Fundamentally, parents maintain the right to raise their children free of external interference and the society commonly presumes that parents act in the children’s best interest. However, cases where parents do not provide protection to their children or meeting their basic needs, are characterized as abuse or neglect. Such circumstances oblige the society’s intervention in the interest of safeguarding the health and welfare of the children. An intervention into family life on the children’s behalf ought to be based on the relevant State or Federal laws, strong philosophical underpinnings and clear professional standards for practice. Commonly children spend significant periods in schools, which allows educators comparatively more access than any other professionals do. In the context of this essay, the term educator refers to all school personnel responsible for serving the child (Crosson-Tower, 2003). This is an attempt to discuss the role of educators in responding to cases of abuse and neglect of children.
Educators have a clear and critical role in identifying, reporting, and preventing cases of child abuse and neglect. This is because they have close and constant contact with the children. In addition, educators are professionally and legally required to report any instance of suspected child maltreatment. Noteworthy is the negative impact of maltreatment on children. Children affected by maltreatment do not learn effectively as their energy and attention are continuously drained by conflicts inherent in their predicament (Crosson-Tower, 2003). Again, educators occupy a unique position, which allows them to advocate for the children’s and offer programs that aid the children. Critically, a supportive and positive relationship with an adult can enhance the resiliency of children directly and indirectly exposed to maltreatment.
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The physical abuse of children involves all non-accidental injuries caused by the attacker. Commonly, these include injuries sustained from beatings or burning and may be a case of extreme discipline, where the punishment is inappropriate considering the child’s age or condition. Victims of mistreatment commonly undergo behavior changes with some becoming aggressive, destructive, withdrawn, or fearful. Interestingly, said victims will not initially admit to being abused and commonly invent seemingly plausible explanations for their injuries. Regardless of the mistreatment, these children are understandably fearful of being taken away from their homes or inviting trouble towards their parents. A common assumption is that adolescents rarely experience physical abuse with the exception being when said individuals provoke the mistreatment due to the inherent nature of adolescence (Crosson-Tower, 2003). Furthermore, teenagers are comparatively stronger, have greater access to resources and can flee. However, resistance can further ignite the parent’s anger increasing the severity of the abuse and most teenagers are ill-equipped for the harsh realities of homelessness.
Question 1
According to the case study, Ms. Broudy received credible information from Mary Sue about the possible abuse of Kim. One of the behavior changes of child abuse victims is the causing of harm to self, denoted by the cuts on Kim’s lower arms and her belief that home was not a safe environment. When initially confronted by Ms. Broudy Kim’s response was typical of an abused child as she lied to protect her family life. According to their school's procedure, the teacher did report her suspicions to the school counselor and principal. The events preceding the second report from Mary Sue are indicative of abuse as Kim became more withdrawn from class and attended class with a bruised cheek (Strike & Soltis, 2009). After consultations with the counselor and the second report from Mary Sue, it became incumbent on Ms. Broudy to make a report with either the local police or child protective services. The fear of misidentification is considerable as the potentially abusive parent is a principal of the same district. However, such considerations are irrelevant in the context of the educator’s legal and professional mandate of reporting cases of abuse or neglect.
Question 2
Considering that behavioral symptoms of abuse and neglect are similar, this case could arguably be one of both abuse and neglect. Specifically, Kim became increasingly withdrawn from class activities and gave plausible explanations for her cuts. The aspect of neglect is illustrated by the lack of action taken by Kim’s mother to the concerns raised by the school. Her response or lack thereof is indicative of her lack of concern for her daughter’s health and wellbeing (Strike & Soltis, 2009). Arguably, she was unwilling to discuss the problems Kim was experiencing in school, which is also indicative of neglect. In cases of both child abuse and neglect, educators are obligated to report the same to local law enforcement and child protective services for investigation.
Question 3
Strict adherence to due process in reporting cases of child abuse and neglect is important. The aim of such reporting is to provide the child with protection and basic needs. Due process here covers the school policy to tackle mistreatment, State and local laws on child abuse and neglect (Crosson-Tower, 2003). School policy addresses misreporting by focusing on quality control. Additionally, it addresses the concerns on lawsuits, the protection of the staff involved in reporting, and ensures there are effective steps for helping the children.
Question 4
The matter of whether or not parents have the right to strike physically their children is a complex undertaking. This requires parents to increase their awareness on the legal provisions addressing as different state laws have different interpretations and consequences of striking a child (Crosson-Tower, 2003). Personally, striking a child as punishment is acceptable provided it is executed after making the child aware of their errors. The age and condition of the child should key in deciding the appropriate form of punishment.
Question 5
The use of restraints by teachers is acceptable in limited instances. Physical restraint implies the use of physical force to prevent, restrict or subdue a student’s body movement (Crosson-Tower, 2003). It should be used only when immediately needed to protect the safety of the student or other people.
The fundamental rights of parents to raise their children as they deem fit is an important part of the society. Equally important is protecting children from cases of abuse and neglect perpetrated by parents. Generally, protecting children against such crimes requires communal involvement along with the use of communal resources. Specifically, educators have the most access to children and as such have the role of monitoring the children to prevent and report cases of abuse and neglect. Furthermore, these professionals are required to report the same by the law and their professional standards. Their constant interaction with children enables educators effectively identify maltreatment cases. In addition, the positive and supportive influence of an adult is critical to the resiliency of children exposed to maltreatment.
References
Crosson-Tower, C. (2003). The role of educators in preventing and responding to child abuse
and neglect (pp. 61-70). US Department of Health and Human Services, Administration for Children and Families, Administration on Children, Youth and Families, Children's Bureau, Office on Child Abuse and Neglect.
Strike, K. A., & Soltis, J. F. (2009). The ethics of teaching .
