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CHYS 2P15 Issue Lecture 2.docx

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Brock University
Child and Youth Studies
John Mc Namara

CHYS 2P15 Issue Lecture Tuesday, November 20 , 2012 Assignment  Hand in to the 2P15 CHYS drop box … in the new CHYS department! (Cairns building)  Turn it in: course I.D – 5789767, Password- CHYS2P15 … attach receipt to last page of assignment  John will upload outline for title page on Sakai  Section A & B: 2 pages per section (4 total) (1 extra for references -lecture & readings lecture – page 5 is reference page for BOTH part A and B)  Citing is same as it was for 1F90 – check old notes  APA referencing and format, double space  3 questions per section … answer them in question form not essay form (but still paragraph form, not point form, can have a couple of paragraphs per question if you need to)  For the third question in each section, use examples and integrate your placement (This would make a spectacular answer)  You can write in first person … just don‟t get too carried away  Base answers on lecture, readings and placement Vulnerable Children and Youth  Risk Factors - those factors that impede healthy development Child Maltreatment: Kate Twigger, Children’s Advocacy Center  Child‟s advocacy center – these centers deal with child abuse and criminal investigations  She works at a special building out of FACTS  If there was a type of abuse like sexual, or physical (bruising, etc.) They deal with these special situations. They‟re organization is more child friendly and child centered.  Multi disciplinary team – to make sure families get the best care (sexual testing, tests on different marks on the children, etc.)  She provides all the service coordination and support services  Day to day: children come to the center when there has been an allegation of abuse - child would come in with a non-offending caregiver (someone who‟s not hurting them) - interviews: video and audio recorded (for court and so the child doesn‟t have to tell it a million times) - crisis intervention: ask questions, advice, referrals to counseling, group therapy, etc. - most cases are sexual cases - how to care for the child  She is a brock grad … did an undergrad in CHYS and then her masters (was in con-Ed but wanted to do this instead of teaching) - Victim advocacy training, special certificates to get job  She doesn‟t feel she NEEDED her masters to do her job, however it is an asset … she is also the manager of administration … so she takes care of stats and bookkeeping as well (she feels she needs her masters for this)  Non-violent crisis intervention certificate, first aid, training for restraints with children (usually 3 day courses) etc.  Some places require Risk Factors associated with Child maltreatment  Lots of risk factors that makes a child more at fault for abuse  Girls are more likely to be sexually abused then boys, the margins are not nearly as different as people think (60% girls, 40% boys at her organization)  Disabled children, children in poverty, children with mental health problems/parents, children with low achievement, parents with addictions, parents who have been exposed to maltreatment are also more likely to treat their children in the same ways  Sexual abuse transcends risk factors at times … a lot of the times the children that are sexually abused are not usually done so by their parents (others such as coaches, teachers, extended family etc.)  She deals with well-to-do families, well off families (cannot stereotype one time of family)  Nobody is immune to being abused  Sometimes people get away with hurting children because they are really good at what they do and have been doing it for a period of time  Works with families at the absolute max for 2 years (if they go to trials, etc.)  Most of the times they plea out before this max time is reached Out come measures  Children abused are more vulnerable to lower educational achievement (dropping out of high school, don‟t go to post secondary)  Increased behavioural problems, eating disorders, anxiety, depression  Aggression, acting out  Addictions to alcohol/drugs  People think that individuals who have been sexually abused are more likely to sexually abuse … this ISN‟T true (don‟t be afraid of these people)  More likely to attempt suicide  Increase risk of being abnormal sexual play: doing weird things with toys, etc. (because they have had experience they externalize these experiences in real life, with toys, verbally, etc.)  Increase risk of criminal behaviour “Tell someone” - program  Try to explain to children that they need to tell someone, because until they do, nothing can be resolved  Many places, such as schools, have policies on how to report incidences (make sure you know the procedures on what to do in the workplace)  As a general citizen, if you see something that is wrong, there are legal/respectful liabilities to report it  Generally offenders are smart, and can hide what they‟re doing (won‟t beat their kid everyday so that there‟s a bruise, because then it would be easily identified)  If a child tells you something, better to report then not to report … most important thing is to protect the child Learning Disabilities: Ashley Short, LDANR  Executive director at learning disabilities associations of Niagara region  She is also a child and youth studies grad, she did her BA honors in CHYS … her plan was to become a teacher, applied to teachers college after her 4 years.  Teacher‟s would always say “next year when you're a teacher …”, but a lot of students would hear this and feel that it wasn‟t realistic  She went to talk to John (didn‟t know if she would get a teaching job after teachers college)  In her MA program along with supply teaching, she studied learning disabilities … Went into second year of supply teaching and still thought she was going to be a teacher. A job opportunity arose with disabilities.  Had to make the choice to stop with supply teaching and change her path completely  Decided to go with Running non-profit organization  Local agency – non profit (relatively small)  Offers after school support programs with children with learning disabilities (mostly reading disabilities) What are learning disabilities?  Average to above average intelligence, but performing low in their reading (average student but reading is not average … this is the indication)  Kids with reading difficulties – lower SES, lack of exposure to literacy … these are not disabilities (once they get the support they need, they won‟t continue to struggle)  One with a disability needs ongoing support  Teachers: 1-2 kids in every classroom with a learning disability (large vulnerable population)  Learning disabilities are invisible – can‟t tell when looking at someone if they have this disability (need to be able to detect signs of what is and isn‟t a disability)  80% of children with learning disabilities have reading disabilities  Start from the beginning: -Importance of early literacy & intervention – JK/SK they can already be behind due to what‟s happening at home - Most children with reading disabilities have a tough time blending words together (if they don‟t know they‟re letter sounds, how are they going to blend the words together) - Don‟t get frustrated (or at least don‟t show it if yo
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