Professores e maus-tratos – uma revisão teórica sobre reconhecimento, denúncia e capacitação

Julia Donat, Tayse Conter De Moura, Janaína de Castro Nuñez Carvalho, Christian Haag Kristensen

Resumo


O presente trabalho resgata teoricamente o fenômeno nos maus-tratos na infância, contemplando principalmente a dificuldade ainda presente dos professores no reconhecimento de sintomas específicos e no encaminhamento adequado desses casos. Buscou-se compreender os principais conceitos de maus-tratos e de suas subdivisões (abuso sexual, abuso emocional, abuso físico e negligência), bem como as dificuldades que profissionais da educação encontram no manejo desses casos no dia a dia. Além disso, procurou-se verificar, a partir de uma revisão assistemática da literatura, programas de capacitação preventiva visando ao desenvolvimento profissional de professores e, por fim, enfatizar importantes aspectos que devem ser considerados nesse tipo de capacitação.


Palavras-chave


Abuso da criança. Crianças em idade escolar. Professores.

Texto completo:

PDF

Referências


ABRAHAMS, N.; CASEY, K.; DARO, D. Teachers’ knowledge, attitudes, and beliefs about child abuse and its prevention. Child abuse & neglect, v. 16, n. 2, p. 229-238, 1992. http://dx.doi.org/10.1016/0145-2134(92)90030-U

ALBUHAIRAN, F. S. et al. Self reported awareness of child maltreatment among school professionals in Saudi Arabia: Impact of CRC ratification. Child abuse & neglect, v. 35, n. 12, p. 1032-1036, 2011. http://dx.doi.org/10.1016/j.chiabu.2011.10.002

ALGERI, S.; SOUZA, L. M. Violence against children and adolescents: a challenge in the daily work of the nursing team. Revista Latino-Americana de Enfermagem, v. 14, n. 4, p. 625-631, 2006. http://dx.doi.org/10.1590/S0104-11692006000400023

ALMEIDA, L. M. Da prevenção primordial à prevenção quaternária. Revista Portuguesa de Saúde Pública, v. 23, n. 1, 91-96, 2005.

ALVAREZ, K. M. et al. Why are professionals failing to initiate mandated reports of child maltreatment, and are there any empirically based training programs to assist professionals in the reporting process? Aggression and Violent Behavior, v. 9, n. 5, p. 563-578, 2004. http://dx.doi.org/10.1016/j.avb.2003.07.001

AMERICAN PSYCHIATRIC ASSOCIATION et al. Diagnostic and statistical manual of mental disorders (DSM). Washington, DC: American Psychiatric Association, 2013. p. 143-147.

BEARD, K. W.; Wolf, E. M. Modification in the proposed diagnostic criteria for Internet addiction. CyberPsychology & Behavior, v. 4, n. 3, p. 377-383, 2001. http://dx.doi.org/10.1089/109493101300210286

BECK, Kirk A.; OGLOFF, James R. P.; CORBISHLEY, Anne. Knowledge, compliance, and attitudes of teachers toward mandatory child abuse reporting in British Columbia. Canadian Journal of Education/Revue/Canadienne de l’Education, p. 15-29, 1994.

Bolen , R. M. Child sexual abuse: prevention or promotion? Social Work, v. 48, n. 2, p. 174-185, 2003.

BRASIL. Estatuto da Criança e do Adolescente, 1990.

BRINO, R.; WILLIAMS, L. C. Professores como agentes de prevenção do abuso sexual infantil. Educação & Realidade, v. 33, n. 2, p. 209-229, 2008.

BROMLEY, M. A.; RIOLO, J. Complying with mandated child protective reporting: a challenge for treatment professionals. Alcoholism Treatment Quarterly, v. 5, n. 3-4, p. 83-96, 1989. http://dx.doi.org/10.1300/J020V05N03_07

BURNS, G. E.; LAKE, D. E. A sociological perspective on implementing child abuse legislation in education. Interchange, v. 14, n. 2, p. 33-53, 1983. http://dx.doi.org/10.1007/BF01808080

BUTCHART, A. et al. Preventing child maltreatment: a guide to taking action and generating evidence. World Health Organization, 1992.

CEREZO, M. A.; Pons-Salvador, G. Improving child maltreatment detection systems: a large-scale case study involving health, social services, and school professionals. Child Abuse & Neglect, v. 28, n. 11, p. 1153-1169, 2004. http://dx.doi.org/10.1016/j.chiabu.2004.06.007

CHOO, W. Y. et al. Are Malaysian teachers ready to assume the duties of reporting child abuse and neglect? Child Abuse Review, v. 22, n. 2, p. 93-107, 2013. http://dx.doi.org/10.1002/car.2241

CICCHETTI, D.; TOTH, S. L. Child maltreatment. Annual Review Clinical Psychology, v. 1, p. 409-438, 2005. http://dx.doi.org/10.1146/annurev.clinpsy.1.102803.144029

COATES, S.; GAENSBAUER, T. J. Event trauma in early childhood: symptoms, assessment, intervention. Child and Adolescent Psychiatric Clinics of North America, v. 18, n. 3, p. 611-626, 2009. http://dx.doi.org/10.1016/j.chc.2009.03.005

COOK-COTTONE, C. Childhood posttraumatic stress disorder: diagnosis, treatment, and school reintegration. School Psychology Review, v. 33, n. 1, p. 127-139, 2004.

