46 Child Sexual Abuse Exchange Januaryfebruary 2010beginnings ✓ Solved
46 CHILD SEXUAL ABUSE EXCHAngE JANUARY/FEBRUARY 2010 Be gin nin gs Wo rk sh op The issue Each year more than 1 in 100 children are abused and neglected (United States Department of Health and Human Services, 2008). It is highly likely that there are at least 3 times more cases of abuse and neglect than these numbers suggest (English, 1998; Sedlak & Broadhurst, 1996). Underreporting, incomplete reports, variations in state laws and in data collection practices, misclas- sification of child injuries and deaths, and cultural, racial, and personal bias all contribute to difficulty in understanding the true prevalence of child maltreatment (Baker & Lewit, 1995; Bluestone, 2005: Centers for Disease Control, 2006; Crume, DiGuiseppe, Byers, Sirotnak & Garret, 2002; English, 1998; Lane, Rubin, Monteith & Christian, 2002).
In addition, children can be harmed by parenting practices that while harsh or unresponsive may not rise to the level of legally defined abuse or neglect (Smith, 2001). Infants and toddlers are more likely than older children to be abused, and children under 12 months are at greatest risk (U.S. Department of Health and Human Services [USDHHS], 2008). The younger a maltreated child is the higher is the likelihood of experiencing serious harm or fatality (USDHHS, 2008). Neglect is the most common form of maltreatment reported for infants and toddlers (USDHHS, 2008).
Young children of color are over-repre- sented in the child welfare system for reasons that may include ongoing patterns of social injustice (Lane et al., 2002). Early maltreatment can have both immediate and long-term impacts on development. Experiences during the first years of life impact the way the brain develops, so abuse and neglect, if un- treated, can have lifelong effects (McDonald, 2007). In addition to its incalculable cost in human suffering, abuse and neglect have an economic cost. Child maltreatment costs the United States an estimated 3.8 billion annually (Wang & Holton, 2007).
The prevalence, cost, and harmful impacts of abuse and neglect among very young children cry out for a solution, and child care providers want to be part of that solution. In a national survey conducted by the National Association for the Education of Young Children, providers expressed interest in playing a role in the prevention of maltreatment. They also noted their need for training and support to help them do so (Olson & Hyson, 2003). Fortunate- ly such resources are available. The good news Child care providers are in a great position to help prevent child maltreatment.
They see children and families almost every day. They get to know families well enough to recognize signs that the family may be under stress. Parents value providers’ insights and are open to support from them, though they don’t want to be told what to do! (Olsen & Hyson, 2003). Child care providers’ brief, daily encounters with parents offer many opportunities throughout the week to build protective factors that can help reduce the risk of child maltreatment (CSSP, 2005). Protective factors help strengthen families to handle the stresses that life can bring.
Building protective factors is helpful because abuse and neglect are more likely to happen when families are overwhelmed by a number of interacting stressors. When child care programs can help to reduce some of the stress families experience and help promote their ability to handle difficulties, the likelihood of abuse or neglect is reduced (Seibel, Britt, Groves- Gillespie & Parlakian, 2006). Researchers have identified a number of protective factors and are working to understand how these factors interact to support family functioning. There are some that child care providers can directly impact: 1. Parental resilience is the ability to cope in a healthy way when things go wrong.
2. Social connections with caring and supportive friends and relatives allow parents to exchange practical help and emotion- al support. Nancy Seibel, M.Ed. National Certified Counselor, directs ZEro to thrEE’s Center for training Services. She is an experienced practitioner, director, trainer, and author.
She is especially interested in relationship-based and reflective practice, working effectively with families, home visiting, child abuse prevention, family and parent-child relationships, and infant mental health. preventing child maltreatment in infants and toddlers: skills for early care and education providers by Nancy L. Seibel Reprinted with permission from Exchange magazine. Visit us at or call (. Multiple use copy agreement available for educators by request. CHILD SEXUAL ABUSE 47 JANUARY/FEBRUARY 2010 EXCHAngE 3.
Concrete help when needed for questions, concerns, or crises can relieve stress and help parents feel helped and cared for. 4. Knowledge of parenting and child behavior helps parents have reasonable expectations of themselves and of their children. 5. Healthy child social-emotional development aids parents and children in establishing responsive and rewarding relationships with each other. (Strengthening Families Illinois, n.d.; CSSP, 2005) Child care providers can learn to purposefully use their everyday interactions with parents and children to help reduce the risk of child maltreatment.
