The Neglect and Abuse of Children and Youth: The Scope of the Problem and the School's Role

Abstract

We have attempted to define the spectrum of maltreatment of children seen in our current society. The potential for abuse in the child's caretaker, a child who is somewhat different, and a stressful situation are ingredients which often interact to produce maltreatment. The maltreatment rendered to the child includes many mechanisms ranging from direct blows from a variety of objects, to violently shaking the child, to neglect. The spectrum of the pathological findings is as varied as the means to inflict the trauma or neglect and involves every organ system. The predominate pathology of abuse is located in the central nervous system, bones and cutaneous tissues. The school's role primarily involves awareness of the problem of maltreatment, a method of approach to identify and report "suspected" cases, and the documentation of the injuries or neglect which have been observed. The school plays an important role in the follow-up of individual cases in providing a supporting environment for the child and coordinating with other agencies dealing with the family. The school personnel and all professionals must work together if adequate services are to be provided to protect children and rehabilitate families.

A sociological perspective on implementing child abuse legislation in education

“…4 In direct contrast to education, there is considerable literature on child abuse and neglect in areas addressing philosophic'd, psychological, sociological, medical, legal, and social welfare issues. It seems implicit from more recent studies (see Bensel and Berdie, 1976;Breton, 1979;Broadhurst, 1977;Davis and McEwen, 1977;Easton, 1978;and Volpe et al, 1980) that the dearth of literature about the responsibilities and opportunities of school personnel bears an unfortunate correlation with the lack of involvement of both educational systems and school personnel in prevention practices.…”

Child Abuse: A Curriculum Issue in Teacher Education

“…In all instances, teachers were involved in reporting suspected cases of abuse and neglect. Ten-Bensel and Berdie (1976) stress that the best method to increase the capacity of the teacher to understand and cope with abuse and neglect is to make training available to all personnel at least once a year in the first month of school. The authors also suggest two basic guidelines to increase school personnel's ability to protect children from further abuse and neglect: (a) Educate personnel regarding child abuse and neglect, including the importance of reporting and treatment; and (b) Develop a school policy for reporting suspected abuse and neglect and working with other agencies in the prevention of child abuse and neglect.…”

Child Abuse and Neglect: The Role of Education

“…She further suggests that the school have a specific written plan to aid teachers in identifying and reporting problems. Kline <1977a) and ten Bensel (1976) have listed some appropriate steps to follow when reporting. Those include 1) talking to the child if it will not be too upsetting for him or her; 2) reporting orally to principal or school abuse coordinator; 3) seeking medical help for the child if necessary; 4) calling the child's parents to explain that a report is about to be made to the local child protection agency; 5) reporting by phone to the agency; 6) following up the telephone report with a written one.…”