Making a Difference WV Mandated Reporter Training Powerpoint - Updated April ...Jim McKay
Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse Training Powerpoint. Updated in April 2015. As presented to WV Principals Academy. April 16, 2015.
Making a Difference Mandated Reporter Instructor GuideJim McKay
Welcome everyone to the Making a Difference Train-the-Trainer session. We are so glad you are here to learn how to help others prevent and report child abuse and neglect.
Before we get started, let's go around and introduce ourselves. Please share your name and what brings you here today.
After introductions, move into the icebreaker. Say:
To get warmed up and start thinking about why preventing child abuse is so important, we are going to do a short icebreaker activity in small groups. Please break into groups of 3-5 people. I'll give you about 10 minutes to discuss the following questions:
1. What strengths or experiences do you have that will help you in training others about
Building Healthy Communities and Preventing Child NeglectJim McKay
Building Healthy Communities and Preventing Child Neglect: It’s more than a family matter.
Presentation at Ohio County Partners in Prevention Conference, Dec. 11, 2015.
The document discusses the link between childhood abuse and asthma. It summarizes several studies that found children who experienced physical or sexual abuse were twice as likely to have asthma or be taking asthma medications. This link may be due to epigenetic changes caused by stress. Screening children with asthma for abuse and increasing awareness of abuse among asthma patients is important. Adverse childhood experiences like abuse are also associated with higher rates of smoking and other health risks later in life. Trauma-informed care that addresses early childhood trauma can help improve long-term health outcomes.
This presentation provides an overview of the problem of commercial sexual exploitation of children (CSEC), including what we know about CSEC victims and how children come to be exploited. Attendees will learn how to recognize and respond to CSEC victims, and what communities can do to protect children from exploitation.
This file is for educational purposes only and is not meant for reproduction.
The presentation will cover the basics of partner violence, impact of violence on pregnancy/fetal development, impact on child development (birth-adolescence), resiliency in children, proper ways to respond to partner violence when children are present and resources for assistance/more information.
The document summarizes a presentation on teen dating violence given at the 2nd Annual Conference on Media, Pop Culture, and Teen Dating Violence. The presentation defined teen dating violence, discussed its various forms including electronic aggression, risk factors like child abuse, and its prevalence nationally and in Georgia. Pop culture influences on relationship norms were examined, showing how media can influence acceptance of unhealthy behaviors.
This document provides an overview of a workshop on identifying and reporting child abuse and neglect, as well as building protective factors to prevent maltreatment. The workshop covers learning objectives around signs of abuse, reporting procedures, and research-based protective factors. It also includes facts about child maltreatment, details on mandatory reporting laws, and how to implement an action plan for prevention.
Making a Difference WV Mandated Reporter Training Powerpoint - Updated April ...Jim McKay
Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse Training Powerpoint. Updated in April 2015. As presented to WV Principals Academy. April 16, 2015.
Making a Difference Mandated Reporter Instructor GuideJim McKay
Welcome everyone to the Making a Difference Train-the-Trainer session. We are so glad you are here to learn how to help others prevent and report child abuse and neglect.
Before we get started, let's go around and introduce ourselves. Please share your name and what brings you here today.
After introductions, move into the icebreaker. Say:
To get warmed up and start thinking about why preventing child abuse is so important, we are going to do a short icebreaker activity in small groups. Please break into groups of 3-5 people. I'll give you about 10 minutes to discuss the following questions:
1. What strengths or experiences do you have that will help you in training others about
Building Healthy Communities and Preventing Child NeglectJim McKay
Building Healthy Communities and Preventing Child Neglect: It’s more than a family matter.
Presentation at Ohio County Partners in Prevention Conference, Dec. 11, 2015.
The document discusses the link between childhood abuse and asthma. It summarizes several studies that found children who experienced physical or sexual abuse were twice as likely to have asthma or be taking asthma medications. This link may be due to epigenetic changes caused by stress. Screening children with asthma for abuse and increasing awareness of abuse among asthma patients is important. Adverse childhood experiences like abuse are also associated with higher rates of smoking and other health risks later in life. Trauma-informed care that addresses early childhood trauma can help improve long-term health outcomes.
This presentation provides an overview of the problem of commercial sexual exploitation of children (CSEC), including what we know about CSEC victims and how children come to be exploited. Attendees will learn how to recognize and respond to CSEC victims, and what communities can do to protect children from exploitation.
This file is for educational purposes only and is not meant for reproduction.
The presentation will cover the basics of partner violence, impact of violence on pregnancy/fetal development, impact on child development (birth-adolescence), resiliency in children, proper ways to respond to partner violence when children are present and resources for assistance/more information.
The document summarizes a presentation on teen dating violence given at the 2nd Annual Conference on Media, Pop Culture, and Teen Dating Violence. The presentation defined teen dating violence, discussed its various forms including electronic aggression, risk factors like child abuse, and its prevalence nationally and in Georgia. Pop culture influences on relationship norms were examined, showing how media can influence acceptance of unhealthy behaviors.
This document provides an overview of a workshop on identifying and reporting child abuse and neglect, as well as building protective factors to prevent maltreatment. The workshop covers learning objectives around signs of abuse, reporting procedures, and research-based protective factors. It also includes facts about child maltreatment, details on mandatory reporting laws, and how to implement an action plan for prevention.
This document from the New Jersey Department of Education provides guidance for school personnel on recognizing and reporting child abuse and neglect. It defines the different types of abuse and neglect, including physical abuse, sexual abuse, neglect, emotional abuse and educational neglect. For each type, it lists observable physical and behavioral indicators. It also addresses how to handle situations involving students ages 18-21, and provides scenarios to illustrate how to identify and respond to potential abuse or neglect cases appropriately. School personnel are responsible for reporting all suspected cases of child abuse and neglect.
This presentation will describe how early childhood home visiting programs can support the reduction of family risk factors and the strengthening of protective factors to reduce the likelihood of child abuse and neglect.
This file is for educational purposes only and is not meant for reproduction.
This document discusses child abuse, including definitions, types, causes, effects, and preventive measures. It defines child abuse as any form of maltreatment that threatens or harms a child, including physical, emotional, and sexual abuse as well as neglect. Common causes are cited as stress, mental illness, substance abuse, and domestic violence. Effects on children include long-term psychological and relationship problems. Preventive measures include education, therapy, building support systems, and teaching children about boundaries and safety.
Mandate to Report, Responsibility to Prevent - Mandated Reporter Training (Oc...Jim McKay
This document provides information about child abuse and neglect for mandated reporters. It discusses signs of abuse, what to do if a child discloses abuse, how and to whom to make a report. When making a report, Child Protective Services will ask for details about the family, the alleged abuse or neglect, and the mandated reporter. The goal is to determine if the child is safe and if intervention is needed to protect the child.
The document outlines New Jersey policies and procedures for reporting child abuse and neglect in schools. It discusses:
1) Requirements for school districts to establish policies for reporting suspected abuse and appoint a liaison to child welfare authorities.
2) Obligations of school personnel to immediately report any suspected abuse, as required by state law, and their protection from liability when reports are made in good faith.
3) Indicators of potential abuse or neglect, like unexcused student absenteeism, and requirements to report those situations.
