1. Teaching Appropriate Boundaries:
Helping to keep
our students safe
Jim Witmer, LICSW
Social Worker, Deafblind Program
Perkins School for the Blind
January, 2007

2. Pre-Test What do we mean by “boundary”?
Name two kinds of boundaries at Perkins.
Why are boundaries important?
Who is responsible for maintaining appropriate boundaries?

3. Because children (with disabilities) are vulnerable in many ways, it is easier for their boundaries to be violated.
Why is that?

4. Why are children vulnerable?
Children may feel powerless.
Not all children are capable of assessing adults’ motives.
Children are taught that goodness equates with obedience to adults.
Children may not realize that they can say “no” to adults.

5. Why are children vulnerable?
Children are curious about their own bodies and sexuality.
Children may be deprived of basic information about their sexuality.
Children may not realize what abusive behavior is or that it is wrong.

6. Why are children vulnerable?
Children may also be at risk from peers and siblings.
Children are often confused about sexual misbehavior.
Children are seldom encouraged to express their anxieties and fears.

7. What adds to disabled children’s risk?

8. Children with disabilities
may have restricted social environments
can feel powerless
may depend upon touch (e.g. being assisted with washing or being shown how to do a task)
may not always be able to control the nature of physical touch

9. Children with disabilities
may be socialized to accept being touched by anyone, especially someone called “staff”
may not understand the concept of “stranger”
may not be able to conceive of the fact that someone they know would harm them

10. Children with disabilities
may not receive sex education
are particularly disadvantaged by communication barriers
are highly dependent on parents and caretakers, which may make the child reluctant to report any problems or abuse

11. Children with disabilities
may live in a situation where compliant behavior is required
Abuse by adults can exaggerate emotional problems that are related to a disability, but can also be hidden due to other existing problems

12. Modeling and teaching appropriate boundaries

13. How do we define “boundaries”?

14. Preserving and modeling healthy boundaries…
Bear in mind the students’ need for modesty and a right to privacy
Look for opportunities to teach them about these concepts
When giving routine care, always let the student know before you touch him/her

15. Preserving and modeling healthy boundaries…
Ask for permission from the student before touching and wait for his/her response
Be aware that touch, especially in genital areas, can be stimulating
Be aware of how you touch and of the student’s reaction

16. Preserving and modeling healthy boundaries…
Always knock before entering a student’s bedroom
Announce your presence and make sure the student knows who is there
If it is not routinely your job, notify the Houseparent if you are going into a student’s bedroom or the bathroom with him/her

17. Preserving and modeling healthy boundaries…
If visiting or working with a student in his/her room, pull up a chair. Do not sit on the bed!
If you are working on something with the student that requires modesty, close the door.
If not, the door should be open.

18. Let’s talk about… Hugs Sitting in laps Shoulder massages
Providing physical comfort
Kisses

19. Other kinds of boundaries…

20. Conversations on shift
Remember that conversations on shift may be overheard by students, parents and visitors
‘Private’ conversations and phone calls should remain just that
Do not discuss students in front of others

21. What else can we do to demonstrate and teach appropriate boundaries?

22. How does the residential environment contribute to breaking down of some boundaries?

23. Helping each other - Protecting students

24. Have a concern about boundaries?
If you observe any staff-student interactions that concern you because boundaries appear to be breaking down, speak to the staff involved or to your supervisor

25. Where student safety is concerned, there is no such thing as a silly question or a concern that’s too trivial to be brought up.
These issues occur every day and bear frequent discussion so we can all learn how to better teach and model for students.

26. Post-Test What do we mean by “boundary”?
Name two kinds of boundaries at Perkins.
Why are boundaries important?
Who is responsible for maintaining appropriate boundaries?

27. Thank you for your attention.
If you have any questions, please see your supervisor or talk with a social worker.