Child Abuse:
Working
with Abused & Neglected Children
Instructor Name: Dr. Pamela Bernards, Ed.D.
Facilitator Name: Joan
S. Halverstadt, MS/ED
Phone: 509-891-7219
Office
Hours: 8
a.m. to 5 p.m. PST Monday - Friday
Email: joanh@virtualeduc.com
Address: Virtual Education Software
23403 E Mission Avenue, Suite 220F
Liberty Lake,
WA 99019
Technical
Support: support@virtualeduc.com
Welcome to Child Abuse: Working with Abused & Neglected Children, an interactive computer-based instruction course, designed to help you identify and effectively teach students affected by child abuse and/or neglect. This course discusses the identification of physical, emotional, and sexual abuse; the impact of abuse on the behavior and learning abilities of students; the responsibilities of a teacher to report abuse or provide assistance to students who are the victims of abuse; and methods for teaching students about abuse of all types and its prevention. It also discusses the specific factors that are present in families who abuse or neglect their children. The 2019 course has additional sections on Childhood Depression and Suicide, on Child Trafficking, and on Substance Abuse to meet the requirements of Washington State’s RCW 28A.410.030 and WAC 181.79A.030. A major emphasis in this course is on helping the participant understand the special learning needs of the abused or neglected child and how to meet those needs in the regular classroom. Working with parents and community agencies is also emphasized.
This course meets the child abuse and neglect educational requirement in most states. It is the responsibility of the student to verify the course content with your specific state professional licensing agency to ensure proper credit.
This computer-based instruction course is a self-supporting program that provides instruction, structured practice, and evaluation all on your home or school computer. Technical support information can be found, in the Help section of your course.
Course Materials (Online)
Title: Child Abuse: Working with Abused &
Neglected Children
Instructor Name: Dr. Pamela Bernards, Ed.D.
Facilitator
Name: Joan S. Halverstadt, MS/ED
Publisher:
Virtual
Education Software, inc. 2002, Revised 2010, Revised 2013, Revised 2016,
Revised 2019
Revised 2016
Academic Work
Academic
work submitted by the individual (such as papers, assignments, reports, tests)
shall be the student’s own work or appropriately attributed, in part or in
whole, to its correct source. Submission of commercially prepared (or group
prepared) materials as if they are one’s own work is unacceptable.
Aiding Honesty in Others
The
individual will encourage honesty in others by refraining from providing
materials or information to another person with knowledge that these materials
or information will be used improperly.
Violations of
these academic standards will result in the assignment of a failing grade and
subsequent loss of credit for the course.
Level of Application
This
course is designed to be an informational course with application to
educational settings. The intervention strategies are designed to be used for
the remediation of abused or neglected students ranging in age from
approximately three years to adolescence. Some alterations may be needed if working
with specific populations such as gifted, ESL or special education.
As a result of this course,
participants will demonstrate their ability to:
Course
Description
This
course is designed to help classroom teachers, school counselors, and other
educational personnel gain strategies to reach and teach students who have been
affected by child abuse or neglect. Participants will learn the signs and
symptoms of the three types of abuse (physical, emotional, and sexual) and the
four types of neglect (physical, medical, emotional, and educational). Additionally,
participants will learn about the symptoms of childhood depression and suicidal
tendencies, child sexual trafficking, and substance abuse and about how these
issues are tied to child abuse and neglect. Participants will explore how abuse
and neglect affect a student’s learning, cognitive brain development, and
social-emotional development. The short- and long-term consequences of abuse
and neglect will be reviewed, as will the social and family causes of abuse and
neglect. The educator’s role in the intervention and prevention of child abuse
and neglect will be discussed.
The
course is divided into four chapters. Each chapter discusses a particular topic of abuse or neglect. The chapters are
sequential and should be completed in the order they are presented. At the
completion of each chapter, there will be an examination covering the material.
Students must complete the examination before proceeding to the next chapter.
In some of the examinations, questions will involve case studies to provide
further practice in the application of knowledge. This course is appropriate
for educators seeking training in working with children ages 3-18 years, as
well as professionals who work directly with families.
