1.
Supplementary Participant Materials
http://www.preventchildabusewv.org
1-866-4KIDSWV

2. Parental & Family Factors That May Lead to Maltreatment1
Parental / Caregiver Immaturity
Very young and or inexperienced parents/caregivers may not understand a child's
behaviors and needs and may not know what to expect at each stage of the child's
development.
Unrealistic Expectations
Expectations of the child are beyond what he/she is developmentally capable of
performing.
Social Isolation
A lack of friends or family to help with the demands of parenting or to provide adult
companionship and support for the parent/caregiver.
Unmet Emotional Needs
Parents who are not relating well to other adults may turn to their child to satisfy their
need for love, acceptance, and self-esteem.
Frequent Crisis
Financial, job, marital and, legal stresses/problems as well as major illness, etc., may
contribute to abuse or neglect of children.
Poor Childhood Experiences
Many abusive adults were mistreated as children and may not have learned or
developed the ability to relate to children in an appropriate, nonviolent manner.
Drug or Alcohol Problems
Such problems impair parental ability to care properly for children and may expose the
children to danger.
Mental Illness
Untreated and/or chronic mental illness could lead to abuse and neglect.
Poor Family Boundaries
Failure to protect a child from harm can include: unlimited access to the home by many
outsiders, access to medications, dangerous objects and animals, lack of adequate
supervision, etc.
Dangerous Home Environment
Access to medications, the presence of dangerous objects and/or animals, lack of
adequate supervision, etc.
1
Adapted
from
Promises
to
Keep:
The
Mandate
to
Report,
The
Opportunity
to
Prevent,
Prevent
Child
Abuse
Georgia
Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect A.1

3. Indicators of Possible Child Maltreatment
A combination or pattern of indicators should alert you to the possibility of child
maltreatment. You may notice physical and behavioral indicators by observing the child,
and you may become aware of indicators that relate to the parent or caregiver.
Type
of
Abuse
Physical
Indicators
Child
Behavioral
Caregiver
Indicators
Characteristics
Physical
Abuse
Questionable
bruises
• uncomfortable
with
• history
of
abuse
and
welts:
physical
contact.
as
a
child.
The
non-­‐accidental
• on
face,
lips,
mouth.
• wary
of
adult
• uses
harsh
physical
injury
of
a
• on
torso,
back,
contacts.
discipline
buttocks,
thighs,
• apprehensive
when
inappropriate
to
child.
arms.
other
children
cry.
child’s
age,
• in
various
stages
of
• behavioral
extremes
transgression,
and
healing.
(In
the
first
(aggressiveness
or
condition.
stage,
the
bruise
is
withdrawal).
• offers
illogical,
reddish-­‐blue.
In
the
• frightened
of
unconvincing,
or
second
stage,
the
parents.
contradictory
bruise
is
purplish
• afraid
to
go
home.
explanations
of
black.
In
the
third
• reports
injury
by
child’s
injury,
or
stage,
the
bruise
parent
or
caregiver.
offers
no
turns
yellowish-­‐ • complains
of
explanation.
green.)
soreness
or
moves
• significantly
• clustered,
forming
uncomfortably.
misperceives
child
regular
patterns.
• wears
clothing
(for
example,
sees
• reflecting
shape
of
inappropriate
to
child
as
“bad”,
article
used
to
inflict
weather
to
cover
“stupid”,
injury
(electric
cord,
body.
“different”,
etc.).
belt
buckle).
• reluctance
to
change
• psychotic
or
• on
several
different
or
take
off
clothes
psychopathic
surface
areas.
• (attempt
to
hide
personality.
• regularly
appearing
injuries,
bruises,
• misuses
alcohol
or
after
absence,
etc.).
other
drugs.
weekend,
or
• self
destructive.
• attempts
to
vacation.
conceal
child’s
• human
bite
mark.
injury
or
to
• bald
spots.
protect
identity
of
person
Questionable
burns:
responsible.
• cigar
or
cigarette
• unrealistic
burns,
especially
on
expectations
of
soles,
palms,
back
child,
beyond
or
buttocks.
child’s
age
or
• immersion
burns
ability.
(sock-­‐like
or
glove-­‐
like,
or
doughnut
shaped
on
buttocks
or
genitalia).
Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect A.2

