New Zealand and child abuse, why is this a social issue in a developed country?

Abuse is a social issue comprising of four main subtitles; physical, emotional, neglect and sexual (Richardson & Becroft, 2011).  For the purpose of this blog I will be focusing solely on physical abuse on children; the effect and implications on physically abused children, their whānau, community and the wider society.  This blog will pay particular attention to early childhood education centres and their role in the protection of children, government initiatives in the prevention of physical abuse on children, along with the side effects and implications physical abuse can have on children.  

Kahui Twins

 https://www.googleimages.co.nz

Physical abuse can be defined by Wikipedia (n.d.) as being "an act of another party involving contact intended to cause feelings of physical pain, injury, or other physical suffering of bodily harm" (Para, 1). I have become aware of this growing issue through the widely publicized investigation of the tragic deaths of Nia Glassie and the Kahui twins (Leask, 2011; Nichols, 2012). Although these investigations were not succinct in their timing, the in-depth investigations and description of these children's injuries provided insight into an issue which is most commonly concealed within family circles (Boshier, 2006; Leask, 2011; Masters & Rowan, 2008). According to statistics compiled through the National child abuse and neglect data system, out of the eight hundred and ninety nine thousand children who were victims of child abuse during 2005 sixteen point six percent of these suffered physical abuse (Myers, Berliner, Briere, Hendrix, Jenny & Reid, 2002).  The New Zealand Ministry of Health (2013) states that "four to eight percent of New Zealand children suffer from regular and severe physical abuse" (p. 3); this includes kicking, punching and beatings with different objects.  As a result eighty percent of these children have sustained injuries requiring medical attention (Ministry of Health, 2013).  Often though the children who have these injuries are not able to seek medical attention themselves, therefore the majority of injuries caused by physical abuse go untreated by professionals (Ministry of Health New Zealand, 2013).  These statistics have offered a more comprehensive perspective into physical abuse on children.  Although I was aware that physical abuse on children is a serious issue within New Zealand, subsequently these statistics have heightened my awareness of physical abuse on children.  I have now become more aware of the severity and depth of this issue because of the large number of children being abused by those who should be protecting them.  Adults have the responsibility to act as advocates for children, ensuring their safety and protection from harm is paramount to this advocacy (Unicef New Zealand, 2008). However advocacy for children can often be misconstrued as a position of power.  Adults in a position of power have the ability to cause irreparable damage to a child both physically and emotionally.

 

Therefore, I find myself questioning how is the government addressing this major social issue?  How is physical abuse affecting children and their development?  And how can early childhood teachers recognise and respond to this pressing social issue for the benefit and wellbeing of the children in their care?

References

Boshier, P.J. (2006). Domestic Violence: A comparative New Zealand perspective.  Retrieved from http://www.justice.govt.nz

Leask, A. (2011). NZ's shocking abuse record. The New Zealand herald.   Retrieved March 7th, 2013 from http://www.nzhearald.co.nz/news/print.cfm?objectid=10772163

Masters. C., & Rowan. J. (2008). Nia glassie's five days of hell. Retrieved from http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10543813

Ministry of Health: Manatuu hauora. (2013). Family violence questions and answers. Retrieved March 7th, 2013 from   http://health.govt.nz/our-work/preventive-health-wellness/family-violence/family-violence-question-answers

Nichols, L. (2012). No further charges over Kahui twins deaths-police. Retrieved from http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10841435

Myers, J., Berliner, L., Briere, J., Hendrix, C.T., Jenny, C., & Reid, T.A. (2002). The ABSAC handbook on child maltreatment (2nd. Ed.). London, United Kingdom: Retrieved from http://scholar.google.co.nz/scholar?q=Child+Abuse%3A+A+Global+Perspective+%2    8Physical+abuse&btnG=&hl=en&as_sdt=0%2C5&as_vis=1

Richardson N.A., & Becroft, J. (2011). How can I tell? Recognising child abuse (3rd. Ed.). Hamilton, New Zealand: Child Matters CPS: Education to prevent child abuse.

Unicef New Zealand. (2008). Retrieved from http://www.unicef.org.nz/Alliances

Wikipedia. (2013). Retrieved February 28th, 2013 from     http://en.wikipedia.org/wiki/physical_abuse

How is the government addressing this major social issue?

