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WINONA STATE UNIVERSITY
Child Advocacy Studies 301
Fall 2009
Monday– 5::00 p.m. – 7:50 p.m.
Child Maltreatment: Perspectives on Child Maltreatment and Child Advocacy
Syllabus
Instructor: Julie A. Thompson
Telephone: 507-273-0626
Office hours: By appointment
E-mail; jthompson @winona.edu
Classroom: Minne 238
Meets University Studies, Unity and Diversity, Critical Analysis requirement.
*NOTE: This course is one of three courses under development under the Child
Advocacy Studies Program. Changes occur frequently. If you are reviewing this course for possible adoption at your university, please contact Angie Scott, Asst. Professor and/ or Dr. Hatlevig for the latest version and to reprint this syllabus. This version 01/09
Note: Class headings, topics, assignments, etc. may be changed.
Critical Analysis
This course meets the requirement of University Studies, Unity and Diversity, 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 is the introductory course for child advocacy studies. This course covers the history, comparative perspectives, the legal framework, responses to child maltreatment, the skills necessary to do the work, other pertinent issues pertaining to child maltreatment and child advocacy, and the future. 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.
The course is designed for students majoring in criminal justice, education, social work, sociology, psychology, nursing, paralegal, or other areas where knowledge of child maltreatment and advocating for children might be necessary. Much of the work will be hands-on.
Course Outline
I. Critical thinking/analysis & its application to child maltreatment
II. Historical Perspectives
A. History of childhood
B. Historical development of child welfare services
C. Child welfare systems in communities of color
III. Philosophical Underpinnings
A. Paternalism
B. Adultcentrism in child welfare services
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C. Values & Attitudes that Can Lead to Child Maltreatment
D. One’s Own Values; One’s Own Perceptions of Abuser/Abused
E. Actual fact vs. interpretation of an incident as fact
F. Absolute knowledge vs. relative knowledge
IV. Models for understanding child abuse
A. Intergenerational cycle
B. Societal acceptance of violence; poverty and socioeconomic issues
C. Neurobiology of childhood stress and trauma
D. Ecological approaches
E. Epidemiological model
F. Accommodation Syndrome, Memory and Suggestibility
V. Child Maltreatment: Current definitions of child abuse and neglect
A. Statistics/Trends
B. Types of abuse and risk factors characteristics of at risk youth;
C. Abuse characteristics (type, frequency, duration etc.)
D. Cultural issues
VI. Indicators of Abuse
A.
Behavioral
B.
Cognitive
C.
Emotional
D.
Physical
E.
Developmental considerations
F.
Cultural considerations
G.
Animal Abuse
VII. Comparative Perspectives
A. Child Abuse Occurrence & Intervention Around the Globe
B. Sex Trafficking, Pornography & the Internet
C. Child abuse and developmental disabilities
D. Religious doctrines, religious practices and child abuse
XIII. Legal Framework
A. United Nations Children’s Bill of Rights (4/20/96)
B. CAPTA PL 93-247 (1/31/74)
C. Civil Laws; examples, Wisconsin & Minnesota
D. Criminal laws; examples, Wisconsin & Minnesota Laws holding parents responsible for allowing children to witness domestic violence
IX. Protocols/Multidisciplinary Team Responses
A. Who does what? (law enforcement, social workers, doctors, nurses, teachers…)
B. Working Collaboratively
X. Assessing Family Dynamics
A. Vulnerability of children: At risk families’ characteristics
B. Intake and Assessment of families; Ethnic and cultural sensitivity;
Alternative response
D. Indicators of domestic violence; perpetrator and case indicators
E. Role of substance abuse in child abuse; alcohol, anger and abuse;
working with drug affected families
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F. Environmental factors; delinquency and gangs; violent neighborhoods
G. Grandparents as parents
XI. Overview of responses to Child Maltreatment
A. Family Assessment (Alternative Response)
B. Family Group Decision Making Conferencing
C. Family Based Counseling
D. Children’s Justice Initiative
E. CHIPS Petitions
F. Parenting Classes
G. Corporal punishment
H. Minnesota’s family assessment track vs. family investigation track
XII. Understanding the Medical Issues
A. Shaken Baby Syndrome, SIDS, & FTT
B. Methamphetamine addiction: consequences for children
XIII. Unresolved issues of care and service providers
A. Life experiences/self-awareness
B. Vicarious traumatization of practitioners working with child abuse
C. Responsibilities of administrators and managers
D. Advocacy in interdisciplinary teams
IVX. Responsibilities of professionals
A. Mandated reporting laws (who should report)
B. Child protective services
C. Professional barriers; perception of CPS agents, legal ramifications
D. Documentation
Course Outcomes
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 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.
