The Educator's Role In Reporting the Emotional Abuse of Children.

Educators are mandated to report suspected child abuse to authorities. They learn to identify behavioral indicators of physical/sexual abuse and neglect but receive less information regarding emotional abuse. Emotional abuse consists of "internal" injuries and is more difficult to identify. Emotionally abused children are not as likely to be reported and do not receive the psychological services necessary for emotional healing and growth. Emotional abuse can be more dangerous to the child's welfare than other forms of abuse, as it negatively affects the child's self-esteem and self-image, causing devastating, life-long consequences. This article provides educators with information regarding behavioral indicators of emotional abuse, relationship of emotional abuse to the child's self-esteem and self-image, and the life-long consequences of emotional abuse.

The Educator's Role

Everyday, across our nation, educators report their reasonable suspicions of child abuse to their Child Abuse Hotlines. They attend in-service seminars to learn to identify the behavioral indicators of child abuse. However, most in-service programs devote more attention to the behavioral indicators of physical/sexual abuse and neglect rather than emotional abuse. One explanation for this is that the behavioral indicators of physical/sexual abuse and neglect are external and easily visible injuries. However, the behavioral indicators of emotional abuse, particularly the symptoms of children who respond to the abuse in passive ways, are more difficult to identify. Only 4% of all substantiated cases of child abuse are reported as emotional abuse. (Wood, 1999)

Also, since educators receive less information concerning emotional abuse at in-service programs, they may wrongly conclude that emotional abuse is not as serious an offense against children as other forms of abuse. However, emotional abuse can be even more dangerous to the child's welfare, as it affects the child's self-concept, thus having devastating and life-long consequences.

The Emotional Environment of the Family

The emotional environment of the family is critical to the child's development of self-esteem and self-image. In the emotionally healthy family, the child feels loved and wanted, as the parents' approval and acceptance, encourages the child to bond and form a secure attachment with each parent. As a result of the parents' loving and positive interactions with the child, they convey their belief to the child that he/she is a "good" and "valued" member of the family. Consequently, the child develops positive self-esteem, as one who has "worth," and a positive self-image, as one who is "good."

In the emotionally abusive family, the child feels unloved and unwanted. The parents consistently reject the child and the child's behavior. The emotionally abusive parent will also encourage others to reject and ridicule the child. The emotional family environment is "cold," as the parents do not express nor show any affection, support or guidance toward the child. The child is deprived of the psychological nurturing necessary for a child's psychological growth and development. Emotional abuse is not just a single event, but a systematic diminishment of the victim. It is a continuous behavior by the abuser that reduces a child's self-concept to the point were the child feels unworthy of respect, friendship, love and affection.

The parental abuses consist of: unrealistic expectations of the child's behavior, repeated name calling (no good, rotten, ugly, stupid, crazy), and deliberate humiliation in front of others (teachers, siblings, relatives, friends). All children inherently trust and love their parents and seldom complain directly about emotional abuse. They lack the reasoning ability to realistically challenge their parents' attacks upon their self-esteem. They may think that this is the normal way of life. Unfortunately, the child accepts and regards the demeaning statements of the parents as "true" and "accurate" reflections of their own self-worth. As a result of this abuse, the child develops profoundly low self-esteem and a negative serf-image as one who is "bad."

Behavioral Indicators of Emotional Abuse

The behavioral indicators of emotional abuse can be more difficult to identify, stop and/or prosecute. Physical abuse, sexual abuse and neglect are visible injuries, while emotional abuse leaves hidden scars that manifest themselves in many different ways. This psychological abuse is internal and affects the child's self-esteem and self-image. However, an informed educator can identify behavioral indicators of a child with profoundly low self-esteem and negative self-image by observing the child's behavior. Some children respond to emotional abuse in a passive way, while others respond in an aggressive way.

Some passive symptoms of emotional abuse in children are:

* difficulty in forming relationships

* inability to relate and bond to other children

* lack of self confidence and emotion

* extreme shyness

* being victimized and exploited by other children

* fatigue and listlessness 

* helplessness and hopelessness

* feelings of inadequacy

* pessimism and preoccupation

* difficulty concentrating on school activities

* self denial

* inability to engage and enjoy pleasurable activities

* self injury--hair pulling and twisting, nail biting, accident proneness

* self-deprecating remarks, such as "stupid," "no good," etc.

