“strategies, resources, & research opportunities in the preparation of teachers as mandatory...

““Strategies, Resources, & Strategies, Resources, & Research Opportunities in the Research Opportunities in the

Preparation of Teachers as Preparation of Teachers as Mandatory Reporters of Child Mandatory Reporters of Child

Abuse & Neglect”Abuse & Neglect”

Harold Johnson/MSUHarold Johnson/MSU

2/19/20102/19/2010

ACE-D/HH 2010 ConferenceACE-D/HH 2010 Conference

Lexington, KYLexington, KY

Presentation OutlinePresentation Outline

►What are we talking about?What are we talking about?►Why do WE have to deal with this?Why do WE have to deal with this?►What is stopping us?What is stopping us?►Where can we go for more information Where can we go for more information

and help when we need it?and help when we need it?►What can we realistically do?What can we realistically do?

H. Johnson/MSU 2

What are we talking about?What are we talking about?

H. Johnson/MSU 3

http://www.dcmp.org/FlashLanding/SecureFlash.aspx?G=31653p://

http://www.dcmp.org/http://www.childhelp.org/

Why do Why do WEWE have to deal with have to deal with this?this?

►Every State legally mandates that Every State legally mandates that educators report suspected child educators report suspected child abuse and neglect (Crosson-Tower, abuse and neglect (Crosson-Tower, 2003). 2003).

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http://www.childwelfare.gov/systemwide/laws_policies/state/

Why do WE have to...(cont)Why do WE have to...(cont)

H. Johnson/MSU 5

Example: Kentucky

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What is stopping us?What is stopping us?► Barriers to reporting CA/N:Barriers to reporting CA/N:

1. Belief that CA/N is not a common, or sufficiently 1. Belief that CA/N is not a common, or sufficiently important problem to warrant attention. important problem to warrant attention. [info]

2. Insufficient knowledge re....2. Insufficient knowledge re....► ...the signs and symptoms of CA/N; and ...the signs and symptoms of CA/N; and ► ...CA/N reporting procedures and/or conflicting school ...CA/N reporting procedures and/or conflicting school

policies. policies. [info]

3. Perceived negative consequences of reporting, 3. Perceived negative consequences of reporting, i.e., ...i.e., ...

► ...make things worse for the child; and ...make things worse for the child; and ► ...fear of disapproval from parents, parental denial, lack ...fear of disapproval from parents, parental denial, lack

of administrative support and legal ramifications for of administrative support and legal ramifications for false allegations. false allegations. [info]

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Barriers...(cont.)Barriers...(cont.)4. Lessons learned from past reporting, e.g., 4. Lessons learned from past reporting, e.g.,

nothing happened. nothing happened.

5. Negative attitude towards Child Protective 5. Negative attitude towards Child Protective Services. Services. [Info: 4 & 5]

6. The lack of training, and ongoing support, 6. The lack of training, and ongoing support, concerning recognizing, reporting and concerning recognizing, reporting and responding to possible incidences of CA/N. responding to possible incidences of CA/N.

7. The belief that someone else is dealing with this 7. The belief that someone else is dealing with this problem. problem. [info: 6 & 7]

Alvarex, Kenny, Donohue, & Carpin, 2004; Bonner, & Alvarex, Kenny, Donohue, & Carpin, 2004; Bonner, & Hensley, 1997; Kenny, 2001, 2004Hensley, 1997; Kenny, 2001, 2004

Barriers (cont.) Barriers (cont.) ► In summary, we do not deal with CA/N In summary, we do not deal with CA/N

because we...because we... ...think it is not a significant problem...think it is not a significant problem ...are uncertain how to recognize, or report it...are uncertain how to recognize, or report it ...are afraid of the possible consequences...are afraid of the possible consequences ...do not think anything positive will occur...do not think anything positive will occur ...think someone else is dealing with it...think someone else is dealing with it

► I would also suggest that we have not I would also suggest that we have not dealt with CA/N because it is such a dealt with CA/N because it is such a controversial, and unpleasant topic to controversial, and unpleasant topic to discuss and think about. discuss and think about.

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Barriers (cont.) Barriers (cont.) ► In reality, ...In reality, ...► ...30+% of our students will experience ...30+% of our students will experience

CA/N prior to the 12CA/N prior to the 12thth grade, with the grade, with the greatest risk occurring from birth to age greatest risk occurring from birth to age two years. two years.

► ...we are legally required to report ...we are legally required to report possible instances of CA/Npossible instances of CA/N

► ...yet we are neither prepared for, nor ...yet we are neither prepared for, nor supported in, meeting our legal supported in, meeting our legal responsibility as mandatory reporters of responsibility as mandatory reporters of CA/N. CA/N.

H. Johnson/MSU 9

Barriers (cont.) Barriers (cont.) ► In reality, ...In reality, ...

...our lack of attention, preparation and ...our lack of attention, preparation and support to support to OObserve, bserve, UUnderstand, and nderstand, and RRespond espond serves to increase the duration and the impact serves to increase the duration and the impact of CA/Nof CA/N

...all of our work to prepare the best possible ...all of our work to prepare the best possible teachers will be negated, if our students are teachers will be negated, if our students are not physically, or mentally able to learn.not physically, or mentally able to learn.

......WEWE can start to address the horrific realities can start to address the horrific realities of CA/N by enhancing out ability to of CA/N by enhancing out ability to oobserve, bserve, uunderstand, and nderstand, and rrespond to children who are espond to children who are d/hh. d/hh.

H. Johnson/MSU 10

Where can we go for more Where can we go for more information and help when we need information and help when we need

it?it?►A “Community of Learners” has been A “Community of Learners” has been

established to address the issue of established to address the issue of CA/N as experienced by children who CA/N as experienced by children who are d/hh. are d/hh.

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http://deafed-childabuse-neglect-col.wiki.educ.msu.edu/

Hands & Voices has been a partner in this effort since 2007

Go for more info...Go for more info...

H. Johnson/MSU 12

http://www.childhelp.org/hotline

Call and discuss your concerns with an expert...

