Introduction:
Child abuse is more than bruises and broken bones. While physical abuse might be the most visible, other types of abuse, such as emotional abuse and neglect, also leave deep, lasting scars.[1] Child abuse is a state of emotional, physical, economic and sexual maltreatment meted out to a person below the age of eighteen and is a globally prevalent phenomenon. However, in India, as in many other countries, there has been no understanding of the extent, magnitude and trends of the problem.[2]
In 2007, the Ministry of Women and Child Development (MWCD), India released a study report on child abuse and the study found that 69% of children reported to have been physically abused. Out of these 54.68% were boys; 52.91% of boys and 47.09 % of girls reported having been abused in their family environment. Of the children who were abused in family situations, 8.6% were abused by their parents. Every two out of three school children reported facing corporal punishment. In juvenile justice institutions, 0.21% of children in conflict with law and 52.86% of children in need of care and protection reported having been physically abused. With regard to child labour 50.2% of children work all seven days of the week. 81.16% of the girl child labourers work in domestic households, while 84% of the boy child labourers worked in tea stalls or kiosks. Also, 65.99% of boys and 67.92% of girls living on the street reported being physically abused by their family members and other people.[2]
According to UNICEF, violence against children can be physical and mental abuse and injury, neglect or negligent treatment, exploitation and sexual abuse and such violence may take place in homes, schools, orphanages, residential care facilities, on the streets, in the workplace, in prisons and in places of detention. Such violence can affect the normal development of a child impairing their mental, physical and social being. In extreme cases abuse of a child can result in death.[3]
According to data from National Statistics on Child Abuse reports that nearly five children die every day in America from abuse and neglect. In 2011, an estimated 1,570 children died from abuse and neglect in the United States.[4]
Children are suffering from a hidden epidemic of child abuse and neglect. It’s a widespread war against our children that we have the power to stop, and understanding the issue is the first step. Every year more than 3 million reports of child abuse are made in the United States involving more than 6 million children (a report can include multiple children. A report of a child abuse is made every ten seconds.[5] Child abuse can have damaging effects not only on the children who suffer it, but on communities that must address the aftermath of abuse.[6]
The first step in helping abused or neglected children is learning to recognize the signs of child abuse and neglect.[7] Educators see and work with school-age children on a daily basis during the school week throughout the school year. This reality puts these school staff on the front lines of identifying possible child maltreatment.[8] By reporting suspected child abuse and neglect, teachers can make an important contribution to the early detection and prevention of abuse.[9] Schools can, and many do, play a part in the prevention of child abuse through the curriculum, by providing positive role models and opportunities for participation.[10]
Problem Statement: A study to assess effectiveness of planned teaching programme on knowledge regarding prevention of child abuse and neglect among primary school teachers in a selected schools at Karad, Maharashtra, India.
Objectives:
- To assess the knowledge of primary school teachers regarding child abuse and neglect.
- To evaluate the effectiveness of planned teaching programme on knowledge of primary school teachers regarding child abuse and neglect.
- To find out the association between pre-test knowledge scores of primary school teachers with selected demographic variables.
Assumption: Study assumes that primary school teachers possess some knowledge regarding child abuse and neglect. Planned teaching programme will help to increase the knowledge regarding child abuse and neglect.
Hypothesis:
Ho: The mean post test knowledge scores of primary school teachers regarding child abuse will not be significantly higher than that of their mean pre-test knowledge scores 0.05 levels of significance.
H1: The mean post test knowledge scores of primary school teachers regarding child abuse will be significantly higher than that of their mean pre-test knowledge scores at 0.05 level of significance.
H2: There will be a significant association of knowledge scores of primary school teachers with selected demographic variables.
Materials and Methods
In view of the nature of the problem selected for the study and objective to be accomplished evaluative research approach was considered. The research design adapted for the study was one group pre test, post test design. Independent Variable of the study was planned teaching programme for teachers regarding child abuse and neglect and Knowledge Scores as measured by structured questionnaires was dependent Variable. The study was conducted among teachers of 3 primary schools at Karad, Maharashtra, India. 30 primary school teachers were selected as sample of the study by non-probability Purposive sampling technique. After extensive review of literature and the with the help of experts structured knowledge questionnaire were prepared to assess the level of knowledge of primary schools teachers regarding child abuse and neglect.
