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Child Abuse: Intervention & Prevention

Weekly Reading Reflections and Summaries

Child Maltreatment; Cindy L. Miller-Perrin & Robin D. Perrin

Chapter 1 & 2

Promoting Family Wellness and Preventing Child Maltreatment; Isaac Prilleltensky, Geofrey Nelson, & Leslea Peirson

Chapter 1

Question: Implementing school-based programs to educate young children about violence and abuse can be a strategy to raise awareness about child maltreatment. Every child in school comes from a different family, unique background, financial status, etc. who may share their own beliefs on educating their children about abuse. Is there a specific age/grade that you believe is the appropriate time in a child’s life to discuss the harsh reality of the issue? If so, when and why?

Promoting Family Wellness and Preventing Child Maltreatment; Isaac Prilleltensky, Geofrey Nelson, & Leslea Peirson

Chapter 2, 3 & 8

Question:

Prilletensky (2001) spoke with one of the advisers from a qualitative study who said that “an important protective factor for high-risk children and youth is having a sense that there was something…something as nebulous as hope that things could be better in the future, a belief that they could do something that would make things better for themselves.” Do you believe that resilience is an innate characteristic, or rather something that children learn throughout the early years of development?

Child Maltreatment; Cindy L. Miller-Perrin & Robin D. Perrin

Chapter 3

Question:

Miller (1962) explains that “abusive parents report more conflict in their families of origin (e.g., their own childhood abuse) than do non-abuse parents, suggesting that intergenerational transmission may occur in these families.” Do you believe and support this theory which hypothesizes that there is a relationship between being abused as a child and being abusive to one’s own children? Why or why not? Please explain.

Child Maltreatment; Cindy L. Miller-Perrin & Robin D. Perrin

Chapter 4: Sexual Abuse

Question: Prevention roles can be effectively extended to other adults (other than parents) in a child’s environment, such as teachers. As Miller discussed, “only a few research studies have examined the effectiveness of Child Sexual Abuse prevention programs specifically targeting teachers” (Miller, 2013). Creating a safe and comfortable school environment is crucial to a student’s emotional well-being and academic achievement. What can principles, teachers, and school community members do to implement programs educating students on the severity of child sexual abuse programs? What strategies can be put in play to ensure school is a supportive and trusting environment?

Child Maltreatment; Cindy L. Miller-Perrin & Robin D. Perrin

Chapter 5: Child Neglect

Question:

The possible negative effects associated with the most frequent form of child abuse, child neglect, are social and emotional difficulties, cognitive and academic deficits, physical consequences, and emotional & behavioural problems (Miller, 2013). The child suffers both short-term and long-term effects, influencing their life as an adolescent, continuing into their years of adulthood. With the resources and support available, do you think the victim can effectively deal with the consequences of being neglected? If so, how? If not, what do you suggest professionals implement and provide as a means to cope? Furthermore, neglected children also have been found to have difficulty in recognizing and discriminating their emotions (Miller, 2013). Do you feel that cognitive behavioural therapy can help the neglected child in developing ac self of identify and self-efficacy?

Child Maltreatment; Cindy L. Miller-Perrin & Robin D. Perrin

Chapter 6: Child Psychological Maltreatment & 7: Additional Forms of Child Maltreatment

Question:

The human trafficking of children is a complex social problem affecting individuals domestically as well as internationally. “Despite international recognition of the problem and an increasing understanding of the negative impact of child trafficking on children’s development, the attention of psychologists, social workers, and other mental health & legal professionals toward child trafficking has been relatively limited to date. In addition, human trafficking has not been generally recognized or discussed as a form of child maltreatment” (Miller et. al, 2013). Research demonstrates that victims of human trafficking suffer significant mental and physical health consequences. Do you think that child human trafficking should be identified as a form of child maltreatment? Why or why not? Please explain.

Child Maltreatment; Cindy L. Miller-Perrin & Robin D. Perrin

Chapter 8: Key Issues in Responding to Child Maltreatment, Chapter 9: Controversial Issues in the Study of Child Maltreatment

Question:

Along with being majorly underpaid, child welfare workers are also putting their lives, relationships, and careers at risk by working with children who are sufferers and victims of child abuse. “Working under emotionally stressful circumstances, the average annual income for Child Protective Services workers is $35,553 which is $10,570 less than that of a teacher” (Miller et. al, 2013). Teachers and CPS workers dedicate a significant amount of their time and effort, as well as invest their emotions every single day. Do you think the annual incomes of these two fundamental roles are a reflection of being unappreciated and undervalued? Why or why not?

Child Maltreatment; Cindy L. Miller-Perrin & Robin D. Perrin – Chapter 10: What You Can Do to Help

Question:

Questioning culturally accepted violence within families continues to be a debatable topic for social scientists, doctors, and several governments. Surveys of parental behavior indicate that almost all (mid-90% range) report using some form of corporal punishment at some point in their child’s life (MacKenzie, Nicklas, Brooks-Gunns, & Waldfogel, 2011). The correlations between corporal punishment and a variety of behavioural and psychological problems continue to be difficult to explain, similarly as are the correlations between corporal punishment and abuse. “Corporal punishment is inconsistent with the goal of a violence-free society” (Miller et. al, 2013). Do you think there are implications and concerns for children who come from homes who believe in corporal punishment on their behavior at school? Furthermore, what specific issues or negative affects can a child experience on an emotional, physical, and cognitive level who comes from a family who supports corporal punishment at home?

Promoting Family Wellness and Preventing Child Maltreatment; Isaac Prilleltensky, Geofrey Nelson, & Leslea Peirson

Chapters 4: Social Policies for Promoting the Well-Being of Canadian Children and Families & Chapter 5: Programs for Preschool and Elementary-School Children

Question: Prilleltensky et al. (2001) emphasized the significance of how parent education and training programs need to look at the importance of gender roles in families and how power is distributed among family members. “There is an important need in such programs to engage fathers more actively in their families and in the interventions that are designed to promote family wellness” (Westney, Cole & Mumford, 1988). What changes and adaptations do you think these programs can make to engage fathers more actively? Furthermore, what kind of benefits do you think the engagement of a father figure can potentially have on the well-being of the child and his or her family structure?

Promoting Family Wellness and Preventing Child Maltreatment; Isaac Prilleltensky, Geofrey Nelson, & Leslea Peirson

Chapter 9: Beyond the Boundaries: Themes for Thinking and Action in the Promotion of Family Wellness and the Prevention of Child Maltreatment

Question: “It is important to hear the children’s hopes, dreams, and aspirations about what life could be and should be” (Prilleltensky, 2001). The closing chapter of Prilleltensky et al.’s text ends on heartfelt and powerful note. One child said, “I think prevention shouldn’t just be preventing the bad things. It should be prevention with the point of view of having people be healthy and happy, and not so much that they just squeak by, but for them to have the best life they can have.” In hopes of turning this dream into a reality, what can teachers, parents, school psychologists, guidance counselors, and other mental health professionals to in supporting children to live a happy and healthy life? How can we ensure that children and youth, our future generation, are given equal opportunities to achieve and reach their utmost potential throughout their lives? How can we best support children in achieving their dreams and being resilient?