Evaluation of knowledge levels of primary education about child neglect and abuse

Abstract

INTRODUCTION: Child neglect refers to deficiencies in meeting a child's needs in various areas, such as health, education, nutrition, accommodation and emotional development. Abuse, on the other hand, is defined as all physical, emotional or sexual attitudes on the part of individuals charged with caring for and educating the child, or of strangers, in such a way as to damage the child's physical and/or psychological health or obstruct social development. Our purpose in this study was to increase levels of awareness and information in terms of child abuse and neglect among teachers, with whom children spend most of their time, after their families. METHODS: Our study was performed with 129 participants. Following receipt of written consent, teachers were administered a questionnaire and then received information concerning child abuse and neglect. The questionnaire was re-administered after this training. Responses to the questions were scored between 1 and 4 (1- I disagree, 2- I generally disagree, 3- I generally agree, 4- I strongly agree). Pre- and post-education scores were then compared (scoring was reversed in negatively keyed responses). RESULTS: The 129 teachers enrolled consisted of 70 men and 59 women, with a mean age of 32.6+-7.9 (22-64) years and a mean professional experience of8.2+-7.4 (1-37) years. In order to determine success rates in the questionnaire, questions were scored from 1 to 4. The maximum possible score from the 20 questions was 80. The mean pre-education score of the 129 participants was58.4+-4.9 (48-69), while the mean post-education score was65.9+-6.4 (50-80), the difference being statistically significant(p<0.001). DISCUSSION AND CONCLUSION: Teachers must be made aware of the correct approach to be adopted toward children in the event of child neglect and abuse and of their legal obligations or responsibilities. Regular seminars, symposia and conferences must be organized for teachers on this subject. Teachers providing psychological counseling and guidance must be enabled to work more actively and effectively in schools. The importance of sexual education for children must be emphasized, and it must be included in the school curriculum. Sex education programs given in schools must provide information about healthy sexual development and teach children how to protect themselves against sexual abuse.

Keywords

• neglect
• abuse
• teacher
• education