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Berens KA, Bruer KC, Schick KD, Evans AD, Price HL. A taxonomy of groomer profiles: Comparisons of in-person, online, and mixed groomers through the examination of Canadian judicial decisions. CHILD ABUSE & NEGLECT 2023; 145:106407. [PMID: 37651823 DOI: 10.1016/j.chiabu.2023.106407] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/05/2023] [Revised: 06/26/2023] [Accepted: 08/14/2023] [Indexed: 09/02/2023]
Abstract
BACKGROUND Sexual grooming in cases of child sexual abuse (CSA) has captured the attention of researchers over the past decades. While early research focused on offenders who groomed children in person, our knowledge of online groomers has begun to increase. However, there has not been a concomitant increase in understanding of groomers who use both in-person and online grooming strategies (i.e., mixed groomers); it is not clear if mixed groomers more closely resemble in-person groomers, online groomers, or if they are their own distinct groomer type. OBJECTIVE The current study creates the first taxonomy of in-person, online, and mixed groomer profiles through the empirical analysis of Canadian judicial decisions. PARTICIPANTS, SETTING, AND METHODS 180 Canadian judicial decisions from 153 cases of CSA involving grooming were extracted from the Canadian Legal Information Institute and coded for information related to grooming strategies, the accused, the complainant, and the alleged offence. RESULTS Mixed groomers used more grooming strategies per case than in-person and online groomers. Mixed groomers initiated contact online with complainants less often than online groomers, but identified more vulnerable victims, engaged in more non-sexual yet inappropriate conversations, and used more gain cooperation strategies than in-person groomers. Online groomers were older and had shorter delays to criminal proceedings than mixed and in-person groomers. Complainants groomed in person were younger and abused for longer durations than mixed and online complainants. CONCLUSIONS The proposed taxonomy of groomer profiles can inform education and prevention programs about the heterogeneous nature of grooming. Those who groomed children in-person, online, or using a mixture of both methods varied greatly in their grooming strategies, victim age preferences, relationship to the child, and pathways to disclosure.
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Affiliation(s)
- Katie A Berens
- Department of Psychology, Simon Fraser University, Canada
| | - Kaila C Bruer
- Department of Psychology, Luther College at the University of Regina, Canada
| | - Kayla D Schick
- Department of Psychology, Luther College at the University of Regina, Canada
| | | | - Heather L Price
- Department of Psychology, Thompson Rivers University, Canada.
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Barnett WC, Panlilio CC, Mullins C, Levi BH, Humphreys KL. Identifying what works for whom: Implementation outcomes following iLookOut, a child abuse identification and referral training program. J Clin Transl Sci 2023; 7:e205. [PMID: 37830009 PMCID: PMC10565203 DOI: 10.1017/cts.2023.628] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2023] [Revised: 08/16/2023] [Accepted: 09/05/2023] [Indexed: 10/14/2023] Open
Abstract
Introduction iLookOut, a web-based child abuse training for early childcare professionals (ECPs), has been shown to improve knowledge and attitudes related to correctly identifying and reporting suspected cases of child abuse. The overarching goal of the present study is to examine "what works for whom" for iLookOut in order to identify strategies for optimizing learner outcomes. Methods This prospective study enrolled 12,705 ECPs who completed iLookOut (November 2014-December 2018). We used structural equation models to test whether learner demographic and professional characteristics were differentially associated with implementation outcomes (i.e., acceptability and appropriateness) and whether these mediated subsequent indicators of training effectiveness (i.e., gains in knowledge). Results Consistent with previous research, individuals with lower baseline knowledge scores showed greater knowledge gains (β = -.57; p < .001). Greater knowledge gains were seen for learners who reported higher acceptability (β = .08; p < .001) or appropriateness (β = .14; p < .001). Implementation outcomes strongly associated with knowledge gains included acceptability for female learners and appropriateness for learners who had not completed high school or had >15 years of experience in childcare settings. Where mediation was found, for the majority of groups, appropriateness emerged as the driving mediator. Conclusion Implementation outcomes emerged as important drivers of knowledge change for most groups. The iLookOut Core Training's use of a multimedia learning environment, video-based storylines, and game-based techniques were endorsed by learners and correlated with increases in knowledge. Future work should explore why aspects of the iLookOut training are rated as less acceptable or appropriate by some groups and what changes would improve efficacy for low performing learners.
