Session 3
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| Course: | Early Learning and Child Care 30 Modules |
| Book: | Session 3 |
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| Date: | Thursday, 18 September 2025, 3:18 PM |
Description
Created by IMSreader
1. Session 3
Session 3: Child Abuse, Family Violence, and Community Resources
© Lucian Coman
/shutterstock
Introduction
This session examines child abuse issues and the effects of family violence on children. You will also have an opportunity to share and to learn about relevant resources available in your community.
1.1. Get Focused
Session 3: Child Abuse, Family Violence, and Community Resources
Getting Focused Activity: Thinking About Child Abuse
Individuals who choose to work in child care feel very strongly that children should be nurtured, respected, and protected. Child abuse strikes at the very core of a caregiver’s commitment to children. Child care workers need to prepare for dealing with child abuse in a professional manner, in accordance with the laws of the province.
What Would You Do If . . . ?
With another person taking this course, discuss how you might respond in each of the situations listed below. As you are chatting, be sure to examine what is motivating your actions in each of the following scenarios.
- At naptime, you noticed bruises on a child’s back.
- You overheard a parent yell at a child, “I don’t know why I kept you! You make my life miserable!”
- On a daily basis, a child arrives at the daycare with soiled clothing and seems quite hungry.
The following are reasons why child care workers must understand and know how to deal with abuse:
- Child care workers are in a good position to note any changes in a child’s behaviour.
- Child care workers are in a unique position of trust with both the children and the parents. A child may talk freely with a trusted caregiver.
- Child care workers can observe the relationship between children and other caregivers, as well as between children and family members.
1.2. Inquiry 1
Session 3: Child Abuse, Family Violence, and Community Resources
Inquiry 1: Some Common Questions About Child Abuse
What Is Child Abuse?
When people think about child abuse, they usually think of physical and sexual abuse. But more than 50 percent of children and youth come into provincial government care in Alberta because of neglect. The main types of abuse are emotional abuse, neglect, physical abuse, sexual abuse, and emergency situations.
Emotional abuse may take the form of chronic exposure to alcohol or drug abuse, verbal attacks on a child’s sense of self, repeated humiliation or rejection. Exposure to violence or severe conflict in the home, forced isolation, restraint or causing a child to be afraid much of the time may also cause emotional harm. Emotional abuse rarely happens only once and it is usually part of a particular way of dealing with a child.
Neglect is any lack of care that causes serious harm to a child’s development or endangers the child in any way. Physical neglect is the failure to meet the child’s day-to-day physical needs. This includes failing to provide adequate nutrition, clothing, shelter, health care, and protection from harm. Emotional neglect is the failure to meet the child’s ongoing emotional needs for affection and a sense of belonging.
Physical abuse is the intentional use of force on any part of a child’s body that results in injuries. It may be a single incident or a series or pattern of incidents. The Criminal Code states that physical force cannot be used on children unless the force used is “reasonable” and has been used for “corrective purposes” by a parent or someone acting in the role of parent.
Sexual abuse is the improper exposure of a child to sexual contact, activity, or behaviour. It includes any sexual touching, intercourse, exploitation, or exposure and can be perpetuated by anyone, including a parent, caregiver, extended family, friend, neighbour, or stranger.
Emergency situations include when the parents, youth, or child are intoxicated, high or suicidal, or if a child has been abandoned.
What Contributes to Child Abuse?
Stress, poor parenting skills, lack of positive parent-child involvement, criminal or mental health problems, many children to care for, and poverty are all factors that can lead to child abuse by parents, extended family, friends, neighbours, caregivers, and strangers.
Research also identifies domestic violence, lack of social supports, history of child abuse, and alcohol and drug abuse as the most frequent contributing factors in substantiated cases of child abuse. (MacLaurin, et al., 2005)
Alberta Children and Youth Services, “What is Child Abuse and How to Report It,” <www.child.alberta.ca/home/documents/childintervention/What_is_Child_Abuse_and_How_to_Report_It.pdf>; (accessed March 2010).
child abuse: anything that endangers the development, security, or survival of a child
A child is anyone under the age of 18.
emotional abuse: any abuse that causes serious mental or emotional harm to a child
neglect: a lack of care
physical abuse: the intentional use of force on any part of a child’s body that results in serious injuries
sexual abuse: the improper exposure of a child to sexual contact, activity, or behaviour
emergency situation: a situation where a youth’s or child’s life is endangered as a result of abandonment or as a result of alcohol or drug use
How Does Abuse Affect Children?
