Physical and Sexual Child Abuse: Implications for Middle Level Professionals (From Child Abuse, P 87-91, 1988 -- See NCJ-116992)

• NCJ Number: 117002
• Author(s): J Milgram
• Date Published: 1988
• Length: 5 pages
• Sale Source: Phi Delta Kappa
• Publication Type: Issue Overview
• Language: English
• Country: United States of America
• Note: Reprinted from NASSP Bulletin, V 68, N 473 (September 1984).

Annotation

Open and frank discussions of child abuse, particularly sexual abuse, have created pressures for educators to be informed and to participate in educating children and parents.

Abstract

Increased publicity and public awareness of these formerly taboo topics will increase the number of reported cases and false reports, create a band of off humor among young adolescents, generate a growing body of curricular materials that varies greatly in quality, and generate difficult issues for teachers. Teachers will have to decide how to deal with a child who seeks advice and support about abuse. Teachers will have to evaluate such cases and make decisions about reporting. Peer support and consultation with the school psychologist can aid the teacher in these areas. In dealing with jokes about incest, abuse, and neglect; teachers will have to be careful not to overreact lest they encourage even more shocking humor. The choice of curricular materials is a difficult task. Selection of materials ought to be done by a committee of teachers, the principal, and other professional staff. In meeting the new demands posed by child physical and sexual abuse, teachers should stay fully informed, separate fact from fiction, and exercise sound professional judgment.