Building protective factors does not have to cost a lot of money or take a lot of time. It does call for child care providers to understand themselves and to use relationship- building skills with parents. Self-understanding and understanding others ZERO TO THREE’s training curriculum, Preventing Child Abuse and Neglect: Parent-Provider Partnerships in Child Care (see Resources) talks about self-awareness, careful observation, and flexible response. n Self-awareness means recognizing your thoughts, feelings, be- liefs, and attitudes and understanding where these come from. n Careful observation relates to noticing behaviors and using information learned through observation in combination with other available information to understand what those behaviors might mean. n Flexible response means interacting with a parent or child in a way that takes their needs into account, and being willing to try a different approach if the first try doesn’t work as expected.
This example shows how a provider might apply these concepts and skills: Ms. Castle is the teacher in a classroom with four children, age two. She has one very busy, active little girl, Samantha, who is always on the go. Ms. Castle notices that Samantha needs frequent changes of activities to hold her interest and keep her from getting into difficulty (careful observation).
Samantha just won’t take a nap, no matter what Ms. Castle tries. She has tried reading to her, singing to her, patting her back, playing soft music, and giving her a quiet toy to play with and none of this works (flexible response). Ms. Castle understands that it might be really hard for a busy child like Samantha to nap in the midst of a busy day in the center.
Ms. Castle realizes she is beginning to resent Samantha a bit. It is tiring to care for her, and she can’t even get a brief break at naptime (self-awareness). Also, Samantha seems to get very tired by the late afternoon, and she becomes cranky and prone to tantrums. Ms.
Castle decides to meet with Saman- tha’s parents, Mr. and Mrs. Ashton, to see if they have any ideas that might help. During this meeting, Ms. Castle shares her delight in Samantha’s engaging personality and her appreciation of Samantha’s ‘get up and go.’ The adults share an appreciative laugh, recognizing that a highly active child like Samantha requires a lot of energy from her adult caregivers. Ms.
Castle lets Samantha’s parents know of her concerns with Samantha’s naptime and late afternoon behavior, and what she’s tried. She asks them for their insights. Mr. Ashton laughs again and says fondly that when Samantha is excited she doesn’t seem to get tired. He comments that she loves coming to ‘school’ and probably doesn’t want to miss any of the action.
Mrs. Ashton adds that she uses a ritual to help Samantha settle down for nap at home. She describes the ritual to Ms Castle, who says she’ll try it out to see if it helps Samantha at least rest quietly at naptime (flexible response). The three adults agree to meet again in a week to see how things are going. Application of these concepts and skills helped Ms Castle ana- lyze the situation and understand her own responses to it.
She tried out some solutions, but they weren’t successful in help- ing Samantha to nap. She decided to reach out to Samantha’s parents and in doing so, gained additional information which enhanced what she had learned by observing Samantha. She can see that Samantha’s parents are very tuned in to her and are affectionate with her. This discussion also helped strengthen the parent-provider relationship. Ms.
Castle found that Samantha’s parents were ready to partner with her to help address this problem. Their conversation helped her feel like they were all working together and ready to help each other. The parents, in turn, learned that Ms. Castle respects them and is willing to reach out to them for help in providing the best care for their daughter. Directors and trainers can help build self-awareness, careful observation, and flexible response by discussing actual experi- ences or vignettes with providers and analyzing them using these concepts.
These discussions can take place in one-on-one meet- ings with staff members and during staff meetings. Mentors or coaches can explore these questions with their participants, and trainers can create opportunities to teach about these ideas and build these skills during workshops. Here are some questions that directors, supervisors, mentors, and trainers can use in their conversations with providers: Self-awareness • How did you feel? • What did you think? • What do you suppose caused you to think/feel that? • Does this child remind you of anyone else? Beginnings Workshop Careful observation • What did you notice? • What do you suppose that behavior means? • When does it happen? • Could you keep some notes to help you see if there is a pattern to this child’s behavior?
Flexible response • What have you tried? • How did it work? • What else could you try? • Do you need more information? Such discussions encourage careful thinking about the work. They can help providers think about their own role and impact on chil- dren and parents, and work to understand why a child — or parent — is doing or saying something. Being able to come up with more than one response helps providers tailor their approaches to the situation and the individual needs of each child and family. Strategies for building protective factors In the example above, Ms.
