The Role of the Early Years Worker in the Protection of Children from Abuse - Term Paper Example

The Role of the Early Years Worker in the Protection of Children from Abuse Children are usually considered blessings from God. The birth of a child is usually celebrated by the whole family and community. The saying “It takes a village to raise a child” is true in most situations. A child can be viewed as a symbol of a new chance at having to mold another human being into someone whose potentials are optimally realized. Children hold a very special place in society. Parents and advocacy groups strive hard to work for their benefit. With the overriding belief that they are tomorrow’s leaders who will inherit and rule the earth, they are to be regarded with due care and respect. Protecting children from harm, it seems, is the battlecry of parents and child advocates. The United Nations Convention on the Rights of the Child (UNCRC) declares that "the child, by reason of his physical and mental immaturity, needs special safeguards and care, including appropriate legal protection, before as well as after birth", Article 2.2 further details, “States Parties shall take all appropriate measures to ensure that the child is protected against all forms of discrimination or punishment on the basis of the status, activities, expressed opinions, or beliefs of the childs parents, legal guardians, or family members.” The UK is signatory in the UN Convention of the Rights of the Child. Every five years, the UK government is required to report to the UN Commission on its progress in implementing the convention in the country. It is expected that all government departments hold responsibility to promote the convention and the five key outcomes set out in Every Child Matters namely: being healthy, staying safe, enjoying and achieving, making a positive contribution and economic well-being. This document provides the vehicle for the delivery of the convention in the country. It widens the scope of government involvement in children’s development and challenges all those involved with children to develop effective practices in promoting positive developmental outcomes for all. Inspectors of children’s services will be looking for evidence that “Children and young people, parents and carers are involved in identifying their needs and designing services” and “Children and young people contribute to performance management and their views are listened to” (Ofsted, 2004). “In the Children Acts 1989 and 2004, a child is anyone who has not yet reached their 18th birthday. ‘Children’ therefore means ‘children and young people’ throughout.The fact that a child has reached 16 years of age, is living independently or is in further education, is a member of the armed forces, is in hospital, in prison or in a Young Offenders’ Institution, does not change his or her status or entitlement to services or protection under the Children Act 1989. “(HM Government, 2006, p.34) Children are given the same protection from domestic assault as is accorded to adults in the UK and ending the societal acceptance and legitimization of hitting children. In the document for Every Child Matters, Working Together to Safeguard Children (HM Government, 2006), important definitions on some constructs on hand were given: Abuse and neglect are forms of maltreatment of a child. Inflicting harm or acts that do not prevent harm are considered acts of abuse or neglect. Such acts may fall in one or more of the following: “Physical abuse may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating, or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child.” (p.37) “Emotional abuse is the persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on the child’s emotional development. It may involve conveying to children that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond the child’s developmental capability, as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction. It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying, causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child, though it may occur alone.” (p. 38) “Sexual abuse involves forcing or enticing a child or young person to take part in sexual activities, including prostitution, whether or not the child is aware of what is happening. The activities may involve physical contact, including penetrative (e.g. rape, buggery or oral sex) or non-penetrative acts. They may include non-contact activities, such as involving children in looking at, or in the production of, sexual online images, watching sexual activities, or encouraging children to behave in sexually inappropriate ways.” (p. 38) “Neglect is the persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development. Neglect may occur during pregnancy as a result of maternal substance abuse. Once a child is born, neglect may involve a parent or carer failing to: provide adequate food, clothing and shelter (including exclusion from home or abandonment) protect a child from physical and emotional harm or danger ensure adequate supervision (including the use of inadequate care-givers) ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.” (p.38) Anda et al (2005) discussed in their study that the traumatic experiences of abused or neglected children often stays on with the victim into adulthood, and can even influence the raising of that victim’s own children. More often than not, abused children repeat the pattern with their own children. Some children may never fully recover from the trauma, resulting in lifelong depression, anxiety, and personality disorders. Other individuals may be predisposed to engage in prostitution, pornography, drug abuse, or crime (Browne & Finkelhor, 1986; Bryant & Range, 1996; Ferrara, 2002; Malinoskey-Rummell & Hansen, 1993). The long-term consequences of child maltreatment can be so devastating that it has been called "soul murder" (Shengold, 1989) The case on normative and empirical grounds, drawing on data from other countries which have banned the chastisement of children and on the United Nations Convention on the Rights of the Child, which requires in Article 19 that ‘States Parties shall take all appropriate legislative, administrative, social and educational measures to protect the child from all forms of physical or mental violence, injury or abuse, neglect or negligent treatment, maltreatment or exploitation including sexual abuse, while in the care of parent(s), legal guardian(s) or any other person who has the care of the child’. It is pathetic