Emotional children abuse Essay

Table of contents

Emotional children abuse and its long term effect on their well-being

Despite the increased awareness of children emotional abuse in the recent past, emotional child abuse remains a huge problem in many societies. Children who are victims of emotional abuse may face detrimental long-term psychological effects on their well beings. Emotional child abuse can be in various forms i.e., using demeaning or insulting language, neglect, sexual or physical abuse (Şahbal et al, 2016). This research paper provides an in-depth discussion on the issue of emotional children abuse and its long term effect on their well-being.

Research questions

  • Who are the common emotional abusers of children?
  • What are the indicators of children who are emotionally abused?
  • How does abuse lead to the long term effect to the well-being of a child?
  • What are the long-term consequences of emotional children abuse?

Background description of the research questions

For a long time children emotional abuse has been linked with parents, caregivers, family or friends who often close to the children but fail to show concern fot the children’s welfare. However, with the growth and diversification in the societies set up, a question looms of who are the potential emotional abusers or the perpetrators of child abuse? Through research, it is expected that other emotional abusers such as teachers, peers and acquaintances will be established.

Over the years, various researchers have delved the indicators of emotionally abused children. In the quest of rescuing abused children, it is vital for one to know what they should be looking at in a child to establish if they are emotionally abused. More so, it is important to note the difference between a physically abused child and one who is not.

Literature review

According to Heredia (2015), the most common perpetrators of child abuse are those that are close to them such as parents, family, friend and caregivers. On the other hand, strangers and acquaintances are considered other non-common emotional abusers. Heredia (2015) notes that a study by National Child Abuse and Neglect Data System, (NCANDS), in 2005 showed that 79% of all emotional abuse to children were caused by parents. Some of the factors that make parents the most common abusers are that parents could have at one point have been victims of emotional abuse such as divorce, battery or abusive marriage. Other factors may include, socioeconomic difficulties, failure of knowing how to discipline children as well as self-esteem issues. Landry (2014) provided instances where parents emotionally abuse their children, dividing them into three categories namely; deliberately rejecting essentials for healthy development of children; degrading children using abusive language, which is reducing their self-worth and finally isolating children form social situations.

Ruff, C. M. (2015) notes that some of the indicators of children who have been emotionally abused include being antisocial, oppositional and aggressive. Moreover, the children are likely to perform poorly in school academics. Ruff insists that emotionally abused children face challenges in their self-esteem and hence tend to emotionally and physically withdraw from situations leading to poor ability to form meaningful relationships with peers, family or friends.

Little research has been done in the topic of protective factors for emotional and physical child abuse. In a study done by (Meinck et al., 2015) hypnotized the risk consequences caused by physical and emotional abuse in a society in South Africa. The study was conducted in through interviews and a questionnaire completed by the children that were aged 13 years to 19 years. The study established that protective factors in the community, school and care giver place children at very high risk of abuse in south.

(Lereya et al., 2015) is a study that used data from Avon Longitudinal study of parents and children. Maltreatment, emotions and sexual abuse was assessed in children aged eight to nine years. Maltreatment and bullying were assessed twice. The study established that adult mental is consequent of the childhood behavior. Abuse such as maltreatment from peers such as bullying is the cause of long-term effect in the child.

Interventions to minimize the long term effect of emotional abuse in children rely categorically on the identification of such children (Maguire et al., 2015). Through a study that involved 30 studies, 15 of those studies highlighted behavioral character of children. 13 of those studies were addressing the emotional well-being of children. The study established school aged children that presented the poor performance were the victim of neglect and emotional abuse as the main major cause.

Childhood maltreatment is major societal threat that comprises of health development. Children with a history of maltreatment always show altered structural and responsively. In the research done by (Jedd et al., 2015) employed an emotion pressing task in adults that had childhood maltreatment. The sample of the study included adult that once experienced maltreatment at a younger age. It was established the study that, persons who have been maltreated at younger age are associated with lasting alterations.

