THE IMPACT OF NEGLECT AND ABUSE ON CHILDREN - PowerPoint PPT Presentation

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THE IMPACT OF NEGLECT AND ABUSE ON CHILDREN

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Title: THE IMPACT OF NEGLECT AND ABUSE ON CHILDREN


1
THE IMPACT OF NEGLECT AND ABUSE ON CHILDRENS
LANGUAGE DEVELOPMENT
2
Power Point Outline
  • I. Introduction and General Facts
  • II. Abuse of Persons with Disabilities
  • III. Behavioral and Language Characteristics
  • IV. Implications for Assessment and Intervention

3
I. INTRODUCTION AND GENERAL BACKGROUND FACTS
  • Children may experience abuse and/or neglect (AN)
  • The highest rate of child abuse is experienced by
    children between birth and 3 years of age

4
Safe Horizon 2019
  • In the U.S., someone reports child abuse every 10
    seconds
  • 4 children die each day because of abuse and
    neglect

5
Not on exam
  • Boys (48.5) and girls (51.2) become victims at
    nearly the same rate.
  • 2.9 million cases of child abuse are reported
    every year in the United States.

6
U.S. Department of Health Services 2020 (not
on exam)
  • Of the 3,534,000 million children who were the
    subject of an investigation or alternative
    response in fiscal year 2018, 678,000 children
    were determined to be victims of maltreatment
  • 60.8 percent of victims were neglected, 10.7
    percent were physically abused and 7.0 percent
    were sexually abused.

7
(not on exam) As a result of Covid 19, in 2020
https//www.usatoday.com/story/news/nation/2020/05
/13/hospitals-seeing-more-severe-child-abuse-injur
ies-during-coronavirus/3116395001/
  • Injuries to children are more severe as domestic
    violence increases
  • With children inside their homes, they have less
    exposure to mandated reporters like teachers

8
Sheehan Stanford Child Neurology
9
Neglect
10
Children who experience physical neglect
  • Often experience this because their parents are
    unable to provide what they needthey are poor
  • May be inappropriately left at home alone

11
These physically neglected children
  • Often have trouble doing well in school-- basic
    needs are not met
  • Hungry, cold, lice
  • Difficulty concentrating

12
Recent national statistics indicate that in terms
of perpetrators by relationship to the victim
  • 78.5 are parents
  • 6.5 are other relatives (total of 85 are
    relatives)
  • 0.4 are foster parents
  • 0.7 are child daycare providers
  • 4.1 are unmarried partners of the childs parent
  • 0.3 are friends or neighbors

13
Children who have experienced severe emotional
neglect
14
II. ABUSE OF PERSONS WITH DISABILITIES
(http//www.irvingstudies.com/child_abuse_survivor
_monument/Disabled.htm)
  • Reports physical and sexual abuse of individuals
    with disabilities runs 3-4 times higher than
    abuse in the general population
  • Girls with disabilities are especially vulnerable
    targets often, family members abuse them

15
(No Transcript)
16
Some research suggests that
17
This is one reason
  • That we need to provide medical care for these
    babies as early as possible

18
Children with disabilities
19
Caregivers may
  • Not see the light at end of tunnel like parents
    of TD children
  • Be stressed--typical childhood experiences not
    available
  • Parents of TD children uncomfortable-- no
    invitations
  • Special needs parents children isolated

20
III. BEHAVIORAL AND LANGUAGE CHARACTERISTICS
21
  • These children often do more poorly in school
  • They underperform academically
  • They have more behavior problems

22
Specific difficulties with pragmatics may include
23
(No Transcript)
24
Other specific language issues may include
  • Shorter, less complex utterances
  • Fewer decontextualized utterances more talk
    about the here and now
  • Auditory and reading comprehension problems

25
Mothers who neglect or abuse babies
26
Shaken baby syndrome may occur
  • We must stress to caregivers that they should
    NEVER shake a baby
  • This causes lifetime cognitive and linguistic
    damage

27
Sheehan Stanford Neurology
28
IV. IMPLICATIONS FOR ASSESSMENT AND INTERVENTION
  • We need to work as part of a multidisciplinary
    team
  • This team often includes a social worker and a
    psychologist
  • We are mandated to document and report what we
    see and hear
  • In the schools, we would tell the principal

29
In assessment, we especially need to focus on
evaluating
  • Overall expressive language skills
  • Pragmatics skills
  • Narrative skills
  • Vocabulary

30
Intervention should involve
  • Encouraging verbal expression, especially
    description
  • Providing a warm, nurturing environment with
    clear rules and boundaries
  • ? childs ability to accurately describe and
    appropriately express emotions (e.g., use your
    words, not hitting or kicking)

31
What we can do
32
Intervention may especially need to involve
  • Playing!
  • We can provide appropriate dolls/action figures,
    art supplies, etc.
  • As the child is playing or drawing, describe his
    actions or drawings

33
  • AN children are more likely than peers to engage
    in behavior that elicits negative reactions from
    those around them
  • ? ability to communicate socially

34
We can work on self esteem by using ideas such
as
  • Star of the Week
  • Me Collage
  • Problem Wall
  • Trip to the Future

35
Remember that
  • Culturally and linguistically diverse families
    may especially need direct instruction about
    American child abuse laws
  • I think that we should do this before we refer
    the family to CPS (Child Protective Services)

36
Many refugee parents
37
V. SUPPORTING CAREGIVERS
  • Remember that in the U.S., most people do not
    have help and support from extended families like
    they do in other countries
  • Frequently caregivers are isolated with their
    children, and they can become extremely stressed

38
Lorber, M.F., Egeland, B. Parenting and Infant
Difficulty. Child Development, 82, (6)
39
It can be very stressful
  • When a baby cries nonstop for hours and you are
    alone with no helpyou cant leave

40
Sheehan Stanford Neurology
  • They always ask caregivers
  • When you just cant take it any more, who can you
    call to relieve you?

41
  • 1. Ask caregivers about their own needs, and
    attempt to help them meet these needs or guide to
    them to professionals who can help them (e.g.,
    parenting classes, food stamp programs)
  • 2. Provide key information about overall child
    development. Research shows that some caregivers
    abuse their children because the caregivers
    expectations are too high.

42
  • One friend told me about her great grandsonat 3
    years of age, expected to change his own
    diaperswas hit when he did not
  • In winter, allowed to go barefoot and get
    splintersno coat

43
Sheehan
44
(No Transcript)
45
  • 6. Teach caregivers how to use language/words
    to discipline instead of using physical means
    such as slapping. For example, caregivers can be
    taught how to apply choices and consequences.
  • 7. Model language stimulation strategies such as
    extensions that caregivers can easily fit into
    their daily routines.

46
Power Point Outline
  • I. Introduction and General Facts
  • II. Abuse of Children with Disabilities
  • III. Behavioral and Language Characteristics
  • IV. Implications for Assessment and Intervention
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