View/Open - University of Zululand Institutional Repository

More documents

Recommendations

Info

* [128] sufficient knowledge of both the institutional structure and the complexities and dynamics of maltreatment Knowledge of indicators and correlates of abuse, and laws that promote reporting of abuse are a necessary prerequisite for teachers to protect children from maltreatment. Teachers who are more knowledgeable about indicators of sexual abuse, who realize that sexual abuse must be reported and who know that children usually do not lie . about abuse, may be in a position to prevent another incident of abuse or a second child in the family from suffering abuse (Sibert 1981 : 83-89). According to Volpe (1981 : 103) a range offactors make the potential role ofteachers in child abuse cases vitally importanf: * * * Children suffering abuse of one form or another are likely to exhibit some unusual behaviour. Teachers are trained in the normal development of children and are ideally placed, given this training and their prolonged contact with the child, to recognise abnormal or changed behaviour. Thus teachers may be the first to identify signs which may indicate that a child is suffering abuse. An abused child may look for someone with whom they can share their secret. Whether or not the abuse is actually perpetrated in the home, evidence seems to suggest that they will seek a neutral, trusted figure when they decide to talk about their problems. Teachers are often the very people that abused children turn to for help. Schools form a natural focus for professional groups dealing with children. As the focus for this inter-professional network, schools - and thus their teachers - have an important role to play. Child abuse is not constrained by social class, economic circumstances or geographical setting. Child abuse is likely to occur in all communities
[129] and is not confined to deprived, inner-city areas. Awareness of the problems of child abuse should be the legitimate concern of all teachers. (9) The role of the courts in child abuse Strauss (1974) was of the opinion that medicine and law are frequent bedfellows but nowhere does this relationship create more havoc than when it comes to the abused child which precipitates an interaction between doctor, lawyer, social worker and the law enforcement arm of the government. The goal is the common one of the physical and emotional well-being of the abused child and for the maintenance of that state. Yet several different professional disciplines collide headlong in their attempts to provide for the common goal. Strauss (1974) warned that the imposition of penal sanction may merely substitute one trauma by another. Arresting the offending parents, bringing them to trial may just perpetuate the disruption in the family. He said that by involving criminal process we may encourage the social craving for revenge without doing anything constructive. Strauss (1974) said social workers and doctors should remain in charge of the case as long as possible and only resort to court when it becomes obvious that their resources will fail and the protection of the court is needed. Kelly (1973) stated that the courts are bound by strict procedures and must present their cases properly. A children's court is not able to remove a child on mere hearsay evidence. All evidence mnst be properly presented or the courts cannot exercise their function of protection. Kelly (1973) also cautions that the exercise of powers by the court is not sufficient. The child must have follow-up treatment. The final decision whether or not to remove the child is the magistrate's or the judge's. This decision can only be made properly if he has full details in front of him. Otherwise his hands are tied and he may have to find a child not in need of care, albeit that the child desperately needs protection.
Page 1 and 2:
CHILD ABUSE: A PSYCHOPEDAGOGICAL PE
Page 3 and 4:
DEDICATED TO : Upasna, Yashveer and
Page 5 and 6:
CHAPTER 1 ORIENTATION 1.1 1.2 13 IN
Page 7 and 8:
3.3 (ill) TIIE CONCEPT EXPERIENCE P
Page 9 and 10:
