Mandated Reporting: An Examination of Training and Practice of School Psychologists

This study sought to explore the training opportunities, knowledge, confidence in intervening, reporting behaviors, and types of supervision received and given in the areas of child maltreatment and mandated reporting by practicing school psychologists. Little is known about school psychologists\u27 knowledge of child maltreatment and specific mandates about reporting suspicions of abuse or how to appropriately respond to disclosures of abuse (Arbolino et al., 2008). Given school psychologists\u27 unique role in schools working directly with children, it is not uncommon for school psychologists to either suspect maltreatment is occurring or to hear a disclosure of maltreatment directly from a student. Thus, it is important all school-based professionals, especially school psychologists, are trained to identify children who may be experiencing child maltreatment and are knowledgeable of and competent in the process of mandated reporting. This study employed mixed methodology. First, participants\u27 decisions and rationales to report or not report potential child maltreatment as presented in the vignettes were qualitatively coded. Additionally, the levels of confidence described were also coded. This coding allowed the researcher to assess participants\u27 knowledge of child maltreatment definitions and specific behaviors in addition to the overall confidence participants have in their decision-making as mandated reporters

A Content Analysis of Catholic School Written Discipline Policies

School discipline has traditionally endorsed the use of exclusionary practices (i.e. suspension and expulsion). Such practices can have a negative short- and long-term impact on student lives, and tend to be enforced disproportionately with certain student populations. Although public school discipline policies have received increased scrutiny in recent years, Catholic school policies have received very little attention. This study presents the results of a content analysis of the written discipline policies of 33 Catholic secondary schools from two dioceses within a major metropolitan area. Results suggest that although variability exists in the types of behaviors included in formal written policies, schools in this sample rely heavily on exclusionary practices as possible consequences to many behaviors, even relatively minor ones. Further, they include positive or restorative consequences minimally, if at all. Suggestions for future research related to discipline practices in Catholic schools are made