Helping Abused Children

Study Unit
Helping Abused
Children
By
Susan Campbell Bartoletti

Reviewed By
Karen L. Snyder
About the Author

Susan Campbell Bartoletti has published numerous short stories, articles, screenplays,
and educational texts for children and adults. She holds a masters degree in English from
the University of Scranton and a bachelors degree in English/secondary education from
Marywood University. She is the recipient of numerous writing awards. Susan presently
teaches English at the North Pocono Middle School.
About the Reviewer

Karen L. Snyder earned both her bachelors and masters degrees from Towson State
University. She has served as instructor at Delaware Valley College, Catonsville Community
College, and Strayer Business College, teaching such courses as business communication,
English composition, journalism, curriculum development, and lesson planning. She was
the public relations director for the Montessori School at the Maryland Center for Montessori Studies. Her work included developing the curriculum for the schools teacher training
program, and managing all public relations and marketing activities for the elementary
school and postgraduate teacher training program. She and her staff produced awardwinning school publications.
All terms mentioned in this text that are known to be trademarks or service
marks have been appropriately capitalized. Use of a term in this text should
not be regarded as affecting the validity of any trademark or service mark.
Copyright 1999 by Thomson Education Direct

All rights reserved. No part of the material protected by this copyright may
be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the copyright owner.
Requests for permission to make copies of any part of the work should be mailed
to Copyright Permissions, Thomson Education Direct, 925 Oak Street, Scranton,
Pennsylvania 18515.
Printed in the United States of America
iii
Preview
Approximately three children die each day in the United States due to child abuse or neglect,
according to the National Committee to Prevent Child Abuse (NCPCA). However, even more
astounding is the fact that this statistic has remained the same for more than the past 10 years!
Reports of child abuse have continued to climb at a steady rate, exceeding 3.1 million reported
cases since 1995.
Although many in our schools and communities may wish to deny that such a problem exists, its
true that child abuse continues to pose a major threat to the well-being of the nations children
especially our younger ones. The NCPCA reports that the vast majority of abuse cases involve preschool-age children, with child welfare agencies accepting an estimated 933,000 new cases each year.
What do these statistics mean? They mean that parents arent the only ones responsible for the
upbringing of their children, but society is as well. Some people believe that schools shouldnt
interfere with the way that parents choose to raise their children. They believe that what happens
at home isnt the schools business. Theyre wrongtragically wrong. Abuse hurtseven kills
children. Abuse makes it difficult for children to learn, sometimes damaging them to the point
where learning becomes impossible. When children are unable to learn or to reach their potential,
the schools cant do their job. Obviously, then, abuse is very much the schools business.
Thats where you, the teacher aide, come in. You do play a role in the health and welfare of our
nations children. In fact, school-age children often spend more time in the classroom than they
do with their parents. Thats why its critically important that you understand the nature of child
abuse and your role in helping abused children. Often, in times of crisis at home, a child will look
to the teacher, teacher aide, child care provider, or school as a stabilizing factor. School can provide a regular routine and secure environment essential to the young child while the family deals
with the circumstances of abuse.
Being aware is the crucial task of the teacher aide. Its up to you to fully understand the behavior of a child, and what circumstances might lead to a dramatic change in a childs overall behavior.
Is the child having difficulty attending or interacting with other children in social situations? Or,
is the child withdrawing from the group or acting out in class? Unless the teacher and teacher
aide are able to explain these behaviors, the child might suffer from unneeded and unwarranted
disciplinary action, when what they really need is the support and understanding of adults.
This study unit begins by exploring the history of abuse and showing how society and adults
from ancient times to modern-day treated children. Then, although certainly unpleasant, well
discuss the types of abuse: physical, sexual, emotional, or neglectful. The last category, neglect,
accounts for more than 54% of todays abuse cases, as reported by the NCPCA.
As you read this unit, youll realize that being a parent is anything but easy. Perhaps youre a parent yourself. If so, then you know that it takes a lot of patience, creativity, and endless amounts of
love to raise a child. For some, basic parenting skills come naturally, while others must learn (or
iv
Preview
never learn) parenting skills. This study unit will demonstrate how to recognize the signs of abusive parents and to understand the reasons why some parents become harmful to their children.
And finally, youll learn how to be sensitive to the behavioral and physical signs that a child may
suffer from abuse, and what to do should a child come to you for help.
When you complete this study unit, youll be able to
Discuss the history of child abuse and the treatment of children by adults from ancient
times to today
Identify and define the types of abuse, including physical, emotional, sexual, and neglectful
Explain the causes of child abuse and recognize the signs of possible abuse
Recognize and help children who may suffer from abuse
Take the proper steps in reporting suspected child abuse cases
Its estimated that some 1,000 children die each year at the hands of their abusers. Think about it:
thats the entire student population of some schools, completely wiped out by the plague of child
abuse. As a teacher aide or child care provider, youll have a unique opportunity to influence the
lives of the children you come in contact withmaybe even save their lives.
Contents
HISTORY OF CHILD ABUSE . . . . . . . . . . . . . . . . . . . . . . . . .
Ancient Times
The Middle Ages
Later Europe and Early America
Today
TYPES OF CHILD ABUSE . . . . . . . . . . . . . . . . . . . . . . . . . .
Definition of Child Abuse

Physical Abuse
Sexual Abuse
Emotional Abuse
Neglectful Abuse
CHILD ABUSERSWHO ARE THEY? . . . . . . . . . . . . . . . . . . . . 19

Why Parents Abuse Their Children
Immaturity
Lack of Knowledge
Stress
Unsatisfactory Child-Rearing Practices
Behavioral Signs of Possibly Abusive Parents
If a Child Comes to You
If You Suspect Abuse
Reporting Suspected Cases of Child Abuse
The Importance of Confidentiality
What Happens after the Report?
Relating to the Child, Parent(s), and Family
BACK TO THE CHALKBOARD ANSWERS . . . . . . . . . . . . . . . . . . 31

APPENDIX A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
APPENDIX B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
APPENDIX C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
EXAMINATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Helping Abused Children

HISTORY OF CHILD ABUSE
Based on what you read in the newspaper or see on television, you might
conclude that child abuse is a new disease, like AIDS. Its not, however.
The abuse of children is as old as civilization itself. The sheer numbers of
abused children today may astound and sicken you, but the disease itself
is ancient. The further back into history we look, the worse we find the
treatment of children.
Ancient Times
Those who lived during the early centuries of civilization considered
children merely as property. No laws protected them, and they had
no more right to life, liberty, or happiness than animals. As a matter
of fact, early civilians generally treated animals better than children
because animals were worth something. In other words, they produced labor and/or food, while children, on the other hand, were
valueless at least until they were old enough to work.
At the dawn of civilization, instances of infanticidethe killing of
infantswere common. For one thing, children were a financial burden,
expensive to feed and clothe. It was a case of survival of the fittest in
those hard times: There simply wasnt enough food for a large family.
For impoverished families, then, the only way a family could survive
was by having fewer children. Since birth-control methods were
unknown, this meant killing the unwanted infants. In most households,
the father determined whether or not a newborn would live. Parents
were allowed to kill their newborns any time within their first day of
life.
Many early cultures preferred male children, since they believed that
boys were less of a burden. Once partially grown, they could work the
fathers land, or assist him at his trade; thus increasing the working
power and hence the wealth of the family. But what could girls do?
How many girls did you need to take care of the simple household
chores? In addition, there was the problem of marriage. A girl had to
have a costly dowry to find a suitable marriage partner. Often, too,
girls became pregnant, bringing shame and dishonor upon the family.
Consequently, a father might permit only one female infant to survive
to help about the dwelling. Parents would drown, otherwise murder,
or abandon any others.
In ancient Greece, it was illegal to raise a physically challenged child,

since people believed that the disability would be passed down
through the generations. It would thus weaken the race of people
generally. Consequently, physically challenged children often suffered an early death as well.
Sacrificing a child to the gods was a common practice in many early
cultures. You may recall the biblical story of Abraham and Isaac,
whereexcept for divine interventionAbraham would have sacrificed
his first-born son. The Old Testament story of Moses in the bulrushes
and the New Testament story of Mary and Joseph hiding the infant
Jesus relate how Pharaoh and Herod, respectively, ordered the mass
killings of male children. Frequently, children were simply abandoned
(Figure 1). Such abandoned infants were at the mercy of the elements,
wolves, and the people who took them in. Unfortunately for most of
those abandoned children who became adopted, their foster parents
routinely victimized them. Often the foster parents deliberately maimed
the children by twisting their limbs, plucking out their eyes, or cutting
off their hands or feet. Then they forced children into the street to beg.
For some passersby, such cruelly abused children were an amusing sight.
Others felt a degree of pity and dropped a coin or two into the beggars cup.
FIGURE 1In ancient
times, children were
often abandoned with
the hope that someone
else would care for
them.
The Middle Ages

Life for children wasnt much better during the Middle Ages, which
lasted from about A.D. 500 to about A.D. 1500. Childhood was over, in
effect, when the child became weaned. The standard of living in those
days was very poor. People didnt yet understand the importance of
good hygiene, and lived at the same level as their animals. As a result,
epidemics of plague, typhoid, and other fatal diseases swept across
Europe, killing both children and adults. Adopted, abandoned, and orphaned children suffered miserably at the hands of the people who took
them in.
Even families of some means treated children badly. Parents didnt want
to raise their children, turning this chore over to the servants in the servants quarters. One favorite form of entertainment was to toss babies
around the room, or even from one house window to another across an
alleyway. Needless to say, the results of such fun were often tragic.
Most male children were destined to learn a trade. For some, this meant
becoming apprenticed to a master. The master could treat his young
charges any way he wished, with the result that many children were
severely beaten or starved. Discipline was harsh, since most adults of the
time believed in the pious adage, Spare the rod and spoil the child.
They further believed that children were born with the devil in them, and
that it was therefore the adults obligation to literally beat the hell out of
them.
Later Europe and Early America

