Are Staffs Trained Appropriately to Recognize Signs of Child Abuse - Term Paper Example

Running head:  USING EVIDENCE Outline Introduction Forms and signs of child abuse Literature review Conclusion Are staffs trained appropriately to recognize signs of child abuse? Introduction Child abuse is common today and occurs in different forms; physical abuse, sexual abuse, and emotional abuse are the most common. According to Newton and Gerrits (2010 p6), abuse is not always visible, as it hurts both on the inside and outside; a child can either be abused by their parents, teacher or adult friend, whom a child is supposed to trust. Physical abuse may involve visible scars, whilst emotional abuse can be related to child neglect. Child sexual abuse involves molestation or rape; however, any form of child abuse leaves scars in their lives (Saisan, Smith & Segal, 2012). Leaving children unsupervised, ignoring their needs, and making them feel unworthy are forms of child abuse as well. Several myths are related to child abuse; for instance, abuse is related to violence, only strangers abuse children, and abuse does not occur in families (Saisan, Smith & Segal, 2012). Therefore, it is important for the staff to learn the symptoms and signs of child abuse, and as a result, making a difference in their lives. Schools are regarded as a second home for children; despite the staff being trained on their profession, training on signs of child abuse is also vital. Members of staff can have positive influence on the children’s lives once they detect signs of abuse at an early stage. This is because child abuse has serious effects on children, which affect their academics and future lives as well, such as, the ability to maintain a healthy relationship and lack of self-worth. This essay will discuss whether staff members are trained appropriately to recognize signs of child abuse. Both academic and online sources will be used to produce a literature review, and their outcome will be discussed as well. Forms and Signs of Child Abuse When child abuse is detected at an early stage, it gives room for recovery and effective treatment for the abused child. According to Children First (2011, p.8), child abuse occurs in different forms; neglect involves depriving a child his/her needs such as clothing, food, shelter, security, health care services and love. Therefore, neglect can be defined as ill-treatment of a child by depriving his/her needs. Signs of neglect include frequent absenteeism from school, stealing or begging for food, lack of clothing and medical care, and lack of personal hygiene (Child Welfare Information Gateway, 2007; Cambridgeshire county council N.d, p.5). Secondly, emotional abuse occurs when a child is deprived affection, such as, unresponsive parent who neglects his responsibility to the child and unrealistic expectations of a parent from a child and constant criticism. The child can also be exposed to domestic violence, while some parents use harsh disciplinary measures that affect the child emotionally (Children First, 2011, p.8). Signs of emotional abuse include damaging behavior in a child, delayed emotional and physical development, suicide attempts, and the child may report lack of affection from their parents (Child Welfare Information Gateway, 2007). Physical abuse moistly involves harsh punishment that may include severe hitting, kicking or slapping, leaving marks on the child’s body. These acts are normally continuous (Children First, 2011, p.9). The common signs of child abuse are visible marks of burns, bruises, broken bones, or bites. A child may also develop fear of adults, while school absenteeism in such children is common (Child Welfare Information Gateway, 2007). Sexual abuse in children occurs when they are exposed to pornographic materials, molestation, exposing a child to any form of sexual intercourse and sexual exploitation of a child (Children First, 2011, p.9). Signs of child sexual abuse include difficulties in sitting or walking, pregnancy, contracting of venereal diseases, depression, and nightmares (Child Welfare Information Gateway, 2007). Literature Review The ability to recognize child abuse among staff members is determined by knowledge based on child abuse and willingness to consider the possibility of the existence of child abuse. According to Laskey (2004, p.2), teachers play a huge role in supporting and protecting their students; this is because students and teachers interact on a daily basis, and therefore, well-trained teachers are in a position to observe and notice when a child is at risk. In addition, teachers are in a position to notice warning signs and incase the child abuse is home related, a child may prefer speaking to the teacher. In Australia, it is mandatory for teachers, counselors, or social workers to report suspected child abuse; however, the mandatory law in this country requires teachers to be well trained and aware of signs of child abuse (Goldman, 2010, p.285). These may include physical