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Summary
Focuses on variables that assist in confronting and preventing child abductions, including teacher training, public education and awareness, psychotherapeutic techniques for families and friends of abducted children as well as the children themselves.
"Even though parents believe they are capable of keeping their children safe, few are aware of the plethora of ways child abductors can achieve their goals. The public needs to be aware that most child abductions occur at the hands of parents or other family members. The array of resources and tips contained in this volume are invaluable. The topic is significant for every parent, teacher, daycare worker, all police personnel, all child protective services workers, and all therapists." -- Paula K. Lundberg-Love, University of Texas-Tyler
Child abduction is the most widespread form of child victimization studied. In 1992 alone, a total of 27,553 cases of missing children were reported in New York State through the Missing Children Register. The majority of missing children cases involved suspected runaways. Abduction cases accounted for one percent of the total report; those committed by family members comprised the most frequent form of abduction (as opposed to abduction by strangers). In addition, 88 percent of the children reported missing were age 13 or older, 60 percent were girls, and 58 percent were white.
Child abduction is a serious socio-economic problem. Until now there has been no text that addresses the incidence, psychological dimensions, and explanatory models of child abductions. This book fills a need by focusing on variables that assist in confronting and preventing child abductions, including teacher training, public education and awareness, psychotherapeutic techniques for families and friends of abducted children as well as the children themselves.
James N. Tedisco has been a member of the New York State Assembly since 1982. In his first year in the Assembly, Tedisco was appointed Ranking Republican member on the Committee on Children and Families. He also served on the Assembly Committees on Aging and Education, and Child Abuse. In 1983, as a result of his work on behalf of missing children, Tedisco was appointed Chairperson of the Assembly Republican Task Force on Missing Children. Tedisco also worked in the field of education from 1973 to 1982, first as a guidance counselor, then as a special education teacher. His expertise as a psychologist, educator, and legislator is integrated in this book.
Michele A. Paludi is a developmental psychologist specializing in the psychology of women and victimization. She is Principal of Michele Paludi and Associates, Consultants in Sexual Harassment and offers education and training in issues related to sexual harassment at elementary and secondary schools, colleges and organizations. Paludi has collaborated with Assemblymember Tedisco as his Legislative Advisor on Women's Issues. She is the author of Ivory Power: Sexual Harassment on Campus, and Exploring/Teaching the Psychology of Women: A Manual of Resources, and Sexual Harassment on College Campuses: Abusing the Ivory Power, all published by SUNY Press.
Table of Contents
Foreword
Preface
Acknowledgments
Introduction
Part One. Introduction to the Psychology of Child Abductions
1. Perceptions and Realities
Introduction: We See What We Expect to See
Myth: An Abductor Is a Psychotic Human Being, Easily Identifiable by Children and Adults
Myth: There Are No Long-Term Aftereffects of Abductions for Those Who Are Found
Myth: It Is Only Young, Helpless Children Who Are the Prey of Abductors
Myth: Runaway Children and Adolescents Are Not Targeted for Abductions
Myth: Parental Abduction Is Not a Serious Matter and Is Not a Form of Child Abuse
Myth: Abductions Do Not Happen Here to the People I Know—They Happen Somewhere Else
Summary
References
Part Two. "Missing" Children and Adolescents
2. Runaways
Introduction
Adolescence: Transition to Adulthood
The Process of Running Away
Terrified Runners: Victims of Incest
Realities of Street Life for Runaway Adolescents
Summary
References
3. Stranger Abductions
Introduction
Who Are Stranger Abductors?
Common Lures Used by Stranger Abductors
Vulnerable Children
Strangers' Explanations for their Abductions
Psychological Factors Leading to Abductions
Impact of Abductions on Children and Their Communities
Summary
References
4. Noncustodial Parental Abductions
Introduction
Two "Worlds:" Her Marriage/His Marriage
Two "Worlds:" Her Divorce/His Divorce
Impact of Divorce on Children
Child Support and Custody Issues: Avoiding a Real-Life Tug of War
Noncustodial Parental Abduction: A Real-Life Tug of War
Summary
References
Part Three. Responsibility of Parents, Schools, and Legislators in Dealing with Missing Children
5. The Role and Responsibilities of Parents
Introduction
From Research and Theory to Practical Advice
How Parents Must Teach Children about Abductions and Victimization
Examples of Behavioral Rehearsal with Children
What Parents Must Do to Teach Themselves about Missing Children and Abductions
Parents' Rights
Therapeutic Support for Parents and Other Family Members
Summary
References
6. The Role and Responsibilities of Schools
Introduction
Goals of Curriculum Projects
Some Suggestions for Effectively Accomplishing Training Goals
Educational Qualifications of Trainers<
Post-Training Factors to Consider
Psychological Issues to Consider when Conducting Training Programs
Sample Curricula
Additional Responsibilities of Schools
Summary
Reference
7. The Role and Responsibilities of Legislators in Protecting and Assisting Children
Introduction
Missing Children: Federal Legislation
Missing Children: State Legislation
State Clearinghouses
Legislation Dealing with Prevention of Child Abductions and Missing Children
A Call to Action
Reference
Epilogue
Appendices
Appendix A: Recommendations for Future Research on Missing Children and Child Abductions
Appendix B: Missing Children and Child Abductions: Resources for Advocacy
Appendix C: Missing Children and Child Abductions: Resources for Education
Appendix D: Missing Children and Child Abductions: Resources for Therapeutic Interventions
Appendix E: What to Do if Your Child Is Missing
Appendix F: Sample Child Identification Sheet
Appendix G: Recommendations for Further Reading
Appendix H: Recommendations for Parents for Reducing the Risk of Physical and Sexual Abuse of Children in Day-Care Centers
