The document outlines New Jersey policies and procedures for reporting child abuse and neglect in schools. It discusses:
1) Requirements for school districts to establish policies for reporting suspected abuse and appoint a liaison to child welfare authorities.
2) Obligations of school personnel to immediately report any suspected abuse, as required by state law, and their protection from liability when reports are made in good faith.
3) Indicators of potential abuse or neglect, like unexcused student absenteeism, and requirements to report those situations.
School staff are required to call both child welfare authorities (the State Central Registry Hotline at 1-877-NJ ABUSE) and local law enforcement to report suspected child abuse. When calling authorities, staff should be prepared to provide specific details about the individuals involved, the nature of the abuse, and related incidents. Staff should make the call from school rather than delaying or calling from elsewhere. Errring on the side of caution by reporting suspected abuse helps protect children, while failure to report can result in legal consequences for the staff member.
This document from the New Jersey Department of Education provides guidance for school personnel on recognizing and reporting child abuse and neglect. It defines the different types of abuse and neglect, including physical abuse, sexual abuse, neglect, emotional abuse and educational neglect. For each type, it lists observable physical and behavioral indicators. It also addresses how to handle situations involving students ages 18-21, and provides scenarios to illustrate how to identify and respond to potential abuse or neglect cases appropriately. School personnel are responsible for reporting all suspected cases of child abuse and neglect.
- The Institutional Abuse Investigation Unit (IAIU) investigates reports of suspected child abuse or neglect by school staff, while the local DYFS office investigates reports involving a child's home.
- After a report is made, the hotline screener will determine if the situation requires a child abuse/neglect investigation or a voluntary Child Welfare Services assessment.
- Investigations aim to get a "clean statement" from the child without influence from school staff, and findings can be substantiated, unfounded, or require no further action. Notifications are made to relevant parties based on the investigation results.
Childhood Neglect Material: A Resouce for Multi-Agency TrainingBASPCAN
This document provides an overview of training resources for multi-agency professionals on the topic of child neglect. It includes summaries of reviews and reports on child neglect, outlines the structure and content of training courses, and describes how the training materials can be utilized. The training aims to help practitioners systematically assess neglect cases, focus on the child's needs and experiences, analyze parenting capacity, and identify effective interventions through a consistent multi-agency approach.
Educators are mandated reporters who are required by law to report any suspected child abuse or neglect. The document outlines the legal requirements for mandated reporters, including that failure to report can result in criminal charges and that reporters are legally protected from liability if reporting is done in good faith. It provides details on the reporting process, which involves filling out a form and submitting it to social services for review and investigation. Contact information is given for local social services departments and a link is provided for online mandated reporter training.
This document provides guidance for mandated reporters on child abuse and neglect reporting laws in Washington State. It outlines who must report suspected abuse, timelines for reporting, definitions of abuse types including physical abuse, sexual abuse, neglect, and abandonment. It describes signs of abuse, the reporting process, protections for reporters, and issues of racial disproportionality in child welfare systems.
This document provides an overview of a workshop on identifying and reporting child abuse and neglect, as well as building protective factors to prevent maltreatment. The workshop covers learning objectives around signs of abuse, reporting procedures, and research-based protective factors. It also includes facts about child maltreatment, details on mandatory reporting laws, and how to implement an action plan for prevention.
This document summarizes a presentation by Dora Dome on guidelines for the effective utilization of school resource officers. It discusses defining the roles and responsibilities of SROs to avoid problems. It also summarizes guidelines around student interviews, notifications to law enforcement, and using SROs in proactive ways like building family relationships and diverting students to alternative consequences. The goal is to limit formal law enforcement for ordinary discipline and address root causes of issues.
School staff are required to call both child welfare authorities (the State Central Registry Hotline at 1-877-NJ ABUSE) and local law enforcement to report suspected child abuse. When calling authorities, staff should be prepared to provide specific details about the individuals involved, the nature of the abuse, and related incidents. Staff should make the call from school rather than delaying or calling from elsewhere. Errring on the side of caution by reporting suspected abuse helps protect children, while failure to report can result in legal consequences for the staff member.
This document from the New Jersey Department of Education provides guidance for school personnel on recognizing and reporting child abuse and neglect. It defines the different types of abuse and neglect, including physical abuse, sexual abuse, neglect, emotional abuse and educational neglect. For each type, it lists observable physical and behavioral indicators. It also addresses how to handle situations involving students ages 18-21, and provides scenarios to illustrate how to identify and respond to potential abuse or neglect cases appropriately. School personnel are responsible for reporting all suspected cases of child abuse and neglect.
- The Institutional Abuse Investigation Unit (IAIU) investigates reports of suspected child abuse or neglect by school staff, while the local DYFS office investigates reports involving a child's home.
- After a report is made, the hotline screener will determine if the situation requires a child abuse/neglect investigation or a voluntary Child Welfare Services assessment.
- Investigations aim to get a "clean statement" from the child without influence from school staff, and findings can be substantiated, unfounded, or require no further action. Notifications are made to relevant parties based on the investigation results.
Childhood Neglect Material: A Resouce for Multi-Agency TrainingBASPCAN
This document provides an overview of training resources for multi-agency professionals on the topic of child neglect. It includes summaries of reviews and reports on child neglect, outlines the structure and content of training courses, and describes how the training materials can be utilized. The training aims to help practitioners systematically assess neglect cases, focus on the child's needs and experiences, analyze parenting capacity, and identify effective interventions through a consistent multi-agency approach.
Educators are mandated reporters who are required by law to report any suspected child abuse or neglect. The document outlines the legal requirements for mandated reporters, including that failure to report can result in criminal charges and that reporters are legally protected from liability if reporting is done in good faith. It provides details on the reporting process, which involves filling out a form and submitting it to social services for review and investigation. Contact information is given for local social services departments and a link is provided for online mandated reporter training.
This document provides guidance for mandated reporters on child abuse and neglect reporting laws in Washington State. It outlines who must report suspected abuse, timelines for reporting, definitions of abuse types including physical abuse, sexual abuse, neglect, and abandonment. It describes signs of abuse, the reporting process, protections for reporters, and issues of racial disproportionality in child welfare systems.
