KENNESAW STATE UNIVERSITY
COLLEGE OF HEALTH AND HUMAN SERVICES
DEPARTMENT OF SOCIAL WORK AND HUMAN SERVICES
Perspectives on Child Maltreatment and Child Advocacy
HS 8821/01
Spring 2012
Instructor: Karen R. Nash, L.C.S.W.
Telephone: 770-423-6630
Office: Prillaman Hall Rm. 3319
Office hours: Before and
After 6:30PM classes
Tues & Weds
By appointment or as
arranged
E-mail: knash8@kennesaw.edu
Classroom: Prillaman Hall 3213
Critical Analysis
Throughout the class and assignments, students will be expected to use critical thinking and
analytic skills to advance a claim or position. They will need to be able to advance alternative
arguments and decision strategies. Finally, students will be expected to recognize and evaluate
evidence to advance a claim.
COURSE DESCRIPTION
This course covers the history, comparative perspectives, legal framework and responses to child
maltreatment. It also discusses the skills necessary to work in the field and other pertinent issues
pertaining to child maltreatment and child advocacy. The field of child maltreatment is fraught with
controversy. Much of the class focuses on these controversies. The approach of the course will be from a
variety of diverse, professional perspectives including the perspectives of a prosecuting attorney versus a
defense attorney.
COURSE OUTLINE
1. Critical thinking/analysis & its application to child maltreatment
2. Historical perspectives
3. Philosophical underpinnings
4. Models for understanding child abuse
5. Child maltreatment: current definitions of child abuse and neglect
6. Indicators of abuse
7. Comparative perspectives
8. Legal framework
9. Protocols/multidisciplinary team responses
10. Assessing family dynamics
11. Overview of responses to child maltreatment
12. Understanding the medical issues
13. Unresolved issues of care and service providers
14. Responsibilities of professionals
Page 2
OBJECTIVES
Students will:
1. Learn about and understand how to apply a model of critical thinking/analysis to child
maltreatment issues and research.
2. Understand the historical trends in child maltreatment and child advocacy. Through
lectures and readings students will be given the history of the treatment of children
including a brief world history and US history.
3. Understand the philosophical underpinnings of responses to children and child
maltreatment. Through lectures and readings students will be exposed to the different
beliefs through time and through cultures that have shaped the responses to child
maltreatment.
4. Understand their own values and perceptions and the impact those could have on their
practice. Be able to recognize, using critical thinking skills, when their own values and
beliefs interfere with their ability to be objective when working with a client. In class
exercises will be used to help students gain insight into their own values and beliefs.
Students will also have case studies to review and problem-solve. They will be expected
to offer sound reasoning for case plans. Students will learn to distinguish between actual
fact, and interpretation of an incident offered as fact. They will also learn, through
exercises and case planning, the difference between absolute knowledge and relative
knowledge.
5. Become knowledgeable about both civil and criminal laws involved in child
maltreatment in selected states. Become aware of the outcomes of child maltreatment
laws; be able to critique the effectiveness of the laws and the unexpected outcomes.
Students will develop questions for speakers to elicit such information. They will also be
encouraged to interview professionals in the field.
6. Become aware of the various issues having to do with child maltreatment and understand
the opposing positions surrounding those issues. Be able to provide sound arguments for
either position.
7. Become aware of the different perspectives of a prosecuting attorney versus a defense
attorney. Students will be given concrete incidents and have to view them from these two
opposing perspectives. For example, how would each of these attorneys view a diaper
saturated with urine?
8. Understand the roles of the various professionals working in the field and their different
world views. Understand how various professionals treat situations differently based on
their professional socialization. Class exercises will be used to achieve this objective.
Understand how to work effectively with individuals from different professions.
9. Become aware of cultural differences and how they impact responses to child
maltreatment. Case studies will involve families from diverse cultures. Also, one of the
assignments concerns specific behaviors from different cultures.
10. Become knowledgeable about the complexities of working in the field of child
maltreatment.
11. Understand how to identify and respond to child maltreatment.
Page 3
12. Understand the skills necessary to do the work. Begin to practice the skills necessary to
do good work. Be able to analyze case studies using evidence-based research. Students
will be given case studies and be expected to use evidence-based research to support their
plans. Students will also learn to critique the reliability of their sources and to recognize
biases where they occur. In preparation, students will be shown in class a variety of
sources and taught how to look for strengths and weaknesses and possible biases.
13. Become aware of what can be done to both prevent child maltreatment and intervene
effectively when it does occur. Lectures, readings, and class assignments will address
this area.
TEXTS
Primary Text
1. Miller-Perrin, C.L. & Perrin, R.D. (2007). Child Maltreatment: An Introduction (2nd
Ed.). Thousand Oaks: Sage Publications.
