Many countries in the developed world, including Ireland, have seen a significant shift in attitudes to what constitutes as child abuse. Society has become more knowledgeable about different types of child abuse and about the impact the abuse can have on the child throughout their lives. The child\u2019s needs and the role of the social care practitioner will be the main focus of the essay. The essay will discuss the needs of a child who has suffered abuse and propose an intervention to address the importance of care for the child and education for the carer. The role of the Social care practitioner in relation to child abuse will also be a central part of this discussion. Types of child abuse include emotional abuse, neglect, physical abuse and sexual abuse. However, this essay will focus mainly on emotional and physical abuse. Suggestions on interventions will be put forth as the different types of child abuse are being discussed. Relevant policies and guidelines will be discussed in regards to how these policies have helped children by giving them rights whilst also giving them hope for a better future.<\/p>\n
Child abuse can be defined as \u2018any act of commission or omission which deprives children of equal rights and liberties and\/ or interferes with their optimal development\u2019 Gil 1975 (cited in Daniel and Ivatts 1998, p.196). The above definition accords with the spirit of Article 19 of the United Nations Convention on the rights of the child which states that it is the duty of the state to safeguard children from all types of abuse and neglect, to give \u2018support to those who have been abused and to investigate instances of abuse\u2019(Children\u2019s Rights Alliance 2013). However, it can be difficult to give a precise or exact definition of child abuse because there are many different types of child abuse. Some types, such as physical abuse can be much more noticeable but may not have the same impact on the child as emotional abuse. Bensley et al (2004) argues that if a parent calls their child stupid and belittles them on a regular basis, the child will start perceiving these comments to be true, and will carry them into their teens and adulthood. Children\u2019s First, the national guidance that promotes the protection of children from abuse and neglect, describe emotional abuse as generally to be established in the \u2018relationship between a parent or guardian and a child rather than in a specific event or pattern of events\u2019. It arises when a child\u2019s need for love, support, stability and security are not met (Children\u2019s First 2011 p.8)<\/p>\n
Social care practitioners work closely with the child, their family and other professionals to ensure the child\u2019s needs are being met. Social care practitioners should possess a wide range of personal and professional attributes.<\/p>\n
A health or social care profession is any profession in which a person exercises skill or judgment relating to the preservation or improvement of the health or wellbeing of others, the diagnosis, treatment or care of those who are injured, sick, disabled or infirm, the resolution, through guidance, counselling or otherwise, of personal, social or psychological problems.<\/p>\n
(Health and Social Care Act 2005, p.09)<\/p>\n
Professional attributes of a social care practitioner should include a comprehensive awareness of the social care field, to be able to work on their own initiative, and as part of a team, research skills and problem solving. On a personal level, social care practitioners should be open-minded, reliable, trustworthy, and empathetic and compassionate (Lalor and Share, 2013).<\/p>\n
Social care practitioners might find it more difficult to recognise and substantiate emotional neglect or abuse as there are no physical injuries or abrasions (Nauert 2014). Assessment of what is occurring to a child \u2018requires that each aspect of a child\u2019s developmental progress is examined, in the context of the child\u2019s age and stage of development\u2019 (Department of Health 2000, p.18). By doing an assessment wheel or triangle with the child, the practitioner will get a good sense of the child, which involves more than just factual data (Buckley et al 2006 p. 40). The assessment process is designed by way of three concurrent activities and five steps. The three concurrent activities are Engaging, Safeguarding and collaborating and the five steps are Responding, Protecting, Devising, Gathering & Reflecting and Sharing\/analysing\/planning. The child is at the spiral in the middle. See Appendix A for diagram of The Assessment Wheel and Triangle. The aim is to deliver a consistent and organised way of collecting, recording, studying and figuring out the information required to inform \u2018effective and appropriate levels of child protection and welfare interventions\u2019 (Buckley et al 2006 p.10). Such as with Bronfenbrenner\u2019s ecological systems theory 1969. The theory states that that we come across diverse environments during our life that can affect our behaviour in various ways. The different environments include the \u2018micro system, the mesosystem, the exosystem, the macro system, and the chronosystem\u2019 (Mae Sincero 2012). Yet, child abuse can be hidden from professionals and the outside world for many years before the child in need is discovered.<\/p>\n
