Child care workers' knowledge about reporting suspected child sexual abuse☆
Abstract
As reports of the sexual abuse of preschool-aged children increase and the number of children in day care expands, it is important to recognize child care workers as potentially important resource persons for sexually abused preschoolers. Although they are potential resources for abused children, they may fail to report suspected abuse if they do not know their legal responsibilities and their rights and protections under the law. The purpose of this study was to determine child care workers' knowledge about their reporting rights and responsibilities. Relative to child sexual abuse experts, day care personnel knew significantly less about the procedures for reporting suspected abuse and their protection under the law. Suggestions for improving child care workers' knowledge about reporting suspected sexual abuse cases are provided.
Résumé
A mesure que s'accroissent les abus sexuels des enfants d'âge préscolaire, et à mesure que le nombre d'enfants dans les garderies augmente, on se doit de reconnaître le rôle important aue joue le personnel des garderies en tant que personnes-ressources auprès des enfants. Ceci est vrai en autant que ces personnes connaissent la loi qui les oblige à signaler les cas et qui les protège à la fois. Cette recherche avait donc pour but de mesurer chez le personnel des garderies leurs connaissances de leurs droits et responsabilités par rapport à la loi sur le signalement obligatoire. Les comparant à des experts en la matière de mauvais traitements, les sujets de cette enquête étaient beaucoup moins reseignés par rapport aux procédures de signalement et aux droits et protection que la loi leur apporte. L'article propose des suggestions pour accroître ces connaissances.
Resumen
Con el aumento de los reportes de abuso sexual en ninos de edad pre-escolar y el número cada vez mayor de ninos que asisten a estos centros de cuidado diurno, es importante reconocer los responsables de estos niños como un recurso potencial para los niños abusados sexualmente. A pesar de ser un recurso potencial, podrían fracasar en reportar sus sospechas de abuso si desconocen sus responsabilidades legales y sus derechos y protección dentro de las leyes. El propósito de este estudio fue determinar el conocimiento que los responsables de los ninos tienen de sus derechos y responsabilidades al reportar. En relación con expertos en abuso sexual a los niños, los responsables de los niños conocían significativamente menos sobre los procedimientos para reportar una sospecha de abuso y su protección dentro de la ley. Se ofrecen sugerencias para mejorarel conocimiento de los responsables del cuidado de los niños cuando hay sospechas de abuso sexual.
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Cited by (20)
Identifying and evaluating teachers' knowledge in relation to child abuse and neglect: A qualitative study with Australian early childhood teachers
2008, Teaching and Teacher EducationChild abuse and neglect are serious social problems that make extraordinary demands on teachers’ knowledge and professionalism. Yet the field of education has been slow to develop a discipline-specific knowledge base about child abuse and neglect for teachers and teacher education programmes and there is a paucity empirical research into teachers’ knowledge in relation to child abuse and neglect. This paper describes a qualitative study of eight purposively selected early childhood teachers. To identify and evaluate their child abuse and neglect knowledge, Grossman's [(1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press; (1995). Teachers’ knowledge. In L. W. Anderson (Ed.), International encyclopedia of teaching and teacher education (2nd ed., pp. 20–24). Tarrytown, NY: Pergamon] typology of teachers’ knowledge is used as an analytic framework on which to map the teachers’ interview data. Findings reveal that, in the absence of preservice and inservice education specifically about child abuse and neglect, early childhood teachers held and deployed knowledge in resourceful ways. They used, as a basis, their existing early childhood knowledge and adapted this knowledge by augmenting it with a range of personal and professional knowledge resources to fit their particular challenges and situations. This approach, however competent and innovative, also reveals shortfalls in knowledge. Implications of this research are drawn for child abuse and neglect curriculum development in initial and continuing teacher education including the case for specialist knowledge needed to establish teachers’ professional reputation for dealing capably with cases of child abuse and neglect.
Teachers' attitudes toward and knowledge of child maltreatment
2004, Child Abuse and NeglectThe purpose of this study was to determine teachers’ self-reported knowledge of the signs and symptoms of child maltreatment, reporting procedures, legal issues surrounding child abuse and their attitudes toward corporal punishment. In addition, a factor analysis was performed on the Educators and Child Abuse Questionnaire (ECAQ) (Kenny, 2001a).
