Guidelines for recognizing child abuse and factors for distinguishing reported and unreported instances of abuse are reviewed, and school reporting responsibilities are delineated. Familial and environmental variables and parental psychological characteristics associated with abuse are reviewed, and theories and evidence about abuse in step-families are evaluated. Commonly held myths about child sexual abuse are discussed, and the characteristics of sexually abused children are outlined. Sexual abuse of boys and the association between sexual abuse and deviant adolescent behavior also are considered. The literature on incest is reviewed, and survey results on intrafamilial sexual abuse in West Virginia are presented. Suggestions for dealing with sexual abuse issues in the middle school also are offered. The social, educational, emotional, psychological, and behavioral consequences of abuse also are identified in a series of studies of abused and nonabused children and adolescents. The benefits and problems associated with various types of child abuse prevention programs are considered, including those aimed at competency enhancement, preventing the onset of abuse, and those targeting high-risk groups. A school-based family-life education program and a puppet show on sexual abuse for preschoolers are described, and the need for local, State, and National prevention efforts is noted. Improvements in intervention programs are described, as are counseling and play therapy strategies for abused children. Chapter overviews and article figures, tables, notes, and references. See NCJ-116993 through NCJ-117023 for individual articles.