CHILD MALTREATMENT IDENTIFICATION AND REPORTING BEHAVIOR OF SCHOOL PSYCHOLOGISTS

Abstract

A majority of substantiated maltreatment reports are made by educators and thus, teacher knowledge of child maltreatment reporting mandates and reporting behavior has been a focus of research. The knowledge and behavior of school psychologists, however, has not received similar attention. This study investigated the child maltreatment reporting behavior and knowledge of school psychologists. Practicing school psychologists ( N = 274) responded to scenarios from the Crenshaw Abuse Reporting Survey—Form S (CARS‐S) that required respondents to recognize reportable child maltreatment and answer factual questions regarding the reporting mandate. A significant correlation was found between school psychologists’ accuracy in deciding whether to report and their overall knowledge of the reporting mandate. Results highlight the knowledge and behavior of school psychologists working in varied settings when presented with cases focused on differing types of maltreatment issues. Practical implications for school psychology practice and training are discussed.