Chapter 12
Using Documentation for Child
Abuse Suspicions and Looking at
Self-Concept
“How we view ourselves is reflected in
how we view and treat others.”
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Physical and Behavioral
Indicators of Abuse
• Physical abuse – Non-accidental injury
caused by child’s caregiver
• Maltreatment/Neglect – Failure to provide
for the child’s basic needs
• Emotional maltreatment – Psychological or
emotional harm
• Sexual abuse – Wide range of behavior,
including exploitation, prostitution, and
pornography
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Reasonable Cause to Suspect
• Child’s appearance – Wounds, hygiene, clothing,
demeanor
• Child’s description or disclosure – Cause for
injuries or behavior
• Circumstantial evidence – Child may try to
disguise injuries, deny or protect abuser, fear of
punishment
YOU DO NOT NEED TO PROVE, JUST HAVE
REASONABLE CAUSE TO SUSPECT
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Recording and Reporting
Teachers and child care providers are
mandated reporters and MUST report
suspected abuse.
• Factual – Dated, descriptive, not
interrogation
• Prompt – Evidence is destroyed by time
• Follow protocol – Each program has a
system, but in the end it is the individual’s
responsibility
©2014 Cengage Learning. All Rights Reserved.
TOPICS IN OBSERVATION: Dealing with
Families Suspected of Child Maltreatment
•
•
•
•
•
•
Protection of the child
Help for the family
Support
Assistance
Parent Education
Policy communicated to all families upon
enrollment
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What to Do with It
• Notes: Anecdotal recordings, once acted
upon, should be filed according to program
policies – usually in a confidential file with
the administrator
• Report: An official report (see Figure 12−4)
is filled out and filed; a copy should be
kept along with the notes above in the
confidential file
©2014 Cengage Learning. All Rights Reserved.
LOOKING AT SELF-CONCEPT
AND SELF-ESTEEM
Difference between:
• Self-Concept: how one sees one’s self
and
• Self-Esteem: emotional reaction to selfconcept
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Development of Self-Esteem
©2014 Cengage Learning. All Rights Reserved.
Self-Concept
• Acceptance – Worthy of being loved
• Power – Ability to impact the actions of
others
• Morality – Innate desire to please, be
“good”
• Sex-role identification – Socialized
behavior linked to perceived sex
©2014 Cengage Learning. All Rights Reserved.
Observing Self-Concept and
Self-Esteem
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•
•
•
•
•
Seen in all areas of development:
Separation
• Memory and
Attention Span
Self-Care
• Literacy
Physical
• Creativity
Social
• Adjustment to a
Emotional
New Setting
Speech and
Language
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Helping All Children
with Self-Esteem
• Understanding cultural views of selfesteem
– How one views self in relation to larger
social group
• Disabilities and self-esteem
– Growing self-awareness
– Learned helplessness
©2014 Cengage Learning. All Rights Reserved.
Standard Related to
Self-Esteem
NAEYC Code of Ethical Conduct
P-1.8 We shall be familiar with risk factors
for and symptoms of child abuse and
neglect, including physical, sexual, verbal
and emotional abuse and physical,
emotional, educational and medical
neglect. We shall know and follow state
laws and community procedures that
protect children against abuse and neglect.
©2014 Cengage Learning. All Rights Reserved.