In the 1600s, life in Europe continued to decline as a result of persistent
famine and disease. Europeans shipped thousands of children to the
New World to work, where they came under the austere authority of
the Puritans of New England. At the same time, workhouses sprang
up in Europe, and later in the American colonies. Orphaned or abandoned children were sent to live and work in these workhouses, where
the foulest kinds of abuse were common. In fact, conditions were so poor
that only the strongest could survive: 80 to 90 percent of the children died, most of them during their first year. Massachusetts also
enacted the Stubborn Child Law of 1646, which permitted parents to
put any disobedient children to death!
Families expected children to contribute to the family income as soon
as possible, by working on farms, in factories and mines, and at various trades. The workdays were long, often 14 hours or more, and many
children died or became horribly injured because, exhausted, they fell
asleep on a job involving dangerous machinery. For instance, adults
sent small children to clean between and under machines where adults
couldnt fit, or up into tall, cramped chimneys to clean them, often to
suffocate in the chimney flues. Childrens knees and elbows became
rubbed raw. Masters wouldnt allow children to eat so that they would
stay small enough to work, while in the mines, children drove mules,
picked coal, or operated the heavy gates and doors.
The barbaric treatment of children (and of people in general) had much
to do with the overall impoverished conditions of society. But a lack of
knowledge was also to blame. People of that time didnt understand
the nature of the developmental stages of childhood. Some even
believed that children were actually miniature adults and therefore

capable of thinking and behaving like adults. When they didnt, punishment was the answer. Flogging was common in both school and at
home. It wasnt until the mid-1700s that the Frenchman Jean Jacques
Rousseau published a work that described the fundamental stages of
growth and maturity in children. Rousseaus book led to a new
awareness of the nature of childhood and children, and to some longoverdue reforms. Childrens workdays got cut back from 16 to 10 or
12 hours. By the nineteenth century, people also began to take a closer
look at the types of employment that children engaged in.
Conditions in the United States werent much better than those in
Europe. While American factories and mines needed children, many
poverty-stricken parents didnt need them. In 1869, in New York City,
there were so many abandoned children that Sister Mary Irene
Fitzgibbon and two other nuns founded the Foundling Hospital. They
left an empty crib outside the hospital so that parents could leave
their unwanted children there. Rarely did a day go by that the crib remained empty.
In the later part of the 1800s, the infamous Orphan Train carried
hundreds of abandoned or orphaned children west. Any settlers who
wanted the children could have them. There were no screenings or
other tests to determine whether or not the new parents were suitable.
In 1874, the first major child abuse case changed the course of history
for United States children. A child named Mary Ellen was found chained
to a bedpost in an apartment in New York City. She had been savagely
beaten and had nearly starved to death on a diet of bread and water.
Neighbors had listened to her screams of terror and pain as her foster
parents beat her. It upset them, but what could they do? The foster
parents said that Mary Ellen belonged to them, and they could discipline
her as they saw fit.
No laws protected Mary Ellenor any other American childat that
time. Ironically, however, there were laws on the books to prevent
cruelty to animals, and someone alerted the Society for the Prevention
of Cruelty to Animals about Mary Ellens predicament. Authorities
from the Society successfully convinced a judge that, since Mary Ellen
was a member of the animal kingdom, they had a right to interfere in
her case. When they removed Mary Ellen from her house of torture,
she was so weak that she had to be carried out on a stretcher. Soon, a
Society for the Prevention of Cruelty to Children became organized in
New York, and by 1900, 161 branches had sprung up across the
United States.
Today
Is child abuse more common today than it was in years gone by?
Probably not. But then, we dont live under the same conditions as
people did in ancient times or during the Middle Ages. Also, unlike
those grim eras, we now have laws to protect children, as well as

government and private agencies dedicated to helping families learn
how to raise their children more effectively. Yet, when we consider
how much better our lives are today in comparison with other times,
isnt it all the more difficult to imagine that people still savagely abuse
children? True, the history of abuse may be as old as civilization, and
it may be a temptation to concede, wearily, that the abused childlike
the poorshall always be with us. However, today we know so much
more about how to help both children and their parents that the elimination of child abuse is at least a future possibility.
By 1968, all 50 states had enacted some form of law regarding the
reporting of child abuse cases to authorities. Many states went beyond
that to form hotlinestelephone numbers that people could call, anonymously, to report child abuse or to seek help for themselves. Many
agencies formed to help not only the victims of child abuse, but their
abusive parents as well. Schools and community agencies work together
to identify suspected cases of abuse, to provide protection for the children
involved, and to help prevent further abuse from occurring. Parents
need no longer feel that they are all alone in raising their children:
They can learn to be more effective parents with the input of sympathetic professional counselors.
Back to the Chalkboard 1

At the end of each section in Helping Abused Children, youll pause and check your
understanding of what youve just read by completing a Back to the Chalkboard quiz.
Writing the answers to these questions will help you review what youve studied so far.
Please complete Back to the Chalkboard 1 now.
Match each item in Column A with one item in Column B.
_____ 1. Ancient Greece
a.
Orphan Train
_____ 2. Sr. Mary Irene Fitzgibbon
b.
Represent early orphanages in Europe
_____ 3. Society for the Prevention

of Cruelty to Animals
c.
Child abuse reporting laws in all states
d.
She started the Foundling Hospital
_____ 4. Workhouses
e.
Physically challenged children were illegal

here
f.
Helped save the abused child, Mary Ellen
Check your answers with those on page 31.
TYPES OF CHILD ABUSE

The subject of child abuse isnt a pleasant one. Its hard for many of us
to imagine that there are people who deliberately hurt their children,
but we know it does happen, and all too frequently. As you read these
lines, someone, somewhere, is abusing a child. Perhaps that child lives
next door to you or is the child of a friend or relative. Perhaps he or she
goes to school with your children or is sitting in your classroom.
Abused children come in all shapes and sizes, and from different
cultures. Some are bright and do very well in school; for others, learning
is a constant struggle. You may see children who appear neatly dressed
and otherwise well taken care of. Yet, you might learn that these children
are indeed abused. Conversely, you may see children poorly dressed
and even unkempt at times, leading you to suspect that they suffer
abuse; yet, you may find that they come from caring homes.
Except in cases of flagrant evidence of physical violence, we couldnt
pick out the abused child from a crowd of children. You must first
learn, then, never to make a premature judgment about a child or parent
until you gather sufficient information to confirm your suspicions.
Note, however, that you dont have to prove the abuse occurred; you
simply need enough information to warrant a suspicion. Well explain
this in more detail later on in this study unit. Also, there will be formal
guidelines set up by your school district or day care center that youll
have to follow.
Definition of Child Abuse

Child abuse is difficult to pin down because its hard to agree on a
definition of the term thats acceptable to everyone. For instance,
many parents use spanking as a form of punishment. Sometimes, its
because they become frustrated with their children. Sometimes, its because they dont stop to think of an alternative. Other times, its because they dont know of any other method of discipline that can as
quickly alter a childs behavior. But when does the spanking cease being
a reasonable disciplinary measure and become an act of abuse? Most
cases of physical abuse actually began as disciplinediscipline that,
sooner or later, skidded out of control.
The Child Abuse Prevention and Treatment Act (Public Law 100294)
defines child abuse and neglect as the physical or mental injury, sexual
abuse or exploitation, negligent treatment or maltreatment
Of a child under the age of 18, or except in the case of sexual
abuse, the age specified by the child protection law of the state
By a person (including any employee of a residential facility or
any staff person providing out-of-home care) who is responsible
for the childs welfare
Under circumstances which indicate that the childs health or
welfare is harmed or threatened thereby . . .
The act defines sexual abuse as the use, persuasion, or coercion of
any child to engage in any sexually explicit conduct (or any simulation
of such conduct) for the purpose of
Producing any visual depiction (pornographic materials, etc.) of
such conduct
Rape, molestation, prostitution
Incest with children
The act also includes as child abuse the withholding of medically
indicated treatment for a childs life-threatening conditions.
There are two broad categories of child abuse: marginal and severe.
Marginal abuse hinders a childs growth or development, and may
prevent the child from reaching his or her potential. Severe abuse
threatens the childs health, welfare, orin extensive casesthe childs
very existence. In instances of severe abuse, agencies must interfere
to protect the child from serious harm. They may need to remove
the child from the home, or place a restraining order on the abusing
adult enjoining him or her from having any further contact with the
child.
As an individual who has daily contact with children, you must learn
as much as you can about child abuse, including how to recognize the
telltale signs of an abused child. There are four general classifications
of abuse.
1. Physical
2. Sexual
3. Emotional
4. Abuse due to neglect
All types of abuse are ugly, and all are potentially damaging to
children. Well now take a look at each in turn.
Physical Abuse
Case Studies
1. A three-year-old boy wets the bed. His father forces him into a
tub of scalding water. Burn marks cover his buttocks and genital
area. The father refuses to wash the soiled bedding and doesnt
allow the boy to drink anything for days.
2. A nine-year-old girl steps onto a newly waxed floor. The mother
beats her with a belt for being so stupid. Welts rise on the girls
back and legs.
3. An eleven-year-old girl is afraid to go home after an especially
poor report card. The last time she did poorly on a test, her
mother blackened her eye, pulled out chunks of her hair, and
confined her to the house after school for a month.
These are all examples of physical abuse. Physical abuse is the easiest
form of abuse to identify, because the children bring the evidence to
school with them. Sometimes, out of fear or shame, theyll try to hide
the marks of their beatings or torture under long-sleeved shirts or
turtleneck sweaters. Such a child might even insist on wearing his or
her jacket all day. But the marks are there if you know what to look for.
Signs of Physical Abuse

