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Скачать презентацию The Right to be Safe Child Abuse and
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The Right to be Safe Child Abuse and Maltreatment Peer Violence – Bullying- Gang Violence The Role of Educators in Prevention and intervention Laura Sigad, Ph. D.
The Right to be Sade- Rationale q. Children and youth are vulnerable to becoming victims of violence of multiple types and in varied contexts. q. Educators are in a position to protect and assure children’s right to be safe from maltreatment, violence, abuse, and neglect. q The topics in this segment aim to educate course participants on child abuse and neglect in the family as well as peer violence. The goal is to raise awareness and to stimulate discussion of students’ current and potential roles as protectors of children's right to be safe. q. These lectures aim to provide practical tools for students of education and teachers to aid in active prevention as well as intervention for children whose safety is at risk 11 March 2013 Dr. Hanan Maoz, Tempus-DOIT Project, Landuau, Germany 2
Learning Outcomes– The Right to be Safe • Describe the multiple forms of child maltreatment. • Recognize the educator’s responsibility to prevent abuse and to intervene on behalf children and youth whose right to be safe is at risk. • Outline the different forms of peer violence and its implications for children's safety and well being.
Learning Outcomes for This Unit – The Right to be Safe • Utilize practical tools for the prevention of children’s rights violations and necessary interventions, focusing on family and peer violence. • Recognize the gaps between incidence, prevalence, and disclosure of abuse. • Identify the dilemmas related to the mandatory reporting of the abuse.
Pedagogical Approaches to the The Right to be safe • Lectures – Subject matter- definitions • Interactive (to get students or teachers involved and interested in the topic) • Dynamic (interactive) Lecture (to provide accurate knowledge). • Discussion Sessions • Workshops • Literature
How to Involve Participants • Request Students to Analyze CRC and determine which rights relate to Children and Violence • Debate the Pros and Cons of intervening in cases of Violence towards children • Discuss Hardships and Specifics for each country in terms of reporting laws • Bring Scenarios- for analysis and Role play – Cyber Bullying discovered in the classroom
Teacher-Empowered Culture Empowered – Education of Violence and The Right to be Safe • Select what is best for your purposes. • Provide. • Emphasize different educational approaches that began relating to children in new ways.
How I will teach these units Personal • Debate and Discussions of the definitional Issues of Child Abuse – What is Abuse? Cultural Variations? Abuse vs. Discipline • Narratives – Insider’s Perspectives – Abused Children and Youth, Professionals Perspectives, Peer Violence, The Gang Experience • Research • Reflections • Raising Awareness to the Complications involved in Reporting and Diclosure • Holistic Perspectives
Children’s Rights In and Through Education: Learning to Live Together The Right to be Safe Child Abuse and Maltreatment
The Right to be Safe The Right to Survive The Right to be Safe The Right to Belong The Right to Develop
Learning Outcomes § Seeing Child Abuse as a Children’s Rights Issue § Defining Child Abuse and Maltreatment – Definitional Challenges § Types of Child Abuse § Child Abuse Outcomes § Resilience and Child Abuse § Theories of The Causes of Child Abuse – Macro, Micro § Prevention and Intervention
Child Abuse and Children’s Rights § Clear Linkage § There is clear evidence that child abuse is a global problem. It occurs in a variety of forms and is deeply rooted in cultural, economic and social practices § Children have the right to special protection against violence § Right to be protected from abuse, exploitation and discrimination
The Right to be Safe § Learning about Child Abuse and Maltreatment: – Child abuse – Peer Violence – The Role of Educators in Prevention and Intervention
Defining Child Abuse § Challenges in defining the phenomena of Child Abuse § Multiplicity of Definitions stem from: à Changes in perceptions of child abuse which occurred over time à Cross–cultural variations à Nation–state variations
The Variations in Conceptualizing Child Abuse § Implications of varied definitions à Policy à Practice à Research (Comparison Challenges) à Intervention § Controversial and Contested Issue § Child Abuse as a Social Construction à The Social Construction of Deviance
Despite the Challenges and Controversy Take a Stand: § Education § Increased awareness § Prevention § Intervention § Protection of Children’s Right to be Safe It is ALL OF OUR ROLES and Responsibilities
Understanding and Defining Abuse Any act of commission or omission by individuals, institutions or society as a whole which deprives children of equal rights, or liberties, and/or interferes with their optimal development, constitutes by definition abuses or neglectful acts or conditions.