Report your concerns...Report your concerns...

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http://www.childwelfare.gov/responding/reporting.cfm

What can we realistically do?What can we realistically do?

►We can...We can...1. ...recognize CA/N as a frequent and 1. ...recognize CA/N as a frequent and

significant barrier to the physical, significant barrier to the physical, emotional and academic success of emotional and academic success of OUROUR students who are d/hh. students who are d/hh.

2. ...find the local CA/N experts and begin a 2. ...find the local CA/N experts and begin a conversation about conversation about OUROUR students who students who are d/hh. are d/hh.

H. Johnson/MSU 14

What can we do...(cont.)What can we do...(cont.)►We can...We can...

3. ...provide learning opportunities for our college 3. ...provide learning opportunities for our college students and support our colleagues as they students and support our colleagues as they learn how to learn how to OObserve, bserve, UUnderstand, and nderstand, and RRespond espond to possible instances of CA/N. to possible instances of CA/N.

4. ...join the Deaf Education Community of Learners 4. ...join the Deaf Education Community of Learners ((http://deafed-childabuse-neglect-col.wiki.educ.msu.edu/) to identify, document, and recognize those ) to identify, document, and recognize those early intervention and K-12 programs that have early intervention and K-12 programs that have established effective CA/N prevention and established effective CA/N prevention and response programs, while we challenge those response programs, while we challenge those who have yet to do so.who have yet to do so.

H. Johnson/MSU 15

Thank YouThank You

I hope you will join with me in I hope you will join with me in an effort to an effort to OObserve, bserve,

UUnderstand, and nderstand, and RRespond to espond to possible instances of CA/N. possible instances of CA/N.

Together we Together we CANCAN make a difference! make a difference!

H. Johnson/MSU 16

H. Johnson/MSU 17

Contact InformationContact Information

► Harold A. Johnson/ProfessorHarold A. Johnson/Professor► Deaf Education Teacher PreparationDeaf Education Teacher Preparation► 343A Erickson Hall343A Erickson Hall► Michigan State UniversityMichigan State University► East Lansing, MI 48824East Lansing, MI 48824

► 517 432-3926 [office]517 432-3926 [office]► 517 353-6393 [fax]517 353-6393 [fax]► 35.8.171.220 [video ph]35.8.171.220 [video ph]► Harold.a.johnson3 [Skype]Harold.a.johnson3 [Skype]► MSUE_H_Johnson [iVisit]MSUE_H_Johnson [iVisit]► www.educ.msu.edu/deafed [Web] [Web]

What do we Know about What do we Know about Child Abuse and Neglect Child Abuse and Neglect

(CA/N)?(CA/N)?

H. Johnson/MSU 18

Barrier #1: CA/N not a big problem...Barrier #1: CA/N not a big problem... CA/N is experienced by 09% of children w/o CA/N is experienced by 09% of children w/o

disabilities vs. 31% of children w/ disabilities disabilities vs. 31% of children w/ disabilities (Sullivan & Knutson, 2000). (Sullivan & Knutson, 2000).

Existent research indicates that while 10% of Existent research indicates that while 10% of hearing boys and 25% of hearing girls report hearing boys and 25% of hearing girls report sexual abuse, vs. 54% of boys who are d/hh and sexual abuse, vs. 54% of boys who are d/hh and 50% of girls who are d/hh report sexual abuse 50% of girls who are d/hh report sexual abuse (Sullivan, Vernon, Scanlan, John, 1987).(Sullivan, Vernon, Scanlan, John, 1987).

It is estimated that 83% of women with disabilities will be It is estimated that 83% of women with disabilities will be sexually assaulted during their life times (Obinna, sexually assaulted during their life times (Obinna, Krueger, Osterbaan, Sadusky, DeVore, 2005).Krueger, Osterbaan, Sadusky, DeVore, 2005).

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Barrier #1: Belief CA/N is not important... Barrier #1: Belief CA/N is not important... (cont.) (cont.) ►Consequences of CA/NConsequences of CA/N

Wang, Holton, 2007Wang, Holton, 2007►Poor physical healthPoor physical health

chronic fatigue, altered immune function, chronic fatigue, altered immune function, hypertension, sexually transmitted diseases, obesityhypertension, sexually transmitted diseases, obesity

►Social difficultiesSocial difficulties insecure attachments with caregivers, which may insecure attachments with caregivers, which may

lead to difficulties in developing trusting relationships lead to difficulties in developing trusting relationships with peers and adults later in lifewith peers and adults later in life

►Cognitive dysfunctionsCognitive dysfunctions deficits in attention, abstract reasoning, language deficits in attention, abstract reasoning, language

development, and problem-solving skills, which development, and problem-solving skills, which ultimately affect academic achievement and school ultimately affect academic achievement and school performanceperformance

20

Barrier #1: Belief CA/N is uncommon... (cont.) Barrier #1: Belief CA/N is uncommon... (cont.)

►Consequences of CA/N (cont.) Consequences of CA/N (cont.) Wang, Holton, 2007Wang, Holton, 2007

►Behavioral problems, e.g. aggression, juvenile Behavioral problems, e.g. aggression, juvenile delinquency, adult criminality, abusive or delinquency, adult criminality, abusive or violent behaviorviolent behavior

Willis & Vernon, 2002Willis & Vernon, 2002►Emotional disturbanceEmotional disturbance

Shakeshaft, 2004Shakeshaft, 2004►Lose trust in adults and authority figuresLose trust in adults and authority figures

Sullivan & Knutson, 2000Sullivan & Knutson, 2000►Running away from homeRunning away from home

Back

H. Johnson/MSU 22

Barrier #2...Insufficient knowledge...the signs & Barrier #2...Insufficient knowledge...the signs & symptoms of CA/N. symptoms of CA/N.

►* Child Welfare Information Gateway, 2007b* Child Welfare Information Gateway, 2007b ObserveObserve the child... the child...

