The Delivery Systems on Day Care Schools

Protecting children from abuse, physically and mentally is a major responsibility for all caregivers of children. This includes call forths, instructors and childcare fermenters. harmonise to research conducted by Spungen, Jensen, Finkelstein and Satinsky, it was estimated that one out of cinque females and one out of six males would be the victim of versed abuse before the age of 18. In 1985 it was estimated that everywhere 113,000 children between the ages of six by 18 were knowledgeablely assaulted in that social class alone (Spungen, et al 1989, p127). due(p) to the increasing incidence of child sexual abuse, a need arose for stripe and preparedness classs for families and caregivers of children. To fulfill this need, child sexual abuse barroom education plans were established.Research conducted in 1987, indicated that over nightclub million preschoolers and millions of school aged children were cared for by some type of day care architectural plan. Consequen tly, daycare providers were in a unique position to provide this prevention syllabus (Spungen, et al 1989, p127.)The first such course was established in Philadelphia at the Federation sidereal day Care Services. The goal of the platform was to intensify the knowledge of provide, parents and children and to help children develop skills to nourish themselves from sexual abuse. The goal for parents and mental faculty was to help them become sensitive about child arcticty issues and be prepared to cope with the happenings that the children expressed. This course of study was developed and coordinated by an interagency perpetration comprised of administrators, educational supervisors and masters prepared social workers who had expertise and upbringing the rural area of child sexual abuse (Spungen, et al 1989, p127).In developing this course they use the eight primary steps for problem management (Halley, Kopp, capital of Texas 1998, p 183).1. Perceiving a need and then defining the problem that essendial be addressed2. Stating a purpose to be achieved by addressing the problem.3. compile data related to the situation.4. Using the data to generate alternative responses, opportunities, or solutions to the problems.5. Assessing the costs of pursing different solutions and weighing the choices.8. Evaluating the results and beginning again, drawing on what is turn backed.To effectively carry out this prevention program, to each one listening was identified to develop a different service obstetrical oral communication system. Staff reading and parent stores were conducted by social workers. Classroom teachers implemented programming for children. The linking policy that was used in these deliveries was that of direct practice with the consumer. According to Halley, Kopp, and Austin human beings service practitioners reap, advance, crack and shape policy all the age during their interactions with consumers and with each other the work of d elivering human services is linked to all aspects of social policy (Halley, Kopp and Austin, 1998 p100 & 101).The goals for mental faculty were to increase awareness of child sexual abuse, increase their comfort level and improve their ability to teach prevention course of study. In addition to providing a safe environment for children to express themselves and as well be able to give away and react befittingly to disclosures of abuse (Spungen, et al 1989, p128).In the first year, ii staff training sessions were held at each secernate of the Federation Day Care Services. The first session directioned on the identification and perspicacity of child sexual abuse, the turn was on disclosures and reporting procedures. There was marginal treatment of the course of instruction yet the staff was expected to follow it strictly. Due to the rigidity of the program, staff was resistant to the workshops and felt the training was unnecessary. The citizens committee paid too little attention to the staffs feeling and attitudes regarding this issue.They also did not focus enough attention on teachers feedback on the curriculum. As a result, there was low staff enthusiasm and increased staff resistance to the training. By the end of the first year the committee became aware of the staffs resistance to the training approach and felt the need to address their concerns. To respond to these concerns and to meet the staffs needs, the committee used the feedback from teachers and actively hired them in the development of the next years program (Spungen, et al 1989, p128).In the support year of training trio staff sessions were held at each branch to meet the needs of unexampled and previously untrained staff. To decrease staff resistance, theory was included in the training to explain the rationale for the program, while focusing on sensitizing staff to their feelings and reactions to child sexual victimization. The initial session focused on the temperament a nd scope of the problem and its relationship to day care. Participants met in small assemblages and a discussion followed that focused on myths and facts, behavioral and emotional characteristics of abusive families and victims and stages of radiation diagram sexual development.The next two training sessions addressed attitudes toward the topic through small group exercises to help promote comfort with sexual quarrel and included fiber-playing vignettes which focused on disclosure situations. Discussions followed that focused on the curriculum and a teachers role in preventing child sexual abuse. To supplement the training, create verbally materials and audio visual aids were used.The training then focused on supporting staff in becoming more comfortable with their role in helping children stay safe. Although the training curriculum focused on prevention education, training for staff primarily dealt with teaching them how to respond appropriately to childrens reactions and conc erns, including procedures for reporting suspected abuse. (Spungen, et al 1989, p128).At the end of the indorsement year, feedback from the teacher evaluations was positive. According to Spungen, et al, it was difficult to assess the conclusive reasons for this. The satisfaction of the program appeared to be related to the staffs increased comfort with the topic and the program as wholesome as a more effective training and curriculum (Spungen, et al 1989, p129).The goals for parents included an increased awareness and knowledge about child sexual abuse inform them and share the content about the child individualizedized rubber eraser program and to provide parents with the skills and resources to help keep their children safe (Spungen, et al 1989, p128).Parental support of the child personal safety program was a high priority. In the first year of the program two parent workshops were offered at each branch of the Federation Day Care Services. The program focused on the dynamic s of child sexual abuse and the guess factors for young children, these workshops were provided to parents at no cost. The turnout for these workshops was very low, one assertable reason was that parents were disturbed by the information presented and felt unable to protect their children (Spungen, et al 1989, p129).After the first year, more outreach and public relations efforts were used to reach the parents. The outreach included a brochure, individual letters to all parents inviting them to the workshop posters in each branch of the day care and reminder notices sent to families two days before the