EDUCATIONAL KIT
BASED ON CHILD ABUSE
VICKY HUANG Senior Thesis 1 | Paul Carlos | Fall 2012
PROPOSAL
“Play is one of the most powerful learning engines for children. It is a form of activity that helps finding children’s tendencies within many unrealizable tendencies and desires by observing their behavior changes.” “It is also important to learn and develop knowledge with peers and adult guidance”
PROPOSAL
“For my thesis project, I would like to reduce the incidence of child abuse through education and activity by designing an educational kit.� A BOARD GAME Target Audience: Children and teens My goal is to educate them about inappropriate (child) abuses by observing the behaviors and signs of the act, and learn about the appropriate and the inappropriate ways parents treat their children (Child disciplines). This kit would be introduced in schools by community services where counselor and volunteers would assist children with the game as well play with them. The more they play, the more they develop an understanding of the acts of child abuse. They will then be able to recognize their own situations and problems, and look for helps and other interventions.
RESEARCH CHILD ABUSE AND NEGLECT FATALITIES 2009: STATISTICS • A report of child abuse is made every 10 seconds • More than 5 children die every day as a result of child abuse. • Approx. 80% of children that die from abuse are under the age of 4. • Most child victims are those with disabilities: mental retardation, emotional disturbances, visual impairment, learning disabilities, physical disabilities, behavioral problems or other medical problems. • It is estimated that between 50-60% of child fatalities due to maltreatment are not recorded as such on death certificates. WHAT IS CHILD ABUSE AND NEGLECT? Most States recognize four major types of maltreatment: physical abuse, neglect, sexual abuse, and emotional abuse. 78.3% - Neglect 10.8% - Physical Abuse 7.6% - Sexual Abuse 7.6% - Psychological Maltreatment 2.4% - Medical Neglect 9.6% - Other (These percentages sum to more than 100.0 percent because a child may have suffered more than one type of maltreatment.)
RESEARCH CHILD ABUSE CAUSES The main 3 causes for abuse are SUBSTANCE ABUSE, MENTAL ILLNESS & ANGER/STRESS OUTLET (releasing anger/stress on the children) • 40% of confirmed cases of child maltreatment involved the use of alcohol or other drugs (US dept of Health & Human Services). • At least 25% of children who die from abuse or neglect had mothers who were addicted to drugs. • Children neglected by substance abusing parents have poorer physical, intellectual, social and emotional outcomes: greater risk of substance abuse problems when they get older; and a greater likelihood of going to foster care and staying there longer than average REASONS CITED MOST OFTEN FOR CHILD ABUSE AND NEGLECT 69% - Increased alcohol and drug abuse by parents 67% - Lack of parenting experience or skills 64% - Abusive parents were abused as children 48% - Presence of non-family members living in the home 39% - Kids are harder to control these days 12% - Other
RESEARCH PHYSICAL ABUSE is nonaccidental physical injury (ranging from minor bruises to severe fractures or death) as a result of punching, beating, kicking, biting, shaking, throwing, stabbing, choking, hitting (with a hand, stick, strap, or other object), burning, or otherwise harming a child, that is inflicted by a parent, caregiver, or other person who has responsibility for the child. NEGLECT is the failure of a parent, guardian, or other caregiver to provide for a child’s basic needs. Neglect may be: • Physical (e.g., failure to provide necessary food or shelter, or lack of appropriate supervision) • Medical (e.g., failure to provide necessary medical or mental health treatment) • Educational (e.g., failure to educate a child or attend to special education needs) • Emotional (e.g., inattention to a child’s emotional needs, failure to provide psychological care, or permitting the child to use alcohol or other drugs) SEXUAL ABUSE includes activities by a parent or caregiver such as fondling a child’s genitals, penetration, incest, rape, sodomy, indecent exposure, and exploitation through prostitution or the production of pornographic materials. • More than 90% of juvenile sexual abuse victims know their perpetrator in some way.