► Shows sudden changes in behavior or school performance Shows sudden changes in behavior or school performance

► Has not received help for physical or medical problems Has not received help for physical or medical problems brought to the parents' attention brought to the parents' attention

► Is always watchful, as though preparing for something bad to Is always watchful, as though preparing for something bad to happenhappen

► Is overly compliant, passive, or withdrawn Is overly compliant, passive, or withdrawn

► Comes to school or other activities early, stays late, and does Comes to school or other activities early, stays late, and does not want to go home not want to go home

*See Appendix “A” for definitions of CA/N & Appendix “B” *See Appendix “A” for definitions of CA/N & Appendix “B” for signs for specific types of abusefor signs for specific types of abuse

H. Johnson/MSU 23

Barrier #2... (cont.)Barrier #2... (cont.)►ObserveObserve the parent... the parent...

Shows little concern for the child Shows little concern for the child ►Denies the existence of—or blames the child Denies the existence of—or blames the child

for—the child's problems in school or at home for—the child's problems in school or at home ►Asks teachers or other caregivers to use harsh Asks teachers or other caregivers to use harsh

physical discipline if the child misbehaves physical discipline if the child misbehaves ►Sees the child as entirely bad, worthless, or Sees the child as entirely bad, worthless, or

burdensome burdensome ►Demands a level of physical or academic Demands a level of physical or academic

performance the child cannot achieve performance the child cannot achieve ►Looks primarily to the child for care, attention, Looks primarily to the child for care, attention,

and satisfaction of emotional needs and satisfaction of emotional needs

H. Johnson/MSU 24

Barrier #2... (cont.)Barrier #2... (cont.)Observe Observe Parent/Child Interactions:Parent/Child Interactions: Rarely touch or look at each other Rarely touch or look at each other Consider their relationship entirely Consider their relationship entirely

negative negative State that they do not like each other State that they do not like each other

Back

H. Johnson/MSU 25

Barrier #2... (cont.)Barrier #2... (cont.)► ...Insufficient knowledge re...the reporting ...Insufficient knowledge re...the reporting

procedures.procedures. Most (58%) instances of CA/N are reported by Most (58%) instances of CA/N are reported by

professionals, with teachers representing the professionals, with teachers representing the single largest (17%) category of professionals.single largest (17%) category of professionals.

While protocols have been established to guide While protocols have been established to guide educator’s reporting of CA/N (Crosson-Tower, educator’s reporting of CA/N (Crosson-Tower, 2003), most (87%) educators submit reports 2003), most (87%) educators submit reports to school officials vs. Child Protective Services to school officials vs. Child Protective Services (CPS), with less than 30% of suspected cases (CPS), with less than 30% of suspected cases subsequently shared with CPS.subsequently shared with CPS.

26

Barrier #3. Perceived negative consequences of Barrier #3. Perceived negative consequences of reportingreporting

► ...make things worse for the child; ...make things worse for the child; In the majority of cases, maltreatment In the majority of cases, maltreatment

does not increase as a result of reporting does not increase as a result of reporting and in less than 3% of reported cases and in less than 3% of reported cases result in children being removed from the result in children being removed from the home (Alvarex, et al, 2004)home (Alvarex, et al, 2004)

Barrier #3. (cont.)Barrier #3. (cont.)► ...fear of disapproval from parents, parental ...fear of disapproval from parents, parental

denial, lack of administrative support and denial, lack of administrative support and legal ramifications for false allegations.legal ramifications for false allegations. Most (76%) educators do not think that their Most (76%) educators do not think that their

school administrators will support them if they school administrators will support them if they made a CA/N report (Kenny, 2004). made a CA/N report (Kenny, 2004).

All states provide immunity to those All states provide immunity to those professionals who report CA/N in good faith professionals who report CA/N in good faith (Alvarex, et al, 2004)(Alvarex, et al, 2004)

Back

H. Johnson/MSU 27

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Barriers #4 & 5Barriers #4 & 5►Barriers #4 & 5. Lessons learned from Barriers #4 & 5. Lessons learned from

past reporting, e.g., nothing happened, past reporting, e.g., nothing happened, and Negative attitude towards Child and Negative attitude towards Child Protective Services (CPS).Protective Services (CPS). Interactions between mandatory reporters and Interactions between mandatory reporters and

CPS are often difficult (Alvarex, et al, 2004)CPS are often difficult (Alvarex, et al, 2004)

CPS services are underfunded and CPS services are underfunded and overwhelmed, with most of the available funds overwhelmed, with most of the available funds being used to respond to, vs. prevent CA/N being used to respond to, vs. prevent CA/N (Freundlich, 2007)(Freundlich, 2007)

29

Barriers #4 & 5 (cont.) Barriers #4 & 5 (cont.) Insufficient CPS data collection and training Insufficient CPS data collection and training

concerning the documentation, recognition concerning the documentation, recognition and response to CA/N as experienced by and response to CA/N as experienced by children with disabilities (Alvarex et al, 2004; children with disabilities (Alvarex et al, 2004; Horner-Johnson, & Drum, 2006; Kendall-Horner-Johnson, & Drum, 2006; Kendall-Tackett, Lyon, Tallaferro, & Little, 2005). Tackett, Lyon, Tallaferro, & Little, 2005).

In relation to instances of sexual abuse, In relation to instances of sexual abuse, educational systems frequently disbelieve educational systems frequently disbelieve victims, and fail to effectively deal with victims, and fail to effectively deal with perpetrators (Shakeshaft, 2004) perpetrators (Shakeshaft, 2004)

Back

H. Johnson/MSU 30

Barriers #6 & 7Barriers #6 & 7►Barriers # 6 & 7. The lack of training, and Barriers # 6 & 7. The lack of training, and

ongoing support, concerning recognizing, ongoing support, concerning recognizing, reporting and responding to possible reporting and responding to possible incidences of CA/N & The belief that incidences of CA/N & The belief that someone else is dealing with this problem. someone else is dealing with this problem. Who in Deaf Education is providing leadership, Who in Deaf Education is providing leadership,

training, support and services re. CA/N? training, support and services re. CA/N? ►Ed Shroyer (200?) briefly funded a center Ed Shroyer (200?) briefly funded a center

concerning CA/N as experienced by children who concerning CA/N as experienced by children who d/hhd/hh

Barriers #6 & 7 (cont.)Barriers #6 & 7 (cont.) Who in Deaf Education is providing Who in Deaf Education is providing

leadership...(cont.) leadership...(cont.) ►CEASD has a 2002 position paper entitled CEASD has a 2002 position paper entitled

“Safe Schools for all deaf & hard of hearing “Safe Schools for all deaf & hard of hearing children” + a range of existing programs children” + a range of existing programs concerning both bullying and CA/Nconcerning both bullying and CA/N

►NAD has a 2008 position statement on NAD has a 2008 position statement on “Mental health services for deaf children” that “Mental health services for deaf children” that notes a higher rate of sexual abuse. notes a higher rate of sexual abuse.