Children who grow up in abusive environments may think that abuse is normal. They may blame themselves, and they may believe that they have done something to deserve the abuse. Some abused children grow up and repeat the abusive behaviours towards children that they experienced. Some are so fearful they will be abusive towards children that they choose not have children.
- Children who are abused tend to be more likely to use more drugs and alcohol as they grow older than those who are not abused in childhood.
- Physical abuse can cause severe physical and psychological damage. Abuse that leads to broken bones, burns, and shaking can permanently injure a child. Hearing and sight can be damaged, and mental functioning can be impaired. Some children die from physical abuse. Psychologically, children may feel unwanted, worthless, and bad, and be violent with other people.
- Emotional abuse affects a child’s sense of self. Humiliation, rejection, and insults can result in feeling worthless, having no confidence, or cause anxiety and insecurity. Children who are emotionally abused may become aggressive or have depression, withdrawal, or delayed development.
- Sexual abuse can have a variety of serious effects such as physical damage, feelings of betrayal, powerlessness, guilt, shame, and confusion about sexuality. These effects are long lasting and affect the ability to trust and to form meaningful sexual relationships in adulthood.
What Kinds of Children Are Abused?
Abuse occurs to children of all ages and of all backgrounds. Infants have been sexually abused, and adolescents have been beaten and humiliated. Many young people who run away from home are doing so to escape abusive situations.
Why Does Child Abuse Happen?
There is no reason or excuse for child abuse. It is never okay to hurt a child. If you understand some of the reasons that children are abused, you can help prevent abuse.
- Some children are abused because their parents have too few resources. These parents may not have the time, energy, money, or support to care for their children properly. When parents have too much stress and too few coping mechanisms, they may resort to abuse.
- Parents who themselves have been abused as children are more likely to be abusive because they have grown up in abusive families and have not learned to raise children in any other way.
- Some abusers (in the case of sexual abuse) believe that it is their right to have their needs met by the children they are abusing.
- Some parents believe that it is their right and duty to control their children and they use whatever means they think are required to do so.
- Some parents are abusive because they are unwilling to care for their children properly. The children may be unwanted or are a nuisance or burden to the parents. These parents think that their own needs are more important than the children’s needs.
- Some parents abuse because they do not have the parenting skills or knowledge. Parents may not know child development and how to meet their children’s needs. They may have unrealistic expectations of the children and punish them when they do not meet those expectations.
Adapted from Alberta Children’s Services, “Child Abuse: What is it? What to do about it?” Office for the Prevention of Family Violence, January 2002.
How Do You Recognize Child Abuse and Neglect?
Understanding what child abuse and neglect are, and knowing how to take appropriate action, is critical to ensure the safety and well-being of children. Child abuse and neglect take many forms. “Abuse” can mean actively hurting a child or depriving the child of affection and acceptance. “Neglect” means failing to take proper care of a child. Abuse and neglect can range from constantly humiliating a child, to denying the nurturing child’s needs, from hard shaking or slapping, to the sexual abuse of a child.
Your first indication that a child may be in need of protective services may be your observation of the relationship between the parent/guardian or caregiver and child. If you “sense” something is wrong, trust your instincts. Do not over-react, but do watch the situation closely.
Child abuse and neglect fall into four basic categories: physical, sexual, emotional, and neglect. The form of the maltreatment in a particular case may be a single form of abuse or a combination of abuse and neglect.
If under any circumstances a child tells you that he or she is being abused or neglected, believe the child and act!
Remember to write down any information you have related to the suspicions: physical signs, conversations you had with the parent/guardian, caregiver, or child, the date, time, and any other details. Keep your recordings confidentially secure, and separate from other records.
In any given situation, the abuse and neglect may be a combination of types.
If you have doubt, call the child welfare worker and discuss the situation without initially providing names.
Alberta Children’s Services, “Protocols for Handling Child Abuse and Neglect In Child Care Services” (May 2000). 5, <www.calgaryandareacfsa.gov.ab.ca/home/documents/AdditionalResources/DC_Inv_Protocol.pdf>; (accessed March 2010). Reproduced with permission.
Remember, it is the law and responsibility of a child care worker to report suspicious signs of child abuse or neglect. It is the responsibility of the child welfare worker to determine if the child is or has been abused or neglected and take the necessary steps to protect the child and provide supports to the family. Consult with your supervisor or program director about your concerns.
1.3. Page 2
Session 3: Child Abuse, Family Violence, and Community Resources
Neglect
Neglect is failure to provide a child with the necessities of life, including failure to obtain needed medical, surgical, or other treatment.
Neglect is not always obvious. It can affect the child’s maturation process and can have serious, long-term psychological effects.
