Chapter 14: Child Maltreatment

Policies Needed for Child Maltreatment • Every year • At least 1,500 children die • 29,850 become disabled • 142,000 are seriously injured • 2.9 million cases involving 5.5 million children are reported • more than one half of the children who die are under one year of age © 2007 by Thomson Delmar Learning

Preventive Measures for Child Maltreatment • Begin at the early childhood education site • Screening for abuse potential • Screen potential employees for history of abuse • queries about childhood • reasons for working with children • “What if” situations to elaborate on • Probationary period enforced to observe treatment of children © 2007 by Thomson Delmar Learning

Preventive Measures for Child Maltreatment (continued) • Prevent accusations • Inform parents of child abuse policy • Teachers are mandated reporters • Early childhood education steps to prevent abuse in care • Set up to be “open”—no situation that could lead to privacy for teacher and child • Written policy of discipline and guidance that is followed by all • “Ouch reports” are filled out, a copy given to parents, and a copy in child’s health file © 2007 by Thomson Delmar Learning

Preventive Measures for Child Maltreatment (continued) • Establish trusting relationship with families • Look for early warning signs of distress • Respond to family crises by offering real support and connections to resources for families © 2007 by Thomson Delmar Learning

Preventive Measures for Child Maltreatment (continued) • Intervention • Observation • Identify when parents are under stress • Identify when children are under stress • Discussion • Establish good communication relationship with parents • Talking with teacher may help parents relieve stress © 2007 by Thomson Delmar Learning

Preventive Measures for Child Maltreatment (continued) • Action • Inform parents of coping skills • Refer parent to resource for help • Understand factors that may lead to maltreatment, for example • significant changes in lifestyle • unrealistic expectations of child’s capabilities (lack of developmental knowledge) • poor impulse control • under influence of drugs or alcohol © 2007 by Thomson Delmar Learning

Reality Check—Shaken Baby Syndrome • Form of child maltreatment that involves forceful or violent shaking of a child from birth to five years of age. • only shaking—not dropping, not seizures, nor vaccinations • Most common in children under two • Sudden movements cause parts of brain to pull away, and this tears brain cells and blood vessels © 2007 by Thomson Delmar Learning

Reality Check—Shaken Baby Syndrome (continued) • Shaking need only last 20 seconds (40 to 50 shakes) to do damage. • Can affect children up to 5 years of age • Children with disabilities are more likely to be shaken • One in four babies dies • Most others have permanent brain damage © 2007 by Thomson Delmar Learning

Reality Check—Shaken Baby Syndrome (continued) • Period of purple crying • Permanent injuries range from • partial to complete blindness and hearing loss • seizure disorder • cerebral palsy • others • may include permanent vegetative state © 2007 by Thomson Delmar Learning

Reality Check—Shaken Baby Syndrome (continued) • Fathers or boyfriend of mothers most likely to do this • Females are more likely to be child caregivers than mothers • Immediate medical help may reduce the degree of impact • Education is needed for caregivers and parents to prevent this syndrome © 2007 by Thomson Delmar Learning

Protective Measures for Child Maltreatment (continued) • Physical indicators of physical abuse (Table 14-4) • bruises • burns • bite marks (unexplained) • lacerations or abrasions • head injury or whiplash • other (e.g., internal injuries) © 2007 by Thomson Delmar Learning

Protective Measures for Child Maltreatment (continued) • Behavioral indicators of physical abuse • tells you that parent(s) or other adult hurt them • over compliant • poor self-concept • extremes in behavior • does not want to leave child care • indiscriminately seeks affection or wary of contact • vacant, withdrawn, or detached © 2007 by Thomson Delmar Learning

Protective Measures for Child Maltreatment (continued) • Physical indicators of emotional abuse (Table 14-5) • failure to thrive • depressed or withdrawn • disruptive or hyperactive • repetitive rhythmic movement (rocking, etc.) • little facial affect • speech or language disorder © 2007 by Thomson Delmar Learning

Protective Measures for Child Maltreatment (continued) • Behavioral indicators of emotional abuse • rigid in conformity to authority • destructive or antisocial • demanding parent with unrealistic expectations of child’s capabilities • unusual fears • lagging in cognitive or emotional development • aggressive/compliant extremes © 2007 by Thomson Delmar Learning

Protective Measures for Child Maltreatment (continued) • Physical indicators of sexual abuse (Table 14-6) • torn, stained, or bloody underclothing • pain, itching, or swelling of genital area • bruises, lacerations, or bleeding in genital or anal area • discharge in genital area • difficulty in walking or sitting • pain during urination or defecation • venereal disease © 2007 by Thomson Delmar Learning

