Child Protection and Practice最新文献_第4页

Learning by doing: Bringing feminist values to life in program learning practices for quality violence prevention 从实践中学习：在高质量暴力预防的项目学习实践中，将女权主义价值观带入生活

Child Protection and Practice

Pub Date : 2025-10-19 DOI: 10.1016/j.chipro.2025.100254

Tvisha Nevatia , Harriet Adong , Josephine Kamisya , Yvonne Laruni , Julius Lwanyaaga , Denis Omunyokol , Joanitah Kajoba , Natsnet Ghebrebrhan , Sophie Namy

This article discusses a feminist approach to learning and its practical applications for organizations working to prevent violence against women and children, which remain largely undocumented in existing literature. Feminist principles emphasize that the way we learn is as important as the knowledge we create, centering values such as equality, care and justice that align with the broader focus of violence prevention work. Through real-world experiences and perspectives from three feminist activist organizations in Uganda, this article highlights the complexities of translating feminist principles into tangible action. The three organizations came together to discuss and analyze achievements and setbacks they experienced in applying feminist values in their program learning activities. Their experiences demonstrate that, when done with intention and quality, feminist learning strengthens the inclusivity, safety and quality of violence against women and violence against children prevention programming. Yet upholding feminist learning principles is not without challenges. These include (1) a lack of appropriate and flexible donor support compounded by donor-grantee power hierarchies, (2) gaps in addressing intersecting inequalities and including a gender-power analysis in learning activities, and (3) lack of intentional documentation of practice-based learning to help challenge existing hierarchies around what counts as evidence. Applying feminist principles supports dynamic learning that prioritizes holistic assessment and responsive programming. The article concludes with a set of practical recommendations for both donors and practitioners to create a supportive organizational environment and adequate resources for feminist learning.

这篇文章讨论了女权主义的学习方法及其在防止对妇女和儿童的暴力行为的组织中的实际应用，这在现有的文献中大部分是没有记载的。女权主义原则强调，我们学习的方式与我们创造的知识同样重要，以平等、关怀和正义等价值观为中心，这些价值观与预防暴力工作的更广泛重点相一致。本文透过乌干达三个女权主义活动组织的实际经验与观点，强调将女权主义原则转化为实际行动的复杂性。这三个组织聚集在一起，讨论和分析了他们在项目学习活动中应用女权主义价值观的成就和挫折。她们的经验表明，如果有意愿、有质量地开展女权主义学习，就能加强暴力侵害妇女行为和暴力侵害儿童行为预防方案的包容性、安全性和质量。然而，坚持女权主义的学习原则并非没有挑战。这些问题包括：(1)缺乏适当和灵活的捐助者支持，而捐助者-受助人的权力层次结构又加剧了这一问题；(2)在解决交叉不平等问题和在学习活动中纳入性别权力分析方面存在差距；(3)缺乏基于实践的学习的有意记录，以帮助挑战现有的关于什么是证据的层次结构。应用女权主义原则支持动态学习，优先考虑整体评估和响应性规划。文章最后为捐助者和实践者提供了一套实用的建议，以创造一个支持性的组织环境和充足的资源来学习女权主义。

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引用次数: 0

Single parenthood and streetism: The hidden struggles of children in (urban settings) Dar es Salaam City, Tanzania 单亲家庭和街头歧视：坦桑尼亚达累斯萨拉姆市（城市环境）儿童的隐藏斗争

Child Protection and Practice

Pub Date : 2025-10-17 DOI: 10.1016/j.chipro.2025.100252

Sister Jeston Shitindi, Yinong Zhang

Background

Streetism in urban areas is influenced by the challenges single-parent families face. Children in these households often endure significant difficulties. While various family dynamics can lead to streetism, the effects of single-parenthood and the underlying factors affecting street children remain under-researched.

Objectives

This study examined the challenges faced by street children in the urban areas of Dar es Salaam, focusing on three areas: (a) the impact of family dynamics on streetism, (b) the hidden struggles of street children, and (c) the difficulties single parents encounter regarding their children's involvement in street life.

Participants and setting

The research involved forty-two participants: twenty street children aged eight to seventeen, six single parents, eight social welfare officers, and eight caregivers from four administrative units in Dar es Salaam. The selection of participants was based on their insights into streetism and single parenthood.

