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CHILD ABUSECHILD ABUSE

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VocabularyVocabulary1. Cortisol—the drug produced by the body

under long periods of stress

2. Engagement the early stage during which a child is entrapped by an abuser.

3. Psychosomatic literally means of mind and body (e.g., nervous stomach ache, stress headache)

4. Affinity system” (relatives, friends of family, neighbors, or other authority figure with legitimate routine access to child)

5. Regressive behavior (acting younger than one’s age as a way to bring comfort to the self)

1. Cortisol—the drug produced by the body under long periods of stress

2. Engagement the early stage during which a child is entrapped by an abuser.

3. Psychosomatic literally means of mind and body (e.g., nervous stomach ache, stress headache)

4. Affinity system” (relatives, friends of family, neighbors, or other authority figure with legitimate routine access to child)

5. Regressive behavior (acting younger than one’s age as a way to bring comfort to the self)

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Read this link material:Read this link material:

http://www.childwelfare.gov/pubs/factsheets/signs.cfm

http://www.childwelfare.gov/pubs/factsheets/signs.cfm

Types of AbuseTypes of Abuse

1. Physical2. Sexual3. Emotional

1. Physical2. Sexual3. Emotional

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COGNITIVE CHARACTERISITICSacross types of abuse

COGNITIVE CHARACTERISITICSacross types of abuse

Concentration difficulty Delays in cognitive

development--severity of abuse related to degree of lowered verbal IQ (Carrey et al, 1995). Physical damage to brain, when abuse

is physical Chronic Stress-related--increased

cortisol secretion produces short term memor losses

Concentration difficulty Delays in cognitive

development--severity of abuse related to degree of lowered verbal IQ (Carrey et al, 1995). Physical damage to brain, when abuse

is physical Chronic Stress-related--increased

cortisol secretion produces short term memor losses

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Behavioral Characteristicsacross types of abuse

Behavioral Characteristicsacross types of abuse

Sleep disturbances Nightmares Bedwetting

May experience Post Traumatic Stress Disorder

Sleep disturbances Nightmares Bedwetting

May experience Post Traumatic Stress Disorder

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1. PHYSICAL ABUSE Physical Characteristics

1. PHYSICAL ABUSE Physical Characteristics

1. Unexplainable bruises or injuries

2. May wear clothes to cover bruises

1. Unexplainable bruises or injuries

2. May wear clothes to cover bruises

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Prevalence of Abuse Prevalence of Abuse 33% of disabled children vs. 9%

nondisabled children Out of the 226 children brought in to a

hospital due to abuse, 160 of them had a disability (Sullivan, 2000). 

76% of children abused had a physical health problem, such as confined to a wheel chair or deafness (Crosse, 1992; Kvam, 2000)

33% of disabled children vs. 9% nondisabled children Out of the 226 children brought in to a

hospital due to abuse, 160 of them had a disability (Sullivan, 2000). 

76% of children abused had a physical health problem, such as confined to a wheel chair or deafness (Crosse, 1992; Kvam, 2000)

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Emotional CharacteristicsEmotional Characteristics

May show a change of personality 67% suffer from emotional disturbances, due to stress

and fear of abuse Emotional state worsens as they continue to be abused Lack emotions, such as crying or laughing May fear getting medical help (Crosse, 1992)

May show a change of personality 67% suffer from emotional disturbances, due to stress

and fear of abuse Emotional state worsens as they continue to be abused Lack emotions, such as crying or laughing May fear getting medical help (Crosse, 1992)

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2. SEXUAL ABUSE Definition

2. SEXUAL ABUSE Definition

Any interaction between a child and adult in which the child is used for sexual stimulation1. Acts2. Subtle forms of abuse:

suggestive language, innuendos

being viewed while naked

Any interaction between a child and adult in which the child is used for sexual stimulation1. Acts2. Subtle forms of abuse:

suggestive language, innuendos

being viewed while naked

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PrevalencePrevalence

Surveys of adults who self-report about past:

AS VICTIMS: 74% of females and 21% of males self-

reported vs. 20% of females and 1 % of males in nondisabled matched sample (Miller 1993). The actual incidence probably 5 to 10 times the reported incidence.

