“The tip of the iceberg” : multiple thresholds in schools' detecting and reporting of child abuse and neglect Irene de Haan, Eileen Joy, Liz Beddoe and Sark Iam
By: de Haan, Irene
.
Contributor(s): Joy, Eileen | Beddoe, Liz | Iam, Sark.
Material type: 
ArticleSeries: Child and Youth Services Review.Publisher: Elsevier, 2018Subject(s): Oranga Tamariki, Ministry for Children | CHILD ABUSE | CHILD NEGLECT | CHILD PROTECTION | INTERVENTION | QUALITATIVE RESEARCH | SCHOOLS | NEW ZEALANDOnline resources: Read abstract
In:
Child and Youth Services Review, 2018, Advance online publication, 22 October 2018Summary: Introduction: School principals have a very important role to play in the detection and reporting of child abuse and neglect (CAN). How schools address concerns relating to CAN is an under-researched area in Aotearoa New Zealand.
Method: Semi-structured interviews were conducted with primary and intermediate (n = 16) school principals. A selection of that data was examined with regard to threshold determination in CAN.
Findings: Thresholds, both definitional and action-based, were found to be multi-determined, with case, teacher and, critically, perceptions of the statutory child protection agency found to have an impact.
Implications: Findings indicate there is no ”one” threshold in the detection of, or the reporting of CAN in schools. Further, there are clear opportunities for future research; including understanding the nature of the relationship between schools and the statutory child protection agency, Oranga Tamariki. (Authors' abstract). Record #6049
Child and Youth Services Review, 2018, Advance online publication, 22 October 2018
Introduction: School principals have a very important role to play in the detection and reporting of child abuse and neglect (CAN). How schools address concerns relating to CAN is an under-researched area in Aotearoa New Zealand.
Method: Semi-structured interviews were conducted with primary and intermediate (n = 16) school principals. A selection of that data was examined with regard to threshold determination in CAN.
Findings: Thresholds, both definitional and action-based, were found to be multi-determined, with case, teacher and, critically, perceptions of the statutory child protection agency found to have an impact.
Implications: Findings indicate there is no ”one” threshold in the detection of, or the reporting of CAN in schools. Further, there are clear opportunities for future research; including understanding the nature of the relationship between schools and the statutory child protection agency, Oranga Tamariki. (Authors' abstract). Record #6049
