Effects and implications abuse can cause..

As I mentioned in my previous blog, I want to finish my blog by researching and discovering the effects abuse can cause for children in early childhood education and the implications child abuse causes for early childhood teachers and their practice. I also wish to touch on the long lasting effects abuse can cause for children.

Recently I have been learning in my 'Responsive Curriculum for Infants and Toddlers' class about brain development. I have come to understand that the first three years of a child's life are the most crucial and important years regarding their brain development. A child who has sadly suffered neglect or abuse brain will develop 20-30% smaller than another child's brain causing life time effect for the child. On average children's earliest memories will start between the age of 2-3 years and by the age of 4 a child's brain is about 95% the size of an adults brain. The main reason why a child's brain is   not fully formed at birth is because it allows the child to adapt to their environment. This means that within the first three years the environment and other peoples impact all contribute to the child's developing brain (Mikaere Wallis, 2012). 

Nathan Mikaere Wallis speaks out brain development in this video http://www.youtube.com/watch?v=-CB-AawkRU

So what happens to a child's brain when it suffers trauma, abuse or neglect?

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This image provided from Family First (n.d.) shows the difference in the size of two brains, normal (left) and extreme neglect (right).

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So firstly the child's brain develops 20-30% smaller than a normal brain, but what effects does this have on a child's learning and development?

"While children from all socioeconomic groups of society are known to have developmental delays, some children appear to be more vulnerable than others (Kendall, 1996, cited in Education.com, 2006, p.1). One of the reasons highlighted which puts children at risk of developmental delays is their environment and its liability to provide effective levels of development (Education.com, 2006).

Maltreatment of a child at an early age can cause copious developmental delays. These delays and the severity of them obviously differ for an individual, however, the early years of a child's life are crucial. 

During the early years children develop and learn skills such as:

• brain development
• attachment
• physical development
• language/communication
• self esteem
• confidence and competence
• initiative
• interaction/socialising/relationships
• behavioural control. 
• emotional comprehension and understanding 

A child who suffers maltreatment often displays "physical, cognitive, socioemotional, relational, and psychological difficulties" (p. 1). Alongside these difficulties, these children often have in-appropriate coping mechanisms, have difficulty forming peer and adult relationships, are often less ready for education and suffer medical and health problems (Fenichel, Mann & Wiggins, 2007).

Consequently,  there are numerous reasons which explain why child maltreatment, particularly, in the early years has long lasting effects. Firstly, if maltreatment begins at an early age it tends to last for a longer duration then a child who is older. Secondly, it is happening during the most significant years of a child's life and thirdly, it interrupts progress toward appropriate milestones which provide the foundation for future "cognitive and social-emotional developments"  (Cicchetti, 1991; Cicchetti & Rizley, 1981. cited in Fenichel, Mann & Wiggins, 2007).

Therefore, maltreatment in the first five years of life has considerable effects as it is happening during a period of steady development and developmental accomplishments (Wiggins, Fenichel & Mann, 2007).

There are also many long term effects that can occur for the child. Not all children who suffer trauma, abuse or neglect will suffer long term effects as the effects on each individual vary. This is due to factors such as, age and developmental stage when the abuse occurred, the type, frequency, duration and severity of the abuse.

However, there is a wide range of long term effects in which an individual can suffer such as:

"Physical health consequences"

• "Impaired brain development (..long-term consequences for cognitive, language, and academic abilities)"
• "Poor physical health" 

"Psychological consequences"

• "Difficulties during infancy (..depression & withdrawal symptoms)"
• "Poor mental and emotional health"
• "Cognitive difficulties"
• "Social difficulties"

Behavioural consequences:

• :"Difficulties during adolescence (..problems such as delinquency, teen pregnancy, low academic achievement, drug use, and mental health problems)"
• "Juvenile delinquency and adult criminality" 
• "Alcohol and other drug abuse" 
• "Abusive behaviour"  (Child Welfare Information Gateway, 2008).

After discovering the possible initial effects and gaining knowledge on the long term effects for the child, I decided to consider the implications maltreatment, such as abuse, can cause for an early childhood teachers practice?

