EDU 366 Session 4: Child Abuse and School Violence PDF

Session#4 Child Abuse and school violence Ja Youn Kwon [email protected] Child abuse Recognizing the signs of child abuse A child’s physical indicators A child’s behavioral indicators Parent’s behavioral indicators Recognition of Child Abuse and Neglect Syracuse University...

Session#4 Child Abuse and school violence Ja Youn Kwon [email protected] Child abuse Recognizing the signs of child abuse A child’s physical indicators A child’s behavioral indicators Parent’s behavioral indicators Recognition of Child Abuse and Neglect Syracuse University 2 Mandated Reporters Mandated reporters – school personnel (including teachers) required to have a license or certification, medical personnel, social service and others entrusted with care of children, and police and other legal officials. You are mandated to report when you are acting in your professional capacity; the child, parent, or other person legally responsible for the child is “before” you; and you are presented with reasonable cause to suspect child abuse or maltreatment. Syracuse University 3 Child abuse “Reasonable cause” is based on your rational observations, professional training and experience, you have a suspicion that a parent or other person responsible for the child is responsible for harming the child or placing the child in imminent danger of harm. Abuse may be inflicting serious physical injury, creating a substantial risk of serious physical injury, committing a sex offense against the child, or allowing someone else to inflict harm on the child. Syracuse University 4 Child abuse Maltreatment means impairing a child’s physical, mental or emotional condition by the failure to exercise a minimum degree of care, including: – Failing to provide sufficient food, clothing, shelter – Failing to provide sufficient supervision or medical care – Inflicting excessive corporal punishment – Abandoning the child – Misusing alcohol or other drugs in a way that placed the child in imminent danger – Poverty or other financial inability to provide for the child is NOT maltreatment. Syracuse University 5 Child abuse How do you report? First, by phone to the NY Statewide Central Register of Child Abuse and Maltreatment (SCR) at 800-635-1522 (or in Onondaga County to 315-422-9701) Then by a written report within 48 hours to the local department of social services using form LDSS-2221A. Do NOT contact the person suspected of the abuse or maltreatment. Syracuse University 6 Child abuse What happens when you report? A trained specialist will investigate and decide whether to register your report or will clearly explain to you his/her reasons for not doing so. – Ask the specialist for the “Call ID.” You may ask to speak to his/her supervisor. The local department of social services will investigate a report within 24 hours. You’ll be asked to provide any records “essential to a full investigation” of the alleged abuse and maltreatment. CPS will act on the report within 60 days. You may ask to be notified of the outcome. Syracuse University 7 Child abuse Implications for you of reporting (or not reporting) You are guaranteed confidentiality. (A court official, district attorney, or police may contact you under limited circumstances.) You are immune from any criminal or civil liability if you make a report “with earnest concern for the welfare of a child.” You are protected from retaliatory personnel action for making a report, and cannot be required by anyone to get prior approval or give prior notification. You can be charged with a criminal misdemeanor for not reporting and can be sued in civil court for any harm caused by failure to report. Syracuse University 8 Talk To A Neighbor What are some reasons someone might struggle to fulfill their duty as a mandated reporter? Syracuse University 9 School violence prevention Includes acts that cause more emotional than physical harm (like bullying, pushing & shoving) Also includes acts that cause physical harm, like gang violence and assault (with and without weapons) Most attention is focused on student-initiated violence, but attacks by outsiders can be equally horrendous, if less frequent In 2014, there were 31 homicides and about 486,000 nonfatal violence victims in schools 8% of students report being in a physical fight on school property in a given year 5% of teachers report being attacked by a student; 9% report being threatened with injury by students Syracuse University 10 School violence prevention Who is at risk of committing violence? Prior history of violence Prior history of bullying Drug, alcohol, other substance abuse Association with delinquent peers Distressed homes Poor grades General poverty in the community Syracuse University 11 School violence prevention Building caring communities > prevention strategies > reaction plans Emphasize how safe your school is, but be sure students understand routines and policy Explicit school plans Staff member training Include parents in developing plans, keep them informed, help them talk with their children Syracuse University 12 School Violence And De-escalation Say Something IN YOUR SMALL GROUP SHARE YOUR RESPONSES AND QUESTIONS ABOUT THE SAY SOMETHING VIDEO Syracuse University 13 De-escalation basics Learn ways to try to keep situations from becoming dangerous Know how to control yourself in dangerous situations Know when and how to de-escalate highly charged situations Learning safe options when managing agitated students Source: Mary Witteried, LCPC , Montgomery County Crisis Center Syracuse University 14 Making spaces for de-escalation in the classroom and school De-escalation techniques in HS – https://www.youtube.com/watch?v=YxC_Q8zE0SU Calm corner for kids – https://youtu.be/dxBv1w4SQyw Syracuse University 15 De-escalation basics De-escalation techniques are both ABNORMAL and NATURAL. They’re ABNORMAL in that: – We are driven to flee, freeze, or fight when scared. In de-escalation, we can do none of these. – Reasoning with an enraged person is NOT possible. – The FIRST and MOST IMPORTANT objective is to reduce the level of arousal so that discussion becomes possible. Source: Mary Witteried, LCPC , Montgomery County Crisis Center Syracuse University 16 De-escalation basics De-escalation techniques are both ABNORMAL and NATURAL. They’re NATURAL in that: – While there are many things you need to consider, there are few absolute rules. – You need to plan ahead, so you’re not “winging it” when faced with dangerous situations. – You need to trust your judgment and instincts. Source: Mary Witteried, LCPC , Montgomery County Crisis Center Syracuse University 17 De-escalation basics To control the situation, you must first control