Child Neglect Module 2

Editor's Notes

• #2: Welcome to Module II of Reporting Child Abuse and Neglect: What School Personnel Need to Do regarding what to look for when reporting potential child abuse and neglect. Before proceeding with this module, you may want to consider revisiting the policy requirements summary at the close of Module I. In Module II, we will be reviewing the potential physical, emotional and behavioral indicators that may become a trigger for making a report of a potentially abused or neglected child situation. For the purpose of this module, you will be directed to handouts four through ten which you may want to print out prior to proceeding with this module. You may find these handouts by clicking on the handouts link.
• #3: What is child abuse and neglect? These definitions of child abuse and neglect are taken from the statute. We will be examining some examples of these in more depth during this module. The exact statutory language of the definitions is contained in Handout # 4. By “caregiver” the definition includes anyone having “custody or control” of a child. Therefore, a caregiver in the school can be a teacher, a chaperone at an event, a coach, an administrator, an intern or a volunteer to name a few examples. The definition applies to children under the age of 18 years. However, since schools can have students beyond age 18, including special education students up to age 21, other procedures will apply for this group of young adults. In the next slide you will see what may apply…
• #4: As indicated, if an 18 to 21 year old student is still an open case with DYFS, you should still call the Hotline. If you are unsure, you should err on the side of caution and call the Hotline. The screener can quickly determine if DYFS is active with that young adult. DYFS or the “Institutional Abuse Investigation Unit” (also known as IAIU, which we will explore in greater detail in Module # 4), may investigate, if another child (under age 18) may be at risk of abuse/neglect by the alleged perpetrator.  This principle also applies if a person, now 18+, claims he or she was abused as a child, under age 18. Example: if an 18 year old claims he/she was abused by a teacher and that teacher is still employed at school (and obviously has access to other students), IAIU will investigate to ensure there are no other potential child abuse victims by the teacher.
• #5: Schools will need to determine if other divisions or agencies have been or are currently involved with the student. For those 18 to 21 year young adults who are receiving special education services, it will be less difficult to identify whether the student is receiving case management from another agency, depending on the nature of the classification. Those agencies should be contacted to determine whether they could provide intervention services and/or support for the student. In many instances, Adult Protective Services may need to be notified. Adult Protective Services is located under the NJ Department of Health and Senior Services. This telephone number is also listed on page 4 of Handout # 5, which contains listings of many other resources.
• #6: With child abuse and neglect…there are four major categories that we will be examining… Physical abuse… Sexual abuse… Neglect… and Emotional abuse. However, as we proceed through this training, you will learn that school staff are required to be reporters of suspected abuse, NOT investigators. We’ll start first with physical abuse: Physical abuse can be defined as any unexplained or questionable bruises, welts, burns, lacerations, fractures, or abrasions. Sexual abuse is often signified by complaints regarding genital/anal areas, sexually transmitted diseases, unusual knowledge about or preoccupation with sex. Neglect, one of the more difficult forms of abuse to identify, can be associated with concerns related to consistent hunger, poor hygiene, inappropriate dress, lack of supervision, or willfully failing to provide an education. As with neglect, emotional abuse is also a difficult form of abuse to identify and can often show up in children through aggressive or withdrawn behavior, unusual fears, running away, sudden change in mood or behavior.
• #7: Here are some additional indicators that you may experience or observe to lead you to believe that there is a potential abuse or neglect situation. A student may directly report that he/she has been abused. Do not discount the possibility that a child may directly report to a teacher or other person in the school that he or she has been abused or harmed in some way. Children do self-report. A staff person may directly observe a sign or act of abuse. And finally, the student may have frequent or questionable absenteeism . Now we will proceed to examine the major areas of potential abuse and neglect in more detail.
• #8: Physical abuse may be the most obvious type of abuse to identify. Here are some observable indicators and behavioral indicators. …{pause}… What factors would indicate that a bruise, welt or other mark might be “unexplained”, “questionable” or “inconsistent””? Please take a few moments to discuss this now and refer to Handout #6 which contains the text of this slide as well as additional information.
• #9: Here are some additional types of physical abuse… unexplained or questionable or inconsistent burns, ……………..fractures, …………….and lacerations…. This information is also included in Handout #6.
• #10: You or a member of the audience should read the first scenario. Your group should then discuss whether this is an abuse situation and why- or why it may not be one. After you have finished the first scenario, you should do the same for the second. After your discussions, move to the next slide to hear the response from a DYFS investigator.
• #11: In the first scenario, Johnny was not injured. Since his and his father’s version of the events are the same, and since Johnny does not seem fearful of his father, it is likely that this was an isolated incident of a punishment by the parent. In the second scenario, This explanation is highly suspect. Studies have shown that most children who fall down stairs do not sustain multiple or serious injuries. Also, Susan’s injuries are on the soft - rather than the bony parts of her body. And, she has sustained similar “tomboy accidents” in the past. A situation such as this should be reported as suspected abuse.
• #12: Physical neglect of a child includes any of these observable indicators and these behavioral indicators of neglect. What would some of the social/emotional indicators be? In the classroom, what problems might you observe? Please take a few moments to discuss this now and refer to Handout #7 which contains the text of this slide as well as additional information.