Although this course is a
comprehensive presentation of the educational issues surrounding abuse and
neglect, there is certainly a wealth of research and topics that are not covered
in the scope of this course. The instructor highly recommends that you augment
your readings from this course with further research to gain a fuller
understanding of the complexities of this subject. However, the material presented
in this course will give you a broader understanding of the topic of child
abuse and neglect. It will also give you information to apply directly to your
work with students in the classroom and community.
Student Expectations
As
a student you will be expected to:
·
Complete all four
information sections showing a competent understanding of the material
presented in each section.
·
Complete all four section
examinations, showing a competent understanding of the material presented. You must obtain an overall score of 70% or higher, with no individual exam score below 50%, to pass this course. *Please
note: Minimum exam score requirements may vary by college or university;
therefore, you should refer to your course addendum to determine what your
minimum exam score requirements are.
·
Complete a review of any section on which your examination score was
below 50%.
·
Retake any examination, after completing an
information review, to increase that examination score to a minimum of 50%,
making sure to also be achieving an overall exam score of a minimum 70% (maximum
of three attempts). *Please note: Minimum exam score
requirements may vary by college or university; therefore, you should refer to
your course addendum to determine what your minimum exam score requirements
are.
·
Complete a course evaluation form at the end of the course.
Chapter Three: Neglect: Types, Causes & Interventions
This
chapter will discuss the physical and behavioral symptoms of the four types of
neglect (physical, medical, emotional, and educational). The role patterns children of neglect often
exhibit and the causes of neglect, including poverty, are presented.
Chapter Four: The
Effects of Neglect
In
this chapter the long-term effects of child abuse and neglect on a child’s
social, emotional and personality development will be discussed. Participants will read a research article on
the effects of maltreatment on bonding and attachment. The social and emotional traits of specific
age groups of maltreated children will be discussed, as well as the effects of
foster placement on the child and family.
Also included in the final chapter, the information learned in the previous
three chapters is applied specifically to methods for reaching and teaching
students who have been abused or neglected.
Barriers schools create for families are discussed as well as
interventions for meeting the student’s physical, cognitive and social-emotional
needs at school. The course ends with a
discussion of the educator’s role in the intervention, treatment, and
prevention of child abuse and neglect.
At
the end of each chapter, you will be expected to complete an examination
designed to assess your knowledge. You may take these exams a total of three
times. Your
last score will save, not the highest score.
After your third attempt, each examination will lock and not allow
further access. Your final grade for the
course will be determined by calculating an average score of all exams. This score will be printed on your final
certificate. As this is a self-paced
computerized instruction program, you may review course information as often as
necessary. You will not be able to exit any examinations until you have
answered all questions. If you try to exit the exam before you complete all
questions, your information will be lost. You are expected to complete the
entire exam in one sitting.
Joan Halverstadt is a retired Special Services Director and School
Psychologist. She has fifteen years’
experience as a school counselor, working with at-risk preschool and elementary
aged students. Ms. Halverstadt has forty five
years of experience working in early childhood education with children and
families, including working with children affected by family issues, abuse, or
trauma. She also teaches graduate
education counseling and special education courses for teachers and counselors.
She received her National Certification and School Psychology Educational
Specialist degree from Seattle University, her School Counseling Educational
Staff Associate Degree from City University, her Master’s in Education Degree
from George Mason University, and her BA in Psychology and Elementary Education
from Whitman College. Please contact Professor Halverstadt if you have course
content or examination questions.
Pamela Bernards
has 30 years of combined experience in diverse PK-8 and high school settings as
a teacher and an administrator. In
addition to these responsibilities, she was the founding director of a K-8
after school care program and founder of a pre-school program for infants to
4-year-olds. When she was a principal,
her school was named a U.S. Department of Education Blue Ribbon School of
Excellence. More recently, the school in
which she serves as curriculum coordinator was named a 2010
Please contact Professor Halverstadt if you
have course content or examination questions.
You may contact the facilitator by emailing
Professor Halverstadt at joanh@virtualeduc.com
or calling her 509-891-7219, Monday through Friday, 8:00 a.m. - 5:00 p.m. PST.
Phone messages will be answered within 24 hours. Phone conferences will be limited to ten minutes per student, per
day, given that this is a self-paced instructional program. Please do not
contact the instructor about technical problems, course glitches or other
issues that involve the operation of the course.