 

The New Zealand government recognises physical abuse as being serious issue and is accommodating children by offering government services contracted to providing support, counselling and intervention (Ministry of Health, 2013).  The Ministry of Health and the Ministry of Youth Development are only two of the many services that the government provides.  The Ministry of Health is the "Government's principal adviser on health and disability: improving, promoting and protecting the health of all New Zealanders" (Ministry of Health, 2013, Para 1).  Within the Ministry of Health there are varied professionals involved in providing support for children suffering from physical abuse.  This support ranges from medical through to emotional.  Health professionals have the opportunity to discover and identify any form of abuse in its early stages (Ministry of Education, 2013).  Ministry of Health (2013) discusses the importance of all health professionals assessing all aspects of children's safety and wellbeing throughout their surrounding environment.  This may mean health professionals encounter assessments on partner abuse, as it has been proved to be contributing factor that often leads to a child being physically abused (Royal New Zealand Plunket Association, 2010).  By health professionals putting in place assessments to gain insight into every aspect of the child's environment, this can be a first step towards finding beneficial support and help for children who are subjected to and at risk of physical abuse.  The importance of advocacy for children is evident throughout this process as the health professionals need to step in, protect and speak for these children should physical abuse be detected.  Health professionals working within the Ministry of Health are ethically obligated and have the responsibility to act as an advocate to those who cannot do so for themselves (Ministry of Health, 2013).  This involves responding to and recognising at risk children, a fast and effective response can result in a child's life being saved.

Adults have the responsibility to act as advocates for children.  What does this responsibility involve working with young children?

 

A child's life is often not confined to just a mother and father.  Children are often exposed to a number of adults throughout their childhood, from aunties to uncles, cousins and family friends.  Statistics have shown that often the adults most trusted in a child's life are the ones who will deceive the trust. With such young children being abused there can be no expectation that they will comprehend or be able to speak up when the imaginable is inflicted on them. A combination of fear, guilt and embarrassment can often contribute to children concealing the abuse and the abuser. Therefore the responsibility to recognise the signs and signals lies within not only the early childhood centre but the individual teachers and community. With physical abuse becoming a national headline in recent years the New Zealand public has been forced to examine and evaluate what is being done to combat and defuse this issue.  Part of this diffusion involves the government strategic plans; these include the white paper for vulnerable children, "it's not ok" campaign, the anti-smacking campaign through section fifty nine of the crimes amendment act, along with the never shake a baby campaign. Acknowledging the severity of physical abuse on children is the first step towards addressing and confronting this issue.  The New Zealand government is showing their acknowledgment though the White Paper for Vulnerable Children, this paper; "sets out a programme of change that will shine a light on abuse, neglect, and harm by identifying our most vulnerable children and targeting services to them to ensure they get the protection and support they need" (Alofivae, Baker, Brown, Hewitt, Ida Malosi, Murray, ... & Vester, 2011, Para. 2).  Child, Youth and Family has found that twenty children every year under the age of two have been subject to physical abuse and as a result have been hospitalised.  Of this twenty, four of those children die.  These numbers for me are deeply disturbing and leads to question what are our communities doing to address this severe issue?  Children should be in an environment where they are safe and nurtured.  I have found that the Child, Youth and Family service have been working to improve this issue by working alongside families and communities to provide education about the protection of their children, providing whānau and communities with the information needed to recognise and speak out about physical abuse on children. One significant campaign that had an impact on the community and families was 'Preventing Shaking Baby Syndrome' which was a campaign that ran throughout the media.

 

 

References

Alofivae, S., Baker, N., Brown, M., Hewitt, N., Ida Malosi, J., Murray, K., ... & Vester, B. (2011). The white paper for vulnerable children. Retrieved from         http://www.childrensactionplan.govt.nz/the-white-paper/introduction-to-vol   ume-i

Family of Court of New Zealand. (n.d.). Retrieved from http://www.justice.govt.nz/courts/family-court/about/links

The Ministry of Social Development. (n.d.). Retrieved from  http://www.msd.govt.nz/what-we-can-do/children-young-people/index.html

Child, Youth and Family. (n.d.). Retrieved from  http://vvv.cyf.govt.nz/keeping-kids-safe/vulnerable-infants/keeping-babies- and-toddlers-safe.html
 

Msdonline. (2009). Never Shake a baby. Retrieved from http://www.youtube.com/watch?v=F3AF-4Z9Cro

March of Dimes. (2009). Retrieved from http://www.marchofdimes.com/baby/care_nevershake.html

Royal New Zealand Plunket Association. (2010). Thriving under five (10 e.d.). Wellington, New Zealand: Plunket National Office.