RESEARCH EMOTIONAL ABUSE (or psychological abuse) is a pattern of behavior that impairs a child’s emotional development or sense of self-worth. This may include constant criticism, threats, or rejection, as well as withholding love, support, or guidance. Emotional abuse is often difficult to prove and, therefore, child protective services may not be able to intervene without evidence of harm or mental injury to the child. Emotional abuse is almost always present when other forms are identified. ABANDONMENT is now defined in many States as a form of neglect. In general, a child is considered to be abandoned when the parent’s identity or whereabouts are unknown, the child has been left alone in circumstances where the child suffers serious harm, or the parent has failed to maintain contact with the child or provide reasonable support for a specified period of time. SUBSTANCE ABUSE is an element of the definition of child abuse or neglect in many States. Circumstances that are considered abuse or neglect in some States include: • Prenatal exposure of a child to harm due to the mother’s use of an illegal drug or other substance. • Manufacture of methamphetamine in the presence of a child. • Selling, distributing, or giving illegal drugs or alcohol to a child. • Use of a controlled substance by a caregiver that impairs the caregiver’s ability to adequately care for the child.
RESEARCH LONG-TERM CONSEQUENCES OF CHILD ABUSE AND NEGLECT While physical injuries may or may not be immediately visible, abuse and neglect can have consequences for children, families, and society that last lifetimes, if not generations. The impact of child abuse and neglect is often discussed in terms of physical, psychological, behavioral, and societal consequences. Physical consequences, such as damage to a child’s growing brain, can have psychological implications such as cognitive delays or emotional difficulties. Psychological problems often manifest as high-risk behaviors. Depression and anxiety, for example, may make a person more likely to smoke, abuse alcohol or illicit drugs, or overeat. High-risk behaviors, in turn, can lead to long-term physical health problems such as sexually transmitted diseases, cancer, and obesity. • About 30% of abused and neglected children will later abuse their own children, continuing the horrible cycle of abuse. • About 80% of 21 year olds that were abused as children met criteria for at least one psychological disorder. • 14% of all men in prison in the USA were abused as children. • 36% of all women in prison were abused as children. • Children who experience child abuse & 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 violent crime.
RESEARCH SIGNS OF CHILD ABUSE THE CHILD: • Shows sudden changes in behavior or school performance • Has not received help for physical or medical problems brought to the parents’ attention • Has learning problems (or difficulty concentrating) that cannot be attributed to specific physical or psychological causes • Is always watchful, as though preparing for something bad to happen • Lacks adult supervision • Is overly compliant, passive, or withdrawn • Comes to school or other activities early, stays late, and does not want to go home THE PARENT: • Shows little concern for the child • Denies the existence of—or blames the child for—the child’s problems in school or at home • Asks teachers or other caregivers to use harsh physical discipline if the child misbehaves • Sees the child as entirely bad, worthless, or burdensome • Demands a level of physical or academic performance the child cannot achieve • Looks primarily to the child for care, attention, and satisfaction of emotional needs THE PARENT AND CHILD: • Rarely touch or look at each other • Consider their relationship entirely negative • State that they do not like each other
INSPIRATIONS BOARD GAMES CANDY LAND • • • • • •
Simple Fast play time Color based Use of Characters Storyline No reading required
CHUTES AND LADDERS • • • • •
Simple Fast play time Use of Character No reading required Encounter situations
INSPIRATIONS CARD GAMES MONOPOLY DEAL • Strategies • Fast play time • Color based
SOCIAL INFERENCE • • • •
Educational Encounter situations Social stories Inference about the character’s personality / feeling based on his/ her behavior in the scene. • Identify the appropriate or inappropriate behavior.
INSPIRATIONS
THE GAME OF LIFE Life is a board game originally created in 1860 by Milton Bradley. The game includes 6 car pawns, 25 life titles, salary deck, stock and house deed cards, people pegs, insurance policies, and bank loans. We will explore: • Childhood • Career or College • Singleness vs Married Life • Wealth Building and Generosity • Mid-Life Crisis or Jubilance • The Golden Years • Retirement: The Millionaire Estates or Country-Acres Estates
In this game you will encounter all that you experience in your real life, You have to spin the wheel to know your fate and take a drive along the twisting roads. You can become a millionaire or go bankrupt. This game helps prepare children for the joys and challenges of real life. With all kinds of pitfalls and windfalls lying in your path, there’s no telling who the winner will be. But collect your play money and head toward “retirement” to see if you get to live out your days in luxury and win! It accommodates 2 to 6 players. Adult assembly required.