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Indicators of Neglect |
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The child may
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The adult may
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Physical Abuse
Physical abuse is an intentional, substantial, and observable injury to a child.
Children often explain injuries by attributing them to accidents in play or sibling conflict. If you have any doubt, call a child welfare worker for help in deciding whether to make a report.
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Indicators of Physical Abuse |
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The child may show the following physical signs:
The child may
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The adult may
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Sexual Abuse
Sexual abuse is inappropriate exposure or subjection to sexual contact, activity, or behaviour. Sexual abuse might show itself in a broad range of indicators. Although these indicators might reveal sexual abuse, they might also reveal other psychological or physical trauma.
Disclosure
The single most important indicator is a child telling someone about the abuse. The disclosure might be direct or indirect. Children commonly delay telling anyone about chronic or even acute sexual abuse. All disclosures should be taken seriously.
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Indicators of Sexual Abuse |
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Physical evidence of sexual abuse is rare. Often with young children, abuse is not intercourse but touching, which may leave no physical signs. Where physical evidence is present, it may include
The child may
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The adult may
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Alberta Children’s Services, “Protocols for Handling Child Abuse and Neglect in Child Care Services” (May 2000), 5. <www.calgaryandareacfsa.gov.ab.ca/home/documents/AdditionalResources/DC_Inv_Protocol.pdf>; (March 2010). Reproduced with permission.
Behavioural indicators of sexual abuse include the following:
- excessive tiredness (from nightly vigilance)
- isolation from other children
- early arrival and late departure—not wanting to go home
- layered clothing
If any of these indicators are present, monitor the situation carefully. Look for the more specific indicators listed in the chart titled “Indicators of Sexual Abuse” and decide whether a report should be made immediately.
The charts presented in Inquiry 1 show the indicators of specific forms of abuse and neglect. In any given situation, the abuse and neglect may be of one specific type or may be a combination of several of the types described.
Emotional Abuse
Emotional abuse is the substantial and observable impairment of a child’s mental or emotional functioning that is caused by
- rejection
- deprivation of affection and/or cognitive stimulation
- exposure to domestic violence or severe domestic disharmony
- inappropriate criticism, threats, humiliation, accusations, or expectations
- the mental or emotional condition of a parent/guardian
- chronic alcohol or drug abuse by anyone living in the child’s home
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Indicators of Emotional Abuse |
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The child’s appearance may not indicate or suggest the extent of the difficulty. The child may appear clean, well-groomed and well-nourished. Child’s facial expression and body carriage may indicate sadness, depression, timidity, or held-back anger.
The child may
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The adult may
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Alberta Children’s Services, “Protocols for Handling Child Abuse and Neglect In Child Care Services” (May 2000). 5. <www.calgaryandareacfsa.gov.ab.ca/home/documents/AdditionalResources/DC_Inv_Protocol.pdf>; (March 2010). Reproduced with permission.
1.4. Learning Activity 1
Session 3: Child Abuse, Family Violence, and Community Resources
Learning Activity 1: Some Common Questions About Child Abuse
Focus
Child abuse is a difficult and sensitive subject. Caregivers may be in the position of needing to report abuse, of offering information, or referring family members to resources in the community.
Directions
Step 1: Review the indicators of child abuse.
Step 2: Find a learning partner. Discuss the situations described in Step 3 with your learning partner. Remember that these are hypothetical situations. If the topic becomes too sensitive for you to discuss with a learning partner, talk with your teacher.
Step 3: Document your responses to the three questions. Bear in mind that it is a good idea to show different ideas around these topics to bring to light the issues that need to be considered when making decisions that affect children and their families.
- It is normal for young children to fall, bump, and bang themselves. How can caregivers tell the difference between marks made from these actions and marks caused by abusive acts?
- I have heard that young children who have been sexually abused will forget about it and that the abuse will not have a long-lasting effect on young children. What are your thoughts on this?
- Some of the children that I care for do not come properly dressed to play outside in winter. Are these children being neglected?
Reflection
What have you learned about child abuse that will help you recognize a possible situation of abuse?
Checking In
Save a copy of your responses to the three questions in your course folder.
1.5. Inquiry 2
Session 3: Child Abuse, Family Violence, and Community Resources
Inquiry 2: Community Resources and the Caregiver
Reporting Suspected Child Abuse
The Responsibility to Report
© Benjamin Howell/shutterstock
Reporting suspected child abuse is a moral responsibility for everyone in the community. It is also a legal responsibility.