Two hundred teachers, who work in the southeast region of the US in a large, ethnically diverse school system, were administered the ECAQ which contains questions on knowledge concerning: (1) signs and symptoms of child abuse, (2) laws, and (3) procedures for reporting child abuse as well as number of reports filed.
Most teachers reported being unaware of the signs and symptoms of child maltreatment, as well as reporting procedures. They also felt administration would not be supportive and were in disagreement with their legal role as mandated reporters. The ECAQ was found to be a reliable measure with four factors: (1) Awareness of signs and symptoms of child abuse, (2) Knowledge of reporting procedures, (3) Attitudes toward discipline, and (4) Seriousness of child abuse.
In general, teachers reported a lack of awareness of the signs of child abuse and reporting procedures, which may affect their ability to report cases of suspected abuse. There is a need for standardized training in child maltreatment for all teachers as well as clear, concise institutional guidelines for reporting child abuse and support for teachers confronted with suspected victims.
Le but de cette étude était de déterminer par auto-évaluation les connaissances des enseignants sur les signes et les symptômes de maltraitance infantile, les procédures de signalement, les questions juridiques entourant les sévices à enfant et leurs positions à l’égard des châtiments corporels. En plus une analyse factorielle a été réalisée par le questionnaire “Educateurs et Maltraitance Infantile” (ECAQ) (Kenny, 2001a).
Deux cents enseignants travaillant dans le sud-est des Etats-Unis dans un grand système scolaire poly-ethnique, ont reçu le questionnaire ECAQ contenant des questions sur la connaissance (1) des signes et symptômes de maltraitance infantile, (2) des lois et (3) des procédures de signalement de maltraitance infantile ainsi que le nombre de signalements classés.
La plupart des enseignants ont déclaré qu’ils ne connaissaient pas les signes et les symptômes de maltraitance infantile, ni les procédures de signalement. Ils pensaient aussi qu’ils n’auraient pas le soutien de l’administration et étaient en désaccord avec leur obligation légale de faire des signalements. Le questionnaire a été considéré comme un moyen fiable portant sur quatre facteurs: (1) prise de conscience des signes et des symptômes de maltraitance infantile, (2) Connaissance des procédures de signalement, (3) Attitudes à l’égard des mesures disciplinaires, et (4) la Gravité des sévices à l’égard de l’enfant.
De façon générale, les enseignants ont reconnu un manque de connaissance des signes de maltraitance infantile et des procédures de signalement, ce qui peut gêner leur capacité à signaler des cas où la maltraitance est suspectée. C’est une nécessité de donner une formation standardisée à la reconnaissance de la maltraitance infantile à tous les enseignants ainsi que des règles de conduite institutionnelles, claires et concises, pour le signalement des sévices à enfants et un soutien aux enseignants confrontés à des victimes supposées.
Spanish-language abstract not available at time of publication.
Why are professionals failing to initiate mandated reports of child maltreatment, and are there any empirically based training programs to assist professionals in the reporting process?
2004, Aggression and Violent BehaviorAlthough millions of children are referred to Child Protective Services (CPS) agencies annually, the true extent of child maltreatment is grossly underestimated, as professionals legally mandated to report child maltreatment often fail to do. Failing to report child maltreatment denies child victims opportunities to receive much needed intervention services. Therefore, the purpose of this paper is twofold: (1) review studies that have been conducted to assist in understanding the reasons professionals fail to report child maltreatment, for example, being unaware of child abuse signs and symptoms, misinterpreting laws pertinent to child abuse reporting practices, fear of negative consequences resulting from the report, and (2) examine the extant training programs that have been proposed to assist professionals in the mandated child abuse and neglect reporting process. Further directions are provided in light of the reviewed study results.
Mass media and disclosures of child abuse in the perspective of secondary prevention: Putting ideas into practice
2000, Child Abuse and NeglectObjective: From a theoretical and practical point of view, it is worthwhile to utilize the full potential of prevention of child abuse. However, prevention strategies in the field of child abuse were generally limited to prevention by means of interpersonal communications. This paper seeks to address this lacuna.
Method: A case-study is presented by describing and analyzing the organization and program development of a Dutch mass-media intervention aimed at the enhancement of disclosure of abuse of 8- to 15-year-old children, including physical, sexual, and emotional abuse.