4. Type
of
Abuse
Physical
Indicators
Child
Behavioral
Caregiver
Indicators
Characteristics
Physical
Abuse
(con’t)
• patterned
like
electric
burner,
iron,
cigarette
lighter,
etc.
• rope
burns
on
arms,
legs,
neck,
or
torso.
• singed
hair.
Questionable
fractures:
• to
skull,
nose,
facial
structure.
• in
various
stages
of
healing.
• multiple
or
spiral
fractures.
Questionable
lacerations
or
abrasions:
• to
mouth,
lips,
gums,
eyes.
• to
external
genitalia.
Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect A.3

5.
Type
of
Abuse
Physical
Indicators
Child
Behavioral
Caregiver
Indicators
Characteristics
Neglect
is
the
most
• consistent
hunger,
• begging,
stealing
food.
• misuses
alcohol
common
form
of
child
poor
hygiene,
• constant
fatigue,
or
other
drugs.
maltreatment.
inappropriate
dress.
listlessness,
or
falling
• maintains
• consistent
lack
of
asleep.
chaotic
home.
supervision,
• alcohol
or
drug
abuse.
• evidence
of
Neglect
is
failure
to
especially
in
• states
there
is
no
apathy
or
provide
for
a
child’s
dangerous
activities
caregiver.
hopelessness.
physical
survival
of
long
periods.
• frequently
absent.
• mentally
ill
or
needs
to
the
extent
• unattended
physical
• shunned
by
peers.
diminished
that
there
is
harm
or
problems
or
medical
• self
destructive.
intelligence.
risk
of
harm
to
the
needs,
including
• history
of
child’s
health
or
vision
and
hearing
neglect
as
a
safety.
difficulties.
child.
• continuous
lice
or
• consistent
Physical
neglect
may
scabies,
distended
failure
to
keep
include,
but
is
not
stomach,
appointments.
emaciated.
• leaving
child
limited
to:
• required
unattended
in
• abandonment.
immunizations
vehicle.
• lack
of
neglected.
supervision.
• abandonment.
• lack
of
adequate
bathing
and
good
hygiene.
• lack
of
adequate
nutrition.
• lack
of
adequate
shelter.
• lack
of
medical
or
dental
care.
• lack
of
required
school
enrollment
or
attendance.
NOTE: A child is neglected under West Virginia law [WV Code §49-1-3] when the
failure, refusal, or inability to provide for the child is not due primarily to a lack of
financial means on the part of the parent, guardian or custodian.
Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect A.4

6. Type
of
Abuse
Physical
Indicators
Child
Behavioral
Caregiver
Indicators
Characteristics
Sexual
abuse
is
• difficulty
in
walking
• unwilling
to
change
or
• extremely
defined
as
acts
of
or
sitting.
take
off
clothes.
protective
or
sexual
assault,
sexual
• torn,
stained
or
• withdrawal,
chronic
jealous
of
child.
abuse,
and
sexual
bloody
depression
or
phobias.
• encourages
child
underclothing
or
• overly
compliant,
to
engage
in
exploitation
of
diaper.
passive,
undemanding
prostitution.
minors.
• pain,
discomfort,
behavior
aimed
at
• encourages
child
bleeding
or
itching
maintaining
a
low
to
engage
in
Sexual
abuse
in
genital
area.
profile.
sexual
acts
in
encompasses
a
broad
• bruises
or
bleeding
• hostility
or
aggression.
presence
of
range
of
behavior
and
in
external
genitalia,
• bizarre
or
unusual
caregiver.
may
consist
of
many
vaginal
or
anal
sexual
behavior
or
• sexually
abused
acts
over
a
long
areas.
knowledge.
as
a
child.
period
of
time
or
a
• venereal
disease.
• detailed
and
age-­‐ • misuses
alcohol
single
incident.
• frequent
urinary
or
inappropriate
or
other
drugs.
yeast
infections.
understanding
of
• non-­‐abusing
• encopresis
(fecal
sexual
behavior.
caregiver/spous
Victims
are
both
boys
soiling).
• unusually
seductive
e
is
frequently
and
girls,
and
range
in
• massive
weight
behaviors
with
peers
absent
age
from
less
than
change.
and
adults.
• from
the
home,
one
year
through
• excessive
permitting
adolescence.
masturbation.
access
to
child
• poor
peer
relations.
by
abusing
• reports
sexual
abuse.
caregiver/
• threatened
by
physical
spouse.
contact.
• suicide
attempt.
• role
reversal,
overly
concerned
for
siblings.
• unexplained
money
or
“gifts”.
• poor
self
esteem,
self
devaluation,
lack
of
confidence.
• regression
in
developmental
milestones,
and
lags
in
development.
• sleep
disturbances,
including
severe
nightmares.
• excessive
bathing
or
poor
hygiene.
• drawings
with
strong,
bizarre
sexual
theme.
Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect A.5