Castle was supporting parental resil- ience by building a strong connection with the Ashtons, and also helping to promote Samantha’s social-emotional development by seeking to individualize her care to Samantha’s needs. Another way to help providers identify and use practices that support pro- tective factors is to discuss and define them and then brainstorm ways to support each protective factor. Here are some examples that providers have generated: Build effective relationships with parents • Greet parents when they arrive at the beginning and end of each day. • Ask parents how they are and take a minute to listen. • Help a parent search for their child’s ‘blankie’ or other transition object if it’s missing at pick-up time. • Let parents know how much you enjoy their child. • Ask parents to show you the caregiving routines they use with their child. • Do a home visit with each family at least once a year.
Build social connections • Hold family events, like picnics or potluck dinners, regularly. • Introduce the parents of the children in your classroom to each other. • Set up a small parent lounge area where parents can sit and talk over a cup of coffee. • Ask parents for their ideas for workshops or events the center could host. • Encourage parents to work together on a project of interest, such as planning a discussion group, a family picnic, or a celebration. Provide concrete help in times of need • Keep a supply of diapers in various sizes on hand to help a parent who has run out of them. • Refer a parent to a support group or counseling as needed. • Keep numbers for local social services and crisis services on hand and offer them as needed. • Create a referral list that parents can contribute to, including such things as good children’s clothing resale stores, repair services, and health care services. • Be willing to listen and express caring. • Invite a staff member at the local referral hotline to meet with center staff and discuss local programs.
Build knowledge of parenting and child Development • Set up a resource center for parents with handouts, flyers, DVDs, and books to borrow. • Survey parents to see if they would like parenting workshops and get their ideas about topics. • Provide parents with a handout that responds to their questions about their child and discuss it with them. • Show parents some web sites that have good child development information. Promote healthy child social-emotional development • Observe each child to understand his or her temperament and preferences. • Discuss these observations with parents. • Use caregiving approaches that are as much like the child’s home experiences as possible. • Ask each family to bring in a family photo to post in the class- room for the child to see during the day. • Help children calm down when they are feeling out of sorts or out of control. • Keep expectations of young children in line with what is to be expected developmentally at different states.
As providers come up with their own ideas for supporting the pro- tective factors, have them develop a plan for putting those ideas into practice. Those plans might involve getting further training, making changes in the classroom or center environment, or trying out some new strategies and practices. Teachers are powerful in- fluences in children’s and families lives and can use that influence to build protective factors that help to strengthen families, support children’s development, and reduce the risk of child maltreatment. 48 CHILD SEXUAL ABUSE EXCHAngE JANUARY/FEBRUARY 2010 Be gin nin gs Wo rk sh op Child care providers are in a great positon to help prevent child maltreatment. They see children and families almost every day.
References Baker, L. S., & Lewit, E. M. (1995). Child indicators: Unintentional injuries. The Future of Children, 5(1).
Retrieved online on March 30, 2006 at futureofchildren.org/information2826/information_ show.htm?doc_id=79899 Bluestone, C. (2005). Personal disciplinary history and views of physical punishment: Implications for training mandated report- ers. Child Abuse Review, 14, . Centers for Disease Control. (2008). Nonfatal maltreatment of infants and toddlers in the United States-October 2002-Septem- ber 2006.
Retrieved online on April 6, 2008 from mmwr/preview/mmwrhtml/mm5713a2.htm Crume, T. L., DiGuisseppi, D., Byers, T., Sirotnak, A. P., & Garret, C. M. (2002). Under-ascertainment of child maltreatment fatalities by death certificate, .
Pediatrics, 110(2), . English, D. J. (1998). The extent and consequences of child maltreatment. The Future of Children, 8, 39-53.
Lane, W. G., Rubin, D. M., Monteith, R., Christian, C. W. (2002). Racial differences in the evaluation of pediatric fractures for physical abuse.
Journal of the American Medical Association, 288(13), . McDonald, A. (2007). Brain development in childhood: The Dana guide. Retrieved online on August 6, 2009 at Olsen, M., & Hyson, M. (2003). Early childhood educators and child abuse prevention.
