ERIC Number: ED342102
Record Type: RIE
Publication Date: 1992-Jan
Reference Count: N/A
Stemming the Tide of Child Sexual Abuse: The Role Schools Can Play.
Lumsden, Linda S.
OSSC Bulletin, v35 n5 Jan 1992
One reason all 50 states have passed laws requiring school personnel to report suspected child abuse is that the school may be the primary setting in which children interact on a regular basis with nonfamily members. Because teachers interact with children on a daily basis, they are particularly well positioned to spot unusual behaviors in students; however, unless they are provided with sufficient training in detecting and reporting all forms of abuse, their full potential in this area may not be realized. This report examines the role of schools in child abuse detection and prevention, focusing specifically on some of the unique problems and challenges associated with sexual abuse. Chapter 1 provides general information about child sexual abuse and clarifies some common misconceptions about this type of abuse. A number of factors that influence recognition and reporting behavior among school personnel are discussed in chapter 2. Chapter 3 focuses on areas that should be addressed in a comprehensive school child abuse policy, including procedures for handling cases of suspected sexual abuse of students by school staff. Sexual abuse prevention programs, and their effectiveness and evaluation are the topic of chapter 4. (46 references) (MLF)
Descriptors: Administrator Responsibility, Board of Education Policy, Child Abuse, Court Litigation, Definitions, Elementary Secondary Education, Interprofessional Relationship, Legal Responsibility, Policy Formation, Prevention, Program Evaluation, School Personnel, School Role, Sexual Abuse, Theories
Publication Sales, Oregon School Study Council, University of Oregon, 1787 Agate Street, Eugene, OR 97403 ($6.00 prepaid; $2.00 postage and handling on billed orders).
Publication Type: Collected Works - Serials; Information Analyses
Education Level: N/A
Audience: Policymakers; Administrators; Teachers; Practitioners
Authoring Institution: Oregon School Study Council, Eugene.