Method

This study employed a qualitative research design grounded in ethnographic methods. It combined focus group discussions, participant observations, and in-depth interviews to gain a deeper understanding of the social realities that participants encountered.

Results

The study's findings showed that children face severe emotional challenges resulting from the difficulties of being raised by a single parent. These challenges can lead to feelings of neglect and abandonment. Single parents often struggle with various issues, including financial pressures and societal stigma, which contribute to ongoing emotional distress for both the parents and their children.

Conclusion

The study recommends that governmental and non-governmental organizations implement strategies to strengthen family support systems, emphasizing economic empowerment programs for single parents. Collaborative efforts among social workers and community organizations are essential to advocate for policies that enhance the well-being of vulnerable urban families in Dar es Salaam.

城市地区的街头现象受到单亲家庭面临的挑战的影响。这些家庭的孩子往往承受着巨大的困难。虽然各种各样的家庭动态都可能导致流落街头，但单亲家庭的影响和影响流落街头儿童的潜在因素仍未得到充分研究。本研究考察了达累斯萨拉姆市区街头儿童面临的挑战，重点关注三个方面：(a)家庭动态对街头行为的影响，(b)街头儿童隐藏的挣扎，以及(c)单亲父母在他们的孩子参与街头生活时遇到的困难。这项研究涉及42名参与者：20名8至17岁的街头儿童，6名单亲父母，8名社会福利官员和8名来自达累斯萨拉姆四个行政单位的看护人。参与者的选择是基于他们对街头主义和单身父母的见解。方法本研究采用基于民族志方法的定性研究设计。它结合了焦点小组讨论、参与者观察和深度访谈，以更深入地了解参与者所遇到的社会现实。研究结果表明，由于单亲家庭的困难，孩子们面临着严重的情感挑战。这些挑战会导致被忽视和被抛弃的感觉。单亲父母经常与各种问题作斗争，包括经济压力和社会耻辱，这导致父母和孩子持续的情绪困扰。结论本研究建议政府和非政府组织实施加强家庭支持系统的战略，强调单亲父母的经济赋权计划。社会工作者和社区组织之间的合作努力对于倡导提高达累斯萨拉姆城市弱势家庭福祉的政策至关重要。

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引用次数: 0

Erratum to “Incorporating the voice of the child into clinical assessments for children in need” [Child Protection and Practice 5 (2025) 100141] “将儿童的声音纳入有需要儿童的临床评估”的勘误表[儿童保护与实践5 (2025)100141]

Child Protection and Practice

Pub Date : 2025-10-17 DOI: 10.1016/j.chipro.2025.100251

Katie Newman , Shanti Raman , Allison Ward

引用次数: 0

Honouring child and youth voices in child protection research and practice: From rights to realities 尊重儿童和青年在儿童保护研究和实践中的声音：从权利到现实

Child Protection and Practice

Pub Date : 2025-10-16 DOI: 10.1016/j.chipro.2025.100253

Afnan Attrash-Najjar , Melissa Kimber

引用次数: 0

Erratum to “Caregiver's emotional neglect during childhood and adult attachment: Their influence on the clinical symptomatology of children under their care undergoing treatment for sexual abuse” [Child Protection and Practice 5 (2025) 100149] “儿童时期照顾者的情感忽视和成人依恋：对其照顾下接受性虐待治疗的儿童临床症状的影响”的勘误[儿童保护与实践5 (2025)100149]

Child Protection and Practice

Pub Date : 2025-10-15 DOI: 10.1016/j.chipro.2025.100250

Marcia Olhaberry , Nicolle Alamo , Javier Moran-Kneer , Claudia Capella , Lucía Núñez

引用次数: 0

Exploring the education experiences of children in alternative care in Kenya: Challenges and opportunities 探索肯尼亚替代性照料儿童的教育经验：挑战与机遇

Child Protection and Practice

Pub Date : 2025-10-08 DOI: 10.1016/j.chipro.2025.100247

Justin Rogers , Gidraph Wairire , Jen Dixon , Lizzi Milligan

This study examines the educational experiences of children living in Charitable Children's Institutions (CCIs) in Kenya, within the context of national care reform. While institutional care is often framed as a protective response for orphaned and vulnerable children, in practice it often fills gaps left by inadequate education and other kinds of service provision in contexts with high levels of poverty.

