Potential Impact Of Child Abuse Or Neglect

[seep]

Q-List in your own word the potential impact on a child, should they experience emotional, physical and psychological abuse or neglect?

Positive emotional development in the early years is important in laying the foundations for mental health and wellbeing later in life. For optimal emotional development, children need the opportunity to develop secure attachment relationships within a safe and supportive environment. Children who experience abuse, neglect or domestic violence are at higher risk of emotional or behavioral difficulties. The impact on the child’s feelings and behavior may be enough to warrant the diagnosis of a disorder in childhood, such as anxiety or depression. Emotional abuse of a child is commonly defined as a pattern of behavior by parents or caregivers that can seriously interfere with a child’s cognitive, emotional, psychological or social development. Emotional abuse of a child — also referred to as psychological maltreatment. Although the visible signs of emotional abuse in children can be difficult to detect, the hidden scars of this type of abuse manifest in numerous behavioral ways, including insecurity, poor self-esteem, destructive behavior, angry acts (such as fire setting and animal cruelty), withdrawal, poor development of basic skills, alcohol or drug abuse, suicide, difficulty forming relationships and unstable job histories. Emotionally abused children often grow up thinking that they are deficient in some way. A continuing tragedy of emotional abuse is that, when these children become parents, they may continue the cycle with their own children.
-----------------------------------------------------
Q-In your own words, describe why working in collaboration with families and community services is important?

The Quality Area Collaborative partnerships with families and communities encourages the development of collaborative partnerships with families and communities. These relationships are fundamental to achieving quality outcomes for children and require active communication, consultation and collaboration. Collaborative relationships are built in an environment of mutual respect, trust and honesty, established through effective communication and strengthening each other to feel capable and empower. In respectful partnerships, educators also support parents in their parenting role. They may for example source and share information from reputable sources with parents. To support individual children, educators need to learn about each child’s background and respect and honor family histories, cultures, languages, traditions, child rearing practices and lifestyle choices. While feedback from families is important educators also need to be mindful and respectful of individual contexts and diversity. We need to reflect and consider a range of ways to appropriately, respectfully and realistically involve families, many of whom are balancing family, work and other responsibilities. Community involvement, such as drawing on the expertise of those belonging to a cultural group or inviting culturally relevant guests to the service may also build a respect for diversity and cultural competence. The development of genuine, respectful partnership relationships requires educators to seek information or strategies from families or professionals to enhance their pedagogy and curriculum.
---------------------------------------------------------
Q-what are the key principles in the keep them safe guide when working in partnership with Aboriginal families and communities?

Keep Them Safe outlined statistics cited by the Special Commission of Inquiry showing the overrepresentation
of Aboriginal children and young people in the child protection system including that:
• Aboriginal children and young people are more than three times more likely to be reported to
Community Services than non Aboriginal children ;
• Aboriginal children aged under one year are more than five times more likely to be reported to
Community Services than non-Aboriginal children aged under one;
• Aboriginal children and young people are more likely to be the subject of multiple reports, with close to
one third of Aboriginal children reported more than 20 times;
• one third of children in out-of-home care are Aboriginal; and
• Aboriginal children feature disproportionately among child deaths in NSW (approximately one fifth of
reportable deaths are of Aboriginal children).
-------------------------------------------------------------
Q-what stress factors could arise for an educator when working with children regarding child protection issues?

temperament
aggressive behaviour
attention deficits
serious physical or mental illness
social isolation
low self esteem
---------------------------------------------------------
Please suggest am I on the right track?

[seep]

Bump

[Lorina]

Yes, your responses are good!

,
Lorina