Countertransference and failure to report child abuse and neglect

Pollak, Jerrold; Levy, Sheldon

doi:10.1016/0145-2134(89)90055-0

Cited by 42 publications

(15 citation statements)

References 14 publications

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“…This may be the result of prior negative experiences with reporting (Smyth, 1996). Factors which may inhibit reporting include fear of legal consequences due to false allegations, fear of reprisals against the child, and parental disapproval and denial of reports (Abrahams et al, 1992;O'Toole et al, 1999;Pollack and Levy, 1989;Smyth, 1996). Despite the fact that in unsubstantiated reports teachers are exempt from legal liability in cases of false allegations, fear of legal consequences remains a strong theme (see also Baxter and Beer, 1990;Wurtele and Schmitt, 1992).…”

Section: Teacher Characteristicsmentioning

confidence: 99%

the contested terrain of teachers detecting and reporting child abuse and neglect

Walsh

Farrell

Bridgstock

et al. 2006

Journal of Early Childhood Research

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A B S T R A C TThis article establishes the important role of early childhood teachers in child abuse and neglect and argues for empirical research into their practice of detecting, and reporting, known or suspected child abuse and neglect in a State with new and unique reporting obligations for teachers. It emphasizes the practical value of such research for the early childhood profession and ultimately for the children in their care. K E Y W O R D S child protection, child protection notification, intervention, prevention introductionEarly childhood teachers occupy positions of particular trust with children, families and communities. Their work in child abuse and neglect has farreaching influence, as their policy and practice arena spans diverse early childhood settings such as community and private day care services, kindergartens and the early years of school. Moreover, early childhood teachers have a strong background in child development, they are trained to be keen observers and recorders of young children's play and learning, and their practice includes a focus on individual needs and interests. This equips them well for the many dimensions to their role in child protection which include: developing a knowledge-base about child abuse and neglect; making child journal of early childhood research

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Section: Teacher Characteristicsmentioning

confidence: 99%

the contested terrain of teachers detecting and reporting child abuse and neglect

Walsh

Farrell

Bridgstock

et al. 2006

Journal of Early Childhood Research

View full text Add to dashboard Cite

show abstract

“…Professionals use different personal psychological defenses as strategies to deal with the strong feelings that emerge when working with people in need (Killen 1999;Pollack and Levy 1989). An example of this is when professionals downplay a child's suffering as a way to avoid difficult decisions.…”

Section: Introductionmentioning

confidence: 97%

Suspected Child Maltreatment: Preschool Staff in a Conflict of Loyalty

Svensson

Janson

2008

Early Childhood Educ J

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Objective To investigate the actions of Swedish preschool staff when suspecting the maltreatment of children in their domestic environment, and the staff's further experiences and relations to the family members. Methods A questionnaire in 2005 to the staff of 189 child groups in community preschools, including 3,100 children. Results A report to Child Protective Agency (CPA) was submitted in 30% of the cases where maltreatment was suspected. The staff's decisions as well as their working situation, and how they estimated the parents' benefits from CPA support were deeply affected by their different relations to the families. The staff had their best contact with the children and their most insecure and vulnerable contact with the fathers. Conclusions In situations with suspected child maltreatment the staff face conflicts of loyalty, mostly based on insecure relations, which could become an impediment to supporting and educating the children.

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“…When the parent also has the potential for volatile behavior toward the child, it becomes more difficult for the therapist to feel positive feelings for the parent. Among the negative countertransferential reactions noted in the small body of literature about clinical work with maltreating parents are the tendency to over-identify with the maltreated child, hostility and/or disgust toward the parent, difficulty in maintaining professional boundaries, excessive emotional distancing, feelings of boredom, helplessness and/or depression (Carr 1989;Krell and Okin 1984;Marvasti 1992;Pollak and Levy 1989).…”

Section: Challenges To the Clinicianmentioning

confidence: 98%

Pathways to the Clinician’s Experience of Empathy in Engaging Single Mothers at Risk for Physical Abuse of their Children

Tempel

2007

Clin Soc Work J

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Based upon an analysis of interviews from a qualitative study with twelve agency-based clinical social workers, this paper recounts three ''situational pathways'' through which these workers were able to experience empathy in the process of engaging low-income single mothers whose presenting picture involved physical aggression toward their symptomatic children who the workers were also seeing for therapy. The paper describes and utilizes self-psychological and intersubjective concepts to understand the therapeutic contexts that may enhance the worker's potential for experientially understanding the client's viewpoint. The relevance of the findings for practice and training is discussed.

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Countertransference and failure to report child abuse and neglect

Cited by 42 publications

References 14 publications

the contested terrain of teachers detecting and reporting child abuse and neglect

the contested terrain of teachers detecting and reporting child abuse and neglect

Suspected Child Maltreatment: Preschool Staff in a Conflict of Loyalty

Pathways to the Clinician’s Experience of Empathy in Engaging Single Mothers at Risk for Physical Abuse of their Children

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