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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.
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.
Special Circumstances
If you have a documented disability and wish to discuss academic accommodations, it is imperative that you contact me as soon as possible.
Required Texts
1. APRI, Investigation and Prosecution of Child Abuse , 3 rd
edition, Sage Publications,
Thousand Oaks, CA, 2004.
Books on Reserve
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1. Bancroft, Lundy; Silverman, Jay G.; The Batterer as Parent: Addressing the Impact of
Domestic Violence on Family Dynamics
2002.
; Sage Publications, Thousand Oaks, CA;
2. Righthand, Sue, M.D.; Kerr, Bruce, Ph.D.; Drach, Kerry;PsyD; Child Maltreatment
Risk Assessments ; The Hawthorn Press, Inc., New York, 2003.
3. Rycus, Judith; Hughes, Ronald; Field Guide to Child Welfare: Foundations of Child
Protective Services , CWLA Press, Washington, DC, 1998.
4. Vogelsang, Janet, MSW, BCD; The Witness Stand: A Guide for Clinical Social
Workers in the Courtroom ; The Hawthorne Press, New York, 2001.
5. 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
2000.
; Hawthorne Press, New York,
6. Fontes, Lisa Aronson, editor, Sexual Abuse in Nine North American Cultures:
Treatment and Prevention, Sage Publications, Thousand Oaks, CA, 1995.
7. Walker, A.G. Handbook on Questioning Children: A Linguistic Perspective ; American
Bar Association Center on Children and the Law, 1999.
8. 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;
Publishing, Inc. St. Louis, MO., 2002.
G.W. Medical
9. Eileen, R., Ph.D.,R.N., C.R.N.P.; Giardino, Angelo P. M.D., Ph.D.; Nursing Approach to the Evaluation of Child Malttreatment; G.W. Medical Publishing, Inc. St.
Louis, MO., 2003.
10. Barnett, Ola; Miller-Perrin, Cindy; Perrin, Robin; Family Violence Across the
Lifespan ; Sage Publications, Thousand Oaks, CA 2005.
Learning Plan:
Strategies Used to Meet Course Outcomes:
Controversial topic assignments
Case Studies
Discussion groups
Lectures/Speakers
Skills based exercises & assignments
Quizzes, tests, & papers
Course Requirements & Evaluation Methods
1. Controversial topic assignment
2. Final
3. Case study
4. Quizzes
5. Attendance
5. Child experience project
TOTAL
Attendance
15%
20%
30%
10%
5%
20%
100%
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5% points for attendance 13 of 14 classes
4% points for attendance 12 of 14 classes
2% points for attendance 11 of 14 classes
0 points for attendance below 10 of 14
Grading Scale
92-100 = A 84-91=B 74-83=C 62-73=D
Assignments
1. Student groups (of 3-4) will be given on one of the following topics. Students are to do a review of the literature looking at all sides of all issues. They are to turn in detailed outlines of their findings plus an annotated bibliography. For each source in the bibliography, students are to critique the reliability and validity of their source. This assignment is due when you present your topic . Presentations should be at least 20 minutes in length with all members of the group participating. A sign up sheet for date of presentation will be made available. A hard copy is to be turned in at class time on the date of the group’s presentation; an electronic copy is to be placed in the drop box on
D2L. (See rubric on D2L for questions & terms to be addressed) (15% of grade).
Topics:
Firearms in homes where children live.
Shaken baby syndrome
Minnesota’s family assessment vs. family investigation?
Do all abused children need therapy?
Parental rights vs. parens patriae
Child Protection statutes and Criminal Law holding parents responsible for allowing children to witness
domestic violence
Family preservation vs. out-of-home placement when children are maltreated.
Corporal punishment
Permitting cultural specific actions with children, e.g. cupping and coining
Laws allowing parents to forego medical treatment based on religious beliefs/culture.