School staff are required to call both child welfare authorities (the State Central Registry Hotline at 1-877-NJ ABUSE) and local law enforcement to report suspected child abuse. When calling authorities, staff should be prepared to provide specific details about the individuals involved, the nature of the abuse, and related incidents. Staff should make the call from school rather than delaying or calling from elsewhere. Errring on the side of caution by reporting suspected abuse helps protect children, while failure to report can result in legal consequences for the staff member.
This document provides an overview of safeguarding policies and procedures for school staff. It discusses:
1) The roles and responsibilities of the school and staff in safeguarding children, including designating a safeguarding lead.
2) Defining safeguarding and the importance of maintaining a culture where children's safety and well-being are top priorities.
3) Educating staff on signs of abuse and neglect and the procedures to follow if they have concerns about a child, which includes reporting issues to the designated safeguarding lead.
This document summarizes a meeting discussing challenges around child sexual abuse. It covers several topics:
1) Definitions of child sexual abuse (CSA) and child sexual exploitation (CSE) can be problematic and inconsistent. Worldwide prevalence of CSA is estimated to be 1/3 girls and 1/7 boys.
2) Challenges include the widespread nature of the problem, powerful perpetrators, societal reluctance to discuss the issue, demonization of victims and perpetrators, and conflicting views among professionals.
3) Opportunities discussed include raising awareness, strengthening communities, reducing division through education, and improving support services. The political climate and role of media were also mentioned as opportunities.
Child abuse occurs worldwide and takes many forms including physical, emotional, and sexual abuse as well as neglect. It has long-lasting negative effects on children's development and mental health. While many cases go unreported, addressing child abuse requires awareness of warning signs, ensuring children's basic needs are met, and creating a support system to protect them. Some jurisdictions have had success eliminating child abuse through community intervention and policy changes.
Mandate to Report, Responsibility to Prevent Child Abuse and NeglectJim McKay
This document provides guidance for principals on their role and responsibilities as mandated reporters of child abuse and neglect under West Virginia law. It discusses signs of abuse, what to do if a child discloses abuse, strategies to prevent abuse, and recent updates to legislation. The nature and prevalence of child abuse is examined, including facts about maltreatment nationally and in West Virginia. Recommendations from West Virginia's Task Force on the Prevention of Sexual Abuse of Children are reviewed, including requiring training for school personnel and strengthening abuse prevention education in schools.
Safeguarding Children: Getting it right from the start. Jane Barlow. ScarletFire.co.uk
From the Conwy and Denbighshire Local Safeguarding Children Board (LSCB) Conference, March 2012.
www.conwy.gov.uk/lscb
Shared with kind permission from Jane Barlow.
This document provides guidance to employees and volunteers of Walton County School District on recognizing and reporting child abuse. It defines different types of child abuse including physical abuse, neglect, sexual abuse, and emotional abuse. It outlines signs of each type of abuse and stresses the legal requirement that all school personnel must report any reasonable suspicion of abuse. The document provides direction on how to respond sensitively if a child discloses abuse and maintaining professional boundaries to prevent allegations of abuse.
Resources for families, building protective factors and how communities can prevent child maltreatment.
Presented by Jim McKay, State Coordinator, Prevent Child Abuse WV
This document provides information about child abuse prevention and mandated reporting. It discusses (1) the purpose of a workshop on child abuse prevention and mandated reporter responsibilities, (2) learning objectives around identifying signs of abuse and understanding proper response, and (3) recommendations from a state Task Force on preventing child sexual abuse, including requiring training for all school employees and strengthening reporting laws.
This document provides information about child abuse and neglect, including definitions, common types, indicators, and how to report abuse. It defines child abuse and neglect, describing physical abuse, sexual abuse, emotional abuse, neglect, and other types. It outlines physical and behavioral indicators of different types of abuse. It provides details on how and where to report abuse, including contacting child protective services or law enforcement. It also gives tips for talking to an abused child and helps for recovering from abuse.
Childhood Neglect Material: A Resouce for Multi-Agency TrainingBASPCAN
This document provides an overview of training resources for multi-agency professionals on the topic of child neglect. It includes summaries of reviews and reports on child neglect, outlines the structure and content of training courses, and describes how the training materials can be utilized. The training aims to help practitioners systematically assess neglect cases, focus on the child's needs and experiences, analyze parenting capacity, and identify effective interventions through a consistent multi-agency approach.
- The Institutional Abuse Investigation Unit (IAIU) investigates reports of suspected child abuse or neglect by school staff, while the local DYFS office investigates reports involving a child's home.
- After a report is made, the hotline screener will determine if the situation requires a child abuse/neglect investigation or a voluntary Child Welfare Services assessment.
- Investigations aim to get a "clean statement" from the child without influence from school staff, and findings can be substantiated, unfounded, or require no further action. Notifications are made to relevant parties based on the investigation results.
This document outlines Prem International School's child protection agreement. It discusses establishing a safe environment for students and protecting them from various forms of abuse. Key points include defining abuse and neglect, identifying potential signs or indicators, dispelling common myths, the roles and responsibilities of various parties if abuse is suspected, how to properly handle disclosures from students, and the importance of reporting concerns to the designated child protection officers. The school aims to prevent abuse, provide resources for students, educate students and staff, and ensure proper protocols are followed if an incident is reported.
The document discusses various issues related to child protection, including the dynamics and risk factors of abuse, common types of abuse (physical, emotional, neglect, sexual), behaviors associated with sexual abuse, how to respond and report abuse allegations, and what happens when a report is made to child protective services. Key points include that the most common types of abuse investigated are exposure to intimate partner violence and neglect, risk factors for neglect include domestic violence and lack of social supports, sexually abused children most often know their abuser, and when an abuse report is made the child must be seen by protective services within 12 hours to ensure safety.
Child maltreatment is a huge global problem with a serious impact on the victims’ physical and mental health, well-being and development throughout their lives and by extension, on society in general.
(WHO & INTERNATIONAL SOCIETY FOR PREVENTION OF CHILD ABUSE AND Neglect)
Child abuse and neglect includes physical, sexual, and emotional abuse as well as neglect. Physical abuse causes injuries like bruises, fractures, and burns. Sexual abuse involves inappropriate sexual acts or contact. Emotional abuse psychologically harms children through words or actions. Neglect is the failure to meet a child's basic needs. Abuse is often due to parental stress, while neglect stems from parenting difficulties. Symptoms vary by type of abuse but may include physical injuries, behavioral changes, and developmental delays. Treatment focuses on medical care, safety planning, counseling, and prevention through education.
This document discusses child abuse and battered children. It defines different types of child abuse including physical abuse, emotional abuse, neglect, sexual abuse, and family violence. It provides statistics on the prevalence of different types of abuse in India. It also outlines risk factors for abuse, signs and symptoms of abuse, the impact of abuse, and roles of nurses and legal protections. The management of abuse involves counseling parents, removing children from abusive situations, and physical and psychological treatment for abused children. Prevention requires education, support systems, safeguarding children, and national legislation.
This document from the New Jersey Department of Education provides guidance for school personnel on recognizing and reporting child abuse and neglect. It defines the different types of abuse and neglect, including physical abuse, sexual abuse, neglect, emotional abuse and educational neglect. For each type, it lists observable physical and behavioral indicators. It also addresses how to handle situations involving students ages 18-21, and provides scenarios to illustrate how to identify and respond to potential abuse or neglect cases appropriately. School personnel are responsible for reporting all suspected cases of child abuse and neglect.
