Identifying abused children using assessments and observations in the classroom: a preliminary study

Abstract

The paper presents two pilot studies that attempt to identify maltreated children in the classroom. The aim of pilot study 1 was to determine whether six British physically abused children performed significantly worse than matched non-abused children on a battery of tests and rating scales over an 18-month period. The aim of pilot study 2 was to concurrently identify maltreated children from a classroom of children using standardized tests and observed negative behaviours. The method used in study 1 was a cross-comparison design with six physically abused and 12 comparison children, all between 4 and 8 years old. They were assessed over 18 months at four time-points on a battery of standardized tests and rating scales. Study 2 was based on a concurrent prediction of child abuse in a class of 30 children (18 male and 12 female) 10 years old. They were assessed on a battery of standardized assessments and by the direct observation of negative behaviour in order to predict those who were on the child protection register (CPR) for actual or suspected abuse and those who were not. The results of study 1 showed significant differences on the teacher rating scales and on a measure of sibling dependency. Study 2 used standardized assessments and identified three of five abused children. Direct observations identified one of five abused children. These two preliminary studies suggest standardized assessments are more useful than behavioural observations in identifying abused children in the classroom setting. Further confirmation is required using larger-scale investigations.

An ecological perspective on the comorbidity of childhood violence exposure and disabilities: Focus on the ecology of the school.

“…Children tested for special education should be routinely probed for violence exposure. School achievement, cognitive processing, and self-esteem are decreased in children who experienced maltreatment (Veltman & Browne, 2003). Subclinical cognitive processing deficits in children with violence histories should be considered as a very real risk factor for later maltreatment and the development of disabilities.…”

Tibutol 74‐55‐5

“…Çocuk çizimleri onların "akıllarına bir ayna tutmak" ya da "çocuğun dünyasına yeni kapılar açmak" olarak tanımlanabilir (Einarsdottir, Dockett & Perry, 2009;Hamama & Ronen 2009;Kırışoğlu, 2002). Ayrıca sanatsal değerlendirmelerin çocukların duygu ve düşüncelerine sansürsüz bir bakış sağlama ve dil becerileri henüz gelişmemiş ya da bu konuda isteksiz çocukların değerlendirilmesinde sözsüz bir iletişim yolu sağlama ya da sözlü olarak ele alındığında çok fazla kaygı yaratacak bilgileri ortaya çıkarma gibi yararları bulunmaktadır (Arrington, 2001;Veltman & Browne, 2003;Wilson & Ratekin, 1990). Bu nedenlerle çocuklarla yapılan çalışmalarda yansıtıcı (projektif) bir yöntem olarak resim gibi sanat temelli değerlendirmeler, estetik eğitim ve klinik amaçlı olarak sıklıkla kullanılmaktadır (Jalongo & Stamp, 1997, Akt.…”

“…Children's pictures are one of the sources suggested to be used for becoming familiar with and evaluating children (Arrington, 2001;Veltman & Browne, 2003;Wilson & Ratekin, 1990). With the start of symbolic thinking, children are able to express their emotions, thoughts and ideas about people and events more consciously and consistently in their pictures.…”