(‘/u/dlhuse& IV&W. Vol. 16, pp. 513-521. Prmted in the U.S.A. All rights reserved.

0145-2134192 $5.00 + .OO CopyrIght 0 1992 Pergamon Press Ltd.

1992

UNIVERSITY-BASED INTERDISCIPLINARY TRAINING IN CHILD ABUSE AND NEGLECT TERRIM.GALLMEIER Department of Pediatrics, University of Oklahoma Health Sciences Center, Oklahoma City, OK

BARBARAL.BONNER Department of Psychiatry and Behavioral Sciences, University of Oklahoma Health Sciences Center, Oklahoma City, OK

Abstract-This article presents an overview of the 10 university-based interdisciplinary training programs in child maltreatment funded in 1987 by the National Center on Child Abuse and Neglect. The organizational structure, student composition, and academic requirements ofthe program are described. A more detailed description of one of the programs based in a medical school is presented as a model for replication. The specific clinical and didactic components of the program’s curriculum are included. Additionally, recommendations for replicating an interdisciplinary graduate training program in child abuse and neglect are discussed. Key Words-Child

abuse and neglect, Interdisciplinary,

Training, University.

INTRODUCTION THE INCREASE in reports of child malteatment over the past 15 years has placed demands for expertise in child abuse and neglect on a broad range of professionals (Duquette & Faller, 1988; Finkelhor, Gomes-Schwartz, & Horowitz, 1984; Garbarino, 1988; Kovitz, Dougan, Riese, & Brummitt, 1984; Ladson, Johnson, & Doty, 1987). Although a great deal of information related to child maltreatment has been compiled over the past three decades, it is generally reported that academic training for professionals such as physicians, psychologists, nurses, attorneys, and social workers has not kept pace with the demands for expertise (Alpert & Paulson, 1990; Gallmeier, Bonner, & Graham, 1990; Hibbard & Serwint, 1987; Nakkula, London, Frank, Stayton, & Davis, 1989; Sevel, 1989; Walker, Alpert, Harris, & Koocher, 1989). Furthermore, there has been little effort nationwide to establish university-based interdisciplinary graduate training in child abuse and neglect. In contrast to the academic community, practicing professionals have utilized interdisciplinary approaches to the assessment, treatment, and prevention of child abuse cases since 1958 (Christensen, Schommer, & Valesquez, 1984; Edwards, 1986; Faller, 1988; Hochstadt & Harwicke, 1985; Krugman, 1984, 1987, 1988; Ludwig, 1981; Valentine, Acuff, Freeman, & Andreas, 1984; Whitworth, Lanier, Skinner, & Lund, 198 1). The multidisciplinary team

Received for publication December 20, 1990; final revision received July 18, 199 1; accepted July 27, 199 1. Requests for reprints may be sent to Barbara L. Bonner, Ph.D., Department of Pediatrics, University of Oklahoma Health Sciences Center, CHO 4N-4 10, PO Box 2690 1, Oklahoma City, OK 73 190. 513

514

T. M. Gallmeier and B. L. Bonner

approach has become the standard of practice and, in fact, in some states is mandated by law (Boger, Griffore, & Shay, 1987). By the mid- 1980s only one interdisciplinary graduate program in child abuse and neglect had been described in the literature (Duquette, 1979). In response to this lack of university training, the National Center on Child Abuse and Neglect (NCCAN) initiated a national effort to institutionalize interdisciplinary graduate training in child maltreatment. The goal of the NCCAN initiative was to establish interdisciplinary programs that would train new leaders in administration, clinical practice, policy formation, and research in the field of child abuse and neglect. Three disciplines, medicine, psychology, and social work, were targeted for training. The University Affiliated Programs (UAP), established in the mid- 1970s to provide interdisciplinary training in developmental disabilities (Davidson & Fifield, 1988) were used as a model for conceptualizing how interdisciplinary training in child maltreatment could be organized. In 1987, 10 universities were selected by NCCAN to receive $150,000 per year for 3 years to establish interdisciplinary graduate training programs in child abuse and neglect. The 10 universities, Indiana University, New York University, Ohio State University, Temple University, University of California at Los Angeles, University of California at San Diego, University of Michigan, University of Oklahoma, University of Pittsburgh, and University of South Carolina, are distributed geographically and represent both public and private institutions. This article will present an overview of the programs initially funded by NCCAN, including the organizational structure, student composition, and program requirements. To provide a more specific model for replication, a detailed description of the interdisciplinary training program in child maltreatment based at the University of Oklahoma Health Sciences Center (OUHSC) will be presented.

