Kenny M C
Florida International University, Miami, Florida 33199, USA.
Child Abuse Negl. 2001 Jan;25(1):81-92. doi: 10.1016/s0145-2134(00)00218-0.
There are three general objectives: First, to determine the number of reports of abuse made by teachers, their knowledge of child abuse laws and reporting procedures, and their perceived deterrents in reporting abuse; second, to determine if there were gender or ethnic differences in reporting; and third, to evaluate teachers responses to case vignettes.
A survey of 197 teachers was conducted. They were given a questionnaire that included demographic information, knowledge of child abuse laws and procedures, and two scenarios of legally reportable child abuse.
Seventy-three percent of this sample reported that they had never made a report of child abuse, while those who had made reports made an average of one report. Only 11% of teachers reported that there were instances in which they believed abuse may have occurred, but failed to report. Additionally, these teachers felt that their pre- and post-service training did not adequately prepare them for abuse reporting. The most common reasons cited for not reporting abuse were fear of making an inaccurate report, feeling as though child protective services do not help families, and no apparent physical signs of abuse. There were no gender differences in reporting. The teachers' responses to the case vignettes were not consistent with their previous reports.
In general, most teachers reported having never made a child abuse report. Although only a small percentage of teachers reported failing to report abuse, when presented with legally reportable case vignettes, many failed to report. The majority of teachers report receiving inadequate training in child abuse signs, symptoms, and reporting procedure. There is an obvious need for more education for teachers that addresses their perceived deterrents and aids them in feeling more confident in making reports of child abuse.
有三个总体目标：第一，确定教师所做的虐待报告数量、他们对虐待儿童法律及报告程序的了解，以及他们认为的报告虐待行为的阻碍因素；第二，确定在报告方面是否存在性别或种族差异；第三，评估教师对案例 vignettes 的反应。
对 197 名教师进行了一项调查。给他们发放了一份问卷，其中包括人口统计学信息、对虐待儿童法律和程序的了解，以及两个可依法报告的儿童虐待案例。
该样本中有 73% 的教师报告称他们从未做过虐待儿童的报告，而那些做过报告的教师平均每人做了一份报告。只有 11% 的教师报告称，他们认为存在可能发生虐待但未报告的情况。此外，这些教师觉得他们的职前和职后培训没有让他们充分做好报告虐待行为的准备。不报告虐待行为最常被提及的原因是担心报告不准确、觉得儿童保护服务机构对家庭没有帮助，以及没有明显的虐待身体迹象。在报告方面不存在性别差异。教师对案例 vignettes 的反应与他们之前的报告不一致。
总体而言，大多数教师报告称从未做过虐待儿童的报告。虽然只有一小部分教师报告未报告虐待行为，但在面对可依法报告的案例 vignettes 时，许多人未能报告。大多数教师报告称在虐待儿童的迹象、症状及报告程序方面接受的培训不足。显然需要对教师进行更多教育，解决他们认为的阻碍因素，并帮助他们在报告虐待儿童行为时更有信心。
