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Teachers' reporting of suspected child abuse and neglect: behaviour and determinants
Abstract
By reporting suspected child abuse and neglect, teachers can make an important contribution to the early detection and prevention of abuse. However, teachers are sometimes reluctant to report their suspicions. This study investigated the determinants of teachers' reporting behaviour using concepts from the Integrated Change Model. Self-report data were collected from 296 teachers employed in 15 Australian schools. Compared to their colleagues, teachers who had never suspected child abuse or neglect (non-detectors, N=57, 19%) were more likely to have a lower confidence in their skills for recognising the signs of abuse, a higher degree of perceived social support regarding reporting, less years teaching experience and lower academic qualifications. Among those who had suspected cases of child abuse or neglect (N=239, 81%), teachers who always reported their suspicions (consistent reporters, 82%) were more likely to have firm action plans about reporting and detecting signs of CAN than teachers who did not always report their suspicions (inconsistent reporters, 18%). While only a small proportion of the variance in detection and reporting status was explained, the results illustrate the utility of health promotion theory and methods for improving our understanding of these behaviours.
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“Furthermore, the method of handling the teacher's report, the outcome of the child victim, and knowledge of the way child protection works are all important in increasing the confidence of teachers in identifying and reporting cases of child abuse (Laskey, 2004; Goebbels et al., 2008).”
From Safe schools for teens: Preventing sexual abuse of urban poor teens, proof-of-concept study-improving teachers'and students'knowledge, skills and attitudes (2020) · cites this paper as Goebbels et al., 2008
In the citing paper
“There is significant evidence that many professionals who are mandated to report abuse often fail to recognize maltreatment or report their suspicions (Paine and Hansen, 2002; Goebbels et al., 2008).”
From Safe schools for teens: Preventing sexual abuse of urban poor teens, proof-of-concept study-improving teachers'and students'knowledge, skills and attitudes (2020) · cites this paper as Goebbels et al., 2008
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BackgroundTeachers’ Knowledge and Beliefs About Child Sexual Abuse
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Metadata
- Authors
- Goebbels, A. F. G., Nicholson, J. M., Walsh, K., & De Vries, H.
- Affiliations
- Royal Children's Hospital (AU)
- Queensland University of Technology (AU)
- Venue
- Health Education Research
- Publisher
- Oxford University Press (OUP)
- Published
- 2007-10-22
- Volume
- 23
- Issue
- 6
- Pages
- 941-951
- ISSN
- 0268-1153 (ISSN-L)
- 1465-3648
- OpenAlex
- W2144506607
- Cited by
- 129
- References
- 56
- Citations by year
- 2026: 6 · 2025: 5 · 2024: 14 · 2023: 6 · 2022: 15 · 2021: 9 · 2020: 8 · 2019: 13 · 2018: 6 · 2017: 8 · 2016: 7 · 2015: 8 · 2014: 7 · 2013: 8 · 2012: 4
- FWCI
- 0.73
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Health Education Research (publishedVersion)
- PubMed (publishedVersion)
- QUT ePrints (Queensland University of Technology) (submittedVersion)
- Topics
- Social Sciences › Psychology › Clinical Psychology › Child Abuse and Trauma
- Health Sciences › Medicine › Pediatrics, Perinatology and Child Health › Child Abuse and Related Trauma
- Social Sciences › Sociology and Political Science › Military, Security, and Education Studies
- Keywords
- child abuse, child protection, reporting behavior, health promotion theory, perceived social support, early detection of abuse, teaching experience, academic qualifications, school teachers
- MeSH terms
- Adult, Child, Child Abuse, Child Advocacy, Faculty, Female, Humans, Male, Middle Aged, Queensland, Schools, Mandatory Reporting
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