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Affiliation(s)
- Whitney C. Barnett
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, USA
| | - Carlomagno C. Panlilio
- Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University, State College, PA, USA
| | - Casey Mullins
- Department of Psychology, University of Miami, Coral Gables, FL, USA
| | - Benjamin H. Levi
- Department of Humanities and Pediatrics, Penn State College of Medicine, Hershey, PA, USA
| | - Kathryn L. Humphreys
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, USA
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LaBrenz CA, Littleton T, Shipe S, Bai R, Stargel L. State Policies on Child Maltreatment and Racial Disproportionality. CHILDREN AND YOUTH SERVICES REVIEW 2023; 151:107048. [PMID: 37425655 PMCID: PMC10328110 DOI: 10.1016/j.childyouth.2023.107048] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/11/2023]
Abstract
Over the past several decades researchers have documented disproportionality for Black families across multiple decision-making points within the child welfare system. Yet, few studies have examined how specific state policies may impact disproportionality across decision points. The racial disproportionality index (RDI) was calculated for Black children in each state and Washington DC (N = 51) based on the proportion of children who were received a referral to CPS, a substantiated investigation, or entered foster care. A series of bivariate analyses (one-way ANOVAs; independent sample t-tests) were used to explore the relationship between the RDI and these decision points. Further analyses were conducted between the RDI and state policies (e.g., child maltreatment definitions, mandated reporting, and alternative response). Our results suggest there is an overrepresentation of Black children in CPS across the three decision points. This overrepresentation continues with specific state policies such as a state using harsh punishment in their definition of child maltreatment. Recommendations are provided for policy and research, including a suggestion for further exploration of state policies and county-level disproportionality indexes.
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Affiliation(s)
- Catherine A LaBrenz
- The University of Texas at Arlington, School of Social Work, 211 S. Cooper St., Box 19129, Arlington, TX, 76019
| | - Tenesha Littleton
- University of Alabama, School of Social Work, Box 870314, Tuscaloosa, AL, 35487
| | - Stacey Shipe
- Child Maltreatment Solutions Network, 202 Henderson Building, University Park, PA, 16802, Pennsylvania State University, University Park, PA; Department of Social Work, State University of New York - Binghamton University, 67 Washington St., Binghamton, NY
| | - Rong Bai
- Case Western University Reserve University, Jack, Joseph and Morton Mandel School of Applied Sciences, 10900 Euclid Ave, Cleveland, OH, 44106
| | - Lauren Stargel
- Kempe Center for the Prevention and Treatment of Child Abuse and Neglect, Department of Pediatrics, University of Colorado Anschutz Medical Campus, Gary Pavilion, 13123 E. 16th Avenue, B390, Aurora, CO 80045
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Kim S, Nickerson AB, Kim TE. The Role of Second Step Child Protection Unit Online Teacher Training in Explaining Teacher and Student Outcomes: Multilevel SEM Analysis. JOURNAL OF CHILD & ADOLESCENT TRAUMA 2023; 16:183-195. [PMID: 37234834 PMCID: PMC10205955 DOI: 10.1007/s40653-022-00476-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/29/2022] [Indexed: 05/28/2023]
Abstract
Child sexual abuse (CSA) is a concern given its prevalence and harmful consequences such as depression, anxiety, substance misuse, and low academic performance, which pose great threats to children's sustainable development. In response, teachers must be empowered to play crucial roles in preventing CSA and intervening to avert CSA-related harm. We therefore explored the potential for online teacher training to improve teachers' preventive outcomes of CSA (awareness, commitment, and confidence in reporting) and student outcomes (CSA knowledge and ability to recognize, refuse, and report CSA). To assess the immediate effect of online teaching training, we analyzed pre-and post-test data from the implementation of the Second Step Child Protection Unit (CPU) on 131 teachers and 2,172 students using a multilevel structural equation modeling approach. We found a significant direct effect of online teacher training on improving teachers' preventive outcomes. Furthermore, we detected a significant indirect effect of online teacher training on children's preventive outcomes of CSA knowledge and ability to recognize, refuse, and report CSA via teachers' preventive outcomes of CSA awareness.
