Developmental awareness and moral stage development in child Abuse

In an attempt to better understand why children who have been sexually assaulted commonly fail to reveal their victimization to parents or other adults, a study was undertaken in which the “engagement strategies” of 41 perpetrators were examined, exploring common rationalizations, threats, etc. aimed at insuring continued silence on the part of the victim. The “appeal” for silence offered by the perpetrator to the child was analyzed according to Kohlberg's stages of moral development.

Results indicate that perpetrators appear to alter their engagement strategies to coincide with the developmental level of the child, thus further insuring silence by appealing to criteria for assessing “appropriate” or “inappropriate” behaviors (eg. sexual contact) which are developmentally consistent with the child's level of cognition and moral reasoning.     

Some implications for the child's educational potential of recent investigations into early childhood interaction

The primary object of this paper is to suggest that recent investigations into early childhood, and particularly those concerned with adult-child interaction, are indicating what amounts to a new view of the cognitive nature of the young child. The paper will also begin to examine some of the evidence which may link this view with the development of his educational potential.

Babies are born, it seems, with highly developed perceptual systems and with inherited propensities to take part in interaction with other humans, especially the principal caring adult (who, for convenience is referred to as “the mother” throughout the paper). They can time their behaviour so as to interact in complex sequences. Moreover the baby displays initiative in interaction and by this means sets about learning about his world, especially the meaning of his social world.

Because this interaction is dependent on complex signalling, including the synchronisation of sequences of behaviour with those of others, it is probable that it can be very easily disrupted. Such disruption can occur in many ways: for instance physiologically, by minor brain damage, or socially, by the child trying to interact with an unresponsive depressed mother. Most easily lost would be the child's initiative and hence the power to direct the interaction process in his quest to make sense of his world.

It may be on this level that a child's cognitive potential is reduced. Perhaps the child's loss of initiative is a connecting factor between educational handicap and the social-cultural correlates variously identified within an extensive literature.     

The arts curriculum and indigenous art: hands off or on? -- A personal view

1993, declared the International Year of Indigenous People by UNICEF, is an appropriate time to look at the ways in which the arts of indigenous people are mediated in the curriculum. In this article I attempt to present some dilemmas faced by educators in confronting this issue and offer a personal perspective as a teacher educator in Australia. As an Australian, my experience has been more directly linked with Aboriginal culture, though I believe the issues are pertinent to most indigenous cultures.

In recent years, criticism of programs involving indigenous arts has been severe, leaving many educators with the feeling that “they're damned if they do and damned if they don't” become involved in such programs. The charge of ethnocentrism in relation to such programs is examined and found to have considerable substance. Activities selected from some Australian and North American programs are presented to highlight the problems involved. Other programs which show a sensitivity to the integrity of a culture and an awareness of children's needs are also discussed.

In an attempt to provide a more balanced viewpoint I have included several other perspectives on this issue: that of Ms Bronwyn Bancroft, renowned Aboriginal artist and those of two Aboriginal educators from the Aboriginal Early Childhood Services Support group within the Aboriginal Education Consultative Group, NSW Australia. Ms Bancroft chose to comment directly on the article (see footnotes). The views of Ms Jo Pender and Mr Ross Hughes appear in the Appendix 1.     

“Missing Milestones”

Missing milestones are known to be a normal variant of development. The purpose of our study is to find if missing milestones always lead to normal development?

METHODS

This is a prospective case study on seven patients referred for motor developmental problems from July 1997 to February 1998 and then followed over a 2-year period. On each attendance, the multi-disciplinary team assessed children

RESULTS

We present a case series of seven children with “missing motor milestones”. Six of the seven, had tactile defensiveness but absent parachute reflexes on presentation

At the end of the two year period, 3 infants had normal development (Group I). One was discharged after 7 months. The second one had speech problems most likely secondary to her bilateral serous otitis media, with no other developmental problems. The third child acquired age appropriate milestones before the care was transferred to another hospital. Of the four in Group II, three developed global developmental delay and the fourth was diagnosed to have multiple cavernous haemangiomata in the brain. The pre-school alert panel was alerted for two of them possibly needing future help in school

