Movements toward trauma-informed approaches in K12 education settings represent a critical example of how research on adverse childhood experiences (ACEs) has been translated into policy and practice. The proliferation of attention to research on the impact of childhood trauma has increased awareness of the connections between student life…

According to the American Psychological Association (APA, 2015), trauma is an emotional response to a terrible event, which can lead to difficulties with emotional regulation, social relationships, and the development of physical symptoms. Traumatic experiences may include physical or sexual abuse, neglect, experiencing or witnessing violence,…

Statistical reports confirm that the female incarcerated population is not only increasing, but the frequency of mental disorders among this vulnerable population is accelerating. Women's pathways to crime show that gender matters significantly in shaping criminality. The frequency of mental disorders among incarcerated females is much higher than…

The mental health field has long recognized the negative consequences associated with a range of traumatic events, including physical assault, sexual assault, natural or man-made disasters, accidents, and medical incidents (American Psychiatric Association [APA], 2013). The shockingly high prevalence of exposure to violence among America's…

"The 2021 Pro-Kid Policy Agenda for California" is the comprehensive state-level roadmap to ensure that all children have the necessary supports to reach their full potential. California has an obligation to end systemic injustices that create barriers to kids of color, as well as kids living in poverty and undocumented kids, from…

The Promising Practices Network (PPN) on Children, Families and Communities (www.promisingpractices.net) began as a partnership between four state-level organizations that help public and private organizations improve the well-being of children and families. The PPN website, archived in June 2014, featured summaries of programs and practices that…

A review of descriptive and demographic data pertaining to intervention strategies with child sexual abuse victims presents an intervention framework delineating six role functions: becoming knowledgeable about abuse; responding sensitively to disclosures of abuse; detecting possible indicators of abuse; reporting suspected abuse; seeking…

This handbook on child abuse and neglect was written to assist school personnel, including administrators, teachers, counselors, school nurses, and school social workers in defining abuse and neglect and in developing policy and training programs to best address the abuse issue. Topics addressed include: (1) understanding child abuse and neglect;…

When there is evidence of severe child abuse or neglect, the school must be the child's advocate and defender. Basically, child advocacy is concerned with identifying and correcting ongoing practices and policies that violate legal and human rights or that are seriously harmful to children. The main targets are the institutional barriers that…

School psychologists need to be aware of indicators of possible child abuse or neglect, and of their professional and legal responsibilities to report suspected incidents. The school psychologist should assist in the prevention and treatment of school age children abuse and neglect. (Author/RL)

This resource manual synthesizes recent information about physical, sexual, and emotional abuse of children; physical neglect; the family system; intervention; and the child victim. Physical and sexual abuse of children with disabilities is the focus of another chapter, as is institutional abuse. A final chapter reviews the child protection…

Reviews legislation aimed at preventing child abuse and neglect. Notes funding for programs at both the federal and state level. Encourages school counselors to take an active role in prevention and intervention. (Author/ABB)

This article explores the relationship between disability and child abuse, addressing both disability resulting from abuse and disability as a factor that contributes to abuse. The article also discusses how schools can improve their reporting practices and their responses to children with disabilities, and how schools can support families. (CR)

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 paper describes a federally funded project of the University of Alberta (Canada) addressing sexual assault and sexual abuse of people with disabilities. Written in outline style, the paper briefly describes project activities and general conclusions. Phase I of the project documented the nature and extent of the problem. It was concluded that…