Long-Term Consequences of Child Abuse and Neglect
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Trauma-Focused Cognitive Behavioral Therapy for Children in Foster Care: an Implementation Manual
Trauma-Focused Cognitive Behavioral Therapy for Children in Foster Care: An Implementation Manual Esther Deblinger, Ph.D. Anthony P. Mannarino, Ph.D. Melissa K. Runyon, Ph.D. Elisabeth Pollio, Ph.D. Judith Cohen, M.D. Preparation of this manual was supported by the Substance Abuse and Mental Health Services Administration (SAMHSA) National Child Traumatic Stress Initiative (NCTSI) Grant #54319 to Allegheny Singer Research Institute. Staff members from NCTSN sites who offer services to children and their caregivers in the foster care system participated in a series of calls to generate important topics to consider when offering TF-CBT to the foster care population. The authors gratefully acknowledge the valuable contributions of the following participating NCTSN Community Treatment (Category III) Centers: Family Services of Rhode Island, Providence, RI Kempe Center, Denver, CO Mt. Hope Family Center, Rochester, NY The Children’s Center, Salt Lake City, UT University of Kentucky, Lexington, KY University of Massachusetts, Worcester, MA 1 Table of Contents Introduction …………………………………………………………………………………………..3 Applicability of TF-CBT for Children in Foster Care…..……...…………………………………….4 Clinical Application of TF-CBT with Children Foster Care ………………………………….........10 Review of TF-CBT Core Components ……………………………………………………………..11 Barriers to Effective Treatment for Children in Foster Care ...…………………………………….15 Engaging the System in Implementation of TF-CBT …………………………………………........17 Engaging Foster Parents in TF-CBT………………………………………………………………..20 Legal -
Alberti Center for Bullying Abuse Prevention
Alberti Center for Bullying Abuse Prevention Compiled by: Amanda B. Nickerson, Ph.D. | Director Heather Cosgrove | Graduate Assistant Rebecca E. Ligman, M.S.Ed. | Program and Operations Manager June 2012 The Alberti Center for Bullying Abuse Prevention will reduce bullying abuse in schools and in the community by contributing knowledge and providing evidence-based tools to effectively change the language, attitudes, and behaviors of educators, parents, students, and society. Amanda B. Nickerson, Ph.D. | Director Rebecca E. Ligman, M.S.Ed. | Program and Operations Manager Heather Cosgrove | Graduate Assistant Michelle Serwacki | Graduate Assistant Alberti Center for Bullying Abuse Prevention Graduate School of Education University at Buffalo, The State University of New York 428 Baldy Hall Buffalo, NY 14260-1000 P: (716) 645-1532 F: (716) 645-6616 [email protected] gse.buffalo.edu/alberticenter We extend our sincere gratitude to the many groups and individuals who gave their time, energy, and valuable input during this needs assessment process. We thank the National Federation for Just Communities of Western New York, Western New York Educational Services Council, and the Western New York School Psychologist Association for allowing us to obtain feedback from their conference participants. Laura Anderson, Ph.D., Janice DeLucia- Waack, Ph.D., Jennifer Livingston, Ph.D., Amy Reynolds, Ph.D., and Michelle Serwacki, B.A., were helpful in facilitating the focus groups at the WNYESC conference. Several directors and associate directors of similar centers also generously gave of their time to be interviewed, including: Kristin Christodulu, Ph.D.; Michael Furlong, Ph.D.; Lynn Gelzheiser, Ed.D.; Linda Kanan, Ph.D.; Betsey Schühle, M.S.; Susan Swearer, Ph.D.; and Frank Vellutino, Ph.D. -
Systematic Review of Academic Bullying in Medical Settings: Dynamics and Consequences