Significance of the study

The research question regarding common emotional abusers of children is significant because it seeks to establish the common and uncommon abusers in a transcultural society. According to a research by Ba-Saddik & Hattab (2012), emotional abuse is one of the most prevalent form of children abuse but rarely studied. Its high preference in countries like U.S, India, Cyprus and Nigeria necessitates a research to identify the abusers.

The overall finding of the review show that childhood maltreatment may face severe and long term psychological consequences. Children abused at a younger age are at risk of having mental problem especially of untimely care is disseminated. Besides children with abused history get involved in activities and behavior that are aggressive and engaging in activities that are abusive to others in the society. Increasing research efforts to improve the understanding of the society in regards to child emotional abuse will help prevent the negative impacts of emotional child abuse. Finally activities such as home visiting and provision of mutual support helps groups hold potential seminars to find solution of solving child emotional abuse. These programs can educate the society importance certain child development stages.

References

  • Ba-Saddik, A. S., & Hattab, A. S. (2012). Emotional abuse towards children by schoolteachers in Aden Governorate, Yemen: A cross-sectional study. BMC public health, 12(1), 647.
  • Heredia, N. (2015). Child Abuse and its Effects on the Social-Emotional Behavior of Elementary School Students.
  • Jedd, K., Hunt, R. H., Cicchetti, D., Hunt, E., Cowell, R. A., Rogosch, F. A., … & Thomas, K. M. (2015). Long-term consequences of childhood maltreatment: Altered amygdala functional connectivity. Development and psychopathology, 27(4pt2), 1577-1589
  • Landry, S. (2014). Child Sexual, Physical, and Emotional Abuse: The Long-Term Impact of Child Abuse on Adult Interpersonal Functioning.
  • Lereya, S. T., Copeland, W. E., Costello, E. J., & Wolke, D. (2015). Adult mental health consequences of peer bullying and maltreatment in childhood: two cohorts in two countries. The Lancet Psychiatry, 2(6), 524-531.
  • Meinck, F., Cluver, L. D., Boyes, M. E., & Ndhlovu, L. D. (2015). Risk and protective factors for physical and emotional abuse victimisation amongst vulnerable children in South Africa. Child Abuse Review, 24(3), 182-197.
  • Ruff, C. M. (2015). The Short-and Long-Term Effects of Child Abuse and Their Implications for the Suggested Length of Physical and Psychosocial Treatment Regimens.
  • Şahbal, A. R. A. S., Sema, Ö. Z. A. N., & Sevgi TIMBIL, S. Ş. (2016). Exposure of students to emotional and physical violence in the school environment. Nöro Psikiyatri Arşivi, 53(4), 303.
  • Maguire, S. A., Williams, B., Naughton, A. M., Cowley, L. E., Tempest, V., Mann, M. K., … & Kemp, A. M. (2015). A systematic review of the emotional, behavioural and cognitive features exhibited by school‐aged children experiencing neglect or emotional abuse. Child: care, health and development, 41(5), 641-653.
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Argumentative essay of child abuse

When one sees a child, walking with there parents one as a person visualizes a child that is with his loving parents, a child that is the lights of innocence and joy. This visualization is majority based on our beliefs on how a child should live there infant year. However, that may not be the case for many children here in the U.S. As we may see a child that is happy when they are seen with their parents outside of there home and he/she may be full of joy; one may not know how they truly live and if they are safe inside their household as they are outside from it.

Even though we may not want to acknowledge things that may seem harmful; one must acknowledge that as much as adults are/can experience any act of domestic violence, it is most likely that a child can witness or live through it as well. Throughout time it has been developed that children have been affected by Child abuse or Child maltreatment in which it occurs physically, sexual, and/ or psychological maltreatment or neglect of a child or children, especially by a person or a caregiver.

