man, computational, and logistical infrastructure support for the evaluation of educational programs also appears to be unavailable in most institutions. The APA Working Group on Implications for Education and Training of Child Abuse and Neglect, for example, noted that “a lack of time and resources for teachers to develop curricula appropriate for the educational level of their students” and a “lack of readily available material to use in conjunction with child abuse and neglect curricula (e.g., textbooks and videotapes)” are impediments to curricular reform to reduce the gap between psychologists’ modal and optimal levels of expertise in responding to child maltreatment (Haugaard et al., 1995, p. 79). An array of resource materials is available, including slide sets, handouts, videos, articles, book collections, and the like, but the extent to which these are distributed and in use is unknown. Attention to developing a research and training infrastructure in other health areas (e.g., muscular dystrophy, alcoholism) appears to have resulted in the growth of targeted funding and of a critical mass of faculty to ensure that the work will go on and the care for patients will improve (see, e.g., http://cysticfibrosis.com/centers.htm; http://www.mdausa.org/clinics/alsserv.html; http://www.niaaa.nih.gov/extramural/ResCtrs1198.htm).

The committee’s assessment of the potential influences on health professional training on family violence suggests the following conclusions:

• Institutional culture, norms, and priorities can influence the education offered, and they may also create challenges for developing, implementing, or sustaining family violence training for health.

Common pathways for these challenges appear to include inadequate financial and human resources and institutional commitment to the problem at the national and local levels.

• Accreditation, licensure, and certification requirements do not consistently and explicitly address family violence and thus do not appear to be a significant influence on family violence training for health professionals.

• Individual health professional concerns, beliefs, and experiences can create challenges to educating health professionals about family violence.

Notable individual concerns include perceptions of inadequate time or preparation, personal values, and personal experience with victimization and traumatization.