O'Toole R, Webster S W, O'Toole A W, Lucal B
Department of Sociology, Kent State University, OH 44240, USA.
Child Abuse Negl. 1999 Nov;23(11):1083-101. doi: 10.1016/s0145-2134(99)00074-5.
The major aim of this study was to determine the effect of characteristics of the case, the teacher, and the organizational setting on recognition and reporting of child abuse.
A factorial survey design was employed in which a probability sample of teachers (N = 480) responded to vignettes in which case characteristics were systematically manipulated.
Analysis using OLS regression showed that case characteristics alone accounted for 50.30% of the variance in recognition and 51.08% of the variance in reporting: the strongest effects were from type and seriousness of abuse, positive behavior of the victim and positive psychology of the perpetrator. The inclusion of variables describing the teachers and the school explained only a very small additional proportion of the variance in teacher's responses.
Teachers responses to child abuse are relatively unbiased by either the extraneous characteristics of the perpetrator or victim, the responding teacher, or the school setting. The findings do not appear to support the problem of "overreporting." There is evidence for "underreporting," particularly in less serious cases involving physical and emotional abuse. Teachers are undeterred by the many problems and fears that may accompany a report of child abuse to Child Protective Services. Teachers use discretion in reporting abuse they recognize.
本研究的主要目的是确定案例特征、教师以及组织环境对儿童虐待的识别和报告的影响。
采用析因调查设计，让一个概率抽样的教师样本（N = 480）对其中案例特征被系统操纵的短文做出回应。
使用普通最小二乘法回归分析表明，仅案例特征就解释了识别方面50.30%的方差以及报告方面51.08%的方差：最强的影响来自虐待的类型和严重程度、受害者的积极行为以及施虐者的积极心理。纳入描述教师和学校的变量仅解释了教师反应中方差的非常小的额外比例。
教师对儿童虐待的反应相对不受施虐者或受害者的无关特征、做出回应的教师或学校环境的影响。研究结果似乎不支持“过度报告”问题。有证据表明存在“报告不足”，特别是在涉及身体和情感虐待的不太严重的案例中。教师不会因向儿童保护服务机构报告儿童虐待可能伴随的许多问题和担忧而退缩。教师在报告他们识别出的虐待行为时会运用判断力。