The Child, Youth and Family Enhancement Act states that a person who has reasonable grounds to believe a child is in need of protective services must report these suspicions. Any person who is found guilty of not reporting his or her suspicions can be fined up to $2000 or put in prison for a period of not more than six months. When adults do nothing to stop child abuse and neglect that they know is occuring, they are permitting abuse and neglect. The law states that if a person suspects a child is abused or neglected, that person must report it immediately. It is the responsibility of the regional Child and Family Services Authority to further investigate the allegation.
Who Must Be Called
You must call your local regional Child and Family Services Authority listed in the telephone directory under Government of Alberta, or the provincial Child Abuse Hotline at 1-800-387-5437 or 1-800-387-KIDS (5437).
You must report suspected abuse regardless of how the information was obtained and regardless of advice or direction not to report.
Once you make the report, Alberta Children and Youth Services will determine what should be done next. Do not discuss the incident with anyone without the permission of child welfare services or the police.
No action can be taken against a person for reporting their suspicions unless the reporting is done purposefully to hurt another person or without reasonable or probable grounds.
What and How to Report Child Abuse
If any of the indicators of abuse is present, monitor the situation carefully. Look for more specific indicators and decide whether a report should be made immediately.
If under any circumstances a child tells you that he or she is being abused or neglected, believe the child and take action.
Remember to write down any information you have related to the suspicions:
- physical signs
- conversations you had with the parent or child
- the date, time, and any other dates
Don’t try to question the child beyond what she or he tells you without prompting. Child protection workers are trained to interview children and ask appropriate questions. If you ask the child leading questions, even with the best of intentions, your actions may complicate an investigation done at a later time.
Understand your own feelings. Reporting abuse is not easy. You may fear that the abusers will take their anger out on the child, you may be worried that you are wrong, and you may be angry that after you reported you are not given any information (child welfare officers are obliged to maintain confidentiality). Remember that all the steps you have taken are to protect the child. The child needs protection and the abusive adult needs help. It is normal to have feelings of doubt but know that you have done the best you can.
What Do You Report?
- your name and telephone number
- your relationship to the child/family and how long you’ve known the child
- whether the child or family knows you are reporting
- the child’s name
- the child’s sex
- the child’s birth date
- the child’s address
- the child’s telephone number
- the child care program or family day home, current location, and school program, if in one
- whether the child is Aboriginal, and if so, whether the child belongs to an Aboriginal community
- the name, address, and telephone number of the alleged perpetrator, if known, and other information that may assist in locating or identifying that person
- the name, address, telephone number of the workplace of the parent/guardian
- if the child disclosed
- when and where the abuse took place
- how long the abuse has been going on
- whether the situation has worsened
- current location of the abuser or parent/guardian
- your own observations or other indicators of abuse
- full details of the incident or situation that precipitated the report. Be as specific as possible. Make notes on details or events or behaviour that caused concern.
- whether you are aware of any efforts made to resolve the situation, and the results
- the child’s condition and any concerns about the child’s immediate safety
- whether you know of other professionals or agencies involved with the family or anyone else who might provide relevant information
- whether you know anything about the situation or alleged perpetrator that might pose a threat to an investigator
- whether you can provide a place in your facility to interview the child
- whether there is any language barrier or disability that would require assistance in communication
What happens once a report is made?
The information provided by the caller will be reviewed and referred for investigation as needed. Based on the outcome of the investigation, the child and their family may be referred to community supports, receive family enhancement services, or actions to further protect the child may be taken.
Alberta Children and Youth Services, “What is Child Abuse and How to Report It,” <www.child.alberta.ca/home/documents/childintervention/What_is_Child_Abuse_and_How_to_Report_It.pdf>; (accessed March 2010).
The Role of the Caregiver in Supporting Children and Families
Child care staff plays an important role in helping to prevent child abuse and neglect.
Be a positive role model—how you behave at arrival and departure times gives parents a lot of information about your relationship with their child.
Observe and record the child’s behaviour. Not only may this documentation be needed later, but it helps to provide the family with background on how their child is doing.
Develop a positive relationship with the family—listen to the parents and support them.
Establish a policy regarding minimum age at which older siblings can be responsible for taking home child care children. It is suggested that twelve years of age is appropriate.
Help the children understand that they are the owners of their own bodies. Ask a child’s permission before giving hugs or touching a child.
Be very familiar to the resources available in the community to deal with family violence issues. Whenever possible, pamphlets from agencies that deal with this topic should be available in the child care centre.
