© 2007 by Thomson Delmar Learning Chapter 14: Child Maltreatment

© 2007 by Thomson Delmar Learning

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


Policies for Child Maltreatment

• Preventive measures

• Protective measures

• Working with children from substance-abusing families

• Implications for teachers


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


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



• 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



• 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



– 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


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


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



• 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



• 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


Protective Measures for Child Maltreatment

• Recognition– indicators of abuse

• physical abuse• emotional abuse• sexual abuse• neglect


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)



• 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



• 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



• 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



• 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



• 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



• 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



• 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



• 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



• 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



• Reporting (continued)– Teacher may want to talk to parents first – Teacher may want to plan to help parents

through process to support family



• 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



• To help and support maltreated child, the teacher needs to provide– trust– predictable routines– consistent behavior– safe boundaries– confidence– good communication skills


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


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


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


Working with Children from Substance-Abusing Families (continued)

• The recovering family

• The actively abusing family

• The foster family

• Kinship family


• Establishing a relationship with the family

• Working with the children– Provide safe and protective environment– Provide consistency, stability

Working with Children from Substance-Abusing Families (continued)


Implications for Teachers

• Education– With children

• Empower children with knowledge• Help children verbalize feelings

• For Families

• Cultural Competence

• Observation

• Supervision


Reality Check—Helping Vulnerable Children to Become Resilient

• Vulnerable child• genetic abnormalities• malnutrition • preterm birth • prenatal stress• drug exposure • temperament


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


• 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




• Teacher’s role– vulnerable child

• extra support • responsive and stimulating care

– resilient child• secure attachment• Cheerleader-type support

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© 2007 by Thomson Delmar Learning Chapter 14: Child Maltreatment