The tools consists of two sections:
Section 1: Demographic variable: Age, sex, marital status, education, occupation, income, experience, religion, nature of work place ,childhood enjoyment and abused during childhood.
Section 2: Structured knowledge questionnaire regarding child abuse and neglect.
Method of Data Collection:
Formal permission to conduct the study was obtained from the concerned authority. On the day of pre-test, at the very beginning, the client where explained purpose of the study and informed written consent was obtained from each teacher. Pre test was conducted on 26 Nov 2013 to assess the existing level of knowledge of primary school teachers regarding child abuse and neglect followed by planned teaching programme on child abuse and neglect was conducted with the help of lesson plan and A.V. aids ( charts and posters). Post test was conducted on 1 Dec 2013 by administering the same knowledge questionnaire. The teachers actively participated and co-operated during data collection.
Data Analysis:
The data obtained was analyzed in terms of the objective of the study using descriptive and inferential statistics. The plan of data analysis was developed under the excellent direction of experts in the field nursing and statistics.
The plan of data analysis was as follows:
- Organization of data in a master sheet.
- Tabulation of data in terms of frequency, percentage, mean, SD, median and range to describe the data.
- Classifying knowledge source using mean and median and SD as follows:
(SD+X)=Good
(SD+X)- (SD-X) =Average
(SD-X)=Poor
A score of 1 was awarded to all correct answers while score of 0 was awarded to all incorrect answers of structured questionnaire.
Inferential statistics were used to draw the following conclusions:
Paired “T” test was used for testing effectiveness of PTP and Chi-square test was used to find association.
Results
Section A: Distribution of primary school teachers according to socio-demographic variables.
| Table 1: Distribution of frequency and percentage of primary school teachers according to socio-demographic variables |
Characteristics |
Category |
Respondents |
Frequency |
Percentage |
Gender |
Male |
3 |
10 |
Female |
27 |
90 |
Age of Teachers |
Below 25 years |
13 |
43.3 |
26-30 years |
10 |
33.3 |
31-35 years |
6 |
20 |
36 years and above |
1 |
3.3 |
Marital Status |
Single |
24 |
80 |
Married |
6 |
20 |
Parent or Guardian |
Yes |
25 |
83.3 |
No |
5 |
16.6 |
Education |
Diploma |
9 |
30 |
Bachelor |
2 |
6.6 |
Graduate |
14 |
46.6 |
Post Graduate |
5 |
16.6 |
Employment |
Permanent(fulltime) |
6 |
20 |
Permanent(part-time) |
6 |
20 |
Contract |
18 |
60 |
Experience |
0-5years |
25 |
83.3 |
6-10years |
4 |
13.3 |
11-15years |
1 |
3.3 |
16 and above |
0 |
0 |
Religion |
Hindu |
24 |
80 |
Christian |
4 |
13.3 |
Muslim |
2 |
6.6 |
Nature of work place |
Government |
20 |
66.6 |
Private |
10 |
33.3 |
Childhood enjoyment |
Yes |
28 |
93.3 |
No |
2 |
6.66 |
Childhood Abuse |
Yes |
1 |
3.3 |
No |
29 |
96.6 |
The data presented in Table 1 shows that Maximum numbers of 27 (90%) primary school teachers were female, 13(43.33%) belongs to the age group of below 25 years. Majority of 24 (80%) were single, 25 (83.3%) were parent or guardian, 14 (46.6%) studied graduation, 18 (60%) were employed on contract, 25 (83.3%) had experience of 0-5 years, 24(80%) were Hindus and 20 (66.6%) working at government sector, 28 (93.3%) belongs to the group enjoyed childhood, 29 (96.6%) not abused during their childhood.
Section B: Distribution of Primary School Teachers According to Knowledge Scores of Teachers on Child Abuse and Neglect.
| Table 2: Distribution of frequency and percentage of total knowledge scores of primary school teachers regarding child abuse and neglect (n=30). |
Knowledge Score |
Pretest |
Post Test |
Frequency |
Percentage |
Frequency |
Percentage |
Good (mean+SD) |
6 |
20 |
6 |
20 |
Average (mean+SD to mean-SD) |
6 |
20 |
19 |
63 |
Poor (mean-SD) |
18 |
60 |
5 |
17 |
Table 2 shows that in pre-test majority 18 (60%) of teachers had poor, 6 (20%) had average and 6 (20%) had good knowledge regarding child abuse and neglect. Where as in post-test majority 19(63%) teachers had average knowledge, 6(20%) had good and 5(17%) teachers had poor knowledge regarding child abuse and neglect.