One of the most famous cases of severe and wilful neglect is the case of Genie Wiley. For the first thirteen years of her life, Genie was kept locked in a small room, naked and quite often tied to a potty. Her family rarely spoke to her and the times that her father did communicate with her it was through barking and growling (Rymer 1994 p.46). She was discovered by a nurse when her mother brought her to the doctors at age thirteen. The nurse believed her to be no more than seven years old. Rymer (1994) stated that extreme neglect and physical abuse had prevented Genie from developing cognitively and physically. See appendix B for the indicators of neglect from the Tusla\u2019s practice handbook. One of the roles of the social care practitioner in cases of child emotional abuse or neglect is to be vigilant and look out for signs as noted in appendix B and to contact the necessary authorities. The main emphasis and concern of any enquiry into the emotional abuse or neglect of a child is the child (Platt and Shemmings 1997). Under the Child Care Act 1991, the HSE has certain statutory obligations for the protection and welfare of children such as taking the appropriate action to promote the welfare of the child (Children\u2019s First 2011 p.19). When carers show kindness, love and affection in meeting the child\u2019s needs, they support the child to develop into a \u2018stable, caring, healthy and independent\u2019 adult (LaMeaux 2014). As with neglect and emotional abuse of a child, physical abuse can have a detrimental effect on a child.<\/p>\n
Physical abuse can be described as someone intentionally injuring or hurting a child and it can cover an assortment of negative behaviours such as smacking, shaking, repeatedly hitting, burning, cutting and the suffocation of a child (Beaver et al 1999, p. 207). Citizens Information (2014) describe physical abuse as any injury inflicted on a child due to the \u2018deliberate failure of the child\u2019s carer to protect the child\u2019. Over the years, many Irish people have heard and read the harrowing stories and reports on the physical abuse perpetrated on countless children at the hands of their \u201cso called\u201d carers in Irish industrial schools. One of the major reports is the Ryan Report. The Ryan Report (2009) is an inquiry into the abuse in which children in the industrial schools in Ireland suffered while under state supervision.<\/p>\n
The litany of terrible wrongs inflicted on our children, who were placed by the State in residential institutions run by religious orders, was collated by the Commission and presented for Ireland and the world to read. The healing process involves listening to, understanding and consulting with survivors on how the wrongs of the past can be addressed and how their needs can be catered for into the future. <\/p>\n
(Report of the Commission to Inquire into Child Abuse, 2009 p.9) <\/p>\n
The Ryan report, brought light to the severe physical, emotional and sexual abuse of many children. Following the report, the state was pressured to draw up a plan with the articulated aim of replying to all of the 20 separate recommendations, outlined in the Ryan Report, which were grouped into six categories. This plan also brought about the implementation of the Children\u2019s First guidelines (Ryan 2009) (See Appendix C for the full 20 recommendations and six categories). In light of these recommendations, policies and procedures such as garda vetting and reviews into serious incidences have been implemented. However, it is not just industrial schools and services that have caused major concern, for social care practitioners regarding child abuse.<\/p>\n
Child abuse can happen in any part of society and, rich, poor or whatever the family circumstance, any child may be subjected to the awfulness of child abuse (Childline 2015). This can have a detrimental effect on the child throughout their lifespan if not dealt with or handled appropriately. Abraham Maslow\u2019s hierarchy of needs theory shows that if one\u2019s physiological needs such as food, shelter and clothing are not being met they cannot reach their safety needs such health and family security or reach a sense of belongingness (Gawel 1997). See Appendix D for Maslow\u2019s hierarchy of needs triangle. According to Maslow (1970 p.38) a person\u2019s most important need is the lowermost unmet need in the pyramid. The assessment triangle analyses the child\u2019s condition and state of affairs and gives the social care practitioner a good and informed plan of action to safeguard the best outcome for the child (Department of Health 2000). <\/p>\n
