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Impacts of child sexual abuse
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Recommended: Impacts of child sexual abuse
After learning about Kate’s situation, it can be concluded that she have been subjected to sexual abuse, emotional abuse and emotional neglect. Briggs (2012) stated that there aren’t many physical indicators of these kinds of maltreatments. However, there are many behavioural indicators which suggest that she may be suffering abuse. Indicators of sexual abuse: • Withdrawal (Briggs, 2012) • ‘Deteriorating relationships with adults and peers’ (The Department of Education and Early Childhood Development [DEECD] and Department of Human Services [DHS], 2010, p. 5) • ‘Social isolation’ (Briggs, 2012, p. 223) indicated in decline in her willingness to interact with her teachers. • Sudden decline in school performance (Briggs, 2012, DEECD &DHS, 2010) …show more content…
Grounds for belief and taking appropriate action a) Disclosure Dialogue Teacher: Hi Kate. How are things going? Kate: Ok, I guess Teacher: How are things at home? Kate: Um.. good Teacher: I noticed that you look a bit down these days. Can you tell me what’s happening? Kate: It’s just dad. He lost his job and now stays with us. Mum works night shifts for extra money. I don’t like dad looking after me and my brother. I wish mum could still be at home at night. Teacher: What is it about your dad looking after you that you don’t like? Kate: He drinks too much. I don’t like being at home with him. Teacher: That sounds rough. Is there anything else that is bothering you? Kate: um.. yes, but it’s a secret. Dad told me I can’t tell anyone. Teacher: Kate, some secrets are not good for children. Can you tell me how does your secret make you feel? Kate: It makes me feel weird, a bit like being sick. Teacher: You say that you feel sick and weird. When do you feel like that? Kate: When dad comes into my bedroom at night smelling like beer. He comes in to say good night but then he sits in my bed with me. Teacher: It’s ok if you want to tell me something Katy. What is it about dad coming into your room that makes you feel …show more content…
Kate (points to groin): In private places. Teacher: It’s so brave of you to tell me all this Kate. What do you mean by private places? Kate: He puts his hand inside my underwear and touches my private parts. Teacher: Have you told your mum about it? Kate: No, I’m scared that if mum finds out, dad and mum will fight again and dad might hit mum like he did last week. I don’t think she will believe me anyway. Teacher: What makes you think that she won’t believe you? Kate: Dad said that I am so dumb that nobody will believe me if I told them this. Teacher: I believe you Kate and you have done the right thing by telling me about this. To help you, I will share this information with Mrs Cawsey now. She knows some people whose job is to stop grown ups from doing such things to kids. You can come and talk to me anytime you like and ask me if you have any questions about what will happen next. b) Action: what do we now need to
“ “You see?” [Mom] said. “Right there. That’s exactly what I’m saying. You’re way too easily embarrassed. Your father and I are who we are. Accept it.”
Also, when Matt and Kate are talking with each other, it is strained and they are unsure of what to say to each other. As Matt and Kate are talking, Kate narrates, “I had never loved anyone as I loved Matt, But now, when we saw each other, there was something unbridgeable between us, and we had nothing to say.” (Pg. 241) When siblings have a weak relationship it is hard to converse with each other, which is what is happening with Matt and Kate. Finally, when Kate is returning home for Matt’s son’s birthday celebration, Matt becomes nervous to see her again. While talking about Matt, his wife, Marie, shares with Kate, “If you could see him when he knows you`re coming home…at first he’s so happy… but then as it gets closer, he doesn’t sleep.” (Pg. 279) Kate’s opinion matters very much to Matt and seeing her after an absence causes him anxiety. It is clear that when Kate returns home, her relationship with Matt is immensely different from what it is when she is
The primary diagnosis for Amanda Anderson is separation anxiety disorder (SAD) with a co-morbidity of school phobia. Separation anxiety disorder is commonly the precursor to school phobia, which is “one of the two most common anxiety disorders to occur during childhood, and is found in about 4% to 10% of all children” (Mash & Wolfe, 2010, p. 198). Amanda is a seven-year-old girl and her anxiety significantly affects her social life. Based on the case study, Amanda’s father informs the therapist that Amanda is extremely dependent on her mother and she is unenthusiastic when separated from her mother. Amanda was sitting on her mother’s lap when the therapist walked in the room to take Amanda in her office for an interview (Morgan, 1999, p. 1).
Jake: It doesn’t matter, why don’t we go in the woods anyway? Mom wouldn't notice.
There are many barriers that could affect the building of relationships with children, young people and adults. One of the barriers could be because of a person’s economic situation. Children living in deprived areas could find socialising very difficult as many communities living in poorer areas having limited access to areas that promote socialising and character building. Another reason could be that parents/carers of deprived areas lack the money needed to include their children in extra-curricular activities which would help maintain a healthy, social life.