Evidence of physical abuse includes (but isnt necessarily limited to)
the following.
Welts, burns, cuts, or scrapes
Bruises of various colors
Broken bones
Evidence of pulled-out hair
Untreated body sores
Evidence of other injuries at various stages of healing
Injury or other medical condition that obviously hasnt been
properly or completely treated
Even if you dont detect any actual signs of physical abuse, you might
obtain some clues of its existence from the childs behavior. Note that
when a child acts up in class, its usually a sign that something is
wrong somewhere.
Behavioral Clues of Physical Abuse

Suspect the possible existence of physical abuse in a child who
Is always hungry, or eats only junk food
Lacks proper immunization
Appears dehydrated or malnourished
Seems to have neglected medical or dental problems (for example, bad teeth or the absence of the hearing aid or eyeglasses that
would seem necessary)
Has a severe weight abnormality (is too thin or obese)
Fails to thrive for no apparent reason
Is unusually fearful of authority
Misses a lot of school, or who frequently comes to school late or
very early, or who leaves school late
Shows unusual fears (for example, fear of going home)
Craves attention
Is, habitually, unusually tired or unable to concentrate (Figure 2)
Acts up in class, or shows signs of being capable of physical
violence towards others
FIGURE 2If you have a
student in class who is too
tired to concentrate, you
might be alert for signs of
physical abuse.
10
Sometimes, an adult guilty of abusive behavior may provide clues.

Often, the adult wants help, but is too afraid or too ashamed to ask
for it. You might detect clues of possible abusive behavior from how
the adult acts and what he or she says. Such clues include the following.
Harshly punishing the child
Referring to the child in a derogatory manner, or using criticism,
ridicule, or humiliation to hurt the child
Not caring about the child (or seeming not to care)
Giving conflicting stories about injuries to the child
Becoming defensive when asked about the childs health
Abusing drugs or alcohol, or both (Figure 3)
FIGURE 3A parent who

abuses alcohol or drugs may
also be a parent who abuses
his or her children.
Note: Exhibiting some or even all of the symptoms above isnt proof
of child abuse. Its essential that you realize this. However, your first
responsibility is to the child. If you suspect an instance of child abuse,
be sure to follow the procedures outlined by your school district or
day care center.
11
Sexual Abuse
Case Studies
1. A six-year-old girl pretends that her dolls are playing a love
game, but it looks like sexual intercourse to her teacher. When
questioned, the girls sexual knowledge seems unusually broad
for her age. She reveals to her teacher that this is the game that
her father has played with her. A doctors examination reveals
that there has indeed been sexual penetration.
2. A seven-year-old boy tells his mother that his basketball coach
makes him feel funny, and that he doesnt like it. His mother investigates and discovers that the coach has been fondling her son.
3. A twelve-year-old girl is frequently absent from school. Quiet and
withdrawn in class, she rarely associates with her classmates. She
finally confides to the school nurse that she has an uncomfortable
rash in her genital area. Upon investigation, its discovered that
her mothers live-in partner routinely abuses her.
4. Someone offers a thirteen-year-old boy money if hell pose naked
for photographs.
Note that sexual abuse can be nonphysical: children can be subjected
to indecent exposure, obscene phone calls, or the attentions of voyeurs
(peeping Toms). It might be physical, and involve fondling and
intercourse. It might also be violent, and include rape, beatings, or
other manifestations of physical abuse.
Parents warn their children to avoid strangers, and perhaps this kind
of abuse would be easier to comprehend if we knew that only sick
strangers were responsible. Unfortunately, this isnt the case. Most
instances of sexual abuse occur within the family; only 3 to 10 percent
of all cases involve total strangers. Fathers or stepfathers commit 70 to
80 percent of all sexual abuse, with the average age of the abused child
being 11 years. Although there are instances where the abuse is homosexual in nature, the majority of cases involve heterosexual abuse.
The change in family structures over the past few years resulted in a
much greater percentage of stepparents and live-in partners in todays
households. Although the wicked stepparent image is an unfair
stereotype for the many good, caring stepparents, the statistics are
nevertheless cold and clear. These family members commit a
disproportionate amount of the abuse. Perhaps the worst part of this
nightmare for children is that sexual abuse is rarely a one-time event.
Usually, the abuse continues over a long period of timeoften, for years.
Sexual abuse is hard to detect because sexually abused children usually
dont come to school with telltale welts or bruises on their arms or backs.
Sexual abuse doesnt usually involve that kind of physical violence.
12
Since the molester desires the childs cooperation, he or she will usually
be gentle. Thus, what might start out as an innocent back rub may
develop into much more. Often the adult will convince the child to
keep their actions a secret, or even convince his or her victim that this
is what people who love each other do.
Sometimes, the children have no idea that this kind of behavior is
abnormal, since they dont know whats legal or illegal. Abusers
can even lead their victim to believe that it happens in many other
homes. Children comply with the wishes of their molesters because
theyre trained to listen to adults. Children believe that adults want to
and will take care of them, or because the abuser promised them some
sort of reward. They might also be afraid of physical punishment if
they refuse, or that the abuser will withhold love.
Clues to Sexual Abuse

There are, of course, instances where the sexual abuser isnt a family
friend or relative. When the abuser is a stranger, he or she will probably
abuse a particular child only once, but will continue to abuse a series
of other children on a one-time basis.
Sexual abuse can happen to any child at any timeat home, in a public
place, or in a deserted area such as a public park or beach. So how
will you know if a child under your care suffers from sexual abuse?
Again, there will probably be clues of either a physical or behavioral
nature. Physical clues include frequent bacterial infection, genital
rash, chronic vaginal discharge, and/or vaginal or rectal bleeding.
The behavioral clues to sexual abuse include the following.
Change of behavior in class (hostility to authority; angry,
disruptive, or aggressive behavior; refusal to do schoolwork;
extreme passivity or withdrawn behavior)
No interest in friends, preferring to be a loner (Figure 4)
Suicide attempts
Fear of authority
Fatigue or inability to concentrate
Frequent absence from gym class
Bragging about sexual experiences, including the blurting out of
blatantly sexual remarksespecially when the remarks seem inappropriate to the childs age or circumstances
Drawing pictures or making gestures suggestive of sexual
experience
(In older children) Actual sexual promiscuity or prostitution
13
FIGURE 4A student
who prefers to be alone
and has no friends, may
be suffering from sexual
abuse.
Note: Again, the clues just mentioned may indicate that a child has
been or is being sexually abused. However, the clues may indicate
other problems that have nothing to do with sexual abuse. Dont ever
state that a child is being sexually abused, even if you think you know
for sure. State only what you suspect, and never charge a parent with
an unproved crime. Be sure to follow the guidelines established by
your school district or day care center.
Emotional Abuse
Case Studies
1. The mother of a ten-year-old girl shaves her daughters head
because the child has neglected to wash her hair as ordered.
2. The parents of an eight-year-old boy constantly tell him that hes
stupid and worthless. Consequently, hes too timid to raise his
hand in class to volunteer an answer or opinion.
3. A father forces his five-year-old son to wear dresses because the
boy exhibits feminine traits.
4. An eleven-year-old boy fights back tears because his father calls
him a sissy or a girl when he cries.
14
Emotional abuse may not show up on a childs body the way physical
violence does, but its effects make scars nonetheless. The stooped
shoulders of children who believe that theyre worthless or the blank
stares of children who no longer believe in themselves are the scars of
emotional abuse. As one doctor said, Broken bones and bruises heal.
Its everything else that goes on in these childrens lives that they have
to contend with.
Consider the way some parents talk to their children. How many
times do such children have to hear that theyre stupid, clumsy,
worthless, or bad before they cave in and believe that its all true?
(Adults dont lie, right?) Ridicule, humiliation, cutting sarcasm, and
similar demeaning behavior is essentially as damaging asand perhaps more demoralizing thanphysical abuse. Many parents dont
even seem to realize what theyre doing to their childrenthat theyre
tilting the mirror in which their children see themselves. Such parents
need to learn how to use some form of positive communication that
wont damage their childrens self-esteem.
Signs of Emotional Abuse