7.
Type
of
Abuse
Physical
Indicators
Child
Behavioral
Caregiver
Indicators
Characteristics
Emotional
• speech
disorders.
• conduct
disorders
• Not
meeting
a
maltreatment
can
• lags
in
physical
(antisocial,
child’s
include
patterns
of:
development.
destructive).
educational
• verbal
assaults,
• failure
to
thrive.
• neurotic
traits
(sleep
needs
such
as
disorders,
inhibition
of
failing
to
enroll
a
including
play).
child
in
school,
screaming,
• behavior
extremes:
refusing
intimidating,
compliant,
passive,
recommended
rejecting,
undemanding,
remedial
ridiculing,
aggressive,
services
without
threatening,
demanding,
rageful.
good
reason,
or
blaming,
sarcasm.
• overly
adaptive
repeatedly
• ignoring
and
behavior:
“Parents”
keeping
a
child
indifference.
other
children
out
of
school
• constant
family
inappropriately.
without
good
conflict.
• inappropriately
reason.
infantile
or
• blames
or
emotionally
needy.
belittles
child.
Cases
of
emotional
• self-­‐destructive,
• ignores
or
abuse
are
extremely
attempted
suicide.
rejects.
difficult
to
prove.
A
• withholds
love.
cause
and
effect
• treats
siblings
relationship
between
unequally.
the
parent
or
• seems
caregiver’s
acts
and
unconcerned
the
child’s
response
about
child’s
must
be
established.
problems.
• unreasonable
demands
or
impossible
expectations
without
regard
to
child’s
developmental
capacity.
Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect A.6

8. What to do When a Child or Adult Discloses
1. Find a private place to talk with the person.
2. Reassure the person making the disclosure.
a. "I believe you."
b. "I am glad you told me."
c. "It is not your fault this happened," (if talking to the child).
d. Affirm that maltreatment is wrong.
3. Listen openly and calmly, with minimal
interruptions. Try to keep your own emotions and
nonverbal cues neutral.
4. Write down the facts and words as the person has stated
them. Use the child’s own vocabulary.
5. Do not promise not to tell. Know your limits. This is not a
situation you can handle by yourself. However, do not discuss
what the child told you with anyone who is not directly
involved in helping the child.
6. Tell the truth. Don’t make promises you can’t keep,
particularly relating to secrecy, court involvement, placement
and social worker decisions.
7. Be specific. Let the child know exactly what is going to
happen. Tell the child that you must report the abuse or
neglect to Child Protective Services. Tell the child that a
social worker who helps families with these kinds of problems
may be coming to talk with the child.
8. Assess the child’s immediate safety. Is the child in
immediate physical danger? Is it a crisis? Are there others in
the home who can protect the child?
9. Be supportive. Remember why the child came to you. The
child needs your help, support and guidance. Reassure the
child that telling about the abuse or neglect was the right
thing to do. It is the only way to make it stop.
10. Report the disclosure within 48 Hours to Child
Protective Services. Call the toll-free CPS Hotline at 1-
800-352-6513. For serious physical abuse and sexual abuse,
also contact the state police and local law enforcement.
Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect A.7

