Emotional Abuse Tool
The following is an aid to assist the identification and recognition of emotional abuse
CONTENTS
No.
Title
INTRODUCTION
1.
HOW TO USE THIS AID
2.
CARERS’ LIFESTYLE FACTORS
3.
CHILD
4.
BEHAVIOURAL FACTORS WHICH MAY INDICATE EMOTIONAL ABUSE
5.
ILL TREATMENT MECHANISMS
6.
HIGH CRITICISM/LOW WARMTH
7.
EXPLANATIONS
8.
SUMMARY
9.
CONCLUSION
This aid is intended as a guide to factors which should be explored when
considering the issue of emotional abuse.
It is not intended to be prescriptive or exhaustive and professionals should include
any other information which may be relevant.
Emotional Abuse is difficult to define and identify and is evidenced by detailed
observations made and recorded over time.
Except in exceptional circumstances it is necessary to have evidence of the
persistence of emotionally abusive behaviour.
In order to establish this, all the issues identified under the headings given should
include information on the frequency, duration and intensity of the acts.
It is anticipated that it can be used at 4 stages:

For individual professional guidance and monitoring when working with children
causing concern with regard to their emotional well-being.

To facilitate a child protection referral and aid the investigation process.

To assist with any subsequent assessment process.

Working with parents and young people, helping them understand the issues of
emotional abuse.
HOW TO USE THIS AID
1. CARERS
FACTORS TO CONSIDER
Carer’s history of disrupted and disturbed relationships
Mental health issues - mental illness, personality disorders, unresolved bereavement
General health issues
Carer’s history of abuse
Drug/alcohol abuse
Conflict/violence in relationships
Criminal behaviour
Rigidity of beliefs (views of the world and their impact on the child)
Volatile temperament - quickly moved to anger/rage
Learning difficulties
Disability
Other
Using the above factors as a guide detail the areas of concern you have identified
(Consider each carer separately) - Use additional sheets if necessary
2. CARERS’ LIFESTYLE FACTORS
Housing
Nomadic, poor quality, neighbour problems
Socially isolated from world
Lack of family/friends support
Stress of outside world
Difficulty sustaining relationships
Disability
Socially isolated by world
Cultural issues, class, gender
Rejected by community (immediate and wider)
Lifestyle
Declines/Abdicates responsibility for childrearing
Number of partners/relationships/relationship breakdowns/domestic violence
Young person’s needs not sufficiently prioritised
Financial stress/debt/poverty
Using the above factors as a guide detail the areas of concern you have identified
Consider each carer separately
3. CHILD
This section relates to the child’s individual characteristics, which may create
vulnerability
Learning difficulties
Developmental stage
Life events
Constitution
Psychological health
Physical health and well being
Coping strategies
Disability
Other
Using the above factors as a guide detail the areas of concern you have identified
Separate sheet for each child
4. BEHAVIOURAL FACTORS WHICH MAY INDICATE
EMOTIONAL ABUSE
(Children develop at different rates and you may need to consider factors from more
than one of the sections below.)
Pre-birth - 1 year
Carer’s attitude to pregnancy
Unplanned pregnancy
Mother’s health during pregnancy
Stress factors during pregnancy
Parents’ experience of labour and birth
Postnatal depression
Sleeping difficulties
Eating difficulties
Carers’ views of child’s physical characteristics which may create negative
responses
Carers’ views of child’s behaviour which may create negative responses
Carers’ views of baby’s responsiveness
Carers’ views of infant/child’s health
Does the infant have any health problems?
Failure to thrive
Infant’s level of alertness
Infant’s response to close cuddles/physical contact
Does the infant appear to be easily comforted?
Describe the infant’s demeanour - ie passive/withdrawn etc
Does the infant vocalise frequently (gurgles)?
Does the mother/father/caregiver respond positively to infant’s vocalisations
Does the mother/father/caregiver show positive interest in face to face contact with
the infant?
Does child respond to interactions initiated by others?
‘Frozen awareness’
Using the above factors as a guide detail the areas of concern you have identified
Consider each child separately
Pre-school (1-5 years)
Attention seeking
Demanding
Whingeing/tearful/miserable
Withdrawn/passive/unresponsive
Aggressive
Low frustration/tolerance
Interrupting
Anxious
Tantrums
Inappropriate/indiscriminate interaction with new adults/over-familiar
Health problems: (feeding problems, growth problems/failure to thrive)
Dependent/wary
Soiling/bedwetting
Using the above factors as a guide detail the areas of concern you have identified
5 years and over
Aggressive/violent
Lies
Steals
Arsonist
Uncooperative/tests limits
Overly compliant
Restless/overactive
Lazy/apathetic
Soiling/bedwetting
Obsessions/phobias
Slow learning
Behavioural problems in school
School refusal
Poor school attendance
Lack of concentration
Bullies
Bullied
Isolated - poor peer relationships