Washington, DC: NAEYC. Sedlak, A. J., & Broadhurst, D. D. (1996). Third national incidence study of child abuse and neglect.
Washington, DC: U.S. Depart- ment of Health and Human Services. Seibel, N. L., Britt, D., Groves-Gillespie, L., & Parlakian, R. (2006). Preventing child abuse and neglect: Parent-provider partnerships in child care.
Washington, DC: ZERO TO THREE. Smith, W. H. (2001). Child abuse in family emotional process. Family Systems: A Journal of Natural Systems Thinking in Psychiatry and the Sciences, 5(2), .
Strengthening Families Illinois. (n.d.). Six ways to keep families strong through early care and education. Chicago: Strengthening Families Illinois. U.S. Department of Health and Human Services. (2008).
Child Maltreatment 2006. Retrieved online on August 12, 2009 at Wang, C. T., & Holton, J. (2007). Total estimated cost of child abuse and neglect in the United States. Retrieved online on February 25, 2008 at media_releases/pca_pew_econonomic_ impact_study_final_pdf Further information Zero to three is a national nonprofit organi- zation that promotes the health and develop- ment of infants and toddlers.
The web site has information about publications, training, and resources on a range of early child- hood issues for use by adults who influence the lives of young children. Center for the Study of Social Policy’s Strengthening Families through early Care and education — Information about protec- tive factors, a self-assessment guide for programs, and resources for those interested in learning about the national Strengthening Families Initiative. Child Welfare Information Gateway provides access to infor- mation and resources to help protect children and strengthen families. The National Association for the education of Young Children Information, publications, resources, and conferences for early care and education providers, including position statements on prevention of child abuse.
Resources Preventing Child Abuse and Neglect: Parent-Provider Partner- ships in Child Care. ZERO TO THREE Training Curriculum. Avail- able for purchase at Information on training for trainers available Protecting Children by Strengthening Families: A Guidebook for Early Childhood Programs. Available online or for download at Six Ways to Keep Families Strong through Early Care and Educa- tion available online at downloads/6_Factors.pdf Strengthening Families and Communities: 2009 Resource Guide is produced by the Child Welfare Information Gateway and available at © ZERO TO THREE, 2009. All rights reserved.
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Child Sexual Abuse: Prevention Strategies and the Role of Child Care ProvidersChild sexual abuse (CSA) remains a significant public health challenge, affecting millions of children across various demographics. According to the United States Department of Health and Human Services (2008), approximately 1 in 100 children experience abuse and neglect each year, a statistic likely underestimating the real prevalence due to factors such as underreporting and inconsistencies in data collection (English, 1998; Sedlak & Broadhurst, 1996). This paper discusses the vital role of child care providers in preventing child maltreatment and specifically highlights the implementation of protective factors that can mitigate risks associated with child sexual abuse.
Understanding Child Sexual Abuse
Child sexual abuse encompasses a variety of harmful practices, including but not limited to exploitation, molestation, and exposure to sexual activities. The consequences of CSA can be devastating, not only threatening the immediate safety of children but also having long-term psychological effects, such as Post-Traumatic Stress Disorder (PTSD), anxiety, and depression (McDonald, 2007). Furthermore, research indicates that children who experience maltreatment face significant lifelong challenges, including impaired brain development, which can impact their emotional and intellectual growth (McDonald, 2007; Wang & Holton, 2007).
Risk Factors for Child Sexual Abuse
Various factors contribute to the probability of CSA, including familial stress, social isolation, and lack of knowledge about child development (Smith, 2001). Young children, particularly infants and toddlers, are especially vulnerable—yet they are notoriously underrepresented in abuse statistics despite being at the highest risk of severe harm (USDHHS, 2008). Children of color are disproportionately represented in child welfare systems, possibly due to systemic issues like socio-economic deprivation and social injustice (Lane et al., 2002).
The Role of Child Care Providers
Child care providers, who frequently interact with children and families, are in a unique position to identify signs of potential abuse and to offer resources and support to families experiencing stress (Olsen & Hyson, 2003). A national survey conducted by the National Association for the Education of Young Children revealed that early education providers are eager to play a proactive role in preventing child maltreatment but often lack the training necessary to do so effectively (Olsen & Hyson, 2003).
Child care settings provide a daily opportunity for care providers to build protective factors that strengthen familial bonds, enhance parenting skills, and improve social networks, thereby contributing to the prevention of child sexual abuse.