9. What NOT to Say When Someone Discloses To You
1. Don't ask "why" questions such as
• "Why didn't you stop him or her?"
• "Why are you telling me this?"
2. Don't say "Are you sure this is happening?"
3. Don't ask "Are you telling the truth?"
4. Don't say "Let me know if it happens again."
5. Don't ask "What did you do to make this happen?"
If someone does make a disclosure, don't try to get all the details.
Listen attentively and ask him/her if he/she wants to say anything else. If she chooses to
say nothing more, then proceed to notify the designated official as soon as possible and
follow the steps outlined by your church/agency policy. Also, write down the actual words
used in the disclosure and your interaction with the individual. This first statement made
spontaneously has forensic significance to the investigators and the exact words can be
important.
Above all, MINIMIZE the number of questions you ask and avoid the use of leading
questions (questions that suggest an answer) e.g., "Did your uncle touch you in the
private area too? Was he wearing a blue jacket?"
Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect A.8

10. Types of Disclosures
1. Indirect Hints
Examples
♦ "My brother wouldn't let me sleep last night."
♦ "Mr. Jones wears funny underwear."
♦ "My babysitter keeps bothering me."
♦ "I don't like it when my mother leaves me alone with my uncle."
Explanation
A child may talk in these terms because he or she hasn't
learned more specific vocabulary, feels ashamed or
embarrassed, has promised not to tell, or for a combination of
those reasons.
2. Disguised Disclosure
Examples
♦ "I know someone who is being touched in a bad way."
♦ "What would happen if a girl told someone she was being
molested, but the person did not believe her?"
Explanation
A person may be talking about someone she or he knows, but is
just as likely to be talking about himself or herself. Encourage
the individual to tell you what he or she knows about the
"other person." Then ask whether something like what is being
said has ever happened to him or her.
3. Disclosures with Strings Attached
Examples
♦ "I have a problem, but if I tell you, you have to promise not to tell."
Explanation
Many people believe something very negative will happen if they
break the secret of maltreatment. The child may have been
threatened by the offender to ensure his or her silence. Let the
person know that there are some secrets that you just can't
keep. Assure the individual that your job is to protect the child
and keep him/her safe. Let the person know you will keep it as
confidential as possible, but that you are required by law to make
a report.
Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect A.9

11. Reporting Suspected Abuse or Neglect in West Virginia
Thorough Interview
Report intake findings
received by assessment conveyed to CPS
DHHR occurs Supervisor
Does
information
Assign to Case indicate abuse or
Worker for Yes neglect or
assessment likelihood of
abuse or
neglect?
Refer family
Is the child unsafe to Community
or does child need Resources if
No indicated and No
protected?
close the case
for CPS
Yes
Implement an out of
home safety plan by
petitioning the courts
to place the child in a
Open Case for safe environment
ongoing CPS
No
Conduct a Family
Can the child be Assessment in order to
Implement an determine what must
safely kept in their in-home
home with formal/ change for the child to
safety plan be safe and not need
informal supports?
protected.
Safety is continually
Yes assessed to Ensure Develop and
in-home safety plan implement
controls the threat. treatment plan.
If it doesn't, Then Ongoing Safety
Out-of-Home Safety Management.
Plan is requested.
Case review to
determine if parental
conduct and behaviors Service provision
have changed causing based upon
the child to no longer treatment plan.
need protection.
Modify treatment
Yes No plan if necessary.
Transition the
family to case Child Abuse & Neglect Hotline
closure. 1-800-352-6513
Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect A.10

12. Circles of Caring:
Protective Factors that
Prevent Child Abuse and Neglect
!"
About Protective Factors...
The Center for the Study of Social Policy (CSSP) has completed a comprehensive research
analysis, which identified the following five Protective Factors that are linked to the prevention of
child abuse and neglect.
These Protective Factors or “Circles of Caring” are conditions in families and communities that,
when present, increase the health and well-being of children and families. These attributes also
serve as buffers against risk factors for child maltreatment.
Research confirms that children are shaped by the people, experiences and environment in which
they live. By implementing strategies that build these Protective Factors, we can create
communities that care for children, which will enhance the lives of children and their families and
greatly improve our common future.
Knowledge of Parenting & Child Development.
Crying babies, challenging children, and children with special needs are at
the highest risk of abuse and neglect.
Parents need:
• information to help them understand the reasons behind their child’s
behavior,
• techniques to manage those behaviors and guide development, and
• perspective, to put their child’s behavior in the context of overall
development (for example: intense infant crying is a phase that will pass; stubborn and
independent behavior in toddlers is normal)
Parents have teachable moments just like children do – usually when their child has presented them
with a new challenge or they are trying to tackle a new task like toilet training.
Finally, parents need alternative ways of responding to their children than simply the ones they
learned from how they were parented (especially parents who were abused or neglected as children
– but also for people who grew up in families that over-relied on physical punishment and spanking).
Parental Resilience.
Resilience is the ability to “bounce back” when life becomes stressful.
Problems at work or challenges at home can make parenting even more
difficult and ensure that children get the love and attention they need.
We can build resilience by reaching out to one another and helping parents
during the inevitable challenges of life. When parents feel stressed or
frustrated, you have the opportunity to offer support and encouragement.
Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect A.11

