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Chapter 11 Weinstein
There are a number of possible reasons for this increasing incidence of child abuse:
Increased reporting of child abuse and neglect due t improved public awareness of the problem
Family poverty forcing children into prostitution- called survival sex
The HIV/Aids epidemic in S-A which has resulted in the myth that sex with a virgin will cure or
prevent aids.
More factors:
- Stress, such as financial/work-related stress
- Job losses
- Absence of good parenting skills
- Drug/alcohol related problems
- Lack of patience
- Parents lead chaotic lives and dont spend time with their children. Children are left with caregivers
and often go home with public transport.
Physical neglect:
Arrives at school dirty
In need of dental care
Frequently hungry begs or steal food at school
Chronically tired
Inappropriate clothing or footwear
Emotional abuse:
Generally unhappy- seldom smile
Aggressive, disruptive, shy r withdrawn
React without emotions
Emotional neglect:
- Poor academic performance
- Frequently absent/late
- Use any means to gain attention
- Engages in behaviour such as stealing, abuse f drugs
- Seldom participate in extra-curricular activities
Sexual abuse:
- Rapid weight loss/gain
- Sudden failure in school performance
- Fascination with body parts talks about sexual activity
- Complains of pain/itching in genital area
How would you identify an abused child at schools
(Question25 Tut 501- Answer- Symptoms)
Major changes in behaviour
Rapid weight loss/gain
Frequent late/absent from school
Frequently hungry
Unhappy
Dress inappropriately for weather conditions
Chronically tired
The teacher should report her suspicions to the principal of the school as well as to a social worker,
medical doctor, nurse or police officer so that a proper investigation can be undertaken.
The teacher should never confront the parents herself as this could anger them, possibly increase the
abuse and destroy the parent-teacher relationship.
4.2 HOSPITALISATION
The emotional effects f hospitalisation on the young child:
(Question 29- Page 39-42 Tut 501)
Factors that affect the childs experience f hospitalisation:
1. Age
2. The childs perception of illness, medical procedures and the hospital: a childs
understanding of illness is mainly determined by his cognitive maturation and concepts such
as the cause of illness, the need for treatment and the role of health personnel- it is not
understood by young children.
3. Fear of pain and death: physical pain is a common stressor for any person, because of the
unpleasant sensory, physical, emotional and motor responses which it caused.
The following are common fears in children:
0-3 months: loud noises, loss of support(being dropped)
4-12 months: strangers, strange objects, height, pain
1-3 years: strangers, pain, the unknown, loud machinery, the dark
4-6 years: the unknown, ghosts, separation from family, strange routines, death
4. Separation from family and parents
3 Classic stages in childrens reactions to separation from their mother:
A phase of protest.
During this phase the child is miserable, confused, angry and frightened of the strange surroundings. The
child will refuse all comfort by hospital staff because of the strong conscious need for his or her mother.
A phase of despair:
During this time the child cries uninterruptedly and gradually becomes withdrawn and apathetic. The child
appears to be a state of mourning for the parents whom the child feels abandoned. When the parents visit,
the child will cry pitifully when they leave.
The child will normally avoid interaction with other staff members during this phase.
A phase of denial.
This occurs if separation is repeated and prolonged. It will appear as if the child has adjusted to the
unfamiliar surroundings and will interact with persons around him or her.
When parents visit, the child will show disinterest and little distress when they leave and will appear to be
more attached to hospital staff.
The outcome of the effect of separation depends upon many factors such as:
The age of the child at the time of hospitalisation
The quality of the mother-child relationship before hospitalisation
Whether it is an acute or chronic illness
The amount of appropriate preparation which has been given
The length of the hospital experience
bed-wetting
wanting to be dressed, fed or bathed again
thumb sucking
whining
temper tantrums
crying
clinginess
nightmares
Have discussions with other team members so that she or he can make a meaningful contribution to
the childs recovery.
Activities can be provided for hospitalised children
The teacher can arrange for a nurse/doctor to come to the school and tell children more about what
happens at a hospital.
The teacher can arrange outings to the hospital.
THE EFFECTS OF ILNESS ON THE FAMILY:
Parents experience anxiety due to the following factors:
Lack of information about their childs illness
Lack of support from health personnel
Because they are unfamiliar with the hospital environment and apparatus
Because the cost of hospitalization often incurs great financial hardship for a family
Ensure that there are sufficient activities and opportunities to keep busy.
The child should also be given the opportunity to talk, but should not be forced into doing this.
A secure environment will have the most therapeutic effect during the next few months.
Provide the child with emotional support and should provide opportunities for discussions about the
deceased person.
The teacher should also accept the childs feelings of hopelessness and should reassure the child that it is
a normal reaction to feel upset.
It is important to encourage the child to speak of the deceased person and to be allowed to recall both
positive and negative feelings about that person.
Discuss the following statement, children react to death according to their developmental stages.
(Question 35 Tut 501 Answer Page 402 Weinstein & Rosen)
Stage 1
-
Stage 2
-
Stage 3
-
Parents divorce
Parents that are ill
Accidents, injuries or hospitalization of a family member
Addition of a sibling
Separation from parents due to divorce
Both parents working- leaving little time and attention for the child
2. Stress in school
-
Give the child reassurance so his/her fears of being abandoned in this new environment will
disappear.