CRENSHAW, W. B.; CRENSHAW, L. M.; LICHTENBERG, James W. When educators confront child abuse: an analysis of the decision to report. Child Abuse & Neglect, v. 19, n. 9, p. 1095-1113, 1995. http://dx.doi.org/10.1016/0145-2134(95)00071

DONOHUE, B. et al. A standardized method of diplomatically and effectively reporting child abuse to state authorities: a controlled evaluation. Behavior Modification, v. 26, n. 5, p. 684-699, 2002. http://dx.doi.org/10.1177/014544502236657

DYREGROV, A.; YULE, W. A review of PTSD in children. Child and Adolescent Mental Health, v. 11, n. 4, p. 176-184, 2006 http://dx.doi.org/10.1111/j.1475-3588.2005.00384.x

EISENSTEIN, E.; JORGE, E.; LIMA, L. A. Transtorno do estresse pós-traumático e suas repercussões clínicas durante a adolescência. Revista Adolescência & Saúde, v. 6, n. 3, 2009.

FENG, J. et al. Contextual effects on kindergarten teachers’ intention to report child abuse. Journal of Community Psychology, v. 40, n. 7, p. 886-890, 2012. http://dx.doi.org/10.1002/jcop.21508

FINLAYSON, L. M.; KOOCHER, G. P. Professional judgment and child abuse reporting in sexual abuse cases. Professional Psychology: Research and Practice, v. 22, n. 6, p. 464, 1991. http://dx.doi.org/10.1037/0735-7028.22.6.464

FLORES, R. Z. et al. O efeito da capacitação em profissionais da area da saúde no reconhecimento dos indicadores de abuso sexual em crianças e adolescentes. In: Reuni ão Anual de Psicologia , XXXI., 2001, Rio de Janeiro. Anais... (resumos). Rio de Janeiro: Sociedade Brasileira de Psicologia, 2001. p. 274-274.

FOWLER, G.; GRAY, M. Opportunities for prevention in general practice. In: GRAY, M.; FOWLER, G. (Org.). Preventive medicine in general practice. Oxford: Oxford University Press, 1983.

GOEBBELS, A. F. G. et al. Teachers’ reporting of suspected child abuse and neglect: behavior and determinants. Health Education Research, v. 23, n. 6, p. 941-951, 2008. http://dx.doi.org/10.1093/her/cyn030

GRANVILLE-GARCIA, A.; SILVA, M.; DE MENEZES, V. Abuse of children and adolescent: a study in the city of São Bento do Una, PE, Brazil. Brazilian Research in Pediatric Dentistry and Integrated Clinic, v. 8, n. 3, p. 301-307, 2009.

HINES, L.; BROWN, R. Child abuse awareness and reporting in schools. NASN School Nurse, v. 27, n. 3, p. 122-124, 2012. http://dx.doi.org/10.1177/1942602X12440287

JUNQUEIRA, M. et al. Resiliência e maus-tratos à criança. Cadernos de Saúde Pública, v. 19, n. 1, p. 227-235, 2003. http://dx.doi.org/10.1590/S0102-311X2003000100025

KALICHMAN, S. Reported cases of suspected child abuse. American Psychological Association, 1999. http://dx.doi.org/10.1037/10337-006

KAMINER, D.; SEEDAT, S.; Stein, D. J. Post-traumatic stress disorder in children. World Psychiatry, v. 4, n. 2, p. 121, 2005.

KENNY, M. C. Child abuse reporting: teachers’ perceived deterrents. Child Abuse & Neglect, v. 25, n. 1, p. 81-92, 2001. http://dx.doi.org/10.1016/S0145-2134(00)00218-0

KENNY, M. C. Teachers’ attitudes toward and knowledge of child maltreatment. Child Abuse & Neglect, v. 28, n. 12, p. 1311-1319, 2004. http://dx.doi.org/10.1016/j.chiabu.2004.06.010

KRASE, K. S. Educational personnel as reporters of suspected child maltreatment. Children & Schools, v. 35, n. 3, p. 147-154, 2013. http://dx.doi.org/10.1093/cs/cdt008

KRUG, E. G. et al. The world report on violence and health. The Lancet, v. 360, n. 9339, p. 1083-1088, 2002.

LEVIN, P. G. Teachers’ perceptions, attitudes, and reporting of child abuse/neglect. Child Welfare: Journal of Policy, Practice, and Program, 1983.