13. Social Connections.
Having trusting relationships and being part of a social network goes a long
way to decrease isolation – a major factor in child abuse and neglect. When
parents have friends they can trust and confide in, they feel supported and
are less likely to feel lonely.
For preventing child abuse and neglect, it’s not just having social
connections, but the quality of the connections:
• Having someone to talk to and vent frustration, especially about
parenting challenges.
• Connections that help families to access resources – (e.g. a friend that will provide babysitting)
• Opportunities to see other parents parenting – this allows parents to pick up some good
techniques and perhaps also recognize some strategies that don’t work.
• Social networks that include positive norms about parenting – conversations with other parents
about the joys of raising children and sharing tips for positive things to do with children.
Social and Emotional Development of Children.
Supporting children’s social and emotional skills helps the communication
between parents and their children and can reduce tensions within the
family.
When parents, caregivers and others help children express their feelings
and needs effectively, children are less likely to resort to tantrums, biting or
fighting. Over time, better communication about feelings helps cement the
important bonds that children have with their parents and other adults.
In addition, being able to talk about how they feel helps children be more likely to confide in a trusted
adult about situations that make them feel uncomfortable or unsafe.
.
Concrete Support in Times of Need.
Providing concrete supports is an important way of intervening before a
crisis happens. Parents that are struggling to meet basic needs for their
families will not be able to focus on less-immediate concerns like positive
discipline and enhancing their child’s development.
Concrete Support may include:
• Response to a crisis such as food, shelter, and clothing,
• Assistance with daily needs such as health care, education, or job
opportunities,
• Services for parents dealing with depression and other mental health issues, domestic violence, or
substance abuse,
• Specialized services for children.
“Times of need” is not limited to families in poverty. All families have times of need, whether it’s at the
birth of a new child, health problems, etc. Mental illness, substance abuse and domestic violence can
happen in any family.
For more information visit:
http://www.preventchildabusewv.org TM
Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect A.12

14. Links to Additional Information
Adverse Childhood Experiences (ACES)
More information about the Adverse Childhood Experiences Study (ACES) is available
online at http://www.acestudy.org/.
Child Maltreatment Statistics
Data cited in this training is from 2008 Child Maltreatment Annual Report published by
the U.S. Department of Health & Human Services, April 2010,
http://www.acf.hhs.gov/programs/cb/stats_research/.
Community Based Child Abuse Awareness and Prevention in WV
The WV Department of Health and Human Resources, Bureau for Children and
Families, oversees West Virginia's community based child abuse awareness and
prevention grants, which are administered according to the guidelines of the Federal
CBCAP Program Instructions. West Virginia funds four program areas: Family
Leadership First, In-Home Family Education, Partners in Prevention, and Starting
Points Centers. Information about these and other child abuse prevention efforts in WV
is available online at http://www.wvdhhr.org/bcf/children_adult/cabuseprev/.
Emerging Practices in the Prevention of Child Abuse and Neglect
Published 2003: Office of Child Abuse and Neglect, U.S. Department of Health and
Human Services. Published as a component of the Child Abuse Prevention Initiative
administered by the Office on Child Abuse and Neglect, this study identifies best
practices in the field of child abuse prevention. The report provides an overview of child
abuse prevention and describes each of the selected programs.
http://www.preventchildabusewv.org/docs/EmergingPractices.pdf
Preventing Child Sexual Abuse Within Youth-Serving Organizations
The Centers for Disease Control and Prevention (CDC) offers a comprehensive website
which contains a variety of educational information about child maltreatment and its
prevention, http://www.cdc.gov.
Protective Factors
The protective factors were identified by The Center for the Study of Social Policy
(CSSP), after a comprehensive analysis of child abuse prevention research in
conjunction with a consortium of leading child abuse prevention experts and
researchers, http://www.cssp.org.
Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect A.13