Five of the seven children in our study were still being followed up after two years

CONCLUSIONS

Missing milestones in a subject can be a benign variation of normal motor development. However, they may also be the first sign to appear in children with neuro-developmental disorders

Tactile defensiveness may be the most useful early sign to enable the early diagnosis of non-weight bearing children with 'missing milestones'     

Some aspects of mother-child relationships following the birth of twins

In the outline of a research program on the process through which mothers of twins begin to make a differentiation between their children and succeed or do not succeed in individualizing each of them, we have undertaken a preliminary study to get closer to the psychological and social questions mothers have to face in the first weeks after the birth.

We followed up five triads mother-twins at the maternity unit and at home for the first three months. The observations of children's behaviour, babies' material environment, and of mother's behaviour as well as mothers interviews have brought evidence of the complexity and specificity of such a situation.

We have shown that the overloading of the nursing tasks obliges the mother to adopt a precise organization in which she cares not to favour one of the twins to the detriment of the other. Furthermore the mothers feel they will never be able to satisfy each child fully, despite those true “egalitarian strategies”.

To those behaviours which consist of “doing the same thing” with both babies, an individualized representation of each child opposes itself very early in the mother's speech.

This lag between the differentiating maternal representation and the maternal behaviour that tends to cancel such a differentiation allows us to suppose there exists a double process: the necessity of individualizing the twins and the desire to confound them in one unit.     

South Australian Parents want Child Protection Programs to be offered in Schools and PreSchools

It is now widely realized that child sexual abuse is an all too common crime against children, resulting in long term damage to victims and heavy costs to the community. It is also realized that much abuse could have been prevented if children had been given basic information about acceptable and unacceptable touching, secrecy about touching and norms of adult-child behaviour.

Parents representing 250 families, caring for 565 children aged 3-12 were interviewed to find out what parents tell their children to protect them from sexual molestation.

Three quarters of all parents told their children nothing and most of those who thought that they had given information had only given hints. Furthermore, this “information” was passed on only after a traumatic event had already occurred.

Parents revealed an inadequate knowledge of the dangers to children and a desire for school and preschool programs to remedy the deficit.     

Children first: Protection & prevention in services for disabled children part II

SYNOPSIS

This paper is written in two parts.

Part I outlined the legislative and social economic contexts. A framework for analysing prevention and protection services for handicapped children was then presented. This framework was illustrated in relation to services at four levels of intervention: populations, early risks, significant harm and children already abused or “looked after”.     

Quality children's television: the case of “Lift Off”

“Lift off” is a new, innovative children's television series produced by the Australian Children's Television Foundation. It has been well received by critics, parents, educators and most significantly, by its three-to-eight year old target audience.

The program easily satisfies the five criteria for quality programming formulated by the Children's Program Committee of the Australian Broadcasting Tribunal. The typical half-hour program is dense, requiring close viewer attention but it is claimed that the viewer is rewarded for her viewing investment with an enriching and pleasurable experience. The doubt is raised that the socially disadvantaged segment of the child audience, who use television for diversion rather than enrichment, may not be prepared to make such an investment of viewing attention.

One final concern is voiced. The Foundation's official spokespeople publicly claim that “Lift Off” will enrich the lives of a whole age cohort. It is argued that such claims overemphasise the supposed direct consequences and impact of media messages on individuals.     