Supplemental Readings may be assigned throughout the course
INSTRUCTIONAL PLAN
This course will include lectures, small-group discussions and role-play exercises; students will
examine relevant case studies, and will complete exercises and assignments that require them to
demonstrate mastery of the analyses and skills developed in the course.
Academic Integrity Statement
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct,
as published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of
Conduct addresses the University’s policy on academic honesty, including provisions regarding
plagiarism and cheating, unauthorized access to University materials,
misrepresentation/falsification of University records or academic work, malicious removal,
retention, or destruction of library materials, malicious/intentional misuse of computer facilities
and/or services, and misuse of student identification cards. Incidents of alleged academic
misconduct will be handled through the established procedures of the University Judiciary
Program, which includes either an “informal” resolution by a faculty member, resulting in a
grade adjustment, or a formal hearing procedure, which may subject a student to the Code of
Conduct’s minimum one semester suspension requirement.
Accommodations for Students with Disabilities
If you believe you qualify for course adaptations or special accommodations under the
Americans with Disabilities Act, it is your responsibility to contact the Disabled Student Support
Services office in the Student Development Center and provide the appropriate documentation. If
you have already documented a disability or other condition that would qualify you for special
accommodations, or if you have emergency medical information or special needs I should know
about, please notify me during the first week of class. You can reach me by phone or e-mail, or
you can schedule an appointment to meet with me.
Page 4
Statement of Diversity and Nondiscrimination
Discriminatory and harassing behaviors are reprehensible and will not be tolerated at Kennesaw
State University Master of Social Work Program. As they subvert the mission of the University
and the MSW program, violate social work code of ethics, and threaten the careers, educational
experiences and well being of students, faculty and staff. The University and the MSW program
will not tolerate behaviors between or among members of the University community, which
create an unacceptable working environment. Similarly, the Instructor will tolerate neither
discriminatory nor harassing behaviors between or among students enrolled in the course. The
program promotes an atmosphere of inclusion, non-judgmental, and empowerment.
CLASS EXPECTATIONS
INCOMPLETE POLICY- A grade of Incomplete or “I” will not be given unless the student
contacts the instructor and makes special arrangements for making up the required work. Only
emergency situations that prohibit a student from completing the course will warrant a grade of
“I”. Therefore, it will not be given automatically.
ATTENDANCE POLICY- Students are expected to attend each and every class and to arrive
on time. Roll will be taken regularly. Students are allowed to miss one class without penalty.
After one absence, you will lose 5% of your attendance/participation grade for each additional
day missed. Students do not need to notify the professor regarding the reason for their
absence(s). Be aware that tardiness will also affect your final grade. Please turn off all cell
phones and pagers during class. There is no texting during class. Students may use laptop
computers to take notes or to follow PowerPoint presentations. Anyone caught using
email, Facebook, twitter, instant messaging or any other similar site or activity during class
will be asked to put away their computers and will not be allowed to use them for the rest
of the semester. If there are continued violations of these rules, the student will be asked to
meet with the professor and a representative from the SCAI office to fill out an Incident
Report Form.
MAKE-UP POLICY- Make-up exams, as a rule, will not be permitted. Only in extraordinary
circumstances this may be considered. If a make-up exam is warranted, it will be an essay exam.
ASSIGNMENTS POLICY- All written assignments must be uploaded to GeorgiaView. All
assignments will need to be uploaded by the start of class on the scheduled due date. Please be
sure to print out your electronic receipt and keep it as a record of the time that you turned it in.
Late assignments (after class starts) will be penalized as follows:
1(starting after 3:30p.m.)-2 days (-10%), 3-4 days (-20%), 5-7 days (-30%), 7+ days not
accepted.
All papers must be completed per APA 5th edition guidelines (see www.apastyle.org). That
includes, but is not limited to, using double-spacing, as well as standard fonts (Times New
Roman 12) and margins (1 inch on all sides). Page number requirements do not include the
cover page, reference pages or appendices**.
Page 5
For all assignments: References counted as ‘required’ include ONLY peer reviewed journal
articles or book chapters published from a scholarly press (such as Columbia University Press,
Free Press, Allyn & Bacon, etc. [ask if you are not sure]). Other references may be utilized;
however, they do not count as a required reference.
** The KSU Writing Center is a free service offered to all KSU students. Experienced, friendly
writing assistants work with you throughout the writing process on concerns such as topic
development, revision, research, documentation, grammar, and mechanics. Rather than edit your
paper for you, writing assistants will help you learn strategies to become a better writer on your
own. For more information or to make an appointment (appointments are strongly encouraged),
visit http://www.kennesaw.edu/english/WritingCenter, or stop by Room 242 in the English
Building.
PLAGIARISM AND CHEATING - When there is evidence of plagiarism or cheating by a
student in this course on a given paper, exam, or graded assignment the student will be given a
minimum sanction of no less than a grade of “0” for the assignment, with a maximum sanction of
an “F” for the class. In addition, I will report all academic misconduct to the Department of
Student Conduct and Academic Integrity (SCAI) and/or other appropriate committees which
may result in a student’s being suspended or terminated from the University.
