Speaker

Dr Zachary Pietrantoni
Assistant Professor
California State University, East Bay

Consultation in Schools: Cross-Cultural Practices for Addressing Child Maltreatment

Abstract Narrative

Purpose – The World Health Organization (WHO; 2020) reported that 3 out of 4 (estimated 300 million) children worldwide experience some form of maltreatment from a caregiver. Children with disabilities are nearly 4 times more likely than children without disabilities to experience maltreatment (World Health Organization, 2020). Chitiyo and Pietrantoni (2019) defined child maltreatment as the mistreatment of children in the form of abuse and/or neglect. “Child maltreatment is a global problem with serious life-long consequences” (WHO, 2020, para. 2). Thomas et al (2020) found growing evidence that supports the potential for an increase in child maltreatment cases during the pandemic as families experience continued heightened levels of distress. With many schools across the global engaging in distance learning, such cases of child maltreatment are likely going unidentified and unreported (Thomas et al., 2020). Children who experience maltreatment are more likely to perpetuate cycles of maltreatment (WHO, 2020). In addition, these children are more likely to engage in risk-taking behaviors; experience chronic stress, anxiety, and depression; and show lower academic achievement rates and school readiness skills (Chitiyo & Pietrantoni, 2019). The Covid-19 pandemic has further elevated the needs of this already vulnerable population. It is thus important to make sure that the immediate needs of these children are adequately met. Teachers and school counselors are school personnel most equipped to report and support children and families. However, existing research indicates that most teachers are underprepared to meet the needs of children who are victims of maltreatment. Tillman et al. (2018) noted that teachers and school counselors report less than 20% of suspected child maltreatment cases despite having regular contact with a significant number of the student body.

Goal – The goal of this presentation is to provide attendees with a consultation framework for teachers and counselors to use to support children and families who experience child maltreatment. The consultation framework will address child maltreatment from a multi-tiered approach that encompasses cultural norms and laws, caregiver support, school and community education, and responsive services.

Outline – The presenters will start by comparing and contrasting cultural norms and child maltreatment laws from their home countries (i.e., United States of America, Zimbabwe, and Taiwan). Next, the presenters will share strategies of best practice for supporting caregivers and educating school and community stakeholders. Lastly, the presenters will share steps for teachers and counselors to use during responsive services (i.e., intervention and postvention of a reported child maltreatment case).

Objectives – 1. By the end of this presentation, attendees will summarize how cultural norms and child maltreatment laws are related. 2. By the end of this presentation, attendees will articulate best practices for supporting caregivers and educating stakeholders about child maltreatment and its effects. 3. By the end of this presentation, attendees will apply steps for how to utilize responsive services with their target population.

Biography

Zachary is an Assistant Professor, Director, and Program Coordinator at California State University, East Bay. He trains culturally responsive counselors and consults with schools to enhance counseling services. Zachary’s research interests relate to leadership, multicultural training, and consultation in schools.

Dr Jonathan Chitiyo
PhD, Assistant Professor
Special Education at the University of Pittsburgh Bradford

Consultation in Schools: Cross-Cultural Practices for Addressing Child Maltreatment

Biography

Dr. Jonathan Chitiyo serves as an Assistant Professor of Special Education and Director of First Year Experiences at the University of Pittsburgh Bradford. He earned his BA in Environmental Studies and English from Africa University in Zimbabwe, MS. Ed in Curriculum and Instruction and PhD in Special Education both from Southern Illinois University Carbondale. He currently serves as the Associate Editor for PA-Teacher Educator and Editor of the International Journal of Whole Schooling. His research interests include special education program planning and development, implementation of different school-based practices, factors affecting the education of vulnerable children, inclusion, and the development of special education systems in developing countries. He has published his research in several journals and presented at national and international conferences

Dr Szu-yu Chen
Assistant Professor
Palo Alto University, USA

Consultation in Schools: Cross-Cultural Practices for Addressing Child Maltreatment.

Biography

Szu-Yu (Darlene) Chen, Ph.D., a bilingual (English/Mandarin) licensed professional counselor, national certified counselor, and registered play therapist. She is an assistant professor and clinical mental health counseling emphasis area coordinator at the Palo Alto University. She has worked with diverse population in a variety of settings, including private practice, community agencies, psychiatric hospitals, and schools. In addition to her clinical experience, she has provided clinical supervision to master’s level students. Her research interests include humanistic play therapy, family play therapy, play-based teacher intervention, and multicultural issues in counseling and supervision.