OVERVIEW

OF THE PROGRAMS

A 22-item survey was distributed to the directors of the 10 university programs. The survey was designed to obtain: (a) a description of the programs from an organizational standpoint, such as the academic department where the program is based, the discipline of program directors, and the discipline of faculty with teaching responsibilities; (b) information on the students by academic major, gender, and minority status; and (c) the specific clinical and didactic requirements of the programs. All 10 surveys were returned and additional information was obtained through personal interviews with the program directors. Organizational Structure The organizational structure of the 10 interdisciplinary programs is presented in Table 1. Of the 10 programs, three are based in pediatric departments of medical schools, four are in university departments of social work and psychology, and three are in specialized university centers. Half of the programs report a history of providing interdisciplinary training, and the majority of the programs are directed by an interdisciplinary faculty. The academic program directors are from the following disciplines: psychology (n = 7) social work (n = 6) medicine (n = 5), and one from public health psychiatry, education, theology, law, nursing, and child development. All 10 programs report utilizing faculty from the three targeted professions (medicine, psychology, social work) along with faculty from related disciplines such as law, public health, child development, nursing, and education. Several of the programs include faculty from disciplines less frequently represented in child abuse and neglect training, that is, dentistry,

515

Interdisciplinary training Table 1. Orclanizational Structure

Univetsitv Indiana University (IU) New York University (NYU) Ohio State University (OSU) Temple University (TU) University of California at Los Angeles (UCLA) University of California at San Diego (UCSD) University of Michigan (MU) Universitv of Oklahoma Health Sciences Center (OUHSC) University of Pittsburgh (Pitt) University of South Carolina (USC)

Department or Administrative Unit

History of Interdisciplinary Trainina

Discipline of Academic Program Director(s)

Psychology Social work

Yes Yes

Commission on Interprofessional Education and Practice Center for Social Policy and Community Development Pediatrics

Yes

Psychology Social work, medicine, psychology Education, theology, law

No

Social work

No

Medicine, social work

Pediatrics

No

Medicine, psychology

Social work

Yes

Pediatrics

No

Law, social work, psychology, medicine Psychology

Office of Child Development

Yes

Social Work

No

Public health, psychiatry, nursing, psychology, child development, social work, medicine Psychology, social work

anthropology, and theology. Additionally, community professionals from law enforcement, child protective services, and the judiciary are used as adjunct instructors in all the programs. Student Composition The training programs are designed for graduate and postgraduate students sufficiently trained in their own discipline to benefit from interdisciplinary education in child maltreatment. All 10 of the universities offer stipend funds for student participation in the interdisciplinary training. Across the programs, the individual stipends range from $53 1 to $7,000 per academic year with an average stipend of $1,959. Although all programs report allowing nonstipend students to participate in some aspects of the training, the student composition figures in Table 2 refer to stipend students only. To date, a total of 418 students from social work, psychology, law, medicine, nursing, education, and other disciplines have completed interdisciplinary training in child abuse and neglect at the 10 universities. As shown in Table 2, the largest number of students are from social work (n = 114) and psychology (n = 97), two of the targeted professions. Although medicine was a targeted discipline, it is interesting to note that more law students (n = 56) participated in the training than did students from medicine (n = 36). Two other disciplines, nursing (n = 29) and education (n = 20), represented 12% of the total number of students, and an additional 16% of the students came from disciplines such as child development, criminal justice, and public health. The ratio of female to male students was approximately 4: 1 and minorities represented 11% (n = 46) of the total student population. Program Requirements The 10 programs have collaborated to achieve consistency in the didactic portion of the training and have reached a general consensus regarding the body of information that is