CARE OF CLASSROOM – Prillaman Hall is a new building and we ask that students join with
us in keeping the space as nice and clean as possible. To that end, no food is allowed in the
classroom. Yu may drink water in the classroom as long as it is in an enclosed container/water
bottle only. Please respect this policy and thank you for your understanding.
*IMPORTANT: COMMUNICATION WITH STUDENTS - All communication will be
sent ONLY to your KSU e-mail address on GerogiaView. I will send all enrolled students
occasional e-mail updates on course-related information. Please use GeorgiaView to e-mail me
as well.
COURSE REQUIREMENTS AND METHODS OF EVALUATION
Attendance & participation
Controversial Topic Group Presentation
Child Observation Project
Final Exam
Exams (2)
TOTAL
Grading Scale
92-100 = A 84-91=B
74-83=C
62-73=D
5%
20%
20%
25%
30%
100%
Page 6
Assignments
1. Attendance and class participation are expected. Students are allowed to miss one class
without penalty. Be aware that tardiness will affect your final grade. Students do not
need to notify the professor regarding the reason for their absence(s).
2. Group Presentations – Controversial Issues in Child Maltreatment
A. Student groups (no more than 2 people) will choose a “controversial” topic and
will conduct a literature review exploring all sides of the issue. Groups will turn
in detailed outlines of their findings, an annotated bibliography, and a copy of any
and all materials presented in class. Students will critique the reliability and
validity of each source included in their bibliographies.
B. Each item submitted should include, at minimum, the name/e-mail address of the
group “chair”
C. Initial literature review and presentation outline due in GeorgiaVIEW dropbox on
D. Electronic copy of the presentation materials are due in GeorgiaVIEW dropbox
before group presentations start.
E. Possible Topics:
i. Firearms homes
ii. Shaken baby syndrome
iii. Do all abused children need therapy?
iv. Parental rights vs. parens patriae
v. Laws holding parents responsible for allowing children to witness
domestic violence
vi. Family preservation vs. out-of-home placement
vii. Corporal punishment
viii. Permitting cultural specific actions with children, e.g. cupping and coining
ix. Laws allowing parents to forego medical treatment based on religious
beliefs
x. Grandparents rights/visitation
xi. Parental alienation syndrome
xii. Tax on pornography to fund child sexual abuse investigations
xiii. Termination vs. suspension of parental rights / Reinstatement of parental
rights
xiv. Same sex foster / adoptive parents
xv. Mothers in the military (deployment with no alternative caretakers)
xvi. Effects of maltreatment on early brain development/Prevention
interventions
xvii. Impact of multidisciplinary team approach on child abuse intervention
3. Child Observation Project – Each student is to spend five hours interacting with young
children they don’t know—ages 2-5. Use knowledge gained from class and readings
about child development during these interactions. Write a paper using critical thinking
discussing the experience.
Page 7
A. Minimally, address the following issues: In observing and thinking about these
children, how objective were you? In what ways did you find yourself observing
children through your own personal experiences? How easy or hard was it to not
judge situations? For example, do your standards of cleanliness affect how you
view a child? Do your standards or expectations of how children should behave
impact how you viewed the children during your experience? Finally, how do
you see and interact with children now as compared to before this class?
B. The time spent with the children must be verified. Documentation forms are due
in class. Failure to provide documentation will lower your grade.
C. Use APA format (if other, please indicate what); 1” margins; 12 pt. font; doublespaced; student name/ID and page number on each page
D. Due in GeorgiaVIEW dropbox before class
4. Exams – Two throughout semester based on lectures and reading assignments
5. Final Exam
6. IF extra credit opportunities are offered, student submissions will be considered only if
they adhere to the directions for the specific assignment/activity offered. Appropriate
extra credit submissions will be used to “bump” students up to the next higher grade if
students are within three (3) points of that grade.
NOTE: All written work in this class must be grammatically correct, well-researched and well
written. All work should be typed and double-spaced, with student ID numbers and page
numbers on each page, unless the assignment specifically indicates otherwise. Work should
demonstrate students have put time, thought and effort into it. Work should demonstrate
students understand the content and information. Papers should have the appropriate
documentation and references. Citations must be placed appropriately throughout the paper.
Incorrect or poor grammar, misspelled words, typographical errors, late submissions and
plagiarism will result in significantly lowered grades.
Page 8
COURSE OUTLINE AND READINGS
The instructor reserves the right to alter this syllabus/schedule in order to facilitate the
learning experience of the class.
