Grup de Recerca en Victimització Infantil i Adolescent (GReViA), Universitat de Barcelona, Barcelona, Spain.
Estudis de Dret i Ciència Política, Universitat Oberta de Catalunya, Barcelona, Spain.
PLoS One. 2022 Aug 15;17(8):e0272872. doi: 10.1371/journal.pone.0272872. eCollection 2022.
The interventions used to prevent or treat violence against children, particularly sexual abuse, tend to only consider the target audience as their main source of data. We tested the effect of an online training for school staff members in Europe through three studies. In Study I, we interviewed 5 adult women (Mage = 49.2, SD = 5.81) who were victims of sexual abuse during childhood to assess what school could have done during that time to protect them. Through Study II, we collected data on 66 school staff members to assess feasibility (based on quantitative indicators) and to explore the changes they would make to their everyday practice due to the training course (using qualitative analysis). In Study III, we used network analysis to assess to what extent the actions described by school staff in Study II met the needs expressed by the victims in Study I. Findings of Study I revealed new proposals from the victims' perspective, such as working with the perpetrators. Study II showed the feasibility of training and identified five types of action that school staff members will include in their everyday working dynamics due to the training: detection (e.g., Greater attention to relationships with peers), reporting (e.g., Now I know that suspecting a case of child abuse is enough to report), everyday practices (e.g., Introducing a calming space), changes at school level (e.g., Propose the training course to the school management team) or practices that could belong to more than one category (e.g., Greater awareness of the activities undertaken by the school). Study III provided evidence that some of these changes (e.g., reporting without looking for proof) were in line with some of the victims' expectations (e.g., listen to the children). We also identified gaps that need to be further developed.
用于预防或治疗儿童暴力，特别是性虐待的干预措施往往只考虑目标受众作为其主要数据来源。我们通过三项研究测试了针对欧洲学校工作人员的在线培训的效果。在研究 I 中，我们采访了 5 名成年女性（平均年龄 = 49.2，标准差 = 5.81），她们在童年时期曾遭受过性虐待，以评估学校在当时本可以采取哪些措施来保护她们。通过研究 II，我们收集了 66 名学校工作人员的数据，以评估可行性（基于定量指标），并探索他们由于培训课程而对日常实践做出的改变（使用定性分析）。在研究 III 中，我们使用网络分析来评估研究 II 中学校工作人员所描述的行动在多大程度上满足了研究 I 中受害者表达的需求。研究 I 的结果揭示了受害者视角的新提议，例如与施害者合作。研究 II 表明了培训的可行性，并确定了学校工作人员由于培训而将纳入日常工作动态的五种行动类型：发现（例如，更加关注与同伴的关系）、报告（例如，现在我知道怀疑虐待儿童案件就足以报告）、日常实践（例如，引入一个平静空间）、学校层面的改变（例如，向学校管理团队提出培训课程）或可能属于不止一个类别的实践（例如，更加了解学校开展的活动）。研究 III 提供了证据，表明其中一些改变（例如，无需寻找证据就报告）符合一些受害者的期望（例如，倾听孩子的声音）。我们还确定了需要进一步发展的差距。
