1. Child Abuse Prevention EDU 153 Spring 2016

2. Policies for Child Abuse  Preventive Measures  Protective Measures

3. Preventive Measures  Careful Hiring practices  Screening for abuse potential  Probationary period enforced to observe of treatment of children  establishing a code of conduct regarding appropriate child-teacher behavior  providing continued inservice training, especially on topics related to identification of abuse or neglect, effective behavior management strategies, and teaching children self-protection skills (Teacher Checklist 10–3)

4. Prevent Accusations  Inform parents of child abuse policy  Caregivers are mandated reporters  Child care steps to prevent abuse in care  Set up to be “open”—no situation that could lead to “privacy” for caregiver and child  Written policy of discipline and guidance that is followed by all  “Ouch reports” are filled out, a copy given to parents, and a copy in child’s health file

5. Intervention  Observation  Identify when parents are under stress  Identify when children are under stress  Discussion  Establish good communication relationship with parents  Talking with caregiver may help parents relieve stress

6. Action Inform parents of coping skills Refer parent to resource for help Understand factors that may lead to abuse, for example: Significant changes in lifestyle Unrealistic expectations of child’s capabilities (lack of developmental knowledge) Poor impulse control Under influence of drugs or alcohol

7. Documentation  If abuse is suspected, document indicators  Observe child at different times, in different situations, and record in note form  Record behavior, conversation and physical signs  Anecdotal record best type for this  Keep records for a period of time to refer to later

8. Reporting  Reporting process should be clear  State process should be kept at child care site  Child’s name, address, and age must be included  Parents’ names and addresses (if separate addresses) should be given  Anonymity for caregiver will be provided

9. Caring for the Abused Child  Caregiver should examine feelings about the issue  Can the caregiver “deliver” the care the child needs without prejudice?  Caregiver determines level of understanding of “normal” behavior  Caregiver needs to learn how to redirect behaviors that may result from abuse

10. To help and support abused child the caregiver needs to provide:  Trust  Predictable routines  Consistent behavior  Safe boundaries  Confidence  Good communication skills Caring for the Abused Child

11. Guidance  Reinforce desirable behaviors  Redirect the child's attention to another activity  Consistent expectations  Consequences  Ignoring undesirable behaviors  Practice desirable behaviors  Establishing a program policy of nontolerance

12. Teachers  Conducting daily health checks  maintain thorough records of children's injuries  It is also preferable not to leave a teacher alone with children.  Participate in inservice training  Purchase their own professional liability insurance unless they are covered by their employer's policy.

13. Program Policy  written action plan for addressing suspected incidences of abuse and neglect  What to Include in a Written Child Abuse/Neglect Report  1.The child and parents’ or caretakers’ name(s) and address (if known).  2.The child's age.  3.The nature and extent of the child's injuries or description of neglect  4.The identity of the offending adult (if known).  5.Any additional information the reporting person believes may be helpful in establishing the cause of injuries or neglect.  6.The name, address, telephone number, and professional title of the individual making the report.

14. Inservice Training Topics  relevant state laws  teachers' rights and responsibilities  physical and behavioral signs of maltreatment  development of school policies and procedures for handling suspected cases  teacher and staff management of abuse and neglect  community resources and services  classroom strategies for helping children who have been maltreated  stress reduction and time management skills  Teachers also play a valuable role advocating for laws, policies, and programs that protect children's rights and well-being.

15. Teacher’s Role  Establishing a trusting relationship with children  Play therapy  Artwork and story-telling  Helping children learn how to manage anger and to express emotions

16. Building Children's Resilience  responding to children in a consistent and supportive manner  providing private space that children can call their own  establishing gradual limits for acceptable behavior;  following predictable routines and schedules to create order in children's lives  letting children know you are available whenever they need someone  taking time to prepare children for new experiences;  accepting children's initial fears and reluctance to participate  encouraging children to talk about their feelings, fears, and concerns

17. Children's Books about Maltreatment

18. Reaching Out to Families  Identify families under stress  Form partnerships and build trust  Share child development knowledge  Safe haven laws