indicators such as visible injuries on the body; sexual abuse indicators for instance difficulties in walking or sitting; and behavioral indicators such as deteriorating performance in school and protesting to go home, among other behaviors. However, despite the existence of the mandatory laws in Australia, teachers receive inadequate training on child abuse. In Florida, United States, 45% of teachers reported to have received minimal training on their profession regarding child abuse. Further, a survey in the United Kingdom, only 17% of qualified teachers had attended a child-protection course (Goldman, 2010, p.286). However, in the United States, the government is fostering adequate training in child abuse; for instance, in New York, various professions among them teachers are required to attend a 2 hour course based on identification and reporting of child abuse. In addition, South Australia has implemented a mandatory notification-training programme that requires teachers to attend this one-day course aimed at increasing awareness of child abuse and neglect, including their legal responsibilities in such cases (Goldman, 2010, p.286). A study conducted in 2001 revealed that 81% of the respondents, who lacked training, felt that they were inadequate in noticing child abuse signs, whilst 93% of the respondents who had received training were confident in their abilities of recognizing the indicators of child abuse. The need for providing newly trained teachers with child-protection training is rising, with the Australian education system requiring individuals seeking for employment to have completed the mandatory notification-training programme. The role of a teacher in responding to child abuse is very important, as it fosters fast measures in protecting the child’s interest. A study carried out on students completing their final semester in Bachelor of Education from Queensland University included 84% of female and 16% of male, and 81 student respondents were involved. The study was aimed at examining the students’ knowledge on child abuse and the mandatory reporting involved. Four page questionnaires were issued, which included open-ended questions that required anonymous response. The qualitative data collected proved that most of the students were unprepared and unconfident in addressing child abuse cases and its mandatory reporting in schools (Goldman, 2010, p.291). Therefore, they were incapable of identifying child abuse signs at an early stage; these results are worrisome, keeping in mind that teachers are the second parents to students. Teachers should be in a position to recognize signs of abuse in children who are under their care. The use of questionnaires in the above research is advantageous, as data can be easily quantified, and as a result, used to compare and contrast research findings (module 9, N.d). According to Rossato and Brackenridge (2008, p.82), “teachers are frequently the first authority figures with any sort of relationship with abused children.” Therefore, they play a vital role in protecting and assisting the abused children. The author argues that appropriate training is the key towards improving social care. Lawrence (2000, p.27) adds that, teaching education courses is realizing the importance of having teachers who can recognize signs of child abuse; however, not all colleges have adapted to this system. A 1998 survey in the United Kingdom and Australia revealed that there was need for joint training for social workers, teachers, and medical practitioners in identifying signs of child abuse and dealing with the situation (Lawrence, 2000, p.28). According to Frost (2001, p.185), in the United States, the Child Abuse Prevention Treatment Act of 1974 requires teachers to report suspected indicators of sexual, physical, and emotional abuse. The teacher’s skills and knowledge in child development enables them to identify any deviations in a child’s behavior. The author further adds that early education teachers normally have minimum formal education; therefore, there is need for a continuous in-service training concerning child abuse. Today, staff training on child abuse is increasing, and as a result, one of the requirement prior to employment to attending a programme on child abuse and reporting. A good example lies in the kings’ school Canterbury based in the United Kingdom; this school ensures that child protection training for all academic and pastoral staff is conducted after every three years. For the new staff recruited, child protection forms are issued in the induction programme, and as a result, the needs of the children are prioritized (The king’s school, 2011, p.2). Professionals in schools, social services, primary care, and child health are supposed to contribute to recognition and response of child abuse (Gilbert, et al., 2009). However, lack of awareness of the signs of child abuse contributes to continuous child abuse, especially in children who are afraid to speak out. National data from the