If you
have questions or problems related to the operation of this course, please try
everything twice. If the problem persists please check our support pages for
FAQs and known issues at www.virtualeduc.com
and also the Help section of your course.
If you
need personal assistance then email support@virtualeduc.com or call (509)
891-7219. When contacting technical
support, please know your course version number (it is located at the bottom
left side of the Welcome Screen) and your operating system,
and be seated in front of the computer at the time of your call.
Minimum Computer Requirements
Please refer to VESi’s website: www.virtualeduc.com or contact VESi if you have further questions about the compatibility of your operating system.
Refer to the
addendum regarding Grading Criteria, Course Completion Information, Items to be
Submitted and how to submit your completed information. The addendum will also
note any additional course assignments that you may be required to complete
that are not listed in this syllabus.
Course content is updated every
three years. Due to this update timeline, some URL links may no longer be
active or may have changed. Please type the title of the organization into the
command line of any Internet browser search window and you will be able to find
whether the URL link is still active or any new link to the corresponding
organization's web home page.
Bibliography
Addiction
Center. (2019). 10 most common addictions. Retrieved from https://www.addictioncenter.com/addiction/10-most-common-addictions/
Administration
for Children and Families. (n.d.). Myths & misconceptions. Retrieved from https://humantraffickinghotline.org/what-human-trafficking/myths-misconceptions
Baysinger
Law. (2018, March 13). Factors contributing to juvenile delinquency. Retrieved
from https://baysingerlaw.com/2018/03/factors-contributing-juvenile-delinquency/
Baysinger
Law. (2017, July). Juvenile delinquency: What makes teens commit
crimes? Retrieved from https://www.secureteen.com/juvenile-delinquency/juvenile-delinquency-what-makes-teens-commit-crimes/
Bethell,
C. D, Davis, M. B., Gombojav, N., Stumbo, S., &
Powers, K. (2017, October). A national
and across state profile on adverse childhood experiences among children and
possibilities to heal and thrive. Retrieved from https://www.greatcircle.org/images/pdfs/aces-brief-101717.pdf
Bethell, C. D., Carle, A., Hudziak, J., Gombojav, N.,
Powers, K. Wade, R., & Braveman, P. (2017)
Methods to assess adverse childhood
experiences of children and families: toward approaches to promote child
well-being in policy and practice. Academic Pediatrics, 17(7), S51–S69.
Blaustein, M., & Kinniburgh, K. (2019). Treating
traumatic stress in children and adolescents. New York, NY: Guilford.
Brassard,
M., & Fiorvanti, C. (2015). School-Based child abuse prevention programs.
Psychology in the Schools, 52(1), 40–60. doi:10.1002/pits.21811
Brody, J. (2016, November 7). After a
suicide attempt, the risk of another try. New
York Times. Retrieved from https://www.nytimes.com/2016/11/08/well/live/after-a-suicide-attempt-the-risk-of-another-try.html
CDC
[Centers for Disease Control]. (n.d.). Adverse childhood experiences: Looking
at how ACEs affect our lives and society. Retrieved from https://vetoviolence.cdc.gov/apps/phl/resource_center_infographic.html
CDC. (n.d.). Suicide among youth. Retrieved
from https://www.cdc.gov/healthcommunication/toolstemplates/entertainmented/tips/SuicideYouth.html
CDC. (2016). Sexual identity, sex of sexual
contacts, and health-related behaviors among students in grades 9–12 — United
States and selected sites, 2015.
Surveillance Summaries, 65(9). Retrieved from https://www.cdc.gov/mmwr/volumes/65/ss/pdfs/ss6509.pdf
CDC.
(2018). Preventing adverse childhood experiences training. Retrieved
from https://vetoviolence.cdc.gov/apps/aces-training/#/#top
Center on Addiction. (2018, October). 10
surprising facts about e-cigarettes. Retrieved from https://www.centeronaddiction.org/e-cigarettes/about-e-cigarettes/10-surprising-facts-about-e-cigarettes
Center on Addiction. (2019). Teen substance
use. Retrieved from https://www.centeronaddiction.org/addiction-prevention/teenage-addiction
Cevasco, M., Rossen,
E., & Hull, R. (2017). Best practices for supporting and educating students
who have experienced domestic violence or sexual victimization. National Education Association. Retrieved
from http://www.nea.org/home/62845.htm
Children’s Defense Fund. (2017). Moments in America for children.
