Development of social and emotional skills in primary school education: delving into the issues of the primary prevention of the syndrome CAN (Child Abuse and Neglect)
Abstract
The research problem is based on the individual experiences and views of qualified teachers and meanings that are attached to the primary prevention of the syndrome CAN (Child Abuse and Neglect). A qualitative research paradigm was employed on the basis of a simple purposeful selection of targeted participants.
The data were collected in the form of eight semi-structured interviews. The method of IPA (Interpretative phenomenological analysis) was used for the analysis and interpretation of data.
The research attempted to seek answers to the following research questions: What are the views of participants about primary prevention of syndrome CAN in the Czech Republic and Portugal? In what ways are they considering the possible actions that could be taken by school and teachers themselves? What experience did participants have of sexual abuse themselves? Key findings indicated that all teachers involved in the analysis feel that the development of social and emotional skills and sexual education in general is an important component of education, which needs to be covered not only by the family but also by schools. It also appeared that research participants are dissatisfied with the current situation of this issue in education.
However, they do not see the issue as intractable. The teachers in both Czech Republic and in Portugal showed some common views but also differences relevant to the withdrawal countries.
Based on our research findings, we have developed course syllabuses and materials focused on the development of social and emotional skills for pre-service teacher education. We recommend that researchers explore the attitudes of pre-service teachers before and after their course by pre- and post- survey and by focus group discussion.