INSPIRATIONS so that no one can see them. The remainder of the cards are distributed among the players.
CLUE Clue is a popular murder/mysterythemed deduction board game that was introduced in the year 1949 by Anthony E. Pratt in the UK. In this game, a murder occurs in any of the 9 rooms, using any of the 6 weapons, by any of the 6 characters. All players have to guess who the murderer is, what weapon used, and in which room the crime was committed. At the beginning of play, three cards — one murderer, one weapon, and one room card — are chosen at random and put into a special envelope,
The aim of the game is to deduce the details of the murder. When players announce suggestions to the other players, the player to the right of the suggesting player must then disprove the suggestion, if he can, by showing the suggesting player one (and only one) of the cards containing one of the suggestion components (either the suspect, the weapon, or the room), as this proves that the card cannot be in the envelope. This is done in secret so that the other players cannot see which card is being used to disprove the suggestion. Once a player has sufficiently narrowed the solution, that player can make an accusation and check the cards, keeping them concealed from other players. If he has made an incorrect accusation, he plays no further part in the game except to reveal cards secretly to one of the remaining players when required to do so to disprove suggestions.
INSPIRATIONS
MAFIA Mafia is a party game created in the USSR by Dimitry Davidoff in 1986. He developed the game to combine psychology research with his duties teaching high school students. Mafia (also called Assassin, Werewolf or Village) is a group role playing game of strategy, survival, and the ability to spot a fraud. It is an explosive mixture of psychology and a detective story, usually played with a deck of cards.
What makes Mafia so enjoyable and unique is that the game is different everytime. You never know which role you might have to play. The game is a very valuable way to enhance your intuitive skills and confidence. It is a great way to hone your abilities to read people, to study behavioral patterns, and have a blast along the way! The more you play the game the more you realize how rich an experience it can be - it can really help you to know your friends in a deeper way, have fun with each other in a competitive environment, and expose your weak spots...etc.
INSPIRATIONS
CRANIUM Cranium is a party board game based on Ludo. Whit Alexander and Richard Tait created Cranium in 1998 after Richard spent a weekend playing games with another family and recognized the need for a game involving a variety of skills. Players are divided into 2, 3, or 4 teams; each team picks a mover and puts it on the “Planet Cranium” Start space. The board consists of different color spaces. Each color corresponds to a question card category. Purple “Planet Cranium” spaces give the team their choice of category.
Creative Cat(Blue): creative activities. Data Head(Red): knowledge of data and facts. Word Worm(Yellow): spelling, and anagrams. Star Performer(Green): acting out clues with a vague hint. If the team completes an activity successfully before timer runs out, they roll the color-faced die and move to the next space of the color they roll, or to the next Planet Cranium space, whichever is closer. If they roll purple, they go to the next Planet Cranium space.
PREVIOUS EXPLORATIONS
Flip Cards Based on Child Abuse Target Audience: Parents | Caretakers To understand their actions and whether it is considered Child Abuse and may cause long-term consequences. To encourage them to listen to their child.
PREVIOUS EXPLORATIONS
Poor physical health : Adults who experienced abuse or neglect are more likely to suf fer from physical ailments such as allergies, arthritis, asthma, b ronchitis, high blood pressure, and ulcers.
My skin is peeling off... I look so ugly...
I still remember the night... It’s so scary and frightening. Who can I talk to...
I am useless... This is frustratinig...
PREVIOUS EXPLORATIONS
Manuals Based on Child Abuse Target Audience: Parents | Caretakers To educate them how to be a good parents. To educate them ways to control their tempers, cope with stress, and prevent Child Abuse.
Target Audience: Teachers | Nighbors To alert them about the seriousness of Child Abuse and provoke them to pay more attentions to each child. To raise their awareness of Child Abuse and learn to observe different signs of abuse from both children and parents.
PREVIOUS EXPLORATIONS
PREVIOUS EXPLORATIONS
PARENTS’ QUICK TIPS
Ways to cont rol your tempe r
Twelve Alternatives to Lashing Out at Your Chil d
3. Press your l ips together and count to 10... or better yet, to 20 .
The next time everyday pressures build up to a point where you feel like lashing out -- STOP!
