Sexual Abuse In The State Of Florida - Research Paper Example

Sexual Abuse In The State Of Florida Part 1: Chapter 39 Proceedings on children This chapter basically seeks to provide care, safety, and protection of children in a healthy environment. It also recognizes the fact that most families seek to be adequate caregivers for their children with the knowledge that children can gain the best potential when their families are able to support the growth of their children. The law therefore establishes that policies which provide interventions must be based on the following principles: health and safety of children must be the main concern; prevention and intervention must engage families in constructive and non-adversarial relations; prevention and interventions must not intrude as much in the life of the family; and prevention and intervention must be based on outcome of results which demonstrate success of family. Procedures are provided for authorities responding to reports of child abuse and abandonment and efforts must be made to preserve the child’s family ties. These provisions seek to create and maintain a fully coordinated framework which secures local communities and organizations to collaborate and implement efficient and evidence-based child abuse prevention policies. Part 2 - Identify the physical, behavioral and emotional signs and indicators of sexual abuse. Distinguish between sexual abuse and types of conditions which may look like sexual abuse. Identify family situations which increase potential for this type of abuse. There are various physical signs of sexual abuse. Meyer and Weaver (2006) describe that physical pain, rashes, itching or sores in the genital and anal areas, enuresis, encopresis, frequent urinary tract infections, and frequent vomiting are some of the physical signs of abuse. In instances of incest, the following physical signs of sexual abuse are often seen: social or geographic isolation of the family, daughter/mother role reversal, father doting/lavishing gifts on select child, and children forced into parental roles (Survivors and Friends, 2003). In general, other physical signs of sexual abuse may include the presence of sexually transmitted diseases, unexplained pregnancies, bruising or bleeding in the vaginal or rectal areas, complaints of abdominal pain, drastic weight loss or gain, displaying sexualized interests, vaginal or penile discharges, changes in appearance, and signs of exhaustion or lack of sleep, (Afruca, 2007). Behavioral signs may also include extreme secrecy, excessive bathing, provocative or promiscuous behavior, behavior more worldly than other friends of same age, low self-esteem (Meyer and Weaver, 2006). Other behavioral signs may include changes in sleeping pattern, bedwetting, having nightmares or bad dreams, depression irritability, anger, guilt, shame, avoidance of people and places, inappropriate sexual advances, sexual drawings, and social withdrawal (Flanagan, ed., 2002). Among children 18 months and under, they also usually manifest with fretful behavior and flat affect. They also usually have an unreasonable fear of adults and have a fear of being abandoned. They usually show either excessive clinging or the opposite (Kinnear, 2007). They often fail to thrive and sometimes manifest excessive crying and extreme behavior changes. Among toddlers and preschoolers, they are likely to show excessive fear of particular adults or particular places; moreover, playing with their toys sometimes manifest sexual tones. They do not associate with their peers well and often manifest much anxiety (Kinnear, 2007). They also show an excessive fear of refusal and have advanced knowledge of sexual activities. Among school age children, they are likely to show school phobias, fears, and self-blame. They are often anorexic and sometimes express a strong wish for a normal family (Kinnear, 2007). Some of them manifest a strong responsibility for their family, but many of them end up running away from their homes (Kinnear, 2007). Although the above signs often point to sexual abuse, there may be other logical and more valid interpretations to these symptoms. Some of these symptoms include anal fissures. Anal fissure are a discontinuity in the lining of the anal opening (Hornor, 2009). Without the presence of other signs of sexual abuse, these anal fissures may appear and may be closely associated with the passage of large and hard stools. Another sign which can mimic sexual trauma is the enlargement of the hymenal opening. Variations in the size of the hymenal opening may vary based on how relaxed the child is during examination (Hornor, 2009). Other physical signs of sexual abuse must be present before the size of the enlarged hymenal opening can be considered as a sign of sexual abuse. Perineal failure of midline fusion can also be mistaken for sexual abuse. In instances when other signs of sexual abuse are also present, then the failure of midline fusion can be used to support sexual abuse; however, where