1/10
 Introduction and Critical
 Sign up for Controversial Topic
thinking/analysis & its application to
child maltreatment
 Mandated Reporter Statutes
1/17
 Models for understanding child
abuse
o Cultural & structural antecedents
o Etiological theory
o Integrated theories
 Philosophical Underpinnings
o Paternalism
o Adultcentrism in child welfare
services
o Values & attitudes that can lead
to child maltreatment
o Personal values and perceptions
of abuser/abused
 Historical Perspectives
o History of childhood
o Historical development of child
welfare services
 Read GA Mandated Reporter
Statutes
 Read Miller-Perrin & Perrin
Chapter 1 & 2
1/24


Child Maltreatment
o Statistics/Trends
o Recognizing Maltreatment
o Physical Abuse
o Sexual Abuse
o Pattern Injuries


1/31
2/7

Child Maltreatment
Neglect
Psychological Maltreatment
EXAM 1 Chapters 1- 6, readings, and
class material

Read Miller-Perrin & Perrin
Chapter 3 &4
Read National Clearinghouse on
Child Abuse & Neglect;
“Understanding the effects of
Maltreatment on Early Brain
Development”
Read Summit, Roland, “The Child
Abuse Accommodation
Syndrome”
Read Miller-Perrin and Perrin
Chapter 5 & 6
In class activities and video
Page 9
2/14

IX. Protocols/Multidisciplinary
Team Responses
o Who does what? (law
enforcement, social workers,
doctors, nurses, teachers…)
o Working Collaboratively
2/21

Legal Framework
o Different courts and jurisdiction
o Civil laws
o Maltreatment determinations
o Criminal laws
o Criminal justice system

Guest Speaker: TBA
 Cultural and International Issues
in Child Maltreatment
 Sex Trafficking, Pornography &
the Internet

Child abuse and developmental
disabilities

NO CLASS - SPRINGBREAK
LAST DAY TO WITHDRAW
WITHOUT ACADEMIC PENALTY
Student Presentations
 Laws holding parents responsible
for allowing children to witness
domestic violence
 Permitting cultural specific
actions with children, e.g.
cupping and coining
 Laws allowing parents to forego
medical treatment based on
religious beliefs
 Parental rights vs. parens patriae

2/28
3/6
3/12
3/13
No reading assignment
 Turn in Lit Reviews and
Controversial Topic Outlines
 Site visit class conducted at a
CAC




Read Miller-Perrin & Perrin
Chapter 8
Review Minn. Stat. 626.556 (and
have available in class)
Browse attached documents (and
have available in class):
o GA statute ____
o Georgia criminal child abuse
statutes
Read Miller-Perrin & Perrin
Chapter 7
Bennett & Baladerian (2005)
Child Maltreatment and
Disabilities
Read Miller Perrin & Perrin
Chapter 9
Page 10
3/20
Student Presentations
 Grandparents rights/visitation
 Family preservation vs. out-ofhome placement
 Corporal punishment
 Do all abused children need
therapy?
3/27

4/3
4/10
4/17
4/24
5/1
Understanding the Medical Issues
o Shaken Baby Syndrome,
o Sudden Infant Death Syndrome
o Failure to Thrive
o Sexual Abuse
o Factitious Disorder by Proxy
o Methamphetamine addiction:
consequences for children
Read Miller Perrin & Perrin
Chapter 10




Ayoub et al (2002) Def Issues in
MbP
Wheeler (2003) Intro to Lit on
SBS
APRI, 3rd Edition (2004), pp.
164-167
Read Miller Perrin & Perrin
Chapter 11
EXAM 2 Chapter 7-11 readings, and
class material
Speaker TBA
Student Presentations
 Parental Alienation Syndrome
 Firearms in homes
 Shaken baby syndrome
 Termination vs. suspension of
parental rights / Reinstatement of
parental rights
 Impact of maltreatment on early
brain development/Prevention
interventions
 Impact of MDT approach on child
abuse interventions

Forensic Interviewing
Protocols
Purpose
MDT
 Review
FINAL EXAM
Read Cross et al (2007) Forensic
Interviewing and Children’s Advocacy
Centers
Page 11
COURSE BIBLIOGRAPHY
Abuse of Children Wheel; Domestic Abuse Intervention Project; Duluth, MN; handout.
Alexander, Randell, M.D., Ph.D.; “Shaken Baby Syndrome” handout
Alvarez, Krisann; Kenny, Maureen; Donohue, Brad; “Why are Professionals Failing to Initiate
Mandated Reports of Child Maltreatment, and are There any Empirically Based Training
Programs to Assist Professionals in the Reporting Process?”
Aggression and Violent
Behavior, article in press.
Angelica, Jade Christine, Mdiv; We Are Not Alone: A Guidebook for Helping
Professionals
and Parents Supporting Adolescent Victims of Sexual Abuse; The Hawthorne Press, New York,
2002.
