ERIC Number: EJ1157076
Record Type: Journal
Publication Date: 2017-Sep
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0313-5373
EISSN: N/A
Heads You Win, Tails I Lose: The Dilemma Mandatory Reporting Poses for Teachers
Falkiner, Meredith; Thomson, Donald; Guadagno, Belinda; Day, Andrew
Australian Journal of Teacher Education, v42 n9 Article 6 p93-110 Sep 2017
Australian teachers are mandated to report instances of child maltreatment should they suspect a child is being maltreated. Some teachers are reluctant to make a report based on suspicion alone. This review examines the barriers that may prevent teachers from reporting. It is suggested that to overcome these barriers and form a reasonable belief that a child is being maltreated, teachers may attempt to seek out proof by questioning the suspected victim. Inappropriate questioning can have detrimental consequences such as wrongful reporting when maltreatment is not occurring, or worse, no report made when a child is being maltreated. Based on the review of the literature presented in this paper and given the changing landscape of mandatory reporting in Australia, research is recommended. First, to determine if the barriers for reporting still hold true and, secondly, to establish the motivations of teachers who may question a child when they suspect maltreatment, along with exploration on how they approach this task.
Descriptors: Foreign Countries, Child Abuse, Child Advocacy, Child Safety, Barriers, Compliance (Legal), Victims, Questioning Techniques, Literature Reviews, Research Needs, Teacher Role, Disclosure, Educational Legislation, Educational Policy, Teacher Attitudes, Fear, Teacher Education, Guidelines
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Publication Type: Journal Articles; Reports - Evaluative; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A