Relationships with adults - hostile or
constantly approval seeking
Poor self-worth
Over reaction to criticism
Unable to accept responsibility for
behaviour
Health problems - psychosomatic
symptoms
Extreme sibling rivalries
Running away
Using the above factors as a guide detail the areas of concern you have identified
Adolescent
Angry/aggressive
outbursts
Lies
Steals
Violent/cruel
Arsonist
Alcohol/drug use
Uncooperative
Overly compliant/
passive
Promiscuous
Psychosomatic
symptoms
Oppositional
Sleeping problems
Eating problems
Self-harm
Restless/overactive
Lazy/apathetic
Poor hygiene
Obsessions/phobias
Running away
Under-achieving
educationally
Drop in educational
attainment
Truancy
School Refusal
Behaviour
problems
Poor Concentration
Socially isolated
Bullied
Bullies
Positive social
behaviours
Using the above factors as a guide detail the areas of concern you have identified
These factors relate to all children at all ages
Noisy
Noiseless
Misery
Happiness
Rage
Aggression
Frustration
Anger
Silence
Withdrawal
Self-harm
Denial of difficulties
Unresponsive
Depressed
Despair
Apathy
Fear
Anxiety
Humiliation
Distress
Enthusiasm
Sense of care for others
Curiosity
Joy
Resilience
Optimism
Sense of self-worth
Motivated (educationally)
Shows warmth
Using the above factors as a guide detail the areas of concern you have identified
5. ILL TREATMENT MECHANISMS
CARER/YOUNG PERSON INTERACTION STYLE
Corrupting/Mis-socialisation
 Encouraging into criminal activities,
drug/alcohol involvement
 Encouraging hate/abuse of others
 Encouragement of aggression
 Encouragement of rejection of
school/education
Terrorising
 Covers for young person when he/she has
done something wrong
 Threatens harm or to put out or to leave
 Rages at young person - allows young  Encourages inappropriate sexual activity
person to witness violence
Denying
Isolating
 Denying emotional availability,
responsiveness and appropriate care
 Isolates young person from other family
members, encourages others to scapegoat
 Lack of interest in young person
 Restricts life of young person outside home
 Denying young person appropriate and
compared to peers
consistent behavioural boundaries
 Encourages young person to be fearful of
 Denying young person access to medical
outside world
treatment/appropriate education
 Over-protection
 Denies child’s right to recognition/respect of
individuality and psychological boundary
Exploiting
 Expectations inappropriate, rigid and not
 Encourages young person to remain at home
amenable to change.
to meet adult’s emotional needs
Additional
 Excessively controls young person’s actions
and beliefs
 Inappropriate or inconsistent developments,
expectations and considerations
Degrading
 Alternately indulges and abuses
 Scapegoats, critical, hostile
 Failure to attend to the child’s attachment
 Labels negatively as worthless/unlovable
needs by repeated and/or ill planned
 Threatens dire consequences/future for
separation(s) from carers
young person
 Use of humiliation/sarcasm/mockery to
control young person
 Inappropriate discipline
 Persistent negative misattribution to the child
 Long and frequent periods of time spent
giving advice
R Rejecting
 Rejects young person verbally - appears to
dislike young person - sees no good in young
person
 Lack of warmth, lack of encouragement
 Indifference to child’s emotional experience
Using the factors on page 11 as a guide detail the areas of concern you have
identified
6. HIGH CRITICISM/LOW WARMTH
It is important to consider potential abusive factors within the context of the
warmth and nurture provided. High levels of criticism associated with a lack of
warmth and affection result in the most significant emotional harm.
Identify areas in which the child is perceived to have fun, with whom they
are
shared.
Areas of pride in a child’s life.
Identify other significant carers who provide warmth, nurture, caring and emotional
support.
Identify sources of acceptance/affirmation for the child.
Other sources of comfort eg pets, toys.
Using the above factors detail the positive emotional experiences of the child.
7. EXPLANATIONS
Assumptions are frequently made on the basis of information gathered. To avoid
value-laden judgements it is important to acknowledge this and seek to test these
against possible explanations. Families have their own understanding of the world
and their explanations of their own situation is vitally important.
1.
PARENTS’ EXPLANATION OF DIFFICULTIES
Detail Below:
2.
CHILD’S EXPLANATION OF DIFFICULTIES (ensure child is given the
opportunity to express their views independently of the carers)
Detail Below:
3.



PROFESSIONAL EXPLANATION OF:
Identified behaviours and emotions of the child which cause concern
Carers’ behaviour
Carers’ concern/explanation
Detail below:
8. SUMMARY
KEY POINTS FROM
SECTION 1:
SECTION 2:
SECTION 3:
SECTION 4:
SECTION 5:
SECTION 6:
SECTION 7:
CONCLUSION
Consider
1. Areas of strengths/protective factors
2. Areas of concern/abusive factors
3. Are this child’s emotional needs being met?
4. Is this child being emotionally abused?
5. What action is required?
Use additional sheets if necessary