Research Approach
This exploratory study will provide the first research to identify current facilitators and barriers to school and inter-agency responses to Problematic Sexual Behaviour to inform strategies that can support collaborative approaches.
The study will draw on Bronfenbrenner’s Bio-ecological Systems Theory which views the child as developing within a complex range of relationships affected by multiple levels of the surrounding environment. The child’s environmental systems range from their daily environment such as their family and school, through to community services, and cultural values and laws. The bidirectionality between the child and their systems plays an important role on children’s development and outcomes.
A qualitative approach will be conducted to examine current South Australian primary school and inter-agency directives and responses to children who display Problematic Sexual Behaviour to explore the potential to enhance multidisciplinary collaborative responses, inclusive of educators to better meet the needs of children who display PSB.
The study will employ a three-stage design.
The three stages are:
Stage 1: Examine current school practices in responding to children’s Problematic Sexual Behaviour by analysing departmental policies and the accounts of teachers and school leaders.
Stage 2: In collaboration with teachers and inter-agency professionals responding to Problematic Sexual Behaviour, identify the opportunities, barriers and facilitators for collaboration when responding to children’s Problematic Sexual Behaviour.
Stage 3: Triangulate data from Stages One and Two and synthesise literature on facilitators of cross-agency collaboration in similar fields. This stage will inform the development of a framework that includes educators.
The study will draw on Bronfenbrenner’s Bio-ecological Systems Theory which views the child as developing within a complex range of relationships affected by multiple levels of the surrounding environment. The child’s environmental systems range from their daily environment such as their family and school, through to community services, and cultural values and laws. The bidirectionality between the child and their systems plays an important role on children’s development and outcomes.
A qualitative approach will be conducted to examine current South Australian primary school and inter-agency directives and responses to children who display Problematic Sexual Behaviour to explore the potential to enhance multidisciplinary collaborative responses, inclusive of educators to better meet the needs of children who display PSB.
The study will employ a three-stage design.
The three stages are:
Stage 1: Examine current school practices in responding to children’s Problematic Sexual Behaviour by analysing departmental policies and the accounts of teachers and school leaders.
Stage 2: In collaboration with teachers and inter-agency professionals responding to Problematic Sexual Behaviour, identify the opportunities, barriers and facilitators for collaboration when responding to children’s Problematic Sexual Behaviour.
Stage 3: Triangulate data from Stages One and Two and synthesise literature on facilitators of cross-agency collaboration in similar fields. This stage will inform the development of a framework that includes educators.