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Affiliation(s)
- Sunha Kim
- Department of Counseling, School, and Educational Psychology, University at Buffalo, The State University of New York, 423 Baldy Hall, 14260-1000 Buffalo, NY United States
| | - Amanda B. Nickerson
- Department of Counseling, School, and Educational Psychology, University at Buffalo, The State University of New York, 423 Baldy Hall, 14260-1000 Buffalo, NY United States
| | - Tia E. Kim
- Committee for Children, Buffalo, NY United States
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Rochford HI, Zeiger KD, Peek-Asa C. State-level education policies: Opportunities for secondary prevention of child maltreatment. CHILD ABUSE & NEGLECT 2023; 136:106018. [PMID: 36630852 DOI: 10.1016/j.chiabu.2022.106018] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/04/2022] [Revised: 11/03/2022] [Accepted: 12/28/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND Exposure to child maltreatment creates risk for adverse social, health, and economic outcomes across generations. The socioecological model posits the well-being of individuals, including children and youth, is shaped by the larger systems they exist in. Employing state-level policies to position school settings to effectively identify and intervene in instances of child maltreatment is an important secondary prevention opportunity. OBJECTIVE This study examines the relationship between state-level policies that call for school based trainings to promote the recognition of and response to child maltreatment, and states' annual rates of substantiated child maltreatment reports. METHODS Relevant policies were identified and abstracted to generate measures of policy presence and comprehensiveness. The National Child Abuse and Neglect Data System was used to derive rates of substantiated child maltreatment reports by state and year. Child maltreatment rates were the dependent variable and policy measures were the primary explanatory variables in a difference-in-differences (DD) model series with state-level clustering and year-fixed effects. RESULTS The DD model series suggest significant, positive relationships between the presence of policies calling for school-based recognition and response training and child abuse (IRR 1.140, p = 0.04) as well as child physical abuse outcomes (IRR 1.150, p = 0.05). Sensitivity analyses suggest the relationships between policy presence and abuse outcomes were stronger for children than for adolescents. CONCLUSION These findings suggest that related policies may be effective secondary prevention tools for child maltreatment.
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Affiliation(s)
- Hannah I Rochford
- Injury Prevention Research Center, 2190 Westlawn, University of Iowa, Iowa City, IA 52242, United States; Department of Health Management and Policy, College of Public Health, University of Iowa, 145 N. Riverside Drive, Room N273, Iowa City 52242, United States.