• #13: “A child’s parents cannot afford to get her needed prescription glasses.” Your group should discuss whether this is a neglect situation and why- or why it may not be one. After you have finished discussing the first scenario, you should do the same for the second. After your discussions, move to the next slide to hear the response from a DYFS investigator.
• #14: In the first scenario, If a parent is financially unable to provide something for a child, technically it is not neglect, even if it is an item that is badly needed by a child. In this case, some type of financial assistance or a linkage to a program or charity that provides eyeglasses for children should be attainable. The school district may refer to NJ Family Care. Eyeglasses are included in this insurance plan. In the second scenario, Because this is potentially a neglect situation, a call to the Hotline should be made. A determination of neglect may be made depending on a number of factors that the investigator will be examining, including the emotional maturity and cognitive development of the child, the frequency with which this occurs, the length of time, whether the child knows how to contact other adults and so on.
• #15: Sexual abuse of a child may include any of these observable indicators and behavioral indicators. What would some of the social/emotional indicators be? In the classroom, what problems might you observe? Please take a few moments to discuss this now and refer to Handout #8 which contains the text of this slide as well as additional information.
• #16: You or a member of the audience should read the first scenario. Your group should then discuss whether this is a sexual abuse situation and why- or why it may not be one. After you have finished the first scenario, you should do the same for the second. After your discussions, move to the next slide to hear the response from a DYFS investigator.
• #17: In the first scenario, This warrants a call to the Hotline. Based on your observations, the relationship appears to be more than a professional one. Your further observation of the coincidental absences also causes you to have a reasonable belief that child abuse may be occurring. In the second scenario, While there is a chance that Adam is lying, you cannot make that determination. You should always take a child’s disclosure seriously, and err on the side of protecting the child. Therefore, make the call to the hotline.
• #18: In the DYFS protocols and procedures, there are certain criteria and standards that are followed when attempting to substantiate emotional abuse. These points are part of that criteria. This information is found in Handout # 9. We will emphasize again, that for these factors and for the previous ones for physical, sexual abuse, and neglect- it is the investigator who makes the determination whether there is, or is not a potential child abuse and neglect situation. School staff are only obligated to be observant and to report when there is reasonable suspicion of abuse or neglect.
• #19: Emotional abuse can certainly rise to the level of abuse and neglect. These behaviors, if observed, can be cause for concern, especially if there is a sudden change in a child’s behavior, affect or habits. Please keep in mind that some children may exhibit such emotional disturbances and/or maladaptive behaviors, but the cause is not attributable to emotional abuse. Other factors such as organic disorders, or other mental health and psychiatric disorders, may mirror symptoms of emotional abuse. There would be a need then, for school staff to have as much information as permissible, to determine if these behaviors are cause for suspicion of child abuse or neglect. Handout # 10 explains the DYFS protocol for determining emotional abuse.
• #20: You or a member of the audience should read the first scenario. Your group should then discuss whether this is an emotional abuse situation and why- or why it may not be one. After you have finished the first scenario, you should do the same for the second. After your discussions, move to the next slide to hear the response from a DYFS investigator.
• #21: In the first scenario, Remember, emotional abuse depends not only on the caregivers actions but also on the child’s reactions and vulnerability. Dave is mature and comfortable enough to argue with his father and joke with his friends. This is an example of an incident of poor parenting, not of emotional abuse. In the second scenario, Lucy’s mother’s attitude toward Lucy is harsh and unsupportive. Her behavior toward Lucy (as overheard by you) is further indicative of her lack of understanding of the needs of her shy and sensitive 7-year-old child. Lucy’s acting out behavior is one indicator of her inability to appropriately interact with other children. Even given what little is known, this is cause for reasonable suspicion of emotional abuse by the parent and a call to the Hotline should be made.
• #22: Pursuant to DYFS guidelines, educational neglect means that the parent or caregiver has willfully failed to provide a school-age child (ages 6 to 16) with a regular education, as prescribed by applicable State law. A symptom of this form of neglect is that a school-age child is enrolled in a school program but is failing to attend on a regular, ongoing basis. Unlike the other forms of abuse/neglect, a district must first apply all of its procedures before making a report of educational neglect. Consideration should be given to the requirements for investigating excessive absenteeism or truancy and whether the child is being home-schooled or sent to a private school. Remember that N.J.S.A. 18A:38-25 requires the attendance of children between six and 16, and states:    “Every parent, guardian or other person having custody and control of a child  between the ages of six and 16 years shall cause such child regularly to attend the public schools of the district or a day school in which there is given  instruction equivalent to that provided in the public schools for children of similar grades and attainments or to receive equivalent instruction elsewhere than at school. “
• #23: This concludes the second module of the Reporting Child Abuse and Neglect training. You are welcome to review any portion of this module as a refresher or for additional information before proceeding to the next module, Module 3 regarding how to report suspected abuse and neglect.
• #24: “Child Abuse doesn’t report itself. Make the call, help a child.” … “Do what is right.”