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研究生:曾美淑
研究生(外文):Tseng Mei-Shu
論文名稱:臺北市國小自足式特教班教師對通報受虐身心障礙兒童態度之探討
論文名稱(外文):The Teachers’Attitude Towards Reporting Child Abuse of Children with Disabilities in Taipei City Elementary Schools Special Education Class
指導教授:周天賜周天賜引用關係
學位類別:碩士
校院名稱:國立臺北教育大學
系所名稱:特殊教育學系碩士班
學門:教育學門
學類:特殊教育學類
論文種類:學術論文
論文出版年:2007
畢業學年度:95
語文別:中文
論文頁數:165
中文關鍵詞:通報受虐身心障礙兒童
外文關鍵詞:reportingabused children with disabilities
相關次數:
  • 被引用被引用:3
  • 點閱點閱:327
  • 評分評分:
  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:3
摘 要
本研究旨在探討台北市國小自足式特教班教師對受虐身心障礙兒童的認知,及對通報受虐身心障礙兒童的感受和行動,並藉以了解台北市國小特教班教師個人背景和經驗對通報受虐身心障礙兒童的態度。本研究主要工具為研究者自編問卷,研究對象為台北市國小特教班教師126名,研究資料以次數分配、百分比、卡方檢定作分析處理。
本研究的主要發現如下:
1.對身心障礙兒童受虐的認知
多數特教老師都能清楚辨別對兒童的身體虐待、性虐待,但對於精神虐
待、疏忽虐待則較不清楚。並認為身心障礙兒童身上常出現的疤痕、及有多
餘的金錢和糖果或模仿性行為時,是虐待所引起。

2.對通報受虐身心障礙兒童的感受
多數特教教師並不認為通報會破壞保密原則或讓兒童、家庭帶來傷害,
也不擔心會給自己或學校帶來麻煩,但擔心通報會破壞雙方關係和受到家長
的報復。至於通報的責任,普遍覺得這是學校行政應負的責任,且大部分亦
認為政府對於保護身心障礙兒童所做的宣導不夠。

3.對通報受虐身心障礙兒童的行動
多數的特教教師願意負起通報兒童虐待個案,或轉請學校行政處理,並
不覺得通報受虐兒童太過於麻煩。對於疑似的受虐兒童,大多認為應該要通
報。在防治兒童虐待的工作中,覺得自己可扮演重要的角色,多數教師亦認
為自己應加入「兒童保護團體」的行列。