Angelica, Jade Christine, Mdiv; We Are Not Alone: A teenage Boy’s Personal Account of Child
Sexual Abuse from Disclosure Through Prosecution and Treatment; The Hawthorne Press,
New York, 2002.
Angelica, Jade Christine, MDiv; We Are Not Alone: A Teenage Girl’s Personal Account of
Incest from Disclosure Through Prosecution and Treatment; The Hawthorn
Press, Inc.;
New York, 2002.
APRI, Investigation and Prosecution of Child Abuse, 3rd edition, Sage Publications,
Thousand Oaks, CA, 2004.
APSAC, American Professional Society on the Abuse of Children; “Practice Guidelines:
Psychosocial Evaluation of Suspected Psychological Maltreatment in Children
and
Adolescents”; 1995.
Bala, Nicholas; “A Differentiated Legal Approach to the Effects of Spousal Abuse on
Children: A Canadian Context”; in Geffner, Robert A. PhD.; Jaffe, Peter G. PhD.;
Sudermann, Marlies, PhD editors; Children Exposed to Domestic Violence:
Current Issues in Research, Intervention, Prevention, & Policy Development;
Hawthorne Press, New York, 2000, p. 301-328.
Bancroft, Lundy; Silverman, Jay G.; The Batterer as Parent: Addressing the Impact of
Domestic Violence on Family Dynamics; Sage Publications, Thousand Oaks, CA; 2002.
Barnett, Ola; Miller-Perrin, Cindy; Perrin, Robin; Family Violence Across the Lifespan; Sage
Publications, Thousand Oaks, CA 2005.
Bechtel, Kirsten, etc. “Characteristics That Distinguish Accidental From Abusive Injury in
Hospitalized Young Children With Head Trauma”, Pediatrics Vol 114 No. 1
July 2004, p.
165-168.
Bottoms, Nielsen, Murray, & Filipas; “Religion-Related Child Physical Abuse: Characteristics
and Psychological Outcomes”; in Mullings, Janet; Marquart,
James; Hartley, Deborah,
editors; The Victimization of Children; Haworth Press,
New York, 2003.
Bruhm, Christina M.; “Children with Disabilities: Abuse, Neglect, and the Child Welfare
System”; in Mullings, Janet; Marquart, James; Hartley, Deborah; The
Victimization
of Children; Haworth Press, New York, 2003.
Page 12
Busch, Ruth; Robertson, Neville; “Innovative Approaches to Child Custody & Domestic
Violence in New Zealand: The Effects of Law Reform on the Discourses of
Battering”; in Geffner, Robert A. PhD.; Jaffe, Peter G. PhD.; Sudermann, Marlies,
PhD editors; Children Exposed to Domestic Violence: Current Issues in Research,
Intervention, Prevention, & Policy Development; Hawthorne Press, New York, 2000,
p. 269-297.
Byard, Roger, “Unexpected Infant Death: Lessons from the Sally Clark Case”, MJA,
Volume 181 Number 1, July 2004.
Cannon, Angie; “Juvenile Injustice”, U.S. News & World Report, 8/9/2004, p. 28-32.
Chaffin, Mark; Bonner, Barbara; “Family Preservation and Family Support Programs: Child
Maltreatment Outcomes Across Client Risk Levels and Program Types”; Child Abuse and
Neglect 25 (2001) 1269-1289.
Child Abuse Investigation Checklist
Echlin, Carole; Osthoff, Bina; “Child Protection Workers & Battered Women’s Advocates
Working Together to End Violence Against Women & Children”; in
Geffner, Robert A.
PhD.; Jaffe, Peter G. PhD.; Sudermann, Marlies, PhD editors;
Children Exposed to
Domestic Violence: Current Issues in Research,
Intervention, Prevention, & Policy
Development; Hawthorne Press, New York, 2000, p. 207-219.
De Anda, Diane; Social Work with Multicultural Youth; 2003.
Dutton, Donald G. “Witnessing Parental Violence as a Traumatic Experience Shaping the
Abusive Personality”; editors, Geffner, Robert A. PhD.; Jaffe, Peter G. PhD.;
Sudermann, Marlies, PhD; Children Exposed to Domestic Violence: Current
Issues
in Research, Intervention, Prevention, & Policy Development; Hawthorne Press, New York,
2000, p. 59-67.
Eisen, ML; Qin, J; Goodman GS; Davis, SL; “Memory and Suggestibility in Maltreated
Children: Age, Stress Arousal, Dissociation, and Psychopathology”; Journal of
Experimental Child Psychology 83, 2002.
Fishel, Fennell; “Parent Education: An Evaluation of STEP on Abusive Parents’ Perceptions
and Abuse Potential”; Journal of Child Adolescent Psychiatric
Nursing, 1998, Jul.-Sep.
11(3): 107-125.
