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ERIC Number: EJ1099041
Record Type: Journal
Publication Date: 2016
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1096-2409
EISSN: N/A
Factors Influencing School Counselors' Suspecting and Reporting of Childhood Physical Abuse: Investigating Child, Parent, School, and Abuse Characteristics
Tillman, Kathleen S.; Prazak, Michael D.; Burrier, Lauren; Miller, Sadie; Benezra, Max; Lynch, Lori
Professional School Counseling, v19 n1 p103-115 2015-2016
This study sought to explore possible child abuse reporting problems for children, including both disparities among school counselors. The participants in this study were elementary school counselors (N = 398) from across the United States. Each participant read a series of vignettes and completed a survey regarding their inclinations about suspecting and reporting childhood physical abuse. The surveys manipulated the following variables: student race, family socioeconomic status (between-subject variables), relationship with the school counselor, and severity of abuse (within-subject variables). School counselors were found to be more likely to suspect defensive parents of abuse than cooperative or non-involved parents. School counselors were also less likely to suspect abuse when a child reported being hit without physical evidence than if a child had a bruised or broken arm. Last, school counselors were more likely to report a child with a bruised arm over a child who reported being hit without physical evidence. Although certain concerns emerged as a result of this study and all signs of abuse should be reported to the appropriate authorities, school counselors were more likely, across the board, to report abuse than to suspect abuse.
American School Counselor Association. 1101 King Street Suite 625, Alexandria, VA 22314. Tel: 703-683-2722; Fax: 703-683-1619; e-mail: asca@schoolcounselor.org; Web site: http://www.schoolcounselor.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A