The Impact of Child Abuse(Neglect) on a Child Essay Example for Free

The Impact of kid Abuse(Neglect) on a pip-squeak EssayBackground of the issueMany of you might wonder wherefore galore(postnominal) s standrren attend shallow and do non say a word in your class. To solar day I am here to talk to you about the reasons why this whitethorn occur because legion(predicate) learners be non aw ar of these line of works that atomic number 18 affecting numerous of our fryren today. atomic number 53 of the social issues that I have chosen is tiddler abuse- flattened kidskinren. I chose child abuse because it is a silent killer that tends to have a major do on our children at the primeval and secondary school level. Many of us might non retire the problems that our children argon faced with at home with bring ups, step p bents or guardians. They might appear really comfort or they might on the dot be the one child in our class that is always on a bad behavior level. We be the only ones that throw out attend to these children but low gear we adopt to have it away how to recognized and point out if these children argon in the category of child abuse or expend.I will first begin by in make watering what child abuse is and then I will continue by explaining upstart(prenominal) social occasions that will help teachers to assist these type of children in the schoolroom. baby abuse in Belize continues to be a serious and ever-increasing problem. Although the media report extreme and tragic examples of abuse, many children are living in less(prenominal) newsworthy, but grand circumstances. The statistics are shocking. An incident of child abuse is describeon aver advanceevery 10 seconds. The virtually recent government national study account that more than 2.9 million reports of possible maltreatment involving children were made to child protective services in 2003.The existent incidence of abuse and miscarry, however, is estimated to be three times greater than the number reported to authoritie s. Every day more than 4 children die as a result of child abuse in the home. Child abuse is more than bruises and broken bones. There are several(prenominal) types of child abuse that is happening to our children each at home or school, but the core element that ties them to germinateher is the stirred up effect on the child and the deep, long lasting scars that they leave on a child. Some children might be so detrimental that they depend to block out their peers and new(prenominal) social groups. Children need predictability, structure, clear boundaries, and the knowledge that their parents are looking out for their expertty. They need to be love so that they can succeed in the outside world.Problems identifiedThere are many problems that children can face inside and outside of the classroom when they are being abuse or neglect. one and only(a) of the most heart breaking things in life is when a child is hurt, whether by accident or by abuse. A lot of the time, in that res pect are seeable signs of abuse such as bruises, cuts, and broken bones, but sometimes it isnt easy to see signs. Some of the out of sight signs can seem to be with skeletal, angry, quiet, and/or violent are just a few. These are monition signs for parents, teachers, and caregivers that something is wrong. If abuse is suspected then it should be reported to the proper authorities. But non all children that seem to be withdrawn and shy are handle they could simply lack the social cognition to act in society. When this is the case running(a) with the child can help them to tactile sensation more comfor tabularize in society. Children that need help with social cognition will be the ones that are so quiet that you pass on they are there.They are the ones that do not seem to participate in activities in and out of school, and do not seem to have any friends. There are surveys to root if a child fits in this description, but it could damage the child as yet further if he feels that he is singled out. That is the problem in the first place he does not feel like he fits in. Simple observation can determine whether the child is feeling neglected. Neglected children are very passive and unable to be spontaneous, have feed problems and grow slowly, find it hard to develop close relationships, be over-friendly with strangers, get on badly with some other children of the same age, be unable to play imaginatively, mean badly of themselves, and be easily distracted and do badly at school. It can be hard to detect long-standing abuse by an adult the child is close to. It is a great deal very difficult for the child to tell anyone about it, as the abuser whitethorn have threatened to hurt them if they tell anybody.A child may not say anything because they think it is their fault that no one will believe them or that they will be teased or penalize. The child may even love the abusing adult, they want the abuse to stop, but they dont want the adult to go to pri son or for the family to break up. Neglect can have a strong impact on, and add to problems in, a childs emotional, psychosocial, and behavioral development. As with other effects already mentioned, these may be evident right away after the maltreatment or not manifest themselves until many months or years later. All types of neglect and emotional neglect in particular, can have serious psychosocial and emotional consequences for children. Some of the short-term emotional impacts of neglect, such as fear, isolation, and an inability to trust, can reach to lifelong emotional and psychological problems, such as low self-esteem. A major component of emotional and psychosocial development is extension.This behavior may in sophisticate cause teachers or peers not to offer help or support, thus reinforcing the negative expectations of the neglected child. One mitigating factor, however, may be having an emotionally supportive adult, either within or outside of the family, such as a g randparent or a teacher, available during childhood. Another mitigating factor may be having a loving, judge spouse or close