Child abuse is a‘‘behavior that causes significant harm to a child.

It also includes when someone

knowingly fails to prevent serious harm to a child” The four types of abuse included are physical,
emotional and sexual abuse and neglect. The World Health Organization treats maltreatment, a word
used in the US, as synonymous with abuse. Child protection, as defined by the voluntary agency Child-to-
Child, is “a broad term describing philosophies, policies, standards, guidelines and procedures to protect
children from both intentional and unintentional harm”

Are disabled children more likely to be abused?

Disability is disproportionately associated with all forms of child abuse, especially neglect. The direction
of causality and how far impairments caused by abuse account for the association, is undetermined. The
true level of abuse of disabled children is thought to be greater than estimated due to underreporting
although again the extent of this problem is unknown. The impact of age, gender and social and cultural
factors on the relationship between disability and abuse is poorly understood, disabled boys may be at
greater risk of maltreatment than girls, but the reasons for this difference are unclear whether different
forms of abuse are variously associated with different impairments. Children with communication
difficulties, sensory impairments, learning disabilities or behavioral disorders

It is appear to have increased risk although some learning disabilities and behavioral disorders may be the
result of maltreatment. There is limited information on prevalence rates in the U S and, while little is
known about the effectiveness of safeguarding services for this group, concerns have been raised about
the protection of disabled children.

The effects of child abuse are devastating and typically long-lasting, including a lifetime of
potential struggles with mental health issues, low self-esteem, increased risk of drug
abuse/addiction, and patterns of dysfunctional and unhealthy relationships.

Treatment

 Therapist self care ---------------- (Images)

 Voilence Against Children --------------

THE CONSTRUCTION OF A MEASURE OF PARENTAL AWARENESS

The Cognitive-Developmental Model

 Sensorimotor Stage: Birth to 2 years old

 Preoperational Stage: 2 to 7 years old

 Concrete Operational Stage: 7 to 11 years old

  Formal Operational Stage: 12 years old and up

Why is it important to understand Piaget’s 4 Stages of Cognitive Development?

 Understanding the Piaget’s stages of development helps parents, teachers, and other
professionals and natural members of a child’s life understand where the child is at. It
helps aid in creating developmentally appropriate activities to stimulate the development
growth.

 It also helps to avoid frustration or confusion when a child isn’t understanding something
you thought they should. Looking back at Piaget’s stages of development helps the
parents, educators, family members, and professionals see where their child is at
currently and how to help them progress in their development.

 The best example I can give for each stage is the concept of looking at water. During the
sensorimotor stage, infants and toddlers learn that water something in their environment.
In the preoperational stage, children begin to understand the water is separate from them
and what water is used for. In the concrete operational stage, children begin to understand
that water doesn’t change just because it is put into different containers. Finally, when a
teen is in the formal operational stage, they begin asking questions such as, “Is the water
glass half full or half empty?”

 With this example we can see how over time a child’s cognitive understanding changes
and develops. Children do not just add to their knowledge but change the way they think
about the world around them.
TIPS FOR PARENTS TO PREVENT AND ADDRESS CHILD ABUSE
 Educate yourself on the statistics of child abuse and understand that even your own children could
be at risk. You may know somebody who is or has the potential to be abusive, so know where to
go or who to call in your community if at any time you suspect or discover a child is being hurt or
threatened.
 Listen and validate when a child reveals abuse. Very rarely do children lie about abuse. Try to
remain open, calm, curious, and nonjudgmental if a child reports or alludes to having been
abused.
 I cannot stress enough how important it is to remain calm. It’s obviously gut-wrenching to hear
your child may have been hurt, and it’s further challenging and complicated when the allegations
are made against somebody you know and trust. But your initial reaction may determine whether
the child shuts down and bottles up the violation, or reports and ultimately ends the trauma to
seek healing.
 Often, children will report only parts of what happened or may pretend it happened to someone
else in order to gauge how an adult will react. Be patient and allow the child to feel safe enough
to continue opening up. Responding emotionally or with judgment, blame, or disbelief may cause
the child to shut down and avoid talking about the abuse.
 From early on, begin facilitating conversations with your children, letting them know they can
come to you about anything, no matter what anyone else says. Abuse is hard for children to
comprehend, let alone talk about. They often internalize a sense of fear, embarrassment,
and shame and wind up believing they are at fault or somehow to blame for what happened.
Further, people who abuse frequently coerce silence via emotional abuse warnings the victim
won’t be believed, and by threats of harm to the victim or their loved ones. Teach your children
it’s your job to protect them, not the other way around, and demonstrate unconditional love so
they feel safe enough to talk to you.
 Use age-appropriate language and find moments to educate your children about their bodies,
about appropriate versus inappropriate touch, and about sexuality as they get older. Sex and
sexuality are often awkward, uncomfortable, or taboo topics in many families; however, it’s
important that you, as the adult, demonstrate and model that embarrassing or difficult topics are
still important and do not need to be off-limits or avoided.
 While it’s unhealthy to isolate or shelter our children, we can be selective about what daycares,
schools, and activities they participate in. Ensure that background checks are done on any
individuals working directly with children, and advocate for staff trainings on the prevention,
recognition, and reporting of child abuse. Communicate regularly with your children about the
other adults and peers in their lives.
 The signs of abuse are not always easy to recognize without hindsight; however, step in and talk
to your child if you notice any emotional or behavioral changes, such as
 increased anxiety, withdrawal, isolating, rebellion, or angry outbursts. It’s important to explore
any signs of physical abuse, including bruises, rashes, or swelling. Pay attention to physical
problems, such as urinary tract infections, or frequent complaints of things like headaches or
stomachaches that aren’t medically explained. Understand it’s normal for children to be
inquisitive and exploratory regarding gender and sexuality, but watch out for any sexual behavior,
language, or curiosity that does not seem age-appropriate.