►DOVE Advocacy Services for Abused Deaf DOVE Advocacy Services for Abused Deaf Women and Children has established a multi Women and Children has established a multi state program of services and trainingstate program of services and training

http://www.deafdove.org/

H. Johnson/MSU 31

Barriers #6 & 7 (cont.)Barriers #6 & 7 (cont.) Who in Deaf Education is providing Who in Deaf Education is providing

leadership...(cont.) leadership...(cont.) ►Hands & Voices has been providing Hands & Voices has been providing

presentations and piloting parent/professional presentations and piloting parent/professional information programsinformation programs

http://www.handsandvoices.org/

►ACE-D/HH?ACE-D/HH?►AGBell?AGBell?►ASDC?ASDC?►CAID?CAID?►CEC/DCDD?CEC/DCDD?►CED?CED?►EHDI?EHDI?

H. Johnson/MSU 32

Barriers #6 & 7 (cont.)Barriers #6 & 7 (cont.)► In light of this lack of information, in 2008 I In light of this lack of information, in 2008 I

conducted a survey of extent to which conducted a survey of extent to which parents and professionals are aware, parents and professionals are aware, informed and prepared to recognize and informed and prepared to recognize and respond to possible incidences of CA/N as respond to possible incidences of CA/N as experienced by children who are d/hh.experienced by children who are d/hh. 322 respondents322 respondents Demographic Overview: Demographic Overview:

► Most (60%) were between the ages of 35-54.Most (60%) were between the ages of 35-54.► Most (80%) had greater than a B.A./B.S. degree. Most (80%) had greater than a B.A./B.S. degree. ► Most (90%) were femaleMost (90%) were female► Most (88%) were professionalsMost (88%) were professionals► Most (82%) were hearingMost (82%) were hearing

H. Johnson/MSU 33

Barriers #6 & 7 (cont.)Barriers #6 & 7 (cont.)►Survey results...Survey results...

Demographic Overview: (cont.) Demographic Overview: (cont.) ► Most (70%) had 11+ years of experience in interacting Most (70%) had 11+ years of experience in interacting

with individuals who were d/hhwith individuals who were d/hh► Most (82%) had daily interactions with individuals who Most (82%) had daily interactions with individuals who

were d/hhwere d/hh► A majority (51%) used speech & sign in those A majority (51%) used speech & sign in those

interactions, with the rest using speech (25%), or sign interactions, with the rest using speech (25%), or sign (18%)(18%)

Training re. CA/N:Training re. CA/N:►Most (64%) had formal training re. CA/N, but Most (64%) had formal training re. CA/N, but

only in a minority (29%) of cases, was the only in a minority (29%) of cases, was the training specific to children who were d/hh training specific to children who were d/hh

H. Johnson/MSU 34


Training re. CA/N: (cont.)Training re. CA/N: (cont.)►Training resulted in mixed results, i.e., Training resulted in mixed results, i.e.,

In response to the question “How well prepared do In response to the question “How well prepared do you now consider yourself to be in relation to you now consider yourself to be in relation to recognizing and reporting possible cases of child recognizing and reporting possible cases of child abuse and neglect?abuse and neglect?

► 48% indicated that they were well, or sufficiently 48% indicated that they were well, or sufficiently prepared vs. 49% indicated that they were prepared vs. 49% indicated that they were somewhat, or unpreparedsomewhat, or unprepared

In contrast, a majority (55%) indicated that In contrast, a majority (55%) indicated that well/sufficiently confident they could well/sufficiently confident they could find accurate find accurate information information concerning CA/Nconcerning CA/N

H. Johnson/MSU 35


Training re. CA/N: (cont.)Training re. CA/N: (cont.)► A minority (09%) indicated that they were A minority (09%) indicated that they were

very confident that they could very confident that they could recognize recognize if a if a child who is d/hh was experiencing CA/Nchild who is d/hh was experiencing CA/N

►A majority (53%) indicated that they were A majority (53%) indicated that they were very/sufficiently confident in their knowledge very/sufficiently confident in their knowledge of how to of how to reportreport possible incidences of CA/N possible incidences of CA/N as experienced by a child who is d/hh. as experienced by a child who is d/hh.

H. Johnson/MSU 36


Training re. CA/N: (cont.)Training re. CA/N: (cont.)►A minority (15%) indicated they were A minority (15%) indicated they were

very/sufficiently (27%) confident in their very/sufficiently (27%) confident in their knowledge regarding how to knowledge regarding how to respondrespond to a to a child who is d/hh and possible the victim of child who is d/hh and possible the victim of CA/NCA/N

►Most (87%) wanted to Most (87%) wanted to learn more learn more about the about the prevention of CA/N as experienced by children prevention of CA/N as experienced by children who were d/hhwho were d/hh

H. Johnson/MSU 37


Resulting knowledge:Resulting knowledge:►Most have had some general, formal training Most have had some general, formal training

re. CA/N, few in relation to students who are re. CA/N, few in relation to students who are d/hhd/hh

►CA/N training resulted in mixed results, i.e., CA/N training resulted in mixed results, i.e., while a majority thought they could find accurate while a majority thought they could find accurate

information, and knew how to make a report, information, and knew how to make a report, few thought they could effectively recognize, or few thought they could effectively recognize, or

respond to a child who is d/hh and who may have respond to a child who is d/hh and who may have experienced CA/Nexperienced CA/N

