NCJ Number
51223
Date Published
1977
Length
197 pages
Annotation
QUESTIONNAIRES AND INTERVIEWS IDENTIFIED ATTITUDES AND CHILD ABUSE REPORTING PRACTICES OF 135 ELEMENTARY SCHOOL TEACHERS, PRINCIPALS AND SCHOOL WORKERS. COMPONENTS OF A GOOD SCHOOL ABUSE REPORTING SYSTEM ARE EXAMINED.
Abstract
THE SURVEY WAS CONDUCTED IN A RACIALLY AND SOCIODEMOGRAPHICALLY MIXED AREA IN SUBURBAN PHILADELPHIA, PA. IT WAS FOUND THAT, CONTRARY TO OTHER REPORTS IN THE LITERATURE, TEACHERS WERE NOT INDIFFERENT TO CHILD ABUSE. HOWEVER, THEIR KNOWLEDGE OF WHAT CONSTITUTES ABUSE AND HOW ABUSE SHOULD BE REPORTED VARIED WIDELY FROM SCHOOL TO SCHOOL. MOST TEACHERS WERE UNAWARE OF THEIR LEGAL PROTECTION AND NEARLY ALL INCORRECTLY FELT THEY WOULD HAVE TO APPEAR IN COURT. MOST LIMITED THEIR DEFINITIONS OF CHILD ABUSE TO GROSS PHYSICAL ABUSE OR NEGLECT. ON MULTIPLE-CHOICE QUESTIONS, THEY EXTENDED THEIR DEFINITIONS TO INCLUDE SEXUAL ABUSE. THE OPEN-ENDED INTERVIEWS ARE GROUPED BY TEACHERS WHO HAVE NEVER REPORTED ABUSE, TEACHERS WHO HAVE SUSPECTED ABUSE BUT NOT REPORTED IT, AND TEACHERS WHO HAVE REPORTED ABUSE. REPORTING TEACHERS USED CUES NOT GENERALLY MENTIONED IN THE LITERATURE--TYPE OF FOOD A CHILD BRINGS FOR LUNCH, CHILD'S REACTION TO TEACHER DISCIPLINE, AND AGGRESSIVE ACTING-OUT BEHAVIOR AS WELL AS WITHDRAWN BEHAVIOR. THE BIGGEST FEAR AMONG TEACHERS SUSPECTING BUT NOT REPORTING ABUSE WAS THAT A REPORT WOULD MAKE THE SITUATION WORSE FOR THE CHILD. THE BIGGEST FACTOR BEHIND REPORTING WAS THE SUPPORT OF THE PRINCIPAL. A THOROUGH CASE STUDY OF A PRINCIPAL WHO INVESTIGATES EACH CASE BEFORE REPORTING TO CHILD SERVICES IS PRESENTED. THE NEGATIVE IMPACT OF THE CHILD SERVICES' WORKER WHO 'SIDES' WITH THE PARENT IS DISCUSSED. AN EDUCATIONAL PROGRAM FOR TEACHERS AND GREATER WELFARE-SCHOOL COOPERATION IS URGED. THE QUESTIONNAIRE, TABLES PRESENTING FINDINGS, AND A BIBLIOGRAPHY ARE INCLUDED. (GLR)