Protective Measures for Child Maltreatment (continued) • Behavioral indicators of sexual abuse • frequent masturbation • inappropriate sexual knowledge or behavior • withdrawn, fantasizing, infantile • depression • poor self-esteem/image • exceptional fear of a person or place • draws scary pictures with black and red © 2007 by Thomson Delmar Learning

Protective Measures for Child Maltreatment (continued) • Physical indicators of neglect (Table 14-7) • always hungry, dirty, or inappropriately dressed • unsupervised for long periods of time • lacks medical or dental care • unsanitary home conditions • poor growth, underweight • poor school attendance • abandonment © 2007 by Thomson Delmar Learning

Protective Measures for Child Maltreatment (continued) • Behavioral indicators of neglect • stealing or begging for food or money for food • parent bringing child early and picking up late • inappropriate attachment or affection • showing or expressing no emotion • parent abusing drugs or alcohol • overly responsible, assuming adult role © 2007 by Thomson Delmar Learning

Protective Measures for Child Maltreatment (continued) • Documentation • If abuse is suspected, document indicators • Observe child at different times, in different situations, and record in note form • Record behavior, conversation, and physical signs • Anecdotal record best type for this • Keep records for a period of time to refer to later © 2007 by Thomson Delmar Learning

Protective Measures for Child Maltreatment (continued) • Reporting • Reporting process should be clear • State process should be kept at early childhood education site • Child’s name, address, and age must be included • Parents’ names and addresses should be given, if separate addresses • Anonymity for teacher will be provided © 2007 by Thomson Delmar Learning

Protective Measures for Child Maltreatment (continued) • Reporting (continued) • Teacher may want to talk to parents first • Teacher may want to plan to help parents through process to support family © 2007 by Thomson Delmar Learning

Protective Measures for Child Maltreatment (continued) • Caring for the abused child • Teacher should examine feelings about the issue • Can the teacher deliver the care the child needs without prejudice? • Teacher determines level of understanding of normal behavior • Teacher needs to learn how to redirect behaviors that may result from abuse © 2007 by Thomson Delmar Learning

Protective Measures for Child Maltreatment (continued) • To help and support maltreated child, the teacher needs to provide • trust • predictable routines • consistent behavior • safe boundaries • confidence • good communication skills © 2007 by Thomson Delmar Learning

Reality Check—Domestic Violence and Its Effect on Children’s Lives • Women battered, children abused or neglected • 14% of children in the United States experience family violence • Changes in family systems have led to greater stress • divorce/single parent • poverty • drug and alcohol abuse © 2007 by Thomson Delmar Learning

Reality Check—Domestic Violence and Its Effect on Children’s Lives (continued) • Occurs at every SES level, in every racial, ethnic, and religious group • Even if not abused, witnessing abuse has traumatic effect on children • Children can suffer from PTSD • Children feel isolated with nowhere to go • Teachers can provide trust and a safe haven • Teachers can model prosocial behaviors © 2007 by Thomson Delmar Learning

Working with Children from Substance-Abusing Families • Prenatal exposure to drugs can cause the following developmental difficulties: • inability to organize play • sporadic mastery • learning problems/strategies • difficulty with motor skills • impaired ability for language development or communication • lack of sense of self © 2007 by Thomson Delmar Learning

Working with Children from Substance-Abusing Families(continued) • Establishing a relationship with the family • Working with the children • Provide safe and protective environment • Provide consistency, stability © 2007 by Thomson Delmar Learning

Implications for Teachers • Education • With children • Empower children with knowledge • Help children verbalize feelings • For Families • Cultural Competence • Observation • Supervision © 2007 by Thomson Delmar Learning

Reality Check—Helping Vulnerable Children to Become Resilient • Vulnerable child • genetic abnormalities • malnutrition • preterm birth • prenatal stress • drug exposure • temperament © 2007 by Thomson Delmar Learning

Reality Check—Helping Vulnerable Children to Become Resilient (continued) • Have more difficulty adapting • Parent may have more difficult time coping and attaching • Insecurely attached children may be more vulnerable due to • poverty • abandonment • chaotic living environment © 2007 by Thomson Delmar Learning

Reality Check—Helping Vulnerable Children to Become Resilient (continued) • Resilient child • often first born • securely attached • has high intelligence level • More likely to form close relationships that are trusting • have positive qualities from both sexes • outgoing • autonomous • nurturing • emotionally sensitive © 2007 by Thomson Delmar Learning

Reality Check—Helping Vulnerable Children to Become Resilient (continued) • Teacher’s role • vulnerable child • extra support • responsive and stimulating care • resilient child • secure attachment • Cheerleader-type support © 2007 by Thomson Delmar Learning

Chapter 14: Child Maltreatment