Friend, Colleen; “Aligning with the Battered Woman to Protect Both Mother & Child: Direct
Practice & Policy Implications”; in Geffner, Robert A. PhD.; Jaffe, Peter G. PhD.; Sudermann,
Marlies, PhD editors; Children Exposed to Domestic
Violence: Current Issues in
Research, Intervention, Prevention, & Policy
Development; Hawthorne Press, New York,
2000, p. 253-267.
Fontes, Lisa Aronson; Child Abuse and Culture: Working with Diverse Families; Gilford Press,
N.Y.N.Y. 2005.
Fontes, Lisa Aronson; Sexual Abuse in Nine North American Cultures: Treatment &
Prevention; Sage Publications, Thousand Oaks, CA. 1995.
“Forty Developmental Assets”; Handout; Search Institute, Minneapolis, MN 1997.
Gambino, Veryl; “Testifying Tips for Child Abuse Investigators”; NCPCA Update
Newsletter, vol. 12, no. 5, 1999.
Page 13
Gabriel, Martha; “Surviving Listening and Witnessing: Vicarious Traumatization in
Social
Workers Practitioners”; August 2001; handout.
Geddie, Lane; Fradin, Sasha; Beer, Jessica; “Child Characteristics Which Impact Accuracy of
Recall and Suggestibility in Preschoolers: Is Age the Best Predictor?” Child Abuse and
Neglect, vol. 24, no. 2 p. 223-235, 2000.
Geffner, Robert A., Ph.D.; Jaffe, Peter G., Ph.D.; Sudermann, Marlies, Ph.D. editiors;
Children Exposed to Domestic Violence: Current Issues in Research,
Intervention,
Prevention, and Policy Development; The Haworth Press, Inc., New
York, 2000.
Gelles, Richard; “Controversies in Family Preservation Programs”; ”; in Geffner, Robert A.
PhD.; Jaffe, Peter G. PhD.; Sudermann, Marlies, PhD editors; Children Exposed to Domestic
Violence: Current Issues in Research, Intervention, Prevention, & Policy Development;
Hawthorne Press, New York, 2000, p. 239- 252.
Giardino, Angelo P. M.D., Ph.D.; Giardino, Eileen, R., Ph.D.,R.N., C.R.N.P.;
Recognition of
Child Abuse for the Mandated Reporter; G.W. Medical
Publishing, Inc. St. Louis, MO.,
2002.
Eileen, R., Ph.D.,R.N., C.R.N.P.; Giardino, Angelo P. M.D., Ph.D.; Nursing Approach to the
Evaluation of Child Maltreatment; G.W. Medical Publishing, Inc. St. Louis,
MO., 2003.
Hilton, N. Zoe; “The Role of Attitudes & Awareness in Anti-Violence Education”; in Geffner,
Robert A. PhD.; Jaffe, Peter G. PhD.; Sudermann, Marlies, PhD editors; Children Exposed to
Domestic Violence: Current Issues in Research,
Intervention, Prevention, & Policy
Development; Hawthorne Press, New York, 2000, p. 221-238.
Hill, Malcolm; Aldgate, Jane; Child Welfare Services: Developments in Law, Policy,
Practice and Research: Jessica Kingley Publishers, Bristol, Pennsylvania; 1996.
Holmes, Lori S., MA, LISW; Vieth, Victor; “Finding Words/Half a Nation: The Forensic
Interview Training Program of CornerHouse and APRI’s National Center for
Prosecution of Child Abuse”; The APSAC Advisor; Wintor, 2003, p. 4-8.
Jones, Karyn Dayle; “The Impact of Learning about Child Abuse Trauma”; Journal of
Humanistic Counseling, Education and Development, vol. 4, spring 2002.
Karr-Morse, Robin, and Wiley, Meredith S.; Ghosts from the Nursery: tracing the roots of
violence; the Atlantic Monthly Press, 1997.
Kempe, Henry C.; etc. “The Battered-Child Syndrome”, from 181 JAMA 17, July 7,
1962.
Kleinman, Paul; “Diagnostic Imaging in Infant Abuse”; 155 American Journal of Radiology 703
(1990), Nov. 17, 1992.
Kreston, Susan; “Skin Over Blood Over Bones: Failure to Thrive”, American
Prosecutors
Research Institute, vol. 15, no. 6, 2002.
Lazoritz, Stephen, MD and Palusci, Vincent, MD; editors; The Shaken Baby Syndrome: A
Multidisciplinary Approach; The Hawthorne Press, New York, 2002.
Lee, Devon, May, James, O’Keefe; “Tips for Investigating Child Fatalities”; NCPCA
Update
Newsletter, vol. 13, no. 1, 2000.