Despite Definitional Challenges Often Organized Categorically Defining Maltreatment and Child Abuse: § Four Major Types of Maltreatment: 1. Physical Abuse 2. Sexual Abuse 3. Neglect 4. Emotional Abuse
The Types of Child Abuse § Important to also consider: – Polyvictimization – Children who are witness to IPV- (Inter- Partner Violence)
Physical Abuse Example of Narrative (quote showing insider’s perspective of physical abuse) Either child’s viewpoint of another social actor- in the scenario Analysis of Quote
Definition of Physical Abuse § Is when a child is physically injured by any person caring for him/her § It is also when a person caring for the child knowingly fails to prevent an injury § An injury intentionally inflicted on a child by a care giver or parent
Examples of Physical Abuse Hitting Burning Choking Slapping Shaking Beating Kicking Injuries inflicted Biting with Objects
Developmental Perspective – Effects of Physical Abuse § Infancy – Neurological damage – Attachment difficulties § Middle to late childhood – Intellectual and linguistic deficits – Affective and behavioral problems § Adolescence – Differences in parents who abuse their children during adolescence and pre-adolescence
Potential Short and Long Term Effects of Physical Abuse in Children 1. Abused children tend to exhibit aggression, low self esteem, depression, and low academic achievement. 2. Severely abused children suffer more from intellectual deficits, communication problems, learning disabilities. 3. Adults who were physically abused as children may exhibit low self-esteem, depression, anxiety, suicidal tendencies, unhappiness, increased risk of alcohol abuse, and are less able to intimately bond with others. 4. Physical injuries sustained by child abuse cause pain, disfigurement, physical disability, and death.
Sexual Abuse Quote and analysis as introduction
Understanding Sexual Abuse § Definition: The use of a child for sexual gratification or financial gain by an adult whether by physical force coercion or persuasion § Variation of CSA (Child Sexual Abuse)
Examples of Sexual Abuse § Fondling § Indecent Exposure § Touching sexual organs (of the child or adult) § Incest § Attempted or actual sexual intercourse § Showing of pornographic material
CSA – Child Sexual Abuse
CSA – Child Sexual Abuse
Neglect § Quote and analysis of Quote to introduce neglect
Understanding and Considering Neglect § Neglect historically has been considered to be “less” than the other more visible forms of child abuse § Given less attention due to: – False belief that it does not result in serious consequences – Hardship to “judge” when poverty-related neglect – Ambiguity and vagueness of neglect – “Less compelling” than other forms of abuse
Understanding and Defining Neglect Deficits in the provisions of children's basic needs… § Either acts or omissions by adults that persistently exposes a child to danger § Persistent failure to fulfill a child’s basic needs including food, hygiene, clothing, medical care and a safe warm environment
Neglect and Cross -Cultural Differences § Culture and Community largely determine the “adequacy” or “inadequacy “ of child care
Subtypes of Child Neglect § Health Care Neglect – Refusal to, or delay in, providing physical or mental health care § Personal Hygiene Neglect – Standards of cleanliness are not met § Nutritional Neglect – Failure to Provide a Diet of Quality Nutritional Balance § Neglect of Household Safety
Subtypes of Child Neglect § Inadequate Shelter – § Abandonment – § Physical desertion of one’s child Supervisory Neglect – § A physical shelter or home is not provided Deficits in supervision that can lead to injury Educational Neglect – Parents can not provide care to promote and supervise education
Subtypes of Child Neglect § Emotional Neglect – Child’s need for emotional support and encouragement are not provided § Fostering Deviance and Delinquency – Encouraging the development of illegal/deviant behaviors
Emotional or Psychological Abuse Quote and Analysis Emotional Abuse
Understanding Emotional Abuse § Emotional Abuse is defined as: Verbal abuse or excessive demands on the Child that result in impaired growth, negative self image and expressions of disturbed behavior § Rejecting, terrorizing, ignoring and isolating a child are forms of emotional abuse
Examples of Emotional Abuse § Rejection or withdrawal of love § Ignores physical and emotional needs § Cruel, bizarre and inconsistent punishments – Denial of food, shelter, sleep as a punishment § “Corruption” of a child by encouraging anti-social behavior
Effects Associated with Psychological Maltreatment Long Term: Low self esteem; depression; anxiety; self abuse; hostility
Polyvictimization § Finklehor, D.