"Teachers are key professionals who are particularly well-placed to identify and report child abuse and neglect, to respond specifically to the needs of child victims, and to teach prevention strategies to children" (Bridgstock, Farrell, Schweitzer & Walsh, 2005, p. 3).

From here I decided to unpack this statement, highlighting a number of different implications for the teacher.

Firstly, I agree with teachers being well-placed to identify signs and symptoms of abuse or neglect. During the course of a week there are a number of children who will spend more time in care with their teachers than at home with their primary caregivers. Throughout this time any teacher working with a child who is suffering abuse or neglect would be in a ideal position to identify signs and symptoms as well as observe certain behaviours or effects on the child.  Be that as it may, suspecting something is wrong, is completely different to voicing concern for a child. Additionally, knowing how to deal with the situation should be mandatory. 

Consequently, it is not always this clear cut. Implications such as lack of knowledge, information or relationships may occur. This raised a number of concerns for me. Initially my concern was the lack of knowledge teachers may have regarding abuse. In turn, comes difficulty identifying certain signs or symptoms of abuse which leads to situations going unnoticed. What signs or symptoms are you suspecting when you are unaware of what the signs and symptoms actually are? Whilst studying at teachers college there is not one particular subject that focuses on abuse which I feel is a let down. Acting as an advocate for children is one of the many responsibilities of a teacher to protect their safety and well-being. As stated in Te Whariki, "symptoms of danger or abuse are promptly recognised" (p. 47). However, teachers don't have a checklist, we are not taught what to look for and generally when concerns for a child are raised the teacher will second guess their own judgement. 

This is where I believe relationships are a key component to pedagogical practice. The relationships formed with children stem from the relationships formed between teachers, parents/caregivers and whanau. Gaining background knowledge and gathering information about a child is vital. Knowing who they are, where they come from and what values and beliefs their parents and whanau hold, provides teachers with a better holistic understanding of the child. This allows teachers to cater for children's well-being within a setting to the best of their ability. For example, one teacher raises concern for a child who has a bruise on their arm and expresses their concern about Dad being extremely rough with the child, however, another teacher knowing that the child only visits Dad every second weekend, also plays a contact sport and has not seen Dad for the previous two weeks.  

Personally, I believe these implications would essentially challenge teacher's ethical responsibilities. Ethical responsibilities of a teacher are clearly identified in the Code of Ethics which is a document that "spells out an early childhood educators moral obligations and identifies the distinctive values of the early childhood field" (Christensen, Feeney, Moravcik & Notle, 2010, p. 26). Furthermore, "one of the most important aspects of the code is its affirmation of what is right" (Christensen, Feeney, Moravcik & Notle, 2010, p. 27).

In situations like abuse the child's welfare would be a teachers first and foremost concern. Not only do teachers have an ethical responsibility to the child and their welfare but a legal responsibility as well. Throughout the early childhood education field there are a number of different workplaces and each workplace will have a slightly different reporting system put in place to protect children in such situations. However, it is extremely important that all teachers are aware of the systems within their own workplace as it is crucial in order to fulfill your legal, ethical and moral obligations to children's welfare (Christensen, Feeney, Moravcik & Notle, 2010). 

Secondly, it is significantly important for teachers to respond to the needs of a child who has suffered abuse, neglect or trauma to ensure their future learning and development is positive. Any teacher who has acted as an advocate for a child in such circumstances or has developed a relationship with that child based on love and trust, might just happen to be the adult in which that child believes can make a difference. Within the role of a teacher, making a difference in that child's life would not only be the responsibilities of their care and well-being but their future learning and development. The Code of Ethics states, teachers will commit and cater for a diverse range of learners. Consequently, as explained by Berk (2010) when young children's needs are met, they are nurtured by the adults in their environment and they have positive environments, experiences and opportunities to explore, they are most likely to grow and develop in the most desirable way. 