SUMMARY The aim of this study was :
Page 12 and 13:
(viii) finansiele en sosiale bronne
Page 14:
CHAPTER 1 ORIENTATION 1.1 INIRODUCI
Page 17 and 18:
[5] political rights, so that he ma
Page 19 and 20:
[7] Ter Horst (1973) has identified
Page 22 and 23:
[10] According to Terminology (1984
Page 24 and 25:
1.4.9 Life-world [12] According to
Page 26 and 27:
CHAPTER 2 [14] A PSYCHOPEDAGOGIC PE
Page 28 and 29:
[16] meaningfully connected as far
Page 30:
[18] Against this background Sonnek
Page 38 and 39:
* * (3) Memory [26] the physical pr
Page 40:
* * [28] "Wonder" is a subjective e
Page 44 and 45:
[32] child in finding his way throu
Page 46 and 47:
[34] Whatever the educator and the
Page 48 and 49:
[36] unsatisfactorily and that his
Page 50 and 51:
[38] a significant world as home fo
Page 52:
[40] into it's correct place within
Page 56 and 57:
[44] (2) Love for the subject which
Page 58 and 59:
[46] distantiating, objectivation a
Page 60 and 61:
CHAP1ER3 [48] RELEVANTRESEARCH CONC
Page 62 and 63:
[50] 32.1 Studies pertaining to fam
Page 64 and 65:
[52] Theorists have recognised that
Page 66 and 67:
[54] and that such isolation correl
Page 68 and 69:
[56] well, eats well, is healthy an
Page 70:
(v) Poorly surmressed aggression [5
Page 75 and 76:
[63] Gil (1975 : 354) states that m
Page 78 and 79:
[66] individuals are alike. A lot d
Page 80 and 81:
.. (i) Societal abuse [68] Accordin
Page 82 and 83:
[70] (a) Child abuse in the Coloure
Page 84 and 85:
[72] harsh, defective parental care
Page 86 and 87:
[74] system, every member had his e
Page 88 and 89:
[76] the brain.These children prese
Page 90 and 91: [79] they do not fully comprehend,
Page 92 and 93: [80] toward himself and others and
Page 94 and 95: [82] obviating the need to remove s
Page 96 and 97: * * * * [84] Experience of the abus
Page 98 and 99: [86] demands or provide intrusions
Page 100 and 101: • • Compulsivity. Pseudo-mature
Page 102 and 103: [90] Van Niekerk (1990) virtually p
Page 104 and 105: [92] child is realising or actualis
Page 106 and 107: [94] not know". It may also lead to
Page 108 and 109: [96] Cemane (1990 : 9-11) identifie
Page 110 and 111: dysfunction of the pedagogic situat
Page 112 and 113: implications of his distress. (iv)
Page 114 and 115: [102] of safety we refer to any tem
Page 116 and 117: 3.5 SYNfHESIS [104] According to Vr
Page 119: [107] Accountable support for the a
Page 122 and 123: [110] At the children's court inqui
Page 124 and 125: (b) Children's Home [112] Any resid
Page 126 and 127: [114] all of these parallel structu
Page 128 and 129: [116] co=unities.Localco=unitydevel
Page 130 and 131: * * [118] He encourages the parents
Page 132 and 133: [120] circumstances from which he w
Page 134 and 135: [122] Cooper (1977 : 157-160) wrote
Page 136: [124] case the goal must be permane
Page 139: [127] The police need to be quickly
Page 143 and 144: (11) Place of Safety [131] In Natal
Page 145 and 146: [133] The cases of children placed
Page 147 and 148: [135] the school clinics and co-ope
Page 149 and 150: [137] should be subject to the disc
Page 151 and 152: [139] The abused child finds himsel
Page 153 and 154: CHAPTERS [141] SUMMARY AND RECOMMEN
Page 155 and 156: [143] child's psychic life is under
Page 157 and 158: [145] The life style of abused chil
Page 159 and 160: 5.1.5 Aim of this study The aim of
Page 161 and 162: * [149] -BA(Ed) (SSW) First Year So
Page 163 and 164: * * * [151] that there should be th
Page 165 and 166: [153] Premature children, unwanted
Page 167 and 168: 52.4 * (1) Rationale [155] cycle of
Page 169 and 170: liST OF SOURCES [157] ALEXANDER, H.
Page 171 and 172: [159J COOK, J.V. & BOWLES, R.T. 198
Page 173 and 174: [161J GABINET, L 1983. Child abuse
Page 175: [163] HELFER, RE. 1980. Child abuse
Page 179 and 180: [167] MAHMOOD, T. 1977. Family viol
Page 181 and 182: [169] OSlBLOOM, N. & CRASE, S. 1980
Page 183 and 184: [171] ROKEACH, M. 1973. The nature
Page 186 and 187: [174] VAN DER STOEP, F. & LOUW, WJ.
show all

View/Open - University of Zululand Institutional Repository

Create successful ePaper yourself

Delete template?

Save as template?