The document discusses the SAATT teacher abuse awareness program, which helps teachers understand the sources and prevention of abuse, identify abusers and abused children, address their own experiences, and promote positive interactions. It also provides statistics on child abuse in the US, showing that millions of cases are reported annually, with most victims knowing the perpetrator, and that abuse can lead to long-term psychological and behavioral issues. Several studies are summarized that find relationships between teacher-child relationships, verbal abuse, behavioral difficulties, and bullying, and the impacts on academics, behavior, and health. An antibullying program resulted in less bullying and better peer relationships.

1. SAATT
Empowering Teachers
Understanding Meaning Solutions

2. SAATT Teacher Abuse Awareness
 SAATT Teacher Understands the Sources of Abuse
 SAATT Teacher Understands Basis for School Prevention and Healing
 SAATT Teacher Identifies Abusers and Abused
 SAATT Teacher Addresses their Own Abuse Experiences
 SAATT Teacher Identifies The Gifted Genius of Each Child
 SAATT Teacher Promotes Self Kindness Versus Burnout
 SAATT Teacher Promotes Positive Teacher-Child-Peer Interactions

3. Add a Slide Title - 1

4. 2015 Statistics on Child Abuse in United States
11 Facts You should Know
 Approximately 5 children die every day because of
child abuse.
 1 out of 3 girls and 1 out of 5 boys will be sexually
abused before they reach age 18.
 90% of child sexual abuse victims know the
perpetrator in some way. 68% are abused by a
family member.
 In 2012, 82.2% of child abuse perpetrators were
found to be between the ages of 18-44, of which
39.6% were recorded to be between the ages of 25-
34.
 In the United States, more than 4 children die from
child abuse and neglect on a daily basis. Over 70% of
these children are below the age of 3.
 Boys (48.5%) and girls (51.2%) become victims at nearly
the same rate.
 2.9 million cases of child abuse are reported every year
in the United States.
 Children who experience child abuse and neglect are
59% more likely to be arrested as a juvenile, 28% more
likely to be arrested as an adult, and 30% more likely to
commit violence crime.
 About 80% of 21-year-olds who were abused as children
met criteria for at least one psychological disorder.
 14% of all men and 36% of all women in prison were
abused as children.
 Abused children are less likely to practice safe sex,
putting them at greater risk for STDs. They’re also 25%
more likely to experience teen pregnancy.

5. 2011 Study Child - Teacher Relationships
CONCLUSIONS:
Using data from the NICHD Study of Early Child Care (N = 1,364),
…Results suggest that increases in teacher-child relationship quality are associated
with improvements in teacher-reported academic skills and reductions in behavior
problems consistently throughout elementary school. As children progressed from
kindergarten through fifth grade, the importance of teacher-child relationship quality is
unchanging

6. 2006 Study Verbal abuse by the teacher and child
adjustment from kindergarten through grade 6.
RESULTS:
The vast majority of children (approximately 85%) have almost 0 risk of becoming
a target of verbal abuse by the teacher over the course of elementary school.
However, a small minority of children (15%) seems to be at relatively high risk of
verbal abuse by the teacher in kindergarten, and this risk increases even further
over the course of elementary school. Boys, as well as children with high levels of
early antisocial behavior and attention problems in kindergarten, are at high risk of
verbal abuse by the teacher during elementary school. In turn, verbal abuse by the
teacher is significantly related to subsequent delinquent behavior and academic
difficulties in early adolescence, although this effect depends on child
characteristics.
CONCLUSIONS:
Verbal abuse by the teacher seems to be a highly stable phenomenon for at-risk
children. Children who are relatively well adjusted are at low risk of becoming the
target of verbal abuse by the teacher. If they do, however, these children are the
most vulnerable to subsequent developmental difficulties.

7. 2006 Study Associations between behavioral/emotional
difficulties in kindergarten children and the quality of their peer
relationships.
RESULTS:
Children's difficulties were significantly associated with teacher- and self-reported
victimization and peer rejection (r = 0.20-0.35), but not with peer acceptance. Conduct
problems and emotional symptoms, but not hyperactivity/impulsivity, contributed
independently to the variance of peer victimization and rejection. Perspective
differences between children and adults according to hyperactivity/impulsivity also
predicted peer rejection.
CONCLUSION:
Behavioral and emotional difficulties as well as a lack of self-awareness regarding
hyperactive/impulsive behavior may place children at risk of peer victimization and
rejection. Child psychiatric assessments and therapeutic strategies should thus take
children's self-perception of symptoms and their peer relationships into account.