Domestic violence within children has become an issue that occurs nationally and internationally. In most this is characterized as child abuse or child maltreatment, in the history of this states that these acts begun within the 16th and 17th century in which child was carried as properties of their father. In this “property” act of the father it is in the state that the father can do what he pleases with the child even it is means hitting them for anger or just abuse them the way they please; this action was taken because through the time of this century the men where in charge of the household and where in charge of their children and wife.

In this historic event, it was also an allowed action at that moment to abuse their child physically as in which it was indicated that children would be sexually abused in were at most points it a factor of religion was. As time had developed and gone by it was shown that child abuse was a big issue and that children have highly experienced direct and indirect actions of Domestic violence, in the 1974 a federal law was created in where the Child Abuse Prevention & Treatment Act (CAPTA), was an act in where it helped out eliminate child abuse by funding programs in where it allowed individuals to report child abuse and as well to help children find a place in where they can feel secure and protected. As this is a development from the history of abuse, there are still many children that are facing abuse.

Regarding child abuse research that was made by the creator of the article FindLaw has shown that more than “in the United States each year there are more than 3.6 million reports of child abuse are made in it involves more than 6 million children. As there is an approximate of 6 million children being abused there is an estimate that around 4 to 5 children are as well being killed because of child abuse or neglect” (FindLaw). It is harmful to see these statistics that show that many children are being abused and neglected and as for it to not be more fragile, there are occasions that the children that have experienced this type of living are most likely children that live with parent or caregivers who abuse alcohol and drug are 3 to 4 times more likely to be abused or neglected.

Furthermore, besides this statistic of children being through acts of violence, there are other statistics that have been confirmed. For instance, in two other statistics, it has shown that a child who is a victim of abuse id 3 times more likely to repeat the same action of his offender when he grows up. The second statistic is a statement that regarding 6 million that have reported violence, there are 115 children that are being abused hourly and in which it concludes that 90% of those children are being abused by their caregiver or parents. Through the gather of this information, it is harmful to acknowledge that children are being abused by daily. As this statistic that gives the victims that report the harm that is being done to them throughout their lives, there are still cases that go unreported. Cases that regard children being abuse may not be reported regarding that a parent may be the abuser and a child may fear that if they were to ever speak about their abuse to anyone they may never have an ending to it.

Domestic violence is an act of violence in where a child can have a great impact through it and because of that impact it can reflect the way they see themselves or raise themselves to be. In regard to the effects that Domestic Violence has to a child, in the article Domestic Violence and Education: Examining the Impact of Domestic Violence on Young Children, Children, and Young People and the Potential Role of Schools by Michele Lloyd states the following, “Domestic violence is manifested in various ways and has been conceptualized by some as taking direct and indirect forms.

Indirect abuse can result from inter-parental violence where children are not the subject of direct abuse. However, children witnessing inter-parental violence, and hearing it without necessarily seeing it, can still feel its effects: ‘While often characterized as witnesses to inter-parental violence, which implies a passive role, children actively interpret, attempt to predict and assess their roles in causing the violence’”(Lloyd). The fact that a child can see the actions or even hear them has made an impact on them through the way they act or even interact with others. Abuse to a child has a different impact when it comes to there age difference. If a child were to experience any form of Domestic violence or even witness, it throughout the age frame of 1-16 years old there is a chance that they have a high duration of stress levels in where it may not be controlled.

However, if a child that is in an early stage of age and face domestic violence there is a chance a high percentage that they would interact in negative behavior in where they will believe that what they visualize, and experience is a correct action. Besides the effect that it has behavior wise, the most effective thing that a child can go through is that as they grow up they may recreate the actions that where done to them and become an offender themselves, as this may be the case in most times, the victims can as well face mental and emotional activities that have to do with the actions that they make.

Furthermore, in the effect of a child were to occur have impacted a high impact that may cause them major distress to this is the acts of emotions and mental health. Those who face Domestic violence throughout their time in life, have an impact that is through their mental state of mind. Those who live through violence or experience it, have had mental issues like Anxiety, stress levels, depression, and even PTSD. As PTSD is known as Post-traumatic stress disorder, it is a consequence of results that are interacted by the exposure to major events and threats in lives.

As many of us have heard about PTSD occurring to those who have fought in wars, it is likely as well for people who have to live through Domestic action to experience it. This Disorder is more likely to occur to victims that have had various of exposure in which it includes repeated, non-repeated actions, indirect or direct exposure. The result of PTSD id an action of fear and helplessness. Furthermore, in the article Perceptions of Family Relationships and Post-Traumatic Stress Symptoms of Children Exposed to Domestic Violence states that children that are exposed to domestic violence have a higher trauma exposer. An because of this action it is to occur that one in four children exposed to domestic violence is to experience PTSD and from one of ten children were to not be non-interpersonal with a tragic event that was to occur to them.

To conclude, a child should never experience and act of evil an act that may make them fear for their safety. A child should live in innocence for the rest of their childhood. But if that weren’t to happen it is quite upsetting to know that a child has to face major impacts through there lives at a young age. In the history of Domestic Violence, it has been shown to reflect that a child was considered a “property” they shouldn’t at any point be abused. A child is not a toy, a child is not heartless.

No matter what age they are they shouldn’t be abused. A child is a child that should live in a happy environment; in an environment that they would feel safe and happy to go to every day. No child should experience any type of child abuse or child maltreatment in which it occurs physically, sexual, and/ or psychological maltreatment or neglect of a child or children, especially by a person or a caregiver. If one were ever to see a child that is living through a hard time like this, they should stop and see if that child needs help, a small act can make a big difference. An act so small and letting the child know that they are not alone can actually reduce the number of domestic violence reports that have not been reported; as well it can reduce the number of children being abused by their own parents and caregivers.

References

  1. Editors, F. T. (2019). FindLaw. Retrieved from Child Abuse Background and History: https://family.findlaw.com/child-abuse/child-abuse-background-and-history.html
  2. Lawson, J. (2018, December). Domestic violence as child maltreatment: Differential risks and outcomes among cases referred to child welfare agencies for domestic violence exposure. Retrieved from Children and Youth Services Review.
  3. Lloyd, M. (2018, Nov 13). Domestic Violence and Education: Examining the Impact of Domestic Violence on Young Children, Children, and Young People and the Potential Role of Schools. Retrieved from Frontiers in Psychology: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6243007/
  4. Paul, O. (2019, January). Perceptions of Family Relationships and Post-Traumatic Stress Symptoms of Children Exposed to Domestic Violence. Retrieved from SpringerLink: https://link.springer.com/article/10.1007/s10896-018-00033-z
  5. Tessie Mastorakos, K. L. (2019, March). Attention biases and social-emotional development in preschool-aged children who have been exposed to domestic violence. Retrieved from Child abuse and Neglect: https://www.sciencedirect.com/science/article/pii/S0145213419300055

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How To Stop Bullying In Schools

Bullying as a vice has been on the increase recently and has taken root in our schools. Day in day out news never miss incidents of pupils or students being ill-treated by their fellows and this has been stressing to parents who no longer have the courage to entrust their children under the care of teachers in schools for the fear of safety. The bullied children are affected directly in their academics, suffer from sleep problems, anxiety, and far worse even depression. The bullies themselves may end up having extensive problems in their adulthood such as drug and substance abuse or violence. So the question is, how do we stop this problem?

Students should be taught virtues like kindness and empathy. When students are able to approach issues from various perspectives, they are less likely to indulge in inhumane acts against their fellows. They should participate in activities that boost their social-emotional learning. This will enable them to understand and appreciate their identities and those of others and to do this, they need to have empathy and kindness. “Empathy is the ability to put yourself in someone else’s shoes, and teachers need to embed this skill into their curriculum.” (Patterson 15) Students should get together and practice conflict resolution, work through problems and understand those around them.
Educators should identify gateway behaviors. Indicators of bullying can be recognized in the early stages and if these signals can be seen at onset, they can be tamed to avoid a much bigger problem in the future. These gateway behaviors include; Stalking, ignoring or excluding, causing physical harm, laughing cruelly, spying, prolonged staring, and eye-rolling. These behaviors may not necessarily be classified as direct bullying but interventions should be put in place to mitigate the likelihood of them causing bullying in the future.

Established systems within the school where bullied children can freely report can also help curb this menace. There should be strong repercussions for bullying. Counselors and other professionals are advised to meet with children involved and their families to discuss the issue and help determine the solutions. Classroom discussions should also be held about the motivations and effects of bullying to sensitize students and promote self-awareness. This impacts positively on the students thus can help stop bullying in schools.

Another way educators can help prevent bullying is by participating in simulations. It should not be just a theoretical issue but educators should know exactly how to deal with the bullying incident should it come up. “We are currently using technology to recreate the experience for pre-service teachers in a mixed reality lab.”(Quinquis 45). Pre-service teachers are asked to respond to the bullying situation and provide a fitting solution.

Although bullying has been part of the society since its inception, joint efforts of the schools, parents and the students themselves can make going to school a healthier and safer experience.

References

  • Ericka, Dawes. Early Childhood Literacy, 2015
  • Quinquis, Maureen-Creegan. Teach Students to Prevent Bullying, 2014

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Summary on child abuse

Child abuse is an act whereby parents or guardians would jeopardize or impair the well-being of the child, which includes physical, sexual, emotional and psychological abuse. According to our research, the trends on child abuse is increasing. In the previous year, 3,035 reports were looked into on the topic of child abuse, which was about 1.5 times that of the 2,022 inquiries in 2015. Most of the cases involved physical abuse in children. An example stated was a mother and her boyfriend physically abusing a two years old boy in 2015, in which they kicked and slapped him almost every day for over a month (The Straits Time, 2017).

The factors that contribute to child abuse include aspects of the family and child. Family structure, domestic violence and stressful life events can contribute to the possibilities of maltreatment. Research have shown that children who live with single parent are more likely to experience physical and sexual abuse. Due to the family’s low income, heavy responsibilities and insufficient support, single parents choose to mistreat children to relieve stress (Child AbuseWatch, n,d.).

Due to the increasing trend on child abuse, the government has invested in reinforcing the abilities of professionals such as educators, healthcare and social workers to discern abuse and intervene professionally. To ensure that the professionals are well educated, they are required to undergo training to better equip themselves for such situations (Ministry of Social and Family development, 2016).

Children’s age, physical, mental and emotional disabilities cause them to be vulnerable to certain types of child abuse such as shaken baby syndrome and physical neglect due to their petite physical size. Children with disabilities tend to be ill-treated 1.7 times more than children without disabilities. Parents may feel overwhelmed with the extra responsibility that they have to provide for their children. Children with special needs are also seen as an outcast and are easy targets for abuse (Child AbuseWatch, n,d.).

A pressing and prevailing issue that children in Singapore face is abuse. One of the reasons why children in Singapore face abuse is due to the fact that children are not given a voice to speak up against their abusers. Often, the perpetrator is their own family member. Thus, due to the fear of speaking against their family members and tearing apart their family, victims of child abuse often choose to stay quiet on the issue. For example, in March, a food stall assistant, who sexually abused his biological daughter for more than two years, was sentenced to 23½ years’ jail and the maximum 24 strokes of the cane. The girl was aged between 11 and 13 when her father violated her. At first, she did not tell anyone about the abuse, fearing that it would break her family up. (The Straits Times, 2017).

Some victims of child abuse may not even be aware that they were being used by their own family members for their own pleasure. A case of sexual abuse of a boy came to light during a sexual education class when he insisted that a “bad” touch was a “good” touch as his father, as well as his father’s friend, had done it to him previously. He had not realised that he was sexually abused. (CNA, 2019).

