Week 2 & 3 Children at risk Susan Morwood

Child development and child abuse Normal child development Sexual development Child abuse defined Sexual Physical Emotional/psychological Cumulative Family Violence http://youtu.be/NLDqjgkZ5ts

http://youtu.be/NLDqjgkZ5ts Child development 0 to 3 years

Child development Development is the process that describes how humans grow. Most people who write about it agree that it proceeds in an orderly way going step by step through a series of stages. Each step completed means you move to a higher level of functioning Development is influenced biologically (what we were born with) and by the environment (what we are exposed to) Changes occur all the time in all aspects effecting humans eg. Biological, intellectual, emotional, social behaviours, when these interact together each influences the other’s progression.

Four principles of child development As children grow, they construct their own rules for how the world operates Children develop in phases Children vary in the rate they develop Different skills develop separately and at different rates

Children’s growth and development Physical  Increase in size and function Sensory  Awareness of 5 senses, sight, smell, touch, taste, hearing Intellectual  Ability to learn and to solve problems Emotional  Ability to form and sustain relationships and empathise Social  Ability for self care, work for others ie play and school, appropriate behaviour Moral  Ability to understand right and wrong through building of conscience

Children’s communication is influenced by the following factors: Their Thoughts - (Cognitive) Their Mood - (Affect) Their behaviour/pressures - (Social) Their environment - (Situation)

Theories of Child Development Abraham Maslow introduced the idea of a hierarchy of needs: Self actualization Achievement Love Safety Food

Erickson Stage 1- Trust/mistrust (safe/secure unsafe / mistrust) Stage 2- Autonomy/shame (secure/confident- inadequacy/self doubt) Stage 3- Industry v’s ineffectiveness (pride/accomplishment; competence and belief in skills) Stage 4- Identity solidification v’s identity confusion Stage 5- Intimacy v’s isolation Stage 6- Integrity v’s despair

Piaget (1896-1980) Sensorimotor- 0 – 2 yrs individuation Preoperational 2-6 yrs Thinking, Egocentric, non-logical, non-reversible patterns Concrete operational 6-12 yrs Solve concrete patterns Formal Operational 12- Possibilities and abstraction

Check list Language abilities Motor skills/ physical abilities Emotional range Thinking abilities How they play Task they can complete Social network Relationships with parents - how they seek comfort

Needs v’s wants What we need is often different to what we want. I want chocolate when I am tired, have worked hard, think I deserve it, feel sorry for myself, or because it is Tuesday. I need 6 types of vegetable and 2 liters of water every day On Tuesdays this is not what I want.

Children’s needs and wants Children need an adult who is stable and able to think about there needs often putting priority on them over there own. Children will often want a parent who has been abusive toward them even when this parent is unable to meet their needs.

Exercise: Thinking about children’s needs and wants Thinking of a child you know what are their Needs/Wants? What they say they want and what they really need for a healthy, happy life? What you think they want and need? How do we manage the points when you/child/parent/system are not in agreement?

Class assessment task In this task you must complete three case scenarios. The first we will all do in class together (8/5/12) The second you will do in class on your own and we will then discuss (15/5/12) The third you do on your own

What have we learnt today? On your own- Review your learning goals, have they been met today? How are you going to use what you have learnt today in your work? Any questions/comments With your partner- Discuss where you are up to in your learning process so far