other signs of sexual abuse are absent, this may be considered in itself simply a failure of midline fusion (Hornor, 2009). Anogenital lichen scelorus can also mimic the signs of sexual abuse. This condition is a benign but chronic disease of the skin which is seen as ivory or white shiny macules which form hypopigmented plaques (Hornor, 2009). A figure-8 pattern is sometimes seen in the vulva and anal area. This can sometimes be associated not just with sexual abuse, but with other conditions like dysuria, pain on defecation, holding of urine and bowel causing nocturnal enuresis and sleep disturbances (Hornor, 2009). Incidentally, Mongolian spots can also be mistaken for sexual abuse. These are actually birthmarks among newborns and can occur in 70 to 90% of African American, Asian, and Native American infants (Snow, 2005). However, they may be mistaken for bruises when seen in the perineal area and can therefore be mistaken for a symptom for sexual abuse. Nevi, which manifests as hymenal bruising ranging from various colors including red, blue, green, and brown is also often mistaken for signs of sexual abuse (Hornor, 2009). However, without other signs of potential sexual abuse, this condition cannot be concluded as a definitive sign of sexual trauma. Family situations which may place a child at risk for sexual assault include the presence of substance abuse in the family involving the parents or siblings or any other family member living in the same household. Substance abuse includes alcoholism and drug abuse (Turner, et.al., 2007). A history of sexual abuse from parent or any abuser can also create a greater risk for sexual abuse. This often signals the perpetuation of the cycle of abuse. Stepfamilies also have a higher risk of having a child be victimized by sexual abuse because in these instances the stepfathers are the common perpetrators of the act (Turner, et.al., 2007). In addition, socioeconomic factors, parental dysfunction, unemployment, poor neighborhoods, poor parental supervision, and lack of familial attachments on the part of the abuser are factors which exacerbate the situation in step families, often leading to sexually abusive behavior from step fathers on their step children (Turner, et.al., 2007). Among single parent families, the risk of sexual abuse is also greater. Single parent families often suffer from parent dysfunction, minimal parent supervision, deprived socioeconomic conditions, unemployment, and poor neighborhoods. As such, children of single parents are often exposed to harsh and dangerous neighborhoods where they sometimes become vulnerable to sexual abuse (Turner, et.al., 2007). These children may also be left in the custody of a neighbor or a relative who may perpetuate acts of sexual abuse on them. Part 3 - Personal attitudes of this type of child abuse and the persons responsible for the abuse. My personal attitude on sexual abuse is that it is an abhorrent crime. It is a reprehensible act which reflects the decay of morality in society. Persons perpetrating it have lost any vestige of morality in their lives and even if they are driven to their negative actions due to poverty, this does not excuse their actions. Society also views these acts as deplorable and the children who suffer from it pitiable. However, there is a stigma attached to how these children are sometimes viewed. Some would have a misguided perception on the sexual abuse and may attribute blame to the child or their neglectful caregivers. In this manner, the blame for the sexual abuse is somehow diverted away from the actual perpetrator. These are unjustifiable perceptions which must not be allowed to gain more ground. Part 4 - Identify ways to prepare parents for specific behaviors to expect from a child who has experienced this type of abuse. Describe the elements of treatment of victims of sexual abuse. Parents can be prepared to deal appropriately with their sexually abuse child. The first step is for the parent to talk with the child, even if the topic would be very awkward and uncomfortable. If parents do not feel uncomfortable about speaking with the child about the sexual abuse, they must let their children know about their discomfort. This would prevent any misunderstanding on the child’s part who might misinterpret the parent’s discomfort as a reluctance and anxiety. In these instances, such anxiety may make the sharing process more difficult for the child (Boy Scouts of America, 2005). Children are also often aware of the developing awareness of their sexuality and they need assistance in sorting through what is exploitive and what is appropriate. Discussions on what are ‘good’ and ‘bad’ touch must be reviewed with the child, and the child must be coaxed to reveal if he was touched in a ‘good’ or a ‘bad’ way (Boy Scouts of America, 2005). In instances when a child reveals that he is a victim of sexual abuse, the main duty of the parent is to help him get over the ordeal. It is therefore important for the parent not