This presentation will describe how early childhood home visiting programs can support the reduction of family risk factors and the strengthening of protective factors to reduce the likelihood of child abuse and neglect.
This file is for educational purposes only and is not meant for reproduction.
This document discusses child abuse, including definitions, types, causes, effects, and preventive measures. It defines child abuse as any form of maltreatment that threatens or harms a child, including physical, emotional, and sexual abuse as well as neglect. Common causes are cited as stress, mental illness, substance abuse, and domestic violence. Effects on children include long-term psychological and relationship problems. Preventive measures include education, therapy, building support systems, and teaching children about boundaries and safety.
Mandate to Report, Responsibility to Prevent - Mandated Reporter Training (Oc...Jim McKay
This document provides information about child abuse and neglect for mandated reporters. It discusses signs of abuse, what to do if a child discloses abuse, how and to whom to make a report. When making a report, Child Protective Services will ask for details about the family, the alleged abuse or neglect, and the mandated reporter. The goal is to determine if the child is safe and if intervention is needed to protect the child.
The document outlines New Jersey policies and procedures for reporting child abuse and neglect in schools. It discusses:
1) Requirements for school districts to establish policies for reporting suspected abuse and appoint a liaison to child welfare authorities.
2) Obligations of school personnel to immediately report any suspected abuse, as required by state law, and their protection from liability when reports are made in good faith.
3) Indicators of potential abuse or neglect, like unexcused student absenteeism, and requirements to report those situations.
School staff are required to call both child welfare authorities (the State Central Registry Hotline at 1-877-NJ ABUSE) and local law enforcement to report suspected child abuse. When calling authorities, staff should be prepared to provide specific details about the individuals involved, the nature of the abuse, and related incidents. Staff should make the call from school rather than delaying or calling from elsewhere. Errring on the side of caution by reporting suspected abuse helps protect children, while failure to report can result in legal consequences for the staff member.
This document provides an overview of safeguarding policies and procedures for school staff. It discusses:
1) The roles and responsibilities of the school and staff in safeguarding children, including designating a safeguarding lead.
2) Defining safeguarding and the importance of maintaining a culture where children's safety and well-being are top priorities.
3) Educating staff on signs of abuse and neglect and the procedures to follow if they have concerns about a child, which includes reporting issues to the designated safeguarding lead.
This document summarizes a meeting discussing challenges around child sexual abuse. It covers several topics:
1) Definitions of child sexual abuse (CSA) and child sexual exploitation (CSE) can be problematic and inconsistent. Worldwide prevalence of CSA is estimated to be 1/3 girls and 1/7 boys.
2) Challenges include the widespread nature of the problem, powerful perpetrators, societal reluctance to discuss the issue, demonization of victims and perpetrators, and conflicting views among professionals.
3) Opportunities discussed include raising awareness, strengthening communities, reducing division through education, and improving support services. The political climate and role of media were also mentioned as opportunities.
Child abuse occurs worldwide and takes many forms including physical, emotional, and sexual abuse as well as neglect. It has long-lasting negative effects on children's development and mental health. While many cases go unreported, addressing child abuse requires awareness of warning signs, ensuring children's basic needs are met, and creating a support system to protect them. Some jurisdictions have had success eliminating child abuse through community intervention and policy changes.
Mandate to Report, Responsibility to Prevent Child Abuse and NeglectJim McKay
This document provides guidance for principals on their role and responsibilities as mandated reporters of child abuse and neglect under West Virginia law. It discusses signs of abuse, what to do if a child discloses abuse, strategies to prevent abuse, and recent updates to legislation. The nature and prevalence of child abuse is examined, including facts about maltreatment nationally and in West Virginia. Recommendations from West Virginia's Task Force on the Prevention of Sexual Abuse of Children are reviewed, including requiring training for school personnel and strengthening abuse prevention education in schools.
Safeguarding Children: Getting it right from the start. Jane Barlow. ScarletFire.co.uk
From the Conwy and Denbighshire Local Safeguarding Children Board (LSCB) Conference, March 2012.
www.conwy.gov.uk/lscb
Shared with kind permission from Jane Barlow.
This document provides guidance to employees and volunteers of Walton County School District on recognizing and reporting child abuse. It defines different types of child abuse including physical abuse, neglect, sexual abuse, and emotional abuse. It outlines signs of each type of abuse and stresses the legal requirement that all school personnel must report any reasonable suspicion of abuse. The document provides direction on how to respond sensitively if a child discloses abuse and maintaining professional boundaries to prevent allegations of abuse.
Resources for families, building protective factors and how communities can prevent child maltreatment.
Presented by Jim McKay, State Coordinator, Prevent Child Abuse WV
This document provides information about child abuse prevention and mandated reporting. It discusses (1) the purpose of a workshop on child abuse prevention and mandated reporter responsibilities, (2) learning objectives around identifying signs of abuse and understanding proper response, and (3) recommendations from a state Task Force on preventing child sexual abuse, including requiring training for all school employees and strengthening reporting laws.
This document provides information about child abuse and neglect, including definitions, common types, indicators, and how to report abuse. It defines child abuse and neglect, describing physical abuse, sexual abuse, emotional abuse, neglect, and other types. It outlines physical and behavioral indicators of different types of abuse. It provides details on how and where to report abuse, including contacting child protective services or law enforcement. It also gives tips for talking to an abused child and helps for recovering from abuse.
Childhood Neglect Material: A Resouce for Multi-Agency TrainingBASPCAN
This document provides an overview of training resources for multi-agency professionals on the topic of child neglect. It includes summaries of reviews and reports on child neglect, outlines the structure and content of training courses, and describes how the training materials can be utilized. The training aims to help practitioners systematically assess neglect cases, focus on the child's needs and experiences, analyze parenting capacity, and identify effective interventions through a consistent multi-agency approach.
- The Institutional Abuse Investigation Unit (IAIU) investigates reports of suspected child abuse or neglect by school staff, while the local DYFS office investigates reports involving a child's home.
- After a report is made, the hotline screener will determine if the situation requires a child abuse/neglect investigation or a voluntary Child Welfare Services assessment.
- Investigations aim to get a "clean statement" from the child without influence from school staff, and findings can be substantiated, unfounded, or require no further action. Notifications are made to relevant parties based on the investigation results.
This document outlines Prem International School's child protection agreement. It discusses establishing a safe environment for students and protecting them from various forms of abuse. Key points include defining abuse and neglect, identifying potential signs or indicators, dispelling common myths, the roles and responsibilities of various parties if abuse is suspected, how to properly handle disclosures from students, and the importance of reporting concerns to the designated child protection officers. The school aims to prevent abuse, provide resources for students, educate students and staff, and ensure proper protocols are followed if an incident is reported.
The document discusses various issues related to child protection, including the dynamics and risk factors of abuse, common types of abuse (physical, emotional, neglect, sexual), behaviors associated with sexual abuse, how to respond and report abuse allegations, and what happens when a report is made to child protective services. Key points include that the most common types of abuse investigated are exposure to intimate partner violence and neglect, risk factors for neglect include domestic violence and lack of social supports, sexually abused children most often know their abuser, and when an abuse report is made the child must be seen by protective services within 12 hours to ensure safety.
Child maltreatment is a huge global problem with a serious impact on the victims’ physical and mental health, well-being and development throughout their lives and by extension, on society in general.
