ASCA | Home AMERICAN SCHOOL COUNSELOR ASSOCIATION
  • About ASCA
  • ASCA On Air
  • ASCA Scene
  • Advertise & Exhibit
  • ASCA Store
  • Join
  • Log in
ASCA | Home AMERICAN SCHOOL COUNSELOR ASSOCIATION
  • Membership Back
    • I Am ASCA
    • Who Are ASCA Members?
    • Membership Benefits & Types
    • Affinity Groups
    • Liability Insurance
    • Join/Renew
    • Get Involved
    • My ASCA
    • ASCA Scene Online Community
  • About School Counseling Back
    • History of School Counseling
    • School Counselor Roles & Ratios
    • Ethical Responsibilities
    • ASCA National Model
    • Advocacy and Legislation
    • Careers in School Counseling
    • State Requirements & Programs
  • Events & Professional Development Back
    • Events
      • ASCA Annual Conference
      • National School Counseling Week
      • Upcoming Events
    • Professional Development
      • ASCA U Specialist Training
      • Coaching: ASCA National Model & RAMP
      • Consulting
      • Districtwide ASCA National Model Training
      • Ignite: Practical Strategies for a Successful Year
      • Live Webinars
      • On-Site Training
      • ASCA-Certified Trainers
      • ASCA Annual Conference
  • Publications & Research Back
    • Publications
      • Bookstore
      • ASCA School Counselor Magazine
      • Professional School Counseling Journal
      • Toolkits, Frameworks & Resources
      • Publication Proposal Guidelines
      • Request Desk Copies
    • Research
      • Impact of School Counseling
      • ASCA Research Reports
      • ASCA Research Grants
  • Standards & Positions Back
    • Standards
      • ASCA Ethical Standards for School Counselors
      • ASCA Student Standards: Mindsets & Behaviors for Student Success
      • ASCA Professional Standards & Competencies
      • School Counselor Preparation
      • Standards in Practice
    • Position Statements
      • ASCA Position Statements
      • Download All Position Statements
  • Recognition Back
    • School Counselor of the Year
    • Recognized ASCA Model Program (RAMP)
    • ASCA-Certified School Counselor (ACSC)
    • ASCA-Recognized School Counselor Preparation Program
  • Advertise & Exhibit
  • Contact Us

The School Counselor and Child Abuse and Neglect Prevention

Share

(Adopted 1981; revised 1985, 1993, 1999, 2003, 2015, 2021)

ASCA Position

It is the school counselor’s legal, ethical and moral responsibility to report suspected cases of child abuse and neglect to the proper authorities. School counselors work to identify the behavioral, academic and social/emotional impact of abuse and neglect on students and ensure the necessary supports for students are in place.

The Rationale

The U.S. Department of Health and Human Services, Administration for Children and Families (2021) notes that most states recognize four major types of maltreatment: “neglect, physical abuse, psychological maltreatment and sexual abuse” (n.p.) and also points to medical neglect and sex trafficking as other forms of abuse identified by some states. The National Child Abuse and Neglect Data System (U.S. Department of Health & Human Services, Administration for Children and Families, Administration on Children, Youth and Families, 2021) indicates the incidents of child abuse and neglect continue to be a significant concern. Child abuse and neglect is a public mental health issue that must be addressed through intervention and advocacy. A child who is a victim of abuse or neglect may experience consequences including, but not limited to, immediate physical, emotional or psychological harm; future victimization or perpetration; substance abuse; lower self-worth; and lower educational attainment. 

The School Counselor's Role

School counselors are among those mandated by the Child Abuse Prevention and Treatment Act of 1974, Public Law 93-247 to report suspected abuse and neglect to proper authorities and are critical in early detection and recognition of abuse. It is imperative that school counselors gain essential knowledge of policies and referral procedures by staying current on reporting requirements and state laws. Laws and definitions pertaining to child abuse and neglect vary among states; therefore, school counselors should commit themselves to become familiar with and abide by child protective services laws in their respective state (U.S. Department of Health and Human Services, Administration for Children and Families, Administration on Children, Youth and Families, Children’s Bureau, 2021b ).
 
In addition to mandated reporting, school counselors:
  • Understand child abuse and neglect and its impact on children’s academic, career and social/emotional development 
  • Provide interventions promoting resiliency, healthy interpersonal and communication skills and self-worth
  • Make referrals to outside agencies when appropriate
  • Engage families in the school community
  • Identify barriers and limitations that affect healthy family functioning and may lead to child abuse or neglect
  • Identify instances of child abuse and neglect and respond on both individual and systemic levels
  • Provide professional development in consultation on child abuse to school staff, families and the school community 
School counselors serve as child advocates (ASCA, 2019), recognizing and understanding the problem, knowing the reporting procedures and participating in available child abuse information programs. School counselors play an integral role in helping promote child welfare by providing direct and indirect student services. Those services include advocating for students’ needs by addressing issues that could affect their academic, career and social/emotional development. 

