Support After the Child Abuse Report : What Schools Can Do, Part 2

by Child Welfare Information Gateway

(Page 2 of 3)

Schools have found that structuring learning projects for maximum cooperation, reducing reliance on competitive activities, peer mediation and conflict resolution, and an emphasis on effective problem solving helps reduce threatening behavior and benefits abused and neglected children. By interjecting specific types of information into classroom activities that are designed to help all children, teachers also may help abused and neglected children. For example, two issues that often create problems for victims of abuse and neglect are recognizing and expressing feelings and making decisions. Many teachers have successfully designed and used activities to recognize feelings. A popular tool for younger students is a "feelings barometer" that encourages children to move an indicator to different facial expressions to show how they are feeling and to discuss why. Many teachers also make creative problem solving an integral part of the curriculum. In this way, all children learn how to make more effective decisions, and maltreated children may feel particularly empowered by enhancing this skill.

Sometimes additional measures are needed since children with physical, cognitive, and emotional disabilities appear to experience higher rates of maltreatment than do other children. A national study, completed in 1993, found that children with disabilities were 1.7 times more likely to be maltreated than children without disabilities. Schools already provide a number of special services to children who require them. These services, each backed by qualified professionals who administer them, may include:

• Diagnosis and assessment of a variety of issues or conditions, including academic, learning, behavior, health, and social adjustment problems;
• Development of individualized educational plans;
• Support services including counseling; speech, hearing, and language therapy; behavioral management; special education; and health care.

Many schools have formed professional review teams to develop individual educational plans for physically and mentally challenged children, in accordance with Education for All Handicapped Children Act/IDEA (P.L. 94-142). Team members are skilled in diagnosing and assessing special problems and tailoring individual programs to address those problems. Teams routinely work with parents and other educators; call upon support services, as indicated; and annually review each child's individual plan.

Case Example

When the school made a report about Harvey's apparent neglect to CPS, it began a chain of events that were exceedingly helpful to Harvey and his family. Harvey was born with a condition that necessitated him having a catheter that had to be drained during school hours. The school was not informed of this, nor did they realize that 7-year-old Harvey was trying to do this hygienic duty himself, often with difficulty. Because of this and of poor hygiene in general, the odor coming from Harvey's desk was overwhelming. He also seemed quite slow and withdrawn and the teacher wondered if there was some developmental delay. Since he was a new student in his first-grade class, not much was known about him. Calls to the home went unanswered. A letter requesting that the mother call was unheeded. The school social worker, who made a visit to the home, found two younger children who appeared to be alone. Believing that this was a clear case of neglect, she immediately filed a report. When CPS investigated, they discovered that Harvey's single mother was newly immigrated to the United States. She spoke very little English and could not read or write. She had secured a job as a restroom attendant, leaving her other children unattended when she went to work. She had little idea of how to care for Harvey's disability.

In the end, the school was of significant help to Harvey and his family. CPS was able to get Harvey's younger siblings into the daycare program located in the local high school. Harvey was referred for testing by the school psychologist who discovered that he was quite bright. His withdrawn manner had been due to his embarrassment about feeling different. The school social worker met with Harvey's mom to help her understand what her children were learning and to support her in getting them to school and daycare. The mother met with one of the teachers for tutoring in English, since the town did not have an English as a Second Language program. A visiting nurse helped to educate both Harvey and his mother about how to care for Harvey's medical condition. In addition, Harvey was referred to a local pediatrician for care, and through this referral, he received services to correct his problem.

School Programs for Parents

Schools typically offer both direct and indirect support to families of maltreated children. None of these services is new, and schools have provided them for years. It is merely their application for abused and neglected children that may be new.

Educators that serve children with disabilities are already working with parents to develop individual educational plans. These skills can be transferred to planning programs for maltreated children that focus on their needs and involve their parents. When a problem is identified, parents can be brought in to help deal with it. Concrete, targeted suggestions can be made and cooperative agreements can be worked out between school and the parents. The plan is more likely to be successful if the presentation is positive, outlines what the school is prepared to do to help the parents, and includes recommendations for the parents.

When families with maltreated children experience financial difficulties, schools may be able to provide free or reduced-price breakfasts, lunches, field trips, and extracurricular activities. For children who need them, the school may be able to arrange for glasses, hearing aids, or prosthetic devices. Many schools also maintain an emergency supply of clothing and shoes so that children without them can receive them quickly and quietly. Helping the family address financial difficulties can lessen the level of stress and frustration, which helps lower the risk of maltreatment.

In many school districts, school social workers, guidance counselors, or school nurses make home visits to assess family needs and to arrange for needed support services. Others arrange for daycare, afterschool care, or special programs such as home tutoring for chronically ill children.

About the Author

www.childwelfare.gov
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.