Make the class atmosphere warm and welcoming for the child class not overcrowded
Get appropriate books, supplies and resources should be sufficient to meet variety of needs
Teachers should help children with socialization, security and individual attention and help with selfesteem
Give positive feedback to children
Motivate children to develop learning skills in different ways and make it clear that they understand
that they dont have t develop at the same pace
Having children work together in groups toward an explicit goal can reduce the sense of competition
and thereby stress
Make a subject fun for a child that finds stress in a specific subject
4.5HIV/AIDS
HOW IS HIV/AIDS SPREAD?
The HIV (Human Immunodeficiency Virus) is spread through:
(Tut 501)
Unprotected heterosexual or homosexual intercourse with an infected person (including rape or sexual
abuse)
Direct contact with blood which is infected with the HIV (eg blood transfusions, surgery, and organ
transplantation)
By maternal transmission (from mother-to-child) during pregnancy, childbirth or breastfeeding.
THE ROLE OF THE TEACHER REGARDING A LEARNER WITH HIV/AIDS:
37 Tut 501)
(Question
(Question
All blood, blood products and blood-stained body fluids must be regarded as potentially infectious.
NB: This does not apply to faeces, nasal secretions, sputum,sweat, tears, urine and vomitus unless they
contain visible blood!
Any person must use every possible method to prevent direct contact with blood or blood-contaminated
fluids eg using waterproof gloves or plastic bags to protect hands.
Non-porous gloves should also be worn during the clean up of blood spills.
Thorough hand washing must be done after the gloves are removed or after any accidental blood contact.
Disinfect all spills of blood or blood-stained body fluids
Only handle any blood-contaminated clothes and cloths with gloves and soaking these items in the bleach
(hypochlorite) solution before washing them with hot water and soap.
Always put up a notice warning parents and staff about any chickenpox (or other communicable disease)
outbreaks in the school as persons with a low immunity are particularly sensitive to some infections.
PLEASE NOTE:
A teacher should not discriminate against any person
Absolute confidentiality is required if you are given information regarding a person's HIV status
Written consent of the parent is required before you may divulge confidential
It is to discriminate in any way against HIV-positive persons.
Remember that in the new constitution children have:
the right to health care
the right to freedom from discrimination
the right to education
the right to parental care
How can teachers prevent HIV transmissions during sport? (Question 38-tut 102
page 35-36)
The only possible risk of HIV transmission is during contact sports where injuries can occur. Even here the
risk is extremely small if the following rules are applied.
First-aid kits with rubber gloves should be available during every sports session or match.
No one should play a sport with uncovered wounds or flesh injuries.
If a graze or injury occurs during play the injured player should be called off the field, given first aid and
only allowed back with their injury clean and covered.
Blood-stained clothes should be changed.
Educators and learners with HIV are advised first to discuss with a doctor any possible risks to their health
and of transmission during the sport.
Stop the bleeding as quickly as possible
If a colleague or learner is bleeding, the first action must be to try to stop the bleeding by applying pressure
directly over the area with the nearest available cloth or towel.
Unless the injured person is unconscious or very severely injured, they should be helped to do this
themselves.
If someone has a nosebleed he or she should be shown how to apply pressure to the bridge of his or her
nose himself or herself.
Cleaning wounds
Once the bleeding has been stopped, injured people should be helped to wash their grazes or wounds in
clean water with antiseptic, if it is available. If not, use household bleach diluted in water (1 part bleach, 9
parts water).
Wounds must then be covered with a waterproof dressing or plaster.
Learners and educators must learn to keep all wounds, sores, grazes or lesions (where the skin is split)
covered at all times.
DISCUSS THE IMPLICATIONS OF THE OFFICIAL SCHOOL POLICY ON HIV/AIDS FOR THE
FOUNDATION PHASE TEACHER:
(Question 39 Tut 501 Answer Tut 102)
1. Non-discrimination and equality with regard to learners, students and educators with HIV/aids
- No learner, student or educator with HIV/AIDS may be unfairly discriminated against directly or
indirectly.
- Educators should be alert to unfair accusations against any person suspected to have HIV/AIDS.
2. HIV/Aids testing & admission of learners to a school & students to and institution, or the
appointment of educators.
- No learner or student may be denied admission to or continued attendance at a school or an institution
on account of his or her HIV/AIDS status or perceived HIV/AIDS status.
- No educator may be denied the right to be appointed in a post, to teach or to be promoted on account of
his or her HIV/AIDS status or perceived HIV/AIDS status. HIV/AIDS status may not be a reason for
dismissal of an educator
3. Attendance at schools and institutions by learners r students with HIV/Aids
- Learners and students with HIV have the right to attend any school or institution.
- The needs of learners and students with HIV/AIDS with regard to their right to basic education should
as far as is reasonably practicable be accommodated in the school or institution.
9. Refusal to study with or teach a learner or with HIV, / to work or be taught by an educator with HIV
- Refusal to study with a learner or student, or to work with or be taught by an educator or other staff
member with, or perceived to have HIV/AIDS, should be preempted by providing accurate and
understandable information on HIV/AIDS to all educators, staff members, learners, students and their
parents.