Unless you overhear the actual words a parent uses to upset his or her
child, you might not be able to detect the signs of emotional abuse.
Nevertheless, you should be able to recognize a child who has a poor
self-image or low level of self-confidence. Look for the child who
Has difficulty accepting praise
Sets low goals for himself or herself, or is afraid to tackle new
projects
Accepts failure readily
Uses a lot of negative self-talk
Indicates that he or she is worthless, and can never do anything right
Has a problem making eye contact
You can help these children (and all children), by using praise and
positive reinforcement. Perhaps you can establish a plan for rewarding
them when they accomplish small tasks or show improvement in
certain areas. Dont get too patronizing, though. Most children can
see through gushing language. Above all, dont use ridicule or
sarcasm when youre communicating with children, even if youre
only trying to be humorous. Such an approach can virtually turn
off most children, and invite a lively comeback from the more outspoken ones. This puts you in a no-win situation. As an adult, you
hold the ultimate power, but youll lose the confidence of most of the
children if you force your power on children.
15
Plan to discuss classroom behavior in a one-to-one situation whenever

possible. Concentrate on the childs behavior or performancewhat he
or she has done or said. Remember, if you treat a child with respect, the
child will most likely treat you with respect. It might take a while to
earn the childs confidence, but its more than worth the wait.
Neglectful Abuse
Case Studies
1. A mother has her seven-year-old son watch his younger brothers
and sisters (ages 18 months, three years, and five years) while
she visits the bar across the street. He feeds the baby dry cereal,
then gives each of the others a bag of potato chips and a can of
soda for their supper.
2. A mother who suffers from lengthy bouts of depression frequently
requires her nine-year-old daughter to stay home to take care of
her. The girl falls behind in her schoolwork, reads two years
below grade level, and will probably repeat fourth grade.
3. A six-year-old boy cant see the blackboard in school. The school
nurse screens his vision, and reports to the boys father that his
son needs glasses. The father refuses to buy the glasses, claiming
there isnt enough money. The nurse reminds him that theres a
local clinic that will provide glasses at little or no cost, but the
father never gets around to taking his son there.
4. A twelve-year-old boy has teeth so badly rotted that his breath
presents a classroom problem. However, his parents refuse to seek
dental care for him.
The form of child abuse we just presented is neglect. While it doesnt
leave the body bruised and scarred, neglect-related abuse does impair
a childs emotional and physical development. The actual number of
cases of abuse due to neglect is impossible to determine. Many studies
of child abuse dont even consider neglect. Yet, some experts claim
that neglect-related abuse is four to five times more common than any
other type of child abuse.
Some experts believe that a definite correlation exists between neglect
and povertythat in other words, the heads of poor and impoverished
families are more likely to neglect their children. However, other
authorities disagree, insisting instead that all economic levels have
(and use) the capability to show indifference to their childrens needs.
(Well take a closer look at the various types of parents who abuse their
children and the reasons why later.)
16
There are four kinds of child neglect amounting to or having the

potential for abuse. We describe them as physical, medical, emotional, and educational neglect, and well examine each in turn.
Physical Neglect
Physical neglect occurs when a parent or parents fail to provide their
children with the basic necessities: food, clothing, shelter, supervision,
hygiene, and a reasonable amount of protection from harm. If parents
leave young children unsupervised, or expect a seven-year-old to care
for younger brothers and sisters, the parents might be guilty of physical
neglect. Since children also, of course, require adequate nutrition,
severely underweight or overweight youngsters may become victims
of physical neglect.
Suspect physical neglect in children who
Wear clothing thats inadequate for the climate
Show the signs of poor hygiene (havent washed in days)
Have head lice or other parasites, especially if the condition goes
untreated
Are severely overweight or underweight (a thin child might not
be getting enough to eat; an overweight child might be existing
on starch or junk food)
Steal lunches from other children, consistently ask for seconds
or leftovers, or whose lunches are obviously unsatisfactory from
a nutritional point of view
Are left unsupervised or without adequate supervision
Medical Neglect
Medical neglect occurs when parents dont provide appropriate medical
or dental treatment for conditions that doctors brought to their attention.
(Note that there are sometimes deep religious reasons for this.) Examples include medical treatment for a specific illness, immunizations to
protect against disease, dental care, eyeglasses, and hearing aids.
Signs of medical neglect may appear in children who
Lack proper immunization
Dont have periodic physical and/or dental exams
Are chronically ill or listless
Complain often of feeling ill
Cant see whats written on the blackboard
17
Have difficulty hearing

Have obvious ailments or need dental attention
Fail to thrive for no apparent reason
Even in the case of very poor families, theres no excuse for serious
medical neglect. There are agencies that the poor can turn to.
Emotional Neglect
Children who suffer from emotional neglect may have all of their
physical needs provided. They may have adequate housing, plenty of
food, and all the other necessities. Yet they fail to thrive because
theyre not getting the love and attention that are as vital as protein
and sunshine for healthy growth. They might act out. Acting out
refers to any type of behavior thats unusual for a particular child. It
can mean being overly aggressive, underachieving, showing off, being
disobedient, hard to get along with, shy, withdrawnany type of
behavior thats different from a childs norm. Of course, some of
these character traits are typical of perfectly normal children. The
more you work with children, however, the more easily youll detect
when a childs behavior crosses over into the unusual, and this
will alert you to the fact that something, somewhere, is wrong. These
are the youngsters that frequently become problem children in
school, getting into trouble and showing no desire to succeed.
Signs of emotional neglect may be evident in children who
Participate in delinquent behavior
Become sexually promiscuous
Experience failure in school
Join gangs
Do drugs and/or alcohol
Destroy or deface property
Educational Neglect
All parents have a clear responsibility for their childrens education.
Its true that at some point children must make their own decisions
about their education, and that these decisions are sometimes flawed.
Parents who fail to see that their children develop a respect for learning
and take advantage of available educational opportunities are neglecting
their children. And such children often end up in the ranks of the
illiterate. Certainly, such neglectthough less glaring than the physical
and medical varietiesis equally abusive to the concept of parental
responsibility. Parents are educationally neglectful when they show
18
no concern for student progress. Typically, they fail to provide the

kind of structured home life that encourages a child to learn. Theres
little, if any, contact with the school; such parents often believe that
education is the responsibility of the school.
You should suspect the possibility of educational neglect in children
who
Have little or no respect for knowledge
Feel no desire or responsibility to learn
Are frequently absent from school
Have few positive home experiences to share with classmates
Look for educational neglect in those parents who have limited intellectual capacity, and therefore cant offer much stimulation to their
children. Such parents show little or no interest in their childrens
progress.
Its hard to change the attitudes of adults, of course, but perhaps you
can succeed with educationally neglected children by helping them
set goals for themselves. Set up a reward system for each goal that
they achieveand be sure to celebrate the achievement with them.

Indicate what type of abuse you would suspect for each of the following clues.
1. Moe is always eating junk food. _______________________________________________
2. Larry has become extremely passive. __________________________________________
3. Bobbie steals meals from other children. _______________________________________
4. Anita has difficulty accepting praise. __________________________________________
5. Eddies breath is always bad. _________________________________________________
(Continued)
19

6. Billy shows signs of being capable of violence toward others.
7. Malcolm has a problem making eye contact. ____________________________________
8. Betty prefers to be alone. ____________________________________________________
9. Jackie is very destructive. ____________________________________________________
10. Peggy can share very few positive home experiences with the other children.
__________________________________________________________________________
CHILD ABUSERSWHO ARE THEY?

If you stood in a crowd of people, would you be able to look around
you and pick out the child abusers? Probably not, since child abusers
represent all ethnic groups, religions, races, and socioeconomic levels
(Figure 5). Child abusers come from wealthy, middle-class, lower-class,
and impoverished families. Gender doesnt matter, either. Instances of
abuse are just about evenly divided between male and female. (Theres
some evidence that mothers tend to abuse daughters, and fathers tend
to abuse sons.) Also, the parent who spends the most time with the
child is more likely to be the abuser.
Because child abuse is such a hideous offense, its tempting to dismiss people who abuse children as either monsters or mentally ill.
In actuality, however, this isnt the case. Most abusive parents actually
love their children, and many believe that theyre raising their children
in the best possible way.
In many situations, given timely patience and intervention, abusive
parents can learn how to raise their children effectively without resorting
to abuse. Its estimated that only 10 percent of abusive parents are so
emotionally unstable or mentally ill that they cant learn better parental
habits. Children of this 10 percent are in definite risk of being harmed
or even killed and must be removed from the troubled home. In the
other 90 percent of the cases, however, agencies can try to work with
the parents to resolve the problem.
20
FIGURE 5You probably

wouldnt be able to pick
out a child abuser from a
crowd of people.
Theres no sure way to pick a child abuser out of a crowdbut there

are two things that all abusers have in common. They hurt children,
and they need help.
Why Parents Abuse Their Children

