Özet:

The Erasmus+ Programme, which is being carried out by the National Agency of Turkey, is financed under the framework of the School Education Strategic Partnerships Action ProChild shortly named "Strengthening Teacher Qualifications for Detection and Prevention of Child Abuse" project, this study focuses on the communication experience and qualifications of classmates in the framework of the communication approach to child abuse stages. The phenomenology approach was used in the research. Working group in Kayseri was formed from 3 guidelines of teachers due to the influence and guidance of class teachers in the forming of communication they established with students in relation to 8 class teachers and child abuse in public schools in Kayseri. Data collected by focus group interviews and semi-structured deep interviews techniques have been analyzed in the thematic framework established in the work framework. Research findings show that participants approached the types of sexual and physical abuse with a greater sensitivity and interest than emotional abuse and abuse. The main reason for this is the lack of knowledge and awareness about the types of abuse. This deficiency constitutes one of the most important obstacles to the detection, reporting and judicial notification, support and monitoring processes and the development of preventive communication approaches. In addition, it appears that in each of the mentioned stages the teachers, tutors, educational processes, and the school management cause significant communication obstacles appear. The development of proposals for solutions to the lack of information and communication obstacles is an essential requirement for the production of answers to complex issues that affect the entire members of the school community concerned with abuse.

Anahtar Kelimeler: