Developmental Standards Paper
We live and teach in a limbo like world, trapped between the educational standards of the state and the social standards that society creates for educators. There once was a time where the two coincided, where the goal for furthering the education of a child was left to the teacher. The teacher knew what was best for the student, and had the support of both the school board and parents. Now, we have lost the majority of the parental support. If we accuse a student of misconduct we face criticism and an overall lack of respect of the parents. We undergo investigations and observations by the school board. We have lost the war of respect. However, we still must fight the good fight. We cannot just sit back and watch our students become self-destructive, though at times it may seem justified. Nonetheless, there should be absolutely no tolerance for abuse, even if it means losing our jobs. That said, I understand the sensitivity of the subject at hand, and I know that what I am suggesting may make many feel uncomfortable, but I believe that it is imperative for teachers to understand all the fundamentals of abusive signs, more so due to the possible repercussion. Knowing, looking, and acting on the signs of abuse could very well be the difference that saves the life of a student (AG 6.8).
In order to protect our students from their abusers we must be an expert on the subject matter, and be able to use our expertise in context. Being an expert within a certain area is an honor. The time commitment for the research and practice is at best tremendous. An expert is one who does everything within his power to know and understand his subject area.
Signs of abuse will take many forms. From anti-social tendencies, to being overly active in afterschool actives, to crying, to self-inflected pain, the signs of abuse are constantly changing (AG1.4) due to individual response to the trauma ones suffers from. Knowing how to see and understand the signs of abuse can be the difference between salvation and suicide.
As a teacher I am require by both human decency and law to look for and report signs of abuse in my students (AG 6.10). As a child of abuse myself I understand the desire and the temptation to show the signs to receive the help that one needs. However, I found that due to my experiences I tend to over think the signs of my students. I need to be able to distinguish signs of abuse and overall human personalities, something this paper will further my knowledge on.
In, Surviving Roots of Trauma: Prevalence of Silent Signs of Sex Abuse In Patients Who Recover Memories of Childhood Sex Abuse as Adults, Leavitt depicts eights signs of sexual abuse (AG1.1). Signs of sexual abuse within the realm of sexual psychology may range from sexual anxiety to an over active unhealthy fantasies of sexual violence. Signs of sexual abuse within the realm of social functioning psychology may range from individual victimization to chronic paranoia.
As a teacher, I would be able to know how to identify the sings that Leavitt has given, thus helping my students, and even maybe my student’s parents out of abusive homes.
Nonetheless, mastering the knowledge of abuse signs is just one aspect of becoming an expert on the subject. In (Mis) understandings of Significant Harm,Judith M. Masson reviles the unseen aftermath of reporting abuse. If an abuse report is filed, then the student in question will go under many additional hardships. From reliving the traumatic experiences time and time again, to being put in child protection services, and in worst-case senior, the abuser being acquitted, the trauma of the student will endure after the initial abuse. That saying, comparing the outcomes may become necessary when filing a report. The line of abuse is almost never straight. One must consider the multiple factors of that had lead up to the abuse. If the teacher can spot the signs of abuse soon enough and can intervene the abusive parent will more likely become rehabilitated, and would save the child the trauma of going thought child services.
As a teacher, my main goal is to help the student succeeded in his academics, as well as being safe outside of school. However the opportunity of changing a life should not stop at the school doors. If I saw factors in the parent – child relationships that are associated with abusive signs I would be able to weigh the factors of the future hardships that may follow the student. I will have the knowledge to free the student from such tribulations.
Context is the ability to best utilize ones knowledge to create a better overall community in both the classrooms as well as the community itself. As a teacher will be able to weave the knowledge I obtain into the curriculum to create a community immersed with care and understanding.
In School-Based Abuse Prevention: Effect on Discloser, Ian G. Barron and Keith J. Topping, reviewed the effects of abuse disclose among junior high students. In the study, Barron and Topping found that students who were educated on abuse as well as abusive prevention measures disclosed the abuse as well as their abuser than those whom did not receive any additional support they what was given a regular base.
In the classroom I will build a community based around acceptance, care trust, and understanding (AG 5.1). I want my students to be able to feel a deeper connection in which they are willing to disclose the pain that one may be suffering. I will take the information from Barron and Topping’s article and incorporate it within my music selection and overall class curriculum (AG 5.3)
In the article Psychological Resilience and Neurocognitive Performance in a Traumatized Community Sample, Aliza P. Wingo, Fani Negra, Bradley Bekh, and Karry Ressler, main find was that communities that suffer from traumatic events, in order to cope, are likely to adapt a non-verbal memory for emotional and social learning.
Juliette D. G. Goldman author of Student Teachers’ Learning about Child Sexual abuse Strategies for Primary School: An Exploratory study of Surface and Deep Learning, states, “the vulnerable age groups appear to be school-aged children, and teachers are frequently the first authority figures with any sort of relationship with abused children, the potential role of the teacher begins to emerge.” Goldman stresses the need for better overall involvement of primary teachers on the matter of abuse.
