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Araştırma Makalesi
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Okul Öncesi ve Sınıf Öğretmenlerinin Çocuk Cinsel İstismarının Bildirimine Yönelik Tutumlarını Etkileyen Etmenlerin İncelenmesi

Yıl 2021, Cilt: 10 Sayı: 2, 715 - 737, 26.06.2021

Münevver Can , Ümit Ünsal Kaya , Nezahat Hamiden Karaca

https://doi.org/10.30703/cije.753489
Cited By: 1

Öz

Bu araştırma, öğretmenlerin çocuk cinsel istismarının bildirimine yönelik tutumlarını etkileyen etmenlerin incelenmesi amacıyla yapılmıştır. Araştırmanın çalışma grubuna, 2019-2020 eğitim-öğretim yılında Afyonkarahisar merkez ilçelerinde Milli Eğitim Müdürlüğüne bağlı anaokulları ve ilkokullarda görev yapan 213 sınıf eğitimi ve 207 okul öncesi öğretmeni dahil edilmiştir. Araştırmada veri toplama aracı olarak, öğretmenlerin kişisel bilgilerini belirlemek amacıyla "Genel Bilgi Formu" ve öğretmenlerin çocuk cinsel istismarının bildirimine yönelik tutumlarını belirlemek amacıyla “Çocuk Cinsel İstismarının Bildirimine Yönelik Öğretmen Tutum Ölçeği” kullanılmıştır. “Çocuk Cinsel İstismarının Bildirimine Yönelik Tutum Ölçeği” den elde edilen veriler sonucunda; öğretmenlerin cinsiyetlerine, öğretmenlerin mezun oldukları programa, okul öncesi öğretmenlerin meslekteki kıdemlerine, öğretmenlerin çocuk ihmal ve istismarı konusunda eğitim alma durumuna, öğretmenlerin Milli Eğitim politikaları kapsamında çocuk ihmal ve istismarı şüphesi bildirim yükümlülüğü durumuna ve öğretmenlerin Çocuk Koruma Kanunu (ÇKK) hakkında bilgi sahibi olma durumuna göre anlamlı farklılıklar tespit edilmiştir.