This document provides an overview of a workshop on identifying and reporting child abuse and neglect, as well as building protective factors to prevent maltreatment. The workshop covers learning objectives around signs of abuse, reporting procedures, and research-based protective factors. It also includes facts about child maltreatment, details on mandatory reporting laws, and how to implement an action plan for prevention.
This document summarizes a presentation by Dora Dome on guidelines for the effective utilization of school resource officers. It discusses defining the roles and responsibilities of SROs to avoid problems. It also summarizes guidelines around student interviews, notifications to law enforcement, and using SROs in proactive ways like building family relationships and diverting students to alternative consequences. The goal is to limit formal law enforcement for ordinary discipline and address root causes of issues.
Making a Difference Mandated Reporter Instructor GuideJim McKay
Welcome everyone to the Making a Difference Train-the-Trainer session. We are so glad you are here to learn how to help others prevent and report child abuse and neglect.
Before we get started, let's go around and introduce ourselves. Please share your name and what brings you here today.
After introductions, move into the icebreaker. Say:
To get warmed up and start thinking about why preventing child abuse is so important, we are going to do a short icebreaker activity in small groups. Please break into groups of 3-5 people. I'll give you about 10 minutes to discuss the following questions:
1. What strengths or experiences do you have that will help you in training others about
This document discusses physical child abuse, including its definition, signs, statistics, and resources available. Physical child abuse is defined as physical injury inflicted on a child by other than accidental means. Signs of physical abuse include bruises, burns, fractures, and cuts. Nearly 700,000 children are abused in the US annually, with over 1,600 dying from abuse or neglect. Symptoms exhibited by abused children include injuries that don't match stories, untreated medical issues, nightmares, anxiety, and reluctance to go home. The document provides local and national resources for reporting abuse and getting help. Teachers can help abused students by maintaining their normal status, respecting privacy, and developing a sense of belonging.
The document discusses Pennsylvania's mandatory reporting laws for suspected child abuse. It provides statistics on reported and substantiated child abuse cases in Pennsylvania in 2010. It outlines who is required to report suspected abuse, including professionals who work with children, and the process for making oral and written reports. It defines what constitutes child abuse under Pennsylvania law, including physical abuse, sexual abuse, neglect, and specific criminal offenses. The duties of mandated reporters to disclose suspected abuse are discussed.
This document is a grant proposal from New Hanover Child Advocates requesting $225,000 in funding. It aims to advocate for abused and neglected children in New Hanover County who are in the legal system without representation. The program will recruit and train volunteer Guardian Ad Litems to advocate for children in court and ensure they do not get lost in the overburdened system or placed inappropriately. Guardian Ad Litems will visit children monthly and represent their best interests to the judge. The goal is to give children more attention to find a safe permanent home and reduce chances of reentering foster care.
This document provides guidance for mandated reporters in Michigan on their legal responsibilities to report suspected child abuse and neglect. It defines who mandated reporters are, what must be included in verbal and written reports to child protective services, indicators of abuse and neglect, and the investigation and outcome categories. Mandated reporters are legally required to report any suspected abuse or neglect directly to child protective services and notify their organization's head.
This document provides a summary of notices and information for parents regarding special education services, non-discrimination policies, accessibility, student records privacy (FERPA), directory information, teacher qualifications under No Child Left Behind, and complaint procedures. It informs parents of their children's rights to special education, their privacy rights under FERPA, and how to file complaints. It also provides contact information for school principals and the process to apply for free or reduced price meals.
The document discusses issues related to grandparents raising grandchildren in Utah. It provides national statistics showing that millions of children live with grandparents as caregivers. In Utah, the most common reason for this is parental methamphetamine abuse. The document outlines various legal issues around custody, visitation, medical consent and school enrollment. It also describes the different kinship care options in Utah and eligibility requirements for associated public benefits and services. Resources for grandparents raising grandchildren are provided.
September 23, 2013 at 12:00 E.S.T. - This webinar in the Family Law Education for Women (FLEW) series is the first of two discussions about the Children's Aid Society geared toward the rights of young women. This webinar looks at the child protection process, focussing on youth rights and realities when they are the person that the CAS is concerned may be in need of protection.
In this discussion, lawyer Seema Jain, of Jain Family Law and Mediation, discusses what young people should know about being involved in the child protection process, in conversation with METRAC’s Legal Director, Tamar Witelson.
Watch this webinar at:
http://yourlegalrights.on.ca/webinar/when-childrens-aid-society-gets-involved-what-can-childyouth-expect
This document summarizes the findings of a study on violence against children in Georgia. The study surveyed over 3,000 people across Georgia about their knowledge, attitudes and practices related to violence against children. It found that violence against children is widely accepted in Georgia, with over half the population believing violent punishment is more effective than non-violent parenting. Women were more likely than men to view violence against children as appropriate. Additionally, most people, including professionals, believe issues within a family should remain private, creating obstacles to reporting violence. The findings suggest high tolerance of violence against children contributes to its continued prevalence in Georgia.
The document discusses several flaws in the U.S. foster care system. It notes that while foster care was originally intended to care for children in need, potential issues were anticipated but seen as necessary risks. Currently, about 75% of children in foster care have been sexually abused. Some ways to address flaws include more effective screening of social workers and foster families, holding negligent parents accountable, and implementing regular training for social workers based on recurring issues. The document also provides statistics on the large number of children currently in foster care and challenges with placing siblings together.
Recorded on September 24, 2013 - This webinar in the Family Law Education for Women (FLEW) series is the second of two discussions about the Children's Aid Society geared toward the rights of young women.
In this discussion, lawyer Seema Jain, of Jain Family Law and Mediation, discusses what teenage mothers should know if the CAS has concerns about the safety of their child(ren), in conversation with METRAC’s Legal Director, Tamar Witelson.
