Table 2 Determinants of motivation of professionals, as categorized by the I-Change model
Determinants I-Change model | Key themes | Sub themes | Sub themes |
|---|---|---|---|
Attitude | Responsibility | ● Feeling responsible for detecting signs | ● Feeling responsible for monitoring, motivating parents, and reporting |
● Not feeling responsible for reporting child abuse | |||
Negative aspects | ● Negative outcomes of reporting for child, family and teacher | ● Dissatisfaction with quality, speed and continuity of care | |
Social influences | Support systems | ● Internal and external sources of support | ● Internal and external sources of support |
● Direct colleagues largest source of support | ● Direct colleagues largest internal support system | ||
● Preschools important source of external support | |||
Types of support | ● Emotional support | ● Emotional support | |
● Support in detecting and checking signs | ● Support in checking signs | ||
● Talking to parents about suspicions of abuse | |||
Lack of support | ● Need for formal embedding of child abuse issues in the school system | ● Little resources for addressing child abuse at the organizational level | |
● Child abuse reporting agencies and care providers | ● Child abuse reporting agencies | ||
Self-efficacy | Low self-efficacy (See Table 3; Performance skills) | ● Talking to (highly educated) parents | ● Talking to (highly educated) parents |
● Motivating (highly educated) parents | ● Detecting emotional abuse | ||
● Interpreting signs | |||
● Talking to children | |||
● Communication tool makes it safer to talk to parents |