Ages 8-13 2/3 occur before age 12 In one large metro area, over 1/5 of

abuse cases in 1 year were children under age of 5 (Waterman & Lusk, 1986).

Surveys of adults who self-report about past:

AS VICTIMS: 74% of females and 21% of males self-

reported vs. 20% of females and 1 % of males in nondisabled matched sample (Miller 1993). The actual incidence probably 5 to 10 times the reported incidence.

Ages 8-13 2/3 occur before age 12 In one large metro area, over 1/5 of

abuse cases in 1 year were children under age of 5 (Waterman & Lusk, 1986).

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PrevalencePrevalence

AS PERPETRATORS: Male Within “affinity system” (75-80% of cases)

whille only 7% molested by strangers.

SES a factor in reporting (Lower SES families more likely to be reported to authorities. Higher SES more likely underreported)

AS PERPETRATORS: Male Within “affinity system” (75-80% of cases)

whille only 7% molested by strangers.

SES a factor in reporting (Lower SES families more likely to be reported to authorities. Higher SES more likely underreported)

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Behavioral Characteristics“RED FLAGS”

Behavioral Characteristics“RED FLAGS”

Abrupt changes in behavior (e.g., loss of appetite, sleep, failing school)

Knowledge of or unusual interest in sexual matters

Precocious sexual behavior, such as promiscuity, seductive behavior with others

Anger directed everywhere Avoid a certain person Regressive Depressive, withdrawal, few friends Passivity and compliant Repeated running away

Abrupt changes in behavior (e.g., loss of appetite, sleep, failing school)

Knowledge of or unusual interest in sexual matters

Precocious sexual behavior, such as promiscuity, seductive behavior with others

Anger directed everywhere Avoid a certain person Regressive Depressive, withdrawal, few friends Passivity and compliant Repeated running away

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STAGES OF SEXUAL ABUSESTAGES OF SEXUAL ABUSE

PHASE 1: Engagement (offerring the child candy, special time, or kindnesses)

PHASE 2: Sexual interactionPHASE 3: Secrecy (swearing the

child to secrecy, for example by threatening harm to family members)

PHASE 4: Disclosure (the truth comes out)

PHASE 5: Suppression (the facts are covered up)

PHASE 1: Engagement (offerring the child candy, special time, or kindnesses)

PHASE 2: Sexual interactionPHASE 3: Secrecy (swearing the

child to secrecy, for example by threatening harm to family members)

PHASE 4: Disclosure (the truth comes out)

PHASE 5: Suppression (the facts are covered up)

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Physical CharacteristicsPhysical Characteristics

Psychosomatic symptoms

Changes in eating/sleeping habits

Sexual abuse may lead to:1. lacerations or tears2. walking ‘funny’

Psychosomatic symptoms

Changes in eating/sleeping habits

Sexual abuse may lead to:1. lacerations or tears2. walking ‘funny’

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SOCIAL EMOTIONAL CHARACTERISTICS SOCIAL EMOTIONAL CHARACTERISTICS Guilt or shame Anxiety Depression Anger Acting out Withdrawal into fantasy “Helpless victim”

mentality Problems with

interpersonal functioning

Low self esteem Suicidal ideation

Guilt or shame Anxiety Depression Anger Acting out Withdrawal into fantasy “Helpless victim”

mentality Problems with

interpersonal functioning

Low self esteem Suicidal ideation

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Family Contributing FactorsFamily Contributing Factors

1. Family psychopathology2. Relationship of child and

offender (the closer the relationship, the more harmful the effects)

3. Degree of support and assurance provided by parents after disclosure, but overreaction or lack of support increases the trauma.

