Karadag Sevinç Çırak, Sönmez Sibel, Dereobalı Nilay
Kyrgyzstan-Turkey Manas University, Bishkek, Turkey Ege University, Izmir, Turkey
Ege University, Izmir, Turkey.
J Interpers Violence. 2015 Mar;30(5):873-91. doi: 10.1177/0886260514536274. Epub 2014 Jun 13.
Child abuse and neglect have a potentially deleterious impact on children's physical, social, and psychological development. Preschool teachers may play a crucial role in the protection, early detection, and the intervention of child abuse and neglect, as they have the opportunity to establish a close contact with the families and to observe day-to-day changes in pupils' behavior. The main purpose of this study is to investigate preschool teachers' experiences and characteristics in relation to their awareness of possible child abuse and neglect signs. A questionnaire survey was designed and administered to 197 preschool teachers who work for the public preschools in the Izmir province of Turkey. In addition to the questionnaire items, a 34-item Likert-type scale measuring the level of familiarity with possible signs of child abuse and neglect was developed. This scale had an internal consistency of 0.94. The results revealed that 10.65% of preschool teachers had training regarding violence against children and 2.03% of them had training in child abuse and neglect. Overall, 35% of all teachers reported that they had prior experience with pupils who were exposed to child abuse and neglect. Moreover, statistical analyses indicated that being a parent and having training in child abuse and neglect, having experience with maltreated children, and having higher job status were significant factors in preschool teachers' ability to recognize the possible signs of child abuse and neglect. Our results support that teacher training in child abuse and neglect can play an important role in preschool teachers' awareness of the possible signs of child abuse and neglect.
虐待和忽视儿童对儿童的身体、社交和心理发展具有潜在的有害影响。幼儿教师在保护、早期发现及干预虐待和忽视儿童问题方面可能发挥关键作用，因为他们有机会与家庭建立密切联系，并观察学生日常行为的变化。本研究的主要目的是调查幼儿教师在认识虐待和忽视儿童可能迹象方面的经历和特点。设计了一份问卷调查，并对在土耳其伊兹密尔省公立幼儿园工作的197名幼儿教师进行了调查。除了问卷项目外，还编制了一个34项的李克特式量表，用于衡量对虐待和忽视儿童可能迹象的熟悉程度。该量表的内部一致性为0.94。结果显示，10.65%的幼儿教师接受过针对儿童暴力的培训，2.03%的教师接受过虐待和忽视儿童方面的培训。总体而言，35%的教师报告称他们此前曾接触过遭受虐待和忽视的学生。此外，统计分析表明，身为家长、接受过虐待和忽视儿童方面的培训、有与受虐待儿童打交道的经验以及拥有较高的工作地位，是幼儿教师识别虐待和忽视儿童可能迹象能力的重要因素。我们的结果支持这样的观点，即针对虐待和忽视儿童的教师培训在幼儿教师认识虐待和忽视儿童可能迹象方面可发挥重要作用。
