Understanding teachers' reporting of child sexual abuse : measurement methods matter
Walsh, Kerryann M., Mathews, Benjamin P., Rassafiani, Mehdi, Farrell, Ann, Butler, Desmond A., & (2012) Understanding teachers' reporting of child sexual abuse : measurement methods matter. Children and Youth Services Review, 34(9), pp. 1937-1946.
The present study considered factors influencing teachers' reporting of child sexual abuse (CSA). Conducted in three Australian jurisdictions with different reporting laws and policies, the study focused on teachers' actual past and anticipated future reporting of CSA. A sample of 470 teachers within randomly selected rural and urban schools was surveyed, to identify training and experience; knowledge of reporting legislation and policy; attitudes; and reporting practices. Factors influencing actual past reporting and anticipated future reporting were identified using logistic regression modelling. This is the first study to simultaneously examine the effect of important influences in reporting practice using both retrospective and prospective approaches across jurisdictions with different reporting laws. Teachers who have actually reported CSA in the past are more likely have higher levels of policy knowledge, and hold more positive attitudes towards reporting CSA along three specific dimensions: commitment to the reporting role; confidence in the system's effective response to their reporting; and they are more likely to be able to override their concerns about the consequences of their reporting. Teachers indicating intention to report hypothetical scenarios are more likely to hold reasonable grounds for suspecting CSA, to recognise that significant harm has been caused to the child, to know that their school policy requires a report, and to be able to override their concerns about the consequences of their reporting.
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|Item Type:||Journal Article|
|Keywords:||Child sexual abuse, Mandated reporting, Mandatory reporting, Teachers, Schools, Factors influencing reporting, Methodology|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Educational Administration Management and Leadership (130304)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Teacher Education and Professional Development of Educators (130313)
Australian and New Zealand Standard Research Classification > LAW AND LEGAL STUDIES (180000) > LAW (180100) > Law and Society (180119)
|Divisions:||Current > Research Centres > Children & Youth Research Centre
Current > QUT Faculties and Divisions > Faculty of Education
Current > QUT Faculties and Divisions > Faculty of Law
Current > Research Centres > Australian Centre for Health Law Research
Current > Schools > School of Early Childhood & Inclusive Education
Current > Schools > School of Law
|Copyright Owner:||Copyright 2012 Elsevier Ltd.|
|Copyright Statement:||NOTICE: this is the author’s version of a work that was accepted for publication in Children and Youth Services Review. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Children and Youth Services Review, [Volume 34, Issue 9, (September 2012)]. DOI: 10.1016/j.childyouth.2012.06.004|
|Deposited On:||12 Aug 2012 23:39|
|Last Modified:||02 Oct 2015 01:06|
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