背景:在全球天主教会的历史性虐待之后,教会继续制定政策和程序,以防止和应对儿童性虐待,包括支持技能,知识,和教会成员的信心。
目的:我们调查了各国天主教会各部委中不同角色的一系列人员的保护能力。
方法:我们的184名参与者包括非专业人士,宗教男女,学校工作人员,保护与天主教会有关联的官员和大专生。收集了七个不同国家的数据。
方法:我们测量了意识,信心,态度,和参与者的知识,并通过一般线性模型检查了教会内不同角色的参与者和不同国家之间的差异。
结果:我们发现不同程度的意识,信心,态度,以及有关预防和保护性虐待的知识。我们确定了其中三个领域的显著差异(置信度,态度,和知识)在世界各地教会中不同角色的人之间,而且在参与者来自的国家之间。
结论:我们发现,不同国家的人和教会中的角色处于不同的保护旅程阶段。有些人仍然理解他们的角色(态度),一些人仍在学习它是如何运作的(意识),其他人正在获得技能,为制定保护政策和实践做好准备(信心)。
BACKGROUND: In the wake of historical sexual abuse across the Catholic Church globally, the Church continues to develop policies and processes to prevent and respond to child sexual abuse, including supporting the skills, knowledge, and confidence of members of the Church.
OBJECTIVE: We investigated the safeguarding capabilities of a range of people with different roles within Catholic Church ministries in various countries.
METHODS: Our 184 participants included lay people, religious men and women, school staff, safeguarding officers and tertiary students associated with the Catholic Church. Data were collected across seven different countries.
METHODS: We measured the awareness, confidence, attitudes, and knowledge of participants and examined differences between participants in different roles within the Church and different countries through General Linear Models.
RESULTS: We found varying levels of awareness, confidence, attitudes, and knowledge regarding sexual abuse prevention and safeguarding. We pinpointed the significant differences in three of these domains (confidence, attitudes, and knowledge) both between people with different roles in the church worldwide, but also between the countries from which participants came from.
CONCLUSIONS: We found that people in various countries and roles within the Church are at different stages of their safeguarding journey. Some are still understanding their roles (attitudes), some are still learning about how it is operationalised (awareness), and others are acquiring skills that will prepare them for enacting safeguarding policies and practices (confidence).