To conclude, as mentioned above, the impact of neglect, emotional abuse and physical abuse can have a harmful and damaging effect on a child. The aim of the essay was to outline the client needs and the role of the social care practitioner in responding to these needs in cases of child abuse. \u201cChildhood should be carefree, playing in the sun; not living a nightmare in the darkness of the soul\u201d (Pelzer 1995 p.98). Children need love, support and affection to grow to be confident and happy adults. In an ideal world, all parents and caregivers would give this love and support to the child in order for the child to grow contently. However, in reality many children face unwarranted hardships on a daily basis, through no fault of their own. It is our role as social care practitioners to help and support these children who need help, so they can be assured a deserved brighter future.<\/p>\n
REFERENCE LIST<\/em><\/strong><\/p>\n Nauert, R. (2014). For Kids, Mental Abuse Can Be Worse than Sexual, Physical Abuse. Psych Central. Retrieved on February 16, 2015, from http:\/\/psychcentral.com\/news\/2014\/10\/09\/for-kids-mental-abuse-can-be-worse-than-sexual-physical-abuse\/75945.html<\/a> [accessed 16 Feb. 15]<\/p>\n Daniel, P. and Ivatts, J. (1998) Children and Social Policy, London: Palgrave<\/p>\n Children\u2019s First (2011) National Guidance for the protection and welfare of children [online] available: https:\/\/monkessays.com\/write-my-essay\/dcya.gov.ie\/documents\/Publications\/ChildrenFirst.pdf<\/a> [accessed 16 Feb. 15]<\/p>\n Rymer, R. (1994) Genie: A scientific tragedy,<\/em> New York: Harper Collins<\/p>\n Health Service Executive 2011) Child protection and welfare Practice handbook, pp19-21, [Online] available: https:\/\/monkessays.com\/write-my-essay\/tusla.ie\/uploads\/content\/CF_WelfarePracticehandbook.pdf<\/a> [accessed 17 Feb. 15]<\/p>\n LaMeaux, E.C. (2014) \u20185 Needs your child must have met at home\u2019, Gaiam Life: Your Guide to Better Living<\/em>. [Online] available: http:\/\/life.gaiam.com\/article\/5-needs-your-child-must-have-met-home<\/a> [accessed 17 Feb. 15]<\/p>\n Beaver, M., Brewster, J., Jones, P., Keene, A., Neaums, S. and Tallack J. (1999) Babies and Young Children: Early years care and education,<\/em> Cheltenham: Stanley Thornes<\/p>\n Citizens Information (2014) Child Abuse: What is child abuse?<\/em> [Online] available: https:\/\/monkessays.com\/write-my-essay\/citizensinformation.ie\/en\/birth_family_relationships\/services_and_supports_for_children\/child_abuse.html<\/a> [accessed 18 Feb. 15]<\/p>\n Report of the Commission to Inquire into Child Abuse (2009) Implementation Plan, Dublin: The Stationary Office<\/p>\n Mae Sincero, S. (2012). Ecological Systems Theory.(Mar 14) Retrieved Feb 19, 2015 from Explorable.com: https:\/\/explorable.com\/ecological-systems-theory<\/a><\/p>\n Maslow, A. (1970) Motivation and Personality, (2nd<\/sup> ed), New York: Harper and Row<\/p>\n Children\u2019s Rights Alliance (2013) Uniting Voices for Children: Summary of the UN Convention on the Rights of the Child<\/em> [Online] available: https:\/\/monkessays.com\/write-my-essay\/childrensrights.ie\/sites\/default\/files\/information_sheets\/files\/SummaryUNCRC.pdf<\/a> [accessed 19 Feb. 15]<\/p>\n Department of Health (2000) \u2018Framework for the Assessment of Children in Need and their Families\u2019 ,<\/em> Department for Education and Employment Home Office, London: The Stationary Office<\/p>\n Bensley, L., Ruggles, D., Simmons, K.W., Harris, C., Williams, K., Putvin, T., Allen, M. (2004) \u2018General population norms about child abuse and neglect and associations with childhood experiences\u2019,Child Abuse & Neglect<\/em>, 28(12), 1321\u20131337.<\/p>\n Health and Social Care Professionals Act 2005, No. 27\/2005, s.3, Dublin: Stationary Office<\/p>\n Childline (2015) Physical Abuse | Abuse and Safety | Explore [online], available: https:\/\/monkessays.com\/write-my-essay\/childline.org.uk\/Explore\/AbuseSafety\/Pages\/Physical.aspx<\/a> [accessed 24 Mar 2015].<\/p>\n Gawel, J. (1997) Herzberg\u2019s Theory of Motivation and Maslow\u2019s Hierarchy of Needs, [Online] available: http:\/\/files.eric.ed.gov\/fulltext\/ED421486.pdf<\/a> [accessed 24 Mar. 15]<\/p>\n
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