Empathy is a crucial concept in understanding not only child maltreatment, but its intergenerational transmission. One form of maltreatment, often involving both physical and emotional abuse, targets one child in the family, referred to as the "scapegoat." Historically, the scapegoat has been regarded as the only abuse victim; clinical experience demonstrates otherwise. In many families, siblings identify with the parent, joining in blaming the victim for the caretaker's abuse of that child. They demonstrate empathy deficits, which may protect them from the effects of witnessing the process. Downloaded by [Ulster University Library] at 02:54 31 March 2015 model that examines factors contributing to the development of empathy deficits. Ten elements are identified and a unifying model is proposed; the implications are examined.

The present study investigated the performance of preschool children on the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R) and two widely used measures of cognitive functioning, the McCarthy Scales of Children's Abilities (MSCA) and the Peabody Picture Vocabulary Test-Revised (PPVT-R). Subjects were normally functioning children between the ages of 48-60 months ( N = 33). There were no significant differences in test scores on the principal measures as a function of test administration order or gender. Mean performance on each instrument was within the average range (i.e., WPPSI-R FSIQ M = 106.8; MSCA GCI M = 108. 1; PPVT-R M = 101.5). Results indicate a strong and significant correlation between the WPPSI-R Full Scale IQ and the MSCA-GCI ( r = .70, corrected for restricted range.) Similarly high intercorrelations were noted between the MSCA-GCI and WPPSI-R VIQ and PIQ. By contrast, the correlation between the FSIQ and the PPVT-R was significantly lower.

We provide an alternate viewpoint on ethical and legal considerations for treatment of alleged victims, discussed by Branaman and Gottlieb (2013), including describing national standards for professionals conducting forensic interviews and mental health assessments with child victims, and existing evidencebased treatments for child trauma symptoms. Given our ethical principle to utilize best (i.e., empiricallysupported) practices when these are available, it is important for psychologists working with child victims to receive training in and deliver these treatments. Additional considerations for providers working with child victims are discussed, including the importance of clarifying the different roles psychologists might have when working with child victims.