Early childhood educator’s intention to provide support in the context of parental violence: the contribution of the theory of planned behavior

Abstract

ABSTRACT Because of their frequent and regular contact with families, early childhood educators (ECEs) have the opportunity to get to know parents and forge bonds with them. They may also witness parental violence and be asked to provide support as parent ask for advice. In the context of parental violence, ECEs support can be directed toward the parents (e.g., reporting them to the child protective services) or in collaboration with the parents (e.g., referring them to a community resource). Consistent with the theory of planned behavior, this study aims to examine determinants associated with parental support intentions in parental violence situations and to examine background factors associated with those determinants. This study uses data from an online survey conducted with 213 ECEs. The results show that ECEs’ intention of support in parental violence situations is predicted by three domains of determinants: attitudes, subjectives norms and perceived behavior control. This study is the first to explore ECEs’ intentions to provide both parent-directed and collaborative support intentions in parental violence situations. Results outline the important role played by ECEs in the prevention of child abuse and highlight the necessity of training and supporting them in their relations with families.