Responding to Abuse and Neglect

I have recently been introduced to the concepts of ethical practice and mandatory reporting, and the legal obligations of teaching professionals. Today, I attended a one-day workshop that covered in detail the effects that abuse and neglect have on a child’s learning and development, and offered strategies for dealing with situations involving reporting situations of child abuse and neglect. I’ve come away with so much knowledge – and so many questions – about topics I’d never even considered before, and this training has really got me thinking about some of the subtle boundaries that can exist between being a genuinely caring practitioner, and engaging in inappropriate actions.

Pages 8-9 of the booklet “Protective Practices for staff in their interactions with children and young people” (DECS, 2011) include an outline of professional behavioural boundaries, as well as a list of behaviours that may violate them. There appears to be a fine line between showing genuine care and concern for students, and overstepping the mark of professionalism as a teacher. As a mother and caregiver, I now realise that I must be ever vigilant that my genuine willingness to care, nurture and reassure children in an early primary environment doesn’t merge into a form of parenting.

In the chapter titled "Teachers and Professional Ethics" (2011, in McGee and Fraser, 2011) Hall supports this concern, arguing that the role of teachers, as opposed to parents, must be “more specifically focused, requiring greater detachment, rationality and intentionality.”Today’s workshop was so beneficial for me in this regard. It helped me to understand that the very behaviours that I hold in high esteem - such as genuinely caring for students and their wellbeing, and showing this through the reassuring hand on the shoulder or a hug - can be used by perpetrators to get close to the child, gain their trust, and abuse them.

I realize that I’m really going to have to make a concerted effort not to let my motherly instinct take over in situations where a child may be hurt, unwell, or simply in need of reassurance – and at this stage I’m not sure how I am going to do that! I think a chat with my mentor teacher and principal may be beneficial, to find out ways of better engaging in professional practice whilst minimizing my risk of unintentionally crossing any boundaries.

In today’s world, I accept and understand that child abuse and neglect is a very real issue that has already affected and damaged so many lives. I am therefore grateful for the opportunity to broaden my awareness of an area that I have, until now, had very little knowledge about. And I pledge to do whatever I need to in order to uphold my professional responsibility, and ensure the safety and wellbeing of every student in my care.

For further information on child protection in South Australia, visit:

http://www.decd.sa.gov.au/speced2/pages/childprotection/

REFERENCES:

Government of South Australia, Department of Education and Children’s Services (2011). Protective Practices for staff in their interactions with children and young people. Child and Student Wellbeing, Department of Education and Children’s Services

Hall, A (2011). Teachers and Professional Ethics. In C.McGee & D. Fraser (Eds.), The professional practice of teaching (pp.266 – 290). South Melbourne, Vic.: Cengage Learning, 2011