De Samenhang tussen Gevolgde Trainingen over Kindermishandeling en Gespreksvoering en het Melden van Kindermishandeling, rekening houdend met Competentiebeleving van Pedagogisch Medewerkers en Zorgconsulenten

Abstract

Introduction. A lot of child abuse cases are not reported to social services, which means that these children will not receive help. Training is a possible solution to improve professional's ability to recognize signals of child abuse and addressing these signals with the families is training. The first aim of this study is to explore the relationship between training (in recognizing and addressing child abuse with the family) and reporting child abuse. And second to explore if perceived competence of reporting and conversational skills mediate this relationship. Method. Cross-sectional data from a sample of 66 childcare professionals working at daycare centers with toddlers are used. The questionnaires Achtergrondgegevens Medewerker and Competentiebeleving Kindermishandeling are used. There will be three linear regressions and one multiple regression conducted per hypothesis. Results. There was no significant relationship between training (recognizing child abuse and conversational skills for addressing child abuse with families) and reporting child abuse. There was also no significance found for the mediating role of perceived competence of recognizing child abuse and conversational skills. Conclusion. Training in recognizing child abuse and conversational skills does not seem to be related to reporting child abuse, and perceived competence of recognizing and addressing child abuse does not mediate this relationship. Despite the non-significant results, training and research is needed to help professionals find their own strength in recognizing child abuse and addressing their concerns with families, so these children can receive the help they need.