Retrieved from https://www.childrensdefense.org/wp-content/uploads/2018/06/state-of-americas-children.pdf
Children’s Defense Fund. (2018, January 9). State of America’s children. Retrieved
from https://www.childrensdefense.org/2018/2017-state-of-americas-children-release/
Community
Access Network. (2018, September 5). Suicide prevention: How to help and be
helped [Blog post]. Retrieved from https://www.communityaccessnetwork.org/national-suicide-prevention-week-how-to-help-and-be-helped/
Criminal
Justice. (n.d.). Child abuse and juvenile justice. http://criminal-justice.iresearchnet.com/crime/domestic-violence/child-abuse-and-juvenile-delinquency/
Cuadra, L.,
Jaffe, A., Thomas, R., & DiLillo, D. (2014, March
14). Child maltreatment and adult criminal behavior: Does criminal thinking
explain the association? Child Abuse and
Neglect. doi:10.1016/j.chiabu.2014.02.005
Center
on Addiction. (2017). Teen substance abuse. Retrieved from https://www.centeronaddiction.org/addiction-prevention/teenage-addiction
Child
Help. (2017). National child abuse statistics. Retrieved from https://www.childhelp.org/child-abuse-statistics/
Child Trends
Data Bank. (2019) Children and Youth Experiencing Homeless. Retrieved
from https://www.childtrends.org/indicators/homeless-children-and-youth
Child
Welfare Information Gateway. (n.d.). Building community: Building hope: 2016
resource guide. Children’s Bureau, U.S.
Dept. of Health and Human Services. Retrieved from https://www.childwelfare.gov/pubPDFs/guide.pdf
Child
Welfare Information Gateway. (2003). The
role of educators in preventing and responding to child abuse and neglect: User
manual series. Retrieved from https://www.childwelfare.gov/pubs/usermanuals/educator/
Child
Welfare Information Gateway. (2006). Child neglect: A guide for prevention,
assessment and intervention: User manual series. Cornell University. Retrieved from http://www.childwelfare.gov/pubs/usermanuals/neglect/
Child Welfare
Information Gateway. (2015). Understanding
the effects of maltreatment on early brain development. Retrieved from https://www.childwelfare.gov/pubPDFs/brain_development.pdf
Child Welfare
Information Gateway. (2018, January). The risk and prevention of maltreatment
of children with disabilities. Bulletin
for Professionals. Retrieved from https://www.childwelfare.gov/pubPDFs/focus.pdf
Children’s
Bureau: Office of Administration for Children and Families. (2019, January 28).
Child maltreatment 2017. Retrieved from https://www.acf.hhs.gov/cb/resource/child-maltreatment-2017
Children’s
Defense Fund. (2017, December 20). The
state of America’s children 2017 report. Retrieved from https://www.childrensdefense.org/reports/2017/the-state-of-americas-children-2017-report/
Children’s
Rights. (2018). Child abuse and neglect. Retrieved from https://www.childrensrights.org/newsroom/fact-sheets/child-abuse-and-neglect/
Commission
to Eliminate Child Abuse and Neglect Fatalities. (2016). Within our reach: A national strategy to eliminate child abuse and
neglect fatalities. Retrieved from https://www.acf.hhs.gov/sites/default/files/cb/cecanf_final_report.pdf
Criminal
Justice. (n.d.). Child abuse and juvenile delinquency. Retrieved from http://criminal-justice.iresearchnet.com/crime/domestic-violence/child-abuse-and-juvenile-delinquency/
Crosson-Tower,
C. (2013). Understanding child abuse and
neglect (9th ed.). Boston, MA: Pearson.
Crosson-Tower,
C. (2014). Confronting child and adolescent
sexual abuse. Thousand Oaks, CA: Sage.
