during their four-year degree. In conclusion, these results, and some recommendations, may provide a guide for curriculum planners to design compulsory and appropriate pre-service university courses to enhance student-teachers' knowledge, skills and competencies about child sexual abuse and its mandatory reporting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10