Open access Original research BMJ Open: first published as 10.1136/bmjopen-2020-043256 on 12 July 2021. Downloaded from Systematic review of academic bullying in medical settings: dynamics and consequences Tauben Averbuch ,1 Yousif Eliya,2 Harriette Gillian Christine Van Spall1,2,3 To cite: Averbuch T, Eliya Y, ABSTRACT Strengths and limitations of this study Van Spall HGC. Systematic Purpose To characterise the dynamics and consequences review of academic bullying of bullying in academic medical settings, report factors in medical settings: dynamics ► This systematic review is comprehensive, including that promote academic bullying and describe potential and consequences. BMJ Open 68 studies with 82 349 consultants and trainees, 2021;11:e043256. doi:10.1136/ interventions. across several countries and including all levels of bmjopen-2020-043256 Design Systematic review. training. We searched EMBASE and PsycINFO for Data sources ► We defined inclusion criteria a priori and used es- ► Prepublication history and articles published between 1 January 1999 and 7 February additional supplemental material tablished tools to assess the risk of bias of included for this paper are available 2021. studies. online. To view these files, Study selection We included studies conducted in ► The included studies varied in their definitions of please visit the journal online academic medical settings in which victims were bullying, sampling bias was noted among the sur- (http:// dx. doi. org/ 10. 1136/ consultants or trainees. Studies had to describe bullying veys and intervention studies were suboptimally bmjopen- 2020- 043256). behaviours; the perpetrators or victims; barriers or designed. facilitators; impact or interventions. Data were assessed Received 29 July 2020 independently by two reviewers. -
Battered Woman's Syndrome: Setting a Standard in Florida
Nova Law Review Volume 31, Issue 2 2007 Article 11 Battered Woman’s Syndrome: Setting a Standard in Florida Sara M. Sandler∗ ∗ Copyright c 2007 by the authors. Nova Law Review is produced by The Berkeley Electronic Press (bepress). https://nsuworks.nova.edu/nlr Sandler: Battered Woman's Syndrome: Setting a Standard in Florida BATTERED WOMAN'S SYNDROME: SETTING A STANDARD IN FLORIDA SARA M. SANDLER* I. INTRODUCTION ..............................................................................375 II. DEFINING BATTERED WOMAN'S SYNDROME ............................... 379 A . LearnedH elplessness........................................................ 379 B. Cycle Theory of Violence .................................................. 381 III. A HISTORY OF BATTERED WOMAN'S SYNDROME IN THE COURTS 382 A. ImpairedM ental Capacity ............................................... 383 B. As Partof a Self-Defense Argument .................................. 384 1. Defining "Imminent" ........................... 385 2. "Imminent" to the Battered Woman ..................... 386 IV. FLORIDA COURTS AND BATTERED WOMAN'S SYNDROME ........... 387 A. Floridaon Expert Testimony ............................................ 387 B. Floridaon the Duty to Retreat: Weiand v. State ............. 393 V. HOW TO DETERMINE A BATTERED WOMAN'S DEFENSE: A THREE- PRON G ED T EST ...............................................................................395 A . Length of A buse ................................................................. 396 B . Severity ofA buse .............................................................. -
Pdfopposition to SB 78 A00994 2021-06-21.Pdf
MEMORANDUM Date: June 21, 2021 To: Members, Pennsylvania General Assembly From: Frank P. Cervone, Executive Director, Support Center for Child Advocates Kathleen Creamer, Managing Attorney, Family Advocacy Unit Community Legal Services Terry Fromson, Managing Attorney, Women’s Law Project Elizabeth Randol, Legislative Director, ACLU of Pennsylvania RE: Senate Bill 78 (PN 65) – Kayden’s Law FRIENDS – We have only today learned that Senate Bill 78 may be moving in the PA Senate this week, and so we wanted to respond to recent points made by the bill’s sponsors. We continue to urge that the legislation will work to the detriment of the well-being of children involved in custody disputes. I expect there will be other voices joining in opposition, but because there is some urgency to legislative deliberations we are providing this memorandum now. Primarily, we again urge restraint and caution. Meaningful custody law reform that helps and does not hurt is best done in a deliberative process that balances competing needs and considerations. Interposing the discretion of legislators into complex child custody proceedings, and ignoring the insights and experiences of family court practitioners and judges, remains as problematic today as it did when this initiative was started by a tragic event and a passionate campaign. The course of this drafting process has been frustrating and disappointing. We have made repeated outreach to the lead sponsors throughout this legislative term, without response. None of the interested advocacy organizations even saw Amendment A00994 until after noon today! While we previously met extensively more than one year ago, there was no movement on the substantial problems we have raised, and instead persistent intransigence on key problems. -