Watch the webinar at:
http://yourlegalrights.on.ca/webinar/teenage-mothers-and-childrens-aid-society-what-young-mothers-should-know-about-child-protect
Good School Law For Teachers - Dr. William Allan KritsonisWilliam Kritsonis
William Allan Kritsonis, PhD
(Revised Summer, 2009)
William H. Parker Leadership Academy Hall of Honor
In 2008, Dr. Kritsonis was inducted into the William H. Parker Leadership Academy Hall of Honor, Graduate School, Prairie View A&M University – The Texas A&M University System. He was nominated by doctoral and master’s degree students.
Dr. Kritsonis Lectures at the University of Oxford, Oxford, England
In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing Through the Realms of Meaning.
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Educational Background
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
Doctor of Humane Letters
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Professional Experience
Dr. Kritsonis began his career as a teacher. He has served education as a principal, superintendent of schools, director of student teaching and field experiences, invited guest professor, author, consultant, editor-in-chief, and publisher. Dr. Kritsonis has earned tenure as a professor at the highest academic rank at two major universities.
Books – Articles – Lectures - Workshops
Dr. Kritsonis lectures and conducts seminars and workshops on a variety of topics. He is author of more than 600 articles in professional journals and several books. His popular book SCHOOL DISCIPLINE: The Art of Survival is scheduled for its fourth edition. He is the author of the textbook William Kritsonis, PhD on Schooling that is used by many professors at colleges and universities throughout the nation and abroad.
In 2008, Dr. Kritsonis coauthored the textbook A Statistical Journey: Taming of the Skew. The book has been adopted by professors in many colleges and universities throughout the nation. It was published by the Alexis/Austin Group, Murrieta, California.
In 2007, Dr. Kritsonis’ version of the book of Ways of Knowing Through the Realms of Meaning (858 pages) was published in the United States of America in cooperation with partial financial support of Visiting Lecturers, Oxford Round Table (2005). The book is the product of a collaborative twenty-four year effort started in 1978 with the late Dr. Philip H. Phenix. Dr. Kritsonis was in continuous communication with Dr. Phenix until his death in 2002.
In 2007, Dr. Kritsonis was the lead author of the textbook Practical Applications of Educational Research and Basic Statistics. The text provides practical content knowledge in research for graduate students at the doctoral and master’s levels.
In 2009, Dr. Kritsonis’ b
Professorial Roles
Dr. Kritsonis has served in professorial roles at Central Washington University, Washington; Salisbury State University, Maryland; Northwestern State University, Louisiana; McNeese State University, Louisiana; and Louisiana State University, Baton Rouge in the Department of Administrative and Foundational Services.
In 2006, Dr. Kritsonis published two articles in the Two-Volume Set of the Encyclopedia of Educational Leadership and Administration published by SAGE Publications, Thousand Oaks, California. He is a National Reviewer for the Journal of Research on Leadership, University Council for Educational Administration (UCEA).
In 2007, Dr. Kritsonis was invited to write a history and philosophy of education for the ABC-CLIO Encyclopedia of World History.
Currently, Dr. Kritsonis is Professor of Educational Leadership at Prairie View A&M University – Member of the Texas A&M University System. He teaches in the PhD Program in Educational Leadership. Dr. Kritsonis taught the Inaugural class session in the doctoral program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired the first doctoral student to earn a PhD in Educational Leadership at Prairie View A&M University. He has chaired over 18 doctoral dissertations. He lives in Houston, Texas.
This document outlines several signs and effects of child neglect. It notes that neglect can cause developmental delays, lack of trust in others, low self-esteem, depression, unpredictable behavior, and attention seeking in children. Neglected children may engage in risky behaviors like drug and alcohol abuse and criminal activity. They can experience chronic health issues, poor school performance, and relationship difficulties as adults. The document provides numerous sources on the topic of child neglect.
This document provides information about programs and services offered by the Salem County Special Services School District. It includes a list of 10 special education programs as well as other services. The document discusses using technology like iPads, apps, and online resources to enhance instruction for special education students. It provides examples of apps that could be used for subjects like math, literacy, and life skills as well as for different disability categories. The agenda outlines a presentation and breakout sessions about using technology and digital resources in special education classrooms.
This document discusses child abuse, including its various forms (physical, sexual, emotional/psychological, neglect) and signs. It provides definitions for each type of abuse, examples of abusive behaviors, and potential signs or effects. The document also discusses laws implemented in the Philippines to prevent child abuse, such as the Special Protection of Children Against Abuse, Exploitation and Discrimination Act. Statistics and organizations working to address child abuse are also mentioned.
This document provides an overview of child abuse and neglect (CAN). It defines the different types of CAN including physical abuse, sexual abuse, emotional abuse, and neglect. It discusses the prevalence of CAN globally and in India. The document outlines the consequences of CAN on psychological, neurobiological, and psychiatric development. It also examines predisposing factors, historical background, common injuries seen in physical abuse like burns and fractures, and conditions like shaken baby syndrome.
includes the recent guidelines & methodology for exaamination of rape victim in india. very helpful for medical students, practising doctos, esp Govt doctors.
Making a Difference Mandated Reporter Instructor GuideJim McKay
Welcome everyone to the Making a Difference Train-the-Trainer session. We are so glad you are here to learn how to help others prevent and report child abuse and neglect.
Before we get started, let's go around and introduce ourselves. Please share your name and what brings you here today.
After introductions, move into the icebreaker. Say:
To get warmed up and start thinking about why preventing child abuse is so important, we are going to do a short icebreaker activity in small groups. Please break into groups of 3-5 people. I'll give you about 10 minutes to discuss the following questions:
1. What strengths or experiences do you have that will help you in training others about
This document discusses physical child abuse, including its definition, signs, statistics, and resources available. Physical child abuse is defined as physical injury inflicted on a child by other than accidental means. Signs of physical abuse include bruises, burns, fractures, and cuts. Nearly 700,000 children are abused in the US annually, with over 1,600 dying from abuse or neglect. Symptoms exhibited by abused children include injuries that don't match stories, untreated medical issues, nightmares, anxiety, and reluctance to go home. The document provides local and national resources for reporting abuse and getting help. Teachers can help abused students by maintaining their normal status, respecting privacy, and developing a sense of belonging.
