Child Abuse and Neglect: A Teacher's Handbook for Detection, Reporting, and Classroom ...

124 Pages·2011·2.69 MB·English

DOCUMENT RESUME
SP 024 125
ED 242 709
Tower, Cynthia Crosson
AUTHOR
Child Abuse and Neglect: A_Teacher's Handbook for
TITLE
Detection, Reporting, and Classroom Management.
National Education Association, Washington, D.C.
INSTITUTION
ISBN-0-8106-0826-X
REPORT NO
PUB DATE
84
115p;
NOTE
National Education ASsociation Professional Library,
AVAILABLE FROM
P.O. Box 509, WeSt Haven, CT 06516 ($7.95, Stock No.
0826-X-00).
Non-Classroom Use (055)
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EDRS PRICE
*Child Abuse; *Child Neglect; Child Welfare;
DESCRIPTORS
Elementary Secondary Education; *Identification;
Legal Responsibility; Parent Child Relationship;
*Sexual Abuse; *Student Behavior; Student
Characteristics; Student Teacher Relationship;
Teacher Responsibility; *Teacher Role
ABSTRACT
detecting
Educators have a duty to become involved in
reasons. First,
and reporting abuse and neglect for at least three
detriment to
the trauma created by abuse and neglect is -as much a
difficulty. Second, teachers'
learning as is a perceptual or physical
daily basis.
roles place them in close contact with the child on a
mandated by law to report
And third, in all states, teachers are
This book
child abuse and can be held liable for failure to do so.
reporting child abuse
discusses the teacher's role in recognizing and
(1) "How Do You Recognize Abuse and
or neglect in nine chapters:
Process"; (3) "If You
Neglect?" (2) "Whom Do You Tell?--The Reporting
Your Suspicion?" (4) "Once
Suspect Child Abuse, How Can You Validate
If You Have to GO to
You Report, What Happens Then?" (5) "What
Reporting?" (7)
Court?" (6) "What Can You Do for the Child, Beyond
the Child by
"Who Is the Child's Family?" (8) "How Can You Help
Prevention?" Alto
Helping the Family?" and (9) "What Can You Do about
which include
included is _a 41-item bibliography, eight appendices
reporting procedure, and a list of
sources of further information and
state review board members.
(3MIC)
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be made
Reproductions supplied by EDRS are the best that can
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from the original document.
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rit
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"PERMISSION TO REPRODUCE THIS
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2
Child Abuse
and Neglect:
A Teacher's Handbook for
Detection, Reporting; and
Classroom Management
The Com'tants
Alfred Alschuler, Professor of Education, University of
Massachusetts
Deborah Bacon, President, National Association of School Nurses,
Inc ./NEA
Annette Heiser Ficker, M.D., Children's Hospital National Medi-
cal Center
Isadora Hare, Senior Staff Associate, National Association of So-
cial Workers
Hilda B. Minkoff, President; American School Counselor
Association
Becky J. Smith, President, Association for the Advancement of
Health Education-AAHPERD
The Review Board
For the names of the more than 503 educators who reviewed
the manuscript in various stages, see pages 107=12.
4
Child Abuse
and
:eglect:
A Teacher's Handbook for
Detection, Reporting, and
Classroom Management
Cynthia Crosson Tower
eVULIVR
National Education Association
Washington, D.C.
5
Acknowledgement
The NEA gratefully acknowledges the helpful information provided
dining the development of this book by the National Center on Child
AbUse and Neglect. Washington; D.C.; the C. Henry Kempe National
Center for the Prevention and Treatment Of Child Abuse and Neglect,
Denver, ColbradO: and Heiner and CompanyInformation Scientists;
Arlington, Virginia.
Copyright_ © I9&",
National Education Association of the United States
Library of Congress Cataloging in Publication Data
Tower, Cynthia Crosson.
Child abuse and neglect;
-
ItieltidOS bibliographies:
2. Child abuse Law
1. Child abuseLinited States.
3. Teacher-student
and legislation,--United States.
Title.
I.
relationships.
83-25071
HV74 I .T68_ 1984_ -- 362.7'044
ISBN 0-8106-0826--X
Contents
9
Foreword
.
An Educator's Overview of Child Abuse and Neglect, by Alfred
Alschuler; The School Nurse's Role, by Deborah Baron; The
Physician's Role. by Annette Heiser Picker._ M.D._. The Social
Worker's_Role. by lsadora Nare; The School Counselor's Role, by
B. Minkoff: The Health Educator's Role. by Becky J. Smith
Hilda
17
Preface
Chapter 1. _How Do You Recognize Abuse and Neglect?
19
Physical Abuse
19
24
Physical_ Neglect
Sexual Abuse
25
.
Emotional Abuse
29
Chapter_ 2._ Whom Vo You Te117The Reporting Process
31
State Reporting Laws
31
32
School Reporting_ _Policy
Protective Agencies
33
Chapter 3. If You Suspect Child Abuse; How Can You Validate Your
36
Suspicion?
36
Documentation
36
Analyzing Data
38
Consulting Other Professionals
39
Alternative Steps
39
Communicating with the Child
41
Communicating with the Parents
43
Teacher's Checklist for Preparing to Report
44
Chapter 4. Once You Report, What Happens Then?
44
Protective Agency Decisions
48
Chapter 5. What If You Have to Go to Court?
48
Suggestions for a Coun Appearance
50
Chapter 6. What Con You Vo for the Child, Beyond Reporting?
50
Communicating with the _Social Worker
Helping the Child Individually
51
53
Helping the Child in_ the Classroom
56
Helping the Foster Child in the Classroom
Chapter 7. Who Is the Child's Family?
58
The Physically Abusive Parent
58
The Neglectful Parent
65
The Sexually Abusive Parent
67
The Emotionally Abusive Parent
71
Chapter 8: How Can You Help the Child by Helping the Family?
73
Understanding the Parents
73
Helping the Parents
74
Chapter 9. What Can You Do About Prevention?
76
76
Immediate Measures
77
Long-Term Measures
79
Bibliography
Appendices
81
--
Physical and Behavioral Indicators
A.
of Child Abuse and Neglect
82
Who Reports
84
Where Can You Find Reporting Information?
86
C.
Where Can You Find More Information?
93
D,
Immunity
95
E.
96
Reporting Procedure
F:
97
Sample Reportin_g Form
G.
99
Selected Resources
H.
107
The Review Board
The Author
Cynthia Crosson Tower is Assistant Professor and Coordinator of the Human
Services Program; Behavioral Science Department; at Fitchburg -State College,
Massachusetts. She received her M.S.W. from the University of Connecticut and
her B.A. from Western College for Women; Oxford; Ohio. Ms. Tower has been
associated with the Massaci.usetts Department of Social Services in the Adoption
Placement Unit, Protective Services, Family and Children's Services, and is a
licenied clinical social worker. She has had extensive experience in writing and
conducting training programs about child abuse and neglect, and is a frequent
also a fully
consultant on the subject for schools and social workers. She is
certificated teacher of the Royal Scottish Country Dance Society. Edinburgh.
To
Chat',
and
Fenneke
9