yourself Take a deep breath... It will help you calm down. Appear calm, centered and self-assured even though you don't feel it. Anxiety can make the student feel anxious and unsafe which can escalate aggression. Avoid overreacting. You cannot control the student’s behavior, but how you respond to their behavior will have a direct effect on whether the situation escalates or defuses. Use a calm, low monotonous tone of voice (normal tendency is to have a high-pitched, tight voice when scared) Source: Mary Witteried, LCPC , Montgomery County Crisis Center Syracuse University 18 De-escalation basics To control the situation, you must first control yourself If you have time, remove necktie, scarf, hanging jewelry, religious or political symbols before you see the student (not in front of him or her). If possible, move the situation to a location where other students will not get involved or become an audience. If possible, pick a quiet location that will help calm the student. Source: Mary Witteried, LCPC , Montgomery County Crisis Center Syracuse University 19 De-escalation basics Be aware of your physical position, posture & presentation: If possible, do not see the student alone; let a colleague know if you’re seeing someone with a history of violence. Do not allow the student to get between you and the door, but don’t “box the student in” either. Never turn your back for any reason. Always be at the same eye level. Allow extra physical space between you... about four times your usual distance and on non-dominant side of student. Source: Mary Witteried, LCPC , Montgomery County Crisis Center Syracuse University 20 De-escalation basics Be aware of your physical position, posture & presentation: Allow student to break his/her gaze and look away. Do not point or shake your finger at the student. Do not touch...even if some touching is generally culturally appropriate and usual in your setting. Keep your hands OUT of your pockets, up and available to protect yourself. Source: Mary Witteried, LCPC , Montgomery County Crisis Center Syracuse University 21 De-escalation basics Managing the de-escalation discussion: Remember there is no “content” to be taught, you’re just trying to calmly bring the level of arousal down to a safer place. Use simple, clear language. Do not get loud or try to yell over a screaming person. Wait until they take a breath... then talk. Address the student by name! It helps to ground them. Respond selectively:. Don’t be baited into answering challenging questions that don’t further your objective of calming the situation. Answer informational questions, no matter how rudely asked. Source: Mary Witteried, LCPC , Montgomery County Crisis Center Syracuse University 22 De-escalation basics Managing the de-escalation discussion: Explain limits and rules in an authoritative, firm, but always respectful tone. Choose wisely what you insist upon. Don’t draw “red lines” that force you to take action that will escalate the situation if the student chooses to cross them. When possible, give choices in which both alternatives are safe ones (e.g. "Would you like to continue our meeting calmly or would you prefer to stop now and talk later or come back tomorrow when things can be more relaxed.") Empathize with feelings but not with the behavior (e.g. “You have every right to feel angry, but it is not okay for you to threaten me or others."). Source: Mary Witteried, LCPC , Montgomery County Crisis Center Syracuse University 23 De-escalation basics Managing the de-escalation discussion: Do not interpret feelings in an analytic way. Instead talk about how you know the student wants to be in control; ask how you can help the student do this. Do not argue or try to convince. Wherever possible, tap into the student's cognitive mode: DO NOT ask, "Tell me how you feel." INSTEAD ask, Help me to understand what you are saying to me." People are not attacking you or themselves while they are teaching you what they want you to know. Violent or abusive behavior is always a form of communication. Focus on what the student is trying to TELL you. Source: Mary Witteried, LCPC , Montgomery County Crisis Center Syracuse University 24 De-escalation basics Managing the de-escalation discussion: Suggest alternative behaviors where appropriate (e.g. "Would you like to take a break and have some water?”) Give the consequences of inappropriate behavior without threats or anger. Represent external controls (rules) as institutional rather than personal. Source: Mary Witteried, LCPC , Montgomery County Crisis Center Syracuse University 25 De-escalation basics Managing the de-escalation discussion: Trust your instincts! If you assess or feel that de-escalation is not working... STOP! Tell the person to leave, escort them to the door, call for help or leave yourself and call police. There is nothing magical about talking someone down. You are transferring your sense of calm, respectfulness, clear limit setting to the agitated student in the hope that they actually wishe to respond positively to your respectful attention. Source: Mary Witteried, LCPC , Montgomery County Crisis Center Syracuse University 26 Child abduction Teach kids basic rules: – Never accept rides, gifts, money or medicine from strangers. – Never get so close to a car driven by a stranger that you can be pulled in – Never give your name or address to a stranger – Never open the door to anyone you don’t know Syracuse University 27 Child abduction Teach kids basic rules: – Never tell callers you don’t know that you are home alone; say your parents cannot come to the phone but will call them back. – Never volunteer information about your home to strangers – Avoid strangers hanging around restrooms or playgrounds Syracuse University 28 Child abduction Teach kids affirmative strategies for protecting themselves: – Avoid deserted areas – Stick to familiar routes to and from school – Be aware of “safe havens” you can run to along walking routes – Stick with friends whenever possible – Have a strategy to use when you feel threatened (e.g., “Run, Yell, Tell”) Syracuse University 29 Dealing with grief and trauma You are not a therapist but can be a source of caring and support The most important thing you can do is listen and respect students’ questions Accepting students’ reactions and fears, acknowledging that you share many of them Talking with kids, not down Syracuse University 30 Dealing with grief and trauma Teaching (but not preaching) caring, affirming that they can do something about injustice and cruelty Forever changed, not forever damaged Sharing children’s grief Getting specialized support Syracuse University 31 Children Grieving Supporting grieving children Syracuse University 32