The document discusses Pennsylvania's mandatory reporting laws for suspected child abuse. It provides statistics on reported and substantiated child abuse cases in Pennsylvania in 2010. It outlines who is required to report suspected abuse, including professionals who work with children, and the process for making oral and written reports. It defines what constitutes child abuse under Pennsylvania law, including physical abuse, sexual abuse, neglect, and specific criminal offenses. The duties of mandated reporters to disclose suspected abuse are discussed.
This document is a grant proposal from New Hanover Child Advocates requesting $225,000 in funding. It aims to advocate for abused and neglected children in New Hanover County who are in the legal system without representation. The program will recruit and train volunteer Guardian Ad Litems to advocate for children in court and ensure they do not get lost in the overburdened system or placed inappropriately. Guardian Ad Litems will visit children monthly and represent their best interests to the judge. The goal is to give children more attention to find a safe permanent home and reduce chances of reentering foster care.
This document provides guidance for mandated reporters in Michigan on their legal responsibilities to report suspected child abuse and neglect. It defines who mandated reporters are, what must be included in verbal and written reports to child protective services, indicators of abuse and neglect, and the investigation and outcome categories. Mandated reporters are legally required to report any suspected abuse or neglect directly to child protective services and notify their organization's head.
This document provides a summary of notices and information for parents regarding special education services, non-discrimination policies, accessibility, student records privacy (FERPA), directory information, teacher qualifications under No Child Left Behind, and complaint procedures. It informs parents of their children's rights to special education, their privacy rights under FERPA, and how to file complaints. It also provides contact information for school principals and the process to apply for free or reduced price meals.
The document discusses issues related to grandparents raising grandchildren in Utah. It provides national statistics showing that millions of children live with grandparents as caregivers. In Utah, the most common reason for this is parental methamphetamine abuse. The document outlines various legal issues around custody, visitation, medical consent and school enrollment. It also describes the different kinship care options in Utah and eligibility requirements for associated public benefits and services. Resources for grandparents raising grandchildren are provided.
September 23, 2013 at 12:00 E.S.T. - This webinar in the Family Law Education for Women (FLEW) series is the first of two discussions about the Children's Aid Society geared toward the rights of young women. This webinar looks at the child protection process, focussing on youth rights and realities when they are the person that the CAS is concerned may be in need of protection.
In this discussion, lawyer Seema Jain, of Jain Family Law and Mediation, discusses what young people should know about being involved in the child protection process, in conversation with METRAC’s Legal Director, Tamar Witelson.
Watch this webinar at:
http://yourlegalrights.on.ca/webinar/when-childrens-aid-society-gets-involved-what-can-childyouth-expect
This document summarizes the findings of a study on violence against children in Georgia. The study surveyed over 3,000 people across Georgia about their knowledge, attitudes and practices related to violence against children. It found that violence against children is widely accepted in Georgia, with over half the population believing violent punishment is more effective than non-violent parenting. Women were more likely than men to view violence against children as appropriate. Additionally, most people, including professionals, believe issues within a family should remain private, creating obstacles to reporting violence. The findings suggest high tolerance of violence against children contributes to its continued prevalence in Georgia.
The document discusses several flaws in the U.S. foster care system. It notes that while foster care was originally intended to care for children in need, potential issues were anticipated but seen as necessary risks. Currently, about 75% of children in foster care have been sexually abused. Some ways to address flaws include more effective screening of social workers and foster families, holding negligent parents accountable, and implementing regular training for social workers based on recurring issues. The document also provides statistics on the large number of children currently in foster care and challenges with placing siblings together.
Recorded on September 24, 2013 - This webinar in the Family Law Education for Women (FLEW) series is the second of two discussions about the Children's Aid Society geared toward the rights of young women.
In this discussion, lawyer Seema Jain, of Jain Family Law and Mediation, discusses what teenage mothers should know if the CAS has concerns about the safety of their child(ren), in conversation with METRAC’s Legal Director, Tamar Witelson.
Watch the webinar at:
http://yourlegalrights.on.ca/webinar/teenage-mothers-and-childrens-aid-society-what-young-mothers-should-know-about-child-protect
Good School Law For Teachers - Dr. William Allan KritsonisWilliam Kritsonis
William Allan Kritsonis, PhD
(Revised Summer, 2009)
William H. Parker Leadership Academy Hall of Honor
In 2008, Dr. Kritsonis was inducted into the William H. Parker Leadership Academy Hall of Honor, Graduate School, Prairie View A&M University – The Texas A&M University System. He was nominated by doctoral and master’s degree students.
Dr. Kritsonis Lectures at the University of Oxford, Oxford, England
In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing Through the Realms of Meaning.
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Educational Background
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
Doctor of Humane Letters
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Professional Experience
Dr. Kritsonis began his career as a teacher. He has served education as a principal, superintendent of schools, director of student teaching and field experiences, invited guest professor, author, consultant, editor-in-chief, and publisher. Dr. Kritsonis has earned tenure as a professor at the highest academic rank at two major universities.
Books – Articles – Lectures - Workshops
Dr. Kritsonis lectures and conducts seminars and workshops on a variety of topics. He is author of more than 600 articles in professional journals and several books. His popular book SCHOOL DISCIPLINE: The Art of Survival is scheduled for its fourth edition. He is the author of the textbook William Kritsonis, PhD on Schooling that is used by many professors at colleges and universities throughout the nation and abroad.
In 2008, Dr. Kritsonis coauthored the textbook A Statistical Journey: Taming of the Skew. The book has been adopted by professors in many colleges and universities throughout the nation. It was published by the Alexis/Austin Group, Murrieta, California.
In 2007, Dr. Kritsonis’ version of the book of Ways of Knowing Through the Realms of Meaning (858 pages) was published in the United States of America in cooperation with partial financial support of Visiting Lecturers, Oxford Round Table (2005). The book is the product of a collaborative twenty-four year effort started in 1978 with the late Dr. Philip H. Phenix. Dr. Kritsonis was in continuous communication with Dr. Phenix until his death in 2002.
