O.U.R. Children Observing, Understanding & Responding to Incidences of Child Abuse & Neglect

Transcription

1 O.U.R. Children Observing, Understanding & Responding to Incidences of Child Abuse & Neglect Harold Johnson/MSU 7/20/20 International Congress on Education of the Deaf Vancouver, Canada

2 What are we talking about? H. Johnson/MSU 2

3 Deaf & Hard of Hearing Children Helpline: H. Johnson/MSU 3

4 What are the barriers and realities we face in relation to child abuse and neglect and individuals who are deaf/hard of hearing? H. Johnson/MSU 4

5 1. We do not believe that Child Abuse & Neglect (CA/N) is a sufficiently significant problem to warrant our attention, e.g., 341 presentations at this conference, only one concerning CA/N 2. We lack the knowledge needed to confidently and effectively observe, understand, and respond to possible instances of CA/N. 3. We believe that by reporting possible instances of CA/N, we might do more harm than good, we might be sued, or we might not receive the support of our administrators. 5

6 4. We have learned from past experiences that often nothing happens when we report possible instances of CA/N, as a result, we lack confidence in Child Protective Services 5. Finally, we believe that someone else is dealing with the problem of CA/N Alvarex, Kenny, Donohue, & Carpin, 2004; Bonner, & Hensley, 1997; Kenny, 2001, 2004 I would also suggest that we have not dealt with CA/N because it is such a complex, controversial, and unpleasant topic to consider. 6

7 In reality CA/N is experienced by 09% of children w/o disabilities vs. 31% of children w/ disabilities (Sullivan & Knutson, 2000). In reality available research indicates that 10% of hearing boys and 25% of hearing girls experience sexual abuse, vs. 54% of boys who are d/hh and 50% of girls who are d/hh report sexual abuse (Sullivan, Vernon, Scanlan, John, 1987). 7

8 In reality, it is estimated that 83% of women with disabilities will be sexually assaulted during their life times (Obinna, Krueger, Osterbaan, Sadusky, DeVore, 2005). In reality, children who experience CA/N frequently demonstrate: poor physical health, e.g., chronic fatigue, altered immune function, hypertension, sexually transmitted diseases, obesity H. Johnson/MSU 8

9 social difficulties, e.g., insecure attachments with caregivers, which may lead to difficulties in developing trusting relationships with peers and adults later in life cognitive dysfunctions, e.g., deficits in attention, abstract reasoning, language development, and problem-solving skills, which ultimately affect academic achievement and school performance behavioral problems, e.g. aggression, juvenile delinquency, adult criminality, abusive or violent behavior (Wang & Holton, 2007) 9

10 In reality, the impact of all of our effort to identify and use the best instructional practices, technologies, teachers, languages, and early intervention strategies will be of little value if our student s ability to learn is reduced due to CA/N. 10

11 What did I study and learn within my investigation? H. Johnson/MSU 11

12 The investigation examined the extent to which parents and professionals who work with children who are d/hh are informed and prepared to recognize and respond to possible incidences of CA/N. 322 respondents to a 2008 survey: Most (60%) were between the ages of Most (80%) had greater than a B.A./B.S. degree. Most (90%) were female Most (88%) were professionals Most (82%) were hearing H. Johnson/MSU 12

13 Investigative results... Demographic Overview: (cont.) Most (70%) had 11+ years of experience in interacting with individuals who were d/hh Most (82%) had daily interactions with individuals who were d/hh A majority (51%) used speech & sign in those interactions, with the rest using speech (25%), or sign (18%) Training re. CA/N: Most (64%) had formal training re. CA/N, but only in a minority (29%) of cases, was the training specific to children who were d/hh H. Johnson/MSU 13

14 Training resulted in mixed results, i.e., In response to the question How well prepared do you now consider yourself to be in relation to recognizing and reporting possible cases of child abuse and neglect? A slight majority (53%) indicated that they were well, or sufficiently prepared to recognize and report possible cases of CA/N of children who were hearing, vs. 43% indicated that they were somewhat, or unprepared A slight majority (55%) also indicated that well, or sufficiently confident, they could find accurate information concerning CA/N H. Johnson/MSU 14

15 In contrast, a majority (61%) indicated that they were only somewhat, or not confident in their ability to recognize if a child who is d/hh was experiencing CA/N A slight majority (53%) indicated that they were very confident, or sufficiently confident, in their knowledge regarding of how to report possible incidences of CA/N as experienced by a child who is d/hh. H. Johnson/MSU 15

16 A majority (58%) indicated they were only somewhat, or not confident in their knowledge regarding how to respond to a child who is d/hh and possible the victim of CA/N Finally, most (88%) respondents expressed a desire to learn more about the prevention and recognition of CA/N as experienced by children who were d/hh H. Johnson/MSU 16

17 Summary: Most of the respondents have had some formal training re. CA/N, but few have had training in relation to students who are d/hh Most of the respondents thought they could find accurate information concerning CA/N, and that they knew how to make a report of a possible instance of CA/N, 17

18 Summary (cont.) Few of the respondents thought they could effectively recognize, or respond to a child who is d/hh and who may have experienced CA/N The vast majority of the respondents expressed a desire to learn more re. how to prevent, observe and respond to CA/N as experienced by children who are d/hh H. Johnson/MSU 18