Drawing on eleven semi-structured interviews with practitioners, policy actors, and care-experienced advocates, the research explores how key stakeholders perceive and respond to systemic challenges affecting children's access to and participation in education. Particular attention is given to barriers related to education costs, curriculum implementation, school inclusion, and safeguarding.

Findings show that institutional care can create new risks while failing to address the root causes of educational exclusion. Children in CCIs often face marginalisation in schools and experience stigma, violence, and disrupted learning. However, the study also identifies promising levers for change, including cross-sector partnerships, safeguarding training, and the potential for CCIs to transition into community-based support providers within the national care reform process.

The paper contributes to the emerging evidence on education in alternative care settings in low- and middle-income countries. It offers insights to inform policy and practice that aims to support inclusive services, enable family-based care, and reduce reliance on institutional care for children.

本研究考察了肯尼亚慈善儿童机构（CCIs）儿童在国家护理改革背景下的教育经历。虽然机构照料常常被认为是对孤儿和易受伤害儿童的一种保护性反应，但实际上，它往往填补了在高度贫困的环境中由于教育和其他服务提供不足而留下的空白。通过对从业人员、政策参与者和有护理经验的倡导者的11次半结构化访谈，本研究探讨了关键利益相关者如何看待和应对影响儿童获得和参与教育的系统性挑战。特别关注与教育成本、课程实施、学校包容和保障有关的障碍。调查结果表明，机构护理可能会产生新的风险，同时无法解决教育排斥的根本原因。cci的儿童往往在学校中面临边缘化，经历耻辱、暴力和学习中断。然而，该研究也确定了有希望的变革杠杆，包括跨部门伙伴关系、保障培训以及cci在国家护理改革进程中向社区支持提供者转型的潜力。该论文为低收入和中等收入国家替代性照料环境中的教育提供了新证据。它为政策和实践提供了见解，旨在支持包容性服务，实现以家庭为基础的护理，并减少对儿童机构护理的依赖。

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引用次数: 0

Culturally safe trauma-informed care for youth in residential care: Addressing systemic trauma in New Zealand 文化安全的创伤知情护理青年在住宿护理：解决系统性创伤在新西兰

Child Protection and Practice

Pub Date : 2025-10-04 DOI: 10.1016/j.chipro.2025.100248

Jennifer Montgomery , Ema Tokolahi , Clive Aspin

New Zealand relies heavily on secure residential care compared to international standards. Young people in residential care experience disproportionately high rates of trauma and often present with complex mental health needs. Māori, the Indigenous people of New Zealand, represent over half of all young people in State care, reflecting enduring systemic inequities and the intergenerational impacts of colonization. This practice perspective examines the extent to which trauma-informed care is implemented in policies, models of care, and practice within State care and protection residences and supervised group homes in New Zealand. Using a community-based participatory research approach, we engaged with care-experienced youth (aged 18–25 years) and practice-experienced key informants to inform the study. We identified four themes: disconnection from identity, family, community, and culture; containment and punishment within care; disconnection to reconnection through safe and continuous relationships; and the transformational changes needed in the care system. There is little evidence that a trauma-informed model of care is being implemented in practice within State care settings. Exposure to State care residences created cumulative trauma for Māori youth, demonstrating the urgent need to implement a culturally safe trauma-informed model of care to meet the needs of youth in State care.

This study highlights the urgent need to implement a culturally safe, trauma-informed model of care that responds to the complex needs of youth in State care. It also identifies the need for a whole-of-government and community approach to transform the wider State care system.