Co-operating to protect children -shifting the thresholds

It is now 30 years since Kempe delivered his watershed address to the American Academy of Paediatricians graphically describing the battered child syndrome. In the 30 years that followed elaborate child protection procedures, supported by strong legal powers, have developed not only in the UK and the USA but also in may countries around the world. In the last 5 years or so, however, there has been another great watershed. Independently in both the USA and in the UK, evidence has accumulated which is questioning the efficacy of our elaborate child protection systems. For social workers in the UK the history is familiar; the child abuse inquiries leading on to the Cleveland Inquiry, on going scandals in residential care and concern about the outcomes for children in the public care system, and, finally, the recent message from the Department of Health in 1995 “Child Protection - Messages from Research”. Less familiar will be the concerns which emerged in the USA. There, following the introduction of mandatory reporting which in some states is mandatory even for civil citizens, there was a huge rise in the number of children reported (3 million reported in 1992 of which less than half were substantiated). This largely incapacitated the child protection agencies and led to large numbers of children being admitted into the public care. In 1990 the US Advisory Board on Child Abuse and Neglect concluded that there was an urgent need to develop new approaches.

The answer put forward in this country and the USA has been the rediscovery of targeted preventive approaches. Central to these approaches is what we call family support and what is called social support in the USA.

Child protection is an important and demanding activity

- research and our own limited local information does pose serious questions about the efficacy of the process;

- this points to the need for reviews by area child protection committees;

- research also tells us important things about the characteristics of families involved especially about their social and economic circumstances. These need to be addressed.

Addressing these needs requires several things

- a good individual assessment and population assessment to plan appropriate services;

- a sound interagency/multiprofessional approach;

- maximising all the resource options and taking a broader view of the task - as well as mainstream services as currently arranged, we need to embrace a community development approach and to view die families involved in terms of their inclusion or exclusion from society and address these shortfalls.

We are only at the threshold of the implementation of the Order and we need to approach it with a broad vision.     

Parental participation at child protection case conferences: An evaluation of practice in north and west belfast

Parental participation at child protection case conferences is still a relatively new and contentious phenomenon. In January 1994 a strategy for this process was implemented in North and West Belfast Health and Social Services Trust and this research was undertaken in order to monitor and evaluate this new way of working.

Structured interviews were carried out with twenty-two parents and a postal questionnaire was sent to six main professional groups (field social workers, non-field social workers, police, doctors, teachers, and community nurses). The questionnaire achieved a response rate of 68% (i.e. 108 returned out of 160).

The results indicate that a positive start has been made to the participation of parents at case conferences and that this was generally welcomed by parents and professionals. Parents do not appear to be “emotionally damaged” by participation and the results indicate that they have a clearer understanding of concerns and a greater commitment to plans as a result of attending. Parental participation also does not appear to affect the focus and purpose of case conferences and indeed, professionals mainly found the presence of parents helpful to conferences.

The research highlighted deficiencies in the preparation of parents, a general feeling of inhibition amongst professionals, and a divergence in the views of parents and professionals as to whether or not participation should be full or partial. A number of conclusions for policy and practice are reached in light of die findings.     

Taking action for children's rights: The foyle experience

The Convention on the Rights of the Child was passed unanimously by the United Nations General Assembly on the 20 November 1989. The United Kingdom ratified die Convention in 1991 signalling its willingness to meet the provisions and obligations set out within it. In January of this year, ten agencies drawn from both the statutory and voluntary sectors in Deny came together and formed a partnership to take affirmative action widi regard to the issue of Children's Rights. They identified two estates within the city, one on the west bank and one on die east. Aldiough the two estates represented bom traditions, they shared many similarities regarding levels of deprivation and absence of facilities.

Summary

We found overall gratitude and appreciation for enlightenment of Children's Rights. Many people enquired whether this project would be carried out in areas where their friends and relatives lived and when told that there were no plans for this in the immediate future then they asked for extra literature for their friends and relatives.

Aside from the Project we found varying degrees of anger, frustration, disillusionment and apathy in the estate regarding raised hopes in the past by surveys, and an acknowledgement of need, but there was no movement on provision of facilities which might help parents keep children safe both at home and away.

Things like - safe play areas - playgrounds, nursery school, playgroup, youth club, library, health clinic. People were saying, “anything we have, we bought and paid for ourselves and it looks as if the more you do yourself, the less you get from the public purse.”     

Helping infants cope with change

An attempt will be made here to set forth in non-technical language, some practical suggestions on how teachers, students and child-care workers can help infants cope with change as may occur with adoption and foster care at various ages.