In 2007, Dr. Kritsonis was the lead author of the textbook Practical Applications of Educational Research and Basic Statistics. The text provides practical content knowledge in research for graduate students at the doctoral and master’s levels.
In 2009, Dr. Kritsonis’ b
Professorial Roles
Dr. Kritsonis has served in professorial roles at Central Washington University, Washington; Salisbury State University, Maryland; Northwestern State University, Louisiana; McNeese State University, Louisiana; and Louisiana State University, Baton Rouge in the Department of Administrative and Foundational Services.
In 2006, Dr. Kritsonis published two articles in the Two-Volume Set of the Encyclopedia of Educational Leadership and Administration published by SAGE Publications, Thousand Oaks, California. He is a National Reviewer for the Journal of Research on Leadership, University Council for Educational Administration (UCEA).
In 2007, Dr. Kritsonis was invited to write a history and philosophy of education for the ABC-CLIO Encyclopedia of World History.
Currently, Dr. Kritsonis is Professor of Educational Leadership at Prairie View A&M University – Member of the Texas A&M University System. He teaches in the PhD Program in Educational Leadership. Dr. Kritsonis taught the Inaugural class session in the doctoral program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired the first doctoral student to earn a PhD in Educational Leadership at Prairie View A&M University. He has chaired over 18 doctoral dissertations. He lives in Houston, Texas.
This document outlines several signs and effects of child neglect. It notes that neglect can cause developmental delays, lack of trust in others, low self-esteem, depression, unpredictable behavior, and attention seeking in children. Neglected children may engage in risky behaviors like drug and alcohol abuse and criminal activity. They can experience chronic health issues, poor school performance, and relationship difficulties as adults. The document provides numerous sources on the topic of child neglect.
This document provides information about programs and services offered by the Salem County Special Services School District. It includes a list of 10 special education programs as well as other services. The document discusses using technology like iPads, apps, and online resources to enhance instruction for special education students. It provides examples of apps that could be used for subjects like math, literacy, and life skills as well as for different disability categories. The agenda outlines a presentation and breakout sessions about using technology and digital resources in special education classrooms.
This document discusses child abuse, including its various forms (physical, sexual, emotional/psychological, neglect) and signs. It provides definitions for each type of abuse, examples of abusive behaviors, and potential signs or effects. The document also discusses laws implemented in the Philippines to prevent child abuse, such as the Special Protection of Children Against Abuse, Exploitation and Discrimination Act. Statistics and organizations working to address child abuse are also mentioned.
This document provides an overview of child abuse and neglect (CAN). It defines the different types of CAN including physical abuse, sexual abuse, emotional abuse, and neglect. It discusses the prevalence of CAN globally and in India. The document outlines the consequences of CAN on psychological, neurobiological, and psychiatric development. It also examines predisposing factors, historical background, common injuries seen in physical abuse like burns and fractures, and conditions like shaken baby syndrome.
includes the recent guidelines & methodology for exaamination of rape victim in india. very helpful for medical students, practising doctos, esp Govt doctors.
This document outlines New Jersey's policy requirements for school personnel to report child abuse and neglect. It discusses that school districts must develop policies for employees to provide early detection of missing, abused, or neglected children through notifying and cooperating with child welfare and law enforcement authorities. It notes that school districts must identify a liaison to these authorities and provide training to staff on reporting obligations. It emphasizes that school staff have a legal duty to report any suspected abuse or neglect immediately and are protected from liability if reports are made in good faith.
School personnel are required to report any suspected child abuse or neglect by calling the State Central Registry Hotline at 1-877-NJ ABUSE and local law enforcement authorities. When making a call, school staff should provide specific details about the child, alleged perpetrator, and incident in response to questions from the Hotline screener. Calls should be made immediately from the school rather than being delayed or made elsewhere. Even if unsure about the situation, school staff should err on the side of caution and make a report, as failure to do so could result in legal consequences.
The document discusses gang prevention training requirements for Delaware public school employees and defines criminal youth gangs and activities according to Delaware law. It also provides an overview of gang identifiers that may be present in schools and recommends forming teams to implement prevention and intervention strategies tailored to individual school needs.
This document is an explanatory note for proposed legislation called the Anti-Bullying Act of 2010. It summarizes that bullying is a serious problem in schools that can have dangerous consequences for students' health and well-being. It discusses how students who are bullied or harass are more likely to engage in risky behaviors like carrying weapons or drugs. The proposed law would require all school districts to adopt policies prohibiting harassment, intimidation, and bullying of students. It would also require schools to inform students and families about these policies.
This document provides summaries of several policies related to faculty and staff conduct, including policies around nondiscrimination, appropriate use of technology, reporting responsibilities, inappropriate conduct, sexual harassment, bullying, suicide prevention, child abuse and neglect reporting, substance abuse, and suspected gang activity. Key requirements outlined include prohibiting discrimination, following copyright laws when using technology, reporting arrests or other legal issues, maintaining appropriate conduct with students both during and outside of school hours, preventing and addressing sexual harassment, bullying, and child abuse/neglect, providing substance abuse education and intervention, and investigating potential gang activity.
This document discusses physical child abuse, including its definition, signs, statistics, and resources available. Physical child abuse is defined as physical injury inflicted on a child by other than accidental means. Signs of physical abuse include bruises, burns, fractures, and cuts. Nearly 700,000 children are abused in the US annually, with over 1,600 dying from abuse or neglect. Symptoms exhibited by abused children include injuries that don't match stories, untreated medical issues, nightmares, anxiety, and reluctance to go home. The document provides local and national resources for reporting abuse and getting help. Teachers can help abused students by maintaining their normal status, respecting privacy, and developing a sense of belonging.
This document is an introduction to proposed anti-bullying legislation in the Philippines called the Anti-Bullying Act of 2008. It discusses the negative impacts of bullying on students' health and well-being according to studies. The proposed bill would require all school districts to adopt policies prohibiting harassment, intimidation, and bullying of students. It would also require schools to inform students, parents, and staff about these policies. The bill aims to encourage schools to take proactive measures to protect children from the effects of bullying.
