"Maltreatment--including physical, sexual, and emotional abuse; neglect; and witnessing domestic violence--is inflicted upon millions of school-age children. This book provides school practitioners with the practical information needed to detect, respond to, and make efforts to prevent this major social problem. [Covered are issues and strategies related to identifying possible abuse; managing the reporting process and dealing with child and parental reactions; making referrals and providing clinical services in school; consulting and partnering with parents, teachers, and administrators; and implementing prevention programs. The book also addresses ways to minimize the 'compassion fatigue' experienced by many who work with child victims.] Comprehensive and research-based, this is a valuable resource for school-based mental health practitioners, psychologists, social workers, and guidance counselors. It should be required reading for all students enrolled in practical or counseling-related courses as part of school-based mental health preservice training programs."--Mark E. Swerdlik, PhD, Coordinator, Graduate Programs in School Psychology, Department of Psychology, Illinois State University
"A much-needed and outstanding resource. The authors are able to clearly describe the most current research findings on child maltreatment and translate that knowledge into sound practice guidelines. This accomplishment is not only impressive--it will also prove invaluable to educators and mental health professionals who work in the school setting. This book is essential reading for practicing professionals, as well as graduate and undergraduate-level students. The authors are to be commended for their significant contribution."--Cindy Miller-Perrin, PhD, Department of Psychology, Pepperdine University
"This book contains many extremely useful school-based examples and applications. It tackles the thorny issue of the school's role in prevention and intervention, including the increasingly visible problem of sexually inappropriate behavior in children. It should be very useful to school psychologists and administrators."--William N. Friedrich, PhD, ABPP, Mayo Clinic and Mayo Medical School, Rochester, MN
About the Author
Connie Burrows Horton, PhD, is a licensed clinical psychologist and a certified school psychologist, and currently is Director of Counseling and Consultation Services at Illinois Wesleyan University. She earned her master's degree in Counseling at California State University, Fullerton and her doctorate in educational psychology in the school psychology program at the University of Texas, Austin. Throughout her career, Dr. Horton has been involved in the field of child abuse through research, practice, and training roles in a variety of practice and academic settings.
Tracy K. Cruise, PhD, is Assistant Professor of Psychology at Western Illinois University (WIU). She received her master's degree in clinical psychology and her doctorate in school psychology from Illinois State University. She teaches and supervises child psychotherapy for both the school psychology and clinical/community mental health graduate programs at WIU. Her research and clinical experience focus on the consequences and mediators of child maltreatment and how such experiences may affect the lives of individuals and families.