1.6. Learning Activity 2
Session 3: Child Abuse, Family Violence, and Community Resources
Learning Activity 2: In the Moment
Focus
Yossef, a five-year-old boy, has bruises on his cheek, upper arm, and torso. He tells you that over the weekend he fell down the stairs. Yossef often has bruises on his upper arms.
Directions
You may choose to discuss this project with an experienced child care provider. He or she may provide valuable real experience in the development of your plan. Remember to refer to the information in the inquiry to help you, as well as research on the Internet.
The scenario given is brief and requires you to use your imagination. Your task is to develop a plan to show how you would gather the information necessary to determine if abuse was occurring. In your plan, explain the steps you would take to find out more about the situation. What questions do you need answered? Look to show your reasons why each step is necessary, and provide enough detail to determine how each step will give you the information you require.
You may want to set this activity up in a flow chart. Spend a few minutes online looking for examples of flow charts. These are effective and efficient ways to communicate processes that are sometimes complex—just like the issue of child abuse may be complex.
As you work on your plan, you may find the following ideas good starting points or considerations to include. Add any other considerations you feel are important to ensure that you create an accurate picture of what is going on with the child.
- who to seek for guidance within your centre
- dealing with Yossef
- personal emotions
- where to gather information
- who to gather information from
- interaction with family
Checking In
When you are finished with your work, use the Student Rubric for Learning Activity 2: In the Moment to self-assess your completed activity. Include this completed rubric with your activity when you turn it in to your teacher. Your teacher may also use this rubric for evaluation.
1.7. Inquiry 3
Session 3: Child Abuse, Family Violence, and Community Resources
Inquiry 3: How Do You Care for the Child?
Caregiver’s Role in Providing Care for Children Who Have Been Abused
© Jaimie Duplass/176314/Fotolia
A child who has been abused may have low self-esteem, may be easily frightened, and may have very little confidence in the world around him or her.
The child needs extra time and extra care. Here are some important tips for providing care to a child who has been abused:
- Ensure that a child has a secure and meaningful relationship with the caregiver.
- Listen carefully to the child if she or he tells you about abuse. Don’t ask questions, just listen—and give your full attention.
- Let the child know that you believe him or her and reassure her that it was okay to tell you.
- Do not make promises to the child; for example, “I will keep your secret.”
- Remain in control of your emotions and acknowledge the child’s feelings without overreacting to the situation.
- Involve the supervisor immediately. Report the abuse without delay. If you need support from friends or colleagues, do it in a way that does not give away confidential information, such as the name of child and/or family.
- Document the situation carefully.
When you are interacting with the child, remember to do the following:
- Put limits on behaviour—accept the feelings, but not unacceptable behaviour; for example, “I know you are mad, but I can’t let you hit Sally.”
- Get on the child’s eye level and speak directly to them in a quiet voice. Use praise whenever possible.
- Encourage the child to stand up to others and resolve conflicts (if he or she is old enough).
- Provide for lots of active play—running, jumping, and hopping help children feel in control of their bodies.
- Avoid competitive activities, if possible.
- Water play and playdough seem to have an especially soothing effect on children. Make these activities available on a regular basis.
- Always end the day with a comment on a positive action.
- Do not overcompensate. Being allowed to break the rules and guidelines of the centre will only confuse the child.
- Ensure that the child has opportunities for success and to be involved in activities with which he or she is comfortable.
- Give the child time and space. Be careful about physical contact like hugs. Let the child set his or her own pace in establishing physical contact.
- Invite—don’t force—the child to join activities.
Before moving on to Learning Activity 3, take some time to view the “Child Abuse” slide show. It provides a good summary of the information covered in the three inquiries, as well as offering situations to reflect on.
How Do You Talk To a Child?
If a child discloses abuse to you, do not probe for details. Listen to the information provided and record it as soon as possible in the child’s own words. Be supportive and let the child know it is right to tell someone.
Here are some suggestions for talking to a child about abuse. It is important to be a good listener and avoid probing the child for information.
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Do:
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Don’t:
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Alberta Children’s Services, “Protocols for Handling Child Abuse and Neglect In Child Care Services” (May 2000). 5, <www.calgaryandareacfsa.gov.ab.ca/home/documents/AdditionalResources/DC_Inv_Protocol.pdf>; (accessed March 2010). Reproduced with permission.
Role of the Caregiver in Responding to Adults Who May Have Abused a Child
A caregiver may suspect that a co-worker or family member has abused a child. Caregivers can act in a warm, supportive way. Asking a question such as “Is there something troubling you?” shows concern. Also, it may encourage the other adult to confide in you.