516

T. M. Gallmeier and B. L. Bonner Table 2. Number of Students by Disciuline

Social Work

University IU NYU osu TU UCLA UCSD MU OUHSC Pitt USC Number and percentage of total by discipline

Trained Durina 3-Year Fundine Period U987-19901

Psychology

9

22

16 I1 14 5 15 10 8 10 16

9 9

0 1

6 2 13

1 6 15 10 14 1 10

114 (27%)

Law

9 13 10 0

2

97 (23%)

56 (13%)

Medicine 0

4 12 0 3 2 10 2 2

36 (9%)

Nursing

Education

OtheP

0 I

1

I

1

6 3

4 3 2 3 2 0 0 4

2 25 6 IO 2 0 2 13 5

I 6 0 2 5 5 29 (7%)

20 (5%)

66 (16%) Total = 418

a Includes students from child development, theology, dentistry, anthropology, criminal justice, public health, and speech pathology.

necessary for practicing professionals in the field of child maltreatment. Each of the programs utilizes a curriculum that includes both didactic and clinical components. Table 3 presents an overview of the requirements of the 10 interdisciplinary training programs. As shown in column 1 of this table, there is considerable variability in the time requirements for classroom instruction and practical experience across the 10 programs, with the required hours of classroom instruction ranging from 42 to 220. The majority of the programs require students to have practicum experience within their own discipline (discipline-specific) as well as experience outside of their discipline (cross-discipline). Discipline-specific practicum requirements range from 0 to 640 hours and the requirements for cross-discipline practicum experience are from 12 to 448 hours. The training programs vary in length from 9 to 24 months. In eight of the programs, the students can earn the academic credit equivalency of 9 to 15 hours. In the other two programs, the hours of academic credit earned varies by discipline. Nine of the 10 programs require students to complete a special project such as a literature review, policy analysis, systems review, or research project.

Table 3. Requirements

University

Hours of Classroom Instruction

IU NYU osu TU UCLA UCSD MU OUHSC Pitt USC

180-220 80-120 75 112 90 90 56 90 169 42

vbd, varies by discipline.

of Interdisciplinary

Training Programs

Hours of DisciplineSpecific Practicum

Hours of CrossDiscipline Practicum

Months of Training.

Credit Hour Eauivalencv

50-100 100-600 0

50-100 I2 80 12 50 120 vbd 60 vbd 280-448

24 9 9 12 9 9 9 9 I1 9

15 vbd 9 9 12 12

Vbd

170-550 120 200-280 180-640 vbd 0

Vbd

12 12 9

Special Project Reauired yes vbd yes yes yes yes yes yes yes yes

517

Interdisciplinary training

It is clear that the 10 programs have various similarities and differences. Three of the 10 programs are based in Departments of Pediatrics in medical schools and are seen as relatively similar in structure, format, and requirements. To provide a model for replication, one of these programs will be described in more detail below. The authors have been affiliated with the program since its inception and present it as one model for establishing interdisciplinary training in child maltreatment.

A MEDICAL

SCHOOL

MODEL FOR INTERDISCIPLINARY

TRAINING

The University of Oklahoma Health Sciences Center (OUHSC) was one of three medical schools selected by NCCAN to establish a training program in child maltreatment. The Interdisciplinary Training Program in Child Abuse and Neglect (ITP) is directed by the Child Abuse Training and Research (CATR) section in the Department of Pediatrics. The CATR is an academic unit that works with the clinical staff of Children’s Hospital of Oklahoma (CHO), a major children’s teaching hospital and the primary clinical facility used in the diagnosis and treatment of abused and neglected children in Oklahoma. Approximately 1,000 abused and neglected children receive treatment each year at CHO. Design of the Training Program

The ITP is a 9-month certificate program for advanced students in medicine, psychology, law, social work, public health, nursing, education, and related disciplines. The didactic and clinical components of the program provide specialized training in administration, clinical practice, policy formation, advocacy, prevention, and research in the field of child maltreatment. The ITP is designed to provide 12 credit hours of advanced training with the credit being arranged through each student’s major department or school. The academic year for the ITP is September through May. Didactic