(WHO & INTERNATIONAL SOCIETY FOR PREVENTION OF CHILD ABUSE AND Neglect)
Child abuse and neglect includes physical, sexual, and emotional abuse as well as neglect. Physical abuse causes injuries like bruises, fractures, and burns. Sexual abuse involves inappropriate sexual acts or contact. Emotional abuse psychologically harms children through words or actions. Neglect is the failure to meet a child's basic needs. Abuse is often due to parental stress, while neglect stems from parenting difficulties. Symptoms vary by type of abuse but may include physical injuries, behavioral changes, and developmental delays. Treatment focuses on medical care, safety planning, counseling, and prevention through education.
This document discusses child abuse and battered children. It defines different types of child abuse including physical abuse, emotional abuse, neglect, sexual abuse, and family violence. It provides statistics on the prevalence of different types of abuse in India. It also outlines risk factors for abuse, signs and symptoms of abuse, the impact of abuse, and roles of nurses and legal protections. The management of abuse involves counseling parents, removing children from abusive situations, and physical and psychological treatment for abused children. Prevention requires education, support systems, safeguarding children, and national legislation.
This document provides guidance for school personnel on identifying and reporting child abuse and neglect. It defines the different types of abuse and lists common physical, behavioral, and emotional indicators. It also addresses reporting procedures for students ages 18-21 and scenarios to illustrate how to handle complex situations that could involve abuse. School staff are expected to report any reasonable suspicion of abuse.
This document discusses child abuse in India. It defines the different types of child abuse according to WHO and Nelson's textbook of pediatrics. It provides statistics on issues affecting Indian children like malnutrition, anemia, low school enrollment and retention rates. It then describes the different types of child abuse in more detail like physical abuse, sexual abuse, neglect, emotional abuse and their physical and behavioral indicators. It outlines guidelines for reporting abuse, evaluating abused children, treating victims and involving child protection services. It also lists some acts and schemes in India related to child protection.
Child abuse or child maltreatment is physical, sexual, or psychological maltreatment or neglect of a child or children, especially by a parent or other caregiver. Child abuse may include any act or failure to act by a parent or other caregiver that results in actual or potential harm to a child, and can occur in a child's home, or in the organizations, schools or communities the child interacts with.
Child abuse can take several forms, including physical, sexual, emotional abuse and neglect. Physical abuse may present as bruises, burns, fractures, head injuries, or abdominal trauma in children. Sexual abuse involves inappropriate sexual activities with children. Emotional abuse includes acts that terrify or humiliate children. Neglect refers to failure to provide basic needs. Accurate documentation of injuries and a thorough medical examination are important for management, along with referral to appropriate support services and authorities.
The World Health Organisation (WHO) has
defined ‘Child Abuse’ as a violation of basic
human rights of a child, constituting all forms of
physical, emotional ill treatment, sexual harm,
neglect or negligent treatment, commercial or
other exploitation, resulting in actual harm or
potential harm to the child’s health, survival,
development or dignity in the context of a relationship of responsibility, trust or power. ‘Child
Neglect’ is stated to occur when there is failure
of a parent/guardian to provide for the development of the child, when a parent/guardian is in
a position to do so (where resources available
to the family or care giver; distinguished from
poverty).
Child abuse and neglect is a widespread problem globally that has serious short and long term health and social consequences. It can take many forms including physical, sexual, and emotional abuse as well as neglect. In India, millions of children experience abuse and neglect annually. Diagnosing abuse involves considering injuries inconsistent with the given history and examining children's physical and behavioral symptoms. Abuse has significant cognitive, social, and behavioral effects on children. Management involves treating injuries, preventing further abuse, and providing long term rehabilitation, care, and legal protection for victims.
Child abuse and neglect is a widespread problem globally that has both short and long term health and social consequences. It can take many forms including physical, sexual, and emotional abuse as well as neglect. There are many risk factors at different levels including characteristics of the child, family dynamics, and broader societal stresses. In India, millions of children lack basic needs and over 100 million are not in school, putting them at risk. Child abuse and neglect prevention requires addressing factors at individual, family, community, and societal levels.
Emotional abuse is any behavior by a caregiver that harms a child's mental health or social development. It ranges from verbal insults to extreme punishment and can have long-lasting negative psychiatric effects. Emotional abuse includes belittling, rejecting, isolating, or denying emotional responses to a child. It may result in inappropriate behavior from the child as well as developmental delays or attempted suicide. Emotional abuse is often present alongside other forms of child abuse.
Dr. Sarah Zia presented on child abuse, defining it as any act or condition that deprives children of their rights and optimal development. She discussed the various types of abuse including physical, sexual, emotional abuse and neglect. She also covered risk factors, signs and symptoms, long term health impacts, and the importance of thorough medical evaluation for suspected victims of abuse. Proper documentation and reporting to authorities is crucial to protect children and ensure their needs are met.
Treatement of abused children ppt lecture 1Wesam Ayyad
This document discusses common treatment issues for children who have been abused or neglected. It outlines several physical and psychological health concerns including physical injuries, sexually transmitted diseases, sexual and physical adequacy, encopresis, enuresis, and psychosomatic complaints. For each health concern, the document describes interventions therapists can use such as medical exams, education, expression of emotions, and addressing needs for nurturing.
Child Abuse document provides information on different types of child abuse including physical abuse, sexual abuse, grooming, emotional abuse, neglect, and family violence. It discusses signs of abuse, strategies for reporting abuse, the school's role in child protection, and strategies parents can use to prevent abuse and seek support if abuse occurs. Key details include how to report abuse immediately to police or child protection authorities, signs that could indicate a child is being abused, and advice to remain calm and supportive if a child discloses abuse.
The document discusses child abuse, including definitions, types, signs and symptoms. It describes four main types of abuse: neglect, emotional injury, physical abuse, and sexual abuse. For each type, it provides details on how they are defined as well as examples of behaviors children may exhibit. The types of abuse include neglect by failing to provide basic care, emotional abuse by attacking a child's self-worth, physical abuse resulting in injury, and sexual abuse involving inappropriate sexual contact or activity. Overall, the document serves as a guide for recognizing and responding to signs of child abuse.
Child abuse and neglect pediatric and child rightBassam Daqaq
This document discusses the effects of divorce and separation on children of different ages. Younger children may feel confused, angry and sad by the changes in routine. Children aged 6-8 may feel guilty about not being able to "take care" of their parents. Older children can understand two points of view but need help expressing feelings like anger. Teenagers find peer relationships more important and divorce can accelerate their independence. Lack of consistency after separation can be unsettling for children of all ages. Overall, divorce typically results in feelings of abandonment, helplessness, worry and grief for the departed parent across developmental stages.
Child abuse can have long-lasting negative effects on children and society. There are several types of child abuse, including physical, emotional, neglect, sexual abuse, and bullying. Learning to recognize the signs and symptoms of abuse is the first step to helping abused children. Physical signs may include unexplained injuries, while behavioral signs could be excessive absence from school or stealing food. Parents may exhibit warning signs like misusing drugs or blaming the child. Recognizing and preventing child abuse benefits children and promotes overall well-being.
This document discusses child abuse, including the different types and signs. The main types of child abuse covered are physical abuse, emotional abuse, neglect, sexual abuse, and bullying. Signs of abuse discussed include both physical signs seen on the child's body as well as behavioral signs. The long-term effects of child abuse on both children and society are also mentioned. Recognizing the signs of abuse is described as the first step to helping abused children.
