sensitive, having eyes to see possible harm, ears to hear cries for help; and a tongue to speak out without hesitation when a child or adult is at risk. (p.25)
In addition to using school psychologists and counselors to identify, prevent, and report cases of child abuse, Randolph and Nagle (1989) also recommend that schools establish a child advocacy position. These advocates would monitor the effects of any legal interventions taken with the child. Also, the advocate would work to organize community support groups.
Sandau-Christopher (1988) has listed several functions which she states define the role of the school in the area of prevention/intervention of child abuse and neglect. These functions are: (1) understanding the nature of child abuse and neglect; (2) identifying child abuse and neglect, including physical abuse, emotional abuse, and sexual abuse; (3) responding to disclosure; (4) reporting procedures, including method of reporting, model school policy, and sample reporting form; (5) assisting the child victim and family by working with the abuse child in the classroom and working with parents of the abused child; (6) interagency cooperation, including social services and law enforcement; and (7) staff training.
Phyfe-Perkins (1988) has noted that educational administrators can expand the role their schools play in preventing child abuse by setting specific policies and by developing and implementing child abuse prevention programs. She notes that policy development should be sufficiently specific so as to include the classroom and in-class prevention strategies. Further, Phyfe-Perkins recommends in-service teacher training, committee work, and abuse prevention curriculum. Such policy setting and program development are said to not only prevent abuse but also to increase staff awareness of abuse, professional engagement, program development and protection of staff from false allegations.
According to Holmes...