与国际标准相比，新西兰严重依赖安全的住宿护理。年轻人在住宿护理经历不成比例的高创伤率，往往表现出复杂的心理健康需求。新西兰土著人民Māori占接受国家照料的所有年轻人的一半以上，反映出长期存在的系统性不平等和殖民化的代际影响。这一实践视角考察了创伤知情护理在新西兰国家护理和保护住所以及受监督的集体之家的政策、护理模式和实践中实施的程度。采用基于社区的参与式研究方法，我们与有护理经验的青年（18-25岁）和有实践经验的关键举报人进行了接触，以告知研究。我们确定了四个主题：与身份、家庭、社区和文化的脱节；禁闭和惩罚；从断开到通过安全和持续的关系重新连接；以及护理系统需要的转型变革。几乎没有证据表明，在国家护理机构中正在实际执行创伤知情护理模式。暴露在国家护理住宅中对Māori青年造成了累积的创伤，这表明迫切需要实施一种文化上安全的创伤知情护理模式，以满足国家护理青年的需求。这项研究强调了迫切需要实施一种文化上安全的、创伤知情的护理模式，以回应国家护理中青年的复杂需求。它还确定需要采取政府和社区共同参与的办法，以改变更广泛的国家保健系统。

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引用次数: 0

Mapping the roles of social workers' emotions in child protection in Western Countries: A systematic scoping review 描绘西方国家社会工作者情绪在儿童保护中的作用：一个系统的范围审查

Child Protection and Practice

Pub Date : 2025-10-03 DOI: 10.1016/j.chipro.2025.100249

Camilla Armstrong Gjedde , Christina Klitbjerg-Nielsen

Background

Emotions play a crucial role in social work, yet they are often perceived as inappropriate. This perception creates confusion about how social workers’ emotions should be integrated into professional practice. Working in child protection (CP) is particularly emotionally complex. However, there is a lack of comprehensive knowledge regarding the emotions experienced by social workers in this specific field.

Objective

This article examines how the emotions of CP social workers influence their judgments and actions. It also discusses how these emotions can act as both a resource and a challenge within the framework of New Public Management.

Participants and setting

We focus on statutory CP social workers in Western countries.

Methods

The study is a systematic scoping review of literature published from the year 2000 onwards and identified through searches in PsychINFO, SocIndex, Academic Search Premier, Scopus, and Google Scholar. We include empirical, peer-reviewed articles that utilize qualitative methods.

Findings

The findings from 19 publications suggest that emotions, particularly negative ones like anger and anxiety, are prevalent in CP practice. Additionally, emotions play at least five distinct roles at various organizational levels: as a relationship builder, a motivating force, a guiding compass, a blind spot, and a burden.

Conclusion

To ensure quality in child protection, it is essential to cultivate emotionally intelligent workplace cultures that encourage reflection on emotions and their impact on practice. Training, continuing education, and emotion-focused supervision for social workers and managers—along with providing adequate time and space—is vital for supporting this development.

降职在社会工作中起着至关重要的作用，但通常被认为是不合适的。这种看法造成了对社会工作者的情绪应该如何融入专业实践的困惑。从事儿童保护工作在情感上尤其复杂。然而，对于社会工作者在这一特定领域所经历的情绪，缺乏全面的了解。目的探讨社会工作者的情绪对其判断和行动的影响。它还讨论了这些情绪如何在新公共管理的框架内既是资源又是挑战。我们关注的是西方国家的法定CP社工。方法：本研究对2000年以来发表的文献进行了系统的范围综述，并通过PsychINFO、SocIndex、Academic Search Premier、Scopus和b谷歌Scholar进行了检索。我们包括经验，同行评审的文章，利用定性方法。来自19份出版物的研究结果表明，情绪，尤其是愤怒和焦虑等负面情绪，在CP实践中很普遍。此外，情绪在不同的组织层面上至少扮演着五种不同的角色：关系的缔造者、激励力量、指引方向的指南针、盲点和负担。结论为确保儿童保护工作的质量，必须培养高情商的工作场所文化，鼓励对情绪的反思及其对实践的影响。对社会工作者和管理者进行培训、继续教育和以情感为中心的监督——以及提供足够的时间和空间——对于支持这种发展至关重要。