1..2..3..4..5..6..7..8..9..10. .
Try any of these simple alter natives. You'll feel better... and so will your child.
4. Put your c hild i n a time-out c hair (remember this r ule: o ne t ime-out minute for each year of ag e.)
8.
Take a hot bath or splash cold water on your fac e.
9.
Hug a pillo w.
10. Turn o n some m usic . Maybe even s ing along .
1.
Take a deep breath.. . and anothe r. Then remember you are the adult.
5. Put yourself in a time-out chair or go to another room. Think about why you are angry. Is it your c hild, o r is y our child simply a c onvenient target f or y our anger ?
11. Pick u p a pen and write down a s many helpful words as y ou c an t hink o f. S ave the list .
6. Phone a fr iend. 2. Close your e yes and imagine you're hear ing what your child is about to hea r.
7.
If s omeone c an w atch t he c hildren, g o outside and take a walk .
12. Call for pre vention info rmation: 1-800-CHILDREN
Lear n more @ www .preventchildabuse.o rg/
PREVIOUS EXPLORATIONS
PARENTS’ QUICK TIPS
What kind of par ents you want to be?
Advices for new Moms and Dads
6. Visitors can be helpful, but don't let them interrupt your rest or your family time together.
Being a parent is the most difficult, yet most important and satisfying work you will ever do. During the busy and exciting days that make up the first weeks of parenting, remember to take good care of yourself as well as the new baby. Here are some tips on how to survive the early weeks with the new baby:
7. Dads -- don't let mothers have all the fun. Spend lots of time caring for and playing with baby. The rewards are great!
1. Get as much rest as possible. Sleep when the baby sleeps, and moms and dads take turns sleeping late on weekend mornings.
9. If you have older children, be sure to let them know every day that you love them.
2. Eat nutritious meals. If a neighbor or friend offers to help, ask him or her to bring you dinner or do your grocery shopping. 3. Join a parenting group. You will learn about caring for your baby, and you will meet other parents who share your interests and concerns. 4. Don't expect too much from yourself. Housework won't always get done, but eventually you will get back to a routine. 5. Call your doctor or clinic with any questions or concerns you may have. This will save you from needless worry.
8. Be sure your infant receives necessary immunizations and visits to the doctor as required.
10. If you find yourself getting frustrated and angry with your baby, call for help. Ask a friend, neighbor or relative to take care of the baby while you take a break. Teaching Children Discipline:
1. Remember the purpose of discipline. It is to teach your child socially acceptable ways of expressing natural desires and drives. Discipline guides your child into adulthood. 2. Successful discipline is geared to the child’s de velopmental stage. Don’t expect a child of any age to perform something he or she is not ready for.
1. Children need positive reinforcement. Reward you child for doing right with smiles, hugs, attention, praise and thanks. Rewards do not need to be toys or candy. 2. Never hit or shake a child. Hitting is not a useful discipline tool for your children. Hitting and other physical punishment are not effective because they teach a child that it is okay to hit people, make children much too angry to be sorry for what they’ve done and can hur t a child physically. 3. Discipline is best taught by example. The lessons you teach your child come from what your child sees you do – not what you say. 4. If what you are doing is not working, change it! Your best efforts, even those that worked in the past, may break down. Try to keep sight of your basic principles and always cherish your relationship with your child. The important thing is not whether your child behaves in the next few minutes or today or this week. The really important thing is how your child turns out 5, 10, or 20 years from now. Learn more @ www.preventchildabuse.org/
PREVIOUS EXPLORATIONS
TIPS FOR ALL ADUL TS
Observing the signs of abuse s
Recognizing the Signs of Child Abuse and Neglect Many people fear that reporting child abuse or neglect will destroy a family. The truth, however, is that getting help can protect children from further harm and assist the family in facing and overcoming its problems. We can all help end child abuse by becoming aware of the signs and reporting suspected cases of child abuse and neglect. Signs of child maltreatment include:
2. Signs of Neglect: Physical: Lack of adequate supervision, nutrition, or shelter Poor hygiene Inappropriate dress
How You Can Help: Studies have shown that neighbors can reduce violence and crime in a community simply by increasing their awareness and working together. Similarly, neighbors can help stop child abuse and neglect. 1.
