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Effects of Child Abuse Prevention an...

Dudley, Melissa .

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Effects of Child Abuse Prevention and School Climate on Teachers' Reporting Competencies.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effects of Child Abuse Prevention and School Climate on Teachers' Reporting Competencies./
Author:	Dudley, Melissa .
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	66 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-04, Section: B.
Contained By:	Dissertations Abstracts International82-04B.
Subject:	Counseling psychology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27737574
ISBN:	9798672195742

Effects of Child Abuse Prevention and School Climate on Teachers' Reporting Competencies.
Dudley, Melissa .

Effects of Child Abuse Prevention and School Climate on Teachers' Reporting Competencies. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 66 p.

Source: Dissertations Abstracts International, Volume: 82-04, Section: B.

Thesis (Ph.D.)--State University of New York at Buffalo, 2020.

This item must not be sold to any third party vendors.

The current study evaluated the effectiveness of the Second Step Child Protection Unit (CPU; Committee for Children, 2014) on increasing teachers' knowledge and attitudes toward responding and reporting child abuse. Additionally, as studies identify school climate as an influential component in all aspects of school-based interventions (Jaycox et al., 2006), this study evaluated the role of school climate in intervention effectiveness. The sample consisted of 162 (151 females (93.2%), 10 males (6.2%), 1 Other (0.6%)) school teachers participating in a randomized controlled study evaluating the overall effectiveness of the CPU curriculum. The CPU utilizes a comprehensive approach to child abuse prevention by providing online training for administrators, staff, teachers, and students. Teachers in the intervention schools completed the online training component in September 2017. After completing the online training modules, teachers implemented the 6-lesson student curriculum in their classroom over a period of 8-10 weeks. To assess teachers' reporting competencies, the Educators and Child Abuse Questionnaire (ECAQ; Kenny, 2001) and the Teacher Reporting Attitudes Scale-Child Sexual Abuse (TRAS-CSA; Walsh et al. 2010; 2012) were utilized. School climate was assessed using the Delaware School Climate Survey (DSCS-T/S; Bear et al., 2014). All teachers' completed the measures at 3 time-points (pre-test, post-test, 6-month follow-up). Latent variable structural equation modeling was utilized to assess target outcomes. Results indicated that the CPU curriculum and educator training significantly improved teachers' reporting competencies in terms of awareness of child abuse indicators, attitudes toward reporting, and commitment to their role as mandated reporters at 6-month follow up, compared to the wait-list control group. Additionally, there was significant indirect effect of school climate at post-test in terms of student, teacher, staff and family relationships; school policies; and overall perceptions of safety on teachers' reporting competencies at 6-month follow up. These findings add to the literature on child abuse prevention by indicating that a comprehensive child safety intervention is not only effective for improving targeted outcomes, but also for improving overall perceptions of school climate.

ISBN: 9798672195742Subjects--Topical Terms:

924824
Counseling psychology.
Subjects--Index Terms:

Child abuse

Effects of Child Abuse Prevention and School Climate on Teachers' Reporting Competencies.
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520 $a The current study evaluated the effectiveness of the Second Step Child Protection Unit (CPU; Committee for Children, 2014) on increasing teachers' knowledge and attitudes toward responding and reporting child abuse. Additionally, as studies identify school climate as an influential component in all aspects of school-based interventions (Jaycox et al., 2006), this study evaluated the role of school climate in intervention effectiveness. The sample consisted of 162 (151 females (93.2%), 10 males (6.2%), 1 Other (0.6%)) school teachers participating in a randomized controlled study evaluating the overall effectiveness of the CPU curriculum. The CPU utilizes a comprehensive approach to child abuse prevention by providing online training for administrators, staff, teachers, and students. Teachers in the intervention schools completed the online training component in September 2017. After completing the online training modules, teachers implemented the 6-lesson student curriculum in their classroom over a period of 8-10 weeks. To assess teachers' reporting competencies, the Educators and Child Abuse Questionnaire (ECAQ; Kenny, 2001) and the Teacher Reporting Attitudes Scale-Child Sexual Abuse (TRAS-CSA; Walsh et al. 2010; 2012) were utilized. School climate was assessed using the Delaware School Climate Survey (DSCS-T/S; Bear et al., 2014). All teachers' completed the measures at 3 time-points (pre-test, post-test, 6-month follow-up). Latent variable structural equation modeling was utilized to assess target outcomes. Results indicated that the CPU curriculum and educator training significantly improved teachers' reporting competencies in terms of awareness of child abuse indicators, attitudes toward reporting, and commitment to their role as mandated reporters at 6-month follow up, compared to the wait-list control group. Additionally, there was significant indirect effect of school climate at post-test in terms of student, teacher, staff and family relationships; school policies; and overall perceptions of safety on teachers' reporting competencies at 6-month follow up. These findings add to the literature on child abuse prevention by indicating that a comprehensive child safety intervention is not only effective for improving targeted outcomes, but also for improving overall perceptions of school climate.
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