Grandparents' rights/visitation
2. Quizzes/Tests including final (30% of grade)
3. Students will be given a case study at the beginning of the semester. They will work in groups (of 3-4 persons) on the case throughout the semester. In working the case, students are to use evidence-based research. That case and the questions to be answered are posted on D2L as is a rubric and a sample is located there, also. Students are to write a group report and turn it in by class on November 30 h , 2009. They are also to place an electronic copy in the D2L drop box. For this exercise use Napier &
Gershenfeld’s model for rational problem solving; available on page 11 of this syllabus.
(Also see rubric on D2L for questions & terms to be addressed) (30% of grade)
4. Students are expected to be on time and remain the entire class.
5. Students are to spend five hours interacting with young children they don’t know— ages 2-5. This is not a group project. They are to use knowledge gained about both
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The paper is to focus mainly on students experimenting with what they have learned and read concerning interactions with young children. Also, briefly discuss: 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. (See rubric on D2L for questions & terms to be addressed) The time spent with the children must be verifiedprint the verification form from D2L. The paper is to be turned in on October 26 th ,
2009 . An electronic copy is to be placed in the dropbox on D2L. (20% of grade)
Remember, in all projects students must evaluate the validity and reliability of information; analyze modes of thought, arguments, explanations, and theories; recognize possible inadequacies or biases in the evidence given to support arguments or conclusions; and advance and support claims accordingly.
All written work in this class must be grammatically correct, well researched and well written. All work should be typed, and double-spaced. Work should demonstrate that students have put time, thought, and effort into it. Work should demonstrate that students understand the knowledge and information. Papers should have the appropriate documentation and references. Citations must be placed appropriately throughout the paper. Incorrect or poor grammar, misspelled words, and typographical errors will result in significantly lowered grades.
CASE STUDY
On 8/24/09 at 10:13 PM Janice Peterson brought her daughter Melissa, age 11, to the emergency room at Community Memorial Hospital, Winona, MN.. Melissa was treated for acute alcohol intoxication. Although the mother claimed that Melissa had gotten into her rum and was trying to get attention, doctors were suspicious. They did a complete exam and discovered some evidence of possible sexual abuse. Janice was questioned and just shrugged her shoulders saying she did not know anything about it. Janice and
Melissa refused to answer questions. Doctors reported their suspicions to local law enforcement and the child protection team. Melissa was kept overnight due to the concern of alcohol poisoning. Police placed Melissa on an emergency hold until Child
Protection and Law Enforcement could do a forensic interview of Melissa. When
Melissa left the hospital, she was placed in an emergency foster home.
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Social worker Elizabeth Cutler and Officer Mike Boemke visited the home at 3859
Stoney Creek Lane on 8/25/09 at 8:30 AM. They took photos of the home. Because of the dangers noted in the home complicated by filty conditions the other three children were placed in emergency foster care after receiving medical treatment. Photos of suspicious injuries to the other three children were taken at the hospital. Two cats were discovered in the house. The local humane society was called. All children were placed in the same foster home pending the investigation of physical abuse, neglect, and suspected sexual abuse. Janet’s mother was not available to care for the children due to her work schedule.
Both Janice and her live in boyfriend were home at the time. Janice stated that it was an accident that Melissa became drunk. She did admit that sometimes she and her boyfriend become frustrated with the twins and would physically discipline them. She admitted that sometimes she might have gone too far. Cutler and Boemke also noticed bruising around the mother’s neck; the bruises appeared to be hand prints as if someone had choked her.
Her left eye was also black and there was a cut above the same eye just above the eyebrow. She didn’t want to talk about her injuries.
Upon doing a record check, Officer Boemke and Elizabeth Cutler discovered that Janice had been drunk during the death of her first born. At that time, Janice was found negligent and received counseling. She was allowed to keep her children after social services closed her case because she had met her goals and appeared to be parenting appropriately. She did not come to the attention of social services again until the above incident. Her younger children are not enrolled in preschool program. The older children are at school intermittently. They had moved in with Janice’s mother 4 months ago.
Janice has never been married. According to her, the children have been fathered by three different men and she receives no child support. She has been with her current boyfriend for 11 months. He periodically stays at the home with Janice. She has 4 DWIs and has been in treatment for alcoholism twice and cocaine and alcoholism once. Her current boyfriend has 2 DWIs on his record, but states that he does not have a drinking problem.