Understanding the foundations of child development is essential for all early childhood teachers. As I have previously mentioned when a child suffers abuse, neglect of trauma at a young age this often causes developmental delays. When developmental delays occur it is important for teachers to source information and know what services there are to encourage future accomplishments whilst working in collaboration with parents/caregivers and whanau. 

Consequently, implications for teachers in order to support children and their families include keeping up to date with current theories and literature as well as attending professional developments ensuring their pedagogical practice is relevant to the child requiring support. Moreover, not only does the child need support to further their learning and development, the teacher needs to source support, working collaboratively with the team to ensure they are providing the child with sufficient assistance. Also, teachers need to ensure they are providing equal experiences and opportunities for the child whilst maintaining consistent teaching strategies to support the learning and development happening outside the setting.  

Lastly, I personally do not agree that teachers can teach prevention strategies of abuse as such. However, I do agree that teachers can teach children through positive role modeling and behaviour to know in their head and their hearts that any form of maltreatment is not okay. 

Role modelling and positive guidance is what children need in order to develop acceptable behaviours in society. As I have already mentioned, some children spend most of their week in care, therefore teachers have a magnificent influence on the child's life. "Staff can teach children how to behave 'appropriately' through presenting them with examples (models) of the dispositions, attitudes and values that the adults around them consider to be appropriate behaviour" (MacNaughton & Williams, 2009, p. 129).

This is where I consider teachers having the opportunity and knowledge of teaching strategies, to teach children that certain behaviours, such as, violence is not okay. For example, when a child snatches a toy off another child, so that child hits in order to express their frustration. 

To teach young children certain behaviours, ways to resolve conflict and wrong from right, it is extremely important that all teachers working within the team are on the same page. Consistent and repetitive behaviour management and guidance for children is essential and when working within a team strategies need to be put in place for every teacher to follow. Communication throughout the team is equally essential, ensuring individuals to express their thoughts, opinions and ideas.

Polly Bath, a school behaviour consultant explains exactly this when she talks about consistency throughout staffs responses to certain behaviours to coach and teach children what is acceptable- wrong from right. 
http://www.youtube.com/watch?v=oQmui8Q4FEE

However, implications can occur when a team are not always on the same page. It often challenges an individuals pedagogical practice and personal values and beliefs, generally resolving in conflict. Yes, conflict which arises from differing values and beliefs is healthy, as it teaches you to recognise our diverse society, but, this does not always make it easy to arrive at a solution (Christensen, Feeney, Moravcik & Notle, 2010). 

Personally, I feel it is important to stay true to yourself and what you believe is right, however, the way in which you articulate this is crucial  Furthermore, listening to others opinion's is just as important. It is only fair that you listen to why other people feel the way they do, expecting the same respect from them with hope to resolve conflict. Hence the importance of good communication and relationships within the team, with the families and with the child.

My final thoughts..

The social issue of abuse has been a huge eye opener to me. I did not realise that child abuse was such an issue throughout New Zealand society, that New Zealand statistics were so high and how abuse impacts on my teaching practice. 

I chose to start by discovering New Zealand statistics to educate myself on how much of an issue abuse is within our society. I was able to source a wide range of statistics to further my knowledge and discover an increase of abuse over the last seven years. Whilst researching these statistics I was able to bust a myth- abuse is cultural. 

Secondly, I chose to discover how New Zealand got here and the considered reasons for abuse. Research in this area lead me to realise there are a number of risk factors of abuse, but one that really disgusted me is categorised as 'child factors'- taking about attributes of the child themselves. Personally, without the knowledge I can understand why abuse is such a hidden issue within society. The praise New Zealand gets as such a beautiful country is exceptional, however, when you think of New Zealand and the children who grow up here, its not often the children who suffer abuse, live in poverty, deal with family stresses and live within broken families are thought about. 

This left me curious to discover who protects our vulnerable children and who's responsibility it is to ensure the children of our future are safe? Researching further into UNICEF and discovering how they work, as well as, the purpose behind 'The White Paper' left me with a better understanding of what organisations and the government are currently doing. Personally I feel it is a responsibility we hold as a country. No one person can stop such a vicious cycle, working together is how we can make a difference. 