Child abuse has long-terms- effect on children and the rest of society.
Each person in the general population has a rule to play in preventing child abuse.
The first step in helping abused children is learning to recognize the signs of child abuse
Similar to Making a Difference Mandated Reporter Training Participant Handouts revised 2015 (20)
Creating Strengths-based Messaging for Family SupportJim McKay
Objectives:
- Review changes in messaging about prevention of child abuse and neglect
- Strategic messaging for different audiences
- Share resources from the Children’s Trust Fund Alliance and other national partners
Partners in Prevention Erin Merryn's Law Presentation, May 2018Jim McKay
Overview of Erin Merryn Law Recommendations and Implementation in WV. Recommendations submitted by the State Task Force on the Prevention of Child Sexual Abuse.
Educating Decision Makers & Telling Our Story: Advocacy Lessons from the Wiza...Jim McKay
This document provides guidance on advocating for public policy changes to support children and families. It discusses key advocacy concepts like defining goals, assessing issues, and determining effective messaging strategies. It also addresses common myths about advocacy, how non-profits can advocate and lobby within legal guidelines, and tips for educating decision makers through meetings and media outreach. The overall message is that collective advocacy from committed groups can create meaningful policy changes to improve outcomes for children.
Say YES to Safe Sleep Workshop - Alabama CTF Grantees Meeting, Aug. 2, 2016Jim McKay
This document provides information about safe sleep practices to reduce the risk of sudden infant death syndrome (SIDS). It discusses recommendations from the American Academy of Pediatrics, including placing babies on their backs to sleep, using a firm sleep surface, room sharing without bed sharing, and avoiding soft objects in the crib. It also addresses common questions and misconceptions parents have about practices like bed sharing, swaddling, choking risk, and breastfeeding in relation to bed sharing. Throughout, it emphasizes the importance of following safe sleep guidelines to lower the risk of SIDS and accidental suffocation.
Educating Policy Makers and Telling Our StoryJim McKay
Policy presentation at the Alabama Children's Trust Fund Grantees meeting in Birmingham, AL, Aug. 2, 2016.
Federal updates on child welfare legislation are included.
Say Yes to Safe Sleep - Presentation at SFT Institute, Boise, Idaho, March 15...Jim McKay
Say Yes to Safe Sleep - Presentation at Strengthening Families Training Institute, sponsored by Prevent Child Abuse Idaho.
Boise, Idaho, March 15, 2016
Connect the Dots: Building a Movement for Children and Families -- Project LA...Jim McKay
This document discusses building a social movement to promote protective factors for children and families. It provides examples of how individuals, community organizations, and policymakers can collectively work to connect actions that strengthen families. This includes faith-based organizations promoting protective factors, a community dashboard to track outcomes, and advocating for policies that reduce senior poverty through programs like Social Security and Medicare. The overall goal is for diverse stakeholders to take coordinated actions and measure shared outcomes to achieve greater impact in supporting children and families.
Media and Messaging Training - WV Regional Policy Workshops 2015Jim McKay
Tips and suggestions for working with the media to advance your public policy goals. Presented as part of the Our Children, Our Future Campaign to End Child Poverty in West Virginia.
WV Food and Farm Coalition Media Relations Presentation June 2015Jim McKay
This document provides guidance on promoting a legislative agenda through media. It notes some questionable beliefs around advocacy and media outreach. It then discusses developing an effective strategy by understanding the problem, solution, stakeholders, opposition, and key messages. It also discusses developing compelling story elements like identifying voices, symbols, visuals and social math. Social math translates large numbers into more meaningful and interesting terms for journalists and audiences. The document concludes by offering tips for developing effective media bites and handling potential reporter traps and difficult questions through bridging and practicing responses.
Strengthening Families institute at Celebrating Connections conference, Febru...Jim McKay
Full-day session on the Strengthening Families Protective Factors Framework and everyday actions that can help families build their protective factors - in home visiting programs, early care and education programs, early intervention services and in communities.
This document provides guidance on advocacy and policy change in West Virginia. It discusses the differences between advocacy and lobbying, and explains that 501(c)(3) organizations can and should advocate for public policies that support their missions. It offers tips for successful advocacy, including defining goals, assessing impact and winnability, developing effective messaging, connecting with lawmakers personally, and working as part of a team. The overall message is that advocacy requires passion, strategy, courage, and cooperation to influence policy changes.
Linkages between Child Abuse and Asthma - Presentation to WVAC - May 14, 2013Jim McKay
This document discusses the link between childhood trauma, including abuse and neglect, and the development of asthma. It summarizes several studies that found the risk of asthma is doubled in children who experienced physical or sexual abuse. The studies also linked experiences of violence and stress in childhood to epigenetic changes and higher rates of adult-onset asthma. The document emphasizes the importance of screening children with asthma for abuse and considering abuse in children with asthma. It provides information on warning signs of abuse and outlines mandated reporting responsibilities in West Virginia.
Presentation objectives:
- Identify the issues surrounding infant sleep-related deaths nationally and in West Virginia
- Deliver and reinforce infant safe sleep messages
- Change practices to prevent infant deaths in West Virginia
In-Home Family Education Presentation to Select Committee, WV Legislature, Ju...Jim McKay
In-Home Family Education provides voluntary parenting education and support through home visits for families in West Virginia from before birth to age 3. The program aims to improve child and maternal health, reduce abuse and neglect, and increase school readiness. It receives funding from federal, state, and local sources. Evaluation studies have found positive outcomes in nutrition, physical activity, parenting knowledge, birth outcomes, and school success.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Making a Difference Mandated Reporter Training Participant Handouts revised 2015
1. Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect-
Participant Materials – Prevent Child Abuse WV – http://www.preventchildabusewv.org
Making a Difference Workshop Learning Outcomes
Workshop Purpose
This workshop will explore how to identify and report suspected abuse and
neglect, and examine ways to build protective factors that prevent child abuse and
neglect.
Learning Objectives
Participants will be able to:
o Demonstrate knowledge of signs of child abuse and neglect.
o Demonstrate understanding how to report suspected child abuse and neglect.
o Identify research-based protective factors that prevent child maltreatment.
2. Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect-
Participant Materials – Prevent Child Abuse WV – http://www.preventchildabusewv.org
Indicators of Possible Child Maltreatment
A combination or pattern of indicators should alert you to the possibility of child
maltreatment. You may notice physical and behavioral indicators by observing the child,
and you may become aware of indicators that relate to the parent or caregiver.
Type
of
Abuse
Physical
Indicators
Child
Behavioral
Indicators
Caregiver
Characteristics
Physical
Abuse
The
non-‐accidental
physical
injury
of
a
child.
Questionable
bruises
and
welts:
• on
face,
lips,
mouth.
• on
torso,
back,
buttocks,
thighs,
arms.
• in
various
stages
of
healing.
(In
the
first
stage,
the
bruise
is
reddish-‐blue.
In
the
second
stage,
the
bruise
is
purplish
black.
In
the
third
stage,
the
bruise
turns
yellowish-‐
green.)
• clustered,
forming
regular
patterns.
• reflecting
shape
of
article
used
to
inflict
injury
(electric
cord,
belt
buckle).
• on
several
different
surface
areas.
• regularly
appearing
after
absence,
weekend,
or
vacation.
