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Abstract
Child abuse awareness has increased over the past few decades. This awareness has impacted educational systems. As a result, some states have mandatory training to provide schools with information and policies on child abuse reporting. Research shows professionals report less than half of suspected cases; educators do not exclusively represent these professionals. Few studies have focused on child abuse reporting training and competency for school psychologists. This study examined the satisfaction of previous training, knowledge of reporting issues, and interest in future training for school psychologists in New York State. Results indicate school psychologists are dissatisfied with training. Specific areas of interest and competencies related to child abuse reporting issues are identified. Limitations and further research are addressed.
Acknowledgements
This study was completed in partial fulfillment for the requirements of a PhD in school psychology by the first author.
Notes
Child Abuse Prevention and Treatment Act Pub. L. No. 93–273, 42 U.S.C. 5101 (1974). Amended 1984 (Pub. L. No. 98–473, 10/12/84), 1988 (Pub. L. No. 100–294, 4/25/88), 1992 (Pub. L. No. 102–295, 5/28/92 and Pub. L. No. 102–586, 11/4/92), 1996 (Pub. L. No. 104–235, 10/3/96), 2002 (Pub. L. No. 107–133, 1/17/02), 2003 (Pub. L. No. 108–36, 6/25/03).