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Emerging Issues on Child Abuse: Voices of Student Teachers

Received: 7 April 2014     Accepted: 16 April 2014     Published: 30 April 2014
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Abstract

This study sought to find out issues emerging from student teachers pertaining to how they conceptualise child abuse. The study was premised on the qualitative design methodology. It was conducted when participants were now in the University after completing their teaching practice in the schools. The main data collecting tool was through the essays they wrote in connection with what they had observed in schools pertaining to their concept of child abuse. Their focus was on child abuse by qualified teachers. Since they were now away from their teachers, it was assumed that they would write all their observations without fear hence increasing reliability and validity of data collected. Data were analysed using content analysis. Student teachers conceptualize child abuse as the ill–treatment of pupils by teachers which was in the form of sexuality, physical nature, emotional form and making pupils do domestic activities for teachers that are not the core business of the school curriculum during school time. It was concluded and recommended that pupils must be made aware of the issues regarding child abuse and their rights within this domain.

Published in Education Journal (Volume 3, Issue 3)
DOI 10.11648/j.edu.20140303.15
Page(s) 146-152
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2014. Published by Science Publishing Group

Keywords

Child Abuse, Student Teacher, Sexual Abuse, Emotional Abuse, Physical Abuse

References
[1] Khan, N. (1995). Patterns of Child Sexual Abuse in Zimbabwe: An Overview. Zimbabwe Journal of Educational Research, 7, 181 – 208.
[2] Abrahams, N., Casey, K. & Daro, D. (1992). Teacher’s Knowledge, Attitudes and Beliefs about Child Abuse and Its Prevention. Child Abuse & Neglect, 16, 229 – 238.
[3] Elliott, M., Browne, K. & Kilcoyne, J. (1995). Child Sexual Abuse Prevention: What Offenders Tell Us. Child Abuse & Neglect, 19, 579 – 594.
[4] Finkelhor, D. & Dziuba–Leatherman, J. (1994). Children as Victims of Violence: A National Survey. Pediatrics, 94, 413 – 420.
[5] Renk, K., Liljequist, L., Steinberg, A., Bosco, G. & Phares, V. (2002, January). Prevention of Child Sexual Abuse: Are We Doing Enough? Trauma, Violence & Abuse, 3 (1), 68 – 84.
[6] Shumba, A. (2002a). The Nature, Extent and Effects of Emotional Abuse on Primary School Pupils in Zimbabwe by Teachers in Zimbabwe. Child Abuse & Neglect: The International Journal, 26, 783 – 791.
[7] Black, C.A. & DeBlassie, R.R. (1993). Sexual Abuse in Male Children and Adolescents: Indicators, Effects and Treatments. Adolescence, 28, 123 – 133.
[8] Roberts, J.A. & Miltenberger, R.G. (1999). Emerging Issues in the Research on Child Sexual Abuse Prevention. Education and Treatment of Children, 22, 84 – 102.
[9] Claussen, A.H. & Critenden, P.M. (1991). Physical and Psychological Maltreatment: Relations Among Type of Maltreatment. Child Abuse & Neglect, 15 (1), 5 – 18.
[10] Kendall–Tackett, .K.A., Williams, L.M. & Finkelhor, D. (1993). Impact of Sexual Abuse on Children: A Review and Synthesis of Recent Empirical Studies. Psychology Bulletin, 113, 164 – 180.
[11] Shakeshaft, C. & Cohan, A. (1995). Sexual Abuse of Students by School Personnel. Phi Delta Kappan, 76 (7), 512 – 520.
[12] Payne, M.A. (1989). Use and Abuse of Corporal Punishment: A Caribbean View. Child Abuse & Neglect, 13, 389 – 401.
[13] Jones, E.D. & McKurdy, K. (1992). The Links Between Types of Maltreatment and Demographic Characteristics of Children. Child Abuse & Neglect, 16 (2), 201 – 215.
[14] Zindi, F. (1995). An Analysis of the Arguments for and against Corporal Punishment in Zimbabwe’s Secondary Schools. Zimbabwe Journal of Educational Research, 7 (1), 69 – 83.
[15] Zindi, F. & Shumba, A. (1999). The Epidemiology and Aetiology of Child Sexual Abuse in Zimbabwean Secondary Schools. African Journal of Social Work, 1, 37 – 50.
[16] Hart, S.N. (1987). Psychological Maltreatment in Schooling. School Psychology Review, 16 (2), 169 – 180.
[17] Krugman, R.D. & Krugman, M.K. (1984). Emotional Abuse in the Classroom: The Pediatrician’s Role in Diagnosis and Treatment. American Journal of Diseases of Children, 138, 284 – 286.
[18] Shumba, A. (2004a). Emotional Abuse in the Classroom: A Cultural Dilemma? Journal of Emotional Abuse, 4 (3/4), 139 – 149.
[19] Shumba, A. (2004b). Emotional Abuse in the Classroom: A Cultural Dilemma? Aggression, Abuse and Harassment in Schools, 4 (3/4), 139 – 149.
[20] Rohner, R. & Rohner, E.C. (1980). Antecedents and Consequences of Parental Rejection: A Theory of Emotional Abuse. Child Abuse & Neglect, 4, 189 – 198.
[21] O’Brian, C. & Lau, L.S.W. (1995). Defining Child Abuse in Hong Kong. Child Abuse Review, 4, 38 – 46.
[22] O’Hagan, K.P. (1995). Emotional and Psychological Abuse: Problems of Definition. Child Abuse & Neglect, 19, 449 – 461.
[23] Doyle, C. (1997). Emotional Abuse of Children: Issues for Intervention. Child Abuse Review, 6, 330 – 342.
[24] Hart, S.N. & Brassard, M.R. (1991). Psychological Maltreatment: Progress Achieved. Developmental and Psychopathology, 3, 61 – 70.
[25] Korbin, J.E. (1980). The Cultural Context of Child Abuse and Neglect. Child Abuse & Neglect, 4, 3 – 13.
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[27] Shumba, A. (2003). Pupil Physical Abuse by Teachers: A Child – Rearing Practice or Cultural Dilemma? Journal pf Aggression, Maltreatment & Trauma, 8 (4) #18, 143 – 159.
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    Ephias Gudyanga. (2014). Emerging Issues on Child Abuse: Voices of Student Teachers. Education Journal, 3(3), 146-152. https://doi.org/10.11648/j.edu.20140303.15