• human
bite
mark.
• bald
spots.
Questionable
burns:
• cigar
or
cigarette
burns,
especially
on
soles,
palms,
back
or
buttocks.
• immersion
burns
(sock-‐like
or
glove-‐
like,
or
doughnut
shaped
on
buttocks
• uncomfortable
with
physical
contact.
• wary
of
adult
contacts.
• apprehensive
when
other
children
cry.
• behavioral
extremes
(aggressiveness
or
withdrawal).
• frightened
of
parents.
• afraid
to
go
home.
• reports
injury
by
parent
or
caregiver.
• complains
of
soreness
or
moves
uncomfortably.
• wears
clothing
inappropriate
to
weather
to
cover
body.
• reluctance
to
change
or
take
off
clothes
• (attempt
to
hide
injuries,
bruises,
etc.).
• self
destructive.
• history
of
abuse
as
a
child.
• uses
harsh
discipline
inappropriate
to
child’s
age,
transgression,
and
condition.
• offers
illogical,
unconvincing,
or
contradictory
explanations
of
child’s
injury,
or
offers
no
explanation.
• significantly
misperceives
child
(for
example,
sees
child
as
“bad”,
“stupid”,
“different”,
etc.).
• psychotic
or
psychopathic
personality.
• misuses
alcohol
or
other
drugs.
• attempts
to
conceal
child’s
injury
or
to
protect
identity
of
person
responsible.
• unrealistic
expectations
of
child,
beyond
child’s
age
or
ability.
3. Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect-
Participant Materials – Prevent Child Abuse WV – http://www.preventchildabusewv.org
Type
of
Abuse
Physical
Indicators
Child
Behavioral
Indicators
Caregiver
Characteristics
Physical
Abuse
(con’t)
or
genitalia).
• patterned
like
electric
burner,
iron,
cigarette
lighter,
etc.
• rope
burns
on
arms,
legs,
neck,
or
torso.
• singed
hair.
Questionable
fractures:
• to
skull,
nose,
facial
structure.
• in
various
stages
of
healing.
• multiple
or
spiral
fractures.
Questionable
lacerations
or
abrasions:
• to
mouth,
lips,
gums,
eyes.
• to
external
genitalia.
4. Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect-
Participant Materials – Prevent Child Abuse WV – http://www.preventchildabusewv.org
Type
of
Abuse
Physical
Indicators
Child
Behavioral
Indicators
Caregiver
Characteristics
Neglect
is
the
most
common
form
of
child
maltreatment.
Neglect
is
failure
to
provide
for
a
child’s
physical
survival
needs
to
the
extent
that
there
is
harm
or
risk
of
harm
to
the
child’s
health
or
safety.
Physical
neglect
may
include,
but
is
not
limited
to:
• abandonment.
• lack
of
supervision.
• lack
of
adequate
bathing
and
good
hygiene.
• lack
of
adequate
nutrition.
• lack
of
adequate
shelter.
• lack
of
medical
or
dental
care.
• lack
of
required
school
enrollment
or
attendance.
• consistent
hunger,
poor
hygiene,
inappropriate
dress.
• consistent
lack
of
supervision,
especially
in
dangerous
activities
of
long
periods.
• unattended
physical
problems
or
medical
needs,
including
vision
and
hearing
difficulties.
• continuous
lice
or
scabies,
distended
stomach,
emaciated.
• required
immunizations
neglected.
• abandonment.
• begging,
stealing
food.
• constant
fatigue,
listlessness,
or
falling
asleep.
• alcohol
or
drug
abuse.
• states
there
is
no
caregiver.
• frequently
absent.
• shunned
by
peers.
• self
destructive.
• misuses
alcohol
or
other
drugs.
• maintains
chaotic
home.
• evidence
of
apathy
or
hopelessness.
• mentally
ill
or
diminished
intelligence.
• history
of
neglect
as
a
child.
• consistent
failure
to
keep
appointments.
• leaving
child
unattended
in
vehicle.
NOTE: A child is neglected under West Virginia law [WV Code §49-1-3] when the
failure, refusal, or inability to provide for the child is not due primarily to a lack of
financial means on the part of the parent, guardian or custodian.
5. Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect-
Participant Materials – Prevent Child Abuse WV – http://www.preventchildabusewv.org
Type
of
Abuse
Physical
Indicators
Child
Behavioral
Indicators
Caregiver
Characteristics
Sexual
abuse
is
defined
as
acts
of
sexual
assault,
sexual
abuse,
and
sexual
exploitation
of
minors.
Sexual
abuse
encompasses
a
broad
range
of
behavior
and
may
consist
of
many
acts
over
a
long
period
of
time
or
a
single
incident.
Victims
are
both
boys
and
girls,
and
range
in
age
from
less
than
one
year
through
adolescence.
• difficulty
in
walking
or
sitting.
• torn,
stained
or
bloody
underclothing
or
diaper.
• pain,
discomfort,
bleeding
or
itching
in
genital
area.
• bruises
or
bleeding
in
external
genitalia,
vaginal
or
anal
areas.
• venereal
disease.
• frequent
urinary
or
yeast
infections.
• encopresis
(fecal
soiling).
• massive
weight
change.
• unwilling
to
change
or
take
off
clothes.
• withdrawal,
chronic
depression
or
phobias.
• overly
compliant,
passive,
undemanding
behavior
aimed
at
maintaining
a
low
profile.
• hostility
or
aggression.
• bizarre
or
unusual
sexual
behavior
or
knowledge.
• detailed
and
age-‐
inappropriate
understanding
of
sexual
behavior.
• unusually
seductive
behaviors
with
peers
and
adults.
• excessive
masturbation.
• poor
peer
relations.
• reports
sexual
abuse.
• threatened
by
physical
contact.
• suicide
attempt.
• role
reversal,
overly
concerned
for
siblings.
• unexplained
money
or
“gifts”.
• poor
self
esteem,
self
devaluation,
lack
of
confidence.
• regression
in
developmental
milestones,
and
lags
in
development.
• sleep
disturbances,
including
severe
nightmares.
• excessive
bathing
or
poor
hygiene.
• drawings
with
strong,
bizarre
sexual
theme.
• extremely
protective
or
jealous
of
child.
• encourages
child
to
engage
in
prostitution.
• encourages
child
to
engage
in
sexual
acts
in
presence
of
caregiver.
• sexually
abused
as
a
child.
• misuses
alcohol
or
other
drugs.
• non-‐abusing
caregiver/spous
e
is
frequently
absent
• from
the
home,
permitting
access
to
child
by
abusing
caregiver/
spouse.
6. Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect-
Participant Materials – Prevent Child Abuse WV – http://www.preventchildabusewv.org
Type
of
Abuse
Physical
Indicators
Child
Behavioral
Indicators
Caregiver
Characteristics
Emotional
maltreatment
can
include
patterns
of:
• verbal
assaults,
including
screaming,
intimidating,
rejecting,
ridiculing,
threatening,
blaming,
sarcasm.
• ignoring
and
indifference.
• constant
family
conflict.
Cases
of
emotional
abuse
are
extremely
difficult
to
prove.
A
cause
and
effect
relationship
between
the
parent
or
caregiver’s
acts
and
the
child’s
response
must
be
established.
• speech
disorders.
• lags
in
physical
development.
• failure
to
thrive.
