Role of Educators in Preventing and Responding to Child Abuse and Neglect

• NCJ Number: 207965
• Author(s): Cynthia Crosson-Tower
• Date Published: 2003
• Length: 77 pages
• Corporate Author: US Dept of Health and Human Services
• Sale Source: NCJRS Photocopy Services; National Clearinghouse on Child Abuse and Neglect Information
• Publication Format: Document (Online)
• Publication Type: Instructional Material
• Language: English
• Country: United States of America
• Note: Child Abuse and Neglect User Manual Series; downloaded December 13, 2004.

Annotation

In discussing educators' role in preventing and responding to child abuse and neglect, this manual addresses the recognition and reporting of child abuse and neglect, educators' supportive services after the report, and the prevention of child abuse and neglect.

Abstract

As used in this manual, the term "educator" refers not only to classroom teachers but also other school personnel who serve the child. Since children and adolescents spend a lot of their time in school, educators have more opportunities to observe and interact with them than most other professionals. Further, their training uniquely qualifies them to detect when children have problems that prevent them from fulfilling their learning potential. Also, every State legislatively mandates that educators report suspected child abuse and neglect. Signs of child abuse and neglect in a student are in the areas of academic performance, emotional and psychological symptoms, and parental interaction with the child. This manual identifies specific symptoms of physical abuse, neglect, emotional maltreatment, sexual abuse, and child abuse within the school. Attention is given to the signs of child abuse and neglect through conversations with families and children. The section on reporting child abuse and neglect focuses on Federal legislation, State law, local policies and procedures regarding reporting, possible difficulties in reporting child abuse and neglect, and what educators should do once a report has been made. The discussion of educators' supportive services after reporting focuses on the sharing of relevant information; support for the child, the parents, and the family as a whole; participation in multidisciplinary teams; and community coordination. The section on prevention profiles school-based programs for students and their families, school-community programs, and educators' individual preventive actions. 52 notes and appended resource listing, State toll-free reporting numbers, checklist for detecting child maltreatment, sample list of reporting contacts, and a sample report of suspected child maltreatment