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• W35911322 abstract "The battered was first vividly described by Henry Kempe and his associates in early 1960's (Daro, 1988, p. 2). They, and their followers, have spent many years raising conscience on seriousness of child-abuse problem. Since that time, governments have translated this concern for children into laws that required finding and reporting of child abuse by all those responsible for overseeing children. The school is one important institution that is well placed to make these discoveries and reports (Bridgeland and Duane, 1990). In both Michigan and Ontario, social-services agencies have main task of child-abuse control. Their local workers are charged with abuse investigation and disposition. As such, they are the primary enforcers (Becker, 1963, pp. 155-163; Nakamara and Smallwood, 1980, pp. 47-48) of child-abuse laws. In Ontario, these workers are called Children's Aid, while they are referred to as Protective Services in Michigan. The latter name will be used throughout this paper. The elementary school is a major focus of child-abuse detection with main obligation developing on teachers and principals. These are the secondary enforcers in discovery and reporting of child abuse. For an analysis of assessment by protective Service people on school's role in child abuse detection and amelioration see Duane and Bridgeland (1992). Suspected abusers are target of child-abuse accusations. Most commonly, suspected abuser is kin to abused child. This, therefore, triggers a complex, often conflicted relationship between schools, workers and families involved. School People and Protective-Services Workers as Respondents The relationship between workers in protective services (primary enforcers), school people (secondary enforcers) and accused in child abuse in Ontario and Michigan is focus of this paper. This research integrates perceptions from both of these sets of people. A representative group of ten Ontario workers was identified by central association of these provincial lineworkers. In a similar way, ten Ontario principals were named by a provincial association of principals. The twenty Michigan respondents were chosen in same manner. These forty constitute sample. In present paper, they are identified in suffix with burg for Michigan and centre for Ontario. The prefix in their identifications is an alteration of town names to assure anonymity of each respondent. The twenty respondents who are principals are also tagged with a (P) which refers to principal, while an (SW) indicates social worker. Respondents from various socioeconomic strata, differing country sizes, and many geographic locations in each region in North America were included in sample. The twenty principals were phoned in a three-way, semi-structured, 50 minute interview during fall of 1988, while social-worker interviews paralleled these in fall of 1989. Both researchers were involved in all interviews with one asking central questions while other was reactor and main recorder. Each respondent (or enforcer) in both sets of interviews received a copy of main questions before they phoned. These questions were nucleus of interview with many subordinate comments and questions TABULAR DATA OMITTED left, in part, to respondent. The interview schedule included, among other dimensions, two sets of enforcers' perceptions of relationships to each other and to suspect. Relative to present paper, it focused on responses of accused both toward school's initiatives and to those of services. Furthermore, it includes range of reactions of suspect towards victim and to accused him/herself. Two initial observations should be made concerning data on regions and professional positions. …" @default.
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• W35911322 date "1993-09-22" @default.
• W35911322 modified "2023-09-24" @default.
• W35911322 title "Child-Abuse Intervention: The Accused, the Schools and Protective Services" @default.
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