ERIC Number: EJ908257
Record Type: Journal
Publication Date: 2010-Dec
Abstractor: As Provided
Reference Count: 33
Australian Undergraduate Primary School Student-Teachers' Responses to Child Sexual Abuse and Its Mandatory Reporting
Goldman, Juliette D. G.
Pastoral Care in Education, v28 n4 p283-294 Dec 2010
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.
Descriptors: 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
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Higher Education
Authoring Institution: N/A
Identifiers - Location: Australia