Differentiating child abuse is also a problem in Singapore as parents use violence as a form of punishment to discipline their children. We have all heard of the saying “spare the rod, spoil the child”. However, where should the line be drawn? Many parents lack child development knowledge and thus may cross the line while having good intentions in mind. Numerous child abuse cases are interconnected to issues – parents who want to discipline their child ends up abusing him (Teo, 2017).

Another reason why child abuse cases are kept under the wraps is because children educarers are not trained well enough to discern and spot signs of child abuse. A survey conducted by the Singapore Children’s Society indicate that pre-school teachers are not well-trained in handling child abuse cases or are not aware of the resources available. It polled 336 pre-school staff, of whom 60 per cent had more than 10 years of experience and 62 per cent were in leadership or management positions. (The Straits Times, 2017)

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Example essay about bullying

Bullying is an international epidemic and is evident across all cohort in the education system. It is an intentional and repeated intimidating behaviour by an individual or group against another students or group. Bullying has been a global issues and is evident in all age group although it is not a part of growing up. Bullying can be describe has a destructive act that can have major impact on students physical and mental health either short or long term. Bullying takes many forms and can occur in a ‘real’ or virtual environment. Bullying that occurs face-to-face can be verbal, physical, emotional and social. Bullying is considered a common practice of violence in schools. Many studies have shown that bullying makes schools to be unsafe places for students. (Maliki et al., 2009).

Background

Bullying among schoolchildren is certainly a very old phenomenon. Many children are frequently and systematically harassed and attacked by other children has been described by many of my colleagues. Students who are bullied at school may show symptoms such as: becoming aggressive and unreasonable; start to get into fights; refuse to talk about what is wrong; have unexplained bruises, cuts, scratches, particularly those appearing after recess or lunch; have missing or damaged belongings or clothes; have falling school grades; be alone often or excluded from friendship groups at school; show a change in the their ability or willingness to speak up in class; appear insecure or frightened and be a frequent target for teasing, mimicking, ridicule or public humiliation. In response to this increasingly hostile treatment, the victims change and become more accepting and submissive. (Victoria State Government, 2014).

Jamaican classrooms have been and haven for bullying and had left several students has victims. I have realized that many students face dia-consequence of been bullied by peers, older students or close friend. In spite of making several complain to deans of discipline, guidance councillors’ principals and sometimes classroom teachers, bullying are still one of the main problems students experience within the school setting. This stems form name calling, teasing, physical abuse and extortion. This has been the underlining factor for school violence, anti- social gangs. Most of the time stakeholders fail to put plans into place to tack these issues instead they pretend they are non-existent. The victims becoming paralyzed with fear and suffering physically, psychosocially and academically, which spiral anti-social behaviours.

According to Corey Robinson (2019) there are growing concerns that Jamaican school administrators are not doing enough to stem bullying within their walls, as dozens of parents whose children have been targeted say they are left helpless and confused. In order to stop this bullying epidemic in our schools the government of Jamaican along with Minister of State in the Ministry of Education, Youth and Information, Hon. Floyd Green, launch a sensitisation campaign to sensitized teachers’, about how to be keen on the matter. The main document use that drive this move was study done in 2015 by UNICEF. The study reveals that 75 per cent of bullied students report it to school authorities, only 34 per cent found that this made any difference to their ordeal. The study also showed that, nine out of 10 students have seen a child being bullied at school, and six in 10 students say they have been bullied at some point in their lives.

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Argumentative essay on bullying

Bullying is recognized as a form of aggressive behavior that repeatedly implicates severe consequences to the victims. Even though bullying commonly happens in childhood, the impact can last well into adulthood. In order to provide them with such education and successfully decrease the bullying issues from schools, we need to determine the causes and effects that school bullying poses on children.