1. Family psychopathology2. Relationship of child and

offender (the closer the relationship, the more harmful the effects)

3. Degree of support and assurance provided by parents after disclosure, but overreaction or lack of support increases the trauma.

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Child Contributing FactorsChild Contributing Factors

1. Age or developmental level- no agreement as to whether it is worse for preschoolers or for older children

2. Child’s emotional health prior to abuse

3. Degree of guilt-- older children suffer more guilt than younger kids, so this increases the trauma

1. Age or developmental level- no agreement as to whether it is worse for preschoolers or for older children

2. Child’s emotional health prior to abuse

3. Degree of guilt-- older children suffer more guilt than younger kids, so this increases the trauma

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OutcomesOutcomes

Long term psychopathology

Those with little social or community support are at higher risk (Struck, 1999), (Embry, 2007)

Long term psychopathology

Those with little social or community support are at higher risk (Struck, 1999), (Embry, 2007)

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EMOTIONAL ABUSE Definition

EMOTIONAL ABUSE Definition

1. Harsh and ineffectual parental and home conditions.

2. Family conflict, paternal criminality.

3. Verbal abuse4. Negalect or rejections(Christle,Jolivette,Nelson; 2001)

1. Harsh and ineffectual parental and home conditions.

2. Family conflict, paternal criminality.

3. Verbal abuse4. Negalect or rejections(Christle,Jolivette,Nelson; 2001)

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ACCOMMODATIONSACCOMMODATIONS

Prevention Share power Create a safe place Deal with anger calmly --

give space, lower voice

Prevention Share power Create a safe place Deal with anger calmly --

give space, lower voice

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INTERVENTIONSINTERVENTIONS

Refer to school counselor, who can appropriately interview the child

Know how to begin a legal report to protect the child

Refer to school counselor, who can appropriately interview the child

Know how to begin a legal report to protect the child

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Survivors!!Survivors!!

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Positives OutcomesPositives Outcomes “Between 1/2 and 2/3 of children growing up

in families with mental illness, alcoholic, abusive and/or criminally involved parents or in poverty- stricken or war-torn communities do overcome the odds and turn a life trajectory of risk into one that manifests “resilience” (Bernard, 1991)

“The human capacity of all individuals to transform and change, no matter what their risks; it is an innate-self righting mechanism” (Werner & Smith, 1992)

“Between 1/2 and 2/3 of children growing up in families with mental illness, alcoholic, abusive and/or criminally involved parents or in poverty- stricken or war-torn communities do overcome the odds and turn a life trajectory of risk into one that manifests “resilience” (Bernard, 1991)

“The human capacity of all individuals to transform and change, no matter what their risks; it is an innate-self righting mechanism” (Werner & Smith, 1992)

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Social Emotional and Cognitive Characteristics of Resilient People

Social Emotional and Cognitive Characteristics of Resilient People

1. An easy temperament or disposition2. Ability to elicit positive response from others--

empathy and caring about others3. Communication and problem solving skills4. A sense of humor about one’s self5. A sense of one’s identity6. Ability to act independently7. Ability to separate from unhealthy situations or

people8. A sense of purpose or future(Thomsen, Frankl, 2002)

1. An easy temperament or disposition2. Ability to elicit positive response from others--

empathy and caring about others3. Communication and problem solving skills4. A sense of humor about one’s self5. A sense of one’s identity6. Ability to act independently7. Ability to separate from unhealthy situations or

people8. A sense of purpose or future(Thomsen, Frankl, 2002)

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Accommodations that Foster ResiliencyAccommodations that Foster Resiliency1. Positive Expectations of Students2. All Individuals Have The Power to Change Long term

developmental studies have followed children born into extremely high-risk environments, such as physical and sexual abuse, alcoholism, wartime and, poverty stricken have found that at least 50 - 70% of these children grow up to be not only successful by societal indicators but “confident,

competent, and caring persons (Werner & Smith, 1992)