►Most would like learn more re. how to prevent Most would like learn more re. how to prevent CA/N as experienced by children who are d/hhCA/N as experienced by children who are d/hh

H. Johnson/MSU 38

Barriers #6 & 7 (cont.)Barriers #6 & 7 (cont.)►Survey Results & the literature baseSurvey Results & the literature base

Kenny (2001; 2004) indicates...Kenny (2001; 2004) indicates...►...that less than 30% of suspected CA/N cases ...that less than 30% of suspected CA/N cases

known to school personnel are formally reported.known to school personnel are formally reported.►...teachers need more training re. legal ...teachers need more training re. legal

mandates of reporting, how to recognize and mandates of reporting, how to recognize and how to report suspected instances of CA/N. how to report suspected instances of CA/N.

►...training should be ongoing and include ...training should be ongoing and include experientially exercises and hypothetical experientially exercises and hypothetical situations. situations.

►...the better the CA/N training, the more ...the better the CA/N training, the more cognizant teachers became of the difficulty in cognizant teachers became of the difficulty in recognizing the signs and systems of CA/Nrecognizing the signs and systems of CA/N

H. Johnson/MSU 39

Barriers #6 & 7 (cont.)Barriers #6 & 7 (cont.)►Survey Results & the literature baseSurvey Results & the literature base

Kenny (2001; 2004) indicates...(cont.) Kenny (2001; 2004) indicates...(cont.) ►...SPED teaches made more reports of CA/N, ...SPED teaches made more reports of CA/N,

but did not receive any better trainingbut did not receive any better training

H. Johnson/MSU 40

Barriers #6 & 7 (cont.)Barriers #6 & 7 (cont.)► Implications:Implications:

Children who are d/hh are three times more Children who are d/hh are three times more likely to experience CA/N than their hearing likely to experience CA/N than their hearing peerspeers

Deaf Education professionals are not well Deaf Education professionals are not well prepared to recognize, report, or respond to prepared to recognize, report, or respond to possible instances of CA/Npossible instances of CA/N

With a few notable exceptions, CA/N has largely With a few notable exceptions, CA/N has largely been ignored by the major organizations within been ignored by the major organizations within the field of Deaf Education. the field of Deaf Education.

Ignoring CA/N increase the length and impact Ignoring CA/N increase the length and impact of the abuse.of the abuse.

H. Johnson/MSU 41Back

Reference ListReference List

H. Johnson/MSU 42

H. Johnson/MSU 43

► Alvarex, K.M., Kenny, M.C., Donohue, B., & Carpin, K. M. (2004). Why are Alvarex, K.M., Kenny, M.C., Donohue, B., & Carpin, K. M. (2004). Why are professionals failing to initiate mandated reports of child maltreatment, and professionals failing to initiate mandated reports of child maltreatment, and are there any empirically based training programs to assist professionals in the are there any empirically based training programs to assist professionals in the reporting process? Aggression and Violent Behavior, 9, 563-578. reporting process? Aggression and Violent Behavior, 9, 563-578.

► Bonner, B.L. & Hensley, L.D. (1997). State efforts to identify maltreated Bonner, B.L. & Hensley, L.D. (1997). State efforts to identify maltreated children with disabilities: A follow-up study. children with disabilities: A follow-up study. Child MaltreatmentChild Maltreatment, 2(1), 52-, 2(1), 52-60. 60.

► CEASD (2002). Safe schools for all deaf & hard of hearing children. CEASD (2002). Safe schools for all deaf & hard of hearing children. Retrieved on 2/15/2010 from: Retrieved on 2/15/2010 from: http://www.ceasd.org/acrobat/CEASD_safe_schools.pdf

► Child Maltreatment Report (2007). Retrieved on 6/7/09 from: Child Maltreatment Report (2007). Retrieved on 6/7/09 from: http://www.acf.hhs.gov/programs/cb/pubs/cm07/index.htm

► Child Welfare Information Gateway (2007a). Definitions of child abuse and Child Welfare Information Gateway (2007a). Definitions of child abuse and neglect. Retrieved on 1/25/2010 from: neglect. Retrieved on 1/25/2010 from: http://www.childwelfare.gov/systemwide/laws_policies/statutes/define.cfm

► Child Welfare Information Gateway (2007b). Recognizing child abuse and Child Welfare Information Gateway (2007b). Recognizing child abuse and neglect: Signs and Symptoms. Retrieved on 1/25/2010 from: neglect: Signs and Symptoms. Retrieved on 1/25/2010 from: http://www.childwelfare.gov/pubs/factsheets/signs.cfm

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► Child Welfare Information Gateway (2006). Long-term Child Welfare Information Gateway (2006). Long-term consequences of child abuse and neglect: fact sheet. consequences of child abuse and neglect: fact sheet. Retrieved on 2/3/2008 from: Retrieved on 2/3/2008 from: http://www.childwelfare.gov/pubs/factsheets/long_term_consequences.cfm

► Crosson-Tower, Cynthia (2003). The Role of Educators in Preventing and Crosson-Tower, Cynthia (2003). The Role of Educators in Preventing and Responding to Child Abuse and Neglect. Office on Child Abuse and Responding to Child Abuse and Neglect. Office on Child Abuse and Neglect., Caliber Associates, Retrieved on 5/13/2009 from Neglect., Caliber Associates, Retrieved on 5/13/2009 from http://www.childwelfare.gov/pubs/usermanuals/educator/index.cfmhttp://www.childwelfare.gov/pubs/usermanuals/educator/index.cfm

► DePanfilis, D. (2006). Child neglect: A guide for prevention, assessment, DePanfilis, D. (2006). Child neglect: A guide for prevention, assessment, and intervention. Retrieved on February 8, 2008 from: and intervention. Retrieved on February 8, 2008 from: http://www.childwelfare.gov/pubs/usermanuals/neglect/index.cfmhttp://www.childwelfare.gov/pubs/usermanuals/neglect/index.cfm