Children who bully usually come from dysfunctional families which conflict misbehavior and often child neglect or abuse. Based on the survey, a significant number of prone to bullying come from families that left with bad affection and devotion. In such families, parents may often be an example of inappropriate behavior, such as aggressive acts towards their friends, siblings or anyone around them. In order to make themselves feel better and confident to face other, they will intentionally and continuously react aggressively and simulate it with their peers. This is because they became overwhelmed with the power and attention that they got from other people and encourage them to gain popularity as well as the ability to have others afraid of them.

Other than that, many students have not learned how to manage the pressure from unmet expectations or lack the ability to solve a problem in their personal life. which make they vent their frustrations on those around them. This happen when the bully themself have difficulty in communicating to others when they have a problem. They feel powerless in an environment where the adult is always right. They may express that anger and helplessness by showing their frustration and anger on someone else especially on those whom are weak and don’t have the ability to protect themselves whenever the got into a problem. When people get frustrated and angry, they can usually stop themselves from doing things that will hurt others because they don’t have the ability to regulate their emotions, small annoyances can provoke them and cause them to severely overreact.

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Child Abuse and Maltreatment in School-Age Years

School age children are children between the age of 6 and 12. Parents should carefully monitor children in this age group as they may face child abuse and maltreatment in diverse aspects (Grand Canyon University, 2018). One type of abuse that children may undergo is bullying by other schoolmates. Bullying occurs in educational setting and may include hostile intent, provocation, physical, emotional, or . Parents and caregivers should identify warning signs of that indicate bullying and act appropriately to protect the children (Callaghan, Fellin, Alexander, Mavrou, & Papathanaasiou, 2017). Some of the warning signs of bullying include unhappy, anxious, or withdrawn children, unexplained injuries, changes in eating habits, poor performance in school, destroyed clothing, and regular school absenteeism.

School-age children may also face sexual abuse such as rape, child pornography, or molestation (Callaghan et al., 2017). Any sexual intercourse with a child is rape since a child cannot legally give consent to sexual activity. Sexual activities may include fondling a child’s private parts, indecent exposure, vaginal/anal penetration, and sexual exploitation where children are used for prostitution. Statistics indicate that a close family member or someone that the child knows is the perpetrator of most sexual abuse (Callaghan et al., 2017). Some of the warning signs of sexual abuse include a child’s knowledge of sexual acts, seductive behaviors of a child, excessive aggression, uninhibited behavior, or fear of a certain family member. Healthcare providers may conduct a medical examination to identify sexual abuse. Child abuse is defined according to socially accepted norms that vary from one culture to another (Grand Canyon University, 2018).

Certain cultures such as the Asian communities use healing practices such as the use of herbal remedies to cure certain illnesses that that may be misinterpreted as child abuse. Healthcare providers should be sensitive to cultural beliefs and practices and maintain a nonjudgmental attitude as this will help in differentiating cultural health practices from child abuse (Zeanah & Humphreys, 2018). The state of California requires all healthcare providers to report any suspected child abuse immediately to the county child welfare department or any local law enforcement agency such as the local police and write a report within 48 hours about the incident. A person does not have to be physically present to witness the abuse or have definite proof that a child may have been subjected to child abuse rather have a reasonable suspicion that a child has been abused (California Department of Education, 2020).

References

  1. California Department of Education. (2020). Child Abuse Prevention Training and Resources. Child Abuse Identification and Reporting Guidelines. Retrieved from https://www.cde.ca.gov/ls/ss/ap/childabusereportingguide.asp
  2. Callaghan, J. E. M., Fellin, L., Alexander, J. H., Mavrou, S., & Papathanaasiou, M. (2017). Children and domestic violence: Emotional competencies in embodied and relational contexts. Psychology of Violence, 7(3), 333-342.
  3. Grand Canyon University. (Ed.). (2018). Health assessment: Foundations for effective practice. Grand Canyon University.
  4. Zeanah, C. H., & Humphreys, K. L. (2018). Child Abuse and Neglect. Journal of the American Academy of Child and Adolescent Psychiatry, 57(9), 637–644. https://doi.org/10.1016/j.jaac.2018.06.007

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