Component

The didactic component of the ITP includes an orientation to interdisciplinary training (3 hours), weekly seminars (90 hours), and a fall or spring institute featuring nationally recognized experts in child maltreatment (l-3 days). In addition to supplementary readings for each seminar, the students have five assigned textbooks (Brassard, Germain, & Hart, 1987; Daro, 1988; Finkelhor, 1984; Helfer & Kempe, 1987; Wolfe, 1987). A major project such as a research proposal, policy analysis, survey, literature review, or grant application is also required. The ITP seminar program is organized into two semesters. The first semester seminars define the problem of child abuse and neglect and include topics such as: Interdisciplinary perspectives in child abuse and neglect Developmental considerations in child maltreatment l Attachment theory and its application to child abuse and neglect l Psychological maltreatment: Definitions, etiology, and incidence and prevalence . Medical and radiological aspects of child physical abuse l Fatal child abuse l Child neglect and failure to thrive l Child sexual abuse: Definitions, etiology, and incidence and prevalence l Medical and forensic aspects of child sexual abuse l Sexually transmitted diseases; Pediatric AIDS l

l

518 l l

T. M. Gallmeier and B. L. Bonner

Maltreatment of handicapped children Cultural issues in child abuse and neglect

The second semester seminars focus on society’s response to the problem and include the following topics: l l l l l l l l l l l l

Investigating child abuse and neglect: Child protective services and law enforcement Foster care in America Indian child welfare Treatment of child victims and adult survivors of child maltreatment Treatment of perpetrators and nonabusing parents Child maltreatment and substance abuse Prosecuting and defending child abuse and neglect cases Ethical issues in child abuse and neglect Prevention of child abuse and neglect An overview of child advocacy Leadership skills in interdisciplinary practice Becoming a professional in the field of child abuse and neglect

The seminars are taught from an interdisciplinary perspective with faculty members from at least three professions presenting the didactic material and/or serving as discussants. All seminars include the discussion of ethical implications and areas for further research. Clinical Component The ITP includes a clinical component composed of two practicum requirements. The first requirement is a discipline-specific practicum that is designed on an individual basis by the student, an ITP faculty member, and a faculty adviser from the student’s department. The hours required for the discipline-specific practicum are set by the individual departments, that is, law, psychology, or public health, and range from 180 to 640 over the 9-month period. The practicum experiences are designed so that students will be involved in a variety of child abuse-related activities within their own discipline. Students work under supervision in settings such as the Indian Health Service, the Medical Examiner’s office, hospital emergency rooms, district attorney’s and public defender’s offices, the State Health Department, and outpatient mental health facilities. The second requirement is a cross-discipline practicum composed of 60 hours of clinical experiences outside the student’s own discipline. For example, all students are required to observe emergency room treatment for abused children, attend a child abuse training seminar for police officers, observe juvenile and criminal court proceedings, attend Child Protection Committee meetings at Children’s Hospital, visit child sexual assault prevention programs in public schools, observe treatment programs for both physically and sexually abused victims and their families, and spend a day and a half with a child protective services worker. Student Eligibility Though based in the Department of Pediatrics at the Health Sciences Center, the ITP recruits students from three University of Oklahoma campuses, including the main campus in Norman, the Health Sciences Center in Oklahoma City, and the University of Oklahoma College of Medicine in Tulsa. To be eligible for the ITP, students must (a) be enrolled in a graduate or postgraduate program at the University of Oklahoma, (b) have sufficient background in their basic discipline to benefit from interdisciplinary training, (c) evidence a career