MALLETT, C. A. The school success program: improving maltreated children’s academic and school-related outcomes. Children & Schools, v. 34, n. 1, p. 13-26, 2012. http://dx.doi.org/10.1093/cs/cdr004

MARTINS, C.; DE MELLO JORGE, M. Abuso sexual na infância e adolescência: perfil das vítimas e agressores em município do sul do Brasil. Texto & Contexto Enfermagem, v. 19, n. 2, p. 246-255, 2010. http://dx.doi.org/10.1590/S0104-07072010000200005

MCINTYRE, T. C. Teacher awareness of child abuse and neglect. Child Abuse & Neglect, v. 11, n. 1, p. 133-135, 1987. http://dx.doi.org/10.1016/0145-2134(87)90042-1

MIKTON, C.; BUTCHART, A. Child maltreatment prevention: a systematic review of reviews. Bulletin of the World Health Organization, v. 87, n. 5, p. 353-361, 2009. http://dx.doi.org/10.2471/BLT.08.057075

NOGUEIRA, M. A. O papel da escola na prevenção dos maus-tratos na infância e adolescência. Rev. Bras. Saúde Esc., v. 3, n. 1/4, p. 241-3, 1994.

PEREDA, N.; GALLARDO-PUJOL, D. Revisión sistemática de las consecuencias neurobiológicas del abuso sexual infantil. Gaceta Sanitaria, v. 25, n. 3, p. 233-239, 2011. http://dx.doi.org/10.1016/j.gaceta.2010.12.004

PIRES, A.; MIYAZAKI, M. C. O. S. Maus-tratos contra crianças e adolescentes: revisão da literatura para profissionais da saúde. Arquivos de Ciências da Saúde, v. 12, n. 1, p. 42-49, 2005.

POTTER, G.; BRIGGS, F.; LUSHINGTON, K. What Singaporean teachers and social workers say about child abuse: facts versus myths. Teaching and Learning, v. 23, n. 1, p. 13-25, 2002.

PYNOOS, R. S. et al. DSM-V PTSD diagnostic criteria for children and adolescents: A developmental perspective and recommendations. Journal of Traumatic Stress, v. 22, n. 5, p. 391-398, 2009. http://dx.doi.org/10.1002/jts.20450

RISTUM, M. A violência doméstica contra crianças e as implicações da escola: school implications. Temas em Psicologia, v. 18, n. 1, p. 231-242, 2010.

SCHOLS, M.; DE RUITER, C.; ÖRY, F. G. How do public child healthcare professionals and primary school teachers identify and handle child abuse cases? A qualitative study. BMC Public Health, v. 13, n. 1, p. 807, 2013. http://dx.doi.org/10.1186/1471-2458-13-807

TERRA, B. et al. Maus-tratos infantis. Revisão da literatura. Revista Brasileira de Ortopedia, v. 48, n. 1, p. 11-16, 2013. http://dx.doi.org/10.1016/j.rbo.2012.03.003

TITE, R. Detecting the symptoms of child abuse: classroom complications. Canadian Journal of Education/Revue Canadienne de l’Education, p. 1-14, 1994.

TOTH, S. L.; MANLY, J. T. Bridging research and practice: challenges and successes in implementing evidence-based preventive intervention strategies for child maltreatment. Child Abuse & Neglect, v. 35, n. 8, p. 633-636, 2011. http://dx.doi.org/10.1016/j.chiabu.2011.05.003

VAGOSTELLO, L. et al. Violência doméstica e escola: um estudo em escolas públicas de São Paulo. Paidéia (Ribeirão Preto), v. 13, n. 26, p. 191-196, 2003. http://dx.doi.org/10.1590/S0103-863X2003000300008

WALSH, K. et al. Understanding teachers’ reporting of child sexual abuse: Measurement methods matter. Children and Youth Services Review, v. 34, n. 9, p. 1937-1946, 2012. http://dx.doi.org/10.1016/j.childyouth.2012.06.004

WEBSTER, S. W. et al. Overreporting and underreporting of child abuse: teachers’ use of professional discretion. Child Abuse & eglect, v. 29, n. 11, p. 1281-1296, 2005. http://dx.doi.org/10.1016/j.chiabu.2004.02.007

YANOWITZ, Karen L.; MONTE, Emmanuelle; TRIBBLE, Jamie R. Teachers’ beliefs about the effects of child abuse. Child Abuse & Neglect, v. 27, n. 5, p. 483-488, 2003. http://dx.doi.org/10.1016/S0145-2134(03)00033-4




DOI: http://dx.doi.org/10.15448/1981-2582.2016.1.20367

Este periódico é membro do COPE (Committee on Publication Ethics) e adere aos seus princípios. http://www.publicationethics.org


Apoio Institucional – fev./dez. 2012 referente ao Edital MCTI/CNPq/MEC/CAPES Nº. 15/2011.




Educação

e-ISSN 1981-2582
ISSN-L 0101-465X


Avaliação do Qualis CAPES - 2014 
ÁREA CAPES - Educação
CLASSIFICAÇÃO - A2

E-mail: reveduc@pucrs.br



Licença Creative Commons
Exceto onde especificado diferentemente, a matéria publicada neste periódico é licenciada sob forma de uma licença Creative Commons Atribuição 4.0 Internacional.

 

 

Políticas Editoriais das Revistas Científicas Brasileiras.

Disponibilidade para depósito: Azul

 

Copyright: © 2006-2019 EDIPUCRS