Protecting children through mandated child-abuse reporting

Child abuse and neglect is one of society's most insidious crimes. It robs children of their dignity and places them at great developmental disadvantage compared to non-abused children (Cicchetti and Toth 1995; Cicchetti, Toth, and Maughan 2000). The outcomes associated with child maltreatment are often so deleterious that the phenomenon has been aptly described as "soul murder" (Shengold 1989). Though child maltreatment has always existed, it was not until a 1962 landmark article on the battered-child syndrome that it was formally recognized as a significant social problem (Kempe, Silverman, Steele, Droegemueller, and Silver 1962). Since that time, both federal and state statutes have been established for the protection of children. Despite the creation of mandatory reporting laws, professionals who come into contact with children are often reluctant to report suspected child abuse (Kenny 2001; Reiniger, Robison, and McHugh 1995; Shoop and Firestone 1988). There are many reasons for this reluctance, including misunderstanding of the reporting laws, fear of making an inaccurate report, a poor impression of child protective services, fear that reporting will exacerbate an already tenuous situation, fear of legal retribution or retaliation, belief that "proof" is needed before a report should be made, and lack of understanding of what contributes to maltreatment (Hinson and Fossey 2000; Levin 1983; Shor 1997).

This reluctance is unfortunate because of the adverse impact that continued abuse and neglect has on the development of a child. These children often face difficulties with psychological, behavioral, cognitive, and academic development (Kendall-- Tackett, Meyer, and Finkelhor 1993; Lamphear 1986; Oddone, Genuis, and Violato 2001). Lack of reporting also contributes to continued victimization by failing to acknowledge that a child may be at risk for further abuse (Gil 1996). In addition, failure to report suspected abuse is illegal and violates many professional ethical codes (Kalichman 1999; Myers 1986).

There is significant need for discussion of this issue as school professionals come in contact with children and likely have had very limited training in child maltreatment and the child-abuse reporting process (Kenny 2001; Pope and Feldman-Summers 1992; Wilson and Gettinger 1989). In providing a decision-making model, we hope to highlight possible indicators of abuse, an appropriate threshold for reporting, and what happens after a suspected-childabuse report has been filed. We hope to help educators prevent further harm to children and serve as resources in their communities on this extremely important issue.

EFFECTS OF CHILD ABUSE AND NEGLECT

Compared with non-abused children, maltreated children are often found to have impairments in their psychological, behavioral, cognitive, and academic functioning (Kendall-Tackett and Eckenrode 1996; Kendall-Tackett et al. 1993; Oddone et al. 2001). These effects do not fit into discretely packaged categories; just as there is overlap among the types of maltreatment, there is overlap among effects of abuse (Cicchetti and Toth 1995; Oddone et al. 2001). Yet certain types of abuse may contribute to particular psychological, cognitive, and behavioral outcomes with greater frequency (Kendall-Tackett et al. 1993; Malinosky-- Rummell and Hansen 1994).

Physically abused children often display a greater level of externalizing behavior problems (Malinosky-Rummell and Hansen 1994). These difficulties include noncompliance, increased tantrums, aggression directed toward peers and adults, poor peer relationships, emotional problems, and social-skills deficits as a result of social-cognitive processing distortions (Crick and Dodge 1994; Lamphear 1986; Wolfe 1999). Physically abused children also display less empathy, have a proclivity for substance abuse, and experience greater academic and legal difficulties (Eckenrode, Laird, and Doris 1993). Sexually abused children, on the other hand, have a high degree of internalizing problems and sexualized behaviors (Kendall-- Tackett et al. 1993). Sexual abuse also fosters a high level of fears, posttraumatic stress disorder, depression/anxiety, and poor self-esteem (Browne and Finkelhor 1986; Oddone et al. 2001). Child neglect, the most prevalent form of maltreatment, is the least researched. There are several kinds of neglect: educational, emotional, and physical. Neglected children display characteristics consistent with physically abused children, including aggression, behavior problems, and poor social skills (Lamphear 1986). They are also at risk for low intelligence, cognitive dysfunction, increased school suspensions, more grade repetitions, language delays, and academic difficulties (Cahill, Kaminer, and Johnson 1999; Kendall-Tackett and Eckenrode 1996). Though child neglect seems less horrific than other types of maltreatment, and certainly receives less attention, the long-term consequences are just as devastating (Kendall-Tackett and Eckenrode 1996).