645169
Description
Flashcards by Meghan Wiebe, updated more than 1 year ago
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Created by Meghan Wiebe
about 10 years ago
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| Question | Answer |
| 1) Primary prevention- by ensuring that the _________ in the program is rich with ________, respectful role modeling in _______ to both children and adults. 2) Secondary prevention- by early ___________ of suspected child maltreatment and by ________ suspected maltreatment to a child protection agency. 3) Tertiary prevention- by ________ both children and families when _____ _________ has been confirmed. (If ________ are asked to be involved) | 1) Primary prevention- by ensuring that the ENVIRONMENT in the program is rich with RESPONSIVE, respectful role modeling in RELATING to both children and adults. 2) Secondary prevention- by early IDENTIFICATION of suspected child maltreatment and by REPORTING suspected maltreatment to a child protection agency. 3) Tertiary prevention- by SUPPORTING both children and families when CHILD MALTREATMENT has been confirmed. (If EDUCATORS are asked to be involved) |
| Child maltreatment is always a ______ of ________. A person with greater ______, _________ or _________ power and authority controls a child in a way that does not contribute to the child’s ______, ______ and _______. | Child maltreatment is always a MISUSE of POWER. A person with greater PHYSICAL, INTELLECTUAL OR EMOTIONAL power and authority controls a child in a way that does not contribute to the child’s HEALTH, GROWTH and DEVELOPMENT. |
| __________ practices may be abusive to children. The ________, __________ and ______ consequences can be devastating. | INSTITUTIONAL practices may be abusive to children. The PHYSICAL, EMOTIONAL and SOCIAL consequences can be devastating. |
| Types of Maltreatment are: 1. _______ 2. _______ abuse 3. _________ abuse 4. ______ abuse | Types of Maltreatment are: 1. NEGLECT 2. PHYSICAL abuse 3. EMOTIONAL abuse 4. SEXUAL abuse |
| Neglect • Occurs when parent and caregivers fail to meet the child’s physical, emotional and social needs, through inattention or omission” p. 449 • EIGHT forms of neglect… (p. 450-451) 1. Failure to supervise or protect leading to physical harm 2. Failure to supervise or protect a child from possible sexual abuse 3. Physical neglect 4. Medical neglect 5. Failure to provide treatment for mental, emotional or developmental problems 6. Permits maladaptive or criminal behaviour 7. Abandonment or refusal of custody 8. Educational neglect (at least 5 days per month) | READ |
| Four categories of injuries that result from physical abuse: 1. Injuries to the ___ and ____ ______ underneath (_____). 2. Injuries to the ____ and ______ _______ system. 3. _______ (_______) injuries. 4. Injuries to the _______ system. | Four categories of injuries that result from physical abuse: 1. Injuries to the SKIN and SOFT TISSUE underneath (BRUISE). 2. Injuries to the HEAD and CENTRAL NERVOUS system. 3. INTERNAL (ABDOMINAL) injuries. 4. Injuries to the SKELETAL system. |
| Female Genital Mutilation: Occurs to some girls between the age of __ and __. _______, _________, and ________ are used as justification for this violent abuse, but in reality, ___ _________ dictates this practice. Seen from a human rights perspective, the practice reflects _________ between the sexes, and constitutes an extreme form of ___________ against women. FGM is nearly always carried out on minors and is therefore a __________ __ ___ ______ of the child. | Female Genital Mutilation: Occurs to some girls between the age of 4 and 10. CULTURE, TRADITION, and RELIGION are used as justification for this violent abuse, but in reality, NO RELIGION dictates this practice. Seen from a human rights perspective, the practice reflects INEQUALITY between the sexes, and constitutes an extreme form of DISCRIMINATION against women. FGM is nearly always carried out on minors and is therefore a VIOLATION OF THE RIGHTS of the child. |
| Canada’s _______ ____ prohibits citizens and landed immigrants from being _______ from the country and ________ to FGM. | Canada’s CRIMINAL CODE prohibits citizens and landed immigrants from being REMOVED from the country and SUBJECTED to FGM. |
| ________ punishment is the use of physical force to discipline children. It is ________ the law in Canada, but it is illegal in over __ countries. | CORPORAL punishment is the use of physical force to discipline children. It is NOT AGAINST the law in Canada, but it is illegal in over 20 countries. |
| What do children learn from corporal punishment? It’s permissible to ___ and ________ someone, especially someone ______. The reason they need to ____ ______ is to avoid being hit, not because they want to __ ___ ______ _____. Violence is an acceptable way of expressing ____ and ______ ________. | What do children learn from corporal punishment? It’s permissible to HURT and HUMILIATE someone, especially someone SMALLER. The reason they need to OBEY RULES is to avoid being hit, not because they want to DO THE RIGHT THING. Violence is an acceptable way of expressing ANGER and SOLVING PROBLEMS. |
