©2014 Cengage Learning. All Rights Reserved. Chapter 12 Using Documentation for Child Abuse...

©2014 Cengage Learning. All Rights Reserved.

Chapter 12

Using Documentation for Child Abuse Suspicions and Looking at

Self-Concept“How we view ourselves is reflected in

how we view and treat others.”


Physical and Behavioral Indicators of Abuse

• Physical abuse – Non-accidental injury caused by child’s caregiver

• Maltreatment/Neglect – Failure to provide for the child’s basic needs

• Emotional maltreatment – Psychological or emotional harm

• Sexual abuse – Wide range of behavior, including exploitation, prostitution, and pornography


Reasonable Cause to Suspect

• Child’s appearance – Wounds, hygiene, clothing, demeanor

• Child’s description or disclosure – Cause for injuries or behavior

• Circumstantial evidence – Child may try to disguise injuries, deny or protect abuser, fear of punishment

YOU DO NOT NEED TO PROVE, JUST HAVE REASONABLE CAUSE TO SUSPECT


Recording and Reporting

Teachers and child care providers are mandated reporters and MUST report

suspected abuse.• Factual – Dated, descriptive, not

interrogation• Prompt – Evidence is destroyed by time• Follow protocol – Each program has a

system, but in the end it is the individual’s responsibility


TOPICS IN OBSERVATION: Dealing with Families Suspected of Child Maltreatment

• Protection of the child• Help for the family• Support• Assistance• Parent Education• Policy communicated to all families upon

enrollment


What to Do with It

• Notes: Anecdotal recordings, once acted upon, should be filed according to program policies – usually in a confidential file with the administrator

• Report: An official report (see Figure 12−4) is filled out and filed; a copy should be kept along with the notes above in the confidential file


LOOKING AT SELF-CONCEPT AND SELF-ESTEEM

Difference between:• Self-Concept: how one sees one’s self

and • Self-Esteem: emotional reaction to self-

concept


Development of Self-Esteem


Self-Concept

• Acceptance – Worthy of being loved

• Power – Ability to impact the actions of others

• Morality – Innate desire to please, be “good”

• Sex-role identification – Socialized behavior linked to perceived sex


Observing Self-Concept and Self-Esteem

• Separation

• Self-Care

• Physical

• Social

• Emotional

• Speech and Language

• Memory and Attention Span

• Literacy

• Creativity

• Adjustment to a New Setting

Seen in all areas of development:


Helping All Children with Self-Esteem

• Understanding cultural views of self-esteem– How one views self in relation to larger

social group

• Disabilities and self-esteem– Growing self-awareness

– Learned helplessness


Standard Related to Self-Esteem

NAEYC Code of Ethical ConductP-1.8 We shall be familiar with risk factors

for and symptoms of child abuse and neglect, including physical, sexual, verbal and emotional abuse and physical, emotional, educational and medical neglect. We shall know and follow state laws and community procedures that protect children against abuse and neglect.

©2014 Cengage Learning. All Rights Reserved. Chapter 12 Using Documentation for Child Abuse...

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