A Preliminary Study of How Child Welfare Interviews Are Conducted at Schools: Do Differences Exist Based on Grade Level

Autor/in	McCabe, Jeffrey
Titel	A Preliminary Study of How Child Welfare Interviews Are Conducted at Schools: Do Differences Exist Based on Grade Level
Quelle	In: Leadership and Policy in Schools, 20 (2021) 3, S.384-403 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McCabe, Jeffrey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2019.1692871
Schlagwörter	Child Welfare; Child Abuse; Child Neglect; Children; Adolescents; High School Students; Elementary Secondary Education; Instructional Program Divisions; Correlation; Principals; Facilitators (Individuals); Interviews; Integrated Services; Caseworkers; Investigations; Observation; Court Litigation; Public Schools; Tennessee + Suchen Sie Ihr Suchwort? Kindeswohl; Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Kindesvernachlässigung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Korrelation; Principal; Schulleiter; Interviewing; Interviewtechnik; Untersuchung; Beobachtung; Rechtsstreit; Public school; Öffentliche Schule
Abstract	Child welfare workers routinely use schools as a location to interview children who are the alleged victims of child abuse and neglect. This study analyzed the survey responses from 109 principals in [Study sate] to determine if differences existed between how high school and non-high school principals have their school staff respond to interview requests, and if differences existed between intake and ongoing case interview requests. Results from the data analysis with Fisher's exact test showed that some statistically significant differences did exist between how high school and non-high school principals reported that child welfare interviews were facilitated. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01