This paper provides an introduction to the nature and extent of the various forms of child abuse, including physical injury, neglect, sexual abuse, and emotional maltreatment. It identifies the behavioral, emotional, and physical characteristics of abuse and neglect, as manifested within the school setting; lists factors that pose a risk for…

This booklet provides answers to 12 questions about the rights and responsibilities of child care providers in California concerning the issue of child abuse. The questions are (1) Who is a "Child Care Custodian?" (2) How do I decide whether or not to report? (3) How do I recognize 'abuse' and 'neglect'? (4) How and when should I tell…

The booklet explains requirements for reporting abuse or neglect of children and disabled adults contained in the North Carolina Juvenile Code and the Protection of the Abused, Neglected or Exploited Disabled Adult Act. Following a brief historical review, the text discusses who must report abuse and neglect, what acts or conditions must be…

The literature on the use of corporal punishment with children is reviewed, legal opinions on the issue are cited, and research on the social and behavioral aspects of corporal punishment are discussed. The literature is noted to focus on guidelines for administering corporal punishment, the importance of the relationship between the adult and…

When explaining sexual assault to children, parents need to give enough specific information for the child to recognize behavior that may lead to an assault or may be an assault. Advice for parents on discussing sexual assault is offered. (DF)

Child abuse is a national tragedy, taking the lives of three children every day and affecting millions of children and families every year. To mark the 20th anniversary of the first presidential proclamation of Child Abuse Prevention Month, the U.S. Department of Health and Human Services' Children's Bureau, Office on Child Abuse and Neglect,…

The school can help abused and neglected children by establishing policies, training staff, and ensuring administrator commitment. (Author)

Identifies aspects of students' behavior and appearance which may indicate child abuse, discusses various types of physical and emotional child abuse, and points out steps which teachers should take if they suspect that a student is being abused. (DB)

Guidelines are given for professional school health personnel dealing with suspected child abuse. (LH)

Discusses child abuse and neglect. Describes signs of abuse and neglect, urges teachers to become involved, and gives guidelines for teacher intervention. (RH)

This paper questions the appropriateness of characterizing infants/young children who are handicapped or developmentally delayed as a group in jeopardy for abuse/neglect. It proposes the adoption of a family-focused view, which considers child, family, and environmental variables to determine risk and provide services to abusive and neglectful…

Describes the Child Abuse Potential Inventory and associated psychometric data. Discusses uses and misuses of the inventory, general test limitations, and screening instruments available to professionals concerned with child maltreatment. (RJC)

This article notes that the increase of incidence in human papillomavirus infection has resulted in more frequent anogenital warts in children. Pediatricians are urged to exclude sexual abuse as a source of infection in all cases since sexual transmission is commonly, but not always, the cause. (Author/DB)

Outlines a strategy used at the Midwest Children's Resource Center and Children's Hospital of St. Paul, Minnesota, for therapeutic treatment of preschoolers who are at risk for abuse even though the investigation of the alleged sexual abuse of the preschoolers has proved inconclusive. (BB)

Describes a family therapy treatment for child sexual abuse. Three stages of treatment, noncommittal or oppositional, middle, and resolution stage, are outlined. Treatments for offender, victim and nonoffending parent are explained. (DG)