An adult family member may tell a caregiver that she or he is in an abusive situation. If that should occur, caregivers should
- respond in the same calm, caring way as they would to a child
- help the family member find the appropriate community resources
- watch the child in that family for any changes in behaviour
Recognize that dealing with child abuse is emotionally very difficult. Ensure that you have the support you need. Use the crises phone line or a community agency that provides counselling. Bear in mind that you yourself may need support when you are trying to help a child. With issues as important as abuse, there are many resources available to those who care to become involved. Asking for help will not diminish your role as a caregiver and can positively help you to deal with circumstances such as these.
1.8. Learning Activity 3
Session 3: Child Abuse, Family Violence, and Community Resources
Learning Activity 3: In the Moment—What to Do Next
Focus
In Learning Activity 2 you were introduced to Yossef. You learned that Yossef, a five-year-old boy, has bruises on his cheek, his upper arm, and his torso. He tells you that he fell down the stairs over the weekend. Yossef often has bruises on his upper arms.
Next, you outlined how you would gather more information in reference to his situation. Through the process you created in order to gather information, you determined there were enough indicators that Yossef was, in fact, in an abusive situation.
As a result, you now have to make a decision as to how to act as a result of what you discovered. What would your next step or steps be in this situation?
Directions
For this assignment, you will need a copy of the plan you created in Learning Activity 2, as this assignment will be completed on your own.
With your learning partner, brainstorm about the next steps you need to take. Decide on a course of action and explain how you would put this plan into action. Be as complete in your explanation of the plan as possible.
The following are ideas to consider while brainstorming your plan:
- who to seek for guidance within your centre
- dealing with Yossef
- outside sources
- possible reporting
Checking In
When you are finished with your work, use the Student Rubric for Learning Activity 3: In the Moment—What to Do Next to self-assess your activity. Include this completed rubric with your work when you submit it to your teacher. Your teacher may use a similar rubric to evaluate your work.
1.9. Inquiry 4
Session 3: Child Abuse, Family Violence, and Community Resources
Inquiry 4: Effects of Family Violence on Young Children
Tom Le Goff/Photodisc/Thinkstock
Why Do You Need to Know?
Research tells us that about 8 percent of Canadian children between the ages of four and seven have been exposed to violence in their homes (National Longitudinal Survey of Children and Youth, 1998–1999). Exposure to violence is considered to be emotional abuse and can have long-lasting effects on children.
Children in homes where there is domestic violence live in a stressful environment created by regular violent incidents and the fear of the next violent incident. They lack the safety and consistency of care that are so important to children. The fear and helplessness that they feel puts them at risk for difficulties, such as aggressiveness, depression, anxiety, relationship problems, and poor school performance. Individuals who care for and teach young children are in an ideal position to support children who are at risk because of domestic violence.
domestic violence: abusive behaviour used by one intimate partner to control and dominate the other
- Children under age five are more likely to live in a household where domestic violence occurs than are children in any other age category.
- Children living with domestic violence are at risk for increased emotional and behavioural problems.
- Early identification of difficulties can lead to earlier and more effective support and intervention for children and their families.
- Early childhood programs can be a secure and nurturing place for vulnerable children. The caring adults who work in these programs can make a difference in the life of a child who is affected by violence.
Domestic Violence
Understanding domestic violence helps us support affected children. Domestic violence
- occurs in all age, racial, socioeconomic, educational, occupational, cultural, and religious groups
- occurs within intimate relationships
financial abuse: a form of domestic violence in which the abuser uses money as a means of maintaining power and control over his or her partner
- typically involves repetitive behaviour, including different types of abuse: physical assault and psychological, emotional, and financial abuse
- is used to intimidate, humiliate, or frighten victims as a systematic way of maintaining power and control over them
- includes abusive behaviour that, in most cases, has been learned by the offender
Abusive behaviour is modelled in the family of origin. The offender has seen that abusive behaviour gets the desired results for the person who uses it. Abusive behaviour- is caused by the offender, not by the victim or the relationship
- is a criminal offence where actual or threatened physical or sexual force is used
- differentially affects men and women. Women experience more violence over a lifetime, more severe forms of violence, and more serious injuries than do male victims.
- may present increased risk to the victim and children at the time of separation from the offender
- results in victim behaviour that is focused on ensuring survival (e.g., minimizing or denying the violence, taking responsibility for the violence, protecting the perpetrator, using alcohol or drugs, self-defense, seeking help, remaining in the abusive relationship)
1.10. Page 2
Session 3: Child Abuse, Family Violence, and Community Resources
Impact of Exposure to Domestic Violence on Children
Pixland/Thinkstock
Watching, hearing, or later learning of a parent being harmed by a partner threatens the sense of stability and security that children rely on from their families.
