Abstract
The long-term research aims to map the level of selected crisis intervention competencies of various categories of educational professionals. The research sample consists of 1020 educational professionals, especially teachers in preschools, primary and secondary schools and duration of professional experience.
The research used qualitative methods. The respondents filled in a questionnaire which consisted of three parts. 102 focus group discussions with selected respondents took place.
The findings reveal several significant facts. The entire study shows a high level of insensitiveness of many educational professionals to the signs of the CSA syndrome in children. 60% of respondents were not able to successfully detect signs of CSA syndrome.
An essential part of the survey was the assessment and analysis of three scenarios representing dialogues of educational professionals. All three scenarios contained fundamental mistakes educational professionals may make when "investigating" syndrome of child sexual abuse.
According to the author, the results of scenario assessment are also alarming. Average ratings given to the scenarios have to be seen as very low in general which again demonstrates certain insensitiveness of the respondents regarding the illustrated misconduct in investigating cases of violence against children.
Regarding the size of the sample, it is certainly not possible to generalise the presented research. However, the author believes that it is necessary to take very seriously every sign of incompetency which might lead to professional misconduct of a educational professional in a real situation at school.
The current dismal situation may be overcome only by systematic training of educational professionals based on acquiring not only knowledge but also social skills, if possible in a form of a self-experience training.