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    Ephias Gudyanga. Emerging Issues on Child Abuse: Voices of Student Teachers. Educ. J. 2014, 3(3), 146-152. doi: 10.11648/j.edu.20140303.15

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    AMA Style

    Ephias Gudyanga. Emerging Issues on Child Abuse: Voices of Student Teachers. Educ J. 2014;3(3):146-152. doi: 10.11648/j.edu.20140303.15

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  • @article{10.11648/j.edu.20140303.15,
      author = {Ephias Gudyanga},
      title = {Emerging Issues on Child Abuse: Voices of Student Teachers},
      journal = {Education Journal},
      volume = {3},
      number = {3},
      pages = {146-152},
      doi = {10.11648/j.edu.20140303.15},
      url = {https://doi.org/10.11648/j.edu.20140303.15},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20140303.15},
      abstract = {This study sought to find out issues emerging from student teachers pertaining to how they conceptualise child abuse. The study was premised on the qualitative design methodology. It was conducted when participants were now in the University after completing their teaching practice in the schools. The main data collecting tool was through the essays they wrote in connection with what they had observed in schools pertaining to their concept of child abuse. Their focus was on child abuse by qualified teachers. Since they were now away from their teachers, it was assumed that they would write all their observations without fear hence increasing reliability and validity of data collected. Data were analysed using content analysis. Student teachers conceptualize child abuse as the ill–treatment of pupils by teachers which was in the form of sexuality, physical nature, emotional form and making pupils do domestic activities for teachers that are not the core business of the school curriculum during school time. It was concluded and recommended that pupils must be made aware of the issues regarding child abuse and their rights within this domain.},
     year = {2014}
    }
    

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    AB  - This study sought to find out issues emerging from student teachers pertaining to how they conceptualise child abuse. The study was premised on the qualitative design methodology. It was conducted when participants were now in the University after completing their teaching practice in the schools. The main data collecting tool was through the essays they wrote in connection with what they had observed in schools pertaining to their concept of child abuse. Their focus was on child abuse by qualified teachers. Since they were now away from their teachers, it was assumed that they would write all their observations without fear hence increasing reliability and validity of data collected. Data were analysed using content analysis. Student teachers conceptualize child abuse as the ill–treatment of pupils by teachers which was in the form of sexuality, physical nature, emotional form and making pupils do domestic activities for teachers that are not the core business of the school curriculum during school time. It was concluded and recommended that pupils must be made aware of the issues regarding child abuse and their rights within this domain.
    VL  - 3
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Author Information
  • Department of Educational Foundations, Faculty of Education, Midlands State University, Gweru, Zimbabwe

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