Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536414
Title: The training of teachers to identitfy and respond to child sexual abuse in four case study areas (1989-1992)
Author: Minshall, Ruth Christine
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 1996
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Abstract:
This exploratory study, informed by a feminist theoretical framework, examines the characteristics of four training courses for primary teachers with responsibility for the management of child sexual abuse cases and whether the training met their needs. This research was carried out at a time of intense media attention, professional concern and controversial educational change. Naturalistic inquiry, using qualitative methods such as personal interviews, participant observation and document analysis, provided access to sensitive material. Theories to explain, knowledge about, strategies for and interventions to deal with child sexual abuse are presented. The Cleveland cases and four critical incidents created crises which generated intervention policies and teacher training. The training of teachers for their curative and preventive responsibilities is examined in relation to policy documents, management structures, the professionals who intervene and the school response. Only one training course specifically addressed child sexual abuse and provided opportunities for inter-agency contact. Inter-agency training favoured by national guidance and local authorities.. assumed professional groups gained equally from training. Designated teachers were found to hold a dual position: as surveillance agents of colleagues in school and as independent professionals with a sphere of competence as educators. Yet local authority management and training directives were silent about the school curriculum while training did not prepare designated teachers to implement child abuse prevention curriculum work. The silences, dilemmas and tensions raised by the training are discussed, their implications presented and suggestions offered. Three themes which run through this thesis are drawn together: teachers' position at the intersection of education and social/health services; professional inter-relationships; and gender relations concerning child sexual abuse.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.536414  DOI: Not available
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