Janice states that she loves her kids, but gets depressed and drinks. She is currently receiving MFIP, is on Medicaid, and has an EBT card. She is working with the workforce center to obtain employment. She has been sanctioned twice for not following through with her plan.
She lives in a house owned by her mother who works two jobs to support herself. Her boyfriend works construction and has resides with her periodically, however, does not contribute to the household.
The members of her family are as follows:
Janice Peterson, DOB 1/20/68,
3859 Stoney Creek Lane
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Winona, MN
Janice’s children:
Sally Peterson, DOB 1/5/96, Deceased 5/14/96
Cause of death: crib death
Melissa Peterson, DOB 2/4/98
Joe & Kristen Peterson, twins, DOB 3/10/05
Derick Wilson, DOB 3/14/07
Derick’s father, James Wilson DOB 6/4/65
Janine Peterson, DOB 3/2/53
Janice’s mother
John Peterson
Janice’s father
3859 Stoney Brook Lane
Winona, MN
Sarah Schwartz, DOB 6/20/70
Janice’s sister; single parent
Resides in Rochester, MN
One child: Molly Schwartz
DOB 4/20/04 deceased
Samantha McGuire, DOB 7/30/72
Janice’s sister; husband: Thomas
McGuire, DOB 6/5/71
One child: Anthony Thomas
McGuire DOB 12/21/05
Reside in LaCrosse, WI
In this family:
1. What family variables increase the risks for child maltreatment? Use evidence based research to support your opinions.
2. What are the indicators of child maltreatment in the case study? What are the violations under MN statutes that apply in this case?
3. Write up the garbage house scene as if you were a child protection workers and law enforcement. Your write up should be what you would put in a case file as documentation. Your write up should be objective and not reflect any biases. Be sure to note any inconsistencies in all the information given. After you view the home, put together interview questions that you would ask Janice about her living conditions and the safety for her children. What would you be looking for in Janice’s answers. After the interview, summarize your findings of the garbage house and the interview.
4. Create a sexual abuse forensic interview between a forensic interviewer and Melissa, age 11. Demonstrate that you know the basic stages of a forensic interview, and the do’s and don’ts. Questions should demonstrate that you understand developmentally
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This write up would be like a script in a play. Again, document and used evidence based research.
5. If a CHIPS petition were filed, what would the goals, objectives, referrals for services, and expectations of the mother most likely be? Another way to look at this question is, what would the mother have to do to get her children returned? (Use the Napier &
Gerschenfeld Model for this question.)
6. Discuss the strengths and challenges of the family from the information you have. If this case were to go to court, what might be the focus of the prosecutor? The defense attorney? Take the various facts and discuss how they might be argued from a prosecutor’s point of view and then a defense attorney’s point of view.
7. A family group conference will be role played after all of the above as taken place.
Some students will be asked to be part of that role play. After the role play, groups will write the plan that was designed by the family members and give their opinion of whether they agree or disagree with the plan, what basis they have for their opinion supported by research of the Family Group Conference model.
The above seven questions must be typed. Put all students’ names involved in the work on the paper. Place in the dropbox on D2L & turn in a hard copy by the November 30,
2009.
MODEL FOR RATIONAL PROBLEM SOLVING
BY
RODNEY W. NAPIER & MATTI K. GERSCHENFELD
1. MAKE A GENERAL DESCRIPTION OF THE PROBLEM CONDITIONS AS YOU
SEE IT. INCLUDE HOW THE SITUATION/PROBLEM INFLUECES YOU.
2. DESCRIBE WHAT THE DEFINED CONDITION WOULD BE LIKE IN AN IDEAL
BUT REACHABLE STATE.
3. IDENTIIFY THE SPECIFIC DISCREPANCIES THAT EXIST BETWEEN THE
PRESENT VIEW OF REALITY AND THE IDEAL STATE.
4. ANALYZE THE NATURE OF THE CONDITION MORE THOROUGHLY. DO
THIS BY ASKING A SERIES OF CRITICAL QUESTIONS
A. DOES THERE APPEAR TO BE MORE THAN ONE PROBLEM
EXISTING, EACH OF WHICH WARRANTS INDIVIDUAL ATTENTION?