Anahtar Kelimeler

Okul öncesi dönem Okul öncesi öğretmeni cinsel istismar bildirim tutum

Kaynakça

  • Abrahams, N., Casey, K., and Daro, D. (1992). Teachers' knowledge, attitudes, and beliefs about child abuse and its prevention. Child Abuse & Neglect, 16(2), 229-238. https://doi.org/10.1016/0145-2134(92)90030-U
  • Akgül, E. (2015). Okul öncesi eğitim kurumlarında çalışan personelin cinsel istismar bildirim durumları. (Yayınlanmamış Yüksek Lisans Tezi). Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü. Ankara.
  • Aksel, Ş. ve Yılmaz Irmak, T. (2015). Çocuk Cinsel İstismarı Konusunda Öğretmenlerin Bilgi ve Deneyimleri. Ege Eğitim Dergisi 16(2), 373-391. https://doi.org/10.12984/eed.60194
  • Alaggia, R., Collin-Vezina, D., and Lateef, R. (2017). Facilitators and barriers to child sexual abuse (CSA) disclosures: A research update (2000-2016). Trauma, Violence and Abuse,1–24. https://doi.org/10.1177/1524838017697312.
  • American Psychological Association (2014). Child sexual abuse: what parents should know overview. https://www.apa.org/pi/families/resources/understanding-child-abuse Erişim Tarihi: 06.06.2020
  • Ayeş Aslan, E. ve Çelik, İ. (2020). Okul öncesi öğretmenlerinin çocuk istismarına yönelik farkındalık düzeyinin incelenmesi. Akdeniz Üniversitesi Eğitim Fakültesi Dergisi, 3(1), 40-56 . https://doi.org/10.21565/ozelegitimdergisi.799776
  • Ayraler-Taner, H., Çetin, F. H., Işık, Y., ve İşeri, E. (2015). Cinsel istismara uğrayan çocuk ve ergenlerde psikopatoloji ve ilişkili risk etmenleri. Anadolu Psikiyatri Dergisi, 16(4), 294-300. https://doi.org/10.5455/apd.162514
  • Aral, N. ve Gürsoy, F. (2001). Çocuk hakları çerçevesinde çocuk ihmal ve istismarı. Milli Eğitim Dergisi, 151(1), 4-5.
  • Baginsky, M. (2003). Newly qualified teachers and child protection: A survey of their views, training and experiences. Child Abuse Review, 12(2), 119-127. https://doi.org/10.1002/car.783
  • Bakır, E. ve Kapucu, S. (2017). Çocuk ihmali ve istismarının Türkiye’de yapılan araştırmalara yansıması: bir literatür incelemesi. Hacettepe Üniversitesi Hemşirelik Fakültesi Dergisi, 4(2), 13-24.
  • Beck, K.A., Ogloff, J.R.P., and Corbishley, A. (1994). Knowledge, compliance, and attitudes of teachers towards mandatory child abuse reporting in British Columbia. Canadian Journal of Education, 19(1), 15-29. https://doi.org/10.2307/1495304
  • Behun, R.J., Cerrito, J.A., Delmonico, D.L., and Kolbert, J.B. (2019). The influence of personal and professional characteristics on school counselors' recognition and reporting of child sexual abuse. Journal of School Counseling, 17(13), 1-34.
  • Borg, K., Snowdon, C., and Hodes, D. (2014). Child sexual abuse: Recognition and response when there is a suspicion or allegation. Pediatrics and Child Health, 24(12), 536-543. https://doi.org/10.1016/j.paed.2014.07.012
  • Can Yaşar, M., İnal Kızıltepe, G., ve Kandır, A. (2014). Öğretmen adaylarının çocuklardaki fiziksel istismar belirtilerine ilişkin farkındalıkları. Kuramsal Eğitimbilim Dergisi, 7(3), 286-303. https://doi.org/10.5578/keg.7295
  • Can Yaşar, M., Şenol, F.B., ve Akyol, T. (2015). Öğretmen adaylarının çocuğa yönelik cinsel istismar tutumlarının incelenmesi. Hacettepe University Faculty of Health and Sciences Journal, 1(2), 228-241.
  • Can Yaşar, M., Karaca, N.H., ve Kaya, Ü.Ü. (2018). Çocuk cinsel istismarının bildirimine yönelik öğretmen tutum ölçeği'nin Türkçe’ye uyarlama çalışması. PESA International Journal of Social Studies, 4(2), 265-273.
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Yıl 2021, Cilt: 10 Sayı: 2, 715 - 737, 26.06.2021