| Two essential components of effective parenting are: ____________ and __________. | Two essential components of effective parenting are: RESPONSIVENESS and DISCIPLINE. |
| ________ abuse is likely the most widespread type of abuse, yet it is also the most ________ __ ______. Children are unlikely to escape emotional harm when they are _______ or _______ abused or ________. | EMOTIONAL abuse is likely the most widespread type of abuse, yet it is also the most DIFFICULT TO PROVE. Children are unlikely to escape emotional harm when they are PHYSICALLY or SEXUALLY abused or NEGLECTED. |
| Emotional abuse is characterized by the following pattern of behaviour… (457-458_ • Rejecting I wish you were never born. • Criticizing why can’t you do anything right? • Insulting I can’t believe you would be so stupid • Humiliation Embarrassing a child in front of other people • Isolating not allowing a child to play with friends • Terrorizing the police will come and take you away • Corrupting Swearing in front of child, getting them to do things criminally • Not responding emotionally • Punishing a child for exploring the environment | READ |
| Exposing children to ______ ________ is now recognized in a number of provinces as a form of emotional abuse in other provinces/territories as a _______ act of abuse. | Exposing children to FAMILY VIOLENCE is now recognized in a number of provinces as a form of emotional abuse in other provinces/territories as a SEPERATE act of abuse. |
| Sexual exploitation of children on the internet include: 1. Child _________. 2. Child _____/unwanted sexual __________. 3. Child _______/child ___ ________. | Sexual exploitation of children on the internet includes: 1. Child PORNOGRAPHY. 2. Child LURING/unwanted sexual SOLICITATION. 3. Child PROSITUTION/child SEX TOURISM. |
| Sexual abuse is usually a __________ relationship which provides the offender with the opportunity to manipulate the child’s _____ and _____ to ______ the relationship. | Sexual abuse is usually a LONG TERM relationship which provides the offender with the opportunity to manipulate the child’s DESIRES and FEARS to EXPLOIT the relationship. |
| Children with a strong sense of ___________ and _____________ skills may be less likely to be sexually abused. | Children with a strong sense of SELF-WORTH and COMMUNICATION skills may be less likely to be sexually abused. |
| For some children, stress and adversity due to abuse create feelings of _________ and wanting to _______, however in others difficult experiences trigger _______ _______, _______ and _______ leading to __________. | For some children, stress and adversity due to abuse create feelings of HELPLESSNESS and wanting to GIVE UP, however in others difficult experiences trigger PROBLEM SOLVING, LEARNING and GROWTH leading to RESILIENCE. |
| Physiological Consequences of Maltreatment: - Extreme and repetitive nightmares - Anxiety or depressive symptoms, long bouts of sadness, social withdrawal - Sudden phobias, such as a fear of darkness or water - Psychosomatic complaints, including, stomachaches, headaches, hypochondria, excessive blinking. | READ |
| Six core strengths for children 1. Attachment Being able to form a healthy attachment and trust with adults and/or caregivers 2. Self-regulation Being able to control impulses and recognize their feelings 3. Affiliation Being able to join and contribute to a group 4. Attunement Being aware of others and their needs, strengths, values, feelings… 5. Tolerance Understanding and accepting differences in others Respect In both themselves, things, and other people | READ |
| Physiological Consequences - Extreme and repetitive nightmares - Anxiety or depressive symptoms, long bouts of sadness, social withdrawal - Sudden phobias, such as a fear of darkness or water - Psychosomatic complaints, including, stomachaches, headaches, hypochondria, excessive blinking. Physical consequences - Obvious physical injuries related to abuse - Small body size and low weight - Permanent neurological damage - Stress-related symptoms | READ |
| Behavioural consequences - Developmental delays, language delay - Clinging behaviour, extreme shyness, and fear of strangers - Troubled socialization with peers (constant fighting, bullying, teasing) - Poor school adjustment and disruptive classroom behaviours - Self-destructive behaviours, (self-mutilation or burning) - Early use of drugs or alcohol and substance abuse or dependence - Suicide and suicide attempts (464) | READ |
| Six Core Strengths for Children Are? | Six core strengths for children are: 1. Attachment 2. Self-regulation 3. Affiliation 4. Attunement 5. Tolerance Respect |
| 7 Causes/Factors of Child Maltreatment are? | Causes/Factors of child maltreatment: - Economic - Social - Educational - Cultural - Individual - Familial - Religious |
| A child’s vulnerability to abuse may be increased by factors such as dislocation, colonization, ______, _______, _________, _______, and social ______. | A child’s vulnerability to abuse may be increased by factors such as dislocation, colonization, RACISM, SEXISM, HOMOPHOBIA, POVERTY, and social ISOLATION. |