John Dewey once said, “Such happiness as life is capable of, comes from full participation of all of our powers in the endeavor to rest from each changing situation of experience, its own full unique meaning.”     

Forms of knowledge, the curriculum and the young child

Children need to learn many matters, but not all their learning is of the same epistemological kind.There are something like eight fundamental and fundamentally different ways in which human beings encounter the world: Knowledge of Mathematics and Logic, Empiricist Knowledge, Scientific Knowledge, Knowledge of Persons and their Minds, Moral Knowledge, Knowledge and Experience in the Aesthetic Domain, Religion, Philosophy. These Forms structure children's learning, understanding, and experience both formal and informal, at all ages.Moreover they structure not just “scholarly knowledge and experience”, but also, “commonsense knowledge and experience”.

A suitable curriculum will be one which in one way or another provides diverse experiences of these Forms. Because there is no “transfer of training” between Forms as such, children need to be introduced to them all and to be shown how they differ. To say this is not to beg any questions about the best way in which to teach young children: no matter how we decide to organize a curriculum,we are still able to use a range of modern methods.

Although much learning in pre-school and early elementary school ought not to be directly concerned for the deliberate acquisition of the Forms as such, much of the casual learning in schools (and outside them) does indeed involve the Forms-with examples drawn from the child world.

In introducing children to the Forms, those who care for and who teach young children have an enormous responsibility.     

Adult/child Interaction: How Patterns and Perceptions Can Influence Planning

Individual testing and assessment are often problematic with preschool-aged children. Difficulties include adverse reactions to test procedures, inconsistent performance on tests and unsuitable tests for 3, 4, and 5 year old children as well as the need for unobtrusive observation methods and data collection, so new ways of assessment need to be investigated.

This article examines alternative assessment strategies which Involve teachers, parent/caregivers and children in the process. As motor development is an essential part of child development, children's movement behaviour is the focus for assessment. An adult/child observation coding system with physical, social, cognitive and task dimensions has been developed and used in various early-education settings to identify patterns of interaction between adults and children from both the adult and the child's perspective. This is supplemented by structured interviews at regular intervals with a parent/caregiver to ascertain changes in children's behaviour and mode of interaction with use of a motor checklist to determine children's motor proficiency.

This multi-faceted approach has yielded useful results for teachers, parents/caregivers and children and has made the process meaningful for all parties. The results of this research have implications for teachers, parents and programs with regard to the role of adults in the education of young children and the role of movement and motor programs within child development and curriculum in early childhood education.     

The effects of day care: A critical analysis

Maternal employment has increased over the last thirty years in the USA. The result of this increase means more families are in need of day-care for their children. Examined in this paper are research findings on the effects of day-care on pre-school children and their families. The implications of these findings for policy development are critically discussed.

Currently in the USA, over 50% of mothers work outside the home; this figure is expected to rise to 75% by 1990. The fastest growing segment of the working mother population is among those with children under two (Zigler and Gordon, 1982). This increasing rate of maternal employment over the last two decades has created the need for alternative arrangements for infants and young children. There is some concern among child developmental specialists that these alternative arrangements of caremay have detrimental effects on a child's social and psychological development.

Much of the concern about substitute care is based on the theory and research related to the negative effects of institutionalization on young children (Bowlby, 1951; Spitz, 1945). This body of literature, however, tells one little about the typical forms of substitute care experienced by most children. Obviously, children generally do not experience the extreme physical and social deprivation reported on in the institutional literature (Advisory Committee on Child Development, 1976: 117). Consequently, the quality of substitute care received by the majority of children is not comparable to the type of care studied in the institutional literature.

