Abstract
The aim of our research is to determine the awareness of primary school teachers on physical abuse in children according to their gender and professional experience. Material and Methods, Teachers in primary schools of four central distinct Directorate of National Education within Mersin province constituted the research population of the study. Teachers who agreed to participate in research based on a voluntary basis according to simple random sampling method (n:137) formed the research sample of the study. Data were collected using a survey having 21 questions which were rephrased by researchers. Research ethical committee and National Education Directorate approvals relating the study were taken prior to data collection. Results, In this study, teachers are determined to be female in 51%, to have a mean age of 37.58±7.64 to be married in 86.9%. “Bruises and wounds on child’s face” which is a physical abuse indication is regarded by teachers as a physical abuse indication in 88.3% while 11.7% of them do not regarded the marks as a physical abuse. Human bites are realized largely for the purpose of punishment and they show abuse. Child's hand and arm are the areas where an adult hold the child tightly. “Bruises and bite marks on child’s hand and arm” which is a physical abuse indication is regarded by teachers as a physical abuse indication in 93.4% while 6.6% of them do not regarded the marks as a physical abuse. 70.8% of the teachers have encountered “parental disregard to their children” finding within last two years. Conclusion, It is recommended that training about child abuse and child neglect which is qualified to meet the requirements of students and their families should be given to graduate teachers and student teachers studying in early childhood education.Keywords: child, abuse, physical, psychology
Highlights
Mental and physical care of the children which will constitute the backbone and future of the community has a critical importance in terms of their healthy development
Differences between types of child maltreatment may exist, they occur in all communities, and differences exist at the level of awareness against them
In Erol’s (2007) study, this ratio was found as 53.4% The reason behind lower ratio in our study may be due to becoming a current issue in the media, and shows an increase in the level of teachers’ awareness about this topic (Lonne & Nigel, 2014). This ratio is preferred to be 0% for the teachers since they should be very sensitive to child maltreatment. 6.6% of the teachers reported that they didn’t consider bruises, lesions, or bites on arms and hands of the children as signs of physical abuse
Summary
Mental and physical care of the children which will constitute the backbone and future of the community has a critical importance in terms of their healthy development. Child abuse and neglect can be defined as act on the part of the parents, teachers, family members, legal guardians, caregivers, or foreigners, which results in physical or mental injury, or delay in their physical, emotional, sexual or mental development (Canbaz, Turla, Aker & Peksen, 2005; Turhan, Sangun & İnandı, 2006; Unal, 2008). WHO defines child maltreatment as all forms of physical and/or emotional ill-treatment, sexual abuse, neglect, or negligent treatment or commercial or other exploitation, resulting in actual or potential harm to the child’s health, survival, development or dignity in the context of a relationship of responsibility, trust or power (Canbaz, Turla, Aker & Peksen, 2005; Topbas, 2004; Jakupcevic, & Ajdukovic, 2011). The most important criterion making abuse different from neglect is that abuse is active while neglect being passive (Topbas, 2004; Gokler, 2006)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