Witness to IPV (Inter partner Violence) as a form of abuse § Children as witnesses to violence in the family as a form of child abuse § Expressions of Secrecy § Expression of external symptoms such as: Loneliness, depression, aggression, victimhood - may reflect children being witness to IPV (Like other forms of Child Abuse) § Intervention and Prevention with entire family unit
Resilience and Child Abuse § Resilience- “Ordinary Magic” (Masten, 2001) § Maltreatment does not affect each child in a predictable or consistent way § Resilience factors include positive self esteem and sense of self and a positive relationship with at least one important and consistent person The Power of One
Resilience and Child Abuse
Causes of Child Abuse Macro Theories of Causality: § Cultural Explanations § Structural Characteristics of the Family § Strain Theory § Social Bonding § Deterrence Theory
Causes of Child Abuse Micro Theories of Causality: § Psychological and Behavioral Traits à Psychopathology à Psychological and Behavioral Traits à Biological Factors à Parent-Child Interaction à Social Learning Theory
Activities
Activities and Workshops for Teachers in the Classroom
Theoretical Material Required Readings: 1. Finkelhor, D. , Ormrod, R. K. , & Turner, H. A. (2009). Lifetime assessment of poly-victimization in a national sample of children and youth. Child Abuse & Neglect, 33 (7), 403 -411. 2. Fontes, L. A. (2005). Multicultural orientation to child maltreatment work. In L. A. Fontes, Child Abuse and Culture: Working with Diverse Families (pp. 1 -29). New York, NY: Guilford Press. Recommended Readings: 1. Finkelhor, D. (2008). Childhood victimization violence, crime and abuse in the lives of young people. New York: Oxford University Press. 2. Fontes, L. (2005). Working with immigrant families affected by child maltreatment. In L. A. Fontes, Child Abuse and Culture: Working with Diverse Families (pp. 30 -57). New York, NY: Guilford Press. 3. Hansen, P. , & Ainsworth, F. (2009) Human rights abuse in aspects of child protection practice? Australian Journal of Social Issues, 44 (2), 183 -193. 4. Hershkowitz, I. , Orbach, Y. , Lamb, M. E. , Sternberg, K. J. , & Horowitz, D. (2006). Dynamics of forensic interviews with suspected abuse victims who do not disclose. Child Abuse & Neglect, 30, 753– 769. 5. Perilla, J. L. (1999). Domestic violence as a human rights issue: The case of immigrant Latinos. Hispanic Journal of Behavioral Sciences, 21 (2), 107 -133. 6. Thomlison, B. (2004). Child maltreatment: A risk and protective factor perspective. In M. W. Fraser (Ed. ), Risk and resilience in childhood: An ecological perspective (2 nd ed. , pp. 89 -132). Washington, DC: NASW Press.
Children’s Rights In and Through Education: Learning to Live Together The Right to be Safe Peer Violence BULLYING
The Right to be Safe The Right to Survive The Right to be Safe The Right to Belong The Right to Develop
Learning Outcomes § Definitions of bullying § Effects of bullying § Characteristics of those who bully and those who are bullied § Influence of bystander behavior § Types of Bullying: – Traditional – Cyber Bullying § Interventions – The role of parents – The role of educators 54
What is bullying? § Bullying is a form of abuse based on power imbalance § Children have the right to be safe from this form of violence and abuse which threathens their development § Bullying has a group element – in that it often involves bystanders or witnesses to such abusive events
What is bullying? § No universal definition § Direct physical aggression § Direct verbal aggression § Indirect aggression § Behavior that is intentional, hurtful and repeated by one or more persons. § Bullied students are teased, harassed, and assaulted verbally or physically.
Two Types of Bullying § Direct § Indirect
Indirect § Relationship Bullying – Gossiping – Spreading Rumors and Lies about someone § Making someone feel left out or rejected.
