| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| Documento principal | 2.1 MB | Adobe PDF |
Authors
Abstract(s)
Introdução: Direitos fundamentais como a integridade física e emocional das crianças são
hoje, amplamente reconhecidos pela sociedade. Os professores, pela posição privilegiada
relativamente ao contacto direto com as crianças, têm responsabilidades específicas, em
matéria de proteção à infância e juventude, funcionando como agentes de deteção e/ou
receção de situações de maus tratos. A articulação entre os diversos setores da sociedade,
nomeadamente o da saúde e educação, torna-se imperativa para poder diminuir este
flagelo.
Objetivos: Avaliar a perceção dos professores face ao mau trato infantil e analisar de que
forma as variáveis sociodemográficas e de contexto formativo influenciam essa perceção.
Método: Trata-se de um estudo quantitativo, descritivo-correlacional, explicativo e
transversal, efetuado numa amostra de 172 professores do 1º ciclo do distrito de Castelo
Branco na sua maioria mulheres (84,3%), com idades entre os 41-50 anos e com uma
experiência profissional média de 25,7 anos (Dp=6,83)). A recolha de dados foi efetuada
através de um questionário de caracterização sociodemográfica e formativa e por três
escalas que visam avaliar os conhecimentos e as atitudes face ao mau trato infantil.
Resultados: Observou-se que 34,3% dos professores tinham formação sobre maus tratos
infantis na sua formação base e 16,3% na sua formação contínua; embora 98% tenha
considerado a formação como importante. Somente 15,7% conhecia o “guia de orientação
para profissionais de educação na abordagem de situações de mau trato ou outras
situações de perigo”. Os resultados demonstraram que metade dos professores inquiridos
apresentaram uma perceção adequada face ao mau trato sendo que: 46,5% revelaram bons
conhecimentos sobre os fatores de proteção/risco, 43,6% sobre os indicadores e 32,5%
boas atitudes. Surgiram como variáveis significativas da perceção dos professores face ao
mau trato a importância atribuída à formação (p=0,008) e o conhecimento do guia (p=0,016).
Conclusão: Face aos resultados obtidos sugere-se um incremento da formação nesta área
junto dos professores e de toda a comunidade educativa por uma equipa multidisciplinar,
onde o enfermeiro se constitua peça fundamental, visando conferir empowerment na área
dos maus tratos.
Palavras-Chave: Maus tratos infantis; Perceção; Professores; Educação para a saúde.
ABSTRACT Introduction: Fundamental rights as the physical and emotional integrity of children are now widely recognized by society. Teachers have a privileged position relative to the direct contact with children thereby have specific responsibilities regarding the protection of children and youth, working as agents of detection and / or receivers of situations of abuse. The articulation between the various sectors of society, such as health and education, is imperative to be able to reduce this scourge. Aims: Evaluate the perception of teachers about child abuse and examine how sociodemographic variables and training context influence this perception. Method: This is a quantitative, descriptive, correlational, and explanatory cross-sectional study, in a sample of 172 teachers of the 1st cycle of the district of Castelo Branco most of them women (84.3%), aged 41-50 years and with an professional experience average of 25.7 years (SD = 6.83). Data collection was conducted through a questionnaire that evaluates the sociodemographic and formative characteristics and three scales aimed to assess the knowledge and attitudes towards child abuse. Results: It was found that only 34.3% of the teachers had training in child abuse on their based training and 16.3% on their continuous training; despite 98% have considered it as important. Only 15.7% knew the "Guidance for education professionals in situations of mistreatment or other danger approach." The results showed that half of respondents teachers had an adequate perception against child abuse of which: 46.5% evidence good knowledge of protective/risk factors, about 43.6% had good knoledge of indicators and 32.5% showed good attitudes. Emerge as significant variables of perception of teatchers towards child abuse the: importance attached to training (p = 0.008) and the knowledge of the guide (p = 0.016). Conclusion: Considering our results it was suggest an increase on training regarding child abuse among teachers and the whole school community by a multidisciplinary team, where the nurse is a fundamental piece, aiming for giving empowerment in the area. Keywords: Child abuse; Perception; Teachers; Health education.
ABSTRACT Introduction: Fundamental rights as the physical and emotional integrity of children are now widely recognized by society. Teachers have a privileged position relative to the direct contact with children thereby have specific responsibilities regarding the protection of children and youth, working as agents of detection and / or receivers of situations of abuse. The articulation between the various sectors of society, such as health and education, is imperative to be able to reduce this scourge. Aims: Evaluate the perception of teachers about child abuse and examine how sociodemographic variables and training context influence this perception. Method: This is a quantitative, descriptive, correlational, and explanatory cross-sectional study, in a sample of 172 teachers of the 1st cycle of the district of Castelo Branco most of them women (84.3%), aged 41-50 years and with an professional experience average of 25.7 years (SD = 6.83). Data collection was conducted through a questionnaire that evaluates the sociodemographic and formative characteristics and three scales aimed to assess the knowledge and attitudes towards child abuse. Results: It was found that only 34.3% of the teachers had training in child abuse on their based training and 16.3% on their continuous training; despite 98% have considered it as important. Only 15.7% knew the "Guidance for education professionals in situations of mistreatment or other danger approach." The results showed that half of respondents teachers had an adequate perception against child abuse of which: 46.5% evidence good knowledge of protective/risk factors, about 43.6% had good knoledge of indicators and 32.5% showed good attitudes. Emerge as significant variables of perception of teatchers towards child abuse the: importance attached to training (p = 0.008) and the knowledge of the guide (p = 0.016). Conclusion: Considering our results it was suggest an increase on training regarding child abuse among teachers and the whole school community by a multidisciplinary team, where the nurse is a fundamental piece, aiming for giving empowerment in the area. Keywords: Child abuse; Perception; Teachers; Health education.
Description
Keywords
Abuso da criança Conhecimentos, atitudes e prática em saúde Criança Ensino básico Factores de risco Papel do enfermeiro Papel do professor Psicologia Child Child abuse Health knowledge, attitudes, practice Nurse's role Primary education Psychology Risk factors Teacher's role