During these formative years, we are delicate and breakable. Our environment and our relationships either make or break us. The aggressive, apathetic or withdrawn behavior can be traced to feelings that they hardly anyone can be trusted, or that they are inferior to others. All these are residual effects that linger on even long after they were abused or maltreated in the past (Oates, 1984).
But it is also important to note that while most child abuse victims succumb to maladaptive personality development patterns, there are also a remarkable few who manage turn their lives around and take the 'other path,' as Erikson would have put it. In a study on the personality development of victims of child abuse by Oates (1984), it was noted that because they were often left to fend for themselves, some victims developed some of the social skills in the social maturity scale. One such example was an 8-year-old child who was forced by her circumstances to fend for herself because her parents would not look after her.
Child welfare workers have varied approaches in treating in dealing with domestic violence cases, specifically those who are victims of child abuse.
It is recognized that a child is in a compromised situation if he or she continues living with his or her abusive family. The situation may become even more aggravated if intervention involves a roundtable talk among the caseworker, child abuse victim and abusive parents or family members. It is more likely to endanger the victim and to contribute to maintaining silence. In the presence of the violent partner, for example, a woman and her children are likely to hide and deny the violence. If they find the courage to disclose their experience of violence, they may be at risk of suffering even more severe violence, and the cycle goes on and on (Wodraski, et al., 1995).
Most child welfare workers agree that individual meetings with the victim and separate meetings with the adult in custody work best at most cases (Wodraski, et al., 1995). During these meetings, it is imperative to make the child feel he is any less adequate...
Child and Elder Abuse Child Abuse The American Academy of Pediatrics (AAP) publishes a website called healthychildren.org. -- and the section called "What do I need to know about child abuse?" provides excellent information on the particulars of child abuse. The Healthy Children site points out that child abuse "…is common," and hence, with all the reports on television and in the newspapers about children being mistreated, it should cause parents, guardians,
Child Abuse in Literature Child Maltreatment Child maltreatment entails all types of neglect and abuse of a child below eighteen years by caregivers, parents or any other person (Crosson-Tower, 2006). Child abuse encompasses all forms of physical abuse, emotional abuse, sexual abuse, neglect or child exploitation that causes potential or actual harm to a child's well-being, dignity and development (Smith & Fong, 2004). According to Scannapieco & Connell-Carrick (2005), child maltreatment is
Lastly, children that are abused and neglect tend to turn to spousal abuse and battering or intimate partner violence in adult life. The studies associate intimate partner violence with exposure to neglect, abuse, and witnessing parental violence in childhood (Widom & White, 2003). Moreover, children exposed to violence at home develop the same behaviors, by becoming more aggressive, and violence. This violence and aggression is alter turned to their peers
Abuse: Effects of abuse in children Abuse: Effects and Impacts on Children The purpose of this paper is to research the subject of childhood abuse in view of what is suffered both immediately and on the long-term basis in relation to the child's psychological, biological and social development. Child abuse is all too common in today's world and is a subject that is almost daily splashed across the news. Physical abuse is by Merck
Lesson Plan Amp; Reflection I didn't know what state you are in so was unable to do state/district standards! Lesson Plan Age/Grade Range; Developmental Level(s): 7-8/2nd Grade; Below grade level Anticipated Lesson Duration: 45 Minutes Lesson Foundations Pre-assessment (including cognitive and noncognitive measures): All students are reading below grade level (5-7 months) as measured by standardized assessments and teacher observation Curricular Focus, Theme, or Subject Area: Reading: Fluency, word recognition, and comprehension State/District Standards: Learning Objectives: Students will develop
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