Search

[eng] Violence affects many children and youth, causing devastating effects. Schools are in an ideal position to prevent, detect and report potential victimization cases. Yet, studies have found several limitations to perform these tasks, like misconceptions or lack of knowledge and resources. Besides, the empirical evidence of the effect of each of these variables in the detection and reporting experience is limited. This thesis composed by three original empirical studies addresses the experience of school staff members with children and youth victimization, its detection and the reporting of potential cases, as well as their level of knowledge. The studies have been published as detailed in the “Studies” section. The sample for studies 1 and 2 was composed by 184 staff members between 22 and 64 years old (84.04% females, M = 43.40, SD = 10.37). Sample for study 3 included 453 school staff members (83.53% females) between 22 and 65 years old (M = 42.23, SD = 9.46). Participants answered a self-administered questionnaire created ad·hoc , including questions about experience with victimization (e.g., “Have you received any training regarding child victimization?”), its detection (e.g., “How many times during your career did you suspect that a minor might be being victimized?”) and its reporting (e.g., “Have you ever you report a child abuse suspicion to an external agency outside school (e.g., social services)?”). The level of knowledge was tested through statements about victimization (e.g., “Child victimization affects less than 10% of minors in Spain”) , its detection (e.g., “A minor growing up in a one-parent family is more likely to experience victimization”) and its reporting (e.g., “If a suspicions turns out not to be true, the family is entitled to sue the informant”) that participants had to classify as true, false or unknown. Descriptive statistics (i.e., frequencies, percentages, proportions, means and standard deviations), bivariate (i.e., Chi-square and Kruskal-Wallis test with their corresponding effect sizes) multivariate (i.e., logistic regression) and qualitative analysis were used to respond to each study’s aims. A small proportion of school staff has ever been trained regarding childhood and youth victimization. Over 70% has suspected that a student might be being victimized at least once. However, only around 40% of those who ever detected a potential case reported outside school. The majority of those who reported perceived the intervention that followed the report as beneficial for the child’s well-being. The decision not to report was mostly based on what happened once participants shared their concerns within the school. Other reasons not to report were thinking that their suspicions needed to be serious or certain, unclear definitions, feeling they were not entitled, lack of knowledge and fears. With each year of experience, the likelihood to detect a potential case increased by one time. The likelihood of reporting was significantly higher among school staff with accurate and concrete knowledge in reporting procedures (e.g., anonymity, need for the principal’s consent). Reporter’s gender (i.e., males were more likely to report than females) or the role they performed in school (i.e., workers who only came into contact with children specifically or sporadically reported significantly less than those who spent at least for hours a day in charge of groups of students) were also relevant. Results found complement previous research by quantifying the proportion of suspicions of potential victimization cases that go underreported from school. Findings contribute to dispel misconceptions about the efficiency of social services interventions and suggest ways in which early report can be increased. Empirical evidence of the effect of specific aspects of knowledge in reporting is provided and internal school dynamics that might prevent some concerns to reach external agencies are described., [spa] Las escuelas están en posición ideal para prevenir, detectar y notificar potenciales casos de violencia, pero los estudios reportan limitaciones como la persistencia de falsas creencias o falta de conocimiento y recursos. La presente tesis, compuesta por tres investigaciones originales, estudia la experiencia y el conocimiento de trabajadores escolares respecto de la victimización infantil y adolescente, su detección y notificación. La muestra de los estudios 1 y 2 fue de 184 trabajadores escolares de entre 22 y 64 años (84,04% mujeres, M = 43,40, DT = 10,37). En el estudio 3 se incluyeron 453 sujetos (83,53% mujeres) de entre 22 y 65 años (M = 42,23, DT = 9,46). Los participantes respondieron a un cuestionario autoadministrado creado ad·hoc, que incluía preguntas sobre victimización, detección y notificación. Se evaluó el nivel de conocimiento con frases que debían clasificarse como ciertas, falsas o desconocidas. Se obtuvieron estadísticos descriptivos, se hicieron análisis bivariados, multivariante y cualitativos para responder a los objetivos de cada estudio. Una minoría se ha formado en victimización. Más del 70% ha sospechado que alguno de sus estudiantes podría estar siendo victimizado/a. De ellos, sólo el 40% notificó alguna vez por fuera de la escuela. La mayoría de quienes habían notificado consideraron que la posterior intervención fue beneficiosa para el menor. La decisión de no notificar se tomó mayormente luego de compartir la sospecha con otros miembros del equipo. Con cada año de experiencia, la probabilidad de detectar al menos un potencial caso de victimización se incrementa una vez. La probabilidad de notificar es significativa más alta entre los participantes que tienen conocimiento concreto del procedimiento. El género o el cargo también resultaron relevantes. Esta tesis complementa trabajos anteriores cuantificando la proporción potenciales casos de victimización que no se notifican a autoridades exteriores desde la escuela. Los resultados contribuyen a desmitificar opiniones adversas sobre la eficiencia de los servicios sociales y sugieren maneras de aumentar la notificación temprana.