Would you apply for the following job?
Help Wanted
24-hour day, no paid vacations or holidays. No sick time. Applicant
must be courageous, tireless, creative, and patient. Duties include
teaching, nursing, supervisory care, cooking, laundry service, chauffeur
duty, minor household repairs. No formal training or experience
required. No salary.
Probably not. But millions of adults already have just such a job. We
call it parenting, or raising a family.
Being a parent is one of the hardest, longest, and most important jobs
any adult will ever face. Yet, most parents have had little or no training
for it. Theyve never learned how to be a parent or how to raise a family,
and sometimes this unfortunate lack of knowledge results in child
abuse.
Weve already reviewed many different forms of child abuse. Youve
seen how parents who abuse their children fail to meet the physical,
psychological, social, and emotional needs of their children. Youve
also learned that there are no clear stereotypes of parents who abuse
21
their children. Such adults are of all ages, and from every imaginable
type of background. In fact, the potential to abuse a child lurks
in virtually every one of us, given the right circumstances. It makes
one wonder, then: Why do some people abuse their children while
others dont? This is a question involving so many factors that we
cant really try to begin to answer it. Nevertheless, certain character
traits or characteristics occur with such regularity that theyre worth
our consideration.
Immaturity
Case Studies
1. A mother, age 32, beat her ten-week-old baby because the baby
wouldnt stop crying. She said it was the babys fault that she
has lost her job. The baby woke up during the night and cried,
and the mother couldnt get any sleep. When she showed up at
work late for the fifth time, she got fired.
2. A father, age 19, got reprimanded by his boss at work. Frustrated,
he returned home to find his three-year-old sons toys scattered
over the floor. Unable to vent his anger in a more mature fashion,
he beat the boy with his belt.
Abusive parents are often emotionally immature. Granted, immaturity
is a broad term that defies exact definition; nevertheless, we can make
certain generalities. Immature adults blame others for their mistakes or
misfortunes, typically refusing to take responsibility for their actions.
Often, they cant deal with responsibility at allespecially the awesome
responsibility of parenthood. They also have trouble dealing with
reality, and want to complain bitterly when things dont work out the
way they want. Frustrated, they become angry or sulk. In addition,
immature parents often expect their children to fulfill their emotional
needs. When their children are unable to do this, the parents become
angry, and often this anger leads to abuse.
Lack of Knowledge
Case Studies
1. A mother beats her daughter because the child is unable to
memorize their telephone number. The mother doesnt realize
that the minds of many four-year-olds arent sufficiently developed
to remember seven digits.
2. A father spanks his 1 1 2-year-old son every time the boy has an
accident. He expects the boy to be toilet-trained, and thinks that
the child is just being stubborn. The father doesnt realize that
most children arent physically ready for toilet-related independence at that age.
22
3. A young mother doesnt realize that her baby needs to have her
diapers changed frequently. Consequently, the baby develops a
severe diaper rash.
Some adults simply just dont know enough about children to raise them
effectively. These adults expect too much of their children because they
dont understand how a child grows, both physically and intellectually.
Some parents are also sometimes of limited natural intelligence. They
need to learn how to care for their children, from the smallest details
on up. They also need to learn how to help their children to learn and
grow.
Parents suffering from such a lack of knowledge may abuse their
children without realizing it. They dont realize that children wont
become toilet-trained before theyre physically ablesometimes as
late as two or even three years of age. They need to learn how to
discipline their children without resorting to excessive force.
Parents also need to understand what to expect from their children at
various ages. A child with a low-range learning potential may not be
able to meet his parents expectations in school. Similarly, a child may
not be able to beor interested in beingthe athlete that his or her
father or mother was. Many children are simply doing the best that
they can dojust like a lot of adults.
Stress
Case Studies
1. A 16-year-old mother beats her six-month-old baby because shes
convinced that the baby doesnt love her. If the baby did, the
mother reasons, he wouldnt cry when she holds him. Actually,
the mother is experiencing stress because the babys father has
recently abandoned her for another woman.
2. A 32-year-old father loses his job. That night, his eight-year-old
son whines for a new toy that he has seen advertised on television.
The father explodes, overreacts, and beats the boy.
Some adults become abusive because of stress either within the family
or outside the home. Perhaps the parent has a lot of stress at work,
where he or she faces problems that are difficult to cope with.
Children, then, can become easy targets. After all, they dont fight
back, and they usually dont tell. Also, because they sometimes ask
for more than their parents can give, their disappointment often
becomes the final straw on the camels back of their all too human
parentsendurance.
23
Unsatisfactory Child-Rearing Practices

Case Studies
1. A mother bites her two-year-old in order to teach him not to
bite.
2. A father holds his 18-month-old babys hand over a hot burner
to teach the boy not to touch the burner. The boy suffers thirddegree burns.
3. A father believes his twelve-year-old daughter is lying to him.
He burns the back of her arm with a cigarette in order to get
the truth out of her.
Many abusive parents resort to such unsatisfactory child-rearing
practices because they dont know any other way to discipline their
children. Many times, they use the same methods that their parents
used on them. Also, these parents generally have low self-esteem, and
often have little social contact with others. For the most part, abusive
parents arent monsters, but they are people in desperate need of help.
Behavioral Signs of Possibly Abusive Parents

Although you cant identify a potential child abuser simply by appearance, race, or income level, there are some behavioral characteristics
that might indicate a tendency towards child abuse. The characteristics
include the following.
Ignoring or appearing indifferent to the needs of their children
Indicating that their child is bad or impossible
Indicating that their child is no good (often, just like a hated
relative)
Appearing irrational, or being mentally challenged
Appearing cruel or sadistic
Showing little or no remorse for hurtful actions
Demonstrating a tendency to lose control
Blaming a childs injury on the child or another person (Figure 6)
Failing to bring the child in for medical assistance or similar care
24
Abusing drugs or alcohol

Lying to conceal the reason for a childs injury
Appearing to treat one child differently than others
Admitting that the child makes him or her upset or nervous
Exhibiting unrealistic expectations for the child
Coming from a family with a history of abuse
FIGURE 6Kathy broke
her arm when she fell
down the steps.
If a Child Comes to You

Many children will confide in someone about the abuse theyre
experiencing; often, they come forth after being exposed to a schoolsponsored child abuse prevention program. How would you act if a
child confided in you that he or she suffered abuse? What would you
say? What would you do?
25
The following are some general guidelines.

Find a quiet place where you can listen to the child without
interruption.
Stay calm. Your insides may be churning with the information
the child reveals. You may feel outrage for the adult responsible.
However, dont let the child sense what youre feeling. Be a
patient listenerand keep your own emotions under control.
Believe the child: Children rarely lie about sexual abuse or
assault. Remember, however, when you report the incident that
you can only suspect that it really happened.
Be careful of your body language. For example, if you sit back
away from the child, with your arms tightly folded across your
chest, youll send a negative image to the child. Regardless of your
inner feelings, if you look unbelieving or disapproving, the child
will pick up on it.
Let the child know that the feelings he or she is experiencing are
normal. Assure the child that he or she hasnt done anything
wrong, that its the abusers fault. Calm his or her fears about
possibly getting in trouble.
Dont make any promises that you may not be able to keep.
Tell the child what action you plan to take.
Reassure the child, telling him or her that you care, and that the
child did the right thing to confide in you. Remind the child that
he or she has a right to feel safe, and that youre on his or her side.
If You Suspect Abuse

If you suspect that a child is being or has been abused, you should file a
report, even though the child hasnt confided in you. We recommend
the following procedure. However, your district, agency, or center
will have a policy. You must be familiar with it and follow it first.
Use the checklist in Appendix A at the back of this study unit.
Document as much information as you can. Remember, you
dont have to prove that the abuse occurred. If you have a reasonable suspicion, you have an obligation to report it.
Make a list of your concerns. Include anything appropriate that
youve seen and heard.
Provide all appropriate background information.
26
Talk to the child. Find a quiet place where you can listen to the
child without interruption. If youve observed physical evidence
that you suspect has been caused by abuse, you might say:
Johnny, your arm is bruised. How did that happen? or Im
concerned about that bruise, Johnny. Please tell me about it. I
would like to help.
Finally, conduct the interview along the guidelines detailed
above under If a Child Comes to You.
Reporting Suspected Cases of Child Abuse

Each of us has the clear responsibilityethically and morallyto
report any and all suspected cases of child abuse. In some states, the
law mandates that certain groups of professionals (doctors, teachers,
clergy, caregivers, etc.) report such suspicions. The laws, however,
vary from state to state. To find out which professions are required to
report suspected cases of child abuse in your state, call your local or
state child protection agency. (See Appendix B at the back of this study
unit for phone numbers.)
Nationally, about 50 percent of reported child abuse cases are validin
other words, actual abuse occurred in those instances. Imagine all of the
children and families that have been helped because caring, sensitive
people intervened.
But what about the other 50 percent? What happens if you make a
report and an investigation fails to show an instance of child abuse?
Are you liable? No. Youre protected from civil and criminal liability,
since your action comes under the heading of good-faith reporting.
Regardless of the outcome of that action, the law concedes that you
acted out of concern for the health, safety, and well-being of a child.
In addition, laws in most states assure you of confidentiality. You
dont even have to give your name when making a report (although if
you do, it will be confidential.) Of course, its possible that your name
might also be useful in the investigation.
Most schools and centers will have a formal procedure for you to follow.
The school will decide whom youre to report the suspected abuse
to. In some schools, it will be the school nurse or guidance counselor;
in others, it may be the principal or a designated teacher. However,
dont wait until you need to make a report. Find out the proper procedure now. It might also be a good idea to write to the child protection
agency in your state and ask for its guidelines, as well as any other
pertinent (and free) information they might have. Appendix B lists
the addresses of the child protection agencies.
27
Be prepared to provide information about the suspected abuse. Follow

the guidelines listed in the previous section. You should keep a record
of any unusual behavior patterns. After youve worked with children
for a while, youll quickly learn what constitutes unusual behavior.
Also, keep a record of all significant physical (and other) behavioral
signs. (Again, use the checklist in Appendix A.) The instant that you
suspect abuse, report it. Remember, all you need is the suspicion. The
investigating agency will collect the proof.
Never try to solve a child abuse problem yourself. The disease of child
abuse is too complex for any single individual to handle. Youas
well as the child and the childs familyneed the assistance of trained
professionals.
The Importance of Confidentiality

Confidentiality is extremely important in cases of suspected child
abuse. Never discuss what youve seen or heard with anyone whos
not involved with the casealthough the teacher of the class can and
should become involved. The parents, especially, need to trust you,
and for them to make progress in solving their problem, they need to
know that you havent violated this trust. Of course, in an emergency
that is, if the immediate health and/or safety of the child or another
individual is at stakeyou must seek help wherever you can. As
always, the child comes first.
What Happens after the Report?

