Abstract
Objective: To explore the experiences of Taiwan's kindergarten teachers when suspecting child abuse. Method: Grounded theory method was used to analyze data from a purposive sample of 20 Taiwanese kindergarten teachers recruited from three kindergartens in Taiwan. Four focus groups lasting between 60-90 min were conducted. Data were audio-taped, transcribed verbatim, and analyzed using thematic analysis. Results: The model of "dancing on the edge" was the substantive theory developed from this study. Four major categorical themes emerged from the kindergarten teachers' work with abused children and their families: preserving relationships, avoiding harm, obligation, and maintaining balance. The dance between advocacy and risk is not easily choreographed and balanced. While attempted to avoid harm, teachers feel the pull of obligation and preserving relationships. Conclusions: Reporting child abuse is more than a legal requirement; it is a social process involving a dance between advocacy and personal safety. A critical analysis on the dynamics and interaction between the child, mandated reporters, institutional system, community and society is imperative.
| Original language | English |
|---|---|
| Pages (from-to) | 405-409 |
| Number of pages | 5 |
| Journal | Children and Youth Services Review |
| Volume | 31 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 2009 Mar 1 |
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All Science Journal Classification (ASJC) codes
- Education
- Developmental and Educational Psychology
- Sociology and Political Science
Cite this
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Kindergarten teachers' experience of reporting child abuse in Taiwan : Dancing on the edge. / Feng, Jui-Ying; Chen, Shu Jung; Wilk, Nancy C.; Yang, Wan Ping; Fetzer, Susan.
In: Children and Youth Services Review, Vol. 31, No. 3, 01.03.2009, p. 405-409.Research output: Contribution to journal › Article
TY - JOUR
T1 - Kindergarten teachers' experience of reporting child abuse in Taiwan
T2 - Dancing on the edge
AU - Feng, Jui-Ying
AU - Chen, Shu Jung
AU - Wilk, Nancy C.
AU - Yang, Wan Ping
AU - Fetzer, Susan
PY - 2009/3/1
Y1 - 2009/3/1
N2 - Objective: To explore the experiences of Taiwan's kindergarten teachers when suspecting child abuse. Method: Grounded theory method was used to analyze data from a purposive sample of 20 Taiwanese kindergarten teachers recruited from three kindergartens in Taiwan. Four focus groups lasting between 60-90 min were conducted. Data were audio-taped, transcribed verbatim, and analyzed using thematic analysis. Results: The model of "dancing on the edge" was the substantive theory developed from this study. Four major categorical themes emerged from the kindergarten teachers' work with abused children and their families: preserving relationships, avoiding harm, obligation, and maintaining balance. The dance between advocacy and risk is not easily choreographed and balanced. While attempted to avoid harm, teachers feel the pull of obligation and preserving relationships. Conclusions: Reporting child abuse is more than a legal requirement; it is a social process involving a dance between advocacy and personal safety. A critical analysis on the dynamics and interaction between the child, mandated reporters, institutional system, community and society is imperative.
AB - Objective: To explore the experiences of Taiwan's kindergarten teachers when suspecting child abuse. Method: Grounded theory method was used to analyze data from a purposive sample of 20 Taiwanese kindergarten teachers recruited from three kindergartens in Taiwan. Four focus groups lasting between 60-90 min were conducted. Data were audio-taped, transcribed verbatim, and analyzed using thematic analysis. Results: The model of "dancing on the edge" was the substantive theory developed from this study. Four major categorical themes emerged from the kindergarten teachers' work with abused children and their families: preserving relationships, avoiding harm, obligation, and maintaining balance. The dance between advocacy and risk is not easily choreographed and balanced. While attempted to avoid harm, teachers feel the pull of obligation and preserving relationships. Conclusions: Reporting child abuse is more than a legal requirement; it is a social process involving a dance between advocacy and personal safety. A critical analysis on the dynamics and interaction between the child, mandated reporters, institutional system, community and society is imperative.
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UR - http://www.scopus.com/inward/citedby.url?scp=59349083331&partnerID=8YFLogxK
U2 - 10.1016/j.childyouth.2008.09.007
DO - 10.1016/j.childyouth.2008.09.007
M3 - Article
AN - SCOPUS:59349083331
VL - 31
SP - 405
EP - 409
JO - Children and Youth Services Review
JF - Children and Youth Services Review
SN - 0190-7409
IS - 3
ER -