| Some Parent Stress Factors include: If a family is experiencing several _____ _______ at the same time, increased stress may be more than they able to cope with. Lack of ______ _______ ________ or ________ families. | Some Parent Stress Factors include: If a family is experiencing several LIFE EVENTS at the same time, increased stress may be more than they able to cope with. Lack of SOCIAL SUPPORT NETWORKS or ISOLATED families. |
| 4 Avenues for Preventing Child Maltreatment are? | 4 Avenues for Preventing Child Maltreatment are? - Child protection agencies - Primary prevention - Secondary prevention - Tertiary prevention |
| Child protection agencies • “Child protection agencies are required by law to assess all reports of suspected child maltreatment and to take steps to protect children from further abuse of neglect. (467) • “Child protection worker’s are trained to assess situations in which children are “in need of protection”. In ECE programs, the worker talks with staff, family members or other adults who is reporting and advises how to proceed (467) | READ |
| Primary prevention: - ______ and ________ that support relationships with children and families so that child maltreatment does not happen. - Program policies address child maltreatment, child _______, child-centred __________, _______ and health and establish __________ that are consistently implemented by staff. | Primary prevention: - POLICIES and PRACTICES that support relationships with children and families so that child maltreatment does not happen. - Program policies address child maltreatment, child GUIDANCE, child-centred PROGRAMMING, NUTRITION and health and establish PROCEDURES that are consistently implemented by staff. |
| Educator’s role in primary prevention: • Supporting children in developing their ____ _______ _________. • Providing a positive ____ ______ for parents • Supporting parents in their _________ ______ and responsibilities. | Educator’s role in primary prevention: • Supporting children in developing their CORE DEVELOPMENTAL STRENGTHS. • Providing a positive ROLE MODEL for parents. • Supporting parents in their PARENTING RIGHTS and responsibilities. |
| Working in environments that contribute to educator’s ________, _________ and ______ health are vital in avoiding maltreatment by educators. It provides the ECE's with a true sense of ________, job ____________, and improved overall __________. | Working in environments that contribute to educator’s PHYSICAL, EMOTIONAL and SOCIAL health are vital in avoiding maltreatment by educators. It provides the ECE's with a true sense of AUTONOMY, job SATISFACTION, and improved overall WELLBEING. |
| Practices to avoid false accusation of abuse: • Exercise good judgment about the kind of ________ used with children. • Avoid play or care in _______ areas and keep coworkers and parents informed of ________ when you are alone with a child. • Be ________ to how a child feels about being touched and ask permission if you’re not sure. • Confine touching to a child’s _____, ____ and _________ when offering comfort, affection or reassurance. • Learn to ________ and _______ children appropriately when they are engaged in self- stimulation or sexual play. • Use correct _________ for all body parts and encourage children in your care to do the same. | Practices to avoid false accusation of abuse: • Exercise good judgment about the kind of LANGUAGE used with children. • Avoid play or care in SECLUDED areas and keep coworkers and parents informed of ACTIVITIES when you are alone with a child. • Be SENSITIVE to how a child feels about being touched and ask permission if you’re not sure. • Confine touching to a child’s HEAD, BACK and SHOULDERS when offering comfort, affection or reassurance. • Learn to INTERVENE and REDIRECT children appropriately when they are engaged in self- stimulation or sexual play. • Use correct TERMINOLOGY for all body parts and encourage children in your care to do the same. |
| Secondary Prevention Encompasses: • _________ children who may be victims of maltreatment. • _________ observations and possible _________. • _________ to a child protection agency. | Secondary Prevention Encompasses: • IDENTIFYING children who may be victims of maltreatment. • DOCUMENTING observations and possible INDICATORS. • REPORTING to a child protection agency. |
| Identifying suspected family violence: • Being exposed to family violence is a form of child maltreatment, whether the child _______ ____ or ______ the violence, witnesses the ________ of the violence, or is an __________ victim of the violence. | Identifying suspected family violence: • Being exposed to family violence is a form of child maltreatment, whether the child ACTUALLY SEES or HEARS the violence, witnesses the AFTERMATH of the violence, or is an UNINTENTIONAL victim of the violence. |