Interdisciplinary training

519

interest and commitment to the field of child abuse and neglect, (d) demonstrate leadership potential, and (e) have the ~commendation of their major adviser or department chair. Prospective students are interviewed by an interdisciplinary faculty team. Students are then rated on their academic background and current academic standing, experience in child abuse and neglect, leadership potential, ability to work in an interdisciplinary setting, and commitment to enter the field of child abuse and neglect. Due to the individualized nature of the training program, a m~imum of 15 students dist~buted across the disciplines is selected for each program year. Students are notified of their acceptance in early summer, provided with a summer reading list, and required to begin the ITP the following fall. Course credit and enrollment are handled on an individual basis by the student, his/her major adviser, and an ITP faculty member. ITP Faculty In order to establish the Interdisciplinary Training Program in Child Abuse and Neglect, faculty were recruited from various departments and schools on the University of Oklahoma’s three campuses. At present, the ITP has 21 faculty members from pediatrics, social work, psychology, psychiatry, law, biomedical and health care ethics, radiology, adolescent medicine, public health, nursing, anthropology and child development. The faculty have responsibility for teaching, supervising clinical practice, and participating in student research. In addition, professionals within the child abuse and neglect service community are utilized as adjunct instructors and represent law enforcement, child protective services, juvenile and criminal justice, mental health treatment programs, and advocacy groups.

RECOMMENDATIONS

FOR REPLICATION

The process of establishing university-based interdisciplinary training has been described elsewhere (McCall, 1990). A crucial factor in initiating and maintaining an interdisciplinary program is securing adequate funding. Given that academic departments are organized around traditional disciplines, the establishment of an interdisciplina~ training program is typically dependent on extramural funding. For example, only one of the 10 interdisciplinary programs in child abuse and neglect had been established prior to the availability of federal monies (Duquette, 1979; Duquette & Faller, 1988), and it is doubtful that the nine other programs would have been initiated without NCCAN funding. As one of NCCAN’s goals was to have these programs replicated by other universities, the 10 programs discussed and agreed, in general, on a set of suggestions for establishing interdisciplinary programs in child maltreatment. As noted above, securing funding to establish the program is a major first step. Once adequate funding has been obtained, the following recommendations for replicating interdisciplina~ training in child maltreatment are suggested: 1. The program be established in a comprehensive university system of higher education within which a department or school of each of the targeted disciplines is represented; this can facilitate the involvement of an interdisciplinary faculty and the recruitment, scheduling, and supe~ision of students; 2. An interdisciplinary core faculty be developed that will assume a variety of responsibilities in the program, that is, teaching, supervising students, and program planning; these responsibilities are part of the faculty member’s regular academic load and require no additional remuneration; 3. The equivalent of one full-time faculty member be retained to assume responsibility for coordinating and directing the program;

520

T. M. Gallmeier

and B. L. Bonner

4. The program be based in an academic department that will assure administrative commitment, financial support, and faculty involvement; 5. A curriculum be developed that includes didactic and clinical components to provide students with a variety of opportunities to develop their interdisciplinary skills; 6. Eligibility be limited to advanced graduate and postgraduate students sufficiently trained in their own disciplines to benefit from interdisciplinary education; 7. The number of students be limited to 15-20 in order to provide intensive faculty involvement in instruction, supervision, and research; 8. Funds for student stipends be secured to help defray the cost of books and tuition and to promote professional leadership activities such as conducting research, joining professional organizations, and presenting at national conferences; and 9. A broad range of community professionals be involved in teaching and supervising students in their clinical placements. CONCLUSIONS It is generally accepted that no profession alone can effectively deal with the complexity of the child abuse and neglect problem. To date, university education has typically failed to prepare professionals to meet the demands for expertise that child abuse and neglect cases present. The goal of the NCCAN initiative was to establish interdisciplinary programs that would train new leaders in the field of child abuse and neglect, identify a body of information that is necessary for practicing professionals in the field of child maltreatment, and provide training in the mechanics of working in an interdisciplinary setting. Furthermore, NCCAN intended for these programs to be institutionalized within their respective universities and serve as models for replication. The 10 initial programs have trained over 400 students and represent an important first step toward establishing graduate education in child maltreatment. Follow-up with a subset of students indicates that their interdisciplinary training has influenced the direction of their careers toward specialization in child abuse and neglect. A more comprehensive survey across the 10 programs is currently being conducted to assess the students’ continued involvement in the field of child maltreatment. At present, the interdisciplinary programs are at various stages of achieving institutionalization within their universities, for example, securing ongoing funding and obtaining academic standing within the university. It is encouraging that the institutionalization and replication of interdisciplinary training in child maltreatment is recognized as “. . . not only desirable, but necessary” by the U.S. Advisory Board on Child Abuse and Neglect (1990, p. 77). The Board recommends that the Secretary of Education and the Secretary of Health and Human Services take a leadership role in assuring that the university-based training in child abuse and neglect is expanded. Without such leadership at the national level, it remains to be seen the degree to which the pioneering work of these 10 universities will be replicated. REFERENCES Alpert, J. L., & Paulson,

