2020 Volume 69 Issue 3 Pages 306-316
Objective: This study aimed to identify education content and opportunities available for professional officers at child guidance centers in Japan.
Methods: The study group included child welfare officers, child psychologists, and public health nurses employed at 214 child guidance centers throughout Japan. Respondents completed an anonymous written questionnaire. Personal information as well as information about educational needs in terms of required lectures and exercises and educational opportunities were collected from questionnaire responses. The questionnaire data were examined using descriptive statistics and Dunn’s test and Chi-squared test assess differences among the three professional categories.
Results: Of the 395 responses, 387 (97.9%) were eligible for analysis. Child welfare officers, child psychologists and public health nurses represented 43.9%,43.9%, and 12.1%, respectively, of the study population. The top themes of lectures were “Impact of abuse on children” and “Judgement of abuse and risk assessment”. There were several themes of lectures with no significant differences among the professional officers, one of which was “impact of abuse on children”. They recognized the theme of lecture “interview skills with children and parents” was required, but did not have an opportunity to study it. The top themes of the exercises were “Interview skills with children and parents” and “Judgement of abuse and risk assessment”. There were several themes of exercises with no significant differences among the professional officers, one of which was “case study”. They recognized the themes of exercise “supervision” “interview skills with children and parents” were required, but did not have an opportunity to study it.
Conclusion: Several types of theme required for all types of professional officers as well as theme offered only to specific types of officers at child guidance centers in Japan were identified. The results of this study will be helpful for developing educational materials and defining target groups for child guidance center staff in Japan. This information can also be used to promote mutual understanding and cooperation among professional officers in the child guidance centers through the delivery of joint education programs and recognition of different professional jobs and roles.