The following is a list of behavioral indicators of a child who responds to the emotional abuse in aggressive ways:

* bullying and hostile to others

* intimidating and threatening

* bullying and defiant

* ridiculing to others

* cruelty to other children and animals

* destruction of property and fire setting

* repeated truancy or tardiness 

* reluctance to go home

* constant attention seeking and hyperactive behavior

In all instances, whether the child responds to the emotional abuse, passively or aggressively, the child's grades and achievement are far below the child's academic ability.

Adolescence

The child who is victimized by emotional abuse and who remains unreported to Child Protective Services, enters adolescence burdened with extremely low self-esteem and a negative self-image. Also, the parents continue their emotionally abusive behaviors during the adolescent stage of the child's development. This further consolidates the adolescent's destructive self-belief, as one who is "bad" and "worthless." All of the adolescent's decisions are shaped by the emotional abuse. The adolescent engages in abusive relationships with others, and in self-abusive activities such as: alcohol and substance abuse, gambling, prostitution, running away, and criminal activities. Thus, the problems of adolescence are often direct symptoms of the earlier childhood as well as the current emotional abuse that they are enduring from their parents.

Adulthood

Childhood emotional abuse not only affects adolescence, but it also takes a substantial toll upon the individual's adult life. Many victims of emotional child abuse continue to be victimized by emotional abuse during adulthood. They continuously enter into abusive relationships and are used, abused, and exploited by others. Their lack of self-worth confirms to them that they are deserving of abuse from others. Some victims of emotional child abuse develop into hostile and angry adults. They are consumed with rage, and they perpetuate the violence that they received from their parents upon their own children. Thus, the emotional abuse of children is passed on from one generation to the next.

Reporting Emotional Abuse

Educators have many opportunities to observe children in their classrooms. Therefore, educators are in the best position to aid children who are victims of emotional abuse. These children cannot escape from the abuser. They desperately need someone to be an advocate for them. Educators fulfill a vital role, as a protector of these innocent children, whenever they identify the signs of emotional abuse and report their suspicion to the Child Abuse Hotline.

After the child has been identified and reported, they will have access to Child Protective Agency services such as psychological interventions and programs to aid them in repairing their damaged self-esteem and negative self-image. Through psychotherapy and counseling, each child will learn to build a trusting relationship with a caring adult, who is warm, empathetic and values the child. As a result, these children will begin to value and view themselves as "loveable" and "worthwhile."

They will also have an opportunity to heal their self-esteem by participating in various therapy programs, such as: play therapy, art therapy, dance therapy, and bibliotherapy. If it is necessary to remove children from the home, they will enter the Foster Care Program and will be placed in a foster home. Some parents feel guilty after they emotionally abuse their children, and they also may have a desire to change their behavior. These parents will be able to attend counseling sessions, anger management programs, and other programs to teach them how to have a positive and emotionally healthy relationship with their children

Summary

Emotional abuse can be even more serious than other forms of child abuse (physical, sexual, and neglect), as the emotional abuse damages and destroys the child's self-esteem and self-image. Educators who are well informed regarding the behavioral indicators of emotional child abuse serve a vital role as protectors of these children, by reporting their reasonable suspicions of this emotional abuse to the respective Child Abuse Hotline. When these emotionally abused children are in the Child Protective Services, they will begin to receive counseling and psychotherapeutic programs to help them to repair their damaged self-esteem and negative self-image. Unless emotionally abused children receive these psychological interventions, the consequences of the emotional abuse can have devastating and life-long consequences.

References

Associated Press, Sun-Sentinel, February 2, 1991, P. B-10.

Kempe, H. C. and Kempe, R. S.(1978). Child Abuse. Howard University Press, Cambridge, Massachusetts.

Leman, K. (1993). Bringing Up Kids Without Tearing Them Down. Delacorte Press, New York.

Toufexes, A. (1998). Report Cards Can Hurt You. Time, 133(18), p. 75.

Wallach, L. B.,(1993). Helping Children Cope with Violence. Young Children, May 1993, pp. 4-11.

Wood, J. Emotional Abuse -- An In Depth Review, http://suite 101.com/article.cfm/ domestic_violence/23806.

Dr. Felicia F. Romeo, Clinical Psychologist, College of Education, Florida Atlantic University.

Correspondence concerning this article should be addressed to Dr. Felicia F. Romeo, College of Education, Florida Atlantic University, Boca Raton, Florida 33431-0991.