Module 1 Critique Child Advocacy Plans
RUNNGHEAD: CRITIQUING CHILD ADVOCACY PLANS
Critiquing Child Advocacy Plans
Alma J. Bosket
Child, Family, Community and Culture-ECH-325
Professor Elise Miller
January 20, 2013
Critiquing Child Advocacy Plans Upon discussing with both the local elementary school administrator and the director of the Pre-K program on how they advocate the treatment of abuse to children. I discovered that in identifying and reporting mistreatment of children is very vital in preventing further or long-term harm. When school officials identify abuse they have a duty to report and follow the procedures and guidelines that are implemented in the school district policies. Georgia law requires schools system faculty, staff and volunteers who have reasonable cause to suspect a child is abused or neglected to report this to the proper authority. The system faculty and staff must understand their obligation to report the suspicion or allegation, yet they are not to investigate or decide the validity of the suspicion or allegation. In fact, it is required by each state that all professionals that work with children are to report any suspicious abuse. www.childwelfare.gov After viewing the school district policies on child abuse I find that it is not thorough enough to the fact that there were not any specified programs for intervention other than reporting child abuse to Division of Family and Children Services (DFCS) and the Burke County Sheriff Office. I think it should include School-based programs for children. Some programs purpose is to provide specific services for prevention that is designed for the school curriculum. These programs that affiliates with prevention are life skill training, socialization, problem-solving and coping skills, preparation for parenthood and self-protection training. There must be avenues to effectively establish and adhere to those children
Critiquing Child Advocacy Plans
Alma J. Bosket
Child, Family, Community and Culture-ECH-325
Professor Elise Miller
January 20, 2013
Critiquing Child Advocacy Plans Upon discussing with both the local elementary school administrator and the director of the Pre-K program on how they advocate the treatment of abuse to children. I discovered that in identifying and reporting mistreatment of children is very vital in preventing further or long-term harm. When school officials identify abuse they have a duty to report and follow the procedures and guidelines that are implemented in the school district policies. Georgia law requires schools system faculty, staff and volunteers who have reasonable cause to suspect a child is abused or neglected to report this to the proper authority. The system faculty and staff must understand their obligation to report the suspicion or allegation, yet they are not to investigate or decide the validity of the suspicion or allegation. In fact, it is required by each state that all professionals that work with children are to report any suspicious abuse. www.childwelfare.gov After viewing the school district policies on child abuse I find that it is not thorough enough to the fact that there were not any specified programs for intervention other than reporting child abuse to Division of Family and Children Services (DFCS) and the Burke County Sheriff Office. I think it should include School-based programs for children. Some programs purpose is to provide specific services for prevention that is designed for the school curriculum. These programs that affiliates with prevention are life skill training, socialization, problem-solving and coping skills, preparation for parenthood and self-protection training. There must be avenues to effectively establish and adhere to those children
References: ECH-325 Lecture 1 Families, Schools, and Communities: Together for Young Children, Chapter 8 http://gcumedia.com/digital-resources/cengage/2011/families-schools-and-communities_-together-for-young-children_ebook_4e.php e-Library Resource “Advocating for Young Children: A Preservice Teacher Education Project”, by Dever, from Journal of Early Childhood Teacher Education (2006). http://library.gcu.edu “Advocating for Children 's Rights as an Aspect of Professionalism: The Role of Frontline Workers and Children 's Rights Commissions”, by Grover, from Child & Youth Care Forum (2004). http://library.gcu.edu “Influencing Legislation—Advocacy Basics”, by Pillow-Price, from Dimensions of Early Childhood (2009), located in the GCU eLibrary. http://library.gcu.edu www.childwelfare.gov www.savesservices.org