Copy of KM-Legal-Unit_RM-217-s-2021-Child-Abuse-and-Bullying.pdfJeffersonGonzales17
This document outlines a training workshop on DepEd's Child Protection Policy. It discusses the objectives of ensuring compliance with child protection policies and preventing violations. It covers relevant DepEd orders and memorandums related to child protection. It also defines important terms like child abuse, bullying, and the roles of the School Head and Disciplining Authority in responding to incidents and imposing sanctions.
52 Slides on the new laws on protecting our kids. Safe kids includes reporting of abuse, getting clearances for employees and volunteers, and lots of new laws.
Slides from a forum by the Forbes Fund and others in Allegheny County, including APOST.
This document provides a summary of important information for parents regarding special education services, non-discrimination policies, student records privacy (FERPA), and procedures for filing complaints in Lindbergh Schools. It informs parents that all students with disabilities are entitled to free appropriate public education. It also outlines policies regarding directory information, teacher qualifications under NCLB, and how to apply for free or reduced-price lunches.
2010 Central Directory for Infants and Toddlers and Students with DisabilitiesEarly On Michigan
This Central Directory is major component of the IDEA regulations, CFR 303.301, require a directory so that families of eligible children may have access to information and resouces that will allow them to suppport the development of their children and students with disabilities.
This Central Directory was produced in collaboration with the Center for Educational Networking.
The document provides information about New Jersey's Anti-Bullying Bill of Rights and the Ewing Public Schools' district policy on harassment, intimidation, and bullying (HIB). It summarizes the key aspects of the law, including the definition of HIB, requirements for school districts, and changes made by recent revisions to the law. The district's HIB policy training aims to inform about the law's expectations and review the district's HIB procedures. Each school must have an Anti-Bullying Specialist to lead investigations and the School Safety/Climate Team to address incidents and provide staff training, as outlined in the law.
This presentation examines the school-to-prison pipeline, defined as a trend of pushing disadvantaged children out of public schools and into the juvenile and criminal justice systems through zero-tolerance policies and increased law enforcement in K-12 schools. It discusses how minority, disabled, and low-income students are disproportionately affected starting in preschool. The pipeline is most prevalent in Southern states that heavily utilize zero-tolerance policies. Recommendations are provided to curb this problem through alternative discipline practices, policy reforms, and support for struggling students.
This document outlines guidelines for reporting and intervening in cases of child abuse, discrimination, exploitation, violence against children, and bullying in schools in the DepEd CALABARZON region. It discusses the legal basis for child protection policies under the Philippine constitution and UN conventions. It summarizes key DepEd policies on child protection from 2012-2021, including the zero tolerance policy for any form of child abuse. The roles and functions of the Child Protection Committee in schools are defined, such as drafting protection policies, implementing referral systems, identifying at-risk students, and coordinating with authorities on reported cases. The document concludes by thanking participants.
This document outlines the Implementing Rules and Regulations (IRR) of the Anti-Bullying Act of 2013 in the Philippines. It defines key terms related to bullying such as bullying, cyberbullying, gender-based bullying. It prohibits bullying in schools and school-related activities. It outlines the duties of schools to adopt anti-bullying policies, educate students and parents, and handle bullying incidents. The procedures for handling bullying incidents include immediate response, reporting, fact-finding, intervention, referral, disciplinary measures, and due process. Schools must submit their anti-bullying policies to the Division Office.
This document outlines DepEd Order No. 40, s.2012, which establishes the Child Protection Policy to prevent abuse of children in schools. It defines key terms like child abuse, bullying and cyberbullying. The policy prohibits corporal punishment and other harmful acts. It also requires schools to set up Child Protection Committees to handle cases, conduct investigations, and refer victims to authorities. Statistics on reported bullying and abuse cases from 2012-2013 are provided. The duties of schools to ensure child safety and the procedures for addressing violations by teachers are described.
This document discusses physical child abuse, including its definition, signs, statistics, and resources available. Some key points:
- Physical child abuse is defined as physical injury inflicted on a child by other than accidental means. Signs can include bruises, burns, fractures, and internal injuries.
- Nearly 700,000 children are abused in the US annually, with over 1,600 dying from abuse or neglect. In Wisconsin in 2015, there were over 42,000 child abuse reports involving 35,000 children, with 871 substantiated cases of physical abuse.
- Symptoms of abused children can include injuries that don't match stories, untreated medical issues, reluctance to go home, and behavioral changes like nightmares
This document discusses physical child abuse, including its definition, signs, statistics, and resources available. Some key points:
- Physical child abuse is defined as physical injury inflicted on a child by other than accidental means. Signs can include bruises, burns, fractures, and internal injuries.
- Nearly 700,000 children are abused in the US annually, with over 1,600 dying from abuse or neglect. In Wisconsin in 2015, there were over 42,000 child abuse reports involving 35,000 children, with 871 substantiated cases of physical abuse.
- Symptoms of abused children may include injuries that don't match stories, untreated medical issues, reluctance to go home, and withdrawal. Anyone can report suspected
This document provides information about an annual employee training on bloodborne pathogens and accident reporting. It aims to comply with OSHA standards by informing employees about potential exposure risks and prevention methods. Key points covered include identifying high-risk job classifications, outlining an exposure control plan, defining relevant pathogens like HIV and Hepatitis B, describing potential transmission routes, and emphasizing the use of universal precautions like gloves and barriers to prevent the spread of bodily fluids.
This document provides information about allergies, anaphylaxis, epinephrine auto-injectors (EpiPens), and how to use an EpiPen. It defines allergies and anaphylaxis, lists common allergic triggers and symptoms, and explains that EpiPens are prescribed for those with severe allergic reactions. It describes how to recognize symptoms requiring an EpiPen, the proper procedures for administering an EpiPen including holding it against the thigh and calling for help, and monitoring the person until emergency help arrives. The document emphasizes to always use an EpiPen if a reaction is suspected rather than waiting.
