Abstract
A majority of substantiated maltreatment reports are made by educators and thus, teacher knowledge of child maltreatment reporting mandates and reporting behavior has been a focus of research. The knowledge and behavior of school psychologists, however, has not received similar attention. This study investigated the child maltreatment reporting behavior and knowledge of school psychologists. Practicing school psychologists (N = 274) responded to scenarios from the Crenshaw Abuse Reporting Survey—Form S (CARS‐S) that required respondents to recognize reportable child maltreatment and answer factual questions regarding the reporting mandate. A significant correlation was found between school psychologists’ accuracy in deciding whether to report and their overall knowledge of the reporting mandate. Results highlight the knowledge and behavior of school psychologists working in varied settings when presented with cases focused on differing types of maltreatment issues. Practical implications for school psychology practice and training are discussed.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
