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Handbook of Child Abuse Research and Treatment pp 519–541Cite as

Implications for Child Abuse and Neglect Interventions from Early Educational Interventions

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Part of the book series: Issues in Clinical Child Psychology ((ICCP))

Abstract

Family impoverishment as evidenced by low income, low educational levels, and unemployment is the strongest predictor of poor developmental outcomes for children. Two domains in particular, school failure and abuse and neglect, are highly associated with poverty and have been at the center of many prevention and intervention efforts during the past three decades. Separate groups and organizations, however, have worked independently to address these two concerns about children. Predictably, most of the attention to reducing school failure originated in the fields of education and child development, where the goals are to enhance children’s cognitive development and school performance. By contrast, the attention to reducing abuse and neglect derived from social services and health organizations, and aims to protect the child from further abuse and neglect, provide treatment and, more recently, develop prevention strategies. In addition to being influenced by different professions and different objectives for the child, these two areas of concern have also been characterized by different intervention procedures.

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Authors and Affiliations

  1. School of Education, University of North Carolina, Chapel Hill, North Carolina, 27599, USA

    Barbara Hanna Wasik

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  1. Barbara Hanna Wasik
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  1. University of Judaism, Los Angeles, California, USA

    John R. Lutzker

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Wasik, B.H. (1998). Implications for Child Abuse and Neglect Interventions from Early Educational Interventions. In: Lutzker, J.R. (eds) Handbook of Child Abuse Research and Treatment. Issues in Clinical Child Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-2909-2_22

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