After the initial report has been made, the appropriate child protection
service will be contacted. An agency staff member, a law enforcement
officer, or perhaps both will investigate. He or she will talk to the child,
the parents, and others involved with the situation, such as relatives,
neighbors, co-workers, or friends of the family. The investigator will
then decide if there is or has been abuse. If the decision is positive, the
agency will take whatever action is necessary to protect the child.
If possible, the agency will try to keep the family together, since child
abuse is a family problem. Generally speaking, abused children do love
their parents, and in most situations the parents love their children. As
stated earlier, its believed that 90 percent of abusive families can turn
into more effective environments with the proper help. The agency
will also provide services that will guide and counsel the family. In
some instances, of course, an agency might have to remove the child
from the home to guarantee his or her protection. Or, the suspected
child abuser may have to leave the home, and to refrain from contacting the child.
28
Sometimesalmost always in instances of sexual or severe physical

abusethe court will prosecute child abusers. This ensures that the
abuser follows through with the prescribed treatment and ensures
that the courts address and pursue the criminal act.
Relating to the Child, Parent(s), and Family

When a child has experienced abuse, its common for him or her to have
feelings of fear or rejection. Some children may separate themselves
emotionally from their family. Often, they tend to isolate themselves
from their classmates, too, perhaps to become the pathetic loners of
the playground. Such children prefer to be alone, since theyve learned
the hard way the consequences of misplaced trust. Overwhelmed by a
sense of utter powerlessness, they drift along in bewildered solitude.
You can help these children by being an approachable, patient listener.
Learning how to listen is a valuable skill in its own right. By listening
carefully, you can hear between the lines of what the child is telling you.
You can also observe and try to interpret the childs body language.
Above all, never pressure a child to disclose information. Often, the
abuser warns or threatens an abused child not to get the family in
trouble. Sometimes, you can open the door to communication just by
being approachable and concerned.
If a child does divulge information that leads you to suspect abuse,
dont make promises that you cant keep, such as I wont tell anyone.
You may even want to tell the child: Im going to see that you get
help. I want to help you. Also, never be critical of, or negative with, a
child or parents, no matter how upsetting the childs testimony may be.
Avoid repeated questioning of the child. Once you report the suspected
abuse, the appropriate agency will conduct the investigation. Let the
agency do its work. Dont attempt to call or visit the childs parents or
relatives, either. It might make them uncomfortable or hostile, and as
a result they might become uncooperative with the agency personnel.
Abused children need to learn how to trust again, and how to make
lasting friendshipsin short, they need to learn positive ways of
interacting with others. You can provide them with warmth and
security in the classroom during the school day, perhaps helping
them to initiate or renew positive relationships with their peers.
Above all, its important that abused children feel that the school
environment is nonthreatening. Avoid emotional extremes. Never subject them to an excess of pity, nor should there ever be the slightest hint
of physical punishment (even in those unusual circumstances where
such might seem warranted).
29
If you suspect that a parent is abusing his or her child, never issue a
warning to the parent, since this could obviously put the child at even
greater risk. Such parents might very possibly blame the child for getting them in trouble. If anything, youll want to maintain as good a
relationship with the parents as possible. We must try to help abusive
parents to feel good about themselves; thats part of the beginning of
their cure. Also, the school and the childrens protection agency need
the parents cooperation to some extent. A good rapport might even
encourage the parent or parents to admit their role in the problem,
and to take the critical first step on the road to recovery.
Once youve reported your suspicions, dont expect the parents or even
the child to feel grateful to you. Theyll have a lot of emotions to work
throughguilt, shame, perhaps even resentment of your interference.
But thats all right. Youll know what youve done. To have helped an
otherwise helpless child is no small accomplishment, no matter how
you look at it.
Indicate whether each statement is True or False.

_____ 1. Its possible for a parent to abuse his or her child without realizing it.
_____ 2. Most parents who are child abusers actually love their children.
_____ 3. We dont consider immaturity and stress legitimate causes of child abuse.
_____ 4. As a teacher aide, the best thing to do if you suspect abuse is to follow your
schools procedure.
_____ 5. To gain the confidence of abused children, its best to assure them that youll keep
their little secret.
30
NOTES
31
Back to the Chalkboard Answers
6. Physical
7. Emotional
1. e
8. Sexual
2. d
9. Neglectful
3. f
10. Neglectful
4. b
3
2
1. Physical
2. Sexual
3. Neglectful
4. Emotional
5. Neglectful
1. True
2. True
3. False
4. True
5. False
32
Back to the Chalkboard Answers
NOTES
33
Appendix A
CHECKLIST: WARNING SIGNS AND SYMPTOMS

OF AN ABUSED CHILD
Physical Signs
q Welts, burns, cuts, or scrapes
q Bruises of various colors
q Broken bones
q Evidence of pulled-out hair
q Untreated body sores
q Evidence of other injuries at various stages of healing
q Injury or other medical condition that obviously hasnt been
properly or completely treated
q Frequent bacterial infection, genital rash, chronic vaginal
discharge, and/or vaginal or rectal bleeding
q Clothing inadequate for the climate
q Evidence of poor hygiene
q Head lice or other parasites (especially if the condition goes
untreated)
q Poor vision
q Poor hearing
q Obvious need of dental care
General Behavioral Changes

q Withdrawn behavior
q Overly aggressive behavior
q Temper tantrums
34
Appendix A
q Obscene language and/or gestures

q Talk of suicide (or actual suicide attempt)
q Hunger, or dependence on junk food
q Constant hunger for attention
q Fear of authority
q Unusual fears (such as of going home)
q Unusual fatigue or inability to concentrate
q Tendency to physical violence
q Failure to thrive, for no apparent reason
q Severe weight abnormalities (too thin or obese)
q Difficulty accepting praise
q Use of negative self-talk
q Inability or unwillingness to make eye contact
q Feelings of worthlessness
q Fear of tackling new projects
q Delinquent behavior
q Sexual promiscuity
q Gang membership
q Involvement with drugs and/or alcohol
q Vandalism
School Attendance
q Persistent absence from school, not illness-related (sometimes to
take care of parents)
q Frequent tardiness, or frequent early departure from school
q Lingering at school after dismissal
q Frequent absence from gym class
Appendix A
35
Academic Performance
q Anxiety about pleasing parents
q Drop in grades, or failure to achieve to potential
q Failure in school
q Little or no respect for learning
Note: None of these signsand no combination of themis positive
proof of child abuse. However, a child who exhibits several of the
signs may be in need of help. If you suspect a problem, report your
suspicion. Follow the established policy of your school district, or call
the childrens protective services. We listed addresses and numbers in
Appendix B, or you can locate the necessary information in your
telephone directory.
36
Appendix A
NOTES
37
Appendix B
STATE CHILD PROTECTION AGENCIES