Cuadra,
L. E., Jaffe, A. E., Thomas, R., & DiLillo, D.
(2014, March). Child maltreatment and adult criminal behavior: Does criminal
thinking explain the association? Child
Abuse & Neglect, 38, 1399–1408. Retrieved from https://psychology.unl.edu/tvalab/documents/Cuadra-Jaffe-Thomas-DiLillo-2014.pdf
Curry,
J., & Tekin, E. (2006, April). Does child abuse
cause crime? National Bureau of Economic
Research. Retrieved from https://www.nber.org/papers/w12171
Daly, E.
(2017). Child abuse: What you need to know.
Miami, FL: Parker.
Demeusy,
E., Handley, E., Rogosch, F., Cicchetti, D., &
Toth, S. (2018). Early neglect and
the development of aggression in toddlerhood: The role of working memory. Child Maltreatment, 23, 344–354. doi:10.1177/1077559518778814
Dougy Center for Grieving Children. (2019). Developmental grief responses. Retrieved from https://www.dougy.org/grief-resources/developmental-grief-responses/developmental-grief-responses/35/
Dubowitz,
H., & Boos, S. (2014). Multidisciplinary curriculum on child maltreatment. International Society for the Prevention of
Child Abuse and Neglect. Retrieved from http://www.slideserve.com/kimimela-evans/multidisciplinary-curriculum-on-child-maltreatment
Ellenbogen,
S., Klein, B., & Wekerle, C. (2014). Early childhood education as a
resilience intervention for maltreated children. Early Child Development and Care, 184(9-10), 1364–1377. doi:10.1080/03004430.2014.916076
Erase
Child Trafficking. (2016, July 20). Human trafficking statistics: The meaning
[Blog post]. Retrieved from https://www.erasechildtrafficking.org/statistics-of-human-trafficking/
Felitti,
V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards,
V., . . . Marks, J. (1998). Relationship of childhood abuse and
household dysfunction to many of the leading causes of death in adults. AJPM: American Journal of Preventive
Medicine, 14(4), 245–258. doi:10.1016/S0749-3797(98)00017-8
Font, S.,
& Berger, L. (2015). Child maltreatment and children’s developmental
trajectories in early to middle childhood.
Child Development, 86(2), 536–556. doi:10.1111/cdev.12322
Fryda, C.,
& Hulme, P. (2015). School-Based childhood sexual
abuse prevention programs: An integrative review. Journal of School Nursing, 31(3),
167–182. doi:10.1177/1059840514544125
Gabrielli,
J., Jackson, Y., Huffhines, L., & Stone, K. (2018).
Maltreatment, coping, and substance use in youth in foster care: Examination of
moderation models. Child Maltreatment, 23, 175–185. doi:10.1177/1077559517741681
Gokten,
S. E., Saday, D. N., Soylu,
N., & Uzun, M. E. (2016). Effects of attention-deficit
hyperactivity disorder on child abuse and neglect. Child Abuse & Neglect, 62, 1–9.
doi:10.1016/j.chiabu.2016.10.007
Goldman,
J., Salus, M. K., Wolcott, D., & Kennedy, K. Y. (2006). A coordinated
response to child abuse and neglect: The foundation for practice user manual
series. Office of Child Abuse and Neglect, Health and Human Services Dept. Retrieved
from http://www.childwelfare.gov/pubs/usermanuals/foundation
Greenberg,
J. (2016, July 26). Yes, human trafficking ranks No. 3 in world crime. Politifact. Retrieved from https://www.politifact.com/truth-o-meter/statements/2016/jul/26/amy-klobuchar/yes-human-trafficking-ranks-3-world-crime/
Granello,
P., & Zyromski, B. (2018). Developing a comprehensive
school suicide prevention program. Professional
School Counseling, 22(1). doi:10.1177/2156759X18808128
Hibbard,
R., Desch, L., & Committee on Child Abuse &
Neglect and Council on Children with Disabilities. (2007). Maltreatment of
children with disabilities. Pediatrics,
119(5), 1018–1025. Retrieved from http://pediatrics.aappublications.org/content/119/5/1018.full
Houshyar,
S. (2014, January 27). Poverty and child neglect: What we know and what we need
to do [Blog post]. First Focus. Retrieved
from https://firstfocus.org/blog/poverty-and-child-neglect-what-we-know-and-what-we-need-to-do
HRC
Ministries. (n.d.). Frequently asked questions about sex trafficking. Retrieved
from https://hrcministries.com/outreaches/slavery/frequently-asked-questions/
Human
Trafficking Search. (2013). Communities vulnerable to human trafficking:
Children without biological families. Retrieved from http://humantraffickingsearch.org/communities-vulnerable-to-human-trafficking-children-without-biological-families/
Human
Trafficking Search. (2018). 2017 human trafficking statistics. Retrieved from http://humantraffickingsearch.org/human-trafficking-statistics-2017/
Klika, J.