Page 14
Levendosky, Alytia A.; Graham-Bermann, Sandra A.; “Trauma & Parenting in Battered
Women: An Addiction to an Ecological Model of Parenting”; editors, Geffner,
Robert
A. PhD.; Jaffe, Peter G. PhD.; Sudermann, Marlies, PhD; Children
Exposed to Domestic
Violence: Current Issues in Research, Intervention, Prevention, & Policy Development;
Hawthorne Press, New York, 2000, p. 25-35.
Levitt, Carolyn; “Diagnostic Assessment of Overlooked Forms of Child Abuse: Neglect,
Endangerment, and Failure to Thrive”; speaker materials-handout.
Levitt, Carolyn, MD; “Medical Evaluation of the Sexually Abused Child”; Family
Violence and Abusive Relationships; vol. 20, no. 2, June 1993, pages 343-353.
Levitt, Carolyn, MD; “The Medical Examination in Child Sexual Abuse: A Balance
Between History and Exam”; Journal of Child Sexual Abuse, vol. 1(4), 1992.
McWhirter, J. Jeffries; McWhirter, Benedict T.; McWhirter, Ellen Hawley; McWhirter, Robert
J.; At Risk Youth: A Comprehensive Response, 3rd edition; Brooks/Cole, Belmont, CA, 2004.
Markenson, David; Foltin, George; Tunik, Michael; “Knowledge and Attitude
Assessment
and Education of Prehospital Personnel in Child Abuse and Neglect:
Report of a National
Blue Ribbon Panel”; Prehospital Emergency Care, Philadelphia: Jul/Sep 2002, Vol. 6, Iss. 3, p.
261-273.
Minnesota Department of Human Services; “Guidelines for Responding to the Cooccurrence of Child Maltreatment and Domestic Violence”, 2002.
Mitchell, Kimberly J.; Finkelhor, David; Wolak, Janis; “Victimization of Youths on the
Internet”; in Mullings, Janet; Marquart, James; Hartley, Deborah; editors; The
Victimization of Children; The Hawthorn Press; New York; 2003.
Moreno, Joelle Anne, J.D.; “A Courtroom Diagnosis: Countering the Defense of Temporary
Brittle Bone Disease and Mild OI”; APRI Update; National Center for
Prosecution of Child
Abuse; vol. 16, no. 8, 2004.
Mullings, Janet; Marquart, James; Hartley, Deborah; The Victimization of Children;
Haworth Press, New York, 2003.
Myers, Berliner, Brierc, Hendrix, Jenny, & Read; The APSAC Handbook on Child Maltreatment,
2nd edition, Thousand Oaks, CA Sage, 2002.
Myers, John E. B., A History of Child Protection in America, Xlibris Corporation,
Internet, 2004.
Myers, John E.B.; Goodman, Gail S.; Saywitz, Karen; “Psychological Research on
Children as Witnesses: Practical Implications for Forensic Interviews and Courtroom
Testimony”; Pacific Law Journal, vol. 27, p. 1-82; 1996.
National Clearinghouse on Child Abuse and Neglect Information; “Child Maltreatment 2002:
Summary of Key Findings”; April 2004.
National Clearinghouse on Child Abuse and Neglect Information; “Understanding the Effects of
Maltreatment on Early Brain Development”; October 2001.
O’Brien, Thomas; Child Welfare in the Legal Setting, Hawthorne Press, New York, 2004.
Page 15
Olafson, Erna; “Introduction to New Series by Major Trainers About Child Forensic
Interview Training Programs”; The APSAC Advisor, winter 2003.
Olafson, Erna; Kenniston, Julie; “The Child Forensic Interview Training Institute of the
Childhood Trust, Cincinnati Children’s Hospital”, The APSAC Advisor, winter
2004,
p. 11-19.
Palusci, Vincent; “The Role of Health Care Professionals in the Response to Child
Victimization”; in Mullings, Janet; Marquart, James; Hartley, Deborah; The
Victimization of Children; Haworth Press, New York, 2003.
Parrish, Rob; “Death by Pneumonia is Murder? Child Homicide Without a ‘Fatal’
Injury”; APRI, vol. 11, no. 6, 1998.
Pepler, Debra J.; Catallo, Rose; Moore, Timothy, E.; “Consider the Children: Research
Informing Interventions for Children Exposed to Domestic Violence”; editors,
Geffner, Robert A. PhD.; Jaffe, Peter G. PhD.; Sudermann, Marlies, PhD; Children
Exposed to Domestic Violence: Current Issues in Research,
Intervention, Prevention, &
Policy Development; Hawthorne Press, New York, 2000, p. 37-57.
Phillips, Allie; “How the Dynamics Between Animal Abuse and Child Abuse Affect the
Forensic Interview Process”; Reasonable Efforts; NCPTC/APRI, vol. 1, no. 4,
2004.
Petr, Christopher; “Pragmatic Perspective 1: Combating Adultcentrism”; chapter 4 in
Social
Work with Children and Their Families: Pragmatic Foundations; 2nd
edition; Oxford
University Press; New York; 2004.
