Suchergebnisse

In Canada, professionals such as doctors, teachers, and social workers must report child abuse and neglect to Child Protection Services. This is often a difficult decision--professionals may be uncertain if they should report their suspicions and worry about the relationship with the client or patient if they follow through. Child Abuse and Neglect in Canada provides specific strategies regarding how to make the decision to report while maintaining the client-professional relationship. The book also provides information on the history of child abuse and neglect in Canada, types of maltreatment, factors that protect children or put them at risk of maltreatment, and online child abuse and neglect.

In Canada, professionals such as doctors, teachers, and social workers must report child abuse and neglect to Child Protection Services. This is often a difficult decision - professionals may be uncertain if they should report their suspicions and worry about the relationship with the client or patient if they follow through. This work provides specific strategies regarding how to make the decision to report while maintaining the client-professional relationship. The text also provides information on the history of child abuse and neglect in Canada, types of maltreatment, factors that protect children or put them at risk of maltreatment, and online child abuse and neglect.

Mandatory reporting of child maltreatment presents a challenging clinical issue for social workers who find themselves obligated to report the maltreatment while managing an often discordant therapeutic alliance with the family. The betrayal and anger felt by families following the report may result in the discontinuation of treatment or negatively impact further clinical work. Registered social workers participated in an online survey examining how they maintain the therapeutic alliance in the face of mandatory reporting. Results showed numerous strategies employed before and following the disclosure of reportable material. Practice principles for clinicians are suggested.

Bracketing is a method used in qualitative research to mitigate the potentially deleterious effects of preconceptions that may taint the research process. However, the processes through which bracketing takes place are poorly understood, in part as a result of a shift away from its phenomenological origins. The current article examines the historical and philosophical roots of bracketing, and analyzes the tensions that have arisen since the inception of bracketing in terms of its definition, who brackets, methods of bracketing, and its timing in the research process. We propose a conceptual framework to advance dialogue around bracketing and to enhance its implementation.