B., & Conte, J. (Eds.). (2017). The
ASPAC handbook on child maltreatment (4th ed.). Thousand Oaks, CA: Sage.
Litrell,
J. (2015, January). Human trafficking in America’s schools. U.S. Department of Education. Retrieved from https://safesupportivelearning.ed.gov/sites/default/files/HumanTraffickinginAmericasSchools.pdf
McCoy,
M., & Keen, S. (2013). Child abuse
and neglect (2nd ed.). New York,
NY: Psychology Press.
Miller,
A., Esposito-Smythers, C., Weismoor,
J., & Renshaw, K. (2013). The relation between child maltreatment and
adolescent suicidal behavior: A systematic review and critical examination of
the literature. Clinical Child and Family
Psychology, 16(2), 146–172. doi:10.1007/s10567-013-0131-5
Miller-Perrin,
C. L., & Perrin, R. (2013) Child
maltreatment: An introduction. Thousand Oaks, CA; Sage.
Metzler, M.,
Merrick, M.T., Klevans, J., Ports, K.A. & Ford,
D.C. (2017). Adverse childhood experiences and life opportunities: Shifting the
narrative. Children and Youth Services Review, 72, 141–145.
Retrieved from https://www.sciencedirect.com/science/article/pii/S0190740916303449
Moore, K. A., & Ramirez, A. N. (2016). Adverse childhood experience and adolescent well being: Do protective factors matter? Child Indicators Research, 9(2), 299–316. Retrieved from https://link.springer.com/article/10.1007/s12187-015-9324-4
Myers,
J. (2015). Legal issues in child abuse
and neglect practice (2nd ed.). Thousand Oaks, CA: Sage.
National
Bureau of Economic Research. (2019). Does
child abuse cause crime? https://www.nber.org/digest/jan07/w12171.html
National Education Association. (2017). Best practices for supporting and educating
students who have experienced domestic violence or sexual victimization. Retrieved
from http://www.nea.org/home/62845.htm
National
Center on Addiction and Drug Abuse. (1999, January). No safe
haven: Children of substance-abusing parents. Columbia University. Retrieved from https://www.centeronaddiction.org/addiction-research/reports/no-safe-haven-children-substance-abusing-parents
National
Center on Safe Supportive Learning Environments. (2019). Risk factors and indicators. Retrieved from https://safesupportivelearning.ed.gov/human-trafficking-americas-schools/risk-factors-and-indicators
National
Child Trauma Stress Network. (n.d.). Early childhood trauma. Retrieved from http://www.nctsnet.org/trauma-types/early-childhood-trauma
National
Human Trafficking Hotline. (2018). Report trafficking. 1-888-373-7888.
https://humantraffickinghotline.org/report-trafficking
National
Human Trafficking Resource Center. (2011). Tools for educators. Retrieved from https://humantraffickinghotline.org/sites/default/files/Educator%20Assessment%20Tool.pdf
National
Human Trafficking Resource Center. (2018). Human trafficking in America’s schools.
Retrieved from https://humantraffickinghotline.org/resources/human-trafficking-americas-schools
National
Human Trafficking Resource Center: Human trafficking awareness for educators video training. Retrieved from https://humantraffickinghotline.org/resources/human-trafficking-awareness-educators
National Institutes of Health. (2014).
Lessons from prevention research. Retrieved from https://www.drugabuse.gov/publications/drugfacts/lessons-prevention-research
National Survey of Children’s Health. (2018).
ACES Brief Update. Annie Casey
Foundation.
