Focuses on variables that assist in confronting and preventing child abductions, including teacher training, public education and awareness, psychotherapeutic techniques for families and friends of abducted children as well as the children themselves.

Foreword Preface Acknowledgments Introduction Part One. Introduction to the Psychology of Child Abductions 1. Perceptions and Realities Introduction: We See What We Expect to See Myth: An Abductor Is a Psychotic Human Being, Easily Identifiable by Children and Adults Myth: There Are No Long-Term Aftereffects of Abductions for Those Who Are Found Myth: It Is Only Young, Helpless Children Who Are the Prey of Abductors Myth: Runaway Children and Adolescents Are Not Targeted for Abductions Myth: Parental Abduction Is Not a Serious Matter and Is Not a Form of Child Abuse Myth: Abductions Do Not Happen Here to the People I Know—They Happen Somewhere Else Summary References Part Two. "Missing" Children and Adolescents 2. Runaways Introduction Adolescence: Transition to Adulthood The Process of Running Away Terrified Runners: Victims of Incest Realities of Street Life for Runaway Adolescents Summary References 3. Stranger Abductions Introduction Who Are Stranger Abductors? Common Lures Used by Stranger Abductors Vulnerable Children Strangers' Explanations for their Abductions Psychological Factors Leading to Abductions Impact of Abductions on Children and Their Communities Summary References 4. Noncustodial Parental Abductions Introduction Two "Worlds:" Her Marriage/His Marriage Two "Worlds:" Her Divorce/His Divorce Impact of Divorce on Children Child Support and Custody Issues: Avoiding a Real-Life Tug of War Noncustodial Parental Abduction: A Real-Life Tug of War Summary References Part Three. Responsibility of Parents, Schools, and Legislators in Dealing with Missing Children 5. The Role and Responsibilities of Parents Introduction From Research and Theory to Practical Advice How Parents Must Teach Children about Abductions and Victimization Examples of Behavioral Rehearsal with Children What Parents Must Do to Teach Themselves about Missing Children and Abductions Parents' Rights Therapeutic Support for Parents and Other Family Members Summary References 6. The Role and Responsibilities of Schools Introduction Goals of Curriculum Projects Some Suggestions for Effectively Accomplishing Training Goals Educational Qualifications of Trainers Post-Training Factors to Consider Psychological Issues to Consider when Conducting Training Programs Sample Curricula Additional Responsibilities of Schools Summary Reference 7. The Role and Responsibilities of Legislators in Protecting and Assisting Children Introduction Missing Children: Federal Legislation Missing Children: State Legislation State Clearinghouses Legislation Dealing with Prevention of Child Abductions and Missing Children A Call to Action Reference Epilogue Appendices Appendix A: Recommendations for Future Research on Missing Children and Child Abductions Appendix B: Missing Children and Child Abductions: Resources for Advocacy Appendix C: Missing Children and Child Abductions: Resources for Education Appendix D: Missing Children and Child Abductions: Resources for Therapeutic Interventions Appendix E: What to Do if Your Child Is Missing Appendix F: Sample Child Identification Sheet Appendix G: Recommendations for Further Reading Appendix H: Recommendations for Parents for Reducing the Risk of Physical and Sexual Abuse of Children in Day-Care Centers About the Authors Index

"Even though parents believe they are capable of keeping their children safe, few are aware of the plethora of ways child abductors can achieve their goals. The public needs to be aware that most child abductions occur at the hands of parents or other family members. The array of resources and tips contained in this volume are invaluable. The topic is significant for every parent, teacher, daycare worker, all police personnel, all child protective services workers, and all therapists." -- Paula K. Lundberg-Love, University of Texas-Tyler