What are the implications on children suffering from physical abuse, under the age of five?

 

Children under the age of five are in some of the most vulnerable years of their life; each child has the essential need for an adult who, in their immediate environment has the responsibility to nurturer, and keep them safe from harm. This adult within a children's life is the person who responds to a child’s individual needs and loves them.  Maslow’s hierarchy of needs theory shows a perspective on what people need to ensure individual needs are meet as it is a crucial aspect of a human beings holistic development (Berk, 2010; Drewery & Bird, 2004). For instance Maslow believes it is essential to provide children with food, clothing, shelter (physiological well-being), security, stability (Safety), love and belonging, self-esteem, and individual uniqueness (self-actualisation) (Drewery & Bird, 2004, p. 280). In the absence of these basic needs; children suffering from physical abuse their well-being and development is compromised resulting in developmental implications. Therefore a child who endures physical abuse throughout their youth may suffer from developmental delays stretching their entire life span; some such implications of physical abuse can deeply affect an adolescent and subsequently adult’s ability to form positive, reciprocal relationships. Children need to have positive experience throughout their early years as they lay down pathways to for their healthy development (Boshier, 2006; Cohen, Omunaka, Clothier and Poppe, 2005).

 Implications for children suffering from physical abuse; Regulation of negative emotions, hostile, aggressive behaviours, coercive styles of interaction, attachment disorders, mood disorders, anxiety disorders, eating disorders, maladaptive behaviours in relationships, impulsivity, desire for control, lack of trust, fear of intimacy and addictions (Cohen, Omunaka, Clothier & Poppe, 2005; Owens, 2012; New Zealand Government, 2012).

Although these are some of the main implications which may occur from physical abuse there is also a large number of consequences for physical, emotional, neglect and sexual abuse.  Children who experience physical abuse can also have a significant amount of stress for their bodies and minds to process; this stress can have a profound effect on brain development (Cohen, Omunaka, Clothier and Poppe, 2005). It is at age three a child’s brain has grown to ninety percent of the adult size.   Often domestic partner abuse is a pre curser to child abuse later on; another major side effect for children born into abusive families can have developmental delays and behavioural challenges (Owens, 2012). "There is evidence to show that children born to mothers who are chronically stressed in pregnancy are more likely to have emotional and cognitive problems, including attention deficit hyperactivity disorder (ADHD), anxiety and language delay" (New Zealand Government, 2012, p. 14). Effects of physical abuse specifically for infants can have a huge negative impact as it is at the crucial time where they are forming attachments with significant adults in their lives (Berk, 2010).  If the infant is in an environment which is not safe or has suffered some form of physical abuse. The child can be taken in to CPS (child protective services) where they look at alternative permanent homes for the infant. This has impacted on how I was thinking as I had very little understanding of how many serious implications there are for physically abused children, my comprehension of these consequences was limited to deficits and struggles with social behaviour as a result of an untrusting home environment.  However if infants are taken in and out of foster care serious consequences can occur for infants as they have an essential need to build reciprocal and relationships through secure attachments, therefore special care needs to be taken when removing or returning an infant from an abusive home.  However; Cohen, Omunaka, Clothier and Poppe (2005) research places an emphasis on foster care as not being a place for children under the age of three as "infant and toddlers in foster care have rates of developmental delay approximately four to five times greater than those found among the children in the general population" (p. 11). 

References

Berk, L. E. (2010). Development through the lifespan (5th ed.). Boston, MA: Pearson Education.
 

Drewery, W., & Bird, L. (2004). Human development in Aotearoa: A journey through life (2nd ed.). Auckland, New Zealand: McGraw Hill.

New Zealand Government. (2012). The white paper for vulnerable children. Wellington, New Zealand: Retrieved from  http://scholar.google.co.nz/scholar?The+white+paper+for+vulnerable+children&btnG=&hl=en&as_sdt=0%2C5&as_vis=1

Cohen, J., Omunaka, N., Clothier, S., & Poppe, J. (2005). Helping young children succeed: Strategies to promote early childhood social and emotional development.   National Conference of State Legislatures. Retrieved from www.zerotothree.com

 

And how can early childhood teachers recognise and respond to this pressing social issued for the benefit and wellbeing of the children in their care?