► Freundlich, M. (2007). Time for reform: Investing in Freundlich, M. (2007). Time for reform: Investing in prevention: Keeping children save at home. Retrieved from: prevention: Keeping children save at home. Retrieved from: http://www.preventchildabuse.org/about_us/media_releases/phttp://www.preventchildabuse.org/about_us/media_releases/pew_kaw_prevention_report_final.pdfew_kaw_prevention_report_final.pdf

► Horner-Johnson, W., & Drum, C.E. (2006). Prevalence of Horner-Johnson, W., & Drum, C.E. (2006). Prevalence of maltreatment of people with intellectual disabilities: A review maltreatment of people with intellectual disabilities: A review of the recently published research. Mental Retardation and of the recently published research. Mental Retardation and Developmental Disabilities Research Reviews, 12(1), 57-69. Developmental Disabilities Research Reviews, 12(1), 57-69.

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► Kendall-Tackett, K., Lyon, T., Tallaferro, G., & Little, L. (2005). Kendall-Tackett, K., Lyon, T., Tallaferro, G., & Little, L. (2005). Why child maltreatment researchers should include children’s Why child maltreatment researchers should include children’s disability status in their maltreatment studies. disability status in their maltreatment studies. Child Abuse & Child Abuse & NeglectNeglect, 29(2), 147-151, 29(2), 147-151

► Kenny, M. C. (2001). Child abuse reporting: Teachers’ Kenny, M. C. (2001). Child abuse reporting: Teachers’ perceived deterrents. Child Abuse & Neglect, 25, 81-92. perceived deterrents. Child Abuse & Neglect, 25, 81-92.

► Kenny, M. (2004). Teachers’ attitudes toward and knowledge Kenny, M. (2004). Teachers’ attitudes toward and knowledge of child maltreatment. Child Abuse & Neglect, 28, 1311-1319. of child maltreatment. Child Abuse & Neglect, 28, 1311-1319.

► NAD (2008). Position statement on mental health services for NAD (2008). Position statement on mental health services for deaf children. Retrieved February 15, 2008 from deaf children. Retrieved February 15, 2008 from http://www.nad.org/issues/health-care/mental-health-http://www.nad.org/issues/health-care/mental-health-services/for-deaf-children services/for-deaf-children

► Obinna, Jennifer, Krueger, Sarah, Osterbaan, Constance, Obinna, Jennifer, Krueger, Sarah, Osterbaan, Constance, Sadusky, Jane M, DeVore, Wendy (2005). Understanding the Sadusky, Jane M, DeVore, Wendy (2005). Understanding the Needs of the Victims of Sexual Assault in the Deaf Needs of the Victims of Sexual Assault in the Deaf Community: A Needs Assessment and Audit. Retrieved Community: A Needs Assessment and Audit. Retrieved January 11, 2009 from January 11, 2009 from http://www.ncjrs.gov/pdffiles1/nij/grants/212867.pdf http://www.ncjrs.gov/pdffiles1/nij/grants/212867.pdf

► Shakeshaft, Charol (2004). Educator Sexual Misconduct: A Shakeshaft, Charol (2004). Educator Sexual Misconduct: A synthesis of existing literature. U.S. Dept of Education (purchase synthesis of existing literature. U.S. Dept of Education (purchase order ED-02-PO-3281) Policy and Program Studies Service. order ED-02-PO-3281) Policy and Program Studies Service. Retrieved January 11, 2009 from Retrieved January 11, 2009 from http://www.ed.gov/rschstat/research/pubs/misconductreview/reporthttp://www.ed.gov/rschstat/research/pubs/misconductreview/report.pdf.pdf

► Sullivan, P.M., & Knutson, J.F. (2000). Maltreatment and Sullivan, P.M., & Knutson, J.F. (2000). Maltreatment and disabilities: A population-based epidemiological study. disabilities: A population-based epidemiological study. Child Abuse Child Abuse & Neglect& Neglect, 24(10), 1257-1273. , 24(10), 1257-1273.

► Sullivan, Patricia M., Vernon, McCay, & Scanlan, John, M. (1987). Sullivan, Patricia M., Vernon, McCay, & Scanlan, John, M. (1987). Sexual abuse of deaf youth. American Annals of the Deaf, 32(4), Sexual abuse of deaf youth. American Annals of the Deaf, 32(4), 256-262256-262

► Wang, C-T., & Holton, J. (2007). Total estimated cost of child abuse Wang, C-T., & Holton, J. (2007). Total estimated cost of child abuse and neglect in the United States. Retrieved on 2/3/2008 from: and neglect in the United States. Retrieved on 2/3/2008 from: http://www.preventchildabuse.org/about_us/media_releases/pcaa_phttp://www.preventchildabuse.org/about_us/media_releases/pcaa_pew_economic_impact_study_final.pdfew_economic_impact_study_final.pdf

► Willis, Richard G., & Vernon, McCay (2002). Residential psychiatric Willis, Richard G., & Vernon, McCay (2002). Residential psychiatric treatment of emotionally disturbed deaf youth. American Annals of treatment of emotionally disturbed deaf youth. American Annals of the Deaf, 147(1), pp 31-37. the Deaf, 147(1), pp 31-37.