15. Reporting Child Abuse and Neglect in West Virginia
The following booklets are available via the publications section of the Prevent Child
Abuse WV website, http://www.preventchildabusewv.org/publications.php.
In a Child’s Best Interest: A Guide for West Virginia School Personnel in
Recognizing and Reporting Child Abuse and Neglect. Revised 2007.
http://www.preventchildabusewv.org/docs/childs_best_interest.pdf
It Shouldn’t Hurt to Be a Child: A Guide for Early Childhood Providers in
Recognizing and Reporting Child Abuse and Neglect. Revised 2007.
http://www.preventchildabusewv.org/docs/It_Shouldnt_Hurt.pdf
One Child at a Time: A Guide for Professionals in Recognizing and Reporting the
Abuse and Neglect of Children with Disabilities. Revised 2007.
http://www.preventchildabusewv.org/docs/One_Child_At_A_Time.pdf
Child Abuse & Neglect: A Reporting Guide for Health Professionals, Oct. 2010.
West Virginia Children’s Trust Fund
The West Virginia Children’s Trust Fund funds community-based programs that help
children grow up free from abuse and neglect. Examples include programs for new
parents, school-based programs, public awareness activities and other evidence-based
prevention efforts. Funds are received by individual donations including the WVCTF
voluntary check off on the WV State Income Tax Form. Additional information is
available online at http://www.wvctf.org.
Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect A.14

16. ABOUT THE TEAM FOR WEST VIRGINIA CHILDREN
TEAM stands for “Together Eliminating Abuse and Maltreatment.” The TEAM for West
Virginia Children, a Huntington-based non-profit agency, formed in 1986, dedicated to
the prevention of child abuse and neglect. A small paid staff is helped by many
volunteers to conduct programs including:
• The Child Assault Prevention (CAP) project is presented in area
elementary schools to help children learn to identify and deal with potentially
dangerous situations. The CAP Project offers a workshop for school personnel and
parents prior to the program with the children. All seek to empower children by
providing information, teaching assertiveness, reducing isolation and encouraging
children to seek help.
• The Court Appointed Special Advocate (CASA) project provides trained
community volunteers (CASA), appointed by a Circuit Court judge, to advocate for the
best interests of an abused or neglected child who has been placed in state custody. The
CASA fully researches the situation and makes recommendations to the judge on
services needed and permanent placement for the child. The goal is a safe, permanent
home for the child.
• Public awareness campaigns: The TEAM provides both speakers and
materials to promote child abuse prevention. Specific materials are available to help
prevent Shaken Baby Syndrome and promoting safe infant sleep through the Our
Babies: Safe & Sound Campaign. The TEAM has developed a series of booklets on
identifying and reporting child abuse for mandated reports.
• The Healthy Families America project: This project provides voluntary
intensive home visitor services for first-time parents who face many challenges. The
goal is to help the family get off to a good start by promoting parent-child bonds,
providing child development information, and serving as a link to needed community
resources.
• Prevent Child Abuse West Virginia (PCA-WV): This project is working to
support safe and strong families through education, effective programs, and sound
public policy. PCA-WV is a state chapter of Prevent Child Abuse America. Partners in
Prevention is a statewide initiative of PCA-WV involving community teams around the
state who are working to promote the well-being of children on a community level.
To contact the TEAM for West Virginia Children:
WEBSITES: http://www.teamwv.org http://www.preventchildabusewv.org
PHONE: (304) 523-9587 FAX: (304) 523-9595
ADDRESS: P.O. Box 1653, Huntington, W.Va., 25717-1653
E=MAIL: team@teamwv.org
Twitter: http://www.twitter.com/team4wvchildren
Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect A.15