UNDERSTAND the causes and effects of abuse and neglect. If you know a parent who is under stress, encourage them to seek help. To locate a parenting program that can provide guidance and support, call the Prevention Information and Parent Helpline at 1-800-342-7472.
2.
LEARN to identify the warning signs of child abuse and neglect. Abuse can include physical, emotional, and sexual abuse. Neglect is the failure by a caretaker to provide a child with adequate food, clothing, shelter, medical care, supervision, or emotional support.
3.
REPORT any known or suspected case that you observe. Reporting abuse can protect children from further harm and help a family address its problems. All reports are confidential and may be made anonymously.
4.
CALL the NYS Central Register Child Abuse & Maltreatment Hotline to Report Child Abuse and Neglect:
Educational: Infrequent attendance in school Medical:
1. Signs of Abuse: Physical: Bruses, welts, or swelling Sprains or fractures Burns Lacerations or abrasions Sexual: Difficulty in walking or sitting Torn, stained, or bloody clothing Pain or itching in the genital area; bruises or bleeding in the external genital area Sexually transmitted diseases Pregnancy
Unattended medical or dental needs
3. Signs of Emotional Neglect or Abuse Speech disorders Delayed physical development Substance abuse
4. Signs of Behavioral Abuse or Neglect Uncomfortable with physical contact Low self-esteem Behavior extremes, such as appearing overly compliant and passive or very demanding and aggressive Frequently at home with no caretaker Lags in physical, emotional, or intellectual development
General Public: 1-800-342-3720 Mandated Reporters: 1-800-635-1522 Learn more @ www.nyc.gov/html/acs
PREVIOUS EXPLORATIONS
TIPS FOR ALL ADUL TS
Observing the signs of abuse s
Recognizing the Signs of Child Abuse and Neglect
You notice that a child or young person has serious difficulties relating to peers and/or adults.
The effects of child abuse and neglect are not always easy to identify and people who abuse can go to great lengths to hide it. Many of the common signs of child abuse can be confused with normal, everyday happenings. Adults need to be aware that a change in a child’s behaviour may be caused by child abuse.
You see a child or young person who is always angry or aggressive. You find out that a child or young person has difficulty sleeping and experiences nightmares. You notice a child or young person experience a change in eating patterns.
Recognizing the signs in Children: A child or young person tells you that he or she is being abused or hurt. You notice sudden or unexplained changes in mood or behaviour of a child or young person. You notice frequent or unexplained bruises or injuries on a child or young person. You see a child or young person with low self-esteem. You see a child or young person with poor hygiene. You notice that a child or young person becomes withdrawn or unresponsive. You notice a child or young person with a lot of exaggerated fears. You notice that a child or young person seems to lack trust in familiar adults.
Recognizing the signs in Parents: You notice that a parent seems unconcerned about the child's welfare at home or school. You notice that there is domestic violence between adults in a household. You notice that a parent feels constantly stressed and tells you they have hurt his/her child. You see that a parent seems secretive or tries to isolate the child from other children. You notice that a parent constantly talks about the child in negative ways. You notice that a parent frequently blames, belittles or insults the child. You notice that a parent avoids talking about the childi's injuries or gives conflicting explanations for them.
You notice that a parent is suffering from depression or other serious mental illness that may be impacting on their ability to care for their children. You notice that a parent is drinking alcohol excessively or abusing prescription medication and is not able to take care of his/her children properly. You see or hear that a parent is using illegal drugs and is not able to take care of his/her children properly.
Recognizing the signs in Yourself: As parents, we can relate to sometimes feeling tested to the limits of our parenting ability. Sometimes we can feel out of control. In other situations, we can have personal problems that stop us from caring for our children. It is your responsibility is to recognize when you need help before the harm happens. If you feel you may hurt, or have hurt your child, it is important that you seek immediate assistance. STOP what you are doing. THINK about how you and your child are affected by what is happening. DO something to change things. GET SUPPORT to make the changes. Seeking support and assistance can take courage. Taking this step, however, is critical for you and your child. Learn more @ www.stopchildabusenow.com.au
DESIGN PROCESS
BOARD GAME: We will explore different appropriate and inappropriate acts / disciplines in three different themes - Home, School, and Neighborhood.
