The major focus of this qualitative study is the issue of confidentiality and the perspectives of individuals within several of the bureaucracies surrounding children who have been abused: their teachers, principal, caseworkers, district foster care personnel, and judicial workers. The entry challenges and the process employed to gain access to the children are outlined for future researchers. / The growing awareness that maltreatment adversely influences child development has led to increased efforts to explore this phenomenon. At present, many children who have been maltreated meet the eligibility criteria for children with emotional disturbances, mental handicaps, and/or learning disabilities. / This research attempted to document the lives and experiences of students who have been maltreated and are currently placed in special education programs for students with emotional disabilities. The issue of confidentiality required a methodological shift in focus with the major thrust of this research becoming a focus on the confidentiality issue and three of the bureaucracies of child abuse: the Educational System; the Foster Care System; and the Judicial System. / Source: Dissertation Abstracts International, Volume: 56-07, Section: A, page: 2637. / Major Professor: Andrew Oseroff. / Thesis (Ph.D.)--The Florida State University, 1995.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_77482 |
| Contributors | Gessner, Linda Joy., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 160 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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