Accountability and Connection with Abusive Men
32998 3/11/04 7:23 AM Page 1 ACCOUNTABILITY AND CONNECTION WITH ABUSIVE MEN A NEW CHILD PROTECTION RESPONSE TO INCREASING FAMILY SAFETY PREPARED BY FERNANDO MEDEROS WITH THE MASSACHUSETTS DEPARTMENT OF SOCIAL SERVICES DOMESTIC VIOLENCE UNIT 32998 3/10/04 2:08 PM Page 2 2 THE MASSACHUSETTS DEPARTMENT OF SOCIAL SERVICES’ DOMESTIC VIOLENCE UNIT (DVU) More than thirteen years ago, Massachusetts was the first state in the country to develop and implement a response within a state child protection agency to the co-existence of child abuse and domestic violence. The core mission of the Domestic Violence Unit (DVU) is to improve the ability of child protection workers to respond effectively to children and families affected by domestic violence. The DVU now has several components, which include consultation on high risk cases, oversight and development of services for families and practice and policy reform. Domestic Violence Specialists remain at the center of the DVU as advocates – for families and for systems change. ACKNOWLEDGEMENTS The Massachusetts Department of Social Services (DSS) Domestic Violence Unit is indebted to all of the people who made this publication possible, mainly the families who have been affected by domestic violence and have shared their experiences with us. After years of struggling with how to deal with abusive partners in Child Protective Service (CPS) cases involving domestic violence, the Domestic Violence Unit enlisted the help of Fernando Mederos to begin a dialogue and build a knowledge base of working with abusive men within a CPS context. This document brings together extensive knowledge from the fields of child protection, domestic violence and intervention with men who batter. -
The Effects of Childhood and Combat-Related Trauma on Psychological Outcomes in Veterans" (2014)
Loma Linda University TheScholarsRepository@LLU: Digital Archive of Research, Scholarship & Creative Works Loma Linda University Electronic Theses, Dissertations & Projects 9-2014 The ffecE ts of Childhood and Combat-Related Trauma on Psychological Outcomes in Veterans Alyson C. Hermé Follow this and additional works at: http://scholarsrepository.llu.edu/etd Part of the Clinical Psychology Commons Recommended Citation Hermé, Alyson C., "The Effects of Childhood and Combat-Related Trauma on Psychological Outcomes in Veterans" (2014). Loma Linda University Electronic Theses, Dissertations & Projects. 378. http://scholarsrepository.llu.edu/etd/378 This Thesis is brought to you for free and open access by TheScholarsRepository@LLU: Digital Archive of Research, Scholarship & Creative Works. It has been accepted for inclusion in Loma Linda University Electronic Theses, Dissertations & Projects by an authorized administrator of TheScholarsRepository@LLU: Digital Archive of Research, Scholarship & Creative Works. For more information, please contact [email protected]. LOMA LINDA UNIVERSITY School of Behavioral Health in conjunction with the Faculty of Graduate Studies ____________________ The Effects of Childhood and Combat-Related Trauma on Psychological Outcomes in Veterans by Alyson C. Hermé ____________________ A Thesis submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Clinical Psychology ____________________ September 2014 © 2014 Alyson C. Hermé All Rights Reserved Each person whose signature appears below certifies that this thesis in his/her opinion is adequate, in scope and quality, as a thesis for the degree Doctor of Philosophy. , Chairperson Kendal C. Boyd, Associate Professor of Psychology Sylvia Herbozo, Assistant Professor of Psychology Lois V. Krawczyk, Clinical Psychologist, VA Boston Healthcare System David A. -
Term Toxic Shame Being Mirrored by One