Results: In the developmental process, several shortcomings are noticed, with respect to problem analysis, goal setting, and the assessment of unplanned effects. Critical comments are made on the intervention density, and the input and output of financial and human resources. Contrary to most preventive interventions, the described intervention could interrupt between the dependency of the abused child on the perpetrator and communicate with children directly.
Conclusion: In a field which is in need of more effective prevention strategies, the program described may serve as an example of an ecological approach, which goes beyond the micro system, extending our potential in preventing ongoing abuse.
Variables and risk factors associated with child abuse in daycare settings
1999, Child Abuse and NeglectObjective: This article was developed to identify the variables associated with abuse of children in daycare centers and homes, and to specify risk factors to guide professionals and parents.
Method: The literature regarding child abuse (physical [PA], sexual [SA], and ritual [RA]) was reviewed, with emphasis on identification of variables associated with victims, perpetrators, and settings. Three factors increased the complexity of the review: (1) differences in definition and categorization complicated study comparison; (2) emotional tone affected some reviewers’ definitions, methodology, and conclusions; and (3) some aspects of child abuse in daycare homes and centers have not been well researched.
Results: PA most frequently occurred in the form of over discipline, was a response to prior conflict with the child, and may have been inadvertently supported by parental permission for corporal punishment. Although SA occurred less frequently in centers than in homes, effects on the victim seemed worse in centers. SA often included PA. A Satanic overtone was frequently associated with RA, and RA coupled with SA was most devastating. Unfortunately, effects were not temporary. Males predominated the perpetrator profile. Multiple perpetrator abuse was worse (e.g., severity of intrusion). Failure of center staff to report suspicion of abuse by fellow staff or parents was cited as a worry by several researchers.
Conclusions: Although research regarding abuse in daycare settings is sparse, one cannot wait for more or better research in order to identify risk factors. Based on literature reviewed, the authors provide risk factors for faculty, caregivers, parents, children, and professionals.
Objectif: Cet article a été développé pour identifier les variables associées à l’abus des enfants dans les centres et les foyers pour enfants et pour spécifier les facteurs de risque afin de guider les professionnels et les parents.
Méthod: La littérature concernant la maltraitance (physique [PA], sexuelle [SA], et rituelle [RA] a été analysée, en mettant l’accent sur l’identification de variables associées aux victimes, abuseurs et au contexte. Trois facteurs ont augmenté la complexité de la revue: (1) les différences de définition et catégorisation ont compliqué l’étude comparative; (2) le ton émotionnel affectait les définitions, la méthodologie et les conclusions des réviseurs; (3) certains aspects de la maltraitance dans les centres et les foyers pour enfants n’ont pas été suffisamment bien évalués.
Résultats: La maltraitance physique (PA) sous la forme de discipline en réaction à un conflit avec l’enfant éait la plus représentée et soutenue par inadvertance par des parents ne s’opposant pas à la punition corporelle. Même si l’abus sexuel (SA) était moins présent dans les centres que dans les foyers, les effets sur la victimes semblaient plus graves dans les centres que dans les foyers. Les abus sexuels (SA) incluaient souvent la maltraitance physique (PA). Une tonalité satanique était souvent associée à l’abus rituel (RA) et la RA associé au SA avait des effts dévastateurs. Malheureusement les effets n’étaient pas temporaires. Les abuseurs étaient surtout masculins. L’abus par plusieurs abuseurs était plus sévère (e.a. sévérité de l’intrusion). Plusieurs chercheurs exprimaient leur inquiétude face à l’absence de signalement de suspicion d’abus pour des collègues ou des parents.
Conslusions: Même si la recherche concernanat la maltraitance dans des centres ou foyers pour enfants est rare, on ne peut attendre ni plus et ni de meilleures recherches pour identifier les facteurs de risque. Les auteurs ont démontré l’existence de facteurs de risque pour la faculté, les professionnels, les parents et les enfants à partir d’un revue de la littérature.
Spanish abstract not available at time of publication.
A Vignettes-Based Exploration of Attitudes of Parents Toward Reporting of Child Sexual Abuse in Ghana
2023, Journal of Interpersonal Violence
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This manuscript was part of an honor's project completed by the second author under supervision of the first author. Funded by a FIRST Award (MH 42795) from the National Institute of Mental Health.