Los conocimientos acerca del maltrato infantil de los futuros profesionales de la educaciónun estudio exploratorio

  1. Diana Priegue Caamaño 1
  2. María del Carmen Cambeiro Lourido 1
  1. 1 Universidade de Santiago de Compostela
    info

    Universidade de Santiago de Compostela

    Santiago de Compostela, España

    ROR https://ror.org/030eybx10

Revista:
Revista complutense de educación

ISSN: 1130-2496 1988-2793

Ano de publicación: 2016

Volume: 27

Número: 3

Páxinas: 1003-1019

Tipo: Artigo

DOI: 10.5209/REV_RCED.2016.V27.N3.47152 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Revista complutense de educación

Obxectivos de Desenvolvemento Sustentable

Resumo

During the exercise of their activity, education professionals are well placed to make an early detection of child abuse and to identify possible risk cases. However, sometimes, teachers and educators in general claim lack of knowledge and training to perform these tasks. That is why, in this work we wish to insist on the necessity of analysing the training of future education professionals in child abuse, both within and outside the family, and regardless of whether it is caused by adults or other children. It should be noted that early identification of violent behaviour and, obviously, the implementation of strong prevention strategies presuppose good training in this sense. For this reason, we have performed a pilot study to analyse the formation that students of the degree in Pedagogy have on child abuse, using a questionnaire that we have designed specifically for such purpose. We carried out the pilot study of the instrument with a sample of 24 students (girls and boys) enrolled in the 4th year of the degree in Pedagogy. Among the conclusions reached we highlight that, after analysing the data derived from the pilot study, it can be concluded that future pedagogues consider this specific training necessary, because at present they consider it insufficient and too limited to cope with their professional responsibilities in the future.

Referencias bibliográficas

  • AMERICAN SCHOOL COUNSELOR ASSOCIATION (2003). The professional school counselor and child abuse and neglect prevention. Recuperado de www.schoolcounselor.org
  • AUSTRALIAN INSTITUTE OF HEALTH AND WELFARE (2007). Child Protection Australia 2005–2006. Canberra: Australian Institute of Health and Welfare. Recuperado de http://www.aihw.gov.au/WorkArea/DownloadAsset.aspx?id =6442455304
  • ARRUABARRENA, I., DE PAÚL, J., INDIAS, S. Y ULLATE, M. (2013). Psychologists and child psychological maltreatment severity assessment. Psicothema, 25(4), 482-487. doi: 10.7334/psicothema2013.146
  • BAGINSKY, M. (2003). Newly qualified teachers and child protection: a survey of their views, training and experiences. Child Abuse Review, 12, 119–127. doi: 10.1002/car.783
  • BAGINSKY, M. Y MACPHERSON, P. (2005). Training teachers to safeguard children: Developing a consistent approach. Child Abuse Review, 14, 317–330. doi: 10.1002/car.905
  • CATARINO, H. (2009). Maltrato infantil: actitudes y conocimiento de los educadores. Tesis doctoral. Extremadura: Universidad de Extremadura.
  • CEREZO, M. A. Y PONS, G. (2004). Improving child maltreatment detection systems: A large-scale case study involving health, social services, and school professionals. Child Abuse and Neglect, 28, 1153–1169. doi: 10.1016/j.chiabu.2004.06.007
  • CONSEJERÍA DE BIENESTAR SOCIAL (2006). Por el buen trato a la infancia. Guía básica de maltrato infantil en el ámbito educativo. Badajoz: Junta de Extremadura.
  • CROSSON-TOWER, C. (2003). The role of educators in preventing and responding to child abuse and neglect. Washington, D.C.: Department of Health and Human Services.
  • DIRECCIÓN GENERAL DE SERVICIOS PARA LA FAMILIA Y LA INFANCIA (2012). Estadística Básica de Medidas de Protección a la Infancia. Boletín número 13. Madrid: Ministerio de Sanidad, Servicios Sociales e Igualdad.
  • GOBIERNO DE CANTABRIA (2011). Detección y notificación de situaciones de desprotección infantil desde el sistema educativo. Santander: Dirección General de Políticas Sociales.
  • GOEBBELS, A. F., NICHOLSON, J. M., WALSH, K. Y DE VRIES, H. (2008). Teachers’ reporting of suspected child abuse and neglect: behaviour and determinants. Health Education Research, 23(6), 941–951. doi: 10.1093/her/cyn030
  • GOLDMAN, J. D. Y GRIMBEEK, P. (2011). Sources of knowledge of departmental policy on child sexual abuse and mandatory reporting identified by primary school student-teachers. Educational Review, 63(1), 1-18. doi:10.1080/00131911003717220
  • KENNY, M. C. (2004). Teacher's attitudes toward and knowledge of child maltreatment. Child Abuse & Neglect, 28, 1311–1319. doi: 10.1016/j.chiabu.2004.06.010.
  • KENNY, M. C. Y MCEACHERN, A. (2002). Reporting suspected child abuse: A pilot comparison of middle and high school counselors and principals. Journal of Child Sexual Abuse, 11, 59-75.
  • KESNER, J. E. Y ROBINSON, M. (2002). Teachers as mandated reporters of child maltreatment: comparison with legal, medical and social services reporters. Children & Schools, 24(4), 222-231. doi: 10.1093/cs/24.4.222
  • MCKEE, B. E. Y DILLENBURGER, K. (2009). Child abuse and neglect: Training needs of students teachers. International Journal of Educational Research, 48(5), 320-330. doi:10.1016/j.ijer.2010.03.002
  • MOLINA, A. (2012). Toma de decisiones profesionales en el Sistema de Protección a la Infancia. Granada: Junta de Andalucía. Recuperado de http://www.observatoriodelainfancia.es/oia/esp/descargar.aspx?id=3586&tipo=docu mento
  • REINIGER, A., ROBINSON, E. Y MCHUGH, M. (1995). Mandated training of professionals: a means for improving reporting of suspected child abuse. Child Abuse & Neglect, 19(1), 63-69.
  • UNICEF (2014). El estado mundial de la infancia de 2014 en cifras. Revelando las disparidades para impulsar los derechos de la niñez. Nueva York: UNICEF.
  • WALLACE, I. Y BUNTING, L. (2007). An examination of local, national and international arrangements for the mandatory reporting of child abuset: the implications for Northern Ireland. Belfast: NSCPCC.