War is so devastating that if at all possible, it should be avoided. But if reasoning and negotiation fail to yield peace between nations and countries and war results, the loss to children must be minimized. In the last decade, two million children have been killed in wars and conflicts, 4.5 million have been disabled and 12 million have been…

Addresses the relational clarification of child abuse prevention roles. Presents profiles for the Ministry of Education, school boards, school principals, classroom teachers, and discusses in detail the role of guidance personnel. Illustrates that the role profiles can be developed in the context of a general framework and its organizing…

Through working with a woman abused as a child, a teacher concluded that the violence of sexual, physical, and psychological abuse is common among many adults who read and write poorly. Their experiences should be acknowledged in literacy programs that encourage people to develop skills with which to tell their stories. (SK)

Educators often fall into the trap of blaming--blaming parents, former schools, the central office, or even an economic system that permits poverty and violence to flourish in a society replete with resources. In this article, the author rekindles her experience in teaching a special education student named Deidre who, resembles the truth of most…

The article encourages special educators to be more aware of their responsibilities regarding preventing, identifying, reporting, and intervening in child sexual abuse. Information on indicators of sexual abuse, issues in reporting sexual abuse, effects of reporting on the child victim, school-based interventions, and school-based preventive…

The article proposes that issues of countertransference should be addressed in training persons mandated to report suspected cases of child abuse/neglect. Recommended mechanisms include teaching about the influence of countertransference reactions, identifying a community child abuse expert for consultation, and educating case workers about the…

Child abuse education for the purpose of awareness of the problem and prevention of its occurrence can occur throughout the school years of the student. (JD)

When teaching victimized children, teachers should (1) be consistent; (2) build success; (3) teach survival, coping, and communication skills; (4) allow students to be students; (5) provide pleasurable experiences; (6) build self-esteem; and (7) use bibliotherapy to help students gain insight. (SK)

This paper explains forms of child abuse (neglect, emotional, sexual, and physical), outlines recommended school procedures for dealing with suspected child abuse in students with special educational needs, and emphasizes the need for increased teacher training and teacher action in reducing child abuse. (JDD)

An interview with a specialist in childhood trauma examines such issues as what childhood trauma is, what signs teachers should be on the alert for, what traumatized children have in common, how long the effects of trauma last, when psychiatric help is necessary, and how teachers can help. (SM)

This volume is a collection of nine papers focusing on different aspects of play. The first section, "Play, Growth, Development, and Learning," contains discussions dealing with make-believe play and learning; an all-in-fun approach to thinking, playing, and language learning for young children; and ways children learn through play. The…

Argues that contingency play as an intervention strategy can ameliorate abused and neglected children's alienation from adults, reduce stress, and develop positive modes of behavior. The argument is supported by a case study of a four-year-old girl in a day treatment center for abused and neglected children. (BB)

Provides background information on family violence, including both physical mistreatment and sexual abuse, and discusses the role which schools can play in responding effectively to such violence. Includes suggestions designed to assist educators in preventing family violence, identifying its victims, and speeding the healing process. (MAB)

Child abuse prevention expertise is sufficiently important to warrant its acquisition during pre-service teacher education training. Teacher training can address primary abuse prevention in the context of child growth and development or parenting courses. Such studies would lead to and necessitate the creation of non-punitive methods of classroom…

Explains five functions a school can serve in a child abuse and child neglect cases. Notes other sources of help for abused children not yet of school age, such as play groups, family shelters, and crisis nurseries. Explains the flaws in various past methods of treating child abuse. (SB)