8. 2006 Study Effects of antibullying school program on
bullying and health complaints.
OBJECTIVE:
To evaluate the effects of an antibullying school intervention in elementary schools.
DESIGN:
Two-year follow-up randomized intervention group-control group.
SETTING:
Forty-seven elementary schools in the Netherlands.
PARTICIPANTS:
Three thousand eight hundred sixteen children aged 9 to 12 years.
INTERVENTION:
During the first study year, an antibullying school program was implemented in the schools in the intervention group.
MAIN OUTCOME MEASURES:
A questionnaire measuring bullying behavior, depression, psychosomatic complaints, delinquent behavior, and satisfaction with school life and peer
relationships was filled out by the students at 3 times to obtain the following data: a baseline measurement, a first-effect measurement at the end of the
first year, and a second-effect measurement at the end of the second year.
RESULTS:
The number of bullied children decreased by 25% in the intervention group compared with the control group (relative risk, 0.75; 95% confidence interval,
0.57-0.98). The intervention group also showed a decline in the scale scores of victimization (-1.06 vs 0.28; P< .01) and active bullying behaviors (-0.47
vs 0.12, P< .05). Self-reported peer relationships also improved in the intervention schools (0.48 vs 0.11; P< .05), and there was a trend for a decrease
in reported depression in the intervention schools (-0.33 vs -0.10; P< .10). At follow-up, there were no differences between the intervention and control
groups for the outcome measures. Schools had also lowered their antibullying activities during the second study year.
CONCLUSIONS:
An antibullying school policy can reduce bullying behavior. To keep bullying at a consistently low level, schools must continue antibullying measures
every year. Continued counseling may help schools in their efforts to establish a lasting antibullying policy.

9. Maldonado-Carreño C, Votruba-Drzal E.Child Dev. 2011 Mar-Apr;
82(2):601-16. Epub 2011 Mar 9. Teacher-child relationships and the
development of academic and behavioral skills during elementary
school: a within- and between-child analysis.
Brendgen M, Wanner B, Vitaro F. Verbal abuse by the teacher and
child adjustment from kindergarten through grade 6. Pediatrics. 2006
May;117(5):1585-98. PubMed PMID: 16651312.
Perren S1
, von Wyl A, Stadelmann S, Bürgin D, von Klitzing K.
2006 Jul;45(7):867-76. J Am Acad Child Adolesc Psychiatry.
Associations between behavioral/emotional difficulties in kindergarten
children and the quality of their peer relationships.
Fekkes M, Pijpers FI, Verloove-Vanhorick SP. 2006 Effects of antibullying
school program on bullying and health complaints. Arch Pediatr Adolesc
MedJun; 160(6):638-44.
https://www.dosomething.org/us/facts/11-facts-about-child-abuse

10. Maldonado-Carreño C, Votruba-Drzal E.Child Dev. 2011 Mar-Apr;
82(2):601-16. Epub 2011 Mar 9. Teacher-child relationships and the
development of academic and behavioral skills during elementary
school: a within- and between-child analysis.
Brendgen M, Wanner B, Vitaro F. Verbal abuse by the teacher and
child adjustment from kindergarten through grade 6. Pediatrics. 2006
May;117(5):1585-98. PubMed PMID: 16651312.
Perren S1
, von Wyl A, Stadelmann S, Bürgin D, von Klitzing K.
2006 Jul;45(7):867-76. J Am Acad Child Adolesc Psychiatry.
Associations between behavioral/emotional difficulties in kindergarten
children and the quality of their peer relationships.
Fekkes M, Pijpers FI, Verloove-Vanhorick SP. 2006 Effects of antibullying
school program on bullying and health complaints. Arch Pediatr Adolesc
MedJun; 160(6):638-44.
https://www.dosomething.org/us/facts/11-facts-about-child-abuse