With the best of intentions: The child sexual abuse prevention movement : Author Jill Duerr Berrick and Neil Gilbert New York: Guilford. 123 pp.

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/31091/1/0000768.pd

Child abuse and neglect: Sharing responsibility : By Pamela D. Mayhall and Katherine Eastlack Norgard, New York: John Wiley and Sons, 1983, 389 + xiv pp., $14.45 (paperback).

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/25818/1/0000381.pd

Child welfare policy and practice

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/29510/1/0000597.pd

Interdisciplinary Clinical Teaching of Child Welfare Practice to Law and Social Work Students When World Views Collide

Because child welfare cases in the world of professional practice require interdisciplinary collaboration, it would seem to follow that graduate students, who will become child welfare professionals, should be trained together, both in the classroom and in clinical settings. However, the implementation of interdisciplinary training is far from straightforward. In this Article, we focus on law and social work students. First, we describe the roles of lawyers and social worker in child welfare work. Next we argue that interdisciplinary classroom teaching is easier than clinical teaching, proposing a series of topics to be covered in an interdisciplinary course. Finally, we describe the challenges of clinical training of lawyers and social workers together, noting that they have different roles in child welfare cases, different ethical guidelines, different approaches and methods of intervention, and different social statuses, each of which affect how they approach casework in child welfare cases

Unanticipated problems in the United States child protection system

While the United States child protection system is widely recognized as probably the most sophisticated and wide-ranging in the world, it nevertheless has come inherent problems. This article addresses some of the negative effects of mandatory reporting and the lack of fit of a short-term crisis intervention treatment approach for a substantial proportion of the protective services population. Reporting may have detrimental effects on the client-reporter relationship. Further, over half of the cases investigated are not substantiated. Of concern are the impact on innocent families of being investigated and the waste of scarce worker resources on investigation. While some protective services families are well suited to a crisis intervention model, a large number are multiproblem families who are always in crisis and families with chronic problems for whom crisis intervention is totally inadequate. Furthermore, because of high caseload size, workers are often not available to intervene after they have investigated the case. The problems described have been exacerbated by funding cutbacks under the current United States administration. The child protection system, along with other social welfare programs, is at risk for being dismantled by the Reagan administration.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/25815/1/0000378.pd

Interdisciplinary Clinical Teaching of Child Welfare Practice to Law and Social Work Students When World Views Collide

Because child welfare cases in the world of professional practice require interdisciplinary collaboration, it would seem to follow that graduate students, who will become child welfare professionals, should be trained together, both in the classroom and in clinical settings. However, the implementation of interdisciplinary training is far from straightforward. In this Article, we focus on law and social work students. First, we describe the roles of lawyers and social worker in child welfare work. Next we argue that interdisciplinary classroom teaching is easier than clinical teaching, proposing a series of topics to be covered in an interdisciplinary course. Finally, we describe the challenges of clinical training of lawyers and social workers together, noting that they have different roles in child welfare cases, different ethical guidelines, different approaches and methods of intervention, and different social statuses, each of which affect how they approach casework in child welfare cases

Family sexual abuse: Frontline research and evaluation : Michael Quinn Patton (Ed.). Sage Publications, Newbury Park, CA., 1991. 246 pp. Hardcover, 36.00;Softcover,36.00; Softcover, 17.95

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/29971/1/0000333.pd

Is the child victim of sexual abuse telling the truth?

In order to adequately investigate an allegation of sexual abuse, professionals must both understand the motives of the victim, perpetrator, and victim's mother (in incest cases) to he or tell the truth and possess the techniques for examining the child's story. Children almost never make up stories about being sexually abused. In fact victims are often revictimized in multiple ways for truthfully asserting they have been sexually abused. Perpetrators usually deny their abusive behavior. Mothers may also have reasons for not acknowledging the sexual abuse. Within this larger framework, the evaluator should systematically explore the allegation in order to assure the story is true. First, in examining the story, the evaluator looks for a detailed description of events surrounding the sexual abuse, explicit information about sexual behavior told from a child's viewpoint, and an emotional response consistent with their statement. Second, the evaluator buttresses the information with other data: (1) statements the child has made to other people about the sexual abuse; (2) sexual content in the child's play, picture drawing or story telling; (3) sexual behavior on the child's part; (4) sexual knowledge beyond what one would expect for the child's age; and (5) symptomatic behavior indicative of stress.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/25009/1/0000436.pd