PASSI CITY COLLEGE

City of Passi, Iloilo

SCHOOL OF TEACHER EDUCATION

NATIONAL SERVICE TRAINING SERVICE 2-CWTS

Module 5

MODULE OVERVIEW:
There is no single accepted definition of child abuse or cruelty to
children. This results in confusion about which behaviors and
intentions are abusive. Only the legal or health professional can label a
person or family as abusive by using different criteria. Differences
between physical abuse, sexual abuse, emotional abuse and neglect
oftentimes confuse the situation.

MODULE OUTCOMES:

At the end of this modular unit, students must have:

1. gained insights on the effects of early maltreatment on the child’s
development;
2. identified the characteristics of abusive parents;
3. manifested concrete actions in helping young child cope with
child abuse.

MODULE CONTENT:
A. CHILD ABUSE
 Child Abuse
 Sexual Abuse
 Battered Child Syndrome
 Characteristics of Abusive Parents
 Helping the Young Child Cope with Child Abuse

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Module Content:
Activity Description Time
1 Overview
Interacted Discussion 40 min.
2 through Google-Meet
Discussion Board 20 min.
Discussion and Sharing/
Brainstorming
60 min.
Total

Discussion:

One useful definition of an abused child is “any child who

receives non-accidental physical injury as a result of acts or
omissions on the part of his parents.

Physical, emotional and sexual abuse and neglect have

profound immediate and long-term effects on a child’s
development. Higher rates of psychiatric disorders increase rates
of substance abuse, and a variety of severe relationship
difficulties. Child abuse and neglect were most frequently victims
of abuse and are profoundly damaged people.

Links between neglect and abuse are clear and later

psychological, emotional, behavioural and interpersonal
disorders are manifested. The basis for this linkage is the impact
on the brain development of the abused and neglected children.

The brains of abused and neglected children are not as

well-integrated as the brains of non-abused children. This is the
reason why they have significant difficulties with emotional
regulations, integrated functioning and social development. Their
early interpersonal experiences have also a profound impact on
the brain.

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 The effects of early maltreatment on a child’s development
are profound and long lasting. It is the impact of maltreatment
on a child’s developing brain that causes effects seen in a wide
variety of domains including social, psychological and cognitive
development.

These discussions strongly suggest that parents should

have an effective treatment that requires an effectively attuned
relationship with children. Their children feel secure; hence their
development is balanced.

1. Child Abuse. This refers to the maltreatment of a child,

whether habitual or not, which includes any of the following:

a. Psychological and physical abuse, sexual abuse, cruelty,

neglect and emotional maltreatment;
b. An act which could either be by words or deeds which
debases, degrades or demeans the intrinsic worth and
dignity of a child as a person;
c. Deprivation of the child’s basic needs unreasonably for
survival such as food, clothes and shelter; and
d. No medical treatment is given to an injured child who
results in a serious impairment of his growth and
development or in his permanent incapacity or death.

2. Sexual Abuse. It is any sexual act between an adult and a

minor or between two minors when one exerts power on the
other:

a. It is any employment, use, persuasion, inducement,

enticement, coercion of a child to engage in, or assist
another person engages in sexual intercourse or
lascivious conduct, or the molestation, prostitution, or
incest with children.

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 3. Battered Child Syndrome refers to child abuse and neglect.

FORMS OF CHILD ABUSE

The kinds of child abuse are:

a. Physical Abuse. It is any act which results in non-accidental

and/or unreasonable inflicting of physical injury to a child which
(includes but is not limited to lacerations, fractures, burns,
strangulation, human bites, and similar acts. It is also known as
child battering.

b. Psychological Abuse. It is any harm to a child’s emotional or

intellectual functioning through verbal assault, which includes but
is not limited to cursing, belittling, rejecting and other similar
acts.

c. Deception. It is the deprivation of children’s proper learning

opportunity by giving them incorrect ideas and concepts. As a
result, they may develop an inclination to solve problems through
violence, promiscuity or drug abuse.

d. Child Trafficking. It is the act of engaging in trading and

dealing with children including but not limited to, the act of
buying and selling a child for money or for any consideration, or
barter.

e. Neglect. It is the deprivation of the child’s basic needs

unreasonably, such as food, shelter, clothing, education, medical,
general care, love and concern, and supervision by parents,
guardians or custodian.

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 f. Child Labor. Children below 15 years of age are employed,
allowed, permitted to suffer from work in any public or private
establishment not directly under the responsibility of their
parents or guardians or employing minors as artist, actors,
actresses, entertainers, and the like without a work permit. The
number of child workers under the age of 10 far from negligible,
although the internationally recommended age for work is fifteen
years old (ILO Convention No. 138). Almost all the data available
on child labor concerns the 10 to 14 age groups.

g. Abusers and Neglecters

The Special Parent. The parent who has the potential to be

abusive, most often has also been abused during his childhood days.
He has been described as emotionally immature, lacking of self-
esteem, inexperienced and having in mind that the child should be
“someone to love me and never leave me”.

The Special Child. The child is viewed differently from other

children in the family. The child may be physically handicapped or may
be regarded with special meaning (a child of a former marriage or
resembles a negatively regarded person).

CHARACTERISTICS OF ABUSIVE PARENTS

1. Inadequate parenting skills and lack of knowledge

concerning normal child development are exhibited;
2. Emotional immaturity with poor impulse control is often
demonstrated;
3. They are socially isolated, especially from community
resources and lack of social support system; and
4. They often come from families with violent parents.