Because the responsibility for investigating reports of suspected child
abuse and neglect rests at the state level, each state has established a
Child Protective Services (CPS) reporting system. Listed below are the
name and address of the CPS agency in each state, followed by the
procedures for reporting suspected child maltreatment. A number of
states have toll-free (800) telephone numbers that can be used for
reporting. Some states have two numbers, one for individuals calling
within the state and the other for those calling from outside of the
state. Normal business hours vary from agency to agency, but are
typically from 8:00 or 9:00 A.M. to 4:30 or 5:00 P.M.
Alabama
Alabama Department of Human Resources
Division of Family and Childrens Services
Office of Protective Services
50 Ripley Street
Montgomery, AL 36130-4000
(334) 242-1310
During business hours, make reports to the County Department of
Human Resources, Child Protective Services Unit. After business
hours, make reports to local police.
Alaska
Department of Health and Social Services
Division of Family and Youth Services
Box 110630
Juneau, AK 99811
(907) 465-3191
1-800-478-4444
38
Appendix B
Arizona
Department of Economic Security Administration
for Children, Youth, and Families
P.O. Box 6123
Site COE 940A
Phoenix, AZ 85005
(602) 542-3981
Make reports to Department of Economic Security local offices.
Arkansas
Arkansas State Police
1 State Police Plaza Drive
Little Rock, AR 72209
Make reports in state to (800) 482-5964.
California
Office of Child Abuse Prevention
California Department of Social Services
714744 P Street, MS1982
Sacramento, CA 95814
Make reports to County Departments of Welfare and the Central
Registry of Child Abuse (916) 445-2771, maintained by the Department of Justice.
Colorado
Department of Social Services Central Registry
P.O. Box 181000
Denver, CO 80218-0899
(303) 866-3003
Make reports to County Departments of Social Services.
Connecticut
Connecticut Department of Children and Families
Central Intake Services/Child Abuse and Neglect Hotline
P.O. Box 882
Middletown, CT 06457
Make reports to (800) 842-2288 or (860) 344-2599.
Appendix B
39
Delaware
The Department of Services for Children, Youth, and Their Families
Division of Family Services
1825 Faulkland Road
Wilmington, DE 19805
Make reports to (800) 292-9582.
District of Columbia
District of Columbia Department of Human Services
Commission on Social Services
Family Services Administration
Child and Family Services
625 H Street, NE
Washington, DC 20002
Florida
Florida Department of Children and Family
Abuse Hotline
2729 Fort Knox Boulevard
Bldg. 2, Room 105
Tallahassee, FL 32308
Make reports in state to (800) 962-2873 or out-of-state to (850) 487-1111.
Georgia
Georgia Department of Human Resources
Division of Family and Children Services
2 Peachtree Street, NW
Atlanta, GA 30303
(404) 651-8170
Make reports to County Departments of Family and Children Services.
Hawaii
Department of Human Services, Child Welfare Division
420 Waiakamilo Road, Suite 300A
Honolulu, HI 96817
Make reports to each islands Department of Social Services and
Housing CPS reporting hotline (808) 832-5300
40
Appendix B
Idaho
Department of Health and Welfare
Field Operations Bureau of Social Services and Child Protection
450 West State, 10th Floor
Boise, ID 83720
(208) 334-0808
Make reports to Department of Health and Welfare Regional Offices.
Illinois
Illinois Department of Children and Family Services
Station 70
State Administrative Offices
406 East Monroe Street
Springfield, IL 62701
(217) 782-2000
Indiana
Indiana Department of Public Welfare-Child Abuse and Neglect
Division of Child Welfare-Social Services
141 South Meridian Street
Sixth Floor
Indianapolis, IN 46225
(317) 232-4919
Make reports to County Departments of Public Welfare.
Iowa
Iowa Department of Human Services
Division of Adult, Children, and Family Services
Central Child Abuse Registry
Hoover State Office Building
Fifth Floor
Des Moines, IA 50319
(515) 281-3931
Make reports in state to (800) 362-2178 or out-of-state (during business
hours) to (515) 281-5581.
Appendix B
41
Kansas
Kansas Department of Social and Rehabilitation Services
Division of Social Services
Child Protection and Family Services Section
P.O. Box 1424
Topeka, KS 66601
Make reports to Department of Social and Rehabilitation Service
Topeka Area Offices, (800) 922-5330.
Kentucky
Kentucky Cabinet of Human Resources
Children and Youth Services Branch
275 East Main Street
Frankfort, KY 40621
(502) 564-3540
Make reports to County Offices in 14 state districts.
Louisiana
Louisiana Department of Social Services
Office of Community Services
P.O. Box 3318
Baton Rouge, LA 70821
(504) 342-0286
Make reports to parish Protective Service Units.
Maine
Maine Department of Human Services
Child Protective Services
221 State Street, SHS 11
Augusta, ME 04333
(207) 287-5060
Make reports to Regional Office of Human Services; in state to
(800) 452-1999 or out-of-state to (207) 287-2983. Both operate 24 hours
a day.
42
Appendix B
Maryland
Maryland Department of Human Resources
Social Services Administration
Saratoga State Center
311 West Saratoga Street
Baltimore, MD 21201
(410) 887-2520
Make reports to County Departments of Social Services or to local law
enforcement agencies.
Massachusetts
Massachusetts Department of Social Services
Protective Services
24 Farnsworth Street
Boston, MA 02119
Make reports to Area Offices or Protective Screening Unit or in state
to (800) 792-5200.
Michigan
Michigan Department of Social Services
Office of Children and Youth Services
Protective Services Division
235 South Grand Avenue
Grand Tower Building
Lansing, MI 48933
(517) 887-9791
Make reports to County Departments of Family Independence
Agency.
Minnesota
Minnesota Department of Human Services
Family and Children Services Division
444 Lafayette Road
St. Paul, MN 55155-3832
Make reports to County Departments of Human Services.
Appendix B
43
Mississippi
Mississippi Department of Public Welfare
Bureau of Family and Childrens Services
Protection Department
P.O. Box 352
Jackson, MS 39205
(601) 359-4500
Missouri
Missouri Child Abuse and Neglect Hotline
Department of Social Service
DFS, P.O. Box 88
Jefferson City, MO 65103
Make reports in state to (800) 392-3738 or out-of-state to
(573) 751-3448. Both operate 24 hours a day.
Montana
Department of Family Services
Child and Family Services
P.O. Box 8005
Helena, MT 59604
(406) 444-5900
Make reports to County Departments of Family Services.
Nebraska
Nebraska Department of Social Services
Health and Human Services Division
301 Centennial Mall South
P.O. Box 95026
Lincoln, NE 68509
(402) 471-7000
Nevada
Department of Human Resources
Welfare Division
2527 North Carson Street
Carson City, NV 89710
(702) 945-3602
Make reports to Division of Welfare local offices.
44
Appendix B
New Hampshire
New Hampshire Department of Health and Human Services
Division for Children and Youth Services
6 Hazen Drive
Concord, NH 03301-6522
Make reports to Division for Children, Youth, and Families
(800) 894-5533, (8:00 A.M.4:40 P.M.); out of state to (603) 271-6563.
After hours call (800) 852-3388 or (603) 225-9000.
New Jersey
New Jersey Division of Youth and Family Services
P.O. Box 717
120 South Stockton Street
Trenton, NJ 08625
Make reports in state to (800) 392-2721. District offices also provide
24-hour telephone services.
New Mexico
Children, Youth, and Family Department
Protective Services Division
P.O. Drawer 5160
Santa Fe, NM 87502
(800) 610-7610
New York
New York State Office of Children and Family Services
Division of Development and Protective Services
State Central Register of Child Abuse and Maltreatment
40 North Pearl Street
Albany, NY 12243
(518) 474-9448 or 9607.
Appendix B
45
North Carolina
North Carolina Health and Human Services
Children Services
325 North Salisbury Street
Raleigh, NC 27603
(919) 733-3360
North Dakota
North Dakota Department of Human Services
Division of Children and Family Services
Child Abuse and Neglect Program
State Capitol
600 E. Boulevard Avenue, Dept. 325
Bismarck, ND 58505
Make reports to County Social Services Offices.
Ohio
Ohio Department of Human Services
Bureau of Childrens Protective Services
30 East Broad Street
Columbus, OH 43266-0423
(614) 341-6060
Make reports to County Department of Human Services.
Oklahoma
Oklahoma Department of Human Services
Child Abuse/Neglect Section
P.O. Box 25352
Oklahoma City, OK 73125
Make reports in state to (800) 522-3511.
46
Appendix B
Oregon
Department of Human Resources
Services to Children and Families
500 Summer Street, NE
Salem, OR 97310
Make reports to local Childrens Services Division Offices and to
(503) 945-5651.
Pennsylvania
Pennsylvania Department of Public Welfare
Office of Children, Youth, and Families
Child Line and Abuse Registry
Hillcrest Building
P.O. Box 2675
Harrisburg, PA 17105
Make reports in state to CHILDLINE (800) 932-0313 or out-of-state to
(717) 783-8744.
Puerto Rico
Puerto Rico Department of Social Services
The Department of the Family
P.O. Box 11398
Fernandez Juncos Station
Santurez, PR 00910
Rhode Island
Rhode Island Department for Children and Their Families
Division of Child Protective Services
610 Mt. Pleasant Avenue
Bldg. #9
Providence, RI 02908
Make reports in state to (800) RI-CHILD or 742-4453 or out-of-state to
(401) 457-4996.
Appendix B
47
South Carolina
South Carolina Department of Social Services
1535 Confederate Avenue
P.O. Box 1520
Columbia, SC 29202-1520
(803) 734-3521
Make reports to County Departments of Social Services.
South Dakota
Department of Social Services
Child Protection Services
Richard F. Kneip Building
700 Governors Drive
Pierre, SD 57501
(605) 773-3521
Make reports to local social services offices.
Tennessee
Tennessee Department of Children Services
436 Sixth Avenue, N
Cordell Hull Bldg., 7th Floor
Nashville, TN 37243-1290
(615) 741-9699
Make reports to County Departments of Human Services.
Texas
Texas Department of Human Services
Protective Services for Families and Children
Branch
P.O. Box 2960, MC 537-W
Austin, TX 78769
48
Appendix B
Utah
P.O. Box 45500
Salt Lake City, UT 84110
Make reports to Division of Family Services District Offices.
Vermont
Vermont Department of Social and Rehabilitation Services
103 South Main Street
Waterbury, VT 05671-2401
Make reports to district offices or to (802) 241-2131.
Virgin Islands
Virgin Islands Department of Human Services
P.O. Box 550
Charlotte Amalie
St. Thomas, VI 00801
Make reports to Division of Social Services (340) 774-0930.
Virginia
Commonwealth of Virginia
Bureau of Child Protective Services
Blair Building
8007 Discovery Drive
Richmond, VA 23229-8699
(804) 692-2461.
Appendix B
49
Washington
Department of Social and Health Services
Mail Stop OB 41-D
Olympia, WA 98504
Make reports in state to (888) 822-3541 or local Social and Health
Services Offices.
West Virginia
West Virginia Department of Human Services
State Office Building
1900 Washington Street East
Charleston, WV 25305
(304) 558-9134
Wisconsin
Wisconsin Department of Health and Family Services
Division of Children and Family
Bureau for Program and Policy
1 West Wilson Street
Madison, WI 53707
(608) 266-3681
Make reports to County Social Services Offices.
Wyoming
Department of Family Services
Hathaway Building
Cheyenne, WY 82002-0490
(307) 777-7561
Make reports to County Departments of Public Assistance and
Social Services.
50
Appendix B
NOTES
51
Appendix C
NATIONAL ORGANIZATIONS CONCERNED WITH CHILD

MALTREATMENT
Action for Child Protection
2101 Sardis Road North, Suite 204
Charlotte, NC 28227
(704) 845-2121
Professional and institutional inquiries only.
American Academy of Pediatrics

141 Northwest Point Boulevard
Elk Grove Village, IL 60007
(800) 433-9016
For professional and public educational materials contact the
Publications Department.
American Bar Association

Center on Children and the Law
740 15th Street, NW
(202) 662-1000
American Humane Association

Childrens Division
63 Inverness Drive East
Englewood, CO 80112-5117
(303) 792-9900
Professional publications and public inquiries regarding child
protective services and child abuse and neglect.
52
Appendix C
American Medical Association