Nichols, A. J., & Heils,
E. (2017). Prosecuting buyers in human trafficking cases: An analysis of the
implications of United States v. Jungers and United States v. Bonestroo. Dignity: A
Journal on Sexual Exploitation and Violence, 2(4).
doi:10.23860/dignity.2017.02.04.02
Nikulina, V & Spatz-Widon, C. (2019). Higher levels of intelligence and
executive functioning protect maltreated children against adult arrests: A
prospective study. Child Maltreatment, 24(1),
3–16. doi:10.1177/1077559518808218
Ochab, E.
U. (2018, July 26). Human trafficking is a pandemic of the 21st century. Forbes. Retrieved from https://www.forbes.com/sites/ewelinaochab/2018/07/26/human-trafficking-is-a-pandemic-of-the-21st-century/#b23237061953
OSCE
[Organization for the Security and Cooperation of Europe]. (n.d.). Addressing
the root causes. In Toolkit to combat
trafficking in persons. Retrieved from https://www.unodc.org/documents/human-trafficking/Toolkit-files/08-58296_tool_9-2.pdf
Partnership
for Drug Free Kids. (2018). Brain Development/Behavior and Preventing
Drug Abuse. https://drugfree.org/article/brain-development-teen-behavior/
Partnership
for Drug Free Kids. (2018). Premium eBooks and Guides. https://drugfree.org/resources/
Peled, E.
(2018, January 11). Demanding an end to child trafficking. UNICEF. Retrieved from https://www.unicefusa.org/stories/demanding-end-child-trafficking/33821
Perry, B.D. The Brain
Science Behind Student Trauma. Education Week. December 13, 2016 http://childtrauma.org/cta-library/child-dev-early-childhood/
Perry, B. D. (2002). Childhood
experience and the expression of genetic potential: What childhood neglect
tells us about nature and nurture. Brain and Mind, 3, 79–100.
Perry,
B. D. (2009). Child Trauma Academy:
Parent and caregiver education series Vol. 1, Number 4: Bonding and attachment
in maltreated children: Consequences of neglect in childhood. Retrieved
from https://childtrauma.org/wp-content/uploads/2013/11/Bonding_13.pdf
Perry,
B. D. (2009, Dec.). The neurodevelopmental impact of violence in childhood. In D. Schetky
& E. Benedek (Eds.), Textbook of child and adolescent forensic psychiatry (pp. 221–238).
Washington, DC: American Psychiatric Press.
Perry, B. D. (2014).
Helping traumatized children. Retrieved from https://childtrauma.org/wp-content/uploads/2014/01/Helping_Traumatized_Children_Caregivers_Perry1.pdf
Reardon,
K. K., & Noblett, C. (2009). Childhood
denied: Ending the nightmare of child abuse and neglect. Los Angeles, CA:
Sage.
Rebbe, R.
(2018). What is neglect? State legal definitions in the United States. Child Maltreatment, 23(3), 305–315. doi:10.1177/1077559518767337
Ryan, C.
(2009). Helping families support their lesbian, gay, bisexual, and transgender
(LGBT) children. Retrieved from https://nccc.georgetown.edu/documents/LGBT_Brief.pdf
Ryan, J.,
Jacob, B., Gross, M., Perron, B., Moore, A., &
Ferguson, S. (2018). Early exposure to child maltreatment & academic outcomes. Child
Maltreatment, 23(4), 365–375. doi:10.1177/1077559518786815
Sacks, V.,
& Murphy, D. (2018). The prevalence of childhood experiences, nationally, by state, and by race and
ethnicity. Child Trends. Retrieved
from https://www.childtrends.org/publications/prevalence-adverse-childhood-experiences-nationally-state-race-ethnicity
Sege, R.,
Bethell, C., Linkenbach, J., Jones, J. A., Klika, B., & Pecora, P. J. 2017 Balancing Adverse Childhood Experiences (ACES) With HOPE: New
Insights Into the Role Of Positive Experiences On
Child and Family Development. Casey
Family Programs. Boston: The Medical Foundation.
Statistica.
(n.d.). Child abuse rate in the U.S. in 2017, by race/ethnicity of the victim.
