Children of Abuse and School Discourse: Implications for Teachers and Administration

Autor/in	Haeseler, Lisa Ann
Titel	Children of Abuse and School Discourse: Implications for Teachers and Administration
Quelle	In: Education, 126 (2006) 3, S.534-540 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1172
Schlagwörter	School Personnel; Ecological Factors; Family Violence; Coping; Family Problems; Family Needs; Child Abuse; Elementary School Students; Discourse Communities; Elementary Schools; Interdisciplinary Approach; Delivery Systems; Professional Services; Referral; Administrator Responsibility; Teacher Responsibility + Suchen Sie Ihr Suchwort? Schulpersonal; Ökologischer Ansatz; Bewältigung; Familienkrise; Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Elementary school; Grundschule; Volksschule; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Auslieferung; Berufsbegleitender Dienst; Lehrverpflichtung
Abstract	The intention of this article is to illuminate the developmental coping experiences of children of domestic violence abuse whether observed and/or experienced, and the impact upon school discourse at the elementary school level. It is aimed at providing school professionals with insights into their roles and responsibilities in the area of identification and support. This research is limited in scope regarding definition boundaries. Domestic violence is restricted here to include male on female abuse. As strongly suggested by this article's information, children of abuse cope with ecological issues that may have unfortunately dire consequences for school discourse at the elementary school level. Whether children witness or incur abuse, or whether or not they are in the abuse situation or are transitioning out of it, familial abuse issues are pervasive and include many extenuating factors. Therefore, school personnel must network, collaborate, and work cooperatively as an interdisciplinary unit to provide the extensive, distinctive, and multifaceted care that is required for these children. School professionals must be vigilant in allocating and referring the proper resources needed for victims. By professionals providing more thorough and holistic service delivery, appreciating the numerous ecological factors such as health, economic, and socio-cultural, they can more effectively meet the complex family needs. (ERIC).
Anmerkungen	Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/education.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10