friend later in life. Neglected children who are unable to form secure attachments with their primary caregivers may Become more mistrustful of others and may be less voluntary to bring from adults, have impediment understanding the emotions of others, regulating their own emotions, or forming and maintaining relationships with others, Have a control ability to feel remorse or empathy, which may mean that they could hurt others without feeling their actions were wrong, Demonstrate a lack of confidence or social skills that could hinder them from being successful in school, work, and relationships, demonstrate damage social cognition, which is ones awareness of oneself in relation to others and an awareness of others emotions.Impaired social cognition can lede a person to view many social interactions as stressful. Different other problems that teachers can occur in the classroom that may be a sign of neglected abuse are fuss softening attention, not listening when spoken to, difficulty organizing t commands and activities, being easily distracted, being forgetful, excessive talking, difficulty awaiting their turn, bullying or threatening others, being somatogeneticly uncivilized to people or animals, stealing and destroying others property. check of the issueChild neglect is the most common type of child maltreatment. Unfortunately, neglect frequently goes unreported and, historically, has not been acknowledged or publicized as greatly as child abuse. Even professionals often have given less attention to child neglect than to abuse. In some respects, it is understandable why violence against children has commanded more attention than neglect. Abuse often leaves visible bruises and scars, whereas the signs of neglect tend to be less visible. However, the effects of neglect can be just as detrimental. In fact, some studies hav e installn that neglect may be more detrimental to childrens early brain development than physical or sexual abuse. How neglect is fixated shapes the response to it. Since the goal of defining neglect is to protect children and to improve their well-being not to blame the parents or caregiversdefinitions help determine if an incident or a pattern of behavior qualifies as neglect, its seriousness or duration, and, most primary(prenominal)ly, whether or not the child is safe. Although ad hoc causes are not known, a significant body of research has identified several risk and protective factors.Multiple risk factors are more likely to increase the probability of abuse. For example, lack of preparation or knowledge of the demands of parenting can lead to abusive or neglectful parenting. Parents may lack understanding of their childrens developmental stages and hold unreasonable expectations for their abilities and behavior they may be unaware of effective discipline or alternatives to corporal punishment and may too lack knowledge of the health, hygiene and nutritional needs of their children. Individuals who have difficulty in single parenting, in controlling anger in relationships, who have mental health or substance abuse problems, financial stress or housing problems can appear un busyed in the care of their children and are in any case at risk for abusive behavior. Child abuse and neglect represent a problem of alarming proportions, with tremendous psychological and economic costs to both the individuals involved and to society.Early identification and treatment is authorized to avoid or minimize the long term consequences of abuse. Through treatment the abused child is helped to reclaim a sense of self-esteem and trust, and the family learns new ways of support and communication. It is critical to support ongoing and new research to point the way to effective strategies of prevention and intervention to change the course of the lives of victimized children. ill-use children cannot predict how their parents will act. Their world is an unpredictable, frightening place with no rules. Whether the abuse is a slap, a stinging comment, stony silence, or not knowing if there will be dinner on the table tonight, the end result is a child that feel unsafe, uncared for, and alone. However, by learning common types of abuse and what you can do, you can make a huge difference in a childs life. The earliest abused children get help, the greater chance they have to heal from their abuse and not perpetuate the cycle.One of the main types of abuse that see happening in our schools today is child neglect. Child neglect is a very common type of child abuse, it is a pattern of failing to provide for a childs staple fiber needs, whether it be adequate food, clothing, hygiene, or supervision. Child neglect is not always easy to spot. Sometimes, a parent might become physically or mentally unable to care for a child, such as with a serious inju ry, untreated depression, or anxiety. Other times, alcohol or drug abuse may seriously impair judgment and the ability to keep a child safe. Older children might not show outward signs of neglect, becoming used to presenting a competent face to the outside world, and even winning on the role of the parent. But at the end of the day, neglected children are not getting their physical and emotional needs met.While child abuse and neglect occurs in all types of familieseven in those that look happy from the outsidechildren are at a much greater risk in certain situations. All parents upset their children sometimes. Saying no and managing difficult behavior is an essential part of parenting. threadbare or stressed parents can lose control and can do or say something they regret, and may even hurt the child. If this happens often enough, it can seriously harm the child. Children are usually abused by someone in their immediate family circle. This can include parents, brothers or sisters , babysitters or other familiar adults. It is quite an unusual for strangers to be involved.Analysis of the issueChild abuse and neglect is a problem that has existed for many years. Laws make it necessary for the teachers and other adults to be aware of the definitions