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BibliographyBibliography

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► Do? Tell! Kids Against Child Abuse DVD (n.d.). Information Do? Tell! Kids Against Child Abuse DVD (n.d.). Information presented in ASL, English, & Spanish. Retrieved on February presented in ASL, English, & Spanish. Retrieved on February 8, 2008 from: 8, 2008 from: http://www.kidsagainstchildabuse.org/http://www.kidsagainstchildabuse.org/

► Durity, Richard & Oxman, Amy (2006). Addressing the Durity, Richard & Oxman, Amy (2006). Addressing the Trauma Treatment Needs of Children Who Are Deaf or Hard of Trauma Treatment Needs of Children Who Are Deaf or Hard of Hearing and the Hearing Children of Deaf Parents. Retrieved Hearing and the Hearing Children of Deaf Parents. Retrieved January 11, 2009, from January 11, 2009, from http://www.nctsnet.org/nctsn_assets/pdfs/edu_materials/Trauhttp://www.nctsnet.org/nctsn_assets/pdfs/edu_materials/Trauma_Deaf_Hard-of-Hearing_Children.pdf ma_Deaf_Hard-of-Hearing_Children.pdf

► Horner-Johnson, W., & Drum, C.E. (2006). Prevalence of Horner-Johnson, W., & Drum, C.E. (2006). Prevalence of maltreatment of people with intellectual disabilities: A review maltreatment of people with intellectual disabilities: A review of the recently published research. Mental Retardation and of the recently published research. Mental Retardation and Developmental Disabilities Research Reviews, 12(1), 57-69.Developmental Disabilities Research Reviews, 12(1), 57-69.

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Appendixes Appendixes

►Appendix “A”: Definitions of CA/HAppendix “A”: Definitions of CA/H►Appendix “B”: Recognizing Child Appendix “B”: Recognizing Child

Abuse and Neglect: Signs and Abuse and Neglect: Signs and SymptomsSymptoms

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Appendix “A”: Definitions of Appendix “A”: Definitions of CA/NCA/N

►Child Welfare Information Gateway Child Welfare Information Gateway (2007a). Definitions of child abuse and (2007a). Definitions of child abuse and neglect. Retrieved on 1/25/2010 from: neglect. Retrieved on 1/25/2010 from: http://www.childwelfare.gov/systemwihttp://www.childwelfare.gov/systemwide/laws_policies/statutes/define.cfm de/laws_policies/statutes/define.cfm

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DefinitionsDefinitions► *Definitions: *Definitions: (Child Welfare Information (Child Welfare Information

Gateway, 2007)Gateway, 2007) Broad Definitions:Broad Definitions:

► ““Child abuse and neglect are defined by Federal and Child abuse and neglect are defined by Federal and State laws. The Child Abuse Prevention and Treatment State laws. The Child Abuse Prevention and Treatment Act (CAPTA) is the Federal legislation that provides Act (CAPTA) is the Federal legislation that provides minimum standards that States must incorporate in their minimum standards that States must incorporate in their statutory definitions of child abuse and neglect. The statutory definitions of child abuse and neglect. The CAPTA definition of "child abuse and neglect" refers to: CAPTA definition of "child abuse and neglect" refers to:

"Any recent act or failure to act on the part of a parent or "Any recent act or failure to act on the part of a parent or caretaker, which results in death, serious physical or caretaker, which results in death, serious physical or emotional harm, sexual abuse, or exploitation, or an act or emotional harm, sexual abuse, or exploitation, or an act or failure to act which presents an imminent risk of serious failure to act which presents an imminent risk of serious harm"harm"

*Note: for state specific definitions, go to: *Note: for state specific definitions, go to: http://www.childwelfare.gov/systemwide/laws_polihttp://www.childwelfare.gov/systemwide/laws_policies/state/ cies/state/

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Definitions...(cont.)Definitions...(cont.)► Specific Definitions Specific Definitions

Physical Abuse: Physical Abuse: ► ““Physical abuse is generally defined as "any non-accidental Physical abuse is generally defined as "any non-accidental

physical injury to the child" and can include striking, kicking, physical injury to the child" and can include striking, kicking, burning, or biting the child, or any action that results in a burning, or biting the child, or any action that results in a physical impairment of the child.” physical impairment of the child.”

Neglect: Neglect: ► ““Neglect is frequently defined in terms of deprivation of Neglect is frequently defined in terms of deprivation of

adequate food, clothing, shelter, medical care, or supervision.” adequate food, clothing, shelter, medical care, or supervision.”

Sexual Abuse/Exploitation:Sexual Abuse/Exploitation:► "The employment, use, persuasion, inducement, enticement, "The employment, use, persuasion, inducement, enticement,

or coercion of any child to engage in, or assist any other or coercion of any child to engage in, or assist any other person to engage in, any sexually explicit conduct or person to engage in, any sexually explicit conduct or simulation of such conduct for the purpose of producing a simulation of such conduct for the purpose of producing a visual depiction of such conduct; or visual depiction of such conduct; or

► The rape, and in cases of caretaker or interfamilial The rape, and in cases of caretaker or interfamilial relationships, statutory rape, molestation, prostitution, or other relationships, statutory rape, molestation, prostitution, or other form of sexual exploitation of children, or incest with children"form of sexual exploitation of children, or incest with children"

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Definitions...(cont.)Definitions...(cont.)► Emotional Abuse:Emotional Abuse:

““All States and territories except Georgia and Washington include All States and territories except Georgia and Washington include emotional maltreatment as part of their definitions of abuse or emotional maltreatment as part of their definitions of abuse or neglect.”neglect.”

► Parental Substance Abuse: Parental Substance Abuse: “ “ Parental substance abuse is an element of the definition of child Parental substance abuse is an element of the definition of child

abuse or neglect in some States. Circumstances that are abuse or neglect in some States. Circumstances that are considered abuse or neglect in some States include: considered abuse or neglect in some States include:

► Prenatal exposure of a child to harm due to the mother's use of an Prenatal exposure of a child to harm due to the mother's use of an illegal drug or other substanceillegal drug or other substance

► Manufacture of a controlled substance in the presence of a child or on Manufacture of a controlled substance in the presence of a child or on the premises occupied by a childthe premises occupied by a child

► Allowing a child to be present where the chemicals or equipment for Allowing a child to be present where the chemicals or equipment for the manufacture of controlled substances are used or storedthe manufacture of controlled substances are used or stored

► Selling, distributing, or giving drugs or alcohol to a childSelling, distributing, or giving drugs or alcohol to a child► Use of a controlled substance by a caregiver that impairs the Use of a controlled substance by a caregiver that impairs the

caregiver's ability to adequately care for the childcaregiver's ability to adequately care for the child

► Abandonment: Abandonment: ““... ... it is considered abandonment of the child when the parent's it is considered abandonment of the child when the parent's

identity or whereabouts are unknown, the child has been left by identity or whereabouts are unknown, the child has been left by the parent in circumstances in which the child suffers serious the parent in circumstances in which the child suffers serious harm, or the parent has failed to maintain contact with the child harm, or the parent has failed to maintain contact with the child or to provide reasonable support for a specified period of time.” or to provide reasonable support for a specified period of time.”