A.

(1990).Graduate-level

education

and training

in child sexual abuse. Profrssionul Psychol-

ogy: Research and Practice, 21, 366-37 1. Boger, R. P., Griffore. R. J., & Shay, S. W. (I 987, August). Multidisciplinary teams in Michigan: An evaluation. Paper presented at the meeting of the American Psychological Association, New York, NY. Brassard, M. R., Germain, R., & Hart, S. N. (1987). Psychologicalmaltreatment ofchildren andyouth. Elmsford, NY: Pergamon. Christensen, M. L., Schommer, B. L., & Velasquez, J. (I 984). Special feature: Child abuse. Part I: An interdisciplinary approach to preventing child abuse. Part II: Intensive services help prevent child abuse. American Journal qf Maternal Care Nursing, 9, IO7- 117. Daro, D. (1988). Confronting child abuse: Research for effective program design. New York: Free Press. Davidson, P. W., & Fifield, M. G. (1988). Guidelines for the development and maintenance qf quality university

Interdisciplinary

521

training

ufiliated programs. Silver Spring, MD: American

Association of University Affiliated Programs for Persons with Developmental Disabilities. Duquette, D. N. (1979). Interdisciplinary education of lawyers and social workers as advocates for abused children and their families. Child Abuse & Neglect, 3, 137-143. Duquette, D. N., & Faller, K. C. (1988). Interdisciplinary teams in professional schools: A case study. In D. C. Bross, R. D. Krugman, M. R. Lenherr, D. A. Rosenberg, & B. D. Schmitt (Eds.), The new childprotection team handbook (pp. 536-547). New York: Garland Press. Edwards, R. W. (1986). A multidisciplinary team-the physician’s perspective. Wisconsin Medical Journut, 85,

21-22. Failer. K. C. ( 1988). Child sexual abuse: An interdisciplinury manuelfor diagnosis, case management, and treatment. New York: Columbia University Press. Finkelhor, D. (1984). Child sexual abuse: New theory and research. New York: The Free Press. Finkelhor, D., Gomes-Schwartz, B., & Horowitz, J. (1984). Professionals’ responses. In D. Finkelhor (Ed.) Child se.xtra/ abuse: New theory and research (pp. 200-220). New York: The Free Press. Gallmeier, T. M., Bonner, B. L., & Graham, C. J. (1990, May). University training in child abuse and neglect: Is it uvailableM? Paper presented at the 19th Annual Child Abuse and Neglect Symposium, Keystone, CO. Garbarino, J. (1988). Report of APA Interdivisional Task Force on Child Abuse Training. Division of Child, Youth,

and Family Services Newsletter, 11, 7. Helfer, R. E., & Kempe, R. S. (1987). The buttered child (4th ed.). Chicago& University of Chicago Press. Hibbard, R. A., & Serwint, J. (1987). Educational program on evaluation ofalleged sexual abuse victims. ChildAbuse & Neglect, 11, 513-5 19 Hochstadt, N. J., & Harwicke, N. J. (I 985). How effective is the multidisciplinary approach? A follow-up study. Child

Abnse & Neglect, 9, 365-372. Kovitz,

K. E., Dougan,

P., Riese, R., & Brummitt,

J. R. (1984). Multidisciplinary

team functioning:

Fact or fiction?