This document summarizes an annual employee training on bloodborne pathogens and accident reporting. It aims to comply with OSHA standards by informing employees about potential exposure risks and prevention methods. Key points covered include identifying high-risk job classifications, outlining an exposure control plan, defining relevant pathogens like HIV and Hepatitis B, describing potential transmission routes, and emphasizing the use of universal precautions like gloves and barriers to prevent the spread of bloodborne diseases.
This document provides information about diabetes and how to care for students with diabetes in schools. It discusses what diabetes is, signs and symptoms of low and high blood sugar, new laws regarding diabetes care in schools, what glucagon is and how it is used to treat severe low blood sugar, proper storage and administration of glucagon, and what to do after administering glucagon. The overall purpose is to educate about diabetes and establish protocols for providing care to students with diabetes in schools.
Asthma is a chronic lung condition that affects many children, causing inflammation and narrowing of the airways. It is the most common chronic childhood disorder and a leading cause of school absenteeism. Symptoms range from mild to life-threatening and are triggered by factors like allergens, exercise, and infections. Teachers play an important role in asthma management by reducing exposure to triggers, recognizing warning signs, and alerting nurses for help. With awareness and prevention strategies, schools can help students better control their asthma.
This document provides information about allergies, anaphylaxis, epinephrine auto-injectors (EpiPens), and their use for treating severe allergic reactions. It defines allergies and anaphylaxis, lists common symptoms, and explains that epinephrine is prescribed to treat anaphylaxis. It describes EpiPens as easy to use, single-dose devices for administering epinephrine. The document provides step-by-step instructions for administering an EpiPen, monitoring the person afterward, and emphasizing the importance of immediate medical help for any suspected anaphylactic reaction.
This document provides information about allergies, anaphylaxis, epinephrine auto-injectors (EpiPens), and how to use an EpiPen. It defines allergies and anaphylaxis, lists common allergens and symptoms. Anaphylaxis is a severe, life-threatening allergic reaction. Epinephrine is prescribed for those at risk, to treat anaphylaxis. EpiPens are easy-to-use devices that contain a single dose of epinephrine. The document outlines how to administer an EpiPen injection into the outer thigh, stay with the person, and call for emergency help.
This document provides information about allergies, anaphylaxis, epinephrine auto-injectors (EpiPens), and their use for treating severe allergic reactions. It defines allergies and anaphylaxis, lists common symptoms, and explains that epinephrine is prescribed to treat anaphylaxis. It describes EpiPens as easy to use, single-dose devices for administering epinephrine. The document provides step-by-step instructions for administering an EpiPen, monitoring the person afterward, and emphasizing the importance of immediate medical help for any suspected anaphylactic reaction.
This document provides information about allergies, anaphylaxis, epinephrine auto-injectors (EpiPens), and how to use an EpiPen. It defines allergies and anaphylaxis, lists common allergic triggers and symptoms. It describes that EpiPens are prescribed for those with severe allergies and explains what they are and their proper usage. The document outlines the steps to administer an EpiPen including holding it against the outer thigh and massaging after, as well as critical actions after such as calling for help and monitoring the individual. It emphasizes to use an EpiPen if uncertain about a reaction and to re-administer if symptoms persist or return.
Slide Share allows instructors to upload class lectures so that students can access them from home, which is useful for referring back to lecture slides when studying for tests outside of the classroom. The tool provides a way for teachers to share content with students remotely.
7. New Jersey Division of Youth and Family Services Schools are the largest reporters of child abuse to DYFS. http://www.state.nj.us/education/students/safety/socservices/abuse/training/
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Editor's Notes
Welcome to “Reporting Child Abuse and Neglect: What School Personnel Need to Do” developed in collaboration between the New Jersey Department of Education (DOE) and the Department of Children and Families (DCF). These training materials serve as the product of an extensive partnership between the two sister agencies, DOE/DCF, and are designed to promote, develop and enhance collaboration between school, child protective, behavioral health and prevention systems and other interested systems and parties to improve the well-being of children in the State of New Jersey. In an effort to ensure statewide consistency in the implementation of child abuse reporting requirements, the DOE and DCF have developed these training materials to provide local school districts with information to assist in complying with regulatory requirements for reporting suspected abuse and neglect. The training has been divided into four modules: Policy Requirements, What to Look For, How to Report and What Happens After Reporting. Each module consists of protocols and procedures required and recommended for the identification and reporting of suspected abused and neglected children. In some cases, supplemental handouts or resources have been made available to assist you in understanding particular components of this training module. When the handouts are useful to your understanding, they will be referenced in the module. In Module # 1, you will be introduced to the policy requirements that govern the reporting of child abuse and neglect. These requirements serve as a regulatory map for you to follow in the development of local school district policies and procedures. For the purpose of this module, you will be directed to handouts one through three, which you may want to print out prior to proceeding with this module. You may find these handouts by clicking on the handouts link.
“ Child Abuse doesn’t report itself. Make the call, help a child.” … “Do what is right.”
Each school district is required to develop a policy that governs the district’s procedure for reporting potential missing, abused and neglected children. These policies shall include: -A statement indicating the importance of early detection of missing, abused or neglected children; -Provisions regarding the immediate notification to designated child welfare authorities; -Provisions regarding the notification to law enforcement authorities; -Prohibition of the requirement to confirm with another person to make a report; -Provisions for cooperating with child welfare and law enforcement authorities; -Provisions for the establishment of a school district liaison; -Provisions for designating a law enforcement liaison; -Provisions for training; -Provisions regarding due process; and -A statement prohibiting reprisal or retaliation against any person who reports suspected abuse or neglect in good faith. The district’s policy must be adopted by the district board of education. For more detail regarding the requirements of N.J.A.C. 6A:16-11, you should refer to handout #1.
In order to assist local school districts in carrying out the requirements articulated in the board approved policy, school districts are required to identify a person to act as the primary contact between the school(s) and child welfare authorities. The identification of a liaison is designed to improve communication and cooperation with local child welfare authorities to protect the children who are vulnerable to potential abuse and neglect. Additionally, the child welfare liaison shall assist in the provision of training and information to school staff, volunteers or interns. Some districts, particularly larger ones, may identify more than one liaison to fulfill this function, while others may only have one. The key is to ensure that local child welfare agencies have access to partner with local school(s) in prevention and protection efforts for its children.
