Abstract :
This study, which was prepared within the scope of the “Strengthening Teacher Competencies for the Detection and Prevention of Child Abuse” Project by the short name ProChild funded under the Erasmus+ Program Strategic Partnership for School Education actions carried out by the Turkish National Agency, addresses communicative experiences and competencies of primary school teachers within the framework of the stages of the communicative approach to child abuse. The study was conducted with the phenomenologic design among the qualitative study approaches. The study group included eight primary school teachers who worked in public schools in Kayseri, Turkey, and three counselor teachers due to their influence and guidance on shaping primary school teachers’ communication with students regarding child abuse. Data were collected through focus group interviews and semi-structured in-depth interview techniques and were analyzed within the thematic framework set up in this study. According to the results of the study, the participants approached sexual and physical abuse types with more sensitivity and concern compared to emotional abuse and neglect. The main reason for this is the lack of knowledge and awareness regarding the types of abuse. This deficiency is one of the most important obstacles to the development of preventive communication approaches with the detection, reporting, and legal notice, support, and monitoring processes. Additionally, it is observed important communication barriers due to teachers, parents, educational processes and school administration arise at each aforementioned stage. It is highly necessary to develop solution proposals for the abovementioned lack of knowledge and communication barriers to provide answers to complex problems that concern all members of the school community regarding abuse.
