英国和爱尔兰中学教师对学生的性骚扰:定性分析
Ellenna Wong1, Siobhán Healy-Cullen2, Richard deVisser3
1Psychology and Counselling, University of Greenwich, London, UK.
Journal of child sexual abuse
|December 26, 2024
概括
这项研究探讨了爱尔兰和英国的中学生如何经历教育工作者的性骚扰. 调查结果旨在改善教育政策和报告,以提高学生的安全和福祉.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 社会学 社会学 社会学
背景情况:
- 教师的性行为不当,特别是性骚扰,显著影响中学学生.
- 了解学生的经验对于制定有效的安全措施至关重要.
研究的目的:
- 检查中学学生从教育工作者那里经历的性骚扰的性质.
- 确定与教育工作者与学生的性骚扰有关的关键主题和上下文因素.
主要方法:
- 从爱尔兰和英国的159名参与者 (18岁以上) 收集的定性在线调查数据.
- 参与者描述了他们最有影响力的教育工作者-学生性骚扰经历.
- 主题分析使用了菲茨杰拉德 (1995) 的性骚扰受害度指标,并增加了关于骚扰背景的主题.
主要成果:
- 在学生对教育工作者性骚扰的经历中确定了特定的模式和主题.
- 强调性骚扰发生的背景的重要性.
- 为了解这些有害相互作用的细微差别提供了一个框架.
结论:
- 调查结果提供了洞察力,以告知和改进教育政策和教育工作者-学生性骚扰报告机制.
- 建议旨在提高学生在教育环境中的安全和福祉.
- 这项研究有助于维护中学努力.
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