| | - Kalen D Zeiger
- Department of Psychological and Quantitative Foundations, College of Education, University of Iowa, 361 Lindquist Center, Iowa City, 52242, United States; Department of Occupational and Environmental Health, College of Public Health, University of Iowa, 145 N. Riverside Drive, Room S143, Iowa City 52242, United States; LGBTQ Counseling Clinic, , University of Iowa, Iowa City, IA 52242, United States
| | - Corinne Peek-Asa
- Injury Prevention Research Center, 2190 Westlawn, University of Iowa, Iowa City, IA 52242, United States; Department of Occupational and Environmental Health, College of Public Health, University of Iowa, 145 N. Riverside Drive, Room S143, Iowa City 52242, United States
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How Stressful Is Examining Children with Symptoms of Child Abuse?-Measurement of Stress Appraisal (SAM) in German Physicians with Key Expertise in Pediatrics. CHILDREN (BASEL, SWITZERLAND) 2022; 9:children9101578. [PMID: 36291514 PMCID: PMC9600667 DOI: 10.3390/children9101578] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 09/22/2022] [Revised: 10/10/2022] [Accepted: 10/13/2022] [Indexed: 11/16/2022]
Abstract
BACKGROUND Pediatricians frequently feel uncertain about their ability to detect early symptoms of child abuse and how to respond in suspected cases. AIM This study investigated the transactional stress model in German pediatricians who experienced imagination stories with a child protection scenario and another potentially stress-triggering scenario. METHODS A two-part survey was conducted online. Each part included a different imagination story and evaluation of the Stress Appraisal Measure (SAM), as well as questions on child protection, current problematics, and suggested remedies. In total, 96 pediatricians participated. The child abuse scenario was perceived as significantly more threatening and more stressful than a medical emergency. The pediatricians declared moderate familiarity with the Child Protection Guidelines and the Federal Child Protection Act and an average confidence in their application. The greatest perceived problems were communication difficulties with parents and youth welfare services. Suggested improvements were concrete procedural directives, more training programs, better interdisciplinary networks, and greater exchange among colleagues. CONCLUSIONS To optimize their potential in the child protection system, pediatricians need to be better supported in coping with the identified stressors in child abuse scenarios.
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Rolovic JS, Bokonjic D, Masic S, Stevanovic N. Pediatricians' Attitudes Toward Child Sexual Abuse in the Republic of Srpska. JOURNAL OF CHILD SEXUAL ABUSE 2022; 31:707-725. [PMID: 36004396 DOI: 10.1080/10538712.2022.2112641] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/10/2021] [Revised: 05/30/2022] [Accepted: 06/30/2022] [Indexed: 06/15/2023]
Abstract
Child sexual abuse (CSA) affects all cultures and sociodemographic sections. As health professionals, pediatricians are often the first line of defense when it comes to CSA identification and reporting. Our previous study examined encounters, competence, beliefs, and reporting regarding CSA among pediatricians in countries of the former Yugoslavia, Serbia, and Montenegro. Following up on this work, we expanded our research to another neighboring country, the Republic of Srpska (RS). Sixty pediatricians were surveyed in 2020, comprising 30% of all practicing pediatricians in the Republic of Srpska. Compared to their colleagues from Serbia and Montenegro, RS pediatricians revealed an increased perception that children are often abused by someone they do know well, were more confident in their abilities to detect CSA, reported a higher number of CSA cases, and were more interested in further trainings on the subject of CSA. Despite this, the level of underreporting remained high (40%). To our knowledge, this is the first study to both assess and compare CSA-related attitudes in this part of the world. Key differences between RS, other two neighboring countries as well as from other countries worldwide are likely to stem from the level of pediatricians' training and education, as well as from the socio-cultural and legislation context. Although encouraging, our data indicate a need for further research in the countries of the former Yugoslavia.