Münevver Can , Ümit Ünsal Kaya , Nezahat Hamiden Karaca

https://doi.org/10.30703/cije.753489
Cited By: 1

Öz

Kaynakça

  • Abrahams, N., Casey, K., and Daro, D. (1992). Teachers' knowledge, attitudes, and beliefs about child abuse and its prevention. Child Abuse & Neglect, 16(2), 229-238. https://doi.org/10.1016/0145-2134(92)90030-U
  • Akgül, E. (2015). Okul öncesi eğitim kurumlarında çalışan personelin cinsel istismar bildirim durumları. (Yayınlanmamış Yüksek Lisans Tezi). Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü. Ankara.
  • Aksel, Ş. ve Yılmaz Irmak, T. (2015). Çocuk Cinsel İstismarı Konusunda Öğretmenlerin Bilgi ve Deneyimleri. Ege Eğitim Dergisi 16(2), 373-391. https://doi.org/10.12984/eed.60194
  • Alaggia, R., Collin-Vezina, D., and Lateef, R. (2017). Facilitators and barriers to child sexual abuse (CSA) disclosures: A research update (2000-2016). Trauma, Violence and Abuse,1–24. https://doi.org/10.1177/1524838017697312.
  • American Psychological Association (2014). Child sexual abuse: what parents should know overview. https://www.apa.org/pi/families/resources/understanding-child-abuse Erişim Tarihi: 06.06.2020
  • Ayeş Aslan, E. ve Çelik, İ. (2020). Okul öncesi öğretmenlerinin çocuk istismarına yönelik farkındalık düzeyinin incelenmesi. Akdeniz Üniversitesi Eğitim Fakültesi Dergisi, 3(1), 40-56 . https://doi.org/10.21565/ozelegitimdergisi.799776
  • Ayraler-Taner, H., Çetin, F. H., Işık, Y., ve İşeri, E. (2015). Cinsel istismara uğrayan çocuk ve ergenlerde psikopatoloji ve ilişkili risk etmenleri. Anadolu Psikiyatri Dergisi, 16(4), 294-300. https://doi.org/10.5455/apd.162514
  • Aral, N. ve Gürsoy, F. (2001). Çocuk hakları çerçevesinde çocuk ihmal ve istismarı. Milli Eğitim Dergisi, 151(1), 4-5.
  • Baginsky, M. (2003). Newly qualified teachers and child protection: A survey of their views, training and experiences. Child Abuse Review, 12(2), 119-127. https://doi.org/10.1002/car.783
  • Bakır, E. ve Kapucu, S. (2017). Çocuk ihmali ve istismarının Türkiye’de yapılan araştırmalara yansıması: bir literatür incelemesi. Hacettepe Üniversitesi Hemşirelik Fakültesi Dergisi, 4(2), 13-24.
  • Beck, K.A., Ogloff, J.R.P., and Corbishley, A. (1994). Knowledge, compliance, and attitudes of teachers towards mandatory child abuse reporting in British Columbia. Canadian Journal of Education, 19(1), 15-29. https://doi.org/10.2307/1495304
  • Behun, R.J., Cerrito, J.A., Delmonico, D.L., and Kolbert, J.B. (2019). The influence of personal and professional characteristics on school counselors' recognition and reporting of child sexual abuse. Journal of School Counseling, 17(13), 1-34.
  • Borg, K., Snowdon, C., and Hodes, D. (2014). Child sexual abuse: Recognition and response when there is a suspicion or allegation. Pediatrics and Child Health, 24(12), 536-543. https://doi.org/10.1016/j.paed.2014.07.012
  • Can Yaşar, M., İnal Kızıltepe, G., ve Kandır, A. (2014). Öğretmen adaylarının çocuklardaki fiziksel istismar belirtilerine ilişkin farkındalıkları. Kuramsal Eğitimbilim Dergisi, 7(3), 286-303. https://doi.org/10.5578/keg.7295
  • Can Yaşar, M., Şenol, F.B., ve Akyol, T. (2015). Öğretmen adaylarının çocuğa yönelik cinsel istismar tutumlarının incelenmesi. Hacettepe University Faculty of Health and Sciences Journal, 1(2), 228-241.
  • Can Yaşar, M., Karaca, N.H., ve Kaya, Ü.Ü. (2018). Çocuk cinsel istismarının bildirimine yönelik öğretmen tutum ölçeği'nin Türkçe’ye uyarlama çalışması. PESA International Journal of Social Studies, 4(2), 265-273.
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  • Hawkins, R. and McCallum, C. (2001). Effects of mandatory notification training on the tendency to report hypothetical cases of child abuse and neglect. Child Abuse Review, 10, 301-322. https://doi.org/10.1002/car.699
