Child protection and justice systems processing of serious child abuse and neglect cases

OBJECTIVE: The aim of this study was to examine the trajectory of cases through four systems: child protection, law enforcement, the dependency courts, and the criminal courts. METHOD: This study focused on a county selected from a 41-county telephone survey conducted for the National Incidence Study of Child Abuse and Neglect (NIS-3). For this analysis prospective samples were drawn from law enforcement (n=225) and the county child protection (CPS) agency (n=225) and followed through in-depth case tracking across all agencies and through both the dependency and criminal court systems. RESULTS: The percentage of CPS cases opened in dependency court was similar to prior studies (29%), but the acceptance and prosecution rates were much higher--92% of the cases referred from CPS, including many cases of physical abuse. Compared to referrals from CPS to law enforcement (93%), few cases were referred from law enforcement to CPS (17%). Anecdotally, case referral patterns appeared to be influenced by communication patterns and mutual positive regard, regardless of the collaborative protocols in place. One of the most instructive findings was the degree of difficulty in tracking cases across organizations and the types of obstacles that impeded success. Disorganization was not an issue, rather internal structures set up to facilitate intra-organizational processing were the same structures that actually impeded cross-organizational case finding. CONCLUSIONS: It is not sufficient to rely on the existence of multi-disciplinary teams or Child Advocacy Centers to ensure collaboration. More attention to daily tasks and activities as well as the nature and quality of communication is warranted. On the technical side, use of common case identifiers on cases that are cross-referred is strongly recommended. Future studies should broaden the scope of inquiry to include the consequences of all case trajectories, rather than solely focusing on the justice system.     

Coherence in professional education: does it foster dedication and identification?

This article examines the impact of professional education on students' dedication to and identification with a profession. The premise is that professional education is not only about knowledge acquisition and reasoning but also about attitudes and aspirations. In fostering dedication and identification, students' experiences of relevance seem to be important. The concept of coherence seen as an expression of relevance is introduced and measured by four kinds of interactions: Theory–practice interaction, teacher–student interaction, peer interaction and supervisor–student interaction. Analysis indicates that coherence, particularly as theory–practice interaction, peer interaction and supervisor–student interaction, has a significant impact on dedication to and identification with a profession. Longitudinal survey data – collected from students in colleges for teaching, nursing and social work – are analysed.     

Parental perspectives of the role of school factors in school refusal

The aim of this study was to explore parents’ perspectives on the role of school factors in school refusal (SR). Semi-structured interviews were conducted with 17 parents who had experienced SR with their own child. They identified several school factors related to SR. Some of these findings suggest that students who are prone to SR need more predictability and more teachers’ support than they sometimes get in school. Their need for predictability seems to occur particularly during less structured activities and during transitions in school. Findings also imply that disruptive behavior among classmates and harsh management from teachers affects perceived predictability and support for SR-prone students. All parents expressed concern about bullying, and roughly a third of them reported that their child had been a victim of bullying. Insufficient adaptation of schoolwork was also mentioned relatively frequently. Parents emphasized that adaptation of schoolwork needs to be done in close cooperation with the student and parents to avoid negative differentiation from classmates or stigma. Finally, several parents commented that teachers and schools need more knowledge about SR and felt that schools needed a more coordinated approach to supporting students who are at risk of SR.     

Meeting the Demand for Leadership Development

Due to its unique, flexible structure and low cost, virtually any student can participate in the Applied Tailored Leadership Adventure for Success (ATLAS) Leadership Certificate Program at the University of Arizona.     

Medical teachers' professional development – perceived barriers and opportunities

This paper explores medical teachers' perceived barriers and opportunities for educational and professional development. Data has been gathered through 19 semi-structured interviews with participants on a staff development course 1 year after their participation. The analysis shows that most perceived barriers are found on an organisational level, whilst motivation for development is found on an individual level and often related to the notion of teaching as a ‘private business’. However, what some respondents perceive as barriers are by others seen as opportunities. Some of these differences in perception may be explained by self-efficacy beliefs.     

Identity Narratives: Stories from the Lives of Urban Adolescent Females

In this article, I present narratives told to me by female students of color who attended high school in an urban setting. Collected as part of an interpretive study in which I interviewed students during their senior year of high school and the first two years after graduation, these narratives focus on two themes: identity as oppositional and as contingent or shifting. I use these narratives to describe how youth simultaneously participated in and resisted school. I show that youth's shifting sets of identities shaped their participation in school, their definitions of success and the visions they held for the future. This article suggests that schools provide safe spaces for adults and young women to form mentoring relationships, that we reorganize schools so that school personnel have contact with fewer students, and finally, that we be careful not to write off students once they have children or because of poor academic records. The narratives belie simple explanations of success or failure for females of color living in poverty. Rather, they suggest the importance of listening to youth as we reformulate education policy and practice.