| Responding effectively to disclosures: 1. Control your _______. 2. Offer ___________. 3. Be aware of the child’s ___________ ______ and use of ___________. 4. Ask questions that are _________, that are not leading or suggestive of a specific _______. 5. ______ the person who discloses. 6. Tell the child what will _______ _____. 7. Follow through on _____ and _______ responsibilities. | Responding effectively to disclosures (480-3) 1. Control your emotions 2. Offer reassurance 3. Be aware of the child’s developmental level and use of language 4. Ask questions that are open-ended, that are not leading or suggestive of a specific answer 5. Respect the person who discloses 6. Tell the child what will happen next (do not make any promises- I don’t know what will happen. I do have to tell someone who can help) 7. Follow through on legal and ethical responsibilities |
| Clarifying With Family: When approaching parents or other family members, your goal is to _______ the situation, not to _______ that they are the offenders. Start with your ___________ and follow with a _________. Additional _________ or _________ depend on the parents’ ___________ to your initial observation and question. | Clarifying With Family: When approaching parents or other family members, your goal is to CLARIFY the situation, not to SUGGEST that they are the offenders. Start with your OBSERVATION and follow with a QUESTION. Additional OBSERVATION or QUESTIONS depend on the parents’ RESPONSES to your initial observation and question. |
| Avoid approaching parents for clarification when… • Sexual abuse is _________. • You are concerned that the child may be ________ ______ as a result of your conversation. • You fear the family would ________, making follow up impossible. This can be based on ______ _______ of moving frequently. | Avoid approaching parents for clarification when… • Sexual abuse is SUSPECTED. • You are concerned that the child may be ABUSED AGAIN as a result of your conversation. • You fear the family would DISAPPEAR, making follow up impossible. This can be based on FAMILY HISTORY of moving frequently. |
| What to include in documentation: • _____ and _____ of entry. • ____ ______ if the child referred to in entry. • ________ of the person making the entry. • Any of the following ________ data. | What to include in documentation: • DATE and TIME of entry. • FULL NAME if the child is referred to in entry. • SIGNATURE of the person making the entry. • Any of the following OBJECTIVE data. |
| Objective Data: • Description of any ______ _________, including size, shape, colour and location on body. • Drastic _______ or ______ ________ with a child’s health or behaviour. • Direct quotes related to child _________ from the child or/and parent/adult. • ______ ___, _______ ______ or _______ _______ by the child during play that concerns injury, neglect, emotional or sexual abuse or assault. | Objective Data: • Description of any INJURY OBSERVED, including size, shape, colour and location on body. • Drastic CHANGES or CHRONIC PROBLEMS with a child’s health or behaviour. • Direct quotes related to child PROTECTION from the child or/and parent/adult. • ACTING OUT, DIRECT QUOTES or EXPLICIT DRAWINGS by the child during play that concerns injury, neglect, emotional or sexual abuse or assault. |
| Reporting to a child protection agency: 1. Be attentive to _______ ________ and physical and behavioural indicators of maltreatment. 2. Document __ _____ the information that forms the suspicion of maltreatment or family violence. 3. Consult with a child protection ______ _______ Reporting to a child protection agency (486) 1. Be attentive to indirect disclosures and physical and behavioural indicators of maltreatment 2. Document in detail the information that forms the suspicion of maltreatment or family violence 3. Consult with a child protection _______ _______ _______ speaking with anyone else about the details of your suspicion. 4. Continue to _______ the child and be attentive to further indicators and/or potential _____ to the child; complete ___ _________ each time. Report this to the agency. 5. Be aware of _______ ________ to the situation and deal with them to be as effective as possible. 6. ___ ___ _______ a parent or caregiver that a suspicion of child maltreatment or family violence has been reported unless a _____ ________ _______ guides you to do so. Reporting: 7. In consolation with the investigators, determine if it would be helpful to the child for ______ to be present in any __________ __________ . If present in the interview, follow the direction of the investigators regarding the level of __________. 8. Respect the ____________ of the child, the family and any proceedings in which staff may be involved. | Reporting to a child protection agency: 1. Be attentive to INDIRECT DISCLOSURES and physical and behavioural indicators of maltreatment. 2. Document IN DETAIL the information that forms the suspicion of maltreatment or family violence. 3. Consult with a child protection AGENCY WORKER BEFORE speaking with anyone else about the details of your suspicion. 4. Continue to MONITOR the child and be attentive to further indicators and/or potential RISKS to the child; complete NEW DOCUMENTATION each time. Report this to the agency. 5. Be aware of EMOTIONAL RESPONSES to the situation and deal with them to be as effective as possible. 6. DO NOT INFORM a parent or caregiver that a suspicion of child maltreatment or family violence has been reported unless a CHILD PROTECTION WORKER guides you to do so. Reporting: 7. In consolation with the investigators, determine if it would be helpful to the child for STAFF to be present in any INVESTAGATIVE INTERVIEWS. If present in the interview, follow the direction of the investigators regarding the level of PARTICIPATION. 8. Respect the CONFIDENTIALITY of the child, the family and any proceedings in which staff may be involved. |