Why Children are Bullied? Potential Risk Factors § Difficulties with social skills/social competence and self-esteem § Lack of social support systems § Children with special educational needs
Characteristics of Those who Bully § Previously victimized or bullied § Aggressive § Lack of Empathy § Often from families with low affection § Often from families that use violence
Characteristics of Bullies § Excited by their bullying behavior § Enjoy feelings of power and control § Enjoy causing pain § Can be a below average, average or above average student § Lack compassion and empathy for their targets
Effects of Bullying on Bullies § Increased risk of depression § Higher risk of criminal activity
The importance of the Bystander in Bullying Scenarios § Bullying occurs in groups § Bystanders key in either sustaining or preventing bullying § Bystanders often afraid of becoming involved
Bystander Behavior § Need social pressure to combat bullying § More effective than condemnation from Authority
Role of Bystanders § Assistants § Reinforcers § Outsiders § Defenders
Bystander Behaviour § 9% - bystanders supported victim § 6% - bystanders attempted a resolution § 55% - bystanders did not respond to help § 7% - bystanders smiled/laughed § 24% - bystanders supported bully (Tapper & Boulton, 2005)
Who is Target? § Doesn’t fit in § Physically weak § Minority § Facial appearance § Clothing § Emotional § Overweight § Good grades
Is Bullying a Part of Childhood and Youth? Children have the RIGHT TO BE SAFE
Types of Bullying: Traditional Cyber Traditional Bullying: – Occurs to children in places with little supervision – Teachers/ Some Cultures TURN A BLIND EYE TO VERBAL BULLYING – Attention is often given to physical bullying – Many Educators / Cultures believe children should cope with bullying on their own 4 “Toughen up” - “Speak Back” - “ Part of Growing Up”
Verbal Bullying - Types § Verbal Bullying seen as mainly harmless by educators § Verbal Bullying can be harder for victims to substantiate § Cyber Bullying – What’s different ? – What’s the Same ?
Differences and Similarities Traditional Bullying and Cyber § Discrimination in different forms always existed § Abuse – did as well § The internet makes them MORE VISABLE
All Bullying § Power Imbalance Favors Perpetrators § Targeted Students Draw Negative Attention from their peers § Exclusion and Isolation of Victims fortifies the power of the perpetrators § Perpetrator’s actions are not invited and not desired § PERPETRATOR’S ACTIONS ARE RELENTLESS
Cyber Space and Bullying § Cyber Space boundaries are not defined § Bullying is verbal and written § Permanent § Replicated § Perpetrators can be anonymous § Social networking offers ‘play – ground’ for Bully talk
Practical Tools for Children and Youth: Cyber Advice à Do not respond or engage à Try to identify the person responsible à Save abusive communications à Block Contact with the perpetrators à Communicate the incidents with responsible adults
Bullying and Gender Boys and Girls Bully in Characteristically Different Ways.
Anti-Bullying Interventions Peer support approaches: – Co-operative group work – Circle Time – Befriending/Buddy Schemes – Circles of Friends – Conflict resolution/mediation – Peer Tutoring – Peer Counselling – Peer mentoring
Anti-Bullying Interventions The No-Blame Approach - “Restorative Justice” : – Interview bullied pupil – Arrange a meeting for all pupils who are involved – Explain the problem – Share responsibility – Identify solutions – Let pupils take action themselves – Meet them again
Anti-bullying Interventions § Assertiveness Training for bullied pupils – Body Language and eye contact – Assertive Statements – Resisting manipulation and threats – Responding to name calling – Enlisting support § Developing a whole-school anti-bullying policy
As a Teacher and Educator: Raise awareness of bullying and cyber-bullying: – Talk with students – Investigate reported cases – Be involved with the online behavior of students – State the unacceptability of this behavior – Outline expectations – Explain consequences – Explain violence and cyber violence as criminal acts with consequences
Activities
Activities for Teachers to use in classroom
Literature Required Readings: § Kirman, J. M. (2004). Using theme of bullying to teach about human rights in the social studies curriculum. Mc. Gill Journal of Education, 39 (3), 327 -341.
