State-level education policies: Opportunities for secondary prevention of child maltreatment

Rochford, Hannah; Zeiger, Kalen D.; Peek‐Asa, Corinne

doi:10.1016/j.chiabu.2022.106018

Cited by 4 publications

(12 citation statements)

References 36 publications

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“…According to WHO (2020), one out of two children between the ages of 2 and 17 from all socioeconomic, religious, cultural, racial, and ethnic backgrounds experience some form of maltreatment. Children who experience maltreatment are at greater risk of negative physical, mental, emotional, and social development (Clark et al, 2020;Hepp, Schmitz, Urbild, Zauner, & Niedtfeld, 2021;Rochford, Zeiger, & Peek-Asa, 2023). Carr, Duff, and Craddock (2018) and Kim, Drake, and Jonson-Reid (2020) noted that maltreatment is a broad term that encompasses all forms of abuse and neglect.…”

Section: Perceived Preparedness Of School Practitioners To Identify A...mentioning

confidence: 99%

“…The same report estimated that 1,840 infants died from maltreatment (DHHS, 2022). Child maltreatment continues to be one of the most serious public health problems in the U.S. (Rochford et al, 2023).…”

Section: Perceived Preparedness Of School Practitioners To Identify A...mentioning

confidence: 99%

“…These contrasting approaches to addressing child maltreatment have complicated practices for educator preparation training programs. All states require that school personnel are mandated to report suspicion of child maltreatment but not all states require mandated training in recognition and response training (Rochford et al, 2023). Therefore, it is important that educator preparation training programs understand how educators are trained in child maltreatment identification and reporting to ensure that educators are adequately prepared to address the child maltreatment epidemic (Chitiyo & Pietrantoni, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Therefore, it is important that educator preparation training programs understand how educators are trained in child maltreatment identification and reporting to ensure that educators are adequately prepared to address the child maltreatment epidemic (Chitiyo & Pietrantoni, 2019). Rochford et al (2023) conducted a study to understand how state-level education policies that require recognition and response training on child maltreatment are related to the number of reported cases of child maltreatment. The authors found a positive relationship between the presence of state-level education policies that require recognition and response training on maltreatment and the number of reported cases of suspected child maltreatment (Rochford et al, 2023).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Rochford et al (2023) conducted a study to understand how state-level education policies that require recognition and response training on child maltreatment are related to the number of reported cases of child maltreatment. The authors found a positive relationship between the presence of state-level education policies that require recognition and response training on maltreatment and the number of reported cases of suspected child maltreatment (Rochford et al, 2023). Rochford et al (2023) found that school practitioners reported approximately 20% of suspected child maltreatment cases.…”

Section: Literature Reviewmentioning

confidence: 99%

See 4 more Smart Citations

Perceived Preparedness of School Practitioners to Identify and Report Child Maltreatment

Pietrantoni

Chitiyo

et al. 2023

Social Development Issues

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Child maltreatment continues to be a significant problem across the globe. Despite the many negative outcomes of child maltreatment documented in the literature, there is limited research on how school practitioners are prepared for identifying and reporting cases of maltreatment. This study examined school practitioners’ preparedness for reporting and identifying child maltreatment. Participants were a random sample of 141 school practitioners from California and Pennsylvania. Data were collected over a 6-week period via an anonymous internet survey. Overall, results indicate that most school practitioners had mixed perceptions about their ability to identify and report maltreatment. Interpretations of the data are provided with recommendations for collaborative preservice training and in-service training approaches. Implications and recommendations for future research are provided.

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Section: Perceived Preparedness Of School Practitioners To Identify A...mentioning

confidence: 99%

Section: Perceived Preparedness Of School Practitioners To Identify A...mentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 3 more Smart Citations

Perceived Preparedness of School Practitioners to Identify and Report Child Maltreatment

Pietrantoni

Chitiyo

et al. 2023

Social Development Issues

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A Content Analysis of Professional Accreditation Requirements of Maltreatment Training for School Practitioners

Pietrantoni,

Chitiyo,

Chen

et al. 2024

Int. Journal on Child Malt.

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Attitudes Toward Unhealthy Relationship Behaviors and Boundary-Setting: Variation Among High School Students

Moschella-Smith,

Potter,

Jamison

et al. 2024

J Interpers Violence

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Teen dating violence (TDV) is common during adolescence and has lasting negative impacts on those who experience it. Yet, there is limited research exploring how well teens recognize unhealthy behaviors and communicate boundaries, both crucial aspects in preventing TDV. This study aimed to investigate how demographic characteristics (i.e., gender, age, sexual identity, and race/ethnicity) relate to adolescents’ abilities to recognize unhealthy relationships and willingness to communicate boundaries. Participants ( N = 873) completed online surveys during school hours on demographic characteristics (e.g., gender), recognition of unhealthy relationship behaviors, communicating boundaries, and navigating breakups. We found that girls, participants who identify as a sexual minority (e.g., lesbian), and White participants demonstrated significantly higher recognition of controlling behaviors compared to boys and their heterosexual and non-White counterparts, respectively, but there was no significant difference in identifying abusive behaviors such as shouting, yelling, and insulting a partner. Older participants (i.e., ages 16–18) were significantly more likely to recognize controlling and abusive behaviors as unhealthy compared to younger participants (i.e., 13–15). Further, we found that girls and older participants were significantly more willing to communicate boundaries in relationships than boys and their younger counterparts. Our findings align with prior research emphasizing the necessity for prevention strategies that raise awareness of controlling behaviors that can escalate to more severe forms of TDV and equip adolescents with the means to establish and communicate personal boundaries.

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State-level education policies: Opportunities for secondary prevention of child maltreatment

Cited by 4 publications

References 36 publications

Perceived Preparedness of School Practitioners to Identify and Report Child Maltreatment

Perceived Preparedness of School Practitioners to Identify and Report Child Maltreatment

A Content Analysis of Professional Accreditation Requirements of Maltreatment Training for School Practitioners

Attitudes Toward Unhealthy Relationship Behaviors and Boundary-Setting: Variation Among High School Students

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