19 To what extent do the investigative results match the existing knowledge base? H. Johnson/MSU 19

20 Kenny (2001; 2004) found that......that less than 30% of suspected CA/N cases known to school personnel are formally reported to Child Protective Services....teachers need more training re. legal mandates of reporting, how to recognize and how to report suspected instances of CA/N....training should be ongoing and include experientially exercises and hypothetical situations....while SPED teaches made more reports of CA/N, but did not receive any better training 20

21 What are the implications of the results of this investigation? H. Johnson/MSU 21

22 While children who are d/hh are three times more likely to experience CA/N than their hearing peers, Deaf Education professionals are not well prepared to observe, understand, or respond to possible instances of CA/N and they would like to learn more re. this topic. This lack of preparation hinders our ability to prevent and respond to possible instances of CA/N. H. Johnson/MSU

23 What can we do to reduce the incidence, duration, and impact of child abuse and neglect experienced by children who are deaf/hard of hearing? H. Johnson/MSU 23

24 Accept the fact that......children who are d/hh are at substantially greater risk to experience CA/N than their nondisabled peers....the age range of greatest risk for CA/N is between birth and four years. Recognize that early hearing detection and intervention provides an opportunity to find and protect children who are d/hh from experiencing CA/N. 24

25 Recognize that protecting our children from CA/N requires six essential steps: 1. an awareness of the increased risk; 2. the use of effective and frequent communication between children, their parents, and the individuals who work with them; 3. the ability to identify risky situations; 25

26 Recognize that protecting children from CA/N (cont.) 4. the ability to observe and understand possible indicators of CA/N; 5. the knowledge of who to contact for help when CA/N is suspected; and 6. provide children the knowledge and skills they need to remain safe. 26

27 What can YOU do? H. Johnson/MSU 27

28 The Deaf Education Community of Learners on Child Abuse & Neglect is searching for the 1 st 100 individuals who are willing to learn and share information that will serve to protect our children. Send an message to hjohnson@msu.edu if you are interested in becoming a member of the 1 st 100. Hands & Voices has been a partner in this effort since

29 Contact Information Harold A. Johnson/Professor Deaf Education Teacher Preparation 343A Erickson Hall Michigan State University East Lansing, MI [office] [fax] [video ph] Harold.a.johnson3 [Skype] MSUE_H_Johnson [ivisit] [Web] H. Johnson/MSU 29

30 Resource: Definitions of Child Abuse & Neglect Child Welfare Information Gateway (2007a). Definitions of child abuse and neglect. Retrieved on 1/25/2010 from: ws_policies/statutes/define.cfm H. Johnson/MSU 30

31 Resource: Recognizing Child Abuse & Neglect: Signs and Symptoms Child Welfare Information Gateway (2007b). Recognizing child abuse and neglect: Signs and Symptoms. Retrieved on 6/25/2010 from: s/signs.cfm H. Johnson/MSU 31

32 Reference List Alvarex, K.M., Kenny, M.C., Donohue, B., & Carpin, K. M. (2004). Why are professionals failing to initiate mandated reports of child maltreatment, and are there any empirically based training programs to assist professionals in the reporting process? Aggression and Violent Behavior, 9, Bonner, B.L. & Hensley, L.D. (1997). State efforts to identify maltreated children with disabilities: A follow-up study. Child Maltreatment, 2(1), Kenny, M. C. (2001). Child abuse reporting: Teachers perceived deterrents. Child Abuse & Neglect, 25, Kenny, M. (2004). Teachers attitudes toward and knowledge of child maltreatment. Child Abuse & Neglect, 28, Obinna, Jennifer, Krueger, Sarah, Osterbaan, Constance, Sadusky, Jane M, DeVore, Wendy (2005). Understanding the Needs of the Victims of Sexual Assault in the Deaf Community: A Needs Assessment and Audit. Retrieved January 11, 2009 from H. Johnson/MSU 32

33 Sullivan, P.M., & Knutson, J.F. (2000). Maltreatment and disabilities: A population-based epidemiological study. Child Abuse & Neglect, 24(10), Sullivan, Patricia M., Vernon, McCay, & Scanlan, John, M. (1987). Sexual abuse of deaf youth. American Annals of the Deaf, 32(4), Wang, C-T., & Holton, J. (2007). Total estimated cost of child abuse and neglect in the United States. Retrieved on 2/3/2008 from: mic_impact_study_final.pdf H. Johnson/MSU 33

34 Bibliography Do? Tell! Kids Against Child Abuse DVD (n.d.). Information presented in ASL, English, & Spanish. Retrieved on February 8, 2008 from: Durity, Richard & Oxman, Amy (2006). Addressing the Trauma Treatment Needs of Children Who Are Deaf or Hard of Hearing and the Hearing Children of Deaf Parents. Retrieved January 11, 2009, from f_hard-of-hearing_children.pdf Horner-Johnson, W., & Drum, C.E. (2006). Prevalence of maltreatment of people with intellectual disabilities: A review of the recently published research. Mental Retardation and Developmental Disabilities Research Reviews, 12(1), H. Johnson/MSU 34