United States in 2006 revealed that 16.5% of child abuse cases are reported by the schools compared to 15.8 %, which arise from law enforcement agencies (Gilbert, et al., 2009). However, Goebbels, Nicholson, Walsh & Vries (2008) argue that, some cases of child abuse are identified by teachers but they fail to report these cases. In addition, the reporting behavior is influenced by the teachers’ attitudes, identification skills, social influences, and training. The teacher may also be afraid of making inaccurate reports and fear of further harm of the child. In addition, experienced teachers are likely to identify and report child abuse cases compared to inexperienced teachers. A study conducted among southeast region teachers in the United States, concerning their knowledge on signs and symptoms of child abuse, procedures for reporting abuse and laws related to child abuse revealed that, majority of teachers were unaware of signs and symptoms of child abuse (Kenny, 2004). The method of data collection was through child abuse questionnaires. This study concluded that teachers lack knowledge on identifying child abuse cases and reporting procedures, and therefore recommends the need for effective training in child abuse for all teachers as a way of assisting in cases of child abuse. According to Beck, Ogloff & Corbishley (1994, p.16), teachers lack minimum training in detecting child abuse. A study conducted by McIntyre in 1987 proved that 68% of teachers of junior high received only three hours training on child abuse, while 81% of the respondent had not received any child abuse training during in service training. This proved lack of adequate training, which contributed to lack of knowledge on signs and symptoms of child abuse. According to Crosson (2003, p.9), the educators have an important role in identifying and reporting cases of child abuse, the reason being that they have close contact with the children on a daily basis. Walsh, Farrell, Bridgstock and Schweitzer (2005, p.3) add that, teachers are viewed as the key personnel who are responsible for childcare; therefore, they should have the capability of intervening when the child is at risk. Methodology The above research findings are based on previous conducted research, which involved questionnaires as the key method of data collection. According to Matveev (2002), questionnaires fall under quantifiable data collection; questionnaires are objective, and as a result, they are more reliable. Quantitative data collection method precisely specifies both independent and dependent variables being investigated. Questionnaires can be sent to large number of respondents, and anonymous responses are allowed, especially in controversial issues, this gives them an added advantage (University of Wisconsin, N.d). Conclusion Child abuse is an international problem that deprives a child his rights, and as a result, it is accompanied by serious effects such as fear, depression, unworthiness, and low self-esteem. Early identification of child abuse signs promotes a child’s health, safety, and welfare through protective and supportive interventions. The staff’s capability to identify and report child abuse case raises awareness on child abuse and hastens legal actions on the offenders. However, from the research above, it is clear that child abuse signs are not clear to most staff due to lack of appropriate training. However, in some countries such as the United States, Australia, and the United Kingdom, child abuse training programmes have been implemented, and are a requirement prior to employment as a teaching staff. Therefore, teachers should be in a position to identify child abuse signs among children, as they spend more time with the children in school. An oral presentation The focus of my research is to find out whether staffs are trained appropriately to identify signs of child abuse. Based of my research findings, it is evident that inadequate training has been in existence for a long period among educators. The lack of training on child abuse has resulted to lack of knowledge on the signs and symptoms of child abuse. Needless to say, teachers are viewed as the key personnel in identifying risks that children pose, mainly because they have close contact with children all day. They are in a position to notice behavioral or academic changes, which are the determinants of an existing problem. Child abuse may vary from sexual abuse, physical abuse, emotional abuse, and neglect. Therefore, there is need for teachers to obtain effective training during their graduate courses to prepare them in dealing with child abuse. Moreover, today, there is great change in the school system in the United States, Australia, and the United Kingdom. These countries encourage training programmes that enable the teaching staff to acquire skills on child protection prior to employment. Needless to say, children need to be protected wholesomely; therefore, the inadequacy in child abuse training among staff is