As I just mentioned, the district board of education is required to develop and adopt policies and procedures to include provisions for training school district employees, volunteers and interns on the district’s policies and procedures for reporting allegations of missing, abused or neglected children. New employees, volunteers or interns must receive training as part of their orientation. For clarity, please be advised that “employees” can include contracted service providers in a school, such as speech-language specialists, child study team personnel and bus drivers. Local school districts may utilize this training to satisfy the training requirements at no cost to the district. If a local school district opts to utilize a private vendor for the provision of training, the vendor must ensure that its training is consistent with the information contained within these training materials. It is crucial to note that the reporting requirements apply to school district employees, volunteers and interns . Therefore, this training must be presented to all individuals in the district.
Reporting requirements are mandated by both the state statute and New Jersey administrative code. In accordance with New Jersey Statute, “Any person having reasonable cause to believe that a child has been subjected to child abuse or acts of child abuse shall make an immediate report to the Division of Youth and Family Services by telephone or otherwise.” While school staff may inform the principal or other designated official that a report will be made, the staff member is not required to confirm whether a report should be made and furthermore must ensure that notification to the principal does not delay immediate notification to child welfare authorities. You may find more information regarding this requirement at N.J.A.C. 6A:16-11(a)2i and 4 in the handouts that are available in this module. It is important to note that school staff play an important role in the protection and welfare of children. Because children are in school for a large portion of the day, school staff are able to observe and interact with children on a consistent and extended daily basis. School staff continue to serve as the most frequent reporters of suspected abuse and neglect and have historically been a key partner in this effort.
This chart shows the most recent New Jersey DYFS data on the referral sources for reporting suspected child abuse and neglect. Schools comprise 19% of the reporters. In the previous year, schools represented 22% of the reporters. During calendar year 2008, there were 60,223 reports and requests made to DYFS. The primary method of reporting was telephone calls to DYFS. Not all calls resulted in child abuse investigations. As we proceed through this training, we will provide information on what we specifically mean by this and tell you about other types of services that are available.
In some cases, children that are being abused may be kept from attending school intentionally by the suspected perpetrator. As a result, the statute has created specific reporting requirements that link with absenteeism that local school districts should be aware of. In circumstances where a child has been absent from school (unexcused) for five consecutive days, the attendance officer (as identified by the school to handle matters related to student absences) shall investigate the absence in accordance with the requirements set forth at N.J.A.C. 6A:16-7.8 and notify the district superintendent. Only If the district superintendent has reasonable cause to believe that the child has been abused or neglected, the district superintendent shall notify DYFS. Additional information regarding the regulatory requirements for student absences at N.J.A.C. 6A:16-7.8 can be found on handout #2. As indicated in Handout # 2-A , i f a school district is notified that a child is being withdrawn by the child’s parent or guardian, the principal of the school from which the child is withdrawing shall request the name, location and expected date of enrollment of the school with which the child is will be subsequently enrolled. Five days following the expected day of enrollment, the superintendent of the district of last attendance shall contact the school district in which the child is to be subsequently enrolled to determine if the child has been enrolled in the district. If the child has not been enrolled, the attendance officer of the of the transfer district shall investigate the failure to enroll and notify the superintendent of the transfer district of the failure to enroll. ONLY IF the investigation leads the superintendent of the transfer district to have reasonable cause to believe the child has been abused or neglected, the superintendent of the transfer district shall notify DYFS. Please note: There is a distinction between “unexcused absence” and truancy under NJAC 6A:16-7.8. The next slide will walk you through a scenario as you consider circumstances where student absence would be a cause for concern.
A scenario on absenteeism…(pause) Please take a moment to consider what is happening in this scenario. Ask yourself the following questions: What may possibly be happening here? Has there been any information-sharing internally in the school between the counselor and others? What do you think should be done? Who should take action? You should consult your district’s policy for conducting an investigation into the child’s absence. If the investigation causes reasonable suspicion of abuse or neglect, the district superintendent must report the incident to DYFS.
As educational agents, local school district staff, volunteers and interns have an additional reporting requirement that is not required of “everyday citizens.” Since 1985, in addition to making an immediate report to DYFS upon suspicion of abused or neglected child situations, local school districts must ensure that law enforcement authorities are notified when a call has been made to DYFS to alert them of when a potentially missing or abused (and neglected) child situation is detected. The requirement to contact law enforcement however, rests with the principal or other designated school official, not with the person making the initial report. That is, the person that makes the report to DYFS must then inform the designated school official to inform them that a call has been made so that the designated official can contact law enforcement. Local school district policies should clearly name the designated official and must establish their own internal mechanisms for ensuring that all personnel are both aware of this requirement and know who this designated person is. Because the revised “Memorandum of Agreement” between education and law enforcement officials requires that the local chief school administrator of each school designate one or more persons to serve as a liaison to the county prosecutor’s office and to the respective local law enforcement agency, it would be reasonable for school districts to consider the law enforcement liaison as the “designated school official” for informing law enforcement authorities of a potentially missing or abused child situation.
If you are not certain but have a reasonable suspicion, you are encouraged to make the call. You are protected from any liability as long as you make the call “in good faith.” For additional information about immunity and protection from civil or criminal liability, please review Handout # 3 attached to this module.
So we have discussed the following: Each district board of education is required to develop and adopt policies and procedures for school district employees, volunteers or interns to provide for the early detection of missing, abused or neglected children through notification of, reporting to and cooperation with the appropriate child welfare and law enforcement authorities. School districts must identify a liaison to both child welfare and law enforcement authorities. Student absenteeism could be an indicator of potential abuse/neglect. School districts are required to provide training to all school staff, volunteers and interns. Educational entities have a dual reporting requirement to both child welfare and law enforcement authorities. You are protected from any liability as long as you make the call “in good faith. This concludes the first module of the Reporting Child Abuse and Neglect training. You are welcome to review any portion of this module as a refresher or for additional information before proceeding to the next module, Module 2, What to look for concerning suspected child abuse and neglect.