As a future educator I will stay informed on the studies of abuse (AG 6.9). I will take all that I know and understand and bring it into the classroom to create a home for a student that does not have one. As a victim of emotional, mental, and sexual abuse, I understand the longing for help. The overwhelming desire to know that there is a person in the world that cares for you, that believes in you. My classroom will be more than a classroom. To some it will be a sanctuary, because I know that I have the expertise and context skills to make my classroom a safe haven (AG5.1).
Work Cited
Goldman, Juliette (2005). Student Teachers’ Learaning About Child Sexula Abuse Strategies for Primary School: An Exploratory Study of Surface and Deep Learning. Sex Education. 5(1), 72-92
Ian G. Barron, Keith J. Topping, (2010). School-Based Abuse Prevention: Effects On Disclosure. Journal of Family Violence, 25(7), 651 – 659.
Leaviit, Frank, (2000). Surviving roots of trauma: Prevalence of silent signs of sex abuse in patients who recover memories of childhood sex abuse as adults. Journal of Personality Assessment, 55, 311-323.
Masson, Judith M. (2010). (Mis) understandings of significant harm. Child Abuse Review. 19(4). 291 – 298.
Wingo, Aliza, P., Fain Negra, Bradley Bekh, Kerry J. Ressler,(2010). Psychological Resilience and Neurocognitive Performance In a Traumatized Community Sample. Depression and Anxiety. 27(8), 768 – 774.
1.1 Major concepts, theories, and processes related to the cognitive, linguistic, social, emotional, physical, and moral development of students in grades P–12, and factors in the home, school, community, and broader environment that influence student development.
1.4 Knowledge of types of student diversity (e.g., cultural, economic, and linguistic background; gender; religion; family structure), and the ability to use this knowledge to promote learning and development for students with diverse backgrounds, characteristics, and needs
5.1 The ability to create safe, healthy, supportive, and inclusive learning environments, including indoor and outdoor environments, that encourage all students' engagement, collaboration, and sense of belonging.
5.3 The ability to plan and adapt developmentally appropriate learning environments that reflect cultural competency; are responsive to the characteristics, strengths, experiences, and needs of each student; and promote all students' development and learning.
6.9 knowledge of the rights and responsibilities of teachers, students, and parents/guardians, and the ability to apply this knowledge in varied educational contexts.
6.8 The ability to make effective use of job-embedded professional development and to advocate for effective, job-embedded professional development opportunities
6.10 Knowledge of legal and ethical requirements related to educational equity; students with exceptionalities, including high ability and twice exceptional; health and safety; confidentiality; digital citizenship (e.g., regarding copyright, intellectual property, and documentation of sources); mandated reporting; record keeping; accountability; discipline; and other matters; and the ability to apply this knowledge in varied educational context.
In order to protect our students from their abusers we must be an expert on the subject matter, and be able to use our expertise in context. Being an expert within a certain area is an honor. The time commitment for the research and practice is at best tremendous. An expert is one who does everything within his power to know and understand his subject area.
Signs of abuse will take many forms. From anti-social tendencies, to being overly active in afterschool actives, to crying, to self-inflected pain, the signs of abuse are constantly changing (AG1.4) due to individual response to the trauma ones suffers from. Knowing how to see and understand the signs of abuse can be the difference between salvation and suicide.
As a teacher I am require by both human decency and law to look for and report signs of abuse in my students (AG 6.10). As a child of abuse myself I understand the desire and the temptation to show the signs to receive the help that one needs. However, I found that due to my experiences I tend to over think the signs of my students. I need to be able to distinguish signs of abuse and overall human personalities, something this paper will further my knowledge on.
In, Surviving Roots of Trauma: Prevalence of Silent Signs of Sex Abuse In Patients Who Recover Memories of Childhood Sex Abuse as Adults, Leavitt depicts eights signs of sexual abuse (AG1.1). Signs of sexual abuse within the realm of sexual psychology may range from sexual anxiety to an over active unhealthy fantasies of sexual violence. Signs of sexual abuse within the realm of social functioning psychology may range from individual victimization to chronic paranoia.
As a teacher, I would be able to know how to identify the sings that Leavitt has given, thus helping my students, and even maybe my student’s parents out of abusive homes.
Nonetheless, mastering the knowledge of abuse signs is just one aspect of becoming an expert on the subject. In (Mis) understandings of Significant Harm,Judith M. Masson reviles the unseen aftermath of reporting abuse. If an abuse report is filed, then the student in question will go under many additional hardships. From reliving the traumatic experiences time and time again, to being put in child protection services, and in worst-case senior, the abuser being acquitted, the trauma of the student will endure after the initial abuse. That saying, comparing the outcomes may become necessary when filing a report. The line of abuse is almost never straight. One must consider the multiple factors of that had lead up to the abuse. If the teacher can spot the signs of abuse soon enough and can intervene the abusive parent will more likely become rehabilitated, and would save the child the trauma of going thought child services.