4.教師個人背景與經驗對通報受虐身心障礙兒童的態度
女性特教教師比起男性特教教師,較可能忽略身心障礙兒童若有發展遲
滯或學習上的問題,就是一個受虐兒童。教師年齡愈大,通報意願愈高。已
婚教師或有子女者較認為身心障礙兒童有發展遲滯或學習上的問題,可能就
是一個受虐兒童;而有接觸過受虐兒童者,對精神虐待的概念清楚,也較會
去通報。沒有通報過的特教教師,比較擔心通報後會破壞保密原則。
對於兒童受虐的訊息來源,透過報章雜誌者,較不認為身心障礙兒童有
發展或學習遲滯的問題,可能就是個受虐兒童;但對於身心障礙兒童突然有
多餘的金錢和糖果時,較認為可能是個受虐兒童。透過同事得知訊息者,較
認為身心障礙兒童經常不換洗衣物、生活不規律常缺席,就是遭受兒童虐待。
從研習取得訊息的教師,認為對於兒童的性侵犯或利用兒童進行性活動即構
成「性虐待」的比例,低於從他處得知訊息者,但從研習得知的教師,較不
擔心通報會破壞雙方關係。
本研究根據研究發現及結論提出若干建議,俾使教師對受虐身心障礙兒童能有進一步的認識,並願意主動通報受虐身心障礙兒童。
關鍵詞:通報、受虐身心障礙兒童。
Abstract
This research aims to study the cognition, feeling and actions of the teachers in identifying and reporting child abuse of children with disabilities in Taipei city elementary
schools special education class by examining how a teacher’s background and personal experience influence the feelings and actions regarding the reporting of child abuse.
The primary method of study is survey of 126 teachers of the self-contained special teaching class in elementary schools in Taipei city. The research data is analyzed and processed by the distributions of frequency, proportion and Chi-Square Tests.
The main findings of this study are as follows:
1.The teachers’ cognition of child abuse
Most special education teachers can clearly identify physical and sexual abuse, but emotional abuse and negligence may be more difficult to spot. They list body scars, carrying too much money or candies, or mimicking sexual actions as signs of abuse.
2.The feeling towards reporting the abused children with disabilities
Most special education teachers are not concerned that reporting would violate the preservation of confidentiality rule or cause damage to children and family. They don’t think reporting would cause trouble for them or school. As to the responsibility of the reporting, they think this belongs to school administration, and the most are concerned that the government’s policy for the protection of the abused children with disabilities are not enough.
3.The actions for reporting abuse
Most special education teachers are willing to report child abuse or transfer the reporting to school administration. They think they can play an important role in preventing child abuse, and they also think they should enroll in “children protection group.”
4.The influence of individual background and personal experience in forming the attitude towards the reporting of the abused children with disabilities
More female teachers are likely to neglect if handicapped children have problems in developing or learning resulting from abuse compared to male teachers. The elder the teacher is, the more likely to report child abuse. Married teachers and teachers with children are more likely to suspect child abuse when handicapped children have problems in developing or learning than unmarried teachers. Teachers with previous contact with abused children are more likely to recognize and report emotional abuse than the teachers without prior experience. Special education teachers who never reports child abuse are concerned that reporting would destroy the preservation of confidentiality rules.
Teachers who are exposed to news on child abuse through newspapers and magazines are less likely to suspect child abuse if handicapped children have problems in developing or learning. However, they are more likely to suspect child abuse if handicapped children suddenly have too much money or candies. Teachers who obtained the information about abused children from colleagues are more likely to suspect child abuse if children do not change their clothes often or are often absent from school. Teachers who obtained the information about abused children from continuing education are more likely to believe the proportion of sexual abuse is lower than other teachers; but if they suspect sexual abuse, they are less concerned that reporting would destroy their relationships compared to other groups.
This study advances several recommendations based on the research in order to help teachers gain better understanding of abused children with disabilities and to actively report child abuse in children with disabilities.
Keywords:reporting , abused children with disabilities.
目 次
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的及待答問題 5
第三節 名詞釋義 6

第二章 文獻探討 9
第一節 兒童受虐的歷史發展與現況 9
第二節 兒童受虐的理論與成因 211
第三節 教師通報態度的相關研究 31

第三章 研究方法 41
第一節 研究架構 41
第二節 研究對象 42
第三節 研究工具 42
第四節 研究流程 46
第五節 資料處理與分析 49

第四章 結果與討論 51
第一節 基本資料分析 51
第二節 對受虐身心障礙兒童的認知 55
第三節 對通報受虐身心障礙兒童的感受 62
第四節 對通報受虐身心障礙兒童的行動 66
第五節 個人背景與經驗對通報受虐身心障礙兒童的態度 70
第五章 結論與建議 133
第一節 結論 133
第二節 建議 136