515 North State Street
Chicago, IL 60610
(312) 464-5000
American Public Human Services

810 First Street, NE
Suite 500
Washington, DC 20002-4267
(202) 682-0100
Association of Junior Leagues

660 First Avenue
New York, NY 10016
(212) 683-1515
Contact: For legislative information, Public Policy Director; for
individual Junior League programs and child abuse and neglect
information, League Services Department.
Boys and Girls Club of America

Government Relations Office
600 Jefferson Plaza, Suite 401
Rockville, MD 20852
(301) 251-6676
There are 1,100 clubs nationwide serving 1.3 million boys and girls.
Offers child safety curriculum.
Kempe Childrens Center

1825 Marion Street
Denver, CO 80218
(303) 864-5252
Child Welfare League of America

440 First Street, NW
Suite 310
(202) 638-2952
Appendix C
53
Childhelp USA
6463 Independence Avenue
Woodland Hills, CA 91367
Hotline: (800) 4-A-CHILD or (800) 422-4453
Provides comprehensive crisis counseling by mental health professionals for adult and child victims of child abuse and neglect, offenders,
parents who are fearful of abusing or who want information on how
to be effective parents. The Survivors of Childhood Abuse Program
(SCAP) disseminates materials, makes treatment referrals, trains
professionals, and conducts research.
National Association of Social Workers

750 First Street, NE, Suite 700
(202) 408-8600
National Black Child Development Institute

1023 15th Street, NW, Suite 600
(202) 387-1281
Provides newsletter, annual conference, and answers public inquiries
regarding issues facing black children/youth.
Child and Family Services Agency

Child Abuse and Neglect Hotline
609 H. Street, NE
(202) 724-2017
National Center for Missing and Exploited Children

2101 Wilson Boulevard
Suite 550
Arlington, VA 22201
(703) 235-3900
(800) 843-5678
Toll-free number for reporting missing children, sightings of missing
children, or reporting cases of child pornography. Provides free written materials for the general public on child victimization as well as
technical documents for professionals.
54
Appendix C
National Committee for Prevention of Child Abuse

200 South Michigan Avenue
17th Floor
Chicago, IL 60604
(312) 663-3520
Sixty-eight local chapters (in all 50 states). Provides information and
statistics on child abuse and maintains an extensive publications list.
The National Research Center provides information for professionals
on promising programs, methods for evaluation programs, and
research findings.
National Council of Juvenile and Family Court Judges

P.O. Box 8970
Reno, NV 89507
(702) 784-6012
Primarily professional and institutional inquiries.
National Crime Prevention Council

1700 K Street, NW
2nd Floor
(202) 466-6272
Provides personal safety curricula, including child abuse and neglect
prevention for school children and model prevention programs for
adolescents. Educational materials for parents, children, and community
groups are available.
National Education Association (NEA)

1201 16th Street NW
(202) 822-7711
National Exchange Club

Foundation for Prevention of Child Abuse
3050 Central Avenue
Toledo, OH 43606
(419) 535-3232
Provides volunteer parent aide services to abusive and neglecting
families in 37 cities.
Appendix C
55
National Organization for Victim Assistance (NOVA)

1757 Park Road, NW
(202) 232-6682
Provides information and referral for child victims as well as crisis
counseling.
National Runaway Switchboard

3080 N. Lincoln
Chicago, IL 60657
800-621-4000 (toll-free)
(773) 880-9860
Provides toll-free information, referral, and crisis counseling services
to runaway and homeless youth and their families. Also serves as the
National Youth Suicide Hotline.
Parents United/Daughters and Sons United/Adults

Molested as Children United
232 East Gish Road
San Jose, CA 95112
(408) 453-7616
There are 150 chapters nationwide. Provide guided self-help for
sexually abusive parents as well as child and adult victims of sexual
abuse.
56
Appendix C
NOTES
Examination
57

EXAMINATION NUMBER:
02604500
Whichever method you use in submitting your exam
answers to the school, you must use the number above.
For the quickest test results, go to
http://www.takeexamsonline.com
When you feel confident that you have mastered the material in this study unit, complete the
following examination. Then submit only your answers to the school for grading, using one of
the examination answer options described in your Test Materials envelope. Send your answers
for this examination as soon as you complete it. Do not wait until another examination is ready.
Questions 120: Select the one best answer to each question.
1. The Stubborn Child Law enacted by Massachusetts in 1646 permitted parents to
A.
B.
C.
D.
use corporal punishment when children disobeyed them.

keep children out of school if they were needed for family work purposes.
institutionalize a child born with a physical or mental disability.
put disobedient children to death.
2. Which of the following is the best statement about children who are abused?
A.
B.
C.
D.
They most often come from impoverished homes.

They cant usually be identified by their appearance.
Theyll misbehave more often in the classroom.
Theyre usually between the ages of 2 and 8.
58
Examination
3. As a result of Frenchman Jean Jacques Rousseaus book about child development, growth, and maturity,
A.
B.
C.
D.
the number of hours children were required to work was decreased.

children were given more nutritious food to eat.
more children entered school at an earlier age.
parents understood the need for providing children with play time.
4. As a teacher aide, if you report an incident of child abuse,

A.
B.
C.
D.
you must be able to prove your allegations to the authorities.

youll most likely be asked to testify in court.
you should keep all information related to the case confidential.
youre required to contact the childs parents first.
5. Which of the following is an example of physical abuse?

A. A father refuses to buy his seven-year-old son glasses so he can see the blackboard in school.
B. A single mother of three children makes them wait to eat dinner until she arrives home at 9:00 at
night.
C. A nine-year-old boy reports that his basketball coach is fondling him.
D. A mother beats her three-year-old daughter because she is unable to zipper her own coat.
6. The first major child abuse case, heard in the United States in 1874, involved a(n)
A. child, living in New York City, who was chained to a bed post, starved and beaten savagely by
her foster parents.
B. eight-year old-boy who was whipped excessively upon refusing to work in his fathers cotton
factory.
C. orphan who had been abandoned by his adoptive parents at the age of five.
D. four-year-old girl who, after disobeying her parents, was locked in a closet for several days.
7. The Child Abuse Prevention and Treatment Act defines child abuse as the physical or mental injury,
sexual abuse, or exploitation, negligent treatment or maltreatment of children under the age of
A. 16.
B. 21.
C. 12.
D. 18.
8. Parents who fail to provide their children with proper supervision is an example of what type of child
abuse?
A. Emotional
B. Neglect
C. Intellectual
D. Physical
9. What do we call the type of child abuse that hinders a childs growth and development?
A. Severe
B. Primary
C. Delayed
D. Marginal
10. What estimated percentage of child abusers are so emotionally unstable that they cant learn
nonabusive behavior?
A. 10%
B. 20%
C. 40%
D. 70%
Examination
59
11. As a teacher aide, if a child wishes to speak to you about an incident of abuse, what should you do first?
A.
B.
C.
D.
Assure the child that you can help

Find a quiet place were you can talk uninterrupted
Assure the child that incidents of child abuse are common
Take the child to a school nurses or counselors office as soon as possible
12. What happens in most cases of sexual abuse?

A.
B.
C.
D.
The abuser is removed immediately from the home.

The abuser is prosecuted in court.
Nothing can be done until evidence is found.
The abuser receives institutional counseling as a precautionary measure.
13. Prior to filing a report of child abuse, its suggested that you or your school do which of the following?
A.
B.
C.
D.
Provide a written warning notice to the parents

Document incidents of possible abuse that are observed
Have the agreement of the child involved before making the report
Collect as much evidence as possible
14. Child abuse laws in the United States have been enacted in how many states?
A. 26
B. 35
C. 50
D. 48
15. If you suspect a child is being abused, but he or she is hesitant about sharing information with you,
you should
A. try asking questions about the suspected abuse, a few at a time, over a period of several days.
B. report the suspected abuse to your school administrator or child protection agency, even if the
child discloses no details.
C. have the teacher contact the parents and request a parent-teacher conference as soon as possible.
D. see if the child would be willing to discuss the circumstances with a friend.
16. What percentage of reported child abuse cases are valid?
A. 30%
B. 10%
C. 50%
D. 80%
17. Which of the following best describes a child who has been abused?
A.
B.
C.
D.
The child will usually be eager to answer your questions.

The child is more mature than other children.
The child typically forms strong friendships.
The child may be quiet and tentative.
18. A child who accepts failure readily is probably demonstrating a sign of _______ abuse.
A. physical
B. neglectful
C. emotional
D. sexual
60
Examination
19. Suppose you report a case of suspected child abuse to the authorities. After thorough investigation,
they dont find any proof of abuse. What will happen to you?
A.
B.
C.
D.
Your rights will be protected by the good faith reporting law.

You could be held civilly liable by the accused individual.
By law, you could face possible termination of employment.
You could face criminal charges for making a false report without substantiated evidence.
20. If a girl, age 7, approaches you in the classroom and tells you that her mothers live-in boyfriend is
abusing her, a good way to respond would be to say:
A.
B.
C.
D.
Dont worry, everything will be just fine.

Can you tell me how he abused you?
You can trust me. I wont tell anyone anything.
Lets find a quiet place where we can be comfortable and talk.

Helping Abused Children

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Helping Abused Children

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Study Unit

Susan Campbell Bartoletti

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Copyright 1999 by Thomson Education Direct

TYPES OF CHILD ABUSE . . . . . . . . . . . . . . . . . . . . . . . . . .

Definition of Child Abuse

CHILD ABUSERSWHO ARE THEY? . . . . . . . . . . . . . . . . . . . . 19

BACK TO THE CHALKBOARD ANSWERS . . . . . . . . . . . . . . . . . . 31