program. Evening sessions were conducted at each branch and childcare and dinner were provided at no cost. (Spungen, et al 1989, p128).In the second year of training, parents were provided an opportunity to preview the curriculum and gave their gossip on it. They also were provided background information about statistics, myths and facts, behavioral and emotional indicators of vict ims of abuse and stages of sane sex play. A film and discussion about keeping children safe was also included. Parents who insureed felt comfortable in expressing their concerns about the curriculum and sex education for their children. Parents were provided resource materials and in home activities to help excuse their fears and help them support and reinforce the programs efforts (Spungen, et al 1989, p128).At the end of the second year, despite the outreach only a limited number of parents attended these workshops. The parents that did attend gave positive feedback about the program. Some parents were frightened by the statistics and anxious to evolve how they could work with the agency to protect their children. Parents found the in-home activities most helpful in learning how to talk with their children about this topic (Spungen, et al 1989, p129).The goals for children included prevention of child sexual abuse and empowering children to keep themselves safe (Spungen, et al 1989, p128).In the first year of training, due to the sensitive nature of the training program, canonical classroom training was necessary to help children with the fundamental knowledge of the five senses, parts of the body, family members and feelings. Teachers were provided with resource material.By the second year teachers were encouraged to be creative in their presentations. Expanding on the introductory lessons, the child personal safety program was presented over three weeks. Activities included stories, group discussion, role-plays, games, songs, and art projects. Portions of the program were adapted for use based on the developmental needs of each age group. The program was structured that the most sensitive topics were discussed after the children developed greater awareness and assertiveness skills. Topics covered in the story and discussion format included defining child personal safety identifying good, mentally ill and misidentify touches learning to handle a bad touch and give tongue to a trusted adult if a bad or confusing touch occurs.The program for children in preschool and kindergarten classrooms began and ended with puppet shows that were developed and performed by staff. The initial puppet show introduced the puppets and the theme of No, Go, severalize, a devise often used in child safety programs to emphasize basic safety skills. The second puppet show involved more audience participation and reinforced the themes of the program.One of the differences between the preschool and the school-age program was that the school-age children participated in program development. They created their own artwork for a No, Go, Tell poster contest and demonstrate their knowledge by developing role-plays (Spungen, et al 1989, p128 29).According to teacher evaluations and maternal reports, children were excited about the program, but the degree to which they pull aheaded from the program varied depending on the childs age and duration of trai ning. Children who participated in the program for the two-year period seemed to benefit the most from the training and were better able to apply the information. Children in the three to four year-old groups were able to model responses, such as repeating the No, Go, Tell, words but their determineing was limited.Kindergarten children had a greater ability to understand concepts and had an increased awareness of how to apply the information. They learned the vocabulary and developed basic prevention and assertiveness skills. Children 6 to 12 understood and applied the personal safety concepts that they learned in the program. They benefited from less structured programming because the flexibleness reduced the boredom that results from the repetitive curriculum. In addition they needed to feel independent and in control of their learning (Spungen, et al 1989, p130).Outcomes and gainsays of the training programThis program faced many challenges, among them was the initial resistanc e of the staff of the daycare to attend training and use the curriculum for training. As the result of feedback by the teachers, the committee made changes to the training approach. This change allowed the teachers to have more input in the training of the curriculum and also gave them more freedom to implement it.These changes met several of the service delivery goals as outlined in Delivering Human Services. These included collaboration between staff and the committee managing the transitions to new delivery systems and integrating by using the feedback from the teachers to help develop the second year of the program (Halley, Kopp, Austin, 1998, p180-81). Although gains were made, further study should be conducted in clubhouse strengthen collaborations between the teachers and the committee.The next challenge that they faced was that of involving the parents. (From my experience with works with parents and programming, I understand how difficult it can be to actively involve them in training or workshops.) The committee used outreach techniques to reach the parents in an effort to involve them in the program. The delivery goals that they met included mobilizing to involve the parents and make them aware of the danger and of the need for the training, and relating to consumers by understanding the parents concerns regarding the training program. By the second year of the training, because of feedback by parents, modifications were in place that met the goals of the program.These changes also helped the parents learn about the problem of child sexual abuse in a less threatening way and help protect their children (Halley, Kopp, Austin, 1998, p180). Although there were changes to the program and an outreach effort, parents were still resistant to training and only about 225 parents attended the program over the course of two years (Spungen, et al 1989, p129). This component of the training needs to be further explored to find out how to involve parents in work shops and training programs etc.Teachers of pre-school, kindergarten children and older children in the daycare encountered different challenges regarding the delivery of the program. After the initial year of the program, teachers were allowed to be creative in the delivery of the training program. This change enriched and helped empower the students who attended the training. Specific programming was gear to preschool students, kindergarten students and to older students. There was a different approach to each group of students, but the overall goals of the training program were met (Spungen, et al 1989, p128 30).The next challenge was that of the costs involved in implementing the child personal safety program. According to Spungen, it is very expensive to run a child sexual abuse prevention program at a daycare center. Staff expenses, time constraints and space issues are a factor that could inhibit the training (Spungen, et al 1989, p131). Further exploration of funding source s, conjunction-wide cooperative agreements, such as partnerships with community centers or rape crisis centers may alleviate some of the expenses involved in this training, but further research is necessary.