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 |