Children may experience increased emotional and behavioural difficulties. Some children display traumatic stress reactions. Examples include sleep disturbances, intensified startle reactions, and constant worry about possible danger.
The offender may use children to control an adult victim. Examples include the following:
- claiming the children’s bad behaviour is the reason for the assaults on the non-offending partner
- threatening violence against the children and their pets in front of the non-offending parent
- holding the children hostage or abducting them in an effort to punish the adult victim or to gain compliance
- talking negatively to children about the abused parent’s behaviour
Children may experience strong ambivalence toward their violent parent: affection co-exists with feelings of resentment and disappointment.
Children may imitate and learn the attitudes and behaviours modelled when intimate partner abuse occurs.
Exposure to violence may desensitize children to aggressive behaviour. When this occurs, aggression becomes part of what the child sees as normal, and it is less likely to signal concern.
Indicators of Domestic Violence
Young children may display some of the following difficulties when they are living with domestic violence. Be aware, however, that young children may show these problems for many other reasons besides exposure to domestic violence. Domestic violence would be just one possibility to consider when a child is having these difficulties.
- physical complaints, which can come in many forms
Headaches or stomach aches could be examples.
- separation anxiety beyond what you would normally expect for the age of the child
- sleep difficulties or fear of falling asleep
- increased aggressive behaviour and angry feelings, physically hurting self or others
- constant worry about possible danger
- seeming loss of previously learned skills, such as toileting skills or naming colours
- withdrawal from others and activities
- lack of interest or feelings about things he or she would likely respond to
- excessive worry about the safety of loved ones—needing to see siblings during the day, asking constantly about Mommy
- difficulty choosing and completing an activity or task
- very high activity level, constant fidgeting and/or trouble concentrating at levels not typical for the child’s age and stage of development
It is suggested that parents seek assistance for their child from a physician or family counselling agency when the child’s behaviour
- is physically harmful to the child or others (e.g., cutting own clothes with scissors, lying down on the street)
- is intense enough to interfere with the child’s day-to-day adjustment in the program
- does not respond to basic child guidance strategies
- persists over a time period longer than three to six weeks
1.11. Page 3
Session 3: Child Abuse, Family Violence, and Community Resources
What Can Child Care Staff Do?
Young children benefit from supportive caregivers and safe places, such as child care and school settings. Early childhood caregivers can assist young children affected by domestic violence by
- providing a nurturing environment
- creating predictability through child care routines
- developing strategies to support children’s adjustment in the child care program
- providing support to parents (e.g., child management strategies) and information about community resources
These guidelines are helpful for dealing with troubling behaviours regardless of whether domestic violence is a factor.
- Remember that problem behaviours may be shown by children for a wide variety of reasons. Exposure to domestic violence is only one possibility.
- Reassure children and increase their sense of security in the program by
- establishing simple rules and routines so that children know what to expect
- giving simple explanations for things that worry them
- allowing children to naturally express themselves through talk and play
- Clarify in your mind what child behaviours are of concern before talking to the parent. Think about how to put your concerns into words. Describe the behaviour without interpreting it. It may be helpful to consider the following questions:
- What behaviour(s) are concerning?
- When did it start?
- How often does it occur?
- How does it affect the child, other children, the staff, and the program?
- What is the child’s reaction to the response of the staff?
- Consult with your supervisor or program director about your concerns and possible responses.
- talk and play
- talk and play
- Invite the child’s parent to talk to you about the child’s behaviour. Try to have this conversation in a safe place (e.g., in a room away from the children and other parents). Do not leave a telephone message about potential problems in the home, as this could endanger an adult victim and/or the child. If leaving a telephone message is the only way to contact the parent, you may choose to leave a message that states the following:
- your name and position in the child care program
- that you would like to speak about the child’s progress in the program
- the number where you can be reached (remember that it may be difficult for a parent to talk on the phone if he or she is in an abusive relationship and the abuser is present)
- Let the parent know that you are concerned about the child. Describe what you are observing in the program. Ask what the parent is noticing at home and whether he or she has any ideas about what might be bothering the child. It is important that you communicate your questions in a supportive, non-threatening, and non-intimidating manner. Here are some suggestions for how you might ask questions:
- I’m worried about this behavior and I would like to help the child. Do you have any ideas about why Jilana might be acting this way?
- Is there something at home that might be upsetting her?