{"title":"Mapping the roles of social workers' emotions in child protection in Western Countries: A systematic scoping review","authors":"Camilla Armstrong Gjedde , Christina Klitbjerg-Nielsen","doi":"10.1016/j.chipro.2025.100249","DOIUrl":"10.1016/j.chipro.2025.100249","url":null,"abstract":"<div><h3>Background</h3><div>Emotions play a crucial role in social work, yet they are often perceived as inappropriate. This perception creates confusion about how social workers’ emotions should be integrated into professional practice. Working in child protection (CP) is particularly emotionally complex. However, there is a lack of comprehensive knowledge regarding the emotions experienced by social workers in this specific field.</div></div><div><h3>Objective</h3><div>This article examines how the emotions of CP social workers influence their judgments and actions. It also discusses how these emotions can act as both a resource and a challenge within the framework of New Public Management.</div></div><div><h3>Participants and setting</h3><div>We focus on statutory CP social workers in Western countries.</div></div><div><h3>Methods</h3><div>The study is a systematic scoping review of literature published from the year 2000 onwards and identified through searches in PsychINFO, SocIndex, Academic Search Premier, Scopus, and Google Scholar. We include empirical, peer-reviewed articles that utilize qualitative methods.</div></div><div><h3>Findings</h3><div>The findings from 19 publications suggest that emotions, particularly negative ones like anger and anxiety, are prevalent in CP practice. Additionally, emotions play at least five distinct roles at various organizational levels: as a relationship builder, a motivating force, a guiding compass, a blind spot, and a burden.</div></div><div><h3>Conclusion</h3><div>To ensure quality in child protection, it is essential to cultivate emotionally intelligent workplace cultures that encourage reflection on emotions and their impact on practice. Training, continuing education, and emotion-focused supervision for social workers and managers—along with providing adequate time and space—is vital for supporting this development.</div></div>","PeriodicalId":100237,"journal":{"name":"Child Protection and Practice","volume":"7 ","pages":"Article 100249"},"PeriodicalIF":0.0,"publicationDate":"2025-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145321285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Perspectives on factors affecting disclosure and reporting of school violence in Zimbabwe 对影响津巴布韦校园暴力披露和报告的因素的看法

Child Protection and Practice

Pub Date : 2025-10-01 DOI: 10.1016/j.chipro.2025.100246

Michelle Lokot , Salome Manyau , Emily Eldred , Dorcas Mgugu , Annah Theresa Nyadombo , Robert Nyakuwa , Tendai Nhenga , Charles Nherera Muchemwa , Progress R. Nangati , Karen Devries

Background

Few recent studies in Zimbabwe focus on disclosure and reporting of violence against children. Qualitative studies grounded in children's experiences are particularly lacking. Understanding children's perspectives on why they choose to report violence or not, as well as adult perspectives, can encourage disclosure and ensure provision of services to children who experience violence.

Objective

We aimed to explore Zimbabwean primary-aged children's perspectives on factors affecting informal disclosure and formal reporting of school violence, and the barriers and enablers children face, alongside key perspectives from adults.

Participants

and Setting: This study took place among children aged 8–12, parents, teachers and other key stakeholders in two Catholic primary schools within Harare (n = 94).

Methods

Qualitative data was collected in May 2022. Our methods included focus group discussions, interviews, observations and round robin workshops. We analysed transcripts thematically using Nvivo.

Results

We find children are active agents in deciding about how, when and to whom they will informally disclose or formally report violence to, in some cases even choosing to protect those who receive disclosures. We find that not disclosing can also be an active choice. We also find there is heterogeneity in conceptualising disclosure and reporting, with children having different ideas about what merits reporting, and who violence should be reported to. The severity and frequency of violence may affect how they view certain types of violence being more worthy of reporting than others. Interestingly, boys’ views that girls enjoy certain abuses may also affect willingness to report or intervene.

Discussion

Our findings suggest the need for greater recognition of children's agency in deciding to report or not. More work should be done to understand and strengthen peer support, and train parents and others who receive disclosures. To increase disclosure, children's perceptions regarding which forms of violence warrant formal reporting should be challenged.