that most often, the abuser or neglector is someone known by the child (i.e. parent, relative or neighbor) and the abuse usually happens in the child’s home or child care center, places where the child views as his safe haven. (Administration for Children and Families, 2004). This brings up the issue of parental rights, especially if they are the ones being suspected of the perpetrators of the abuse. The question of the state infringing on the rights of parents over their children’s upbringing is addressed by the “Paramountcy Principle” or the principle that the welfare of the child should be of paramount priority. In the European Convention on Human Rights (ECHR), Article 8’s right to family life and privacy has become one of the most frequently applied provisions of the Convention. It has significant implications for social workers engaged in child protection decision-making and statutory interventions under the Children (Northern Ireland) Order 1995, and specifically states that: ‘‘Everyone has the right to respect for his private and family life, his home and his correspondence’’. ‘‘There shall be no interference by a public authority with the exercise of this right as is in accordance with the law and is necessary for a democratic society in the interests of national security, public safety or the economic well-being of the country, for the prevention of crime and disorder, for the protection of health or morals or for the protection of the rights and freedom of others’’. (Article 8 of the European Convention on Human Rights) Simply put, in consideration of Article 8, the European Court of Human Rights will hold firm to promoting the best interests of the child, which should offer reassurance to social workers in upholding the welfare of the child as being paramount.” (Duffy, Taylor & McCall, 2006, p.84). When parents use such an argument in defending their rights over the state’s interference with the upbringing of their children, both parents and court should not lose sight of the fact that the children, who are the focus of the dispute may have rights and interests of their own which need proper assessment and deliberation, as this usually gets lost in the adults’ perspectives. (Fortin, 2006) The UN Convention on the Rights of the Child is often discussed in terms of its participation and protection rights. Yet, there are also important provision rights. These recognize, for example, rights to ‘the enjoyment of the highest attainable standard of health and to facilities for the treatment of illness and rehabilitation of health’ (Article 24), to ‘a standard of living adequate for the child’s physical, mental, spiritual, moral and social development’ (Article 27) and to education (Article 28). Full implementation of substantive as well as procedural rights would do much to improve the lives of abused children. (Hallett, 2000) The Third National Incidence Study of Child Abuse and Neglect (Sedlak & Broadhurst, as cited in Kesner & Robinson, 2002) indicated that schools report more cases of child abuse and neglect than any other institution. However, the same study revealed that 84% of all suspected abuse cases in schools are never reported, making schools simultaneously the largest source of both over- and underreporting of child abuse (Kesner & Robinson, 2002). Unfortunately, because of the reluctance of educators (Pass 1986) to report possible cases, deaths have been increasing at an alarming rate (Child Welfare Information Gateway 2004). In 2003, the total costs of child abuse and neglect were estimated at more than $94 million. These costs included demands on the health care, mental health care, law enforcement, child welfare, and judicial systems. Additionally, indirect costs included special education, juvenile delinquency programs, and adult criminality (Goldman et al. 2003). Thus, it is admonished that all school personnel should receive formal training in handling child abuse/ neglect issues including identifying, referring and reporting of suspected cases (Dombrowski et al,, 2003; Dombrowski, LeMasney, Ahia & Dickson, 2004; Dombrowski & Gischlar, 2005). They also should be knowledgeable about the law (Baxter & Beer, 1990) and district policy, if such exists. In 1998, available training programs were surveyed and results indicated a considerable variation and some uncertainty as to what must be included in the Initial Teacher Training (ITT) courses on child protection. The National Society for the Prevention of Cruelty to Children (NSPCC) decided to create a training pack for such courses with the aim ‘Child protection in initial teacher training tutor pack’, given to trainee teachers as basic introductory information to prepare them for their role in protecting children from abuse. (Baginsky & Macpherson, 2005) Many factors are to be considered to validate that a child is truly abused or neglected. The following framework is suggested by Every Child Matters (p.109): A trained social worker assesses a child suspected of child abuse or neglect. The initial assessment should address the following questions. (p. 110) l What are the developmental needs of the child? l Are the parents able to respond appropriately to the child’s identified needs? Is the child being adequately safeguarded from significant harm, and are the parents able to promote the child’s health and development? l What impact are family functioning and history, the wider family and environmental factors having on the parents’ capacity to respond to their child’s needs and the child’s developmental progress? l Is action required to safeguard and promote the welfare of the child? Upon confirmation of the abuse, a child protection plan is devised. The outline child protection plan should (p. 130): l identify factors associated with the likelihood of the child suffering significant harm and ways in which the child can be protected through an inter-agency plan, based on the current findings from the assessment and information held from any previous involvement with the child and family l establish short-term and longer-term aims and objectives that are clearly linked to reducing the likelihood of harm to the child and promoting the child’s welfare, including contact with family members l be clear about who will have responsibility for what actions – including actions by family members – within what specified timescales l outline ways of monitoring and evaluating progress against the planned outcomes set out in the plan; and l be clear about which professional is responsible for