Elementary teachers’ knowledge of legislative and policy duties for reporting child sexual abuse

Walsh, Kerryann, Mathews, Ben, Rassafiani, Mehdi, Farrell, Ann, & Butler, Des (2013) Elementary teachers’ knowledge of legislative and policy duties for reporting child sexual abuse. Elementary School Journal, 114(2), pp. 178-199.

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Abstract

This study examined elementary school teachers’ knowledge of their legislative and policy-based reporting duties with respect to child sexual abuse. Data were collected from 470 elementary school teachers from urban and rural government and nongovernment schools in 3 Australian states, which at the time of the study had 3 different legislative reporting duties for teachers. Teachers completed the 8-part Teacher Reporting Questionnaire (TRQ). Multinomial logistic regression analysis was used to determine factors associated with (a) teachers’ legislation knowledge and (b) teachers’ policy knowledge. Teachers with higher levels of knowledge had a combination of pre- and in-service training about child sexual abuse and more positive attitudes toward reporting, held administration positions in their school, and had reported child sexual abuse at least once during their teaching career. They were also more likely to work in the state with the strongest legislative reporting duty, which had been in place the longest.

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ID Code: 65615
Item Type: Journal Article
Refereed: Yes
Additional URLs:
Keywords: child sexual abuse, mandatory reporting, legislation, policy, teacher
DOI: 10.1086/671934
ISSN: 1554-8279
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300)
Australian and New Zealand Standard Research Classification > LAW AND LEGAL STUDIES (180000) > LAW (180100)
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
Current > Schools > School of Law
Funding:
Copyright Owner: Copyright 2013 University of Chicago Press
Deposited On: 01 Jan 2014 23:12
Last Modified: 01 Jan 2015 17:29

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