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Table 1 Determinants of awareness of professionals, as categorized by the I-Change model

From: How do public child healthcare professionals and primary school teachers identify and handle child abuse cases? A qualitative study

  

Teachers

Nurses and physicians

Determinants I-Change model

Key themes

Sub themes

Sub themes

Cues to action

Actual action cues

Signs of abuse

Signs of abuse

Various sources of abuse signs

Various sources of abuse signs

Child is an important source in child abuse detection

Preschool is an important source in child abuse detection

 

Intuition

Starting point of child abuse detection

Starting point for systematic investigation

Precedes recognition of actual signs

 

Investigation strategies for confirming action cues

(→ See Table 3; Action plans)

Observing parents, child, and parent–child interaction

Direct observation of parents and child

Building relationship with parents

Building relationship with parents

Collecting collateral information

Talking to parents and/or child

Conducting home visits

Monitoring and registration

Knowledge

Knowledgeable

Definition of child abuse

Definition of child abuse

Different types of abuse

Different types of abuse

 

Lack of knowledge

Theoretical and practical knowledge

Theoretical and practical knowledge

Lack of education

Need for (more) high quality education programs

Risk perception

Underestimation risk of neglect

Subjectivity of norms and values

Subjectivity of norms and values

  

Identification with parents

 
  

Other justifications for underestimating abuse risk