| Table 3: Mean, median and standard deviation of total knowledge score of primary school teacher’s regarding child abuse and neglect. (n=30) |
Area of Analysis |
Mean |
Standard Deviation |
Pre-test |
9.433 |
4.981 |
Post-test |
16.200 |
4.951 |
Paired ‘t’ value |
5.512, p < 0.0001 |
|
Table 3 shows that there was significant increase in post test scores of teachers. The mean post test knowledge score 16.2(SD=4.951) of primary school teachers was significantly higher than their pre test knowledge score 9.433 (SD=4.981).The computed‘t’ test statistic value is 5.512. Since, the p value for the test is less than 0.05, the null hypothesis is rejected at the 95% confidence level it shows that the planned teaching programme was effective method for improving the knowledge of primary school teachers regarding child abuse and neglect.
Section C: Association Between Pre-Test Knowledge Scores On Child Abuse And Neglect With Selected Demographic Variables Of Primary School Teachers.
| Table 4: Association between knowledge scores and selected demographic variables. |
| Socio-demographic variables |
Pre-test knowledge |
Chi-square value |
P value |
Df |
Good |
Average |
Poor |
Gender of teachers |
|
|
|
0.9877
(NS) |
0.6103 |
2 |
Male |
1 |
0 |
2 |
female |
5 |
6 |
16 |
Age of teachers |
|
|
|
14.769
(S) |
0.0221 |
6 |
Below 25 years |
2 |
5 |
6 |
26-30 years |
1 |
0 |
9 |
31-35 years |
3 |
0 |
3 |
36 and above |
0 |
1 |
0 |
Marital status |
|
|
|
6.389
(S) |
0.0410 |
2 |
Single |
4 |
3 |
17 |
Married |
2 |
3 |
1 |
Parent |
|
|
|
1.600
(NS) |
0.4493 |
2 |
Yes |
4 |
5 |
16 |
No |
2 |
1 |
2 |
Education |
|
|
|
3.397
(NS) |
0.7576 |
6 |
Diploma |
1 |
2 |
6 |
Bachelor |
0 |
1 |
1 |
Graduate |
3 |
2 |
9 |
Post-graduate |
2 |
1 |
2 |
Employment |
|
|
|
19.259
(S) |
0.0007 |
4 |
Permanent full-time |
4 |
0 |
2 |
Permanent part-time |
0 |
4 |
2 |
Contract |
2 |
2 |
14 |
Experience |
|
|
|
3.600
(NS) |
0.4628 |
4 |
0-5 years |
5 |
4 |
16 |
6-10 years |
1 |
2 |
1 |
11-15 years |
0 |
0 |
1 |
Religion |
|
|
|
5.000
(NS) |
0.2873 |
4 |
Hindu |
6 |
6 |
12 |
Christian |
0 |
0 |
4 |
Muslim |
0 |
0 |
2 |
Nature of work place |
|
|
|
4.000
(NS) |
0.1353 |
2 |
Government |
2 |
5 |
13 |
Private |
4 |
1 |
5 |
Childhood enjoyment |
|
|
|
1.429
(NS) |
0.4895 |
2 |
Yes |
6 |
5 |
17 |
No |
0 |
1 |
1 |
Childhood abuse |
|
|
|
0.6897
(NS) |
0.7083 |
2 |
Yes |
0 |
0 |
1 |
No |
6 |
6 |
17 |
Table No.4 shows that there was a significant association between knowledge scores of primary school teachers regard to age of teachers χ2=14.769, P<0.05), marital status (χ2=6.389, P<0.05), employment (χ2=19.259, P<0.05) and not significant association (P>0.05) of Knowledge scores with any other demographic variables.
Discussion
The study was conducted to assess the effectiveness of a planned teaching programme regarding child abuse and neglect. It was aimed to improve the knowledge of primary school teachers regarding child abuse and neglect. The mean post-test score 16.2(SD=4.951) was higher than the mean pre-test score 9.433 (SD=4.981) these scores indicate that the planned teaching programme was effective. The significant difference between the 2 tests were tested by using paired‘t’ test the level of significant was set at the computed‘t’ value (p<0.001) indicated that there was a significant difference in the knowledge of primary school teachers on child abuse and neglect.