3. Communicating Caringness/Personal Interest “Turnaround” teachers--WHO can convey support to students by listening and validating their feelings.” ( Higgins, 1994; Meier, 1995). “Turnaround teachers let students express their opinions, make choices, problem solve, work with and help others.” (Rutter et al., 1979; Rutter, 1984; Kohn, 1993)

4. Teach to Students Strengths “Starting with students’ strengths instead of their deficiencies, enlists their intrinsic motivation and positive momentum. It also keeps them in a hopeful frame of mind. (Benard, 1991)

1. Positive Expectations of Students2. All Individuals Have The Power to Change Long term

developmental studies have followed children born into extremely high-risk environments, such as physical and sexual abuse, alcoholism, wartime and, poverty stricken have found that at least 50 - 70% of these children grow up to be not only successful by societal indicators but “confident,

competent, and caring persons (Werner & Smith, 1992)

3. Communicating Caringness/Personal Interest “Turnaround” teachers--WHO can convey support to students by listening and validating their feelings.” ( Higgins, 1994; Meier, 1995). “Turnaround teachers let students express their opinions, make choices, problem solve, work with and help others.” (Rutter et al., 1979; Rutter, 1984; Kohn, 1993)

4. Teach to Students Strengths “Starting with students’ strengths instead of their deficiencies, enlists their intrinsic motivation and positive momentum. It also keeps them in a hopeful frame of mind. (Benard, 1991)

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ReferencesReferences Benard, Bonnie (1991) Turning It Around for All Youth: From Risk to Resiliency ERIC/CUE Digest Number 126 Benard, Bonnie (1991) Fostering Resiliency In Kids: Protective Factors In The Family, School and Community. San

Francisco: Far West Laboratory for Educational Research and Development. ED 355 781 Christle, Christine A. Jolivette, Kristine. Nelson, C Michael.(2001) Youth Aggression and Violence: Risk, Resiliency and Prevention. ERIC Digest

#E602 Frankel, V. (1959) Mans search for meaning. New York: Basic Books.

Lewis, Rolla E. (1991) A Write Way: Fostering resiliency During Transitions. The Journal of Humanistic Counseling, Education and Development: June 1991 Volume 37, Number 4 ,

Rodgers, K. (2002) Risk and Resiliency Factors Among Adolescents Who Experience Marital Transitions. Journal of Marriage and Family: November 2002, Volume 64, Number 4.

Thompson Kate, (2001) Building Resilient Students: Integrating resiliency into what you already know and do. California: Corwin Press Inc.

Werner, E., & Smith, R. (1992) Overcoming the odds: High-risk children from birth to adulthood. New York: Cornell University Press (ED 344 979)

Benard, Bonnie (1991) Turning It Around for All Youth: From Risk to Resiliency ERIC/CUE Digest Number 126 Benard, Bonnie (1991) Fostering Resiliency In Kids: Protective Factors In The Family, School and Community. San

Francisco: Far West Laboratory for Educational Research and Development. ED 355 781 Christle, Christine A. Jolivette, Kristine. Nelson, C Michael.(2001) Youth Aggression and Violence: Risk, Resiliency and Prevention. ERIC Digest

#E602 Frankel, V. (1959) Mans search for meaning. New York: Basic Books.

Lewis, Rolla E. (1991) A Write Way: Fostering resiliency During Transitions. The Journal of Humanistic Counseling, Education and Development: June 1991 Volume 37, Number 4 ,

Rodgers, K. (2002) Risk and Resiliency Factors Among Adolescents Who Experience Marital Transitions. Journal of Marriage and Family: November 2002, Volume 64, Number 4.

Thompson Kate, (2001) Building Resilient Students: Integrating resiliency into what you already know and do. California: Corwin Press Inc.

Werner, E., & Smith, R. (1992) Overcoming the odds: High-risk children from birth to adulthood. New York: Cornell University Press (ED 344 979)