to panic or overreact when the information is narrated by the child (Boy Scouts of America, 2005). Overreaction may cause the child to withdraw for fear that he is being scolded and the sexual assault is somehow his fault. It is also important for the parent not to criticize the child and to express that the child may have misunderstood what happened. In effect, the incident must not be discredited or ignored (Boys Scouts of America, 2005). The child’s privacy must also be respected; therefore, the discussion must be brought to a place where both the parent and the child can have a private discussion. More importantly, the child must be reassured that he is free of blame in the incident and that he did well by reporting the incident (Boys Scouts of America, 2005). The child must also be encouraged to report the incident child to the authorities, but multiple interviews must be prevented as much as possible in order to reduce trauma and stress to the child. A family doctor of a child abuse authority must be consulted in order to establish the need for possible therapy and counseling for the child (Boys Scouts of America, 2005). Genuine concern for the child must also be ensured, especially in inquiring about the sexual abuse itself. Both parent and child must not blame themselves for the incident because child molesters can come from all walks of life and sometimes from the most unsuspecting and innocent of places. Molesters can also live normal lives and hold regular jobs, can have normal family lives, and be citizens of good standing (Boys Scouts of America, 2005). Failing to notice signs of perversion on these seemingly normal citizens does not necessarily make a victim or parents less watchful over their children or less cautious in their care. It just means that, the perverted molesters must be given entire credit for their dastardly acts. They can even disguise themselves under pleasing personalities in order to successfully perpetuate their crimes. Various treatments have been established in dealing with child sexual abuse. Generally, these interventions have been focused on behavioral and cognitive therapies. The common principles involving these therapies include the importance of the problem identification, followed by the treatment plan (Saunders, et.al., 2003). Elements which are to be considered in these therapies include the following: skills for emotional identification, processing and regulation; anxiety management skills; skills for the identification and alteration of maladaptive cognitions; and problem solving skills (Saunders, et.al., 2003). In other words, these therapies must include skills for emotional identification and processing of such emotions. The management of anxiety must also be considered and included in these therapies. The children’s experience of abuse must be acknowledged and defined as wrong. In carrying out the plans for treatment, the child’s physical and emotional safety must be safeguarded and must be given weight. This would help prevent further harm from befalling such patient and can help reduce his trauma (Saunders, et.al., 2003). A systematic assessment of both children and parents must also be carried out in order to lay down the basis for treatment plans. This assessment would likely include a comprehensive exam of the child’s history of victimization. Periodic assessment must be carried out at regular intervals in order to establish progress of treatment and establish data upon which revisions for treatments can be based (Saunders, et.al., 2003). Finally, the treatment chosen must be chosen based on problems, conditions, and preferences of the child and the parents. Works Cited Afruca (2009). Promoting the Rights and Welfare of African Children. Retrieved 23 October 2011 from http://www.afruca.org/documents/what%20is%20child%20abuse.pdf Boy Scouts of America. (2005). How to Protect Your Children from Child Abuse: A Parent’s Guide. Retrieved 22 October 2011 from http://www.scouting.org/filestore/ypt/pdf/46-015.pdf Department of Children and Families Office of the State Courts Administrator (2010). Chapter 39, Florida Statutes. Retrieved 23 October 2011 from http://www.dcf.state.fl.us/programs/childwelfare/docs/chpt39.pdf Flanagan, S. (2002). The warning signs of sexual abuse in children. Jet, volume 3, p. 60. Hornor, G. (2009). Common Conditions That Mimic Findings of Sexual Abuse. J Pediatr Health Care., volume 23: pp. 283-288. Kinnear, K. (2007). Childhood sexual abuse: a reference handbook. California: ABC-CLIO. Meyer, R. & Weaver, C. (2006). Law and mental health: a case-based approach. New York: Guilford Press. Saunders, B., Berliner, L., & Hanson, R.F. (Eds.). (2003). Child Physical and Sexual Abuse: Guidelines for Treatment. Charleston, SC: National Crime Victims Research and Treatment Center. Turner, H., Finkelhor, D., & Ormrod, R. (2007). Family Structure Variations in Patterns and Predictors of Child Victimization. American Journal of Orthopsychiatry, volume 77(2), pp. 282–295 Read More