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  • Hornor, G. (2010). Child sexual abuse: Consequences and implications. Journal of Pediatric Health Care, 24(6), 358-364. https://doi.org/10.1016/j.pedhc.2009.07.003
  • Humphries, R. L., Debowska, A., Boduszek, D., and Mattison, M.L. (2016). Gender differences in psychosocial predictors of attitudes toward reporting child sexual abuse in the United Kingdom, Journal of Child Sexual Abuse, 25(3), 293-309. doi:10.1080/10538712.2016.1133752
  • Koç, S., Ekşi, H., and Türk, T. (2020). Psychometric properties of teachers' attitudes toward reporting Child Sexual Abuse Scale: Turkish form. Elementary Education Online, 19(1), 173-182. https://doi.org/10.17051/ilkonline.2020.649372
  • Karasar, N. (2010). Bilimsel araştırma yöntemi. Ankara: Nobel Yayıncılık.
  • Kenny, M.C. (2001). Child abuse reporting: Teachers' perceived deterrents. Child Abuse & Neglect, 25(1), 81-92. https://doi.org/10.1016/S0145-2134(00)00218-0
  • Kenny, M.C. (2004). Teachers’ attitudes toward and knowledge of child maltreatment. Child Abuse & Neglect, 28(12), 1311-1319.
  • Kesner JE, & Robinson M. (2002). Teachers as mandated reporters of child maltreatment, s. comparison with legal, medical, and social services reporters. Children and Schools, 24(4), 222-231.https://doi.org/10.1016/j.chiabu.2004.06.010
  • King, G., Reece, R., Bendel, R., and Patel, V. (1998). The effects of sociodemographic variables, training, and attitudes on the lifetime reporting practices of mandated reporters. Child Maltreatment, 3, 276-283. doi:10.1177/1077559598003003007
  • Koçak, U. ve Alpaslan, A. H. (2015). Cinsel istismara uğrayan çocuk ve ergenlerin sosyodemografik özellikleri ve ruhsal değerlendirmesi. Adli Tıp Bülteni, 20(1), 27-33. https://doi.org/10.17986/blm.2015110915
  • Kohlberg, L. (1973). The claim to moral adequacy of a highest stage of moral judgment. The Journal of Philosophy, 70(18), 630-646. https://doi.org/10.2307/2025030
  • Lahtinen, H.M., Laitila, A., Korkman, J., and Ellonen, N. (2017). Children’s disclosures of sexual abuse in a population-based sample. Child Abuse & Neglect, 76, 84-94. https://doi.org/10.1016/j.chiabu.2017.10.011
  • Laraque, D., DeMatta, A., and Low, C. (2006). Forensic child abuse evaluation, Mt. Sinai J. Med., 73(8), 1138-1147.
  • Lynn, K. (2008). Evaluating potential obstacles to mandated reporting of child abuse and neglect by educators in a suburban public school district (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3370298)
  • Marks, S., Lamb, R., and Tzioumi, D. (2009). Do no more harm: the psychological stress of the medical examination for alleged child sexual abuse, J. Paediatr Child Health, 45(3), 125-132. https://doi.org/10.1111/j.1440-1754.2008.01443.x
  • McElvaney, R., Moore, K., O’Reilly, K., Turner R., Walsh, B., and Guerin, S. (2020). Child sexual abuse disclosures: Does age make a difference? Child Abuse & Neglect, 99, 1-10. doi: 10.1016/j.chiabu.2019.104121
  • McKee, B.E. and Dillenburger, K. (2009). Child abuse and neglect: training needs of student teachers. International Journal of Educational Research, 48(5), 320-330. https://doi.org/10.1016/j.ijer.2010.03.002
  • Morrison, S.E., Bruce, C., and Wilson, S. (2018). Children’s disclosure of sexual abuse: A systematic review of qualitative research exploring barriers and facilitators. Journal of Child Sexual Abuse, 27(2), 176-194. doi: 10.1080/10538712.2018.1425943.
  • Murali, P. and Prabhakar, M. (2018). Mantle of forensics in child sexual abuse. Journal of Forensic Dental Sciences, 10(2), 71-74. https://doi.org/10.4103/jfo.jfds_17_18
