NCJ Number
145417
Journal
Child Abuse and Neglect Volume: 17 Issue: 5 Dated: (September-October 1993) Pages: 591-604
Date Published
1993
Length
14 pages
Annotation
Information from 264 elementary school teachers and 47 principals in Ontario, Canada in 1987-88 formed the basis of an analysis of how teachers define child abuse, their experience in dealing with child abuse situations, and the actions they have taken.
Abstract
The survey covered a wide range of topics. A crucial part of the survey consisted of 10 vignettes defining abuse; the vignettes developed from exploratory interviews focusing on 51 behaviors. Findings revealed that teachers hold a much broader theoretical view of child abuse than those put forward in legal definitions. However, they preferred informal intervention over formal reporting. Although no statistical relationship existed between definitions and reporting, results indicated that the decision to report involves the interplay of definitions, institutional response, and teachers' experiences with a range of reactions. Reporting is also complicated by teachers' disciplinary role, by their concerns for establishing reasonable grounds, and by the perceptions that cases can be handled more effectively by the school without the intervention of Child Protection Services. Findings indicate the need to understand the factors that affect responses and to bring educators into the debate regarding definitions of child abuse. Tables and 40 references (Author abstract modified)