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Affiliation(s)
| | - Dejan Bokonjic
- University of East Sarajevo, Republic of Srpska, Bosnia and Herzegovina, Banja Luka, Bosnia and Herzegovina
| | - Srdjan Masic
- University of East Sarajevo, Republic of Srpska, Bosnia and Herzegovina, Banja Luka, Bosnia and Herzegovina
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Walsh K, Eggins E, Hine L, Mathews B, Kenny MC, Howard S, Ayling N, Dallaston E, Pink E, Vagenas D. Child protection training for professionals to improve reporting of child abuse and neglect. Cochrane Database Syst Rev 2022; 7:CD011775. [PMID: 35788913 PMCID: PMC9301923 DOI: 10.1002/14651858.cd011775.pub2] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/26/2022]
Abstract
BACKGROUND Many nations require child-serving professionals to report known or suspected cases of significant child abuse and neglect to statutory child protection or safeguarding authorities. Considered globally, there are millions of professionals who fulfil these roles, and many more who will do so in future. Ensuring they are trained in reporting child abuse and neglect is a key priority for nations and organisations if efforts to address violence against children are to succeed. OBJECTIVES To assess the effectiveness of training aimed at improving reporting of child abuse and neglect by professionals and to investigate possible components of effective training interventions. SEARCH METHODS We searched CENTRAL, MEDLINE, Embase, 18 other databases, and one trials register up to 4 June 2021. We also handsearched reference lists, selected journals, and websites, and circulated a request for studies to researchers via an email discussion list. SELECTION CRITERIA All randomised controlled trials (RCTs), quasi-RCTs, and controlled before-and-after studies examining the effects of training interventions for qualified professionals (e.g. teachers, childcare professionals, doctors, nurses, and mental health professionals) to improve reporting of child abuse and neglect, compared with no training, waitlist control, or alternative training (not related to child abuse and neglect). DATA COLLECTION AND ANALYSIS We used methodological procedures described in the Cochrane Handbook for Systematic Reviews of Interventions. We synthesised training effects in meta-analysis where possible and summarised findings for primary outcomes (number of reported cases of child abuse and neglect, quality of reported cases, adverse events) and secondary outcomes (knowledge, skills, and attitudes towards the reporting duty). We used the GRADE approach to rate the certainty of the evidence. MAIN RESULTS We included 11 trials (1484 participants), using data from 9 of the 11 trials in quantitative synthesis. Trials took place in high-income countries, including the USA, Canada, and the Netherlands, with qualified professionals. In 8 of the 11 trials, interventions were delivered in face-to-face workshops or seminars, and in 3 trials interventions were delivered as self-paced e-learning modules. Interventions were developed by experts and delivered by specialist facilitators, content area experts, or interdisciplinary teams. Only 3 of the 11 included studies were conducted in the past 10 years. Primary outcomes Three studies measured the number of cases of child abuse and neglect via participants' self-report of actual cases reported, three months after training. The results of one study (42 participants) favoured the intervention over waitlist, but the evidence is very uncertain (standardised mean difference (SMD) 0.81, 95% confidence interval (CI) 0.18 to 1.43; very low-certainty evidence). Three studies measured the number of cases of child abuse and neglect via participants' responses to hypothetical case vignettes immediately after training. A meta-analysis of two studies (87 participants) favoured training over no training or waitlist for training, but the evidence is very uncertain (SMD 1.81, 95% CI 1.30 to 2.32; very low-certainty evidence). We identified no studies that measured the number of cases of child abuse and neglect via official records of reports made to child protection authorities, or adverse effects of training. Secondary outcomes Four studies measured professionals' knowledge of reporting duty, processes, and procedures postintervention. The results of one study (744 participants) may favour the intervention over waitlist for training (SMD 1.06, 95% CI 0.90 to 1.21; low-certainty evidence). Four studies measured professionals' knowledge of core concepts in all forms of child abuse and neglect postintervention. A meta-analysis of two studies (154 participants) favoured training over no training, but the evidence is very uncertain (SMD 0.68, 95% CI 0.35 to 1.01; very low-certainty evidence). Three studies measured professionals' knowledge of core concepts in child sexual abuse postintervention. A meta-analysis of these three studies (238 participants) favoured training over no training or waitlist for training, but the evidence is very uncertain (SMD 1.44, 95% CI 0.43 to 2.45; very low-certainty evidence). One study (25 participants) measured professionals' skill in distinguishing reportable and non-reportable cases postintervention. The results favoured the intervention over no training, but the evidence is very uncertain (SMD 0.94, 95% CI 0.11 to 1.77; very low-certainty evidence). Two studies measured professionals' attitudes towards the duty to report child abuse and neglect postintervention. The results of one study (741 participants) favoured the intervention over waitlist, but the evidence is very uncertain (SMD 0.61, 95% CI 0.47 to 0.76; very low-certainty evidence). AUTHORS' CONCLUSIONS The studies included in this review suggest there may be evidence of improvements in training outcomes for professionals exposed to training compared with those who are not exposed. However, the evidence is very uncertain. We rated the certainty of evidence as low to very low, downgrading due to study design and reporting limitations. Our findings rest on a small number of largely older studies, confined to single professional groups. Whether similar effects would be seen for a wider range of professionals remains unknown. Considering the many professional groups with reporting duties, we strongly recommend further research to assess the effectiveness of training interventions, with a wider range of child-serving professionals. There is a need for larger trials that use appropriate methods for group allocation, and statistical methods to account for the delivery of training to professionals in workplace groups.
