Child abuse

From WikEd

1 Descriptions, definitions, synonyms, organizer terms, types of
2 Application in and effects on classrooms and similar settings
3 Evidence of effectiveness
4 Critics and their rationale
5 Alternative explanations due to Diversity considerations
6 Signed "life experiences", testimonies and stories
7 References and other links of interest

Descriptions, definitions, synonyms, organizer terms, types of

From Wikepedia: Child abuse is the physical or psychological maltreatment of a child. Child abuse is often synonymous with the term child maltreatment or the term child abuse and neglect.

Teachers are mandated reporters in the state of Illinois to report any signs of abuse to the Department of Children and Family Services. However, many times the abused child will conceal the abuse - not because they want the abuse to continue, but rather due to a sense of shame, worrying about breaking up the family, feeling they would not being believed by those they tell, or feeling that they deserve the punishment.

Types of Abuse:

Physical abuse - Shaking, slapping,biting, burning, pushing, punching.

Physical abuse can be concealed by clothing or excuses such as, "I ran into the door.” Teachers need to be on the lookout for repetitive bruised markings and changes in the story used as the excuse for the bruises. These children may be more aggressive than other children and may also be abusive to others.

Sexual Abuse - Touching a child in a sexual way. Forcing a child to participate in sexual activities.

Sexual abuse can bring an overwhelming sense of shame and embarrassment for the child. Teachers need to be on the lookout for students who are uncomfortable sitting or who have a mature knowledge of sexuality beyond an expected knowledge base for that child’s age.

Physical Neglect - Not feeding, not dressing, not washing, ignoring child's medical needs.

Physical neglect can be concealed simply by stating the child is being noncompliant in personal hygiene or there is not enough time/money to get clothes, food, or medicine. Teachers need to be on the lookout for students who are always hungry, who consistently smell, or who always come to school even when sick.

Verbal Abuse - It is hearing harsh, negative words like "Hurry up, you miserable brat!" or "Shut up" over and over again

Humiliation - Teasing, belittling, or embarassing someone.

Emotional Neglet - Not hugging, not spending time, ignoring a child.

Verbal abuse, humiliation, or emotional neglect can be concealed by the child being withdrawn and shy. However, the child may also display strong emotional outbursts due to lacking the needs of love, affection, competency, and inclusion.

Application in and effects on classrooms and similar settings

Teachers are in a unique position to spot and report child abuse. They are mandated reporters, required by law to do so, but the signs are not always clear and someone can easily be confused by the child abuse reporting system as well as child abuse reporting laws. Some fear that reporting the abuse may end up making the situation worse for the child. The law states that you should report abuse if you have a "reasonable suspicion". Many administrators ask teachers to speak to them before reporting abuse. However, it is against the law for them to ask you not to file a report. As teachers are not highly trained in the area of child abuse, it is important that suspicions be reported, so as not to "miss" reporting a true case of abuse. Anyone filing an abuse report is protected by strict confidentiality. Child abuse occurs at all socioeconomic levels and cultures. Drugs, alcohol and/or domestic violence are leading indicators of child abuse. Physical abuse, neglect, and sexual abuse can be easier to "diagnose" and "prove" than emotional abuse. When questioning a child, do not ask leading questions or insert information into the conversation. This can negatively affect an investigation. When reporting abuse, make sure you have basic information about the child (name, address, phone number, date of birth) as well as facts and details about your suspicions and information about the alleged perpetrator. You are not expected to be an expert. Child Protective Services will decide if an investigation is warranted and carry out that investigation if so warranted. The reported family has a right to privacy, so you may never find out what happened after your report of abuse. The child will be questioned in a neutral location as well as others involved. Social service agencies are required to make "reasonable efforts" to keep the child safe in their family of origin. That means the family may receive services at home without the child being removed if CPS decides that can be done safely. (CWLA, 2001)

Evidence of effectiveness

Critics and their rationale

Alternative explanations due to Diversity considerations

Signed "life experiences", testimonies and stories

My first experience with child abuse was during my first year of teaching second grade. A week or so into school, I was called into the main office and told one of my current students had been a victim of sexual abuse by a relative and that the case was being reviewed by DCFS. I was then asked to meet with the DCFS agent in charge of the case, as well as sit in on a question-answer session between the agent and the student. It was a very difficult day for me...hearing the terrible things that had happened to this student and how she was dealing with her feelings was heart-wrenching. I felt for this student, and wanted nothing more than to just take the student home with me in order to make sure the she was safe, though I knew this was not an option. From then on, I became an advocate for this child. I was responsible for noting changes in her attitude, behavior, and reactions to others. I was asked to take notes on anything and everything and asked to report back to the case agent. I had not been prepared to deal with this, and so the whole situation took its toll on me mentally, physically, and emotionally. I was constantly having tearful outbursts and sat around wishing there was something more I could do...something more I could say to this student to let her know everything would be alright. But, the reality was there was only so much I could say or do. Unfortunately, I had to trust that DCFS was doing their job in making sure my student was safe. It is/was an unfortunate situation for this child, but made me aware of the fact that these situations do happen...and that not all children grow up in a safe and loving environment. It also made me dedicated to providing that safe haven for this student within the confines of my classroom. I made sure she felt comfortable taking to me and with me. I made sure she felt comfortable confiding in me. But still, I wish there was more I could have done... -D. Jacob (June 2006)

As teachers we have to report to the administration of the school any child abuse that might go on. A teacher has to pay very close attention to this issue before the report because this is a very sensitive subject and many students do not disclose it easily. This causes a stressful situation some times because we do not want to be wrong about the reported abuse, but can not let go to a real one. Therefore, if the administration does not talk to much about this issue, teachers should be prepared either by getting literature about child abuse or asking the school to use the professional development for the matter. A.Rosu

I had the opportunity to work in a kindergarten as a sort of aide this semester. The second week I was there I went to help a kid and reached for something in front of him a little quickly and he dashed up out of his seat and ran around to the other side of the table. He remained there with wide, scared eyes until I assured him it was alright to come back and sit down. Confused, I asked the teacher about it, to find out if this was typical behavior for him. She told me that they had only just discovered, themeselves, that this little boy lived in an abusive home and that they had just reported it to their administration the week previous. -Matt Munley

The childs home environment is as an importent subject as any we have in education. We can have all the CIPA, NCLB and other acts that try to improve education but until we can solve the issue of unsafe home environments we are fighting an uphill battle. Child abuse can as suttle as being in a home that the parents don't care or are just bad parents due to lack of knowledge or skills. No parent is perfect but kids that have bad parents are in some being deprived of a good base on which to develop. We need to have a NPLB (No Parent Left Behind)act. T. Ashley

Having had an opportunity to work with abused and neglected children for two years, I can say that I was overwhelmed with the sense of helplessness and fear that abuse can leave with a child. From an early age, abuse can horribly skew a child's notion of safety in the world or around adults. Some children I worked with could not even be around males since they have been violated so badly by a male caregiver. More often than not, the parents themselves had been abused and much of the therapeutic work was focused on bring the family back together once the unsafe variable (a person or situation) had been removed. Many times a mother and child are stuck in an abusive situation because fear or "programming" prevents them from taking the initiative to get out. Abuse, whether mental or physical, is about taking power away from the individual. Empowerment tactics can help a child or parent come forward and say something to get help. -- D. Melone