As a teacher, my main goal is to help the student succeeded in his academics, as well as being safe outside of school. However the opportunity of changing a life should not stop at the school doors. If I saw factors in the parent – child relationships that are associated with abusive signs I would be able to weigh the factors of the future hardships that may follow the student. I will have the knowledge to free the student from such tribulations.
Context is the ability to best utilize ones knowledge to create a better overall community in both the classrooms as well as the community itself. As a teacher will be able to weave the knowledge I obtain into the curriculum to create a community immersed with care and understanding.
In School-Based Abuse Prevention: Effect on Discloser, Ian G. Barron and Keith J. Topping, reviewed the effects of abuse disclose among junior high students. In the study, Barron and Topping found that students who were educated on abuse as well as abusive prevention measures disclosed the abuse as well as their abuser than those whom did not receive any additional support they what was given a regular base.
In the classroom I will build a community based around acceptance, care trust, and understanding (AG 5.1). I want my students to be able to feel a deeper connection in which they are willing to disclose the pain that one may be suffering. I will take the information from Barron and Topping’s article and incorporate it within my music selection and overall class curriculum (AG 5.3)
In the article Psychological Resilience and Neurocognitive Performance in a Traumatized Community Sample, Aliza P. Wingo, Fani Negra, Bradley Bekh, and Karry Ressler, main find was that communities that suffer from traumatic events, in order to cope, are likely to adapt a non-verbal memory for emotional and social learning.
Juliette D. G. Goldman author of Student Teachers’ Learning about Child Sexual abuse Strategies for Primary School: An Exploratory study of Surface and Deep Learning, states, “the vulnerable age groups appear to be school-aged children, and teachers are frequently the first authority figures with any sort of relationship with abused children, the potential role of the teacher begins to emerge.” Goldman stresses the need for better overall involvement of primary teachers on the matter of abuse.
As a future educator I will stay informed on the studies of abuse (AG 6.9). I will take all that I know and understand and bring it into the classroom to create a home for a student that does not have one. As a victim of emotional, mental, and sexual abuse, I understand the longing for help. The overwhelming desire to know that there is a person in the world that cares for you, that believes in you. My classroom will be more than a classroom. To some it will be a sanctuary, because I know that I have the expertise and context skills to make my classroom a safe haven (AG5.1).
Work Cited
Goldman, Juliette (2005). Student Teachers’ Learaning About Child Sexula Abuse Strategies for Primary School: An Exploratory Study of Surface and Deep Learning. Sex Education. 5(1), 72-92
Ian G. Barron, Keith J. Topping, (2010). School-Based Abuse Prevention: Effects On Disclosure. Journal of Family Violence, 25(7), 651 – 659.
Leaviit, Frank, (2000). Surviving roots of trauma: Prevalence of silent signs of sex abuse in patients who recover memories of childhood sex abuse as adults. Journal of Personality Assessment, 55, 311-323.
Masson, Judith M. (2010). (Mis) understandings of significant harm. Child Abuse Review. 19(4). 291 – 298.
Wingo, Aliza, P., Fain Negra, Bradley Bekh, Kerry J. Ressler,(2010). Psychological Resilience and Neurocognitive Performance In a Traumatized Community Sample. Depression and Anxiety. 27(8), 768 – 774.
1.1 Major concepts, theories, and processes related to the cognitive, linguistic, social, emotional, physical, and moral development of students in grades P–12, and factors in the home, school, community, and broader environment that influence student development.
1.4 Knowledge of types of student diversity (e.g., cultural, economic, and linguistic background; gender; religion; family structure), and the ability to use this knowledge to promote learning and development for students with diverse backgrounds, characteristics, and needs
5.1 The ability to create safe, healthy, supportive, and inclusive learning environments, including indoor and outdoor environments, that encourage all students' engagement, collaboration, and sense of belonging.
5.3 The ability to plan and adapt developmentally appropriate learning environments that reflect cultural competency; are responsive to the characteristics, strengths, experiences, and needs of each student; and promote all students' development and learning.
6.9 knowledge of the rights and responsibilities of teachers, students, and parents/guardians, and the ability to apply this knowledge in varied educational contexts.
6.8 The ability to make effective use of job-embedded professional development and to advocate for effective, job-embedded professional development opportunities
6.10 Knowledge of legal and ethical requirements related to educational equity; students with exceptionalities, including high ability and twice exceptional; health and safety; confidentiality; digital citizenship (e.g., regarding copyright, intellectual property, and documentation of sources); mandated reporting; record keeping; accountability; discipline; and other matters; and the ability to apply this knowledge in varied educational context.