Donald Bradshaw Nathanson Coined the The compass of term toxic shame. shame Four universal Mark Epstein, Pema Chodron, Being behaviors to Kevin Griffin Karen Horney mirrored defend against Abiding difficult emotions to observe and learn . Four major by one shame. The Idea of PRACTICE and Right View being wise idea that when aempts of Gershen Kaufman non- or attuned. Led to Present with Self and Present with avoiding shame Find the entrances to shaming the neuro2c Others and Wise-Self you are bigger individual to governing scenes. person than or less than Whenever we are makes all come to others. Says, to soluon able to observe upon the learn from our our experience, we difference shame and "Just immediately detach love yourself." from it. Brene Brown Silvan Thomas Tony Webb Empathy opposite of Scheff/Helen Tomkins Virginia Satir The social aspects of shame; judge in Lewis Block Emotions the compass of Four coping areas most Disrupts bond are shame -- aggression, vulnerable to shame; motivators. stances: depression, isolation, Humiliated Placating, judging numbs-easier Affect and addiction. fury. Blame, Being than loss/grief; pre- Acknowledge theory: Alienation and Super- aggression broader frontal cortex off in shame then Scripts are shame. connection to begun as Reasonable, social results from Perfectionism. others soon as we Being Irrelevant avoiding shame. 'Good' shame as restored. are born. humility. Show deference to others. What does acknowledged shame look like? What is attunement? Shame-anger spirals. Governing Scenes Gershen -
Psychological Consequences of Social Isolation During COVID-19 Outbreak
PERSPECTIVE published: 09 September 2020 doi: 10.3389/fpsyg.2020.02201 Psychological Consequences of Social Isolation During COVID-19 Outbreak Giada Pietrabissa1,2* and Susan G. Simpson 3,4 1Department of Psychology, Catholic University of Milan, Milan, Italy, 2 Psychology Research Laboratory, IRCCS, Istituto Auxologico Italiano, Milan, Italy, 3 Department of Justice and Society, University of South Australia, Adelaide, SA, Australia, 4 Regional Eating Disorders Unit, NHS Lothian, Edinburgh, United Kingdom Perceived social isolation during the COVID-19 pandemic significantly has had an extraordinary global impact, with significant psychological consequences. Changes in our daily lives, feeling of loneliness, job losses, financial difficulty, and grief over the death of loved ones have the potential to affect the mental health of many. In an atmosphere of uncertainty, it is essential that clear and precise information is offered about the problem and how to manage it. In this contribution, a rationale is provided for an urgent call for a rapid response to the mental health impacts of COVID-19. Moreover, suggestions for individuals to regulate their emotions effectively and appropriately are provided. Edited by: Andrea De Giorgio, Keywords: social isolation, COVID-19, psychological consequences, loneliness, depression, clinical psychology eCampus University, Italy Reviewed by: Antonio Iudici, University of Padua, Italy INTRODUCTION Michelle Semonella, Bar-Ilan University, Israel The mental health consequences of COVID-19 are already visible and even by conservative estimates they are yet to reach their peak and likely to considerably outlive the current pandemic. *Correspondence: Giada Pietrabissa The most common psychological disorders emerging are anxiety and panic, obsessive-compulsive [email protected] symptoms, insomnia, digestive problems, as well as depressive symptoms and post-traumatic stress (Rogers et al., 2020). -
Orders of Protection and the Battered Women Syndrome Sheila M
Loyola University Chicago Law Journal Volume 23 Issue 3 Spring 1992 Illinois Judicial Conference Article 3 Symposium 1992 Orders of Protection and the Battered Women Syndrome Sheila M. Murphy Honorable Assoc. Judge, Circuit Court of Cook County, IL Follow this and additional works at: http://lawecommons.luc.edu/luclj Part of the Law and Gender Commons Recommended Citation Sheila M. MurphyHonorable, Orders of Protection and the Battered Women Syndrome, 23 Loy. U. Chi. L. J. 397 (1992). Available at: http://lawecommons.luc.edu/luclj/vol23/iss3/3 This Article is brought to you for free and open access by LAW eCommons. It has been accepted for inclusion in Loyola University Chicago Law Journal by an authorized administrator of LAW