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Kindergarten teachers' experience of reporting child abuse in Taiwan: Dancing on the edge

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  • Feng, Jui-Ying
  • Chen, Shu-Jung
  • Wilk, Nancy C.
  • Yang, Wan-Ping
  • Fetzer, Susan

Abstract

Objective To explore the experiences of Taiwan's kindergarten teachers when suspecting child abuse.Method Grounded theory method was used to analyze data from a purposive sample of 20 Taiwanese kindergarten teachers recruited from three kindergartens in Taiwan. Four focus groups lasting between 60-90Â min were conducted. Data were audio-taped, transcribed verbatim, and analyzed using thematic analysis.Results The model of "dancing on the edge" was the substantive theory developed from this study. Four major categorical themes emerged from the kindergarten teachers' work with abused children and their families: preserving relationships, avoiding harm, obligation, and maintaining balance. The dance between advocacy and risk is not easily choreographed and balanced. While attempted to avoid harm, teachers feel the pull of obligation and preserving relationships.Conclusions Reporting child abuse is more than a legal requirement; it is a social process involving a dance between advocacy and personal safety. A critical analysis on the dynamics and interaction between the child, mandated reporters, institutional system, community and society is imperative.

Suggested Citation

  • Feng, Jui-Ying & Chen, Shu-Jung & Wilk, Nancy C. & Yang, Wan-Ping & Fetzer, Susan, 2009. "Kindergarten teachers' experience of reporting child abuse in Taiwan: Dancing on the edge," Children and Youth Services Review, Elsevier, vol. 31(3), pages 405-409, March.
    • Handle: RePEc:eee:cysrev:v:31:y:2009:i:3:p:405-409
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    References listed on IDEAS

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    1. Smith, Maureen, 2006. "What do university students who will work professionally with children know about maltreatment and mandated reporting?," Children and Youth Services Review, Elsevier, vol. 28(8), pages 906-926, August.
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    Cited by:

    1. Brubacher, Sonja P. & Powell, Martine B. & Snow, Pamela C. & Skouteris, Helen & Manger, Bronwen, 2016. "Guidelines for teachers to elicit detailed and accurate narrative accounts from children," Children and Youth Services Review, Elsevier, vol. 63(C), pages 83-92.
    2. Alazri, Zeinab & Hanna, Kathleen M., 2020. "School personnel and child abuse and neglect reporting behavior: An integrative review," Children and Youth Services Review, Elsevier, vol. 112(C).

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