• conduct
disorders
(antisocial,
destructive).
• neurotic
traits
(sleep
disorders,
inhibition
of
play).
• behavior
extremes:
compliant,
passive,
undemanding,
aggressive,
demanding,
rageful.
• overly
adaptive
behavior:
“Parents”
other
children
inappropriately.
• inappropriately
infantile
or
emotionally
needy.
• self-‐destructive,
attempted
suicide.
• Not
meeting
a
child’s
educational
needs
such
as
failing
to
enroll
a
child
in
school,
refusing
recommended
remedial
services
without
good
reason,
or
repeatedly
keeping
a
child
out
of
school
without
good
reason.
• blames
or
belittles
child.
• ignores
or
rejects.
• withholds
love.
• treats
siblings
unequally.
• seems
unconcerned
about
child’s
problems.
• unreasonable
demands
or
impossible
expectations
without
regard
to
child’s
developmental
capacity.
7. Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect –
Participant Materials – Prevent Child Abuse WV – http://www.preventchildabusewv.org
Who Must Report
Anyone may report suspected abuse or neglect; however, under West Virginia law [WV
Code §49-2-803.], certain persons are required to report. These persons include:
o medical, dental or mental health professionals
o Christian Science practitioners
o religious healers
o school teachers and other school personnel
o social service workers
o child care or foster care workers
o emergency medical services personnel
o peace officers or law enforcement officials
o members of the clergy
o circuit court judges, family court judges, or magistrates
o humane officers
o youth camp administrator or counselor*
o employee, coach or volunteer of an entity that provides organized activities for
children*
o commercial film or photographic print processor*
* New requirement effective June 8, 2012 as required by SB 161.
Additional Requirements Regarding Child Sexual Abuse
Reporting Per SB161 (effective June 8, 2012)
Any person over 18 who receives a disclosure from a credible witness or observes any
sexual abuse or sexual assault of a child shall report the circumstances or cause a report
to be made to the Department or the State Police or other law-enforcement agency
having jurisdiction. Reports shall be made immediately and not more than 48 hours
after receiving such a disclosure or observing the sexual abuse.
If the reporter feels that reporting the alleged sexual abuse will expose themselves, the
child, the reporter's children or other children in the subjects household to an increased
threat of serious bodily injury, the individual may delay making the report while he or
she undertakes measures to remove themselves or the affected children from the
perceived threat of additional harm. The individual must make the report as soon as
practical after the threat of harm has been reduced.
8. Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect –
Participant Materials – Prevent Child Abuse WV – http://www.preventchildabusewv.org
New Requirements Regarding School Personnel Reporting
of Sexual Abuse Per HB2939 (effective June 12, 2015)
§49-2-803. Persons mandated to report suspected abuse and neglect;
requirements
New Subsections:
(c) Any school teacher or other school personnel who receives a disclosure from a witness,
which a reasonable prudent person would deem credible, or personally observes any sexual
contact, sexual intercourse or sexual intrusion, as those terms are defined in article eight-b,
chapter sixty-one, of a child on school premises or on school buses or on transportation used in
furtherance of a school purpose shall immediately, but not more than 24 hours, report
the circumstances or cause a report to be made to the State Police or other law-enforcement
agency having jurisdiction to investigate the report: Provided, That this subsection will not
impose any reporting duty upon school teachers or other school personnel who observe, or
receive a disclosure of any consensual sexual contact, intercourse, or intrusion occurring
between students who would not otherwise be subject to section three, five, seven or nine of
article eight-8, chapter sixty-one of this code: Provided, however, That any teacher or other
school personnel shall not be in violation of this section if he or she makes known immediately,
but not more than 24 hours to the principal, assistant principal or similar person in charge, a
disclosure from a witness, which a reasonable prudent person would deem credible, or
personal observation of conduct described in this section: Provided further, That a principal,
assistant principal or similar person in charge made aware of such disclosure or observation
from a teacher or other school personnel shall be responsible for immediately, but not
more than 24 hours, reporting such conduct to law enforcement.
(d) County boards of education and private school administrators shall provide all employees
with a written statement setting forth the requirement contained in this subsection and shall
obtain and preserve a signed acknowledgment from school employees that they have received
and understand the reporting requirement.
(e) The reporting requirements contained in this section specifically include reported,
disclosed or observed conduct involving or between students enrolled in a public or private
institution of education, or involving a student and school teacher or personnel. When the
alleged conduct is between two students or between a student and school teacher or personnel,
the law enforcement body that received the report under this section is required to make such
a report under this section shall additionally immediately, but not more than 24 hours, notify
the students’ parents, guardians, and custodians about the allegations.
(f) Nothing in this article is intended to prevent individuals from reporting suspected abuse or
neglect on their own behalf. In addition to those persons and officials specifically required to
report situations involving suspected abuse or neglect of children, any other person may make
a report if that person has reasonable cause to suspect that a child has been abused or
neglected in a home or institution or observes the child being subjected to conditions or
circumstances that would reasonably result in abuse or neglect.
9. Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect –
Participant Materials – Prevent Child Abuse WV – http://www.preventchildabusewv.org
Am I Protected if I Report?
West Virginia law provides immunity from civil or criminal liability for persons
reporting abuse in good faith.
To Whom Do You Report?
When you suspect that a child is being abused or neglected you should report your
concerns to the Child Protective Services (CPS) unit in the county office of the
Department of Health and Human Resources where you live.
Reports can also be made to the Child Abuse and Neglect Hotline (1-800-352-6513)
seven days a week, 24 hours a day. For serious physical abuse and sexual abuse, also
contact the state police and local law enforcement.
What is the penalty for failing to report?
In addition to a moral obligation for all adults to report, WV Code §49-2-812
establishes the following penalties for failure to report as required by West
Virginia law:
§49-2-812. Failure to report; penalty.
(a) Any person, official or institution required by this article to report a case involving
a child known or suspected to be abused or neglected, or required by section eight
hundred nine of this article to forward a copy of a report of serious injury, who
knowingly fails to do so or knowingly prevents another person acting reasonably from
doing so, is guilty of a misdemeanor and, upon conviction, shall be confined in jail not
more than ninety days or fined not more than $5,000, or both fined and confined.
(b) Any person, official or institution required by this article to report a case involving
a child known or suspected to be sexually assaulted or sexually abused, or student
known or suspected to have been a victim of any non-consensual sexual contact, sexual
intercourse or sexual intrusion on school premises, who knowingly fails to do so or
knowingly prevents another person acting reasonably from doing so, is guilty of a
misdemeanor and, upon conviction thereof, shall be confined in jail not more than six
months or fined not more than $10,000, or both.
Any person, official or institution required by this article to report a case involving a
child known or suspected to be abused or neglected, or required by section five of this
article to forward a copy of a report of serious injury, who knowingly fails to do so or
knowingly prevents another person acting reasonably from doing so, is guilty of a
misdemeanor and, upon conviction thereof, shall be confined in jail not more than
thirty days or fined not more than $5,000, or both.
10. Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect –
Participant Materials – Prevent Child Abuse WV – http://www.preventchildabusewv.org
Types of Disclosures
1. Indirect Hints
Examples
♦ "My brother wouldn't let me sleep last night."
♦ "Mr. Jones wears funny underwear."
♦ "My babysitter keeps bothering me."
♦ "I don't like it when my mother leaves me alone with my uncle."
