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dc.contributor.authorGoldman, Juliette
dc.contributor.authorGrimbeek, Peter
dc.date.accessioned2017-06-20T12:30:23Z
dc.date.available2017-06-20T12:30:23Z
dc.date.issued2014
dc.date.modified2014-08-07T00:11:33Z
dc.identifier.issn10538712
dc.identifier.doi10.1080/10538712.2014.859200
dc.identifier.urihttp://hdl.handle.net/10072/61958
dc.description.abstractThe 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.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.publisherRoutledge
dc.publisher.placeUnited States
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto16
dc.relation.ispartofissue1
dc.relation.ispartofjournalJournal of Child Sexual Abuse
dc.relation.ispartofvolume23
dc.rights.retentionY
dc.subject.fieldofresearchEducation not elsewhere classified
dc.subject.fieldofresearchCurriculum and Pedagogy not elsewhere classified
dc.subject.fieldofresearchPublic Health and Health Services
dc.subject.fieldofresearchSocial Work
dc.subject.fieldofresearchPsychology
dc.subject.fieldofresearchcode139999
dc.subject.fieldofresearchcode130299
dc.subject.fieldofresearchcode1117
dc.subject.fieldofresearchcode1607
dc.subject.fieldofresearchcode1701
dc.titleChild Sexual Abuse and Mandatory Reporting Intervention Preservice Content Preferred by Student Teachers
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.hasfulltextNo Full Text
gro.griffith.authorGoldman, Juliette
gro.griffith.authorGrimbeek, Peter M.


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