津巴布韦最近的研究很少关注对儿童的暴力行为的披露和报告。尤其缺乏以儿童经验为基础的定性研究。了解儿童对他们为什么选择报告暴力或不报告暴力的看法，以及成人的看法，可以鼓励披露并确保向遭受暴力的儿童提供服务。我们旨在探讨津巴布韦小学适龄儿童对影响非正式披露和正式报告校园暴力的因素的看法，以及儿童面临的障碍和促进因素，以及成年人的主要观点。参与者和环境：本研究在哈拉雷两所天主教小学的8-12岁儿童、家长、教师和其他主要利益相关者中进行（n = 94）。方法于2022年5月采集定性数据。我们的方法包括焦点小组讨论、访谈、观察和循环研讨会。我们使用Nvivo对转录本进行了主题分析。结果：我们发现，在决定如何、何时以及向谁非正式地或正式地举报暴力行为方面，儿童是积极的行动者，在某些情况下，他们甚至选择保护那些接受举报的人。我们发现，不披露也可以是一种积极的选择。我们还发现，在信息披露和报告的概念上存在异质性，孩子们对什么值得报告以及应该向谁报告暴力行为有不同的看法。暴力的严重程度和频率可能会影响他们如何看待某些类型的暴力比其他类型的暴力更值得报告。有趣的是，男孩认为女孩受到某些虐待的观点也可能影响他们举报或干预的意愿。讨论我们的研究结果表明，在决定是否报告时，需要对儿童代理机构给予更多的认可。应该做更多的工作来理解和加强同伴支持，并培训父母和其他接受披露的人。为了增加披露，应挑战儿童关于何种形式的暴力需要正式报告的观念。

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引用次数: 0

Child protection and child sexual abuse prevention in schools: Self-assessment and external assessment of school professionals’ educational needs 学校的儿童保护和预防儿童性虐待：学校专业人员教育需要的自我评估和外部评估

Child Protection and Practice

Pub Date : 2025-10-01 DOI: 10.1016/j.chipro.2025.100245

Lennart Bayer, Maike Cigelski, Justine Eilfgang, Frieda Mensing, Harriet Sewald, Isabelle von Seeler, Simone Pülschen

Background

School professionals can play an important role in ensuring child protection and conducting child sexual abuse (CSA) prevention in schools. These efforts are currently pushed forward.

Objective

It is necessary to determine the preparedness of school professionals for these tasks to address educational needs specifically. Therefore, this study aims at collection self-assessment and external assessment of the needs from school professionals in regards to child protection and CSA prevention.

Participants

and Setting: Semi-structured expert interviews were conducted with N = 50 professionals from schools, child protection and law enforcement. Professionals from school were chosen because of their expertise in the school setting. Including child protection and law enforcement professionals in the study was deemed necessary due to the limited expertise in CSA shown by school professionals.

Methods

The interviews were analyzed using qualitative content analysis to identify common themes and differences in the perceptions of educational needs of school professionals for themselves and in comparison to professionals who deal with CSA more frequently.

Results

All interviewees see responsibility for child protection with school professionals and state that more training about child protection is necessary. Most professionals view schools as an optimal place to conduct CSA prevention and underscore the need to train school professionals to conduct CSA prevention.

Conclusions

Our study gives detailed insights in the self-assessment and external assessment of school professionals in regards to their knowledge about CSA prevention and child protection. The expressed educational needs should be used to develop tailored training programs to prepare school professionals to implement CSA prevention and child protection in schools.

背景学校专业人员可以在确保儿童保护和防止儿童性虐待方面发挥重要作用。这些努力目前正在推进。目的有必要确定学校专业人员为这些任务做好准备，以具体解决教育需求。因此，本研究旨在收集学校专业人员在儿童保护和CSA预防方面的需求的自我评估和外部评估。参与者和环境：对50名来自学校、儿童保护和执法部门的专业人士进行了半结构化的专家访谈。选择学校的专业人员是因为他们在学校环境中的专业知识。由于学校专业人员在CSA方面的专业知识有限，研究中包括儿童保护和执法专业人员被认为是必要的。方法采用定性内容分析方法对访谈进行分析，以确定学校专业人员对自己的教育需求的共同主题和差异，并与经常处理CSA的专业人员进行比较。结果所有受访者都认为学校专业人员有责任保护儿童，并表示有必要进行更多的儿童保护培训。大多数专业人士认为学校是进行CSA预防的最佳场所，并强调培训学校专业人员进行CSA预防的必要性。结论本研究对学校专业人员预防儿童sa和儿童保护知识的自我评估和外部评估提供了详细的见解。所表达的教育需求应用于制定量身定制的培训计划，使学校专业人员做好准备，在学校实施CSA预防和儿童保护。

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引用次数: 0