 

Early childhood teachers have an ethical obligation to prevent and respond to any form issues form of abuse a child suffering from, health, safety, and happiness of these children.

Indicator teachers need to be aware of:

 

Exhibit 3-1Behavioral Clues That May Indicate Child Abuse   Although there are many other potential indicators, the abused child may: • Be aggressive, oppositional, or defiant; • Cower or demonstrate fear of adults; • Act out, displaying aggressive or disruptive behaviour; • Be destructive to self or others; • Come to school too early or not want to leave school indicating a possible fear of going home; • Show fearlessness or extreme risk taking; • Be described as “accident prone”; • Cheat, steal, or lie (may be related to too high expectations at home); • Be a low achiever (to learn, children must convert aggressive energy into learning; children in conflict may not be able to do so); • Be unable to form good peer relationships; • Wear clothing that covers the body and that may be inappropriate in warmer months (be aware that this may be a cultural issue as well); • Show regressive or less mature behaviour; • Dislike or shrink from physical contact may not tolerate physical praise such as a pat on the back.                                                                                                            Crosson-Tower, 2003, p. 14

 

These are some visible indicators that teachers need to aware of in order to recognise possible physical abuse being inflicted on a child in their care. An essential aspect for teachers to acknowledge is the importance of speaking to parents and caregivers each day when they drop of and pick up their children. Conversations with whānau and children can allow teachers to get know the home environment the child is exposed to, and child's temperament, this knowledge is essential in getting to learn about a child's indicators of emotions.  To recognise the signs of physical abuse listed above it is important for a teacher to firstly know the child, when this occurs teachers not only have a greater chance of responding promptly to the suspected issue but also have an opportunity to provide comfort in a non-evasive way respectful to the child's individual needs.  As teachers have a moral obligation and responsibility to act as advocates for children it is essential to also acknowledge the importance of being aware of these indicators; children may not always be up front in showing clear signs of an unhappy and abusive home life, therefore a teacher’s knowledge is a tool for prevention and protection against physical abuse. Owens (2012) believes if children are safe within their home and setting environment, this can enhance and promote their physical and psychological wellbeing. Children who have an overall healthy welling being are able to "feel well, happy secure and socially successful" (Owens, 2012, p. 1) which encourages them get involved in all aspects of learning enabling them to develop their cognitive skills. 

 

Within early childhood settings have endorsed procedures and policies on child abuse to ensure children in care are protected. Policies often have an aspect contributing to dealing with physical abuse therefore teacher need to provide children with a safe environment physically and emotionally as it is paramount for a healthy development (Crosson-Tower, 2003). By putting in place policies in early childhood setting can be first step to recognising suspected cases of physical abuse which can in some cases lead to prevention (Crosson-Tower, 2003). When policies are implemented they need to be reviewed regularly by teachers in a team, this encourage the team to understand every aspect and reminds them of what the early childhood settings guidelines are. Or though policies may be different in some concerns however they formally involve guidelines for the staff, parents/caregivers/whānau, supervision for staff, if a teacher suspects that the abuser is a staff member, dealing with suspected abuse outside the service, staff responsibilities, protection of staff, contributing factors such as alcohol or drugs (May, 2002).

Physical abuse has been highlighted throughout this blog as a serious social issue plaguing New Zealand.  The New Zealand government is showing its proactive stance in the fight to protect and care for children at risk of and suffering from physical abuse.  This issue however is one that will not disintegrate through initiatives alone; instead there needs to be recognition by the collective society that children are sacred, and should be cherished, protected and nurtured, not only in their homes but throughout the community.  This recognition will enable communities to place strength behind the 'it's not ok' campaign, and the white paper for vulnerable children, empowering individuals and communities to speak out about violence against children.

References

Crosson-Tower, C. (2003). The role of educators in preventing and responding to child  abuse and neglect. Washington, DC, United State of America: U.S. Department of  Health and Human Services.

Owens, A. (2012). Health, safety and wellbeing. Sydney, Australia: National Quality Standard Professional Learning Program (29).

May, H. (2002). Early Childhood Care and Education in Aotearoa - New Zealand: An overview of history, policy and curriculum. Wellington, New Zealand: Victoria University. Retrieved from http://www.aeufederal.org.au/Ec/HMayspeech.pdf