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  • Child Sexual Abuse and Mandatory Reporting Intervention Preservice Content Preferred by Student Teachers

    Author(s)
    Goldman, Juliette
    Grimbeek, Peter
    Griffith University Author(s)
    Goldman, Juliette
    Grimbeek, Peter M.
    Year published
    2014
    Metadata
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    Abstract
    The importance of preservice university teacher training about child sexual abuse and its mandatory reporting intervention is addressed in educational literature, although very little is known about student teachers' learning interests and preferences in this area. In this article, student teachers refer to students in university who are training to become teachers whose training includes teaching experiences in schools. This study examines the content about child sexual abuse and its intervention that student teachers believe they should learn. Results based on quantitative analyses show the relative importance of gender ...
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    The importance of preservice university teacher training about child sexual abuse and its mandatory reporting intervention is addressed in educational literature, although very little is known about student teachers' learning interests and preferences in this area. In this article, student teachers refer to students in university who are training to become teachers whose training includes teaching experiences in schools. This study examines the content about child sexual abuse and its intervention that student teachers believe they should learn. Results based on quantitative analyses show the relative importance of gender in determining responses to questions about university training and, to a lesser extent, the importance of a previous acquaintance with victims of sexual abuse, previous employment, and the length of the university course. Results based on qualitative data show that content knowledge preferred by elementary/primary and secondary school student teachers includes the teacher's role in mandatory reporting of child sexual abuse and signs, experiences, and responses to student disclosure. Student teachers prefer content examples of school professionals' responses and procedures after disclosure and prefer direct learning content from intervening school professionals. These outcomes could usefully guide teachers and educators who design intervention curricula on child sexual abuse for preservice teachers.
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    Journal Title
    Journal of Child Sexual Abuse
    Volume
    23
    Issue
    1
    DOI
    https://doi.org/10.1080/10538712.2014.859200
    Subject
    Education not elsewhere classified
    Curriculum and Pedagogy not elsewhere classified
    Public Health and Health Services
    Social Work
    Psychology
    Publication URI
    http://hdl.handle.net/10072/61958
    Collection
    • Journal articles

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