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“I felt like I was thrown into a deep well”: Educators coping with child sexual abuse disclosure

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  • Tener, Dafna
  • Sigad, Laura

Abstract

Children's educators are on the front line of child sexual abuse (CSA). By confronting cases in their everyday work in the school, they hold the potential to be agents of social change – to promote detection, disclosure and intervention. However, research on the experience of such educators contending with CSA is limited both conceptually and methodologically. The purpose of the present study was to describe and analyze the experiences of Israeli educators coping with CSA disclosure. The following research questions were explored: (1) How is CSA disclosure perceived and experienced by children's educators in their daily work? (2) How does CSA disclosure affect these educators in their professional and personal lives? The findings are based on semi-structured interviews conducted with 20 children's educators. Results indicate that their core experience is loneliness when facing the victim, when confronting his or her parents, when facing authority figures inside and outside of school, and when dealing with the effect on their personal lives. In coping with this loneliness, educators adopt three main styles: “lone rider” (self-coping); “layperson” (experiencing themselves as lacking the ability and knowledge to cope); and “buck-passer” (rapid shifting of responsibility). Implications for future research, policy, and practice are discussed.

Suggested Citation

  • Tener, Dafna & Sigad, Laura, 2019. "“I felt like I was thrown into a deep well”: Educators coping with child sexual abuse disclosure," Children and Youth Services Review, Elsevier, vol. 106(C).
  • Handle: RePEc:eee:cysrev:v:106:y:2019:i:c:s0190740919303706
    DOI: 10.1016/j.childyouth.2019.104465
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    Citations

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    Cited by:

    1. Tener, Dafna & Sigad, Laura I. & Katz, Carmit & Shemesh, Mor & Zabib, Yael Zooker, 2022. "“You can really be hurt by someone just like you”: Practitioners’ perceptions of preadolescent peer sexual abuse," Children and Youth Services Review, Elsevier, vol. 141(C).
    2. Esther Roca & Patricia Melgar & Regina Gairal-Casadó & Miguel A. Pulido-Rodríguez, 2020. "Schools That ‘Open Doors’ to Prevent Child Abuse in Confinement by COVID-19," Sustainability, MDPI, vol. 12(11), pages 1-17, June.
    3. Sun, Yihan & Tamblyn, Andrea & Morris, Heather & Boothby, Crystal & Skouteris, Helen & Blewitt, Claire, 2024. "Early childhood and primary school Teachers’ experiences and needs in working with trauma-impacted Children: A systematic review and thematic synthesis," Children and Youth Services Review, Elsevier, vol. 156(C).

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