Still, the possibility remains that even with high quality care, differences may be found in the behavior and development of children as a function of the type of substitute care received. The literature reports numerous studies on the impact of various forms of substitute care; however, most of these studies are not well designed (Advisory Committee on Child Development, 1976: 118). The typical form of substitute care focused on in the literature has been high quality, university based day-care settings, a form of substitute care most children do not have access to (Santrock, 1983: 159). Even though the majority of these studies have weak methodological designs and are based on day-care settings not experienced by most children, some meaningful findings have emerged in the literature. This paper will focus on those relevant studies reporting on the impact of one very common form of substitute care, day-care for the pre-school child. The major emphasis of the review will be on how day-care impacts the pre-school child's intellectual development, emotional development, social development, and the child's family system. The authors will draw from these findings several major policy implications.     

The “syndrome of the post-premature child”: a study of its significance -- Part I

Prematurity has the greatest influence upon frequency and degree of mechanical disturbances uncovered by the Test of Imitation of Gestures. The authors look for the significance of this syndrome at various levels:

1. Possible organic damage to the central nervous system structures, through the tonic and motor disturbances checked out by the neurological examination.
2. In the disturbances of the early development of posturomotor abilities.
3. Deviant and delayed development of the cognitive factors (spatial and temporal structuring).
4. Emotional and relationship development.

The investigations were carried out on a sample group of prematurely born children and a control group group of children born at term.

After observing certain behavior disorders which occur among normal children -- mild disorders which become less obvious with age -- the authors show that frequent and gross disturbances which appear in the first months of life and persist beyond the age of 6 years distinguish the premature child. In this same group, however, delays in mental development noted early in life often disappear entirely by the age of 4 years, even among children who were born very prematurely.

The authors then isolated the most typical disturbances found among the premature children, with stress on factors of pathology, maturation, adjustment, and environment.

The authors study the relationship between the disturbances described above and the various aspects of the neurological examinations which enable them to objectify the dynamic factors of the body adjustment to the external world and to other people. The hypothesis that a fundamental relationship exists between disturbances of adjustment and the genesis of the “post-premature child syndrome”, develops from the comparison between the psychological and neurological data in their longitudinal evolution.

Commenting on the relevance of these findings for the care of premature children, the authors stress the value of motor training and remedial education for overcoming the disturbances of spatial structuration and body schema.     

A Shoestring Operation for Sexually Abused Children

The title of this paper refers to how resources were gathered to provide a therapy group for latency aged children who had been sexually abused. In one way it is a sad commentary on how society treats children who have been victimized; on the other hand, this account shows how volunteers with a will can harness the energies of social agencies to help provide a needed service that was not yet established. The history of social work is replete with accounts of generous individuals who stepped forward to do the necessary. Social work, like nursing, had its origins in volunteerism.¹ Even today lacunae in public welfare are filled by volunteers, and while not all efforts become institutionalized the trend toward innovation and compassion is still strong in contemporary society (Newsweek, “A 51 Gun Salute to Everyday heroes” pp 62-79 July 6 1987).

Within the profession, there are always fields of service that are on the cutting edge of human needs—witness industrial social work, divorce mediation, services to lesbian/gay clients, AlDs victims, etc. Often these special programs, or the recognition of special populations within an agency's service area are first made by employed professionals within the agency. If the innovative professional has success, the program or method is gradually extended to other agencies and finally adopted by the government. While the connection between individual innovation and public policy is too complex to be described here, it is sufficient to say that the current American program of AFDC had its origins from the experience of juvenile court judges who were faced with the prospect of removing dependent children from their widowed mother. The common sense of these officials and other child advocates saw the wisdom of preserving the family at state expense (Trattner, 1974, pp 185-186).

Whether the situation is that of orphaned or abused children, the process is slow that defines the fact into a social problem. Sometimes, without much fanfare or rhetoric, an individual professional or a volunteer will attempt a remedy either with spontaneous effort or a small scale program. These small efforts can emerge despite the bureauracy that controls the bulk of public welfare; sometimes the new remedy becomes part of received wisdom and public policy. Whether it is continued or not the program has responded to human need in a changing world. Social work in industry, among refugees, displaced homemakers, gay people are some of the instances in which small scale operations came before “public” help.