eCommons. For more information, please contact [email protected]. Orders of Protection and the Battered Woman Syndrome Honorable Sheila M. Murphy* Violence in the home strikes at the heart of our society. Chil- dren who are abused or who live in homes where parents are battered carry the terrible lessons of violence with them into adulthood.... To tolerate family violence is to allow the seeds of violence to be sown into the next generation. We as a nation can no longer allow these victims to suffer alone. We must understand the breadth and scope of the prob- lem. We must admit that family violence is found at every level of the social structure. We must let victims know that they need not hesitate to seek help. We must listen with an understanding heart and we must act in ways which prevent, protect and sup- port. -
The California Child Abuse & Neglect Reporting Law Issues and Answers for Mandated Reporters
The California Child Abuse & Neglect Reporting Law Issues and Answers for Mandated Reporters California Department of Social Services Office of Child Abuse Prevention Table of Contents Acknowledgements i Introduction ii The Reporting Law. 1 Why What Who When To whom Immunity Other protections Liabilities Feedback Identification . 7 Environment Problems Parental clues Physical indicators Behavioral indicators Guidelines to Determine Reasonable Suspicion . 10 Assessment with a verbal child Physical abuse Sexual abuse Neglect Emotional abuse Additional factors in the assessment process Assessment with a nonverbal child Assessment with the family What to tell the parents/caretakers Assessment of false allegations The Major Treatment Issues. 16 Confidentiality Therapist’s reactions to working with abuse Helpful interventions Non-helpful interventions Questions Often Asked . 21 1. Who am I to say what is abusive? 2. What if I make a mistake? 3. What is the fine line between abuse and discipline? 4. What if the abuse occurred in the past? 5. What if an adult state he/she was abused as a child? 6. What about testifying in court? 7. What age child is most at risk of abuse? 8. What is the difference between children’s "normal" sex play and sexual abuse? 9. What is the reporting responsibility regarding sexually active minors? 10. Are clergy mandated to report? 11. Are alcoholism programs exempt from reporting? 12. May I make an anonymous report? 13. What happens after a report is made? 14. Does a positive toxicology screen at the time of delivery require a child abuse report? 15. Should a person’s culture be considered in determining if a report should be made? 16. -
Definitions of Child Abuse and Neglect
STATE STATUTES Current Through March 2019 WHAT’S INSIDE Defining child abuse or Definitions of Child neglect in State law Abuse and Neglect Standards for reporting Child abuse and neglect are defined by Federal Persons responsible for the child and State laws. At the State level, child abuse and neglect may be defined in both civil and criminal Exceptions statutes. This publication presents civil definitions that determine the grounds for intervention by Summaries of State laws State child protective agencies.1 At the Federal level, the Child Abuse Prevention and Treatment To find statute information for a Act (CAPTA) has defined child abuse and neglect particular State, as "any recent act or failure to act on the part go to of a parent or caregiver that results in death, https://www.childwelfare. serious physical or emotional harm, sexual abuse, gov/topics/systemwide/ or exploitation, or an act or failure to act that laws-policies/state/. presents an imminent risk of serious harm."2 1 States also may define child abuse and neglect in criminal statutes. These definitions provide the grounds for the arrest and prosecution of the offenders. 2 CAPTA Reauthorization Act of 2010 (P.L. 111-320), 42 U.S.C. § 5101, Note (§ 3). Children’s Bureau/ACYF/ACF/HHS 800.394.3366 | Email: [email protected] | https://www.childwelfare.gov Definitions of Child Abuse and Neglect https://www.childwelfare.gov CAPTA defines sexual abuse as follows: and neglect in statute.5 States recognize the different types of abuse in their definitions, including physical abuse, The employment, use, persuasion, inducement, neglect, sexual abuse, and emotional abuse.