LEVELS:
The following are examples of issue-concepts, scored at each of the four levels of parental awareness.
Parents are addressing the issue of meeting and defining the needs of the child. The logic of each parent's
response is also addressed.

LEVEL 1: Egoistic. (What do you feel children need most from their parents?) Love and attention.
(When you say love, what do you mean?) Holding them, telling them you love them, make them behave
so they won't get on that dope and stuff when they get older. I want my kids to feel proud of me. I know
eventually when they get older maybe I'll fail, but I'm gonna try my darndest when they're younger and
just hope they don't turn that way.

LEVEL 2: Conventional. (What do you feel children need most from their parents?) Love.
(Explain.) Just letting them know you love them. Letting them know you care. that you are
concerned about what they do, and just try to be the best parent you can. (Why do you think that
is most important, conveying that love?) Because if children know they have love, then they are
secure

LEVEL 3. Individualistic. (What do you think children need most from their parents?) Love and
time, they need to have their needs considered, that they aren't always happy with things that we
do and with the things that we want to make them happy. You have to look at them, and if they
don't tell you, you have to ask them. You have to really try to find out what each child wants and
what is going on in their heads.

LEVEL 4: Analytic systems. (What do you feel children need most from their parents?) I will
say love and you will say to me, "What do you mean by love'?" and I will say, "I think it is an
acceptance, unqualified, for what that person is in time." It has nothing to do with grades or
cleanliness. I would like her to be clean and tidy, but it has nothing to do with love and the
feeling that someplace in this world you are loved for what you are by the people who know you
best and nevertheless love you. I think that is something that will help the child begin to love
itself. (What do you mean, begin to love itself?) Well, I think that people can be so cruel to
themselves, "Oh, I'm dumb, I'm stupid," words which tear down instead of build up. And I think
one way to serenity about the way you are and the way you see the world, even if life is difficult,
is if you can be gentle with your errors and failures and see them as part of a process. Then I
think you will have a kind of stability and mental health that is a legacy from parents who love
you unqualified.

What increases a person’s risk for abusing a

child?
 history of child abuse or neglect during their own childhood
 having a substance use disorder
 physical or mental health conditions, such as depression, anxiety, or post-
traumatic stress disorder (PTSD)
 poor parent-child relationships
 socioeconomic stress from financial issues, unemployment, or medical
problems
 a lack of understanding about basic childhood development (expecting children
to be capable of tasks before they’re ready)
 a lack of parenting skills to help cope with the pressures and struggles of
raising a child
 a lack of support from family members, friends, neighbors, or the community
 caring for a child with intellectual or physical disabilities that make adequate
care more challenging
 family stress or crisis caused by domestic violence, relationship turmoil,
separation, or divorce
 personal mental health issues, including low self-confidence and feelings of
incompetence or shame

Adults who abusing children may also show certain signs or behaviors, such as:

 ignoring or denying a child’s problematic behavior, changes, or difficulties

 using language that shows they view the child as worthless or burdensome
  demanding physical or academic performances that aren’t achievable by their
child
 asking teachers or other caregivers to use harsh punishment if the child
misbehaves
 rarely showing physical affection to the child
 showing hostility to the child, especially in light of bad behavior
 displaying little concern for their child

What to do if you’re afraid you might

hurt a child
 Being a parent can be a joyful, meaningful, and sometimes overwhelming
experience. There may be times your children push you to the limit. You may
feel driven to behaviors you wouldn’t normally think you were capable of.
 The first step to prevent child abuse is recognizing the feelings you’re having.
If you’re afraid you might abuse your child, you’ve already reached that
important milestone. Now is the time to take steps to prevent any abuse.
 First, remove yourself from the situation. Don’t respond to your child during
this moment of anger or rage. Walk away.
 Then, use one of these resources to find ways to navigate your feelings,
emotions, and the steps that are necessary to handle the situation.