The problem of sexually abused children has been around a long time; any kind of sexual activity with a child is harmful (Conte 1981, pp 601-602.). An unknown number of child victims grow up without psychological help that could prevent painful memories as an adult. It was to prevent this emotional scaring that the “shoestring operation” was launched.     

Art development and play

There exists a considerable international body of research and theory into children's art development. Art education is generally considered to proceed through a sequential series of stages beginning with the earliest scribbles. This paper seeks to link alternative sources of knowledge deriving from the theory and research into the studies of the development of perceptual awareness. These are modes by which children take in sensory impressions and come to know the world around them. The content of these sensory impressions is culturally linked and becomes the raw material for the symbols and images that the children know and make.

There is also a significant body of recent research into levels of children's play which should be evaluated in relation to what it can tell teachers and parents about optimal ways to ensure the circumstances that enhance children's long term development. The case for play as we now know it says that it is not valid to believe that any play will do. Qualitatively different levels of play have been shown to have different values for children. “Guided play” or “stretching play” has been shown to be positively associated with play with adults as partners or companions. Play with art materials has also been associated with higher levels of stretching play. The adult partner's role has been found to provide the “scaffolding” to which these higher levels of play are linked.

These findings on play, together with the social patterns whereby more young children are in group play programs raises the curriculum implications for teachers and care givers. These adults moderate the sensory and social experiences and the curriculum materials provided for children during the day. Teachers need to be aware of providing the partnerships in play with art materials, the need to encourage children's interest in sensory experiences and the processes whereby children learn through their hands as well as their eyes. The environment of play program is also important. The quality of the visual environment, the quality of design of play materials and all equipment with which young children have daily contact have their aesthetic influence. Program factors also include the conscious provision of an art curriculum, with regular visits to Art Galleries and Art Museums, as well as opportunities for free play in parks and gardens.     

Ethical and practical considerations in palliative child care and the support needs of parents and siblings

Death is one of the few certainties in life and yet it is the one event that most people avoid contemplating until forced to do so. When considering death and dying it is assumed by most to occur in old age and in hospital. The death of a child is a devastating loss which can cause the most distressing and long lasting grief (Davey, 1995). According to “Childhood cancer UK” the number of children developing cancer in the United Kingdom has remained constant over the past 30 years (about 1300 new cases each year), with only two-thirds of children with the disease being treated successfully. In Britain 32 per cent of cancer deaths occur at home (Bean, 1994) however only a small proportion of these will be children. Despite the deaths of children at home being a statistically small group it must not be ignored due to the great emotional impact it has on the individual, family, health workers and often local community.

The changing status of children in the UK means that health care professionals must uphold childrens' rights whilst working in partnership with parents. A balance must be found between the traditional protectionist and paternalistic attitude of care and the liberationist approach. This can only be achieved through communication and collaboration between families and members of the multi-disciplinary team allowing the promotion of constructive problem solving

The key aim of palliative care is to give the child as good a quality of life as possible in the time remaining with freedom from distressing symptoms including pain. Every health professional working with a dying child who has pain should give consideration to the complexity of pain, it's unique and diverse effects and engage the entire family and health care team in planning interventions and providing support to the child and to each family member (Graner, 1976).

Siblings, parents and health professionals may be profoundly affected by the experience of the death of the child, therefore, each multi-disciplinary team must develop formal coping strategies to deal with the possible psychological disturbance and to facilitate adjustment after the death of the child.

Martinson, writes of her greatest encouragement which came from the parent of a dying child;

“No matter if it culminates a full life or a life shortened much too soon, does death have to be terrorising? There are many to rejoice and aid in the event of birth, as with the patient that can be helped, but for those going through the frustration of 'not getting better' when science and the masses, sometimes even family and friends who can no longer face them, have deserted, could there be a greater challenge or more considerable need for help?”

(1976, p. 13)

This is a powerful message for health professionals caring for children in the end stages of a terminal illness. It is at this time that the family and dying child are in most need of the consistent, expert and humane relationships provided by the caring professions. The challenges are immense but great reward lies in the privilege of being intimately involved in this final rite of passage through life.