Exploring the Ethics of Mandated Reporting Through the Lens of Racial Social Justice
Live Event

Exploring the Ethics of Mandated Reporting Through the Lens of Racial Social Justice

Thu, Dec 16th, 2021
11:00am – 2:15pm US Eastern Time
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About the Event

For over 50 years, various professionals have been required by law to report suspicions of child abuse and neglect as “mandated reporters”. This workshop explores the role of mandated reporting by applying foundational ethical principles through the lens of racial & social justice. An exploration of the original intent of mandated reporter laws will be juxtaposed with the evolution of the legal responsibility, and resulting disproportionalities in the current system. As society grapples with the role that certain systems, including the child welfare system, have played in poor outcomes for children of color, it is vital that we explore the role that individual reporters play in this process. This workshop will provide a framework for professionals to place their role in context, with the goal of furthering racial and social justice for all children and families.

Live Event
This live online event will be held as a Zoom Webinar. Attendees will have the option to interact through features such as the Chat and Q&A, but cameras and microphones will not be enabled.

Live Event Instructor

Kathryn Krase

Kathryn Krase

Kathryn Krase, Ph.D., J.D., M.S.W., is a social worker, lawyer, researcher, educator, and expert on professional ethics. She has significant experience as a family law practitioner, social work supervisor, along with more than 20 years of experience in faculty and administrative roles in undergraduate, masters, and doctoral level social work programs in and around New York City.

Dr. Krase is the Principal Consultant for Krase Consulting, in Brooklyn, New York, where she focuses on educating mental and physical health professionals on their general legal and ethical obligations.

She is an expert on the professional reporting of suspected child maltreatment. She has authored multiple books and articles on the subject. She has years of experience consulting with government and community based organizations to develop policy & practice standards.

Target Audience

This live interactive is intended for Behavioral Health professionals. It is appropriate for all levels of knowledge.

Learning Objectives

After taking this activity, you should be able to:

  1. 1 Summarize the ethical and legal principles at play in the development of mandated reporting laws over time.
  2. 2 Explain at least 3 contributing factors related to racial disproportionality in the child welfare system.
  3. 3 Identify ethical/ moral and legal conundrums faced when making the decision to report.

Briggs, H. E., Hardeman, C. P., Banks, L., Briggs, A. C., Allen, J. L., Hopps, J. G., & McCrary, D. (2020). Do Race, Racial Disproportionality, and Disparities Remain Foci of Child Welfare?: Words Matter. Child Welfare, 98(5).

Dettlaff, A. J. (Ed.). (2021). Racial disproportionality and disparities in the child welfare system. Springer Nature.

Krase, K.S. & Delong Hamilton, T. (2020). Child welfare: Preparing social workers for practice in the field. New York: Routledge.

Krase, K.S. (2019). Child Maltreatment Reporting by Educational Personnel: Implications for Racial Disproportionality in the Child Welfare System, Reprinted in Bent-Goodley,T.B, Williams, J.H., Teasley, M.L., and Gorin, G. (Eds.) Grand Challenges for Society: Evidence-Based Social Work Practice. Washington, D.C.: CSWE Press

Krase, K. S. (2013). Differences in racially disproportionate reporting of child maltreatment across report sources. Journal of Public Child Welfare, 7(4), 351-369.

Roberts, D. (2021). Abolish Family Policing, Too. Dissent, 68(3), 67-69.

Krase, K. S., & DeLong-Hamilton, T. A. (2015). Preparing social workers as reporters of suspected child maltreatment. Social Work Education, 34(8), 967-985.

Gubi, A. A., Strait, J., Wycoff, K., Vega, V., Brauser, B., & Osman, Y. (2019). Trauma-informed knowledge and practices in school psychology: A pilot study and review. Journal of applied school psychology, 35(2), 176-199.

Bean, H., Softas-Nall, L., & Mahoney, M. (2011). Reflections on mandated reporting and challenges in the therapeutic relationship: A case study with systemic implications. The Family Journal, 19(3), 286-290.

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The following relevant financial relationships have been disclosed by this activity's planners, faculty, and the reviewer:

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The planners of this activity have reported that they have no relevant financial relationships.

Faculty

There are no known relevant financial relationships to disclose.

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