"这是我的痛苦":教育工作者身份 (重) 构建通过与学生工作儿童性虐待幸存者
Laura I Sigad1, Jordan Shaibe1
1Oranim Academic College of Education, Tivon, Israel.
Journal of interpersonal violence
|December 18, 2025
概括
幸存儿童性虐待 (CSA) 的教育工作者通过支持面临类似创伤的学生,找到愈合和弹性. 他们的个人经历塑造了他们的职业角色,使他们成为儿童倡导者.
科学领域:
- 心理学 心理学 心理学
- 教育教育教育教育教育教育.
- 社会工作 社会工作 社会工作
背景情况:
- 教育工作者在识别和干预儿童性虐待 (CSA) 方面至关重要.
- 关于教育工作者的生活史和CSA的现有研究是广泛的,但那些自己是CSA幸存者的教育工作者的经验仍然没有得到充分的研究.
- 这种差距限制了对个人创伤如何影响解决学生CSA披露的专业实践的理解.
研究的目的:
- 探讨以色列K-12教育工作者的生活经历,他们是CSA的幸存者.
- 为了检查这些教育工作者在管理学生CSA案件时对他们的个人CSA经验赋予的意义.
- 了解身份重建的过程在导航创伤和职业责任的教育工作者.
主要方法:
- 定性构造主义的范式.
- 半结构化的生活叙事采访.
- 来自以色列不同社会文化群体的12名K-12教育工作者是CSA幸存者,每人参加了三次采访 (共36次采访).
主要成果:
- 三个主题出现了:在CSA创伤和职业生活之间导航身份,通过与学生CSA幸存者的教育工作来治愈,以及从幸存者到儿童倡导者的身份转变.
- 参与者展示了脆弱性和性的混合位置,将痛苦的识别和再创伤与作为学生保护者的强化身份相结合.
- 这与之前的研究形成鲜明对比,当时教育工作者感到压倒;参与者对自己的能力和专业角色表现出现实的理解.
结论:
- 教师的CSA经验是形成性的叙述,塑造了他们的教育工作和目标.
- 学生和教育工作者之间的互动可以促进双方的愈合和弹性.
- 承认教育工作者的个人历史对于支持他们的专业实践和福祉至关重要.
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