checking that the required changes have taken place, and what action will be taken, by whom, when they have not. The Children Act 1989 covers the following: “reforms the law relating to children; makes provision for local authority services for children in need and others; amends the law with respect to children’s homes, community home, voluntary homes and voluntary organizations; makes provision with respect to fostering, child minding and day care for young children and adoption and for connected purposes.” (DfEs Children Act and Reports, 1989; 2004). This act is further polished with Children Act 2004 and provides a wider strategy for improving children’s lives. “The overall aim is to encourage integrated planning, commissioning and delivery of services as well as improve multi-disciplinary working, remove duplication, increase accountability and improve the coordination of individual and joint inspections in local authorities.: (DfEs Children Act and Reports, 1989; 2004). This development was brought about by the death of Victoria Climbié, a little girl who was severely maltreated by her relatives eventually leading to her death. Although her death is a tragic loss, it has awakened in the government its vigilance in the protection of children, hence, Victoria’s death was not in vain. “The Government’s response to the inquiry report and the first joint Chief Inspectors’ Report (Cm 5861) identified the key features of an effective system to safeguard children. These informed the Green Paper Every Child Matters (Cm 5860) and the Children Act 2004, in particular the plans for integration of services around the needs of children through the creation of children’s trusts, the requirement for local authorities (LAs) to set up Local Safeguarding Children Boards (LSCBs) and the new duty on agencies tomake arrangements to safeguard and promote the welfare of children (HM Government, 2006, p. 32) The key outcomes of children’s growth and development detailed in the Every Child Matters report and represent a considerable shift in focus for staff providing public services for children. (Baxter & Frederickson, 2005). Being so, a number of agencies providing services and support to children in need and their families are concerned in upgrading the quality of their services. They also find themselves collaborating with a number of other agencies which also provide services for children and families. Reder and Duncan (2003) describe as the ‘interagency mindset’: ‘each individual must remain aware of the existence of other relevant people and of the need to impart information to them. Hence, each individual needs to conceptualise themselves (and the case) as linked in to a web of other people and agencies.’ (p. 94) Many agencies are after safeguarding and promoting the welfare of children. Every Child Matters defines such as : “protecting children from maltreatment; preventing impairment of children’s health or development; ensuring that children are growing up in circumstances consistent with the provision of safe and effective care; and undertaking that role so as to enable those children to have optimum life chances and to enter adulthood successfully.” (HM Government, 2007, p.11) The overwhelming information on child protection gleaned from research has given me confidence as a professional working very closely with children that I may be thoroughly guided in terms of dealing with child abuse. It not only warns me that I should not fall into the tendency to lose my patience and temper with the children I work with and instead be more caring and understanding of them, being a placed in a trusted position. I myself should be an advocate for their welfare and be vigilant in protecting them from whatever harm. It is heartening to know that everyone is putting in their own efforts and doing their share in the protection of children. Having a multi-agency network to help me out in my role in protecting children from abuse assures me that I am in esteemed company. Being our hope for the future, children indeed deserve utmost love, care, respect and protection if we are envision the world to be a better place tomorrow. References Administration for Children and Families. 2004. Chapter 5: Perpetrators. In Child maltreatment 2004.Washington, DC: U.S. Department of Health and Human Services. Anda, R. F., V. J. Felitti, J. D. Bremner, J. D. Walker, C. Whitfield, B. D. Perry, S. R. Dube, and W. H. Giles.(2005). “The enduring effects of abuse and related adverse experiences in childhood: A convergence of evidence from neurobiology and epidemiology.” European Archives of Psychiatry and Clinical Neuroscience 256(3): 174–86. Baginsky, M. & Macpherson, P. 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DfEs Children Act and Reports, (1989; 2004) information retrieved on October 1, 2007 from http://dfes.gov.uk/publications/childrenactreport/#1989 and http://dfes.gov.uk/publications/childrenactreport/#2004 Dombrowski, S. C, Ahia, C. E., & McQuillan, K. (2003). “Protecting children through mandated child abuse reporting.” The Educational Forum, 67, 76-85. Dombrowski, S. C, & Gischlar, K. L. (2005).”Keeping children safe from online sexual victimization.” NASP Communique, 34(2), 16-18. Dombrowski, S.C., Gischlar, K.L., (2006) “Supporting School Professionals Through The Establishment Of A School District Policy On Child Maltreatment” Education, Winter 2006, Vol. 127 Issue 2, p234-243, Dombrowski, S. C, LeMasney, J. W., Ahia, C. E., & Dickson, S. A. (2004). “Protecting children from online sexual predators: Technological, legal, and psychoeducational considerations.” Professional Psychology: Research and Practice,55(1), 65-73. 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Murphy, M., Shardlow, S., Davis, C., Race, D., Johnson, M., Long, T., (2006) “Standards—A New Baseline for Interagency Training and Education to Safeguard Children?” Child Abuse Review Vol. 15: (138-151, 2006) Ofsted. (2004). Every child matters: Inspection of children’s services: Key judgments and evidence. Retrieved October 1, 2007 from www.ofsted.gov.uk/everychildconsultation Pass, S. (2007) “Child Abuse and Neglect: Knowing When to Intervene.” Khappa Delta Pi Record, Spring, 2007 Reder P, Duncan S. 2003. “Understanding communication in child protection networks.” Child Abuse Review 12: 82–100. Shengold, L. (1989). Soul murder: The effects childhood abuse and deprivation. (New Haven, CT: Yale University Press). United Nations (1989) Convention on the rights of the child (Geneva, United Nations). . Read More