Summary

School counselors are a key link in the child abuse prevention network. School counselors are responsible for reporting suspected cases of child abuse or neglect to the proper authorities. School counselors must be able to guide and assist abused and neglected students by providing appropriate services. School counselors are committed to providing high-quality services, with research-based intervention techniques, to children who are victims of abuse and neglect.

References

American School Counselor Association. (2019). ASCA national model: A framework for school counseling programs, 4th edition. Alexandria, VA: Author.
 
Child Abuse Prevention and Treatment Act (CAPTA) with amendments made by the Substance Use-Disorder Prevention that Promotes Opioid Recovery and Treatment for Patients and Communities Act or the SUPPORT for Patients and Communities Act, Public Law (P.L.) 115-271, enacted October 24, 2018. Section 7065(a) of P.L. 115-271 amended section 105 of CAPTA and section 7065(b) repealed the Abandoned Infants Assistance Act of 1988 (42 U.S.C. 5117aa et seq.). https://www.acf.hhs.gov/cb/law-regulation/child-abuse-prevention-and-treatment-act-capta
 
U.S. Department of Health and Human Services, Administration for Children and Families, Administration on Children, Youth and Families, Children’s Bureau. (2021a). Child Maltreatment 2019.
 
U.S. Department of Health and Human Services, Administration for Children and Families, Administration on Children, Youth and Families, Children’s Bureau (2021b). State statutes search. Child Welfare Information Gateway.  https://www.childwelfare.gov/topics/systemwide/laws-policies/state/
 
Resources
American School Counselor Association. (2016). ASCA ethical standards for school counselors. Alexandria, VA: Author.
 
Barrett, K. M., Lester, S. V., & Durham, J. C. (2011). Child maltreatment and the advocacy role of professional school counselors. Journal for Social Action in Counseling and Psychology, 3(2), 86-103.
 
Center for Disease Control (2021). Preventing child and neglect. https://www.cdc.gov/violenceprevention/childabuseandneglect/fastfact.html
In this section
The School Counselor and Child Abuse and Neglect Prevention
  • Academic Development
  • Annual Performance Appraisal
  • Anti-Racist Practices
  • Bullying/Harassment Prevention and the Promotion of Safe Schools
  • Career and Technical Education
  • Career Development
  • Character Education
  • Child Abuse and Neglect Prevention
  • Children Experiencing Homelessness
  • College Access Professionals
  • Confidentiality
  • Corporal Punishment
  • Credentialing and Licensure
  • Cultural Diversity
  • Discipline
  • Equity for All Students
  • Gender Equity
  • Gifted and Talented Student Programs
  • Group Counseling
  • High-Stakes Testing
  • Identification, Prevention and Intervention of Behaviors That Are Harmful and Place Students At-Risk
  • Individual Student Planning for Postsecondary Preparation
  • Letters of Recommendation
  • LGBTQ+ Youth
  • Multitiered System of Supports
  • Peer Support Programs
  • Prevention of School-Related Gun Violence
  • Prevention of Sexually Transmitted Infections
  • Retention, Social Promotion and Age-Appropriate Placement
  • Safe Schools and Crisis Response
  • School Counseling Preparation Programs
  • School Counseling Programs
  • School Counselor Supervision
  • School-Family-Community Partnerships
  • Social/Emotional Development
  • Student Mental Health
  • Student Postsecondary Recruitment
  • Student Safety and the Use of Technology
  • Students with Disabilities
  • Suicide Prevention/Awareness
  • Suicide Risk Assessment
  • Supporting Students in Foster Care
  • Test Preparation Programs
  • Transgender and Nonbinary Youth
  • Trauma-Informed Practice
  • Use of Non-School-Counseling Credentialed Personnel in Implementing School Counseling Programs
  • Use of Support Staff in School Counseling Programs
  • Virtual School Counseling
  • Working with Students Experiencing Issues Surrounding Undocumented Status
American School Counselor Association

277 S Washington St
Suite 390
Alexandria, VA 22314

(703) 683-ASCA
asca@schoolcounselor.org

Find us on:

© Copyright 2023 American School Counselor Association. All Rights Reserved. Privacy Policy