An expos<'e> of officially sanctioned institutional physical and mental abuse in American schools. The widely publicized violence by children in schools pales in comparison to the violations of rights perpetrated by administrators, teachers, coaches, and other officials argue Hyman (school psychology, Temple U.) and Snook (doctoral student in school psychology, Temple U.). Writing primarily for parents, they explain how to recognize abuse in the schools and offer legal and other advice on how to counter it. Annotation c. Book News, Inc., Portland, OR (booknews.com) Distributed by Syndetic Solutions, Inc.

Many parents, students and educators would agree that school can be a very dangerous place. But according to Dr. Hyman, a Temple University education professor, educators are more likely to be the perpetrators of violence than students. Hyman, who began studying school violence in the 1970s, cites exaggerated media reports as the cause for public misperception about the problem. Though he insists that his aim is not to bash teachers, he clearly points the finger at educators for creating an environment that both provokes students to be violent and renders them helpless at the hands of excessively punitive educators. Admitting that "during their careers, the majority of teachers do not intentionally or maliciously maltreat children," Hyman applies the word "abuse" with a broad brush, ranging from obvious physical punishments like paddling to such psychological mistreatment as when a teacher does not acknowledge a student with his hand raised. Other potentially dangerous situations include employing undercover police officers, excessive prescribing of Ritalin and other such drugs, strip searches, drug searches, drug testing and suspension. The majority of "brutalized" students, Hyman asserts, are from poor or working-class families. While his recognition of the inequities in the administration of corporal punishment and emphasis on seeking effective alternatives are undoubtedly laudable, Hyman fails to acknowledge the deleterious effects that chronic student misbehavior can have on the educational process. (Aug.) Copyright 1999 Cahners Business Information. From: Reed Elsevier Inc. Copyright Reed Business Information

Hyman (school psychology, Temple Univ.), an internationally recognized expert on student victimization, and Snook, a psychiatric nurse, reveal the horror of corporal punishment that still exists in America's schools. Recent violent incidents in schools have focused attention on the hardships facing school officials. This book argues that school officials are also implementing strip searches, sexually harassing students, and subjecting schoolchildren to physical and emotional harm. The authors aim to make parents aware of when their child is being treated unfairly and how to distinguish between normal safety rules and illegal measures. Additionally, the authors provide suggestions on documenting abuse, filing charges, and getting help from support groups and legal watchdogs. This compelling and somewhat shocking book tells us exactly what is going on in the schools and what we can do about it. Recommended for school and public libraries.ÄSamuel T. Huang, Northern Illinois Univ. Libs., DeKalb Copyright 1999 Cahners Business Information. From: Reed Elsevier Inc. Copyright Reed Business Information

Irwin A. Hyman, EdD, is a professor of school psychology and the director of the National Center for the Study of Corporal Punishment and Alternatives, Temple University.
Pamela A. Snook, RN, MSN, is a psychiatric nurse and clinical specialist. She is a doctoral student in school psychology at Temple University. Distributed by Syndetic Solutions, Inc.

Acknowledgments	p. ix
Introduction	p. 1
1. Physical Maltreatment in the Classroom	p. 19
2. Psychological Maltreatment in the Classroom	p. 52
3. Attacks on Children's Sense of Justice and Democracy	p. 78
4. Drugs, Dogs, and Discipline: Double Messages in the Schoolhouse	p. 106
5. Morality, Sex, and Censorship	p. 131
6. Toxic Punishments, Laws, and Litigation	p. 153
7. Taking a Stand: What to Do If Your Child Is Maltreated in School	p. 168
8. Taking Action: Understanding the Playing Field and How to Make It Even	p. 198
9. How Can Schools Be Democratic and Stop Maltreatment?	p. 227
Resources and References	p. 251
About the Authors	p. 257
Index	p. 259

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