关于儿童性虐待的教师报告态度尺度:意大利的适应
Matteo Angelo Fabris1, Claudio Longobardi1, Sofia Mastrokoukou2
1Department of Psychology, University of Turin, 10124 Torino, Italy.
Behavioral sciences (Basel, Switzerland)
|February 27, 2026
概括
意大利教师教意大利教师.
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.
- 犯罪学 犯罪学
背景情况:
- 学校在识别和报告儿童性虐待 (CSA) 中发挥着至关重要的作用.
- 了解教师对报告CSA的态度对于改善受害者保护至关重要.
- 儿童性虐待教师报告态度表 (TRAS-CSA) 是一个关键的评估工具.
研究的目的:
- 为意大利环境调整和验证TRAS-CSA.
- 评估意大利教师在报告疑似儿童性虐待时的态度.
- 在意大利探索适应尺度的心理特征.
主要方法:
- 对1318名教师进行了TRAS-CSA的意大利改编.
- 探索性因子分析被用来确定尺度的潜在因素.
- 统计分析检查了基于性别和教育水平的差异.
主要成果:
- 两个因素出现了:对报告的角色和承诺的认识,以及对报告的担忧和不信任.
- 男性教师在关注方面得分更高,而中学教师对报告的承诺更大.
- 适应的TRAS-CSA在意大利人群中表现出良好的心理测量特性.
结论:
- 经过验证的意大利TRAS-CSA是研究和干预的可靠工具.
- 调查结果强调需要针对性的教师培训,以改善CSA报告.
- 该研究为旨在加强预防和应对儿童性虐待的教育政策提供信息.
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