A similar qualitative study conducted at Netherland to investigate Dutch frontline workers’ child abuse detection and reporting behaviors. Focus group interviews were held among 16 primary school teachers and 17 public health nurses and physicians. Findings showed that teachers were experiencing a lack of knowledge of signs of abuse, baseline rates of abuse, and child abuse reporting procedures. Some teachers expressed that they would like to gain more knowledge in the areas of child neglect and child emotional abuse study concludes that frontline workers are in need of supportive tools in the child abuse detection and reporting process.[11]
The Yogo Teachers' Responses to Child Abuse study, conducted at Japan, had objectives to review trends in research on school responses to child abuse, and to identify the current status and issues regarding responses to child abuse by Yogo teachers. Eleven academic journal articles were retrieved and the results demonstrated that Yogo teachers were often in positions where child abuse could be detected at an early stage, and in many cases they were practically involved. Yogo teachers were highly aware of their roles and potential roles in child abuse cases. The review concluded that additional empirical studies should be conducted to examine specific support that would help promote school responses to child abuse issues, that might include raising the competence of yogo teachers to handle child abuse cases or implementing various preventive measures to reduce child abuse before it occurs.[12]
A similar study conducted by Kenny MC to determine 200 teachers' self-reported knowledge of the signs and symptoms of child maltreatment, reporting procedures, legal issues surrounding child abuse and their attitudes toward corporal punishment. In addition, a factor analysis was performed on the Educators and Child Abuse Questionnaire (ECAQ). Results showed that teachers reported a lack of awareness of the signs of child abuse and reporting procedures, which may affect their ability to report cases of suspected abuse. It concluded that there was a need for standardized training in child maltreatment for all teachers as well as clear, concise institutional guidelines for reporting child abuse and support for teachers confronted with suspected victims.[13]
Conclusion:
The present study concludes that primary school teachers' knowledge on child abuse and neglect is inadequate in pretest and after administration of planned teaching programme, there is a gain in knowledge of primary school teachers. Therefore, planned teaching programme is effective in increasing the knowledge of primary school teachers.
References
- Help Guide. Child Abuse and Neglect -Recognizing, Preventing, and Reporting Child Abuse. Available at http:www.helpguide.org/articles/abuse/child-abuse-and-neglect.htm.
- Ministry of Women and Child Development. Study on Child Abuse: India 2007. Ministry of Women and Child Development, Government of India. Available at http://wcd.nic.in/childabuse.pdf.
- Childline India. Abuse & Violence. Available at http://www.childlineindia.org.in/child-abuse-child-violence-india.htm.
- Alabama Network of Children's Advocacy Centers. National Statistics on Child Abuse. Available at http://www.alabamacacs.org/national-statistics-on-child-abuse.html.
- Child Help. Child Abuse Statistics & Facts. Available at https://www.childhelp.org/child-abuse-statistics.
- Safe Horizon. Child Abuse Facts. Available at http://www.safehorizon.org/page/child-abuse-facts-56.html.
- Child Welfare Information Gateway. What Is Child Abuse and Neglect? Recognizing the Signs and Symptoms. Available at https://www.childwelfare.gov/pubpdfs/whatiscan.pdf.
- Wisconsin Department of Public Instruction. The School’s Role in Preventing Child Abuse and Neglect. Available at http://sspw.dpi.wi.gov/sspw_childabuse.
- Goebbels FG, Nicholson JM, Walsh K, De Vries H. Teachers’ reporting of suspected child abuse and neglect: behavior and determinants. Health Education Research. 2008;23(6):941–951.
- UNICEF. Child Protection. Available at http://www.unicef.org/teachers/protection/prevention.htm.
- Schols MWA, de Ruiter C, Ory FG. How do public child healthcare professionals and primary school teachers identify and handle child abuse cases? A qualitative study; BMC Public Health. 2013;13:807
- Sakou K Aoyagi C, Akuzawa C et al. A Literature Review of Yogo Teachers' Responses to Child Abuse. School Health. 2012;8:6-16.
- Kenny MC. Teachers' attitudes toward and knowledge of child maltreatment. Child Abuse Negl. 2004 Dec;28(12):1311-9.
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