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Affiliation(s)
- Kerryann Walsh
- School of Early Childhood and Inclusive Education, Queensland University of Technology, Brisbane, Australia
| | - Elizabeth Eggins
- School of Social Science, University of Queensland, Brisbane, Australia
- School of Applied Psychology, Griffith University, Brisbane, Australia
| | - Lorelei Hine
- School of Social Science, University of Queensland, Brisbane, Australia
| | - Ben Mathews
- School of Law, Queensland University of Technology, Brisbane, Australia
| | - Maureen C Kenny
- Department of Psychology, Florida International University, Miami, FL, USA
| | - Sarah Howard
- Library Services Directorate, Queensland University of Technology, Brisbane, Australia
| | - Natasha Ayling
- School of Early Childhood and Inclusive Education, Queensland University of Technology, Brisbane, Australia
| | | | - Elizabeth Pink
- School of Early Childhood and Inclusive Education, Queensland University of Technology, Brisbane, Australia
| | - Dimitrios Vagenas
- School of Public Health and Social Work, Queensland University of Technology, Brisbane, Australia
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Mudrick NR, Blackwell J, Watts C, Smith CJ, Williams A, Nielsen KA, Clark L. How do States Inform Nurses of Their Policies for Mandatory Reporting of Child Maltreatment? Policy Polit Nurs Pract 2022; 23:109-117. [PMID: 35171056 DOI: 10.1177/15271544211072843] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Every state includes nurses as mandated reporters of suspected child maltreatment, and each state has its own law and policy regarding what is reportable and reporting requirements. These differences mean that generic training on child abuse and reporting needs to be augmented by practical state-specific information. In nearly every study of nurses, participants report having inadequate child abuse training. This paper presents an analysis of the information states post on their websites to educate nurses to appropriately identify and report suspected child abuse or neglect. Specifically, this study aims to answer the following questions: (1) how do mandated reporting laws that apply to nurses vary by state, (2) what information do states provide on their child protection and Board of Nursing websites about child maltreatment and mandatory reporting, and (3) what training resources do states make available on their websites to educate nurse mandatory reporters to ably fulfill their obligation? Data on state-by-state practices regarding mandated reporting of child abuse were gathered from the Rape, Abuse, & Incest National Network (RAINN) database, review of state statutes, Child Welfare Information Gateway, Board of Nursing sites, and the Nursing Licensure Compact (NLC) website. This analysis found that states provide little guidance or education about their child maltreatment laws, and few have resources targeted for nurses. Given rising membership in the NLC it is critical for nurses to have education about state specific mandated reporting requirements. States should consider adding mandatory reporting training as a requirement for licensure and for continuing education.
