Indicators of Abuse and Neglect : Emotional and Psychological Clues

by Child Welfare Information Gateway

(Page 9 of 10)

Educators typically are sensitive to children who are "different" (e.g., physically or mentally challenged). That sensitivity should be extended to abused and neglected children, who also may appear to be different.

Educators should be alert to children who are hostile and angry, those that effectively alienate all who come in contact with them, or children who may be passive, withdrawn, and uncommunicative. These represent extreme ranges in the expected behaviors and attitudes of abused and neglected children. Additionally, sudden changes in a child's emotional or psychological well-being may serve as clues to child abuse and neglect. The previously gregarious child who becomes uncommunicative and withdrawn might be concealing maltreatment.

Familial Clues

The educator often has several opportunities to observe family dynamics. Normal interactions with the parents may indicate how they feel about the child. There may be an increased risk of child abuse and neglect if the parents consistently:

• Blame or belittle the child;
• See the child as very different from his or her siblings (in a negative way);
• See the child as "bad," "evil," or a "monster";
• Find nothing good or attractive in the child;
• Seem unconcerned about the child;
• Fail to keep appointments or refuse to discuss problems the child may be having in school;
• Behave in a bizarre or an irrational manner.

There are instances when the educator knows a child's family is in marital crisis, experiencing economic or emotional turmoil, or has other significant stressors. Such information may be relevant and helpful to CPS when maltreatment is suspected and a report made.

Conversations with Families and Children

In all States, educators are mandated reporters for child maltreatment cases. It is important to understand that, legally speaking, educators only need reasonable suspicion rather than hard evidence or proof to report alleged child abuse. It may be tempting to call the parents and see what they have to say, but such action can pose several serious problems, such as increasing the risk of further abuse to the child or interfering with the initial CPS investigation. Many schools have protocols detailing how suspected maltreatment is to be reported to CPS. These protocols delineate what information the educator will need to provide when reporting, or whether teachers, administrators, and other school personnel should refer all suspicions to the school's social worker or Child Protection Team who will then make the report to CPS.

Talking with the Child

It is the educator's role to report any suspicions of child maltreatment. There are times when CPS may request more information in order to meet statutory guidelines for accepting a report. In these instances or when a child discloses maltreatment to an educator, it is important to remember:

• CPS or law enforcement has the responsibility to assess and investigate.
• It is critical that the educator not lead the child.
• The child may be afraid to tell the whole truth because of:
  • Fear of being further hurt by the abuser if he or she tells;
  • A belief that the abuser may go to jail;
  • Fear that the child may be removed from the home;
  • Feelings of loyalty and attachment to the parent, no matter how bad the situation might be.
• The child may feel that the abuse or neglect is normal.

Unfortunately, it can be very easy to fall into the role of confidant to an abused child who has begged that no one be told. The case example below describes such a situation.

Case Example

When Frank approached his school coach he said only that he had a problem. He asked that he be able to talk to the coach in strictest confidence. The coach must promise to tell no one. The coach agreed and Frank disclosed that he was being sexually abused by his older brother. Unsure of what to do, the coach confided in the school principal, a good friend. The principal insisted that the case be reported immediately and told the coach he must tell Frank. Unfortunately, the report was made before the coach was able to locate Frank. In consequence, Frank became extremely angry and hurt, feeling that now he could trust no one. He vehemently denied that he had ever reported the abuse and retreated into a protective shell of mistrust. Since there was no proof, the case was not pursued.

Exhibit 3-2 When Talking with the Child

If CPS needs more information before accepting a report and requests that the educator talk with the child or if the child self-discloses, it is important to remember:

The educator should not appear shocked as a strong reaction may affect the child's comfort level.

If self-disclosing, praise the child for revealing what has happened to him or her. It is not up to the educator to determine if the child is telling the truth.

When talking with a child concerning a possible inflicted injury or condition of neglect, the educator should refrain from asking leading questions.

Let the child tell his or her story without probing for information that the child is unwilling to give.

The child should be made as comfortable as possible under the circumstances.

The child should be put at ease, and the educator should sit near the child, not behind a desk or table.

The educator who talks with the child should be the designated person to handle such matters (e.g., the school social worker).

Children often feel or are told that they are to blame for their own maltreatment and for bringing "trouble" to the family; therefore, it is important to reassure children that they are not at fault.

If maltreatment is suspected, the educator must always remember that he or she is a mandated reporter, and this should be explained to the child in an age-appropriate way.

The child may be afraid that either he or she will be taken from the home or the parent may be arrested. If such a fear is expressed, the educator should acknowledge not knowing what will occur.

Children may be fearful of others learning about their maltreatment issues. The educator should assure the child that the information would not be shared with classmates or others who have no need to know. It is vital, however, that the educator also acknowledge that in order to provide help to the child, it may be necessary to discuss these issues with other school personnel, law enforcement, or CPS. It is important that the educator abides by the promise to protect the child's right to confidentiality.

While the school had a legal mandate to make a report to CPS, this case illustrates the importance of educators not making promises they cannot keep and understanding school protocols for reporting. Had the coach been aware of these responsibilities, he could have informed Frank at the time and, hopefully, helped the student through the process. It also is important to realize how difficult it is for most children to discuss abuse, because of emotional elements or a limited ability to express themselves. When talking with the child, use language that a child will understand. When describing an incident of abuse, if the child uses a term with which the educator is not familiar (e.g., a word for a part of the body), the educator should ask for clarification or have the child point to the body part. The educator should not disparage the child's choice of language or supply terms; rather, the educator should use the child's terms to put the child at ease and to avoid confusion. Educators can actually do more harm by probing for answers or supplying children with terms or information. Several major child sexual abuse cases have been dismissed in court because it was felt that the initial interviewers had biased the children. Additionally, it is important for the educator to not display feelings of anger, disgust, or disapproval toward the parents or the child for any action disclosed.

About the Author

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Formerly the National Clearinghouse on Child Abuse and Neglect Information and the National Adoption Information Clearinghouse, Child Welfare Information Gateway provides access to information and resources to help protect children and strengthen families. A service of the Children's Bureau, Administration for Children and Families, U.S. Department of Health and Human Services.