So for me as a teacher? An advocate for children? A significant role in children's life's? How does this effect my practice?

There are numerous implications abuse has on pedagogical practice. Teachers need to be know how to access information, know their workplace systems, how to cope with ethical challenges and know how to support developmental delays. A teacher must undertake professional development, have good communication, know the significance of their role as teacher, use various teaching strategies and ultimately work as a team whilst fostering relationships.

I hope you have enjoyed my blog!

Hanna Smaling

201000339

References

Bath, P., (2013). How to get kids to follow the rules. Retrieved 28 April, from 

     http://www.youtube.com/watch?v=oQmui8Q4FEE

Berk, L. E., (2010). Development through the lifespan. (Vol 5). Boston MA: Pearson 

     Education, Inc.

Bridgstock, R., Farrell, A., Schweitzer, R., & Walsh, K., (2005). Critical factors in teachers 

     detecting child abuse and neglect: Implications for practice. Retrieved 28 April, from 

     http://eprints.qut.edu.au/777/1/ACT_Complete_Report.pdf

Child Welfare Information Gateway, (2008). Long-term consequences of child abuse and 

     neglect. Retrieved 28 April, from  

     https://www.childwelfare.gov/pubs/factsheets/long_term_consequences.cfm

Christensen, S., Feeney, S., Moravcik, E., & Notle, S., (2010). Who I am in the lives of 

     children? An introduction to early childhood education (8th ed). Upper Saddle River, NJ: 

     Merrill.

Education.com, (2006). Possible causes for developmental delays. Retrieved 28 April,

     from http://www.education.com/reference/article/possible-causes-developmental-delays/

Fenichel, E., Mann, T., & Wiggins, C., (2007). Literature review: Developmental problems of 

     maltreated children and early intervention options for maltreated children. Retrieved 28 

     April, from http://aspe.hhs.gov/hsp/07/children-cps/litrev/index.htm

MacNaughton, G., & Williams, G., (2004). Techniques for teaching young children: Choices in 

     theory and practice. (2nd ed). Frenches Forest, Australia: Prentice Hall.

Mikaere Wallis, (2012). Brain development for babies: An introduction to neuroscience and 

     infant development. Retrieved 28 April, from http://www.youtube.com/watch?v=-CB-

     A4awkRU

Ministry of Education, (1996). Te Whariki: He Whariki matauranga mo nga mokopuna o 

     Aotearoa early childhood curriculum. Wellington, New Zealand: Learning Media.

Who protects our vulnerable children?

Take care of our children

Take care of what they hear
Take care of what they see                          
Take care of what they feel
For how the children grow
So will be the shape of Aotearoa
– Dame Whina Cooper 

                         
Whilst discovering and examining the risk factors of child abuse and understanding the causes behind the issue, I came across a video where Paula Bennett, the Minister of Social Development, spoke out about the system she intends to put in place to protect New Zealand's vulnerable children (link provided in my last blog).This left me curious to find out how our children are protected, who acts as an advocate for our children and what polices and organisations protect our children against child abuse?

From here, I researched further into the information Paula Bennett provides about "The White Paper for Vulnerable Children" The white paper was released on the 11th of October 2012 in order to protect New Zealand's vulnerable children. "Protecting vulnerable children is everyone’s responsibility. The White Paper for Vulnerable Children and the Children’s Action Plan set out how everyone can play their part. It is only by working together that we can achieve our goal" (Bennett, 2012).

My question here was, How is the 'The White Paper' going to protect these children?

Further research lead me to gain understanding of what 'The White Paper' was about and how the white paper works with the intention of protecting vulnerable children.

Firstly, here is the link which will allow you to read the statement from the minister in which she states "the most important work I can do as a Minister and that we can do as a country – protect our children" (Bennett, 2012). http://www.childrensactionplan.govt.nz/the-white-paper/statement-from-the-minister

Furthermore, 'The White Paper' is split into two different volumes. Volume one describes what will be done to protect children who are are at risk of maltreatment. It explains how the government will take lead in protecting the children who are suffering deprivation and are unsafe as it is their responsibility to step in when the responsibilities of others is poor. The white paper aims to make a change and highlight the children who suffer abuse, neglect and harm whilst ensuring they get the protection and care they need (New Zealand Government, 2011).