Child Abuse & Neglect, 8, 353-360. Krugman, R. D. (1984). The multidisciplinary treatment of abusive and neglectful families. Pediatric Annuls, 13, 76 l-764. Krugman. R. D. (1987). The assessment process ofa child protection team. In R. E. Helfer, & R. S. Kempe (Ed%), The buttered child (4th ed., pp. l27- 136). Chicago, IL: The University of Chicago Press. Krugman, R. D. (1988). University teaching hospital child protection team. In D. C. Bross, R. D. Krugman, M. R. Lenherr, D. A. Rosenberg, & B. D. Schmitt (Eds.), The new childprotection team handbook (pp. 3- 10). New York: Garland Publishing, Inc. Ladson, S., Johnson, C. F., & Doty, R. E. (1987). Do physicians recognize sexual abuse? American Journal of Diseases of Children, 141, 411-415. Ludwig, S. ( I98 1). A multidisciplinary approach to child abuse. Nursing Clinics of North America, 16, 16 l- 165. McCall, R. B. (1990). Promoting interdisciplinary and faculty-service-provider relations. American Psychologist,

45, 1319-1324. Nakkula, M., London, P.. Frank, N., Stayton, A. T., & Davis, R. 0. (I 989). Falling between the cracks: Intervention training for psychosocial youth epidemics. Professional Psychology: Research and Practice, 20, 395-399. Sevel, F. (1989). Interprofessional approaches to public policy issues: Graduate program in child abuse and neglect.

Family and Community Health, 12, 80-82. Board on Child Abuse and Neglect ( 1990). Child abuse and neglect: Critical first steps in response to a Stock No. 01~092-00104-5). Washington, DC: U.S. Government Printing Office. Valentine, D. P.. Acuff, D. S., Freeman. M. L.. & Andreas, T. (1984). Defining child maltreatment: A multidisciplinary overview. Child Welfare, 63, 497-509. Walker, L., Alpert, J., Harris, E., & Koocher, G. (1989). Report to the APA Board ofDirectors horn the Ad Hoc Committee on Child Abuse Policy. Washington, DC: American Psychological Association. _ Whitworth, J. M., Lanier, M. W., Skinner, R. G., Jr., & Lund, N. L. ( 198 1). A multidisciplinary, hospital-based team for child abuse cases: A “hands-on” approach. Child Welfare, 60, 233-243. Wolfe, D. A. (1987). Child abuse: Implications,for child development andpsychopathology. Newbury Park. CA: Sage. U. S. Advisory

national emergency (DHHS

RCsumC-Cet article presente une revue de 10 programmes interdisciplinaires universitaires de formation a la maltraitance infantile, fond& en 1987 par le “National Center on Child Abuse and Neglect.” La structure d’organisation, la composition de la population ttudiante, les exigences acadtmiques et les programmes sont d&its. Un programme applique dans une ecole de medecins est present& de ma&e detaillee pour servir de modele. Les specificites cliniques et les composantes didactiques du curriculum de ce progamme sont inclus. De plus, des recommandations concernant la reproduction des programmes de formation interdisciplinaries concernant I’enfance maltraitee et negligee sont discutees. Resumen-Este articulo presenta una visi6n de 10s 10 programas de entrenamiento interdisciplinarios universersitarios fundados en 1987 por el Centro National en Abuso y Negligencia a 10s Nirios. Se describen la estructura organizacional, composicib de 10s estudiantes y requisitos academicos de1 programa. Se presenta una descripcib m&s detallada de1 Programa de Entrenamiento Interdisciplinario sobre Abuso y Negligencia a 10s Niiios delcentro de Ciencias de la Salud de la Universidad de Oklahoma (OUHSC). Este programa es dirigido por la seccibn de Entrenamiento e Investigacib (CAIR) en el Departamento de Pediatria, y consiste tanto en componentes clinicos coma tebricos (descritos m&s adelante). Ademh, se discuten recomendaciones para duplicar un programa de entrenamiento superior interdisciplinario sobre abuso y negligencia a 10s nifios.

University-based interdisciplinary training in child abuse and neglect.

This article presents an overview of the 10 university-based interdisciplinary training programs in child maltreatment funded in 1987 by the National ...
877KB Sizes 0 Downloads 0 Views