Children’s Rights In and Through Education: Learning to Live Together The Right to be Safe The Role of Educators in Prevention and Intervention
The Right to be Safe The Right to Survive The Right to be Safe The Right to Belong The Right to Develop
Teachers and Child Abuse? § Teachers hold a critical role in protecting Children’s right to safety. § Thus important that educators know of: – Incidence and Prevalence of Abuse – Types of Child Abuse – Possible indicators of abuse – The issues involved in reporting and disclosure of abuse
Child maltreatment and learning Traumatized children suffer from deep, long-lasting pain from: § Grief and loss § Abandonment § Abuse and neglect § Exposure to violence § Persistent anxiety § Fear or terror of the future § Physical pain & injuries § Psychological manipulation § School can be an unpleasant experience Trauma impacts on learning: § Hyper-arousal / hyper-vigilance § Dissociation § Reduced cognitive capacity § Reduced capacity for listening/ § Understanding/ expressing § Conflict with others § Learning is harder § Attachment at/to school is harder § School can be an unpleasant experience (Doweny, 2007)
The Scope of the Problem § Incidence and Prevalence of child abuse – world wide
Incidence and Prevalence of Abuse in Israel § Between Incidence, Prevalence and Reporting Child Abuse § Eisikovits and Lev-Wiesel
The Processes of Disclosure § Disclosure Dilemmas
General Indicators § Three common indicators: – Physical signs – Behavioral/Psychological signs – Disclosure
What you can do when children disclose forms of abuse When a child begins to tell… a Believe a Be calm a Be affirming a Prepare the child for what will happen next a Be supportive a Report the abuse
Impediments to child abuse disclosure Often, children don’t disclose abuse because of: à à à Affection towards abuser Told and understands it is normal and ‘the way to be in the world’ Desire to please Past negative experience with disclosure Fear of: à Remembering à Losing love à Shame and guilt à Being blamed à Further harm à Hurting the abuser
Intervention and Treatment for Child Abuse § Multi-disciplinary Perspectives
Action – What can we do? § Increase awareness – Raise the issue in your classrooms § Community outreach to families § Be mindful of risk factors and possible signs § Be informed of reporting procedures § Report
Seeing Child Abuse As: § Violation of Children’s Rights § Affecting – The Children themselves – Local Communities – Global Communities
The Affects of Child Abuse on Professionals § “Toxic Knowledge” § Improvisational Professional Identity
Activities
Discussion/Workshops
Theoretical Material Required Readings: Melton, G. (2005). Mandated reporting: A policy without reason. Child Abuse & Neglect, 29, 9 -18. Recommended Readings: 1. Alaggia, R. (2004). Many ways of telling: Expanding conceptualizations of child sexual abuse disclosure. Child Abuse & Neglect, 28 (11), 1213 -1227. 2. Ainsworth, F. (2002). Mandatory reporting of child abuse and neglect: Does it really make a difference. Child and Family Social Work, 7, 57 -63. 3. Ashton, V. (2004). The effect of personal characteristics on reporting child maltreatment. Child Abuse & Neglect, 28, 985 -997. 4. Ben-Arieh, A. , & Haj-Yahia, M. M. (2006). The "geography" of child maltreatment in Israel: Findings from a national data set of cases reported to the social services. Child Abuse and Neglect, 30, 991 -1003. 5. Hershkowitz, I. , Horowitz, D. , & Lamb, M. E. (2005). Trends in children’s disclosure of abuse in Israel: A national study. Child Abuse & Neglect, 29, 1203– 1214. 6. Ibaneza, E. , Borrego, J. , Pembertona, J. , & Terao, S. (2006). Cultural factors in decision-making about child physical abuse: Identifying reporter characteristics influencing reporting tendencies. Child Abuse & Neglect, 30, 1365– 1379. 7. Kenny, M. (2001). Child abuse reporting: Teachers’ perceived deterrents. Child Abuse & Neglect, 25 (1), 81– 92. 8. Kim, S. , Gostin, L. , & Cole, T. (2012). Child Abuse Reporting: Rethinking Child Protection. Journal of the American Medical Association, 308 (1), 37 -38. 9. London, K. , Bruck, M. , Ceci, S. J. , & Shuman, D. W. (2005). Disclosure of child sexual abuse: What does the research tell us about the ways that children tell? Psychology, Public Policy, and Law, 11 (1), 194 -226. 10. Terao, S. , Borrego, J. , & Urquiza, A. (2001). A Reporting and Response Model for Culture and Child Maltreatment, 6 (2), 158 -168. 11. Webster, S. W. , O’Toole, R. , O’Toole, A. W. , & Lucal, B. (2005). Overreporting and underreporting of child abuse: Teachers’ use of professional discretion. Child Abuse & Neglect, 29 (11), 1281– 1296. he
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