B. WHAT BENEFITS DOES THE PRESENT CONDITION HOLD FOR THE
INDIVIDUAL, GROUP, OR ORGANIZATION THAT IS DEFINING IT AS A
PROBLEM?
C. WHAT ARE THE BLOCKAGES THAT HAVE BEEN THROWN UP IN
THE FACE OF PREVIOUS ATTEMPTS AT CHANGE?
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D. FINALLY, WHAT ARE THE PRESENT SOLUTIONS THAT ARE
CURRENTLY BEING ATTEMPTED ALBEIT UNSUCCESSFULLY?
5. NOW IN LIGHT OF ALL THE NEW INFORMATION ABOUT THE PROBLEM
CONDITION, REDEFINE IT AS CLEARLY AND SUCCINCTLY AS POSSIBLE.
(NOTE THAT A PROBLEM CONDITION SIMPLY DESCRIBES A STATE THAT
NEEDS CHANGING. THERE IS NO IMPLICATION OF GOOD OR BAD AND NO
IMPLIED SOLUTION.)
6. WITHOUT CONSIDERING THE IMPLICATIONS OF A PARTICULAR
SOLUTION, GENERATE AS MANY ALTERNATIVES AS POSSIBLE.
7. SCREEN THE VARIOUS ALTERNATIVES BY CHANGING THEM INTO
SPECIFIC, OBJECTIVES WHICH BY THEIR NATURE SUGGEST DIRECTION,
QUANTITY, AND WHERE AND WHEN THEY WILL OCCUR. ALSO, MAKE AN
EFFORT TO DETERMINE WHICH OF THE RESULTING OBJECTIVES WILL
HAVE THE GREATEST IMPACT WITH THE LEAST COST TO YOU OR THE
ORGANIZATION, AND WHICH, FOR WHATEVER REASON, SEEM
IMPRACTICAL.
8. CONSIDER THE CONSEQUENCES—THE PRICE TO BE PAID—THE IMPACT
ON THE INDIVIDUAL OR THE ORGANIZATION OR GROUP IF EACH OF THE
SELECTED OBJECTIVES WERE TO BE IMPLEMENTED.
9. MONITOR AND DEVELOP APPROPRIATE SUPPORT SYSTEMS TO INSURE
THE STABILIZING OF MOST CHANGE EFFORTS.
10. EVALUATE PROBLEM-SOLVING EFFORTS TO DECIDE WHAT STEPS
SHOULD BE TAKEN NEXT.
QUESTIONS TO BE ADDRESSED IN ASSIGNMENT ONE*
1. JUDGE THE CREDIBILITY OF THE SOURCE:
A. EXPERTISE OF THE RESEARCHER/AUTHOR
B. LACK OF CONFLICT OF INTEREST
C. AGREEMENT AMONG SOURCES
D. REPUTATION OF RESEARCHER/AUTHOR
E. USE OF ESTABLISHED PROCEDURES
F. KNOWN RISK TO REPUTATION
G. ABILITY TO GIVE REASONS
H. PUBLISHED IN A PEER REVIEWED, PROFESSIONAL JOURNAL
I. STATEMENTS PRESENTED DERIVED FROM EVIDENCE-BASED
RESEARCH NOT PERSONAL BELIEFS, VALUES AND INVESTED INTEREST
J. STUDENT PRESENTERS ARE AWARE AND ACKNOWLEDGE THEIR
OWN BIASES, BELIEFS, AND VALUES AS THEY PERTAIN TO THE ISSUES
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2. DISCUSS THE VALIDITY OF THE RESEARCH: DO THE TESTS UTILIZED IN
THE RESEARCH MEASURE THE CONCEPT, WHICH THE RESEARCHERS
THINK IS BEING MEASURED?
3. DISCUSS THE RELIABILITY OF THE RESEARCH: TO WHAT DEGREE DOES
A MEASUREMENT PROCEDURE PRODUCE SIMILAR OUTCOMES WHEN IT IS
REPEATED?
* ADAPTED FROM ROBERT H. ENNIS, “A SUPER-STREAMLINED
CONCEPTION OF CRITICAL THINKING”; 4/3/00;
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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 , 3 rd
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.
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,
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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.
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