參考文獻 140
一、中文部份 140
二、英文部份 142

附錄一 各級學校及幼稚園兒童及少年保護與家庭暴力及性侵害事件通報處理流程 151
附錄二 國小特教班教師對通報受虐身心障礙兒童調查表(初稿) 152
附錄三 國小自足式特教班教師對通報受虐身心障礙兒童調查表(正式版) 159
附錄四 提供問卷內容效度者名錄 165
表 次
表2-1 兒童受虐的理論…………………………………………………………26
表3-1 研究問卷編製過程………………………………………………………43
表3-2 身心障礙兒童遭受「身體、精神、性虐待、疏忽」的認知…………44
表3-3 對通報「受虐身心障礙兒童」的感受…………………………………44
表3-4 對通報「受虐身心障礙兒童」的行動…………………………………44
表3-5 特教班教師通報受虐身心障礙兒童意見問卷架構表…………………45
表3-6 預試樣本數………………………………………………………………47
表4-1 基本背景與經驗資料…………………………………………………54
表4-2 對受虐身心障礙兒童身體虐待的認知情形………………………………56
表4-3 特教班教師對於受虐身心障礙兒童精神虐待的認知情形……………58
表4-4 特教班教師對於受虐身心障礙兒童性虐待的認知情形………………59
表4-5 特教班教師對於受虐身心障礙兒童疏忽虐待的認知情形……………60
表4-6 與兒童相關的層面………………………………………………………63
表4-7 與自己相關的層面………………………………………………………64
表4-8 與學校相關的層面………………………………………………………65
表4-9 會去通報的層面…………………………………………………………68
表4-10 不會去通報的層面………………………………………………………69
表4-11 特教班教師性別與對身心障礙兒童受虐的認知………………………71
表4-12 特教班教師性別與對通報身心障礙兒童的感受………………………72
表4-13 特教班教師性別與對通報身心障礙兒童的行動………………………73
表4-14 特教班教師年齡與對於身心障礙兒童受虐的認知……………………75
表4-15 特教班教師年齡與對通報身心障礙兒童的感受………………………76
表4-16 特教班教師年齡與對通報身心障礙兒童的行動………………………78
表4-17 特教班教師年資與對身心障礙兒童受虐的認知………………………80
表4-18 特教班教師年資與對通報身心障礙兒童的感受………………………81
表4-19 特教班教師年資與對通報身心障礙兒童的行動………………………83
表4-20 特教班教師婚姻狀況與對身心障礙兒童受虐的認知…………………84
表4-21 特教班教師婚姻狀況與對通報身心障礙兒童的感受…………………86
表4-22 特教班教師婚姻狀況與對通報身心障礙兒童的行動…………………87
表4-23 特教班教師有無子女與對身心障礙兒童受虐的認知…………………88
表4-24 特教班教師有無子女與對通報身心障礙兒童的感受…………………90
表4-25 特教班教師有無子女與對通報身心障礙兒童的行動…………………91
表4-26 特教班教師受過研習訓練與與對身心障礙兒童受虐的認知…………92
表4-27 特教班教師受過研習訓練與對通報身心障礙兒童的感受……………93
表4-28 特教班教師受過研習訓練與對通報身心障礙兒童的行動……………95
表4-29 特教班教師有無接觸受虐兒童與對身心障礙兒童受虐的認知………96
表4-30 特教班教師有無接觸受虐兒童與對通報身心障礙兒童的感受………98
表4-31 特教班教師有無接觸受虐兒童與對通報身心障礙兒童的行動……99
表4-32 特教班教師有無通報過受虐兒童與對身心障礙兒童受虐的認知... 100
表4-33 教班教師有無通報過受虐兒童與對通報身心障礙兒童的感受……102
表4-34 教班教師有無通報過受虐兒童與對通報身心障礙兒童的行動…… 103
表4-35 報章雜誌得知兒童虐待相關訊息與對身心障礙兒童受虐的認知…105
表4-36 從報章雜誌得知兒童虐待的相關訊息與與對通報身心障礙兒童的感受………………………………………………………………………107
表4-37 從報章雜誌得知兒童虐待的相關訊息與對通報身心障礙兒童的行動……………………………………………………………………… 108
表4-38 從電視得知兒童虐待的相關訊息與對身心障礙兒童受虐的認知…110
表4-39 從電視得知兒童虐待的相關訊息與對通報身心障礙兒童的感受…111
表4-40 從電視得知兒童虐待的相關訊息與對通報身心障礙兒童的行動…112
表4-41 從同事得知兒童虐待的相關訊息與對身心障礙兒童受虐的認知…114
表4-42 從同事得知兒童虐待的相關訊息與對通報身心障礙兒童的感受…115
表4-43 從同事得知兒童虐待的相關訊息與對通報身心障礙兒童的行動…116
表4-44 從網路得知兒童虐待的相關訊息與對身心障礙兒童受虐的認知…117
表4-45 從網路得知兒童虐待的相關訊息與對通報身心障礙兒童的感受… 119
表4-46 從網路得知兒童虐待的相關訊息與對通報身心障礙兒童的行動… 120
表4-47 從研習得知兒童虐待的相關訊息與對身心障礙兒童受虐的認知… 121
表4-48 從研習得知兒童虐待的相關訊息與對通報身心障礙兒童的感受.. 123
表4-49 從研習得知兒童虐待的相關訊息與對通報身心障礙兒童的行動.. 124
表4-50 是否知道婦幼保護專線與對身心障礙兒童受虐的認知…………… 125
表4-51 是否知道婦幼保護專線與對通報身心障礙兒童的感受…………… 127
表4-52 是否知道婦幼保護專線與對通報身心障礙兒童的行動…………… 128
圖 次
圖2-1 受虐之身心障礙兒童生態學……………………………………………28
圖3-1 本研究架構圖……………………………………………………………41
圖3-2 研究流程…………………………………………………………………46
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