{"title":"\"一切都在改变,我们需要适应\":在传统与现代之间--应对儿童性虐待的教育工作者。","authors":"Laura I Sigad","doi":"10.1177/08862605241275981","DOIUrl":null,"url":null,"abstract":"Socio-cultural contexts are formative to how teachers understand, conceptualize, and act when contending with child sexual abuse (CSA) cases among their students. The purpose of the present study was to investigate the experiences of Druze Arab teachers in Israel coping with cases of CSA among their students and the meaning they attribute to CSA in the context of socio-cultural change. Semi-structured interviews were conducted with 12 female Druze elementary school teachers. All of the participants taught in schools located in Druze villages, where the children of Druze families comprise the majority of the student body. The analysis used a thematic approach. The analysis revealed that a transition between tradition and modernity in the Druze socio-cultural group was the central conceptual framework through which the teachers' narratives regarding CSA emerged. As an emblem of modernity, increasing openness around sexual topics was perceived as simultaneously favorable and threatening to both the welfare of children and the well-being of the community. Coping with CSA was viewed as a negotiation between closed (traditional) and open (modern) society, as well as silence and dialogue regarding CSA. This study highlights the importance of preventing teachers' cultural biases from affecting their contributions to CSA interventions, as well as how religion can be a source of strength when confronting CSA. Implications for policy and developing bottom-up, culturally sensitive training, practice, and interventions are discussed.","PeriodicalId":16289,"journal":{"name":"Journal of Interpersonal Violence","volume":null,"pages":null},"PeriodicalIF":2.6000,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"\\\"Everything Is Changing, We Need to Adapt\\\": Between Tradition and Modernity-Educators Coping with Child Sexual Abuse.\",\"authors\":\"Laura I Sigad\",\"doi\":\"10.1177/08862605241275981\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Socio-cultural contexts are formative to how teachers understand, conceptualize, and act when contending with child sexual abuse (CSA) cases among their students. The purpose of the present study was to investigate the experiences of Druze Arab teachers in Israel coping with cases of CSA among their students and the meaning they attribute to CSA in the context of socio-cultural change. Semi-structured interviews were conducted with 12 female Druze elementary school teachers. All of the participants taught in schools located in Druze villages, where the children of Druze families comprise the majority of the student body. The analysis used a thematic approach. The analysis revealed that a transition between tradition and modernity in the Druze socio-cultural group was the central conceptual framework through which the teachers' narratives regarding CSA emerged. As an emblem of modernity, increasing openness around sexual topics was perceived as simultaneously favorable and threatening to both the welfare of children and the well-being of the community. Coping with CSA was viewed as a negotiation between closed (traditional) and open (modern) society, as well as silence and dialogue regarding CSA. This study highlights the importance of preventing teachers' cultural biases from affecting their contributions to CSA interventions, as well as how religion can be a source of strength when confronting CSA. Implications for policy and developing bottom-up, culturally sensitive training, practice, and interventions are discussed.\",\"PeriodicalId\":16289,\"journal\":{\"name\":\"Journal of Interpersonal Violence\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.6000,\"publicationDate\":\"2024-09-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Interpersonal Violence\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1177/08862605241275981\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"CRIMINOLOGY & PENOLOGY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Interpersonal Violence","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1177/08862605241275981","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"CRIMINOLOGY & PENOLOGY","Score":null,"Total":0}
"Everything Is Changing, We Need to Adapt": Between Tradition and Modernity-Educators Coping with Child Sexual Abuse.
Socio-cultural contexts are formative to how teachers understand, conceptualize, and act when contending with child sexual abuse (CSA) cases among their students. The purpose of the present study was to investigate the experiences of Druze Arab teachers in Israel coping with cases of CSA among their students and the meaning they attribute to CSA in the context of socio-cultural change. Semi-structured interviews were conducted with 12 female Druze elementary school teachers. All of the participants taught in schools located in Druze villages, where the children of Druze families comprise the majority of the student body. The analysis used a thematic approach. The analysis revealed that a transition between tradition and modernity in the Druze socio-cultural group was the central conceptual framework through which the teachers' narratives regarding CSA emerged. As an emblem of modernity, increasing openness around sexual topics was perceived as simultaneously favorable and threatening to both the welfare of children and the well-being of the community. Coping with CSA was viewed as a negotiation between closed (traditional) and open (modern) society, as well as silence and dialogue regarding CSA. This study highlights the importance of preventing teachers' cultural biases from affecting their contributions to CSA interventions, as well as how religion can be a source of strength when confronting CSA. Implications for policy and developing bottom-up, culturally sensitive training, practice, and interventions are discussed.
期刊介绍:
The Journal of Interpersonal Violence is devoted to the study and treatment of victims and perpetrators of interpersonal violence. It provides a forum of discussion of the concerns and activities of professionals and researchers working in domestic violence, child sexual abuse, rape and sexual assault, physical child abuse, and violent crime. With its dual focus on victims and victimizers, the journal will publish material that addresses the causes, effects, treatment, and prevention of all types of violence. JIV only publishes reports on individual studies in which the scientific method is applied to the study of some aspect of interpersonal violence. Research may use qualitative or quantitative methods. JIV does not publish reviews of research, individual case studies, or the conceptual analysis of some aspect of interpersonal violence. Outcome data for program or intervention evaluations must include a comparison or control group.