that describe abuse and neglect. In addition, it is necessary to check over the characteristics of the child and caregiver to ascertain who may be at risk. Physical signs, such as specific types of fractures, burns, scalds, and bruises, should act as a key to suspected abuse. In 2005, the National Organization for the Prevention of Child Abuse and Neglect (NOPCAN) in Belize carried out a study which was aimed at raising awareness among the popular public about the use of corporal punishment in schools and the home and the damage this does to children and to generate interest in the use of alternative mea reals. Information on the views and experiences of children aged 7-15 years was gathered through center on gro ups (87 children) and questionnaires (292 children).In focus groups, 45% of children aged 7-10 years felt that adults should immediately address wrong behavior, and 45% of all involved felt that it was wrong and ineffective for adults to use corporal punishment as a means of controlling children. Responses to the questionnaires revealed that 91% 7-10 year olds had been lashed at home/school, and 87.7% were still being punished in this way. The most commonly used implement for beating was a belt (59.9%), followed by a carpet slipper (42.2%), a rope (16.4%), a ruler (11.9%) and a stick (11.3%). Some of the children were scarred from the beatings. Of children aged 11-15 years, 97% said that corporal punishment had been or was still being inflicted at home and school, with punishments including having to kneel on bottle stoppers and being hit on the head.More than two thirds (69%) considered corporal punishment to be cruel and inhumane, and a similar number said that when the punishmen t was administered they felt hurt, shameful, fearful, upset, vexed, bad, angry and resentful. Students explained that they were told by their parents and teachers that they were being punished out of love and this led many to believe that it was right to administer corporal punishment to them. However, they say that they cannot learn when there is the threat of the whip, and that they need to feel loved not threatened with violence. Children who have see neglect have been found to demonstrate higher frequencies of insecure, anxious, and avoidant attachments with their primary caregivers than non-maltreated children. In fact, studies have demonstrated that 70 to 100 percent of maltreated infants form insecure attachments with their caregivers.Often, emotionally neglected children have learned from their relationships with their primary caregivers that they will not be able to have their needs met by others. This may cause a child not to try to solicit warmth or help from others. I believe that child abuse and neglect damages and break apart a childs life. It is our role as teachers to help these children overcome these dying situations. We must realize that when a child appears to be, not of a dominion child and acts in a rather calm or aggressive mode than he or she usually appears, that something might be wrong. There are many children each year in our classroom that seems to have some kind of problems in their household.Statistics have shown that 4 out of every 10 children in a class have some kind of abusive relationship especially neglect. The maltreatment of children does not occur within a vacuum. In nearly every case, it is all important(predicate) to assess the functioning, strengths, and needs of a child within several contexts. Usually the dominant context of the abused child is the childs immediate family. However, there are also many other contexts or cultures that may have a greater or lesser influence on the abused child depending on the chil ds age (social networks, extended family, etc.).In many cases of child maltreatment, therapists have a negative perception of the family (i.e., parents) because of the harm they have caused the child. The therapist may be angry or think less of the childs parents if they are the source of the childs maltreatment. However, the therapist should negate neither the wideness of the family (from the perspective of the child) nor each family members ability to contribute important information concerning the childs level of functioning. Whether or not they are involved in the abuse, parents are usually one of the most informed sources of information about the childs free-and-easy functioning and presenting problems.Similarly, an assessment of the childs functioning within settings such as school, social gatherings, daily after school activities and day care provide information about the maltreated child from several sources and in several environments. One benefit of developing a multi en vironment, multisource assessment of the child is that patterns of behavior, identified across contexts, increase the robustness of the presence of a particular behavior or characteristic. For example, reports from a parent that a child is frequently belligerent and noncompliant might be supported by reports from his/her teacher that indicate that the child is frequently involved in physical fights with peers, has temper outbursts, and refuses to complete schoolwork. A valid conclusion that could be drawn from these reports is that this child possesses a relatively stable pattern of oppositional or defiant behavior.ConclusionAlthough child neglect is the most common type of maltreatment, its causes, effects, prevention, and treatment often are not as prominently discussed and explored as are those for physical or sexual abuse. Neglect, like other types of maltreatment, has many contributing factors at the individual, familial, and association levels. The complexities of neglect pr esent difficulties not only for an overburdened child welfare system, but also for community- and faith-based programs, researchers, legislators, and other service providers. It is key, therefore, that these groups work collaboratively to develop promising and effective practices for preventing neglect and for mitigating its effects on children and society. Part of this litigate is providing