Podrid, Alexandra; “HIPAA—Exceptions Providing Law Enforcement Officials and
Social
Service Providers Access to Protected Health Information”; APRI, National Center for
Prosecution of Child Abuse, vol. 16, no. 4, 2003.
Rabenstein, Stephanie; Lehmann, Peter; “Mothers & Children Together: A Family
Group
Treatment Approach”; in Geffner, Robert A. PhD.; Jaffe, Peter G. PhD.; Sudermann, Marlies,
PhD editors; Children Exposed to Domestic Violence:
Current Issues in Research,
Intervention, Prevention, & Policy Development; Hawthorne Press, New York, 2000, p. 185205.
Righthand, Sue, M.D.; Kerr, Bruce, Ph.D.; Drach, Kerry;PsyD; Child Maltreatment Risk
Assessments; The Hawthorn Press, Inc., New York, 2003.
Rocha, Cynthia; McCarter, Andrea; “Strengthening Economic Justice Content in Social Work
Education”, Arete, Journal of the College of Social Work University of
South Carolina, vol.
27, no. 2, fall-winter 2003/04, p. 1-16.
Rossman, Robbie B.B.; Ho, Joyce; “Posttraumatic Response & Children Exposed to
Parental Violence”; editors, Geffner, Robert A. PhD.; Jaffe, Peter G. PhD.;
Sudermann, Marlies, PhD; Children Exposed to Domestic Violence: Current
Issues
in Research, Intervention, Prevention, & Policy Development; Hawthorne Press, New York,
2000, p. 85-106..
Rycus, Judith; Hughes, Ronald; Field Guide to Child Welfare: Foundations of Child
Protective Services, CWLA Press, Washington, DC, 1998.
Silverman, Sue William; Because I Remember Terror, Father I Remember You; University of
Georgia Press, Athens, Georgia; 1999.
Page 16
Sorensen, Teena; Snow, Barbara; “How Children Tell: The Process of Disclosure in
Child
Sexual Abuse”; Child Welfare League of America, vol. LXX, no. 1,
January-February
1991.
Sudermann, Marlies; Marshall, Larry; Loosely, Susan; “Evaluation of the London
(Ontario) Community Group Treatment Programme for Children Who Have
Witnessed Woman Abuse”; in Geffner, Robert A. PhD.; Jaffe, Peter G. PhD.;
Sudermann, Marlies, PhD editors; Children Exposed to Domestic Violence:
Current Issues in Research, Intervention, Prevention, & Policy Development;
Hawthorne Press, New York, 2000, p. 127-139.
Summit, Roland; “The Child Sexual Abuse Accommodation Syndrome”, Child Abuse and
Neglect, Vol. 7, pp.177-193, copyright1983, Pergamon Press Ltd.
Taban, Nooshin; Lutzker, John; “Consumer Evaluation of an Ecobehavioral Program for
Prevention and Intervention of Child Maltreatment”, Journal of Family Violence, Vol.
16, No. 3, 2001, p. 323-330.
Vieth, Victor; “Passover in Minnesota: Mandated Reporting and the Unequal Protection of
Abused Children”, William Mitchell Law Review, vol. 24. 1998, p. 131-168.
Vieth, Victor; “When a Child Stands Alone: The Search for Corroborating Evidence”;
NCPCA Update Newsletter, vol. 12, no. 6, 1999.
Vieth, Victor; “Memory and Suggestibility Research: Does the Surreal World of the
Laboratory Apply to the Real World?”; Finding Words Training Manual; American
Prosecutors Research Institute, 2002.
Vieth, Victor; “Keeping the Balance True: Admitting Child Hearsay in the Wake of
Crawford v. Washington”; NCPCA Update Newsletter, vol. 16, no. 12, 2004.
Vieth, Victor; “Unto the Third Generation: A Call to End Child Abuse in the United
States
within 120 Years”; unpublished paper; 2004.
Vogelsang, Janet, MSW, BCD; The Witness Stand: A Guide for Clinical Social Workers in the
Courtroom; The Hawthorne Press, New York, 2001.
Walker, A.G. Handbook on Questioning Children: A Linguistic Perspective; American Bar
Association Center on Children and the Law, 1999.
Walters, Susanne; “Working with the Non-Offending Caregiver”; APRI, National Center for
Prosecution of Child Abuse, vol. 15, no. 11, 2002.
Wiebush, Richard; Freitag, Raelene, Baird, Christopher; “Preventing Delinquency
Through Improved Child Protection Services”, Juvenile Justice Bulletin, July
2001,
p. 1-19.
Wood, JM; Garven, S. “How Sexual Abuse Interviews go Astray: Implications for
prosecutors, police, and Child Protective Services”; Child Maltreatment, Vol. 5 No. 2,
May 2000, p. 109-118.