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 HELPING THE YOUNG CHILD COPE WITH CHILD
ABUSE

The child who is victim of sexual abuse will seldom share her/his
ordeals with the parents. The best thing that parents can do is to tell
the child that she/he believes her/him, and failure to believe can be far
from devastating than the abuse itself.

1. The most significant factor that can reduce the negative impact
of sexual abuse is the support and belief by parents and
significant other adults.

2. Stay calm. You should not show to your child that you are
shocked with what she discloses to you and don’t get hysterical.

3. Let the child know that she/he is not to be blamed for what
happened. Do not blame the child. Let her understand that it is
not her fault.

4. A child’s own internal coping resources will have an impact effect

if the child has not had any serious life stressors other than those
she has already encountered, life stressors other than those she
has already encountered, life stressors such as physical abuse
and domestic violence. The self-esteem and resiliency of the child
are already lowered; hence she faces even greater difficulties
from an additional stress of sexual victimization.

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 5. The child’s developmental level, age and gender influence the
effect of sexual behavior.

If the victim is still young in the chronological age and in the

development stage, there are strong and serious negative effects on
the child.

There is strong impact on girl victims than on boys. The latter are
more apt to act out their anger about the abuse while the former are
prone to keep their anger inside and direct it to them.

6. The child who is sexually abused by the person whom she trusts
and has a type of parental type of relationship with the
perpetrator has a more serious effect on the victim than a child
who is a victim of a non-friendly member.
7. The child appears to be more seriously affected when physical
abuse, threats or intimidation accompany the sexual abuse.

SEXUALIZED BEHAVIORS

The children who are sexually abused at an early age are

prematurely introduced to sexual acts. They experience sexual
stimulation and pleasure, hence, they are unable to understand and
cope because of their young age. They also tend to increase their
interest in sexual matters. Their sexual behaviors are a learned
response to their experience from the perpetrator and sexual abuse
acts.

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 The victims of sexual abuse appear to have more problem
behaviors in the area of sexuality. These include:

1. Acting out with peers sexually;

2. False or pseudo-mature sexual behavior;
3. Excessive masturbation; and
4. Confusion on sexual identity and what is appropriate sexually
between children and adult.

Worksheet No. 1

Direction: Write true if the statement is correct and false if

otherwise.

1. The child’s developmental level, age and gender influence the

effect of sexual behavior.
2. The parent who has the potential to be abusive, most often has
also been abused during his childhood days is called The Special
Child.
3. Child Trafficking is the deprivation of children’s proper learning
opportunity by giving them incorrect ideas and concepts.
4. Child Abuse this refers to the maltreatment of a child, whether
habitual or not.
5. Sexual abuse is any sexual act between an adult and a minor or
between two minors when one exerts power on the other.
6. Physical abuse is any act which results in non-accidental and/ or
unreasonable inflicting of physical injury to a child which
(includes but is not limited to lacerations, fractures, burns,
strangulation, human bites, and similar acts.

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 7. Batter Child Syndrome refers to child abuse and neglect.
8. Child Trafficking is the deprivation of children’s proper learning
opportunity by giving them incorrect ideas and concepts.
9. One useful definition of an abused child is “’ any child who
receives non-accidental physical injury as a result of acts or
omissions on the part of his parents.
10. Physical, emotional and sexual abuse and neglect have
profound immediate and long term effects on a child’s
development.

Worksheet No. 2

Direction: Explain the each question thoroughly. (5 pts)

1. What is child abuse?

2. What is child trafficking?

3. What is your intervention towards child abuse?

4. How will you lift up your friends or even your classmates who
has been abused during his/her childhood days?

The following shall serve as a rubric in the evaluation of the student output:

Needs of Approaching Good (8-9 pts) Excellent 10 pts

Improvement (1-3 Standards ( 5-7 pts)
pts)
Ideas and There is no clear You put thought What you are What you are
Content or specific into this, but writing about is writing about is
explanation in there is no real clear. You clear and well-
answer to the evidence of answered the expressed,
question. learning. More question. Some including
specific support may be specific
information is lacking, or your examples to
needed or you sentences may demonstrate
need to follow be a bit what you
the directions awkward. learned. Well

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 more closely. Overall, a done!
decent job.
Use of terms No terms from Only one term Your answer Your answer
the lesson are from the lesson included several included all the
used. is used in the terms from the terms from the
answer. Try for lesson, lesson that
a few more, demonstrating applied to the
next time. adequate question asked.
understanding All terms are
of the material. fully defined and
used in the
proper context.
Sentence Sentences are Some sentences Sentences are Sentences are
Fluency incomplete or are complete complete and complete and
too long. It and easy to able to be they connect to
makes reading understand. understood. one another
them difficult. Others require easily when they
some work. are read out
loud. Your
writing 'flows.'
Conventions Few end marks Mistakes using Use of
or capital end marks or punctuation No punctuation
letters. Answers capitals as well marks and or structural
contain as spelling capitals, as well mistakes. No
numerous mistakes make as spelling, is spelling errors.
spelling or the writing hard mostly correct. Your writing
structural to read. Few errors exist shows full
errors. in your answer. awareness of
the rules of
English use.

Reference/s: NSTP (National Development via National Service Training Program-CWTS 2)

Sonia Gasilla-Dela Cruz, Edeliza G. Dela Cruz, Paulino M. Mapue

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