Sexual aggression among college students has been a popular topic of examination for the past three decades. One of the reasons for the repeated analysis is the fact that sexual aggression remains a common and enduring experience among college students. An early survey on this topic found that 54% of college women reported experiencing some sort of sexual victimization (Koss, Gidycz, & Wisniewski, 1987). That same year, Muehlenhard and Linton reported that 78% of female college students experienced some sort of sexual coercion and 15% reported experiencing a rape. Studies since then have consistently replicated those findings. Sexual coercion is commonly defined as any method used to obtain sexual contact with an initially unwilling partner, including negotiation and reasoning, guilt or emotional pressure, and the threat or use of physical aggression (Lyndon, White, & Kadlec, 2007).
Child abuse, while having many different forms and levels of severity, can be basically defined as the maltreatment of a child by a parent or other adult. When one thinks of child abuse, usually the first thing that comes to mind is physical harm, but the issue is actually much more complex. The abuse of a child can also be manifested in verbal and emotional forms, as well as in sexual molestation. All forms of child abuse generally result in similar emotional disorders and behavioral issues, but the major consequences of sexual abuse, such as mental or emotional scarring, promiscuity, and the tendency of former victims to become sexual abusers, cause it to be the most severely damaging form of child abuse.
According to a statement addressing the sexual victimization of college women The Crime and Victimization in America states that, “ One out of four women will be sexually assaulted on a college campus.” This disturbing fact has not minimized throughout the years, instead it is continuing to worsen throughout college campuses. Sexual assault is not an act to be taken lightly. Society must stop pinpointing the individuals who commit these crimes one by one, but rather look at the problem as a whole and begin to understand the main cause of sexual assault and possible methods to reduce these acts of sexual coercion.
She then told me that my uncle had died from a stroke. The funeral was the following Wednesday. I returned home on Monday. We couldn't believe that one day you could be fine and the next day not. " I just can't stand to see you leaving/
She didn't have time to dwell on this thought because the picture changed once again. This time it was her parents. They were sitting at their dinner table with her brother, just sitting and talking. This may not seem bizarre, but her brother hadn't talked to their parents in years. Ever since he came out, they had pretended like he didn't
How does this relate to how you see yourself as a teacher? I really appreciated how the teacher and the classroom formed a close knit community. The students’ even gave the teacher the nickname “school mommy”. I would like to foster that kind of environment where I care about the students’ wellbeing and home lives. The teacher spent extra time visiting homes and having meetings with the students. I think this is a great way to get know my
“The failure to provide a developmentally appropriate, supportive environment, including the availability of a primary attachment figure, so that the child can develop a stable and full range of emotional and social competencies commensurate with her or his personal potentials and in the context of the society in which the child dwells. (Mikaeili 976)”
Sexual violence is the most common violent crime in many countries, where acquaintance violence is dramatically becoming more prevalent than stranger violence. Acquaintance violence is defined as assaults in which “the victim knew one or more of the offenders at least by sight, but not involving partners, ex-partners, household members, and other relatives” (Mattinson, 2001). Child sexual abuse is largely becoming a problem that affects children of all ages, genders, and cultural backgrounds, furthermore most cases are committed by men who were at some point involved in the child’s life. According to a past research, an estimate of 12 percent of girls below the age of 14 have fallen victim to sexual abuse, and in almost half of the cases, the offenders were family members (Modelli, Galvão, & Pratesi, 2012). Sexual abuse includes, but is not limited to, activities such as “fondling, oral-genital contact, rape, penetration that are genital or anal, exhibitionism, voyeurism, and exposure to pornography” (Modelli et al., 2012). Such acts are only considered as child abuse if they are inflicted or forced upon children below the age of 18.
However, when I needed someone to talk to, this was the classroom I went to. I could talk to Miss Hickman about anything, from help in another class, to talking about cheer practice last night. The classroom was pretty bare; the walls were a very light colored beige, with few posters or pictures on the wall. The only posters on the walls were a series of collages created by the teachers about her favorite authors. My freshman year the desks were arranged in a certain way that I thought would never be changed. We then walked in our junior year and she had rearranged the room. In order to realize the significance in this, you really have to know Miss Hickman. She is a very simplistic person that idolizes the small details in things. Her mind ran on a very intense routine and nothing was ever changed or out of place in her classroom, so think about the huge change or the orientation of desks when we walked in the next year. The desks were no different than any other teacher’s desks, they still were that hard plastic that my hair got caught in and had gum under the seats. They felt more comfortable though, but I was a little