Training Teachers to Identify and Intervene with Abused Children.
Training Teachers to Identify and Intervene with Abused Children.
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培训教师识别受虐待儿童并对其进行干预。
DOI：
10.1080/15374418409533204
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发表时间：
1984
期刊：
影响因子：
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通讯作者：
A. Hazzard
中科院分区：
文献类型：
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作者：
A. Hazzard
教师是受虐儿童的潜在有用资源，但通常缺乏识别和干预虐待儿童的培训。调查了104名中小学教师的虐待相关经验、知识和态度。68%的教师报告说，他们接受过3小时或更少的关于虐待儿童的教育，62%的教师报告说，他们以前没有虐待儿童的经验。一半的教师（51名）随后参加了为期一天的关于虐待儿童的培训讲习班。反复的测量分析显示，与对照组教师相比，治疗组教师对虐待儿童的了解有所增加，对虐待儿童的父母也产生了更多的同情态度。使用自我报告数据进行的为期6个月的随访显示，在发现或报告的儿童虐待案件数量上，各组之间没有显著差异。然而，治疗教师更有可能(1)报告与个别学生交谈，以确定是否发生虐待，……
Teachers are a potentially helpful resource for abused children, but generally lack training in child abuse identification and intervention. Elementary and junior high school teachers (n = 104) were surveyed concerning their abuse‐related experience, knowledge and attitudes. Sixty‐eight percent of the teachers reported 3 or fewer hours of education about child abuse and 62% reported no prior experience with abuse cases. Half of the teachers (n = 51) then participated in a one‐day training workshop on child abuse. Repeated measures analyses revealed that treatment teachers, compared to control teachers, increased in knowledge about child abuse and developed more sympathetic attitudes toward the abusive parent. A six‐month follow‐up using self‐report data revealed no significant differences between groups in the number of cases of child abuse identified or reported. However, treatment teachers were significantly (1) more likely to report talking with individual students to determine if abuse was occurring, ...