worrisome. Nevertheless, this research is essential especially in the expansion of my knowledge on chills abuse signs and child protection. This knowledge can be applied in places of work, especially in schools being one of the places where children spend most of their time. It is now easier to identify signs of child abuse from this research. Reference List Beck, K., Ogloff, J., & Corbishley, A., 1994. Knowledge, Compliance, and Attitudes of Teachers towards Mandatory Child Abuse Reporting in British Columbia1. Canadian journal of education, 19(1). (Online). Available at: http://www.csse-scee.ca/CJE/Articles/FullText/CJE19-1/CJE19-1-03Beck.pdf (accessed 05 February 2012). Cambridgeshire county council. N.d. recognizing signs of child abuse and what to do. A guide for childcare providers. (Online). Available at: http://www.cambridgeshire.gov.uk/NR/rdonlyres/DBCFAF93-0FB5-4733-A761-93BCA3AA82AC/0/RecognisingSignsofChildAbuse.pdf (accessed 06 February 2012). Child Welfare Information Gateway. 2007. Recognizing child abuse and neglect: signs and symptoms. (Online). Available at: http://www.childwelfare.gov/pubs/factsheets/signs.cfm (accessed 04 February 2012). Children First. 2011. National guidance for the protection and welfare of children. (Online). Available at: http://www.hse.ie/eng/services/Publications/services/Children/cf2011.pdf (accessed 05 February 2012). Crosson, C., 2003. The Role of Educators in Preventing and Responding to Child Abuse and Neglect. (Online). Available at: http://www.childwelfare.gov/pubs/usermanuals/educator/educator.pdf (accessed 07 February 2012). Frost, J., 2001. Children and Injuries. NY: Lawyers & Judges Publishing Company. Gilbert, R. et al. 2009. Recognizing and responding to child maltreatment. The lancet, volume 373, issue 9658. (Online). Available at: http://www.thelancet.com/journals/lancet/article/PIIS0140-6736%2808%2961707-9/fulltext (accessed 06 February 2012). Goebbels, A., Nicholson, J., Walsh, K., & Vries, H., 2008. Teachers' reporting of suspected child abuse and neglect: behavior and determinants. Oxford journals, volume 23, issue 6. (Online). Available at: http://her.oxfordjournals.org/content/23/6/941.full (accessed 04 February 2012). Goldman, J., 2010. AUSTRALIAN undergraduate primary school student-teacher’s response to child sexual abuse and its mandatory reporting. Pastoral Care in Education, Vol. 28, No. 4, December 2010, pp. 283–294. Taylor & Francis publishing. (Online). Available at: http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=4&hid=10&sid=23ef3b5b-74ef-4baf-82d7-e8f09ee88006%40sessionmgr12 (accessed 05 February 2012). Kenny, M., 2004. Teachers' attitudes toward and knowledge of child maltreatment. (Online). Available at: http://www.mendeley.com/research/teachers-attitudes-toward-knowledge-child-maltreatment-1/ (accessed 05 February 2012). Laskey, L., 2004. Educating teachers in child protection: lessons from research. Deakin University. (Online). Available at: http://www.aare.edu.au/04pap/las04710.pdf (accessed 06 February 2012). Lawrence, D., 2000. Teaching with confidence: a guide to enhancing teacher self-esteem. NY: SAGE Publisher. Matreev, A., 2002. The advantages of employing quantitative and qualitative methods in intercultural research. Russian journal of communication. (Online). Available at: http://www.russcomm.ru/eng/rca_biblio/m/matveev01_eng.shtml (accessed 07 February 2012). Module 9. N.d. Introduction to research. (Online). Available at: http://libweb.surrey.ac.uk/library/skills/Introduction%20to%20Research%20and%20Managing%20Information%20Leicester/page_51.htm (accessed 05 February 2012). Newton, S and Gerrits, J., 2010. Child abuse. NY: Crabtree Publishing Company. Rossato, C., & Brackenridge, C., 2008. Child Protection Training in Sport related Degrees and Initial Teacher. Training for Physical Education: An Audit. Child abuse review, vol. 18: 81-93. (Online). Available at: http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=4&hid=10&sid=23ef3b5b-74ef-4baf-82d7-e8f09ee88006%40sessionmgr12 (accessed 07 February 2012). Saisan, J., Smith, M., & Segal, J., 2012. Help guide, Child abuse and neglect. Recognizing and preventing child abuse. (Online). Available at: http://helpguide.org/mental/child_abuse_physical_emotional_sexual_neglect.htm (accessed 05 February 2012). The king’s school. 2011. Canterbury. Policy on child protection. (Online). Available at: http://www.kings-school.co.uk/client_files/Child%20Protection%20Policy%202011.pdf (accessed 07 February 2012). University of Wisconsin. N.d. Data collection methods. (Online). Available at: http://people.uwec.edu/piercech/researchmethods/data%20collection%20methods/data%20collection%20methods.htm (accessed 05 February 2012). Walsh, K., Farrell, A., Bridgstock, R., & Schweitzer, R., 2005. Critical factors in teachers’ detecting and reporting child abuse and neglect: Implications for practice. (Online). Available at: http://eprints.qut.edu.au/777/1/ACT_Complete_Report.pdf (accessed 07 February 2012). Read More