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Affiliation(s)
- Nancy R Mudrick
- School of Social Work, 423186Syracuse University, Syracuse, NY, USA
| | - Julia Blackwell
- School of Social Work, 423186Syracuse University, Syracuse, NY, USA
| | - Cherisse Watts
- School of Nursing, 16084University of California Los Angeles, Los Angeles, CA, USA
| | | | - Alex Williams
- School of Social Work, 423186Syracuse University, Syracuse, NY, USA
| | - Kyrian A Nielsen
- School of Social Work, 423186Syracuse University, Syracuse, NY, USA
| | - Lauren Clark
- School of Nursing, 16084University of California Los Angeles, Los Angeles, CA, USA
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Almendingen K, Tørstad M, Sparboe-Nilsen B, Kvarme LG, Šaltytė Benth J. A Gap Between Children's Rights and Curricular Content in Health, Social Care, and Teacher Education Programs: An Exploratory Cross-Sectional Study. J Multidiscip Healthc 2021; 14:3463-3483. [PMID: 34992375 PMCID: PMC8710073 DOI: 10.2147/jmdh.s344729] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2021] [Accepted: 11/25/2021] [Indexed: 12/21/2022] Open
Abstract
INTRODUCTION Exposure to child maltreatment is a social and public health challenge that will require interprofessional collaboration to overcome. Evidence indicates that professional students in health, social care, and teacher education programs receive inadequate training in recognizing and responding to child maltreatment. The aims are to 1) assess the extent to which these students found that their uniprofessional education and a large-scale interprofessional learning (IPL) course had taught them about children in general, children's rights, and vulnerable/at-risk children; and 2) explore differences in student responses according to age and educational background. METHODS A cross-sectional study. Students (n=2811) completed questionnaires prior to or after IPL courses held in 2019 and 2020 (hybrid case-based, small-group, on-campus courses targeting children, young people, and their families as end users). FINDINGS The majority (>90%) agreed that it was important to learn about child-related topics. Only 4.3% disagreed that it was important to learn about vulnerable/at-risk children. Health and social care students enhanced their insight into all the child-related topics (p<0.001) after the IPL course. Teacher education and child welfare students reported decreased insight into children in general (p<0.001 in 2019 and p=0.008 in 2020) but increased insight into vulnerable/at-risk children in 2020 (p=0.001). According to stratified analyses, there was a significantly increased insight into all child-related topics among physiotherapy and Mensendieck physiotherapy students (p<0.001), decreased insight into children in general among teacher education students (p<0.02), and increased insight into vulnerable/at-risk children among teacher education students (p ≤ 0.001) in both 2019 and 2020. Age was of minor importance. The response rates ranged from 16.0% to 36.0%. CONCLUSION After the IPL course, the health and social care students significantly enhanced their insight into child-related topics, whereas the students in teacher education and child welfare gained increased insight into vulnerable/at-risk children.
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Affiliation(s)
- Kari Almendingen
- Department of Nursing and Health Promotion, Faculty of Health Sciences, OsloMet – Oslo Metropolitan University, Oslo, Norway
| | - Marit Tørstad
- The Children’s House, Oslo Police District, Oslo, Norway
| | - Bente Sparboe-Nilsen
- Department of Nursing and Health Promotion, Faculty of Health Sciences, OsloMet – Oslo Metropolitan University, Oslo, Norway
| | - Lisbeth Gravdal Kvarme
- Department of Nursing and Health Promotion, Faculty of Health Sciences, OsloMet – Oslo Metropolitan University, Oslo, Norway
| | - Jurate Šaltytė Benth
- Institute of Clinical Medicine, Campus Ahus, University of Oslo, Blindern, Norway
- Health Services Research Unit, Akershus University Hospital, Lørenskog, Norway
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Palusci VJ, Botash AS. Race and Bias in Child Maltreatment Diagnosis and Reporting. Pediatrics 2021; 148:peds.2020-049625. [PMID: 34088760 DOI: 10.1542/peds.2020-049625] [Citation(s) in RCA: 34] [Impact Index Per Article: 11.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 03/09/2021] [Indexed: 11/24/2022] Open
Affiliation(s)
- Vincent J Palusci
- Department of Pediatrics, Grossman School of Medicine, New York University, New York, New York
| | - Ann S Botash
- Department of Pediatrics, State University of New York Upstate Medical University, Syracuse, New York
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