Victimization has been widely demonstrated to have negative consequences in minors. Most crimes against children go unreported and victims tend to reach adulthood without receiving any of the available specialized support. Studies have highlighted the unique role of school workers in early detection and reporting of possible cases of victimization, and have also found high rates of underreporting by school staff. The present study analyzes the underreporting of child and youth victimization suspicions among school staff and aims to identify variables related to its detection and reporting. One hundred and eighty-four school staff members (83.7% females, M = 42.6 years old, SD = 11.7) from 17 different schools completed a self-administered questionnaire designed to record their knowledge and experience regarding the detection and reporting of potential victimization cases. Over 74% of the school workers had suspected at least one situation of victimization during their careers, but only 27% had actually reported these concerns. Higher rates of reporting were significantly associated with male gender, more years of experience, and awareness of five common misconceptions. Reporting behavior could be predicted by gender, years of experience and two statements assessing respondents’ knowledge of victimization. In order to increase early reporting of possible cases of victimization, it is necessary to overcome certain misconceptions, raise awareness among school staff, design new training programs or interventions, and adapt the school dynamics in the light of these findings.

Highlights • We tested the effect of knowledge in detecting and reporting victimization cases from school. • School staff with more years of experience were more likely to detect potential victimization cases. • Knowing that a report can be made without the principal’s consent predicted reporting behavior. • Hours per day spent in contact with children increased the likelihood of reporting. • Training and interventions should focus on these aspects to increase early reporting., Knowledge of child victimization among school staff is believed to affect the detection and reporting of potential cases in the school environment, but the current evidence is scarce and contradictory. We assessed the link between knowledge of victimization and other relevant reporter characteristics in detecting and reporting children suspected to be victims of violence in a sample of 184 school staff members from Spain (84.02% females, M = 43.40, SD = 10.37). We compared participants who had never detected nor reported any cases (i.e., non-detectors) with participants who had detected but not reported outside school (i.e., inconsistent reporters) and participants who had detected and reported at least one potential case (i.e., consistent reporters). Knowledge about the reporting procedures varied significantly across groups. Years of experience was the only variable to significantly predict having detected at least one case across job experience. Knowing whether a report can be made anonymously or without the principal’s consent was significant to predict the likelihood of being a consistent reporter, along with hours spent daily in contact with students. Trainings for school staff should be aware of what specific aspects of knowledge tend to increase detection and reporting. Interventions should include more specific guidelines and ways of recreating experience (e.g., role-playing, virtual scenarios) as an effective strategy to respond to cases of potential victimization encountered at school.

Treballs Finals de Grau d'Infermeria, Facultat de Medicina i Ciències de la Salut, Universitat de Barcelona, Curs: 2018-2019, Tutor: Silvia Costa Abós, Introducción: Pese a las altas cifras de incidencia, el maltrato y abuso infantil sigue siendo infravalorado a causa de las múltiples barreras que se encuentran en su detección. Objetivo: Identificar las barreras que dificultan la detección del maltrato y abuso infantil, así como las herramientas o factores que ayudan a su percepción en los servicios de urgencias. Metodología: Revisión bibliográfica en la que se han utilizado las bases de datos PubMed, The Cochrane Library, EnFisPo, Cuidatge y Web of Science. Resultados: De un total de doce artículos, se encontraron una revisión bibliográfica, un estudio de casos, uno de cohortes, seis casi-experimentales, dos con metodología cualitativa y uno con metodología cuantitativa. Conclusiones: La falta de formación y concienciación, la carga de trabajo y la tendencia a creer al cuidador antes que al menor son las barreras más comúnmente detectadas. Por el contrario, instrumentos de detección como ESCAPE o The Hague Protocol, así como medidas de informatización e intervenciones formativas o de concienciación han demostrado aumentar los casos detectados.