- Remember that it is often not easy to talk about family problems. Domestic violence and other family problems are often treated with great secrecy. Sometimes the secrecy is a way of maintaining safety. By asking, you will have let the family know that you are concerned and willing to help. They may choose to talk to you in the future if they are experiencing violence or other problems that affect their child.
- Provide information on available resources. Offer information about resources in the community.
Supporting a Child Who Makes a Disclosure
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Child care staff may receive disclosure about violence in the home from young children, but may have limited information about how to support these children.
The following guidelines are offered to help you respond in ways that are supportive to children when disclosures do occur.
- Allow the child to tell his or her story. It usually helps children to talk about the violence or troubling events in their lives with a trusted adult.
- Reassure the child. If children disclose a troubling incident at home directly to you, reassure them by validating their feelings (e.g., “It sounds like this was scary for you. Are you okay?”). Depending on the situation, it may also be helpful to let children know that you are glad they told you, that the violence is not their fault, and that no one should be hurt.
Older children may ask you to not say anything to anyone about what they have told you. It will be important for you to let them know that you need to tell people who can help them be safe.
- Do not pressure the child to talk. It is important to remember that your role is not to gather evidence or to investigate the situation. Your role is to listen and to acknowledge the feelings the child is sharing.
- Do not criticize or speak negatively about the abuser. Children often have confused or mixed feelings about the abuser. They may hate the abuse but like the stories or games that the abusive parent sometimes reads or plays. Children can feel very angry at and loyal to a parent at the same time. If you criticize the offending parent, feelings of loyalty and protectiveness toward the parent may cause the child to feel that he/she cannot talk about the abuse.
- Do not make commitments to the child that you cannot honour. Sometimes workers are so moved by a child’s situation, and want so much to protect and reassure the child, that they make statements they cannot keep. Examples include comments such as “I will keep you safe,” “I won’t let him hurt your mother anymore,” or “I won’t tell anyone what you told me.” While clearly well intended, such commitments can diminish a child’s trust in others when she or he discovers the statements were untrue. This may cause a child to believe that no one can help and it is not worth telling anyone about the upsetting things happening at home.
- Follow the child’s lead. Young children have short attention spans and typically do not spend much time on one topic, even when it is about a distressing event. They are more likely to talk a little bit, change the topic, or move on to another activity, and then possibly revisit the troubling event again. It is important to follow the child’s lead and support him or her to carry on with activities when ready to do so. This may be challenging in disclosure situations when you are not ready to carry on with activities.
The child may choose this time to disclose because changes in circumstances have tipped the balance to the point that the child’s typical coping approaches are strained. Responding supportively to children making disclosures increases their sense of security and their willingness to share concerns in the future.
1.12. Session 3 Summary
Session 3: Child Abuse, Family Violence, and Community Resources
Session Summary
Important: The quiz may contain questions beyond points highlighted in this summary. Be sure to review the session thoroughly.
Review Session 3 to prepare for writing the quiz. As you review, note the sections that connect with the following points:
- There is a very high probability that you will encounter a child who has been abused or neglected.
- Child abuse can be one of the most emotionally challenging situations you will experience as a caregiver. Knowing what to look for and where to go for assistance is essential in your work as a caregiver.
- The most common forms of child abuse include physical abuse, sexual abuse, emotional abuse, or neglect.
- There are several signs of physical, emotional, and sexual abuse and child neglect. These are presented in this session. It is important to be familiar with these signs.
- Caregivers sometimes feel hesitant about reporting cases of abuse or neglect. You are legally required to report such cases. There are good reasons for this law. The understanding that an abused or neglected child suffers daily should outweigh concerns that you may have about possible consequences for reporting. In severe cases, a child’s life can be threatened. As a caregiver, you are in a unique position to be aware of difficulties experienced by a child. If you don’t report, you are permitting the abuse or neglect to continue.
- Maintaining a positive relationship with the families at the child care centre helps to prevent child abuse or neglect and helps support the child exposed to family violence. Many parents feel isolated. Caregivers can provide emotional support and act as positive role models for parents. You can help lessen the stress that families experience and support positive family relationships.
- Families and children may have needs the child care centre cannot meet without assistance from community agencies and organizations. By learning more about the resources available in your community, caregivers can become familiar with programs and provide enhanced support for children, families, and the child care centre.
Session Quiz
Contact your teacher to decide together when and where you will complete the Session 3 Quiz.
Course Completion Checklist
It is now time to fill in your Course Completion Checklist if you haven’t already. This checklist can be found in the Toolkit and is used to keep track of your progress. Print or save a copy in your course folder, and ensure it is updated regularly. If there are concerns, communicate with your teacher about them.