Explanation
A child may talk in these terms because he or she hasn't
learned more specific vocabulary, feels ashamed or
embarrassed, has promised not to tell, or for a combination of
those reasons.
2. Disguised Disclosure
Examples
♦ "I know someone who is being touched in a bad way."
♦ "What would happen if a girl told someone she was being
molested, but the person did not believe her?"
Explanation
A person may be talking about someone she or he knows, but is
just as likely to be talking about himself or herself. Encourage
the individual to tell you what he or she knows about the
"other person." Then ask whether something like what is being
said has ever happened to him or her.
3. Disclosures with Strings Attached
Examples
♦ "I have a problem, but if I tell you, you have to promise not to tell."
Explanation
Many people believe something very negative will happen if they
break the secret of maltreatment. The child may have been
threatened by the offender to ensure his or her silence. Let the
person know that there are some secrets that you just can't
keep. Assure the individual that your job is to protect the child
and keep him/her safe. Let the person know you will keep it as
confidential as possible, but that you are required by law to make
a report.
11. Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect –
Participant Materials – Prevent Child Abuse WV – http://www.preventchildabusewv.org
What to do When a Child or Adult Discloses
1. Find a private place to talk with the person.
2. Reassure the person making the disclosure.
a. "I believe you."
b. "I am glad you told me."
c. "It is not your fault this happened," (if talking to the child).
d. Affirm that maltreatment is wrong.
3. Listen openly and calmly, with minimal
interruptions. Try to keep your own emotions and
nonverbal cues neutral.
4. Write down the facts and words as the person has stated
them. Use the child’s own vocabulary.
5. Do not promise not to tell. Know your limits. This is not a
situation you can handle by yourself. However, do not discuss
what the child told you with anyone who is not directly
involved in helping the child.
6. Tell the truth. Don’t make promises you can’t keep,
particularly relating to secrecy, court involvement, placement
and social worker decisions.
7. Be specific. Let the child know exactly what is going to
happen. Tell the child that you must report the abuse or
neglect to Child Protective Services. Tell the child that a
social worker who helps families with these kinds of problems
may be coming to talk with the child.
8. Assess the child’s immediate safety. Is the child in
immediate physical danger? Is it a crisis? Are there others in
the home who can protect the child?
9. Be supportive. Remember why the child came to you. The
child needs your help, support and guidance. Reassure the
child that telling about the abuse or neglect was the right
thing to do. It is the only way to make it stop.
10. Report the disclosure within 48 Hours to Child
Protective Services. Call the toll-free CPS Hotline at 1-
800-352-6513. For serious physical abuse and sexual abuse,
also contact the state police and local law enforcement.
12. Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect –
Participant Materials – Prevent Child Abuse WV – http://www.preventchildabusewv.org
What NOT to Say When Someone Discloses To You
1. Don't ask "why" questions such as
• "Why didn't you stop him or her?"
• "Why are you telling me this?"
2. Don't say "Are you sure this is happening?"
3. Don't ask "Are you telling the truth?"
4. Don't say "Let me know if it happens again."
5. Don't ask "What did you do to make this happen?"
If someone does make a disclosure, don't try to get all the details.
Listen attentively and ask him/her if he/she wants to say anything else. If she chooses to
say nothing more, then proceed to notify the designated official as soon as possible and
follow the steps outlined by your church/agency policy. Also, write down the actual words
used in the disclosure and your interaction with the individual. This first statement made
spontaneously has forensic significance to the investigators and the exact words can be
important.
Above all, MINIMIZE the number of questions you ask and avoid the use of leading
questions (questions that suggest an answer) e.g., "Did your uncle touch you in the
private area too? Was he wearing a blue jacket?"
13. Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect –
Participant Materials – Prevent Child Abuse WV – http://www.preventchildabusewv.org
What Happens When You Make a Report
Your job as a mandated reporter is to assure that CPS is contacted whenever you
reasonably suspect that a child has been abused or neglected or subject to conditions
where abuse or neglect is likely to occur. Even if your report does not result in a case
being accepted for investigation, it is always best to err on the side of caution and report
your concerns. Your report may provide a key piece of information that will be helpful to
CPS during a future investigation.
When making a report, the mandated reporter may be asked information concerning the
following:
• Client – family demographics including name, age, gender, race and ethnicity for
members of the household and their relationship to each other: the family’s address
and phone number; the adults’ place of employment and child’s school or childcare,
when applicable.
• Alleged child abuse and/or neglect
• Specific caregiver behavior indicative of child abuse and neglect
• Events and circumstances associated with or accompanying the child abuse or
neglect
• Effects of child abuse or neglect; present danger and/or impending danger;
caregiver behavior on child; child’s condition resulting from the child abuse or
neglect; and/or family condition
• Available information about the child(ren) including:
o General condition and functioning
o Location
o State of mind/emotion; specific fear
o Proximity of threat
o Access to those who can help and protect
• Available information about the caregiver(s) including:
o General functioning
o General parenting
o General state of mind/emotion
o Current location
o Community relations
o Employment
o Use of substances
o Mental health functioning
o Attitudes toward/perceptions of child(ren)
o Previous relevant history, including CPS history
o Likely response to CPS
14. Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect –
Participant Materials – Prevent Child Abuse WV – http://www.preventchildabusewv.org
• Available information about the family including:
o Domestic violence, including power, control, entitlement
o Living arrangements
o Household composition
o Household activity - including people in and out
o Condition of residence
• Description of any possible/likely emergency circumstances
• Identification of protective adults who are or may be available.
• The reporter’s name, relationship to the family, motivation and source of
information, if possible; why the reporter is reporting now; and any actions that the
reporter suggests should occur.
• Information concerning the name and contact information for biological parents
who are not subject of the report.
• The names and contact information of other people with information regarding the
child or family.
Please be aware your initial report to CPS will take longer than it has in the
past, due to the implementation of the SAMS (Safety Assessment and
Management System) Model.
15. Making a Difference: Mandate to Report, Responsibility to Prevent Child Abuse & Neglect –
Participant Materials – Prevent Child Abuse WV – http://www.preventchildabusewv.org
Report
received by
DHHR
Thorough
intake
assessment
occurs
Interview
findings
conveyed to CPS
Supervisor
Does
information
indicate abuse or
neglect or
likelihood of
abuse or
neglect?
Yes
Assign to Case
Worker for
assessment
Is the child unsafe
or does child need
protected?
Yes
Open Case for
ongoing CPS
Can the child be
safely kept in their
home with formal/
informal supports?
Yes
Implement an
in-home
safety plan
No
Implement an out of
home safety plan by
petitioning the courts
to place the child in a
safe environment
Conduct a Family
Assessment in order to
determine what must
change for the child to
be safe and not need
protected.
Develop and
implement
treatment plan.
Ongoing Safety
Management.
Service provision
based upon
treatment plan.
Case review to
determine if parental
conduct and behaviors
have changed causing
the child to no longer
need protection.
Yes
Transition the
family to case
closure.
No
Modify treatment
plan if necessary.
No No
Refer family
to Community
Resources if
indicated and
close the case
for CPS
Safety is continually
assessed to Ensure
in-home safety plan
controls the threat.
If it doesn't, Then
Out-of-Home Safety
Plan is requested.
Reporting Suspected Abuse or Neglect in West Virginia
Child Abuse & Neglect Hotline
1-800-352-6513