Singaraju Anuja, Rudravaram Venkata Ratna Kumar, Nuvvula Sivakumar, Mallineni Sreekanth Kumar
Department of Paediatric and Preventive Dentistry, Narayana Dental College and Hospital, Nellore 524003, Andhra Pradesh, India.
Rewards Dental, Seattle, WA 14212, USA.
Pediatr Rep. 2024 Feb 27;16(1):163-173. doi: 10.3390/pediatric16010015.
To assess the awareness of schoolteachers from Andhra Pradesh towards child abuse and neglect (CAN) through pre- and post-educational intervention (audiovisual aid) questionnaires.
A cross-sectional study was conducted with 300 schoolteachers using a 12-item questionnaire that was created using the standard focus group discussion method. Baseline awareness of CAN was assessed using the questionnaire. Subsequently, all the schoolteachers were educated regarding the various types of CAN and the process of reporting CAN using an audiovisual aid. The same questionnaire was re-administered to all the teachers immediately after the intervention and after three months. The data were statistically analyzed using Fisher's exact test to compare the frequency and distribution of responses among the study participants at various intervals.
A statistically significant difference ( value < 0.05) was observed in the awareness of the schoolteachers regarding CAN compared to the baseline and immediately after the intervention. However, there was no statistically significant difference ( value > 0.05) between immediately after the intervention and three months.
There is a need to have awareness among schoolteachers concerning CAN. However, after education through audiovisual aids, teachers' awareness of CAN has been improved.
通过教育干预前后（使用视听辅助工具）的问卷调查，评估安得拉邦学校教师对儿童虐待和忽视（CAN）的认知情况。
采用横断面研究，对300名学校教师使用通过标准焦点小组讨论方法创建的包含12个条目的问卷。使用该问卷评估CAN的基线认知情况。随后，使用视听辅助工具对所有学校教师进行关于各种类型CAN以及报告CAN流程的教育。干预后立即以及三个月后，对所有教师重新发放相同问卷。使用Fisher精确检验对数据进行统计学分析，以比较不同时间间隔研究参与者中回答的频率和分布情况。
与基线以及干预后立即相比，学校教师对CAN的认知存在统计学显著差异（值<0.05）。然而，干预后立即与三个月后之间没有统计学显著差异（值>0.05）。
学校教师需要了解CAN。然而，通过视听辅助工具进行教育后，教师对CAN的认知有所提高。
