A Partnership-Directed School-Based Intervention for Child Physical Abuse and Neglect: Beyond Mandatory Reporting

Abstract

Professionals in the schools are the major source of child maltreatment reports nationally. However, a review of the literature indicates that these professionals contribute only a small amount of school-based research data to our understanding of the consequences of child physical abuse and neglect or the treatment of child victims. A strategic multi-systems approach for designing school-based intervention research for vulnerable preschool child victims is presented. The approach involves establishing research collaborations with parents, educators, and child protective service agencies. Descriptions of the multi-level intervention strategy, which includes school district, school, and classroom levels, are provided to illustrate this approach. Public policy implications of school involvement in child maltreatment intervention are discussed.

Additional information

Notes on contributors

John W. Fantuzzo

John W. Fantuzzo is the Diana Riklis Professor of Education in the Psychology of Education Division of the Graduate School of Education at University of Pennsylvania. He received his graduate training in clinical child psychology at Fuller Graduate School of Psychology and was a postdoctoral fellow at Harvard University. His research and grant experience have focused primarily on the design, implementation, and evaluation of school-and community-based prevention strategies for vulnerable, low-income children and families in high risk urban environments.

Howard C. Stevenson

Howard C. Stevenson, PhD, is an assistant professor in the School, Community, and Clinical Child Psychology program, Psychology in Education Division, Graduate School of Education at the University of Pennsylvania. His research interests include family racial socialization processes and the role of culture in coping strategies for African Americans. Professional interests include consultation with state systems and private schools on matters of diversity and including empowerment in psychological services.

Andrea D. Weiss

Andrea D. Weiss, MSED, is working on her doctorate in School, Community, and Clinical Child Psychology at the University of Pennsylvania Her professional interests include child maltreatment, factors related to achievement, and early childhood policy issues.

Virginia R. Hampton

Virginia R. Hampton, MA, is working on her doctorate in School, Community, and Clinical Child Psychology at the University of Pennsylvania She is also a certified school psychologist Her professional interests include school readiness and social competence, particularly among low-income, urban children.

Megan J. Noone

Megan J. Noone, MSED, is working on her doctorate in School, Community, and Clinical Child Psychology at the University of Pennsylvania Her professional interests include young children's exposure to violence, the impact of this exposure on development, and strategies for improving protective resources.