HOME
SCHOOL
NEIGHBORHOOD
HOME
SCHOOL
NEIGHBORHOOD
DESIGN PROCESS
CHARACTERS: It is designed based on different age of children that might be facing some of the scenarios in the game.
7 AGE: 0 - 1
AGE: 2 - 5
AGE: 5 - 9
DESIGN PROCESS
BUILDING BLOCKS OF EARLIER STAGES THAT STRENGTH FAMILY RELATIONSHIPS IN LATER STAGES.
• Middle Years Respect for feelings
Seeking information
Non-violent conflict resolution
Independence
• Preschool
• Toddlerhood
Respectful Communication Skills • Late infancy Attachment • Earyly infancy
Trust
DESIGN PROCESS
POSSIBLE BOARD GAME & RULES: • It accommodates 2 to 6 players. • Adult assembly required. 1. The players will be moving around the board and facing different scenarios based on different colors. Each color corresponds to a theme (Home, School, Neighborhood and Others) The goal is to collect 5 “Happy faces”, which indicates a good scenario / a good discipline. Yet, a “Sad face”, which indicaes a bad scenario / a child abuse, will deduct a “Happy face”. The first person who gets 5 “Happy faces” wins the game.
DESIGN PROCESS
HOME SENARIOS:
Daddy hits me with his belt because I pooped on my pants.
Mommy beats me because I spilled my milk.
Daddy hits me whenever he is drunk.
Physical punishment is not a discipline.
Physical punishment is not a discipline.
A failure role model
Daddy beats me whenever I cry.
Mommy yells at me when I do not finish the meal.
Daddy beats me when I hit other kids.
Physical punishment is not a discipline.
Verbal punishment is not a discipline.
A failure role model
Mommy says that she loves me everyday.
Mommy reads a bedtime story every night.
Daddy encourages me to try new things.
Building strong parent-child connection.
Building strong parent-child connection.
Gaining trust.
Mommy hugs me every night.
Mommy teaches me about the effects of my actions on other people.
Daddy tells me that he believes me.
Building strong parent-child connection.
Gaining trust.
Gaining trust.
SCHOOL SENARIOS:
DESIGN PROCESS
My teacher punishes me with a stick when I get below 80% on the test.
My teacher calls me stupid when I fail the test.
My teacher embarrasses me in front of the class.
Physical punishment is not a discipline.
Verbal punishment is not a discipline.
Verbal punishment is not a discipline.
My teacher punishes me when I make a mistake.
My teacher tells me that I will never be able to learn and understand.
My teacher criticizes me.
Physical punishment is not a discipline.
Verbal punishment is not a discipline.
Verbal punishment is not a discipline.
My teacher appreciates my attempts, even if I make a mistake.
My teacher never says I am stupid.
My teacher will listen and help me when I have problems with other students.
Gaining trust.
Gaining trust.
Gaining trust.
My teacher shows me how to improve.
My teacher tells me that I am capable of learning new languages.
My teacher listens to my opinions.
Gaining trust.
Gaining trust.
Gaining trust.
DESIGN PROCESS
NEIGHBORHOOD SENARIOS:
Neighbor hits me whenever I step into his yard.
Neighbor touches me inappropriately.
Neighbor touches my private body parts and tells me to keep it secret.
Inappropriate action.
Inappropriate action.
Inappropriate action.
Neighbor laughs at me for being dumb.
Neighbor threatens me to stay away from his daughter.
Neighbor laughs at me for my appearance.
Disrespectful action.
Disrespectful action.
Disrespectful action.
Neighbor calls Child Protective Service when she always hears slamming on walls and crying from my house.
Neighbor calls Child Protective Service when he sees me being kicked out of the house and crying.
Neighbor brings her kids to play with me.
Action is necessary.
Action is necessary.
Develop closer relationship.
Neighbor calls my parents when she sees me play in the street unsuper vised.
Neighbor calls the police when she frequently sees bruises and cuts on my body.
Neighbor always greets and smiles to me.
Action is necessary.
Action is necessary.
Build respectful communication skills.
TO BE CONTINUE...