| What Happens During Investigations? • The child protection worker decides if the reported concerns require an _________ ________ based on the conditions set out in the _________ or ___________ child protection legislation. • If the case doesn’t meet at least _____ of the conditions, the agency does not have ______ _______ to intervene. • The agency may not always ______ the individual who reported of the decision. Every situation is unique, response depends on _________. | What Happens During Investigations? • The child protection worker decides if the reported concerns require an INVESTIGATIVE RESPONSE based on the conditions set out in the PROVINCIAL or TERRITORIAL child protection legislation. • If the case doesn’t meet at least ONE of the conditions, the agency does not have LEGAL GROUNDS to intervene. • The agency may not always INFORM the individual who reported of the decision. Every situation is unique, response depends on CIRCUMSTANCE. |
| Tertiary Prevention: • When investigations into child maltreatment ______ that a child has suffered maltreatment. The offender may (but ___ ______) be __________ and ________ _______ may be laid. • For the child, it means preventing any further maltreatment and developing a _____ ____ for the individual child’s ________. • For the family, the objective is to work toward _____ and ________ ______. _________ must be explored to prevent maltreatment from recurring. | Tertiary Prevention: • When investigations into child maltreatment CONFIRMS that a child has suffered maltreatment. The offender may (but NOT ALWAYS) be IDENTIFIED and CRIMINAL CHARGES may be laid. • For the child, it means preventing any further maltreatment and developing a CARE PLAN for the individual child’s RECOVERY. • For the family, the objective is to work toward SHORT and LONG-TERM CHANGE. TREATMENT must be explored to prevent maltreatment from recurring. |
| Educator’s Role In Tertiary Prevention: • Provide a ______ and __________ stimulating environment for the child. • Support change in parents by providing good role modeling and resources. • May maintain ongoing __________ with the child protection/other ________, _____ involved with the child and ______ and be part of the ____ for the family. | Educator’s Role In Tertiary Prevention: • Provide a SECURE and DEVELOPMENTALLY stimulating environment for the child. • Support change in parents by providing good role modeling and resources. • May maintain ongoing COMMUNICATION with the child protection/other AGENCIES, STAFF involved with the child and FAMILY and be part of the PLAN for the family. |
| Providing a Secure Environment • Provide predictability and security in the day’s routine (i.e. transition object, routines and rituals for coping) • Help children learn appropriate ways to have their needs met, even when that means learning to delay gratification • Build a spirit of community in the classroom (helping each other, talking through issues, and solving problems together) (492) • Provide clear and firm, but kind and reasonable, limits • Guide children to help them learn age appropriate behaviour • Be an active listener, (builds trust so they can express themselves and cope with stress) • Recognize that children’s behaviour can have many different meanings. (492) | READ |
| Supporting Change in Parents “All parents bring strengths and weaknesses, past experiences and expectations to parenting. Most parents who maltreat their children love them and want to stop.” (492) • Communicate respect for the parents and parent’s own ways of coping and adapting to his or her unique realities. • When supported and respected as a person, a parent is more likely to use the early childhood program as a resource to develop the confidence and skills needed to interact successfully with other persons and institutions in his or her life. | READ |
| Role Of ECE Program • Providing respite for parents • Parents may need to work on managing or eliminating stress factors or problems that directly or indirectly relate to their parenting (i.e. counseling, or treatment sessions, resolution of marital, housing, education or employment issues) • By positively modeling interactions and guiding their child’s behaviour may provide parents with ideas and strategies. | READ |
| Health Promotion Action Plan • Individual problem solving and self-reliance • Collective self-help • Community action • Societal change | READ |
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