Retrieved from https://www.statista.com/statistics/254857/child-abuse-rate-in-the-us-by-race-ethnicity/
Stone, S.,
& Zibulsky, J. (2015). Maltreatment, academic
difficulty, and systems-involved youth: Current evidence and opportunities. Psychology in the Schools, 52(1), 22–29.
doi:10.1002/pits.21812
Sun, J., Patel, F., Rose-Jacobs, R., Frank,
D. A., Black, M. M, & Chilton, M. (2017). Mothers’ adverse childhood experiences and their young children’s
development. American Journal of Preventative Medicine, 53(6), 882–891. doi:10.1016/j.amepre.2017.07.015
Supin, J. (2016, November). The long
shadow: Bruce Perry on the lingering effects of childhood trauma. The
Sun, 4–13.
Swaner, R., Labriola,
M., Rempel, M., Walker, A., & Spadafore, J. (2016, March). Youth
involvement in the sex trade: A national study. Center for Court Innovation. Retrieved from https://www.courtinnovation.org/sites/default/files/documents/Youth%20Involvement%20in%20the%20Sex%20Trade_3.pdf
Thomason, M. E., & Marusak,
H. (2017). Toward understanding the impact of trauma on the early developing
human brain. Neuroscience, 342, 55–67. doi:10.1016/j.neuroscience.2016.02.022
TheirWorld. (n.d.). Explainer: Child trafficking.
Retrieved from https://theirworld.org/explainers/child-trafficking
U.S.
Dept. of Health and Human Services, Administration for Children and Families.
(2018). Child maltreatment 2016. Cornell
University. Retrieved from https://www.acf.hhs.gov/cb/resource/child-maltreatment-2016
U.S. Dept. of Health and Human Services, Administration for Children
and Families. (2019, January 28). Child maltreatment annual report: 2017.
Retrieved from https://www.acf.hhs.gov/cb/resource/child-maltreatment-2017
USA
Today. (2018, January 30). Who buys a trafficked child for sex?
Retrieved from https://www.usatoday.com/story/opinion/nation-now/2018/01/30/sex-trafficking-column/1073459001/
Viezel, K.,
Freer, B., Lowell, A., & Castillo, J. (2015, January). Cognitive abilities of maltreated children. Psychology in the Schools, 52(1),
92–106. doi:10.1002/pits.21809
Walker,
L. (2019). Common risk factors for adolescent addiction. ProjectKnow. Retrieved from https://www.projectknow.com/parents-guide/common-risk-factors/
Wall-Wieler, E., Roos, L., Boram-Lee, J., Urquia, M., Roos, N., Bruce, S., & Brownell, M. (2019). Placement in care in early childhood and school
readiness. Child Maltreatment, 24(1),
66–75. doi:10.1177/1077559518796658
Washington
Department of Social and Health Services, Children, Youth, & Family
Services. (2019). Mandatory Reporting of Child Abuse and Neglect. Olympia,
WA. Retrieved from https://www.dcyf.wa.gov/safety/mandated-reporter
Wells,
D. (2017, January 9). On the track: Sexual exploitation along the I-5 corridor.
The Gate. Retrieved from http://uchicagogate.com/articles/2017/1/9/on-the-track-sexual-exploitation-along-the-i-5-corridor/
Wilcznski,
S., Connolly, S., Dubard, M., Henderson, A., &
McIntosh, D. (2015). Assessment, prevention,
and intervention for abuse among individuals with disabilities. Psychology in the Schools, 52(1), 9–21.
doi:10.1002/pits.21808
Wilkinson,
A., & Lantos, H. (2018). How school, family, and community protective factors
can help youth who have experienced maltreatment. Child Trends. Retrieved
from https://www.childtrends.org/publications/school-family-community-protective-factors-can-help-youth-experienced-maltreatment
Zajic, L.,
Raby, K. L., & Dozier, M. (2019). Receptive vocabulary development of
children placed in foster care and children who remained with birth parents
after involvement with Child Protective Services. Child Maltreatment, 24(1),
107–112. doi:10.1177/1077559518808224
Course content is
updated every three years. Due to this update timeline, some URL links may no
longer be active or may have changed. Please type the title of the organization
into the command line of any Internet browser search window and you will be
able to find whether the URL link is still active or any new link to the
corresponding organization's web home page.
12/5/19 JN