Mandated Child Abuse Reporting in a Multicultural Environment

2022 ◽  
Author(s):  
Stefan C. Dombrowski ◽  
Karen L. Gischlar ◽  
Amanda Clinton
Keyword(s):  
Mental Health ◽  
Child Abuse ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Well Being ◽  
Mandated Reporting ◽  
Abuse Reporting ◽  
Child Abuse Reporting ◽  
Multicultural Environment ◽  
Reporting Laws

The abuse and neglect of children has been linked to their cognitive, academic, psychological, and behavioral demise. As a result of the deleterious effects that abuse can have on children’s development and well-being, all 50 states, including the District of Columbia, have enacted child abuse reporting laws for mental health professionals. These laws typically require a mandated child abuse report when child maltreatment has been reasonably suspected. Although mandated child abuse reporting laws appear straight-forward, mandated reporting often entails complex and nuanced decision-making, particularly when a child is from a diverse cultural background. Thus, this article offers a discussion for mental health professionals (e.g., psychologists, psychiatrists, counselors, social workers) regarding mandated child abuse reporting within a multicultural environment.

Reporting Laws on Child Abuse: Health Professionals’ Knowledge of and Attitudes Towards Child Abuse Reporting Laws and case Management, in Victoria

1984 ◽  
Vol 9 (1) ◽  
pp. 3-7 ◽  
Author(s):  
Dorothy A.F. Shamley
Keyword(s):  
Child Abuse ◽  
Health Professionals ◽  
Abuse Reporting ◽  
Child Abuse Reporting ◽  
Negative Attitudes ◽  
Knowledge And Attitudes ◽  
Adequate Knowledge ◽  
The Law ◽  
Reporting Laws ◽  
Willingness To Report

AbstractThis study investigates the knowledge and attitudes of health professionals towards the reporting of child abuse in Victoria. A review of the literature suggests that this professional group lacks adequate knowledge of child abuse reporting, legislation and procedures. It is also suggested that numerous factors other than ignorance of the law may influence professionals’ cooperation in reporting or trying to deal with a case of child abuse. Finally, it was found that the introduction of compulsory reporting in the State of Victoria would not markedly increase professionals’ willingness to report. Seventy-four health professionals were included in the sample for analysis, and the results indicate that negative attitudes to the law and the competence and resources of ancillary services is more of a problem than ignorance of the law.

Hope and Adolescent Mental Health

2017 ◽  
Author(s):  
Xu Jiang ◽  
Kristin L. Otis ◽  
Marco Weber ◽  
E. Scott Huebner
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Well Being ◽  
Adolescent Mental Health ◽  
Developmental Perspective ◽  
Hope Theory ◽  
Future Directions ◽  
Research Findings ◽  
Children’S Hope Scale

This chapter begins with a description of the tenets of hope theory and then addresses the importance of hope during adolescence from a developmental perspective. Next, two accompanying instruments for measuring hope in adults and adolescents, the Adult Hope Scale and the Children’s Hope Scale, are described. Then the chapter summarizes the research findings on the relations between hope and adolescent mental health, focusing on the findings related to emotional, psychological, and social well-being, respectively. In addition, the Making Hope Happen intervention is introduced. Finally, the chapter explores future directions in adolescent hope research, along with implications for use by mental health professionals.

Introduction

2020 ◽  
pp. 1-19
Author(s):  
Philip J. Lazarus ◽  
Shannon M. Suldo ◽  
Beth Doll
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Factor Model ◽  
Well Being ◽  
Health Service Delivery ◽  
Risk And Resilience ◽  
Whole Child ◽  
Mental Health Service Delivery ◽  
School Based

In this introduction, the authors discuss the purpose of this book, which is (a) to provide school-based mental health professionals with the knowledge and tools to help promote students’ emotional well-being and mental health, (b) to describe how to implement new models of mental health service delivery in schools, and (c) to prescribe practical strategies that bolster the likelihood that our youth will thrive in school and in life. The authors recommend conceptualizing student mental health through a dual-factor model that encompasses both promoting wellness and reducing pathology. They advocate for a change in educational priorities—one that supports the whole child, in mind, body, and spirit. They then discuss the prevalence of psychological distress in youth, risk and resilience research, the dual-factor model of mental health, happiness studies, new frameworks for the delivery of services, and the organization and structure of the text.

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