A Child Abuse Investigator Offers Tips for Educators

Just the Facts

Reporting child abuse involves a complex array of dynamics. Individual subjectivity, personal perceptions, education, training, and life experiences affect everyone involved in the reporting and investigation process. To maintain objectivity, getting as many facts as possible is essential.

Before calling, the reporter should have all the important information, including the child's name, date of birth, address, and telephone number; details of the suspected abuse; and information about the perpetrator. Are there bruises or marks? Is the child at risk if he returns home? Callers should be clear about what they are reporting. Vague statements of concern limit the screener's ability when determining whether to assign a case for investigation.

"Educators need enough information to answer basic questions that will be asked if they call CPS," says Connie Burrows Horton, Associate Professor of Psychology at Illinois State University and coauthor of Child Abuse and Neglect, The School's Response. "For example, CPS will want to know such information as what the educator suspects happened. When a teacher calls a CPS hotline and reports vaguely, 'I'm just really concerned about this child; she is not acting like herself lately, and I did notice some bruises,' CPS typically will not pursue such a report."

CPS will assess all reports with concrete information for possible investigation. Some calls are screened out if callers can't provide addresses or family or children's names, or if details about the suspected abuse aren't clear. Screeners, supervisors, and investigative social workers make every effort to unravel callers concerns. Some calls may be referred to other agencies. Perhaps a community nurse or parenting classes could benefit this family. CPS can provide information and assistance to families and refer them to appropriate agencies better suited to meeting their needs.

Horton also stresses educators should remember they are not investigators. Educators are not trained to look for subtle clues, statements, and signs of suspected abuse, such as determining the age of a bruise or how it occurred, the right questions to ask, and appropriate nonaccusatory interviewing skills regarding sexual molestation and abuse. The educator's role is to ask nonleading general questions that will provide enough information to CPS to determine if an investigation is warranted.

When talking to children about suspected abuse, it's imperative not to ask leading questions or insert information. A case can easily become tainted if anyone involved asks leading questions or fills in statements for a child. The incident must be conveyed in the child's own words. Investigators, attorneys, social workers, psychologists, police detectives, and judges will scrutinize statements for information that could appear tainted if a case goes to court.

A recent study published by the American Psychological Association examined how misleading suggestions from parents influenced children's eyewitness reports.(7) Psychologist and coauthor of the study, Debra Ann Poole, says even children as old as 7 or 8 will repeat misinformation. "Apparently," she says, "general instructions to report only what 'really happened' does not always prompt children to make the distinction between events they actually experienced versus events they only heard described by a significant adult."

Credits: Children's Voice Article, November 2001