Child sexual abuse and teacher’s training in Spain
DOI:
https://doi.org/10.58265/pulso.8093Keywords:
child sexual abuse, academic training, explanatory theories, axes of training, teachers’ awarenessAbstract
Child sexual abuse has generated increasing interest in recent decades, but research continues to face challenges such as the lack of consensus on its definition and the diversity of explanatory theories. In addition, teacher training remains insufficient, both in initial education and in ongoing professional development, limiting teachers’ ability to prevent, detect, and intervene. This study presents a theoretical review of the literature, carried out using databases such as Dialnet and ProQuest, with defined search categories and inclusion/exclusion criteria. The results are structured around five dimensions—definition, prevalence, explanatory models, shortcomings in training, and training axes—in which significant shortcomings in teacher preparation are identified. The findings confirm the lack of consensus in the academic field, as well as persistent deficits in teacher training in Spain.
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