Protective Factors
According to the Strengthening Families framework, several key protective factors can be fostered by child care providers to mitigate the risk of maltreatment:
1. Parental Resilience: The ability of parents to cope with stress and recover from setbacks. Child care providers can support resilience by offering a listening ear, providing practical assistance, and sharing resources for mental health services.
2. Social Connections: Emotional support from a network of friends and family can buffer against stress. Child care providers can help build these connections by organizing family events, ensuring that parents have opportunities to meet and support one another.
3. Concrete Support in Times of Need: Immediate and tangible help can relieve pressure on parents facing crises. Providers can maintain supplies, such as diapers or formula, and connect families with local resources for food, clothing, or financial aid.
4. Knowledge of Parenting and Child Development: Understanding child development helps parents set appropriate expectations and respond effectively to their children's needs. Child care providers can offer educational materials, workshops, and one-on-one discussions to increase this knowledge.
5. Social-Emotional Competence in Children: Promoting healthy emotional development helps children establish positive relationships and seek help when needed. Child care providers should model and teach appropriate emotional regulation and social skills within the classroom (CSSP, 2005).
Implementation Strategies
To effectively nurture these protective factors, child care providers should incorporate the following strategies into their daily routines:
- Regular Communication: Engage parents in open discussions about their children's behavior and development. Create a welcoming environment where parents feel comfortable discussing their concerns and achievements.
- Collaborative Problem-Solving: When child care providers encounter challenging behavior, they should invite parents to participate in finding solutions, much like the case of Ms. Castle and Samantha—focusing on partnership enhances both parental confidence and child care quality.
- Training Sessions: Invest in professional development focused on abuse prevention strategies, trauma-informed care, and effective family engagement techniques so that providers feel equipped to identify warning signs and take appropriate action.
- Building Community: Organize workshops and family events that foster relationships among parents, children, and providers, promoting a sense of belonging that can reduce stress and isolation.
The Economic Cost of Child Maltreatment
It is essential to recognize that the costs associated with child maltreatment are not limited to human suffering but also extend to significant economic burdens. The estimated annual cost of child maltreatment in the United States exceeds 3.8 billion, encompassing medical costs, child welfare services, and lost productivity (Wang & Holton, 2007). Therefore, preventive strategies in child care emerge as not only a moral responsibility but also an economically sound decision.
Conclusion
Child care providers play an indispensable role in the holistic well-being and protection of children, particularly in the context of preventing child sexual abuse. By fostering protective factors within their environments and working collaboratively with families, they can significantly reduce the risks associated with maltreatment. The investment in training and support for child care providers will yield dividends not only in healthier child development but also in stronger families and communities.
References
1. Baker, L. S., & Lewit, E. M. (1995). Child indicators: Unintentional injuries. The Future of Children, 5(1).
2. Bluestone, C. (2005). Personal disciplinary history and views of physical punishment: Implications for training mandated reporters. Child Abuse Review, 14, 241-255.
3. Centers for Disease Control (2008). Nonfatal maltreatment of infants and toddlers in the United States-October 2002-September 2006. Retrieved from https://www.cdc.gov
4. Crume, T. L., DiGuiseppe, D., Byers, T., Sirotnak, A. P., & Garret, C. M. (2002). Under-ascertainment of child maltreatment fatalities by death certificate sources. Pediatrics, 110(2), 259-266.
5. English, D. J. (1998). The extent and consequences of child maltreatment. The Future of Children, 8(1), 39-53.
6. Lane, W. G., Rubin, D. M., Monteith, R., & Christian, C. W. (2002). Racial differences in the evaluation of pediatric fractures for physical abuse. Journal of the American Medical Association, 288(13), 1603-1609.
7. McDonald, A. (2007). Brain development in childhood: The Dana guide. Retrieved from https://www.dana.org
8. Olsen, M., & Hyson, M. (2003). Early childhood educators and child abuse prevention. NAEYC.
9. Sedlak, A. J., & Broadhurst, D. D. (1996). Third national incidence study of child abuse and neglect. Washington, DC: U.S. Department of Health and Human Services.
10. Wang, C. T., & Holton, J. (2007). Total estimated cost of child abuse and neglect in the United States. Retrieved from https://www.preventchildabuse.org