This study explored the attitudes of social workers towards spiritual and religious issues in practice, using in-depth interviews of 56 Utah practitioners. Several key themes emerged:(1) spirituality and religiosity are different issues, but both should be considered in working with all client populations; (2) formal training for social workers currently does not provide the knowledge and skills that are required for practice with spiritual and religious issues;(3) social workers need to understand their own beliefs and biases about spirituality and religiosity and tend to their own spiritual growth; and (4) spiritual and religious content can be integrated into existing social work curricula. [Article copies available from The Haworth Document Delivery Service: 1-800- 342-9678.]

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High school-level child abuse prevention programs are described and critically examined. Programs are typically less than two hours, focused on date rape and sexual abuse prevention and reporting, and not integrated into existing family life education programs. Little attention is given to neglect or emotional abuse. Instructional methods are typically limited to demonstration and lecture with less use of more powerful techniques such as peer instruction and student-to-student role plays. The four goals of high school child maltreatment prevention programs are articulated and appraised. Implications for decision making about the emphasis, form, and sequencing of child abuse prevention content are forwarded.

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