It is widely known that those in the helping professions are mandated to report suspected incidences of child maltreatment. However, few are aware of the historical resistance to mandated reporting that helping professionals demonstrated before the passing of the Child Abuse Prevention and Treatment Act (CAPTA) of 1974 and the associated federal mandates that compelled helping professionals to engage in mandated reporting, oftentimes against their will. By analysing historical policy documents through a grounded theory approach, the authors identified three themes that describe the rationale for the passage of CAPTA: (1) identifying national evidence of child abuse; (2) resistance to intrusion of the helping professional-client relationship; and (3) the necessity of immunity waivers for those who reported instances of child abuse and misdemeanor punishment for those who failed to report such instances. In light of conversations around abolishing or reforming child protective services, it is important to understand how the first federal child protective services policy in the United States originated and how these regulations embedded social control into the foundation of the helping professional-client relationship, thus turning helping professionals into unwilling agents of the state. Implications of mandated reporting, including introducing a penal aspect to the helping professional-client relationship, are also explored.

Background: Teachers are required to report suspected child abuse in many parts of the world, but there is a paucity of research characterising how they question children about wrongdoing. Aims: Because children often speak to multiple people before arriving at a forensic interview it is critical to understand how untrained teachers question children. Sample and Methods: Teachers (n = 47) completed a mock interview, written quiz, and rated their expected performance. Results: In both the interview and quiz, teachers asked few open and many leading questions. Yet, they asked proportionally more open and fewer leading questions on the quiz than during the interview, demonstrating an implicit awareness of good questioning. Holding a higher education level degree was associated with asking fewer questions overall, and fewer leading questions, during the mock interview. Higher perceptions of performance after the mock interview were associated with having asked more open and more specific questions. Conclusions: Overall, teachers asked fewer open questions than desired but also demonstrated some awareness of good interviewing skill. We review the teachers’ performance by highlighting the positive aspects of their interviewing skills, identifying areas for improvement, and making suggestions for enhancing teachers’ abilities to question children about wrongdoing.