Valoración del conocimiento sobre el maltrato infantil del profesorado ceutí

ABSTRACTThe present research seeks to demonstrate different aspects of knowledge among teaching staff regarding an issue that has such a key influence on human development – namely, child abuse. Thanks to its direct contact with pupils, the school itself has to be the context in which such abuse is detected, and related issues mediated. A descriptive study was undertaken by means of a questionnaire adapted from than of Real and Jolluskin (2002). The sample comprised 122 teachers from all 17 state schools at primary and secondary level in the autonomous city of Ceuta, Spain. From the results of the analysis we can conclude that a high percentage of school teachers in Ceuta present a significant lack of knowledge regarding issues such as the steps to be taken when abuse is detected, the tools that can be used to identify it, or the institutions in Ceuta that are charged with the care and protection of children. This may be due to the scant education and training that teachers have received on the topic. The results highlight the need to provide suitably broad training to teaching staff regarding the detection of child abuse, to raise their awareness of the vital role they play in this area.RESUMENCon esta investigación se ha pretendido mostrar diferentes aspectos relacionados con el conocimiento del profesorado sobre un tema que tiene una influencia clave en el desarrollo humano como es el maltrato infantil y donde el contexto escolar, por su contacto directo con el alumnado, tiene que ser un entorno de detección y mediación. El estudio de carácter descriptivo se realizó mediante un cuestionario, adaptación del utilizado por Real y Jolluskin en el año 2002, en una muestra de 122 profesores de los 17 centros escolares públicos, de educación primaria y secundaria, de la Ciudad Autónoma de Ceuta. Tras el análisis pertinente de los resultados obtenidos podemos concluir que un porcentaje elevado del profesorado ceutí tiene un gran desconocimiento sobre aspectos y los pasos a seguir cuando se detecta un maltrato, los instrumentos que se utilizan para conocer su existencia o las instituciones de la ciudad que se encargan del cuidado, protección y mantenimiento infantil; quizás esto sea debido a los escasos conocimientos recibidos a lo largo de los años sobre el tema objeto de estudio. Estos resultados evidencian la necesidad de que el profesorado obtenga una formación adecuada y amplia sobre la detección de los malos tratos infantiles, de manera que le lleva a ser consciente de la utilidad y del papel que juega en este asunto.ABSTRACTThe present research seeks to demonstrate different aspects of knowledge among teaching staff regarding an issue that has such a key influence on human development – namely, child abuse. Thanks to its direct contact with pupils, the school itself has to be the context in which such abuse is detected, and related issues mediated. A descriptive study was undertaken by means of a questionnaire adapted from than of Real and Jolluskin (2002). The sample comprised 122 teachers from all 17 state schools at primary and secondary level in the autonomous city of Ceuta, Spain. From the results of the analysis we can conclude that a high percentage of school teachers in Ceuta present a significant lack of knowledge regarding issues such as the steps to be taken when abuse is detected, the tools that can be used to identify it, or the institutions in Ceuta that are charged with the care and protection of children. This may be due to the scant education and training that teachers have received on the topic. The results highlight the need to provide suitably broad training to teaching staff regarding the detection of child abuse, to raise their awareness of the vital role they play in this area