  • Noble, J., Hartwig, E., and Shwayder, T. (2020). Cutaneous manifestations of physical and sexual child abuse. Indian Journal of Paedeatric Dermatology, 21(1), 1-10. https://doi.org/10.4103/ijpd.IJPD_62_19
  • Olive, M.F., Collins, C., and Levitt, P. (2007). Child abuse and stress disorders. New York: Chelsea House Publications.
  • O'Toole, R., Webster, S.W., O'Toole, A.W., and Lucal, B. (1999). Teachers' recognition and reporting of child abuse: A factorial survey. Child Abuse & Neglect, 23(11), 1083-1101. https://doi.org/10.1016/S0145-2134(99)00074-5
  • Resmi Gazete (2014). https://www.resmigazete.gov.tr/eskiler/2004/10/20041012.htm Erişim Tarihi: 29.04.2020.
  • Ross, A.H. and Juarez, C.A. (2014). A brief history of fatal child maltreatment and neglect. Forensic Sci Med Pathol, 10, 413- 422.
  • Sarıbaş A. (2013). Okul öncesi öğretmenlerinin çocuk istismarına yönelik farkındalıklarının belirlenmesi. (Yayımlanmamış Yüksek Lisans Tezi). Çanakkale Onsekiz Mart Üniversitesi Eğitim Bilimleri Enstitüsü, Çanakkale.
  • Seth, R. and Srivastava, R.N. (2017). Child Sexual Abuse: Management and prevention, and protection of children from sexual offences (POCSO). Act, Indian Pediatrics, 54, 949. https://doi.org/10.1007/s13312-017-1189-9
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  • Şahin, F. (2006). Çocuk İstismarının tanıtımı, epidemiyolojisi ve multidisipliner yaklaşımın önemi. Çocuk istismarı ve İhmaline Multidisipliner Yaklaşım. Ankara: Ankara Üniversitesi basımevi, 5-8.
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  • Wamser-Nanney, R., and Sager, J. C. (2018). Predictors of maternal support following children’s sexual abuse disclosures.Child Abuse & Neglect, 81, 39-47. doi:10.1016/j.chiabu.2018.04.016.R.
  • Wamser-Nanney, R., and Campbell, C.L. (2020). Children’s coping following sexual abuse: the roles of abuse characteristics, abuse stress, and maternal support. J Child Fam Stud, 29, 514-525. doi:10.1007/s10826-019-01540-3
  • Wurtele, S.K. and Schmitt, A. (1992). Child care workers' knowledge about reporting suspected child sexual abuse. Child Abuse & Neglect, 16(3), 385-390. https://doi.org/10.1016/0145-2134(92)90047-U
  • WHO/World Health Organization (2017). Responding to children who have been sexually abused. WHO Clinical Guidelines. Geneva: World Health Organization.
  • Yilmaz, Y., ve Cenkseven Önder, F. (2020). Öğretmenlerin cinsel istismar durumlarını bildirme tutumları ölçeği: türkçeye uyarlama, geçerlik ve güvenirlik çalışması. International Journal of Innovative Approaches in Education, 4(1), 1-11. doi: 10.29329/ijiape.2020.239.1
  • Yulaf, Y., ve Gümüştaş, FÖ. (2013). Çocuk ve ergenlerde cinsel istismarın psikiyatrik sonuçlarını etkileyen faktörler. Klinik Psikiyatri Dergisi, 16(4), 152-160.
  • Zellman, G. (1990). Linking schools and social services: the case of child abuse reporting. Educational Evaluation and Policy Analysis, 12(1), 41-55. https://doi.org/10.3102/01623737012001041
Toplam 78 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Münevver Can 0000-0003-1987-8393

Ümit Ünsal Kaya 0000-0001-7662-8089

Nezahat Hamiden Karaca 0000-0002-7424-7669

Yayımlanma Tarihi 26 Haziran 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 10 Sayı: 2

Kaynak Göster

APA Can, M., Kaya, Ü. Ü., & Hamiden Karaca, N. (2021). Okul Öncesi ve Sınıf Öğretmenlerinin Çocuk Cinsel İstismarının Bildirimine Yönelik Tutumlarını Etkileyen Etmenlerin İncelenmesi. Cumhuriyet Uluslararası Eğitim Dergisi, 10(2), 715-737. https://doi.org/10.30703/cije.753489

Cited By

Research on Turkish and U.S. Teachers as Mandated Reporters of Child Abuse and Neglect: A Comparative Scoping Review
Trauma, Violence, & Abuse
https://doi.org/10.1177/15248380251329479
 Kapak Resmi İndir

e-ISSN: 2147-1606