So how does the white paper work?

'The White Paper' plan includes:

• "A phone line, text message service, email service and online system called 'child protect' will be available for anyone who has concerns about a child;
• A new vetting and screening process for people wanting to work with children in a bid to prevent known abusers from doing so;
• Introducing minimum standards of competency for different jobs that involve working with kids;
• Investigating the curtailing of guardianship rights of parents who present an ongoing risk to their children;
• Establishing a list of pre-approved iwi and hapu which are guaranteed to provide a safe home for tamariki who have been taken from an unsafe home;
• An adulthood transition process for people at the end of their Child, Youth and Family care programme" (Bennett, 2012, cited in 3 News, 2012)

Furthermore, this link from '3 News' on the 11th of October 2012, helped me to further my understanding of how it will work http://www.3news.co.nz/Anti-child-abuse-plan-a-lost-opportunity-says-Labour/tabid/370/articleID/272276/Default.aspx 

'The White Paper' includes a multi-agency database which will automatically notify any children that may be at risk. Seven government agencies including the Ministry of Social Development, Ministry of Health, Ministry of Education, Ministry of Justice, Ministry of Business, Innovation and Employment and the police will be part of the database. The database tracks children and allows certain people to check out any concerns they may have about a child. Adults who have a history of abusing will also be tracked through the database in order to prevent these adults from repeating the offence (3 News, 2012).

In this video Ian Hassle, former Children's Commissioner, gives his perspective on 'The White Paper', agreeing with the sharing of data and explains that this is long over due. People such as teachers, doctors and social workers should be able to access information because over previous years there have been many cases where children have been abused and have been through a number of agencies but that information was not shared- it is not just a single episode that alarms abuse it is repeating episodes which indicate something is seriously wrong (Hassle, 2012). The sharing of this information allows an overall picture and it doesn't let our children 'slip through the cracks'

"The Government will pass legislation, and enact policies and practises so that:

• parents, caregivers, family, whänau, and communities understand and fulfil their responsibilities towards children
• professionals identify vulnerable children and act earlier
• communities identify and meet the needs of vulnerable children as early as possible
• government education, health, care and protection and justice agencies, and professionals, community organisations and workers share information appropriately to protect vulnerable children
• the lives of vulnerable children in state care is made a priority across government departments and agencies
• people and organisations working with children identify and respond to the need of vulnerable children
• tough new measures are in place to protect children from adult abusers who are likely to continue to hurt children" (New Zealand Government, 2011).

These changes aim to reinforce and reform the way everybody, from the government, to the community, to you as an individual, work together to identify, support and protect vulnerable children.

Moreover, UNICEF is an organisation I chose to research further into. What is UNCIEF and what does this organisation do to protect our children?

 UNICEF's mission "is to create a better world for every child" (UNICEF New Zealand, 2008). 

UNICEF are an organisation that advocate on behalf of a child, protecting and promoting their rights. They articulate that every child has the right to become a respectful and beneficial member of society, whilst having the right to be heard. UNICEF aim to build a world where every child's rights are recognised (UNICEF New Zealand, 2008). 

So what does UNICEF say when it comes to protecting children against harm, neglect of deprivation and what do they do in order to prevent this?

Protection against things such as abuse, neglect and deprivation is outlined by UNICEF as "a universal right of every child" (UNICEF New Zealand, 2008). Therefore UNICEF abide by the international humans rights treaty called the 'UN Convention on the Rights of the Child' (UNCROC) for the sole purpose of outlining the rights of children and the governments duty to attain them. This document is made up of 54 different articles, however, it is driven by 4 essential principles- 

• "Equality regardless of race, gender, language, religion, disability etc.
• The best interests of the child.
• Survival, development and protection.
• Participation in decisions which affect children" (UNICEF New Zealand, 2008).

