Examines policies, procedures and state laws on mandatory reporting and how they impact teachers in the classroom.
Written in 2006; 6,411 words; 25 sources; APA; $ 148.95
Paper Summary:
This paper describes the policies, procedures and state laws that are concerned with the mandatory reporting of child abuse by certain mandated reporters such as teachers, social workers, therapists and other state departmental workers; all of which are designated by law to be mandated reporters. This paper focuses on teachers as mandated reporters and how this legal provision might impact their performance in the classroom, how it might influence the way they interact with the children in their class and the parents of these children and finally any barriers to reporting child abuse that might be noted by teachers, which could reduce the effectiveness of the mandated reporting system. The paper provides a brief look at how child abuse can affect the behavior and learning abilities of the child and a review of the basic wording of the mandated reporting law, as well as a few state variations on the federal law. It then provides a literature review to try and determine the impact that the mandated reporting law might have on teachers, including any barriers to mandated reporting experienced by teachers. The paper is supported by journal references written between 2000 and 2005.
Table of Contents:
Abstract
Introduction
Child Abuse - a Snapshot of the American Problem
Polices and Procedures for Mandated Reporting of Child Abuse by Teachers
Procedures for Making a Report
Indicators of Child Abuse or Maltreatment
Training Methods Required by Teachers
Barriers to Effective and Accurate Mandated Reporting by Teachers
What Teachers should Expect after Filing a Report about a Maltreated Child
Literature Review
Conclusion
References
From the Paper:
"Rebecca Bolen (2003) also supported the notion that schools could and should provide the best environment for helping to address issues surrounding child sex abuse, and increasing awareness of how the problem can be reduced, and how victims can be helped by resources in the community. Bolen describes that the prevention programs in place at many schools today include three objectives - firstly to teach children about the concept of sexual abuse including teaching on what is known as "bad" touching in private places; secondly children are taught about how they can refuse to be touched in such a manner and what methods they should use to "get away" and "tell on" the person and finally helping these children to tell an adult that they trust about the incident, so that this person won't prey on other children."
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