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Appendix B: Recognizing Child Appendix B: Recognizing Child Abuse and Neglect: Signs and Abuse and Neglect: Signs and

SymptomsSymptoms►Child Welfare Information Gateway Child Welfare Information Gateway

(2007b). Recognizing child abuse and (2007b). Recognizing child abuse and neglect: Signs and Symptoms. Retrieved on neglect: Signs and Symptoms. Retrieved on 1/25/2010 from: 1/25/2010 from: http://www.childwelfare.gov/pubs/factshttp://www.childwelfare.gov/pubs/factsheets/signs.cfm heets/signs.cfm

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Signs & SymptomsSigns & Symptoms► Signs of Physical AbuseSigns of Physical Abuse

Consider the possibility of physical abuse when the Consider the possibility of physical abuse when the childchild::► Has unexplained burns, bites, bruises, broken bones, or black Has unexplained burns, bites, bruises, broken bones, or black

eyes eyes ► Has fading bruises or other marks noticeable after an absence Has fading bruises or other marks noticeable after an absence

from school from school ► Seems frightened of the parents and protests or cries when it is Seems frightened of the parents and protests or cries when it is

time to go home time to go home ► Shrinks at the approach of adults Shrinks at the approach of adults ► Reports injury by a parent or another adult caregiver Reports injury by a parent or another adult caregiver

Consider the possibility of physical abuse when the Consider the possibility of physical abuse when the parent parent or other adult caregiveror other adult caregiver::

► Offers conflicting, unconvincing, or no explanation for the child's Offers conflicting, unconvincing, or no explanation for the child's injury injury

► Describes the child as "evil," or in some other very negative way Describes the child as "evil," or in some other very negative way ► Uses harsh physical discipline with the child Uses harsh physical discipline with the child ► Has a history of abuse as a child Has a history of abuse as a child

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Signs...(cont.)Signs...(cont.)

► Signs of NeglectSigns of Neglect Consider the possibility of neglect when the Consider the possibility of neglect when the childchild::

► Is frequently absent from school Is frequently absent from school ► Begs or steals food or money Begs or steals food or money ► Lacks needed medical or dental care, immunizations, or Lacks needed medical or dental care, immunizations, or

glasses glasses ► Is consistently dirty and has severe body odor Is consistently dirty and has severe body odor ► Lacks sufficient clothing for the weather Lacks sufficient clothing for the weather ► Abuses alcohol or other drugs Abuses alcohol or other drugs ► States that there is no one at home to provide care States that there is no one at home to provide care

Consider the possibility of neglect when the Consider the possibility of neglect when the parent or parent or other adult caregiverother adult caregiver::

► Appears to be indifferent to the child Appears to be indifferent to the child ► Seems apathetic or depressed Seems apathetic or depressed ► Behaves irrationally or in a bizarre manner Behaves irrationally or in a bizarre manner ► Is abusing alcohol or other drugs Is abusing alcohol or other drugs

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Signs...(cont.)Signs...(cont.)► Signs of Sexual AbuseSigns of Sexual Abuse

Consider the possibility of sexual abuse when the Consider the possibility of sexual abuse when the childchild::► Has difficulty walking or sitting Has difficulty walking or sitting ► Suddenly refuses to change for gym or to participate in physical Suddenly refuses to change for gym or to participate in physical

activities activities ► Reports nightmares or bedwetting Reports nightmares or bedwetting ► Experiences a sudden change in appetite Experiences a sudden change in appetite ► Demonstrates bizarre, sophisticated, or unusual sexual knowledge or Demonstrates bizarre, sophisticated, or unusual sexual knowledge or

behavior behavior ► Becomes pregnant or contracts a venereal disease, particularly if Becomes pregnant or contracts a venereal disease, particularly if

under age 14 under age 14 ► Runs away Runs away ► Reports sexual abuse by a parent or another adult caregiver Reports sexual abuse by a parent or another adult caregiver

Consider the possibility of sexual abuse when the Consider the possibility of sexual abuse when the parent or parent or other adult caregiverother adult caregiver::

► Is unduly protective of the child or severely limits the child's contact Is unduly protective of the child or severely limits the child's contact with other children, especially of the opposite sex with other children, especially of the opposite sex

► Is secretive and isolated Is secretive and isolated ► Is jealous or controlling with family members Is jealous or controlling with family members

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Signs...(cont.)Signs...(cont.)

► Signs of Emotional MaltreatmentSigns of Emotional Maltreatment Consider the possibility of emotional maltreatment when Consider the possibility of emotional maltreatment when

the the childchild::► Shows extremes in behavior, such as overly compliant or Shows extremes in behavior, such as overly compliant or

demanding behavior, extreme passivity, or aggression demanding behavior, extreme passivity, or aggression ► Is either inappropriately adult (parenting other children, for Is either inappropriately adult (parenting other children, for

example) or inappropriately infantile (frequently rocking or example) or inappropriately infantile (frequently rocking or head-banging, for example) head-banging, for example)

► Is delayed in physical or emotional development Is delayed in physical or emotional development ► Has attempted suicide Has attempted suicide ► Reports a lack of attachment to the parent Reports a lack of attachment to the parent

Consider the possibility of emotional maltreatment when Consider the possibility of emotional maltreatment when the the parent or other adult caregiverparent or other adult caregiver::

► Constantly blames, belittles, or berates the child Constantly blames, belittles, or berates the child ► Is unconcerned about the child and refuses to consider offers Is unconcerned about the child and refuses to consider offers

of help for the child's problems of help for the child's problems ► Overtly rejects the child Overtly rejects the child

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