The treaty was adopted by New Zealand in 1989 and by 1993 it was legalized. The treaty expresses the significance of children's basic needs being established as rights and that the government has responsibility to ensure their rights are being protected.

Robert Ludbrook (2009), shares his perspective on UNCROC by stating the treaty "has raised public awareness of the rights of children and has set benchmarks by which New Zealand’s laws, policies and practises can be measured" (p. 5).

Lastly, I am going to touch on New Zealand's Anti-Smacking Bill.  The Anti-Smacking Bill was passed and made law by the New Zealand government in 2007, which was two years after it was introduced by Green Parties, Sue Bradford. The Anti-Smacking Law aims to provide a positive, safe and secure household for all children by ending the use of force for the purpose of correction. Similarly, a decrease in child abuse statistics due to fear of prosecution (Yellow, 2009).

However, there were numerous different predictions when the law was passed and multipule perspectives on the issue. One I found extremely interesting, which expresses a understandable perspective for me was a video from '3 News' where Hannah and Brain Johnson explain why the lost the right to care for their grandchildren. http://www.3news.co.nz/The-effect-of-the-anti-smacking-bill/tabid/817/articleID/258454/Default.aspx

I have found discovering the reasoning behind both 'The White Paper', 'UNICEF' and reading numerous perspectives on New Zealand's 'Anti-Smacking Law' very interesting. I agree with Paula Bennett, when she states it is everybody's responsibility to protect our vulnerable children. Children don't have the the option weather they live in deprivation, suffer abuse or neglect, but I believe we have the option of making a difference in their world.

Below is a heart-wrenching video I came across that to me, personally, says it all! 

http://www.youtube.com/watch?feature=player_detailpage&v=NnDGqyKwZuQ

Next time..

I wish to explore the effects abuse has on vulnerable children and how the effects impact on their learning and development throughout ECE? I would also like to discover the implications child abuse causes for ECE teachers and their practice.

References

3News, (2012). Anti child abuse plan a 'lost opportunity', says labour. Retrieved 10 April, from  
     http://www.3news.co.nz/Anti-child-abuse-plan-a-lost-opportunity-says-
     Labour/tabid/370/articleID/272276/Default.aspx

Bennett, P., (2012). Poverty 'doesn't excuse' child abuse. Retrieved 10 April, from 
     http://www.3news.co.nz/Bennett-Poverty-doesnt-excuse-child-
     abuse/tabid/1607/articleID/272358/Default.aspx

Bennett, P., (2012). The white paper for vulnerable children: Statement from the minister. 
     Retrieved 10 April, from http://www.childrensactionplan.govt.nz/the-white-paper/statement-
     from-the-minister

Hassle, I., (2012). Anti child abuse plan a 'lost opportunity', says labour. Retrieved 10 April 
     from, http://www.3news.co.nz/Anti-child-abuse-plan-a-lost-opportunity-says-
     Labour/tabid/370/articleID/272276/Default.aspx

Johnson, H., & B., (2012). The effect of the anti smacking bill. Retrieved 10 April, from 
     http://www.3news.co.nz/The-effect-of-the-anti-smacking-
     bill/tabid/817/articleID/258454/Default.aspx


Ludbrook, R., (2009). UNCROC. Retrieved 10 April, from 
     http://www.unicef.org.nz/store/doc/RobertLudbrook_UNCROC.pdf

New Zealand Government, (2011). The white paper for vulnerable children. Retrieved 10 
     April from http://www.msd.govt.nz/documents/about-msd-and-our-work/work-
     programmes/policy-development/white-paper-vulnerable-children/white-paper-for-
     vulnerable-children-volume-1.pdf

UNICEF New Zealand, (2008). Our mission. Retrieved 10 April, from 
     http://www.unicef.org.nz/OurMission

Yellow, (2008). How to understand the New Zealand's anti smacking law. Retrieved 10 April, 
     from http://howto.yellow.co.nz/legal/consumer-law/how-to-understand-the-new-zealand-
     anti-smacking-law/