Abstract
The role that schools play in the detection of and intervention into child abuse is fundamental. This study investigates and compares knowledge of child abuse among trainee teachers and in-service teachers in Spain. To this end, a total of 224 teachers (144 teachers in training and 80 teachers in service) working in Early Childhood Education and Primary Education participated in this study, using self-developed scales (Scale of knowledge of child abuse, Scale of action against child abuse, Scale of aspects for improvement in child abuse). The results indicate that there are no significant differences between trainees and teachers in the previous training and in the level of knowledge and action in relation to child abuse. However, significant differences were found in the cases detected and intervened in, with a greater number of teachers in service having detected and acted on cases of child abuse. In regard to the interest in improving the way that child abuse is dealt with, teachers in training obtained a higher average score. In conclusion, we note that the relationship between knowledge about child abuse, action taken and the aspects for improvement is significant and positive, so if a teacher has more knowledge about child abuse, he or she will also know how to act better and will have greater interest in implementing improvement measures.
Highlights
Child abuse is as old as humanity
Through the performance of the Chi-square test it was found that these differences are not significant (p = 0.95), so having received some type of training on child abuse is independent of being a teacher in training or in service
The results show that there are no major differences in knowledge of action in child abuse between teachers in training and teachers in service
Summary
The current definition of child abuse did not emerge until the 1970s, . Lau et al [2] proposed a Hierarchical Classification System (SCJ) model, whereby the abuse’s concept is dichotomous (yes/no), differentiating between active and passive abuse, and when both take place, the active forms are considered the predominant type of abuse within the established hierarchy of sexual abuse, physical abuse, child neglect and emotional abuse. There is the Modified Maltreatment Classification System (SCMM) proposed by English et al [3]. It is part of the model initially proposed by Barnett et al [4], and its classification is as following: physical abuse, sexual abuse, child neglect, emotional abuse and moral/legal/educational abuse. One of the most widely accepted hierarchies is that provided by the Childhood Observatory [5]: physical abuse, negligence, emotional abuse and sexual abuse
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
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
