NCJ Number
60571
Date Published
1977
Length
16 pages
Annotation
THIS PAPER EXAMINES CHILD ABUSE-INTERVENTION PROGRAMS FROM THE PERSPECTIVE OF SOCIAL LEARNING THEORY AND ITS ASSUMPTIONS.
Abstract
INTERVENTION ASSUMPTIONS BASED ON SOCIAL LEARNING THEORY FAVOR A BEHAVIORAL ORIENTATION, WHICH DEFINES THE PROBLEM IN TERMS OF OBSERVABLE PHENOMENA, SUCH AS A PARENT BEATING A CHILD. A SECOND ASSUMPTION IS THAT CHILD ABUSE IS A COMMUNITY PROBLEM. INTERVENTION SHOULD INCLUDE TWO FACETS OF SOCIAL LEARNING THEORY THAT APPLY TO CHILD ABUSE: MODELING AND REINFORCEMENT. RELATED FACTORS INCLUDE SEVERITY OF PUNISHMENT, INCONSISTENT DISCIPLINE, AND LACK OF PARENTAL VERBAL SKILLS. PROBLEMS WITH FEDERAL POLICIES OF RESPONSIBILITY FOR CHILD ABUSE PREVENTION INCLUDE PERSONAL PRIVACY AND DOUBTS THAT GOVERNMENTAL SERVICES ARE SUITABLE TO PRIVATE, PERSONAL, AND SUBCULTURALLY REINFORCED BEHAVIORS. DIRECT GOVERNMENTAL INTERVENTION SHOULD BE A LAST RESORT. COMMUNITY RESOURCES AND A COMMUNITY RESOURCE SYSTEM THAT USES NEIGHBORS AND BUSINESSES TO HELP ESTABLISH NEEDED CHILD CARE SERVICES SHOULD BE CONSIDERED. THE BEST INTERVENTION METHODS FOSTER NORMAL CHILD AND FAMILY DEVELOPMENT THROUGH EDUCATION, SHARED PARENTING, AND OTHER MEANS OF ALLEVIATING FAMILY STRESS LEADING TO CHILD ABUSE. MIDDLE-CLASS VALUES APPEAR TO BE THE BEST WAY TO REAR CHILDREN IN THIS SOCIETY. REFERENCES ARE INCLUDED. (RFC)