ERIC Number: ED363933
Record Type: RIE
Publication Date: 1993
Reference Count: N/A
Reporting Child Abuse: A Guide to Mandatory Requirements for School Personnel. The Practicing Administrator's Leadership Series. Road Maps to Success.
Michaelis, Karen L.
This book introduces the basic elements necessary to comply with specific state reporting statutes on child abuse. It analyzes the reporting statutes of all 50 states (including the District of Columbia) and outlines those requirements imposed on mandatory reporters employed in public schools and in other professions. Federal court cases are also reviewed. Categories that are common to all state reporting statutes are identified. Appendices at the end of each chapter list categories and states, showing which states ascribe to various elements within a category and allowing a comparison across states. Chapters 1 through 4 provide information about who is required to report abuse and neglect, standards of proof, the types of immunity available for protecting the reporter, and the cost of failing to report or of making false reports. The type, content, and recipient of the report are discussed in chapter 5, and variations of definitions among state statutes are identified in the sixth chapter. Chapters 7 through 11 examine state requirements for child abuse training, the confidentiality of reports, guidelines for police access to the victim, school district responsibilities, and when a summary of findings and actions is available. The concluding chapter points out that educators should take responsibility for their own legal education about child abuse and should develop a mandatory district training program. Tables of statutes and court cases are included. (LMI)
Descriptors: Child Abuse, Child Health, Child Neglect, Child Welfare, Compliance (Legal), Court Litigation, Elementary Secondary Education, Legal Responsibility, Public Schools, Sexual Abuse, State Legislation
Corwin Press, 2455 Teller Road, Thousands Oaks, CA 91320 ($15).
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Practitioners
Authoring Institution: N/A