individuals, families, and communities with the knowledge, resources, and services to deal with the challenges associated with neglect. Neglect must be viewed not only as an individual or a family problem, but also as a community issue requiring a community response.Teachers that check signs of neglect in the classroom must inform the childs parent of what is going with their child. Parents will have priceless information that will help the child. A child may feel uncomfortable in a social situation, but be a completely different child at home. This would indicate that the problem is at schoo l. Information gathered by the parents and teachers will assist in forming a plan to help the child. This should be done in collaboration between parent and teacher. If a child does not get the necessary help that need in order to be successful in life and culture they will suffer the many years that they have to pass through this burden.RecommendationsA child that feels neglected needs to feel that they are important. Allowing them to read to a younger group of children may help them to feel that they are needed. Putting them in charge of a group project can help them to seduce confidence. Pairing them up with a more socially comfortable child can help to learn about proper social behavior. Many children will learn more effectively from their peers. After working with the child using the plan agreed by the parents and teacher, a follow up meeting should be scheduled. If what is being used to help the child is not working, then something else should be agreed upon. The important t hing to remember is parents and teachers should work together. As a teacher, it can be overwhelming and difficult to adapt your classroom for abused and neglected children.It is possible to create a positive environment for all students. It is important to know how to appropriately interact with abused and neglected children in order to make your classroom a safe and comfortable environment for everyone. In order to help a neglected student, teachers need to gather as much information on the student as possible however is careful not to define the student by their past history and behaviors because it is easy to treat abused and neglected children differently. We often pay them more attention, feeling sorry for them and minimizing their behaviors due the abuse and neglect. Although it is good to be sensitive to their individual needs, it is important to treat them like any other student in your class. Responsive adults, such as parents, teachers, and other caregivers make all the di fference in the lives of maltreated children. They need to be held, rocked, and cuddled. Be physical, caring, and loving to children with attachment problems. Be aware that for many of these children, touch in the past has been associated with pain and torture.In these cases, make sure you carefully monitor how they respond be attuned to their responses to your nurturing and act accordingly. In many ways, you are providing replacement experiences that should have fulfilln place during their infancy but you are doing this when their brains are harder to modify and change. Therefore, they will need even more bonding experiences to help them to develop attachments. . Abused and neglected children will often be emotionally and socially delayed. And whenever they are frustrated or fearful, they will regress. This means that, at any given moment, a ten-year old child may emotionally be a two-year old. Despite our wishes that they would act their age and our insistence to do so, they ar e not capable of that. These are the times that we must interact with them at their emotional level. If they are tearful, frustrated, or overwhelmed (emotionally age two), treat them as if they were that age.Use soothing non-verbal interactions. Hold them. quiver them. Sing quietly. This is not the time to use complex verbal arguments about the consequences of inappropriate behavior. Many abused and neglected children do not know how to interact with other people. One of the best ways to teach them is to model this in your own behaviors, and then narrate for the child what you are doing and why. Become a play-by-play announcer I am going to the sink to wash my hands before dinner because or I take the soap and put it on my hands like this. Children see, hear, and imitate. . One of the most helpful things to do is just stop, sit, listen, and play with these children.When you are quiet and interactive with them, you will often find that they will begin to show you and tell you about what is really inside them. Yet as simple as this sound, one of the most difficult things for adults to do is to stop, quit worrying about the time or your next task, and really let loose into the moment with a child. Practice this. You will be amazed at the results. These children will sense that you are there just for them, and they will feel how you care for them.It is during these moments that you can best reach and teach these children. This is a great time to begin teaching children about their different feelings. Regardless of the activity, the following principles are important to include (1) All feelings are okay to feel sad, glad, or mad (more emotions for older children) (2) Teach the child healthy ways to act when sad, glad, or mad (3) Begin to explore how other people may feel and how they show their feelings How do you think Bobby feels when you push him? (4) When you sense that the child is clearly happy, sad, or mad, ask them how they are feeling. Help them begin to put words and labels to these feelings.References Carr, A. (ed) (2000) What Works with Children and Adolescents? A Critical Review of psychological Interventions with Children, Adolescents and their Families. London Brunner-Routledge. Jones, D. Ramchandani, P. (1999) Child Sexual Abuse Informing Practice fromResearch. Oxford Radcliffe Medical Press. Monck, E. New, M. (1996) Sexually Abused Children and Adolescents who are Treated in Voluntary Community Services. London HMSO. Out of print. NOPCAN-BELIZE CITY BRANCH