Include bibliographical refrences / Aim: The aim of this study is to determine the level of perceived and actual knowledge of Cape Town emergency care personnel when dealing with children who acutely disclose incidents of sexual abuse. Method: Operational EMS personnel and emergency medicine registrars in emergency centres located in the Cape Town metropolitan area were asked to complete a quantitative questionnaire with an optional qualitative portion. Informed consent was obtained and the participants' anonymity was guaranteed. A total of 120 voluntary participants - made up of 30 doctors, 30 Advanced Life Support personnel, 30 Intermediate Life Support personnel and 30 Basic Life Support personnel - took part in the study. Findings: This study reveals that EMS personnel and emergency medicine registrars believe that they are inadequately trained and equipped to deal with situations in which a child discloses abuse. They remain capable of treating physical injuries but feel inadequate, frustrated and helpless when confronted by incidents of child abuse. The current EMS syllabus (with particular reference to its teaching and application in the Western Cape metropolitan area) is limited in the coverage of this subject. The syllabus only addresses types of abuse and how to treat the physical injuries relating to abuse, leaving many gaps in the knowledge of medical personnel. With specific reference to sexual abuse, there is a paucity of information in the syllabus relating to how children who disclose their experiences of abuse should be managed. The current training syllabus does not include any information that could lead to an understanding of disclosure, the manner in which it evolves, why children are not always forthcoming with disclosure and more importantly, what to say to children when they disclose abuse. Conclusion: When EMS personnel are called to a scene of child abuse they are uniquely first person the child encounters directly after the abuse is frequently an EMS member. This person is afforded a unique opportunity to observe the behaviour of the victim as well as that of the child's caregivers. They are also able to corroborate the mechanism of injury and verify aspects of the story as given to them by the caregivers, thus being more easily able to identify situations of suspected child abuse. More comprehensive training is required to enable EMS members to effectively and confidently deal with cases involving suspected or confirmed child abuse as well as disclosures of abuse by the patient.

Submitted in partial fulfillment of the requirements for the degree of Master of Education in the Department of Educational Psychology, University of Zululand, 1992. / The aim of this study was : to describe the life-world of the abused child from a psychopedagogical perspective; and to determine, in the light of the findings obtained, certain guidelines according to which accountable support could be instituted in order to meet the needs of the abused child. The study initially outlines current thinking and research on child abuse, first identified as a clinical phenomenon in the 1960's. The early definition of child abuse included only physical abuse, known as "baby battering", but the definition has been broadened to include neglect, emotional abuse, failure-to-thrive, sexual abuse and cultural abuse. Furthermore, the characteristics of abusing parents and those factors that appear to pre-dispose a child to become the object of abuse are discussed. From a psychopedagogical perspective the abused child finds himself in a situation of dysfunctional education mainly because he goes through the difficult road to adulthood without the assistance and guidance of a responsible parent or adult. This results in the psychic life of the abused child being under-actualised. The lack of responsible adult intervention and guidance, which is based on the pedagogical principles of understanding, trust and authority, results in the abused child forming relationships within his life-world which are inadequate for his emancipation. The abused child thus fails to constitute a meaningful life-world. It would seem that poverty together with cultural sanctions which condone violence, stressful living conditions such as overcrowding, insufficient personal, financial and social resources, discrimination and deprivation, all interact with each other to produce fertile ground not only for abuse, but all forms of deviance. It was found that mothers were mainly responsible for abuse, particularly emotional abuse, neglect and abandonment This phenomenon can be explained by the fact that they are in the main responsible for the care of the children. The literature has shown that abusing parents have been abused themselves as children and know no other way of disaplining their children. They have not learned how to "parent". There are factors that pre-dispose the child to abuse ; prematurity, retardation, physical handicaps and the fact that the child is perceived by the parents as being "different". The review of the literature has emphasised the importance of the multi-disciplinary team in the treatment and prevention of child abuse. The role of a specialised unit in treating and preventing child abuse is recommended by some authors. Case conferences are described as a useful means of discussing cases intensively and reporting back to a committee or specialised unit. Education for family life, the outlawing of family violence, involving lay people in running community programmes, the development of better services in the community are all discussed as ways of preventing child abuse. In the light of the findings of this research, the following was recommended : * school social workers should be trained and placed at schools to assist and identify pedagogically neglected children; * that there should be a staff training programme for teachers with regard to the identification, intervention and counselling of abuse cases; * educational programmes directed at school children, parents, parents-to-be and professionals, are essential for the prevention of child abuse.

Current newspaper articles, professional journals and legislation reflect increased concern and attention in the area of child abuse. The frequency of reports of children physically and mentally abused, some fatally, makes abundantly clear the need to identify the children in jeopardy. As an outgrowth of experience as a caseworker in Protective Services in Santa Barbara, California, the author developed a personal interest in learning more about characteristics of families with identified abused children. Associated with this personal interest is the possibility of identifying common elements of characteristics which might prove predictive and therefore potentially preventative in the area of child abuse. To consider family characteristics, the author examined materials gathered by CALM (Child Abuse Listening Media of Santa Barbara) and by others working in Protective Services in Santa Barbara. For the purpose of this study, all cases of physical child abuse from the records of Santa Barbara County Protective services over an eight month period were reviewed and compared with a control group which consisted of a random sample of all cases referred to protective services over the same period.

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Pregnant women with substance use issues are a doubly at-risk group in desperate need of support. Using open-ended interviews, participant-observation, and media analysis, I examine the support provided by the Department of Children and Families (DCF) in Massachusetts for pregnant women who seek treatment at Project Empowerment. Project Empowerment provides prenatal care, maintenance therapy, and other services to expectant mothers who struggle with substance use issues. Drawing upon Foucault’s (1975) notion of surveillance, I explore how pregnant women with substance use issues are surveilled by agencies, and how these surveillance agencies structure their care and policies through their definitions of what it means to be a “good mother.” I argue that through the Department of Children and Families definition of the “good mother,” DCF produces an unintended paradox of support for pregnant women with substance use issues in Massachusetts.

Extant research suggests communication styles (CS) such as constructive communication (CC) to be associated positively with relationship satisfaction (RS) and negatively with mental health (MH) whereas self-demand / partner withdraw (SD/PW) communication is associated negatively with RS and positively with MH. Research also suggests child abuse (CA) to be associated with poorer CS, lower RS, and poorer MH. Further, RS has been differentially associated with MH and CS in adult intimate relationships. However, no study has examined these associations simultaneously. The current study aimed to (1) assess these associations in IPV-exposed women and (2) assess differences between those with and without a history of CA. Data (n = 412; Mage = 36.77, SD = 12.54) come from a larger data collection project (N = 676). I hypothesized that: (1) higher CC and RS would be associated with lower severity of MH symptoms; (2) higher SD/PW and lower RS would be associated with higher severity of MH symptoms; (3) women with a history of CA will report less CC, lower RS, and higher severity of MH symptoms; and (4) women with a history of CA will report more SD/PW, lower RS, and higher severity of MH symptoms. Results did not support hypotheses. Results suggest that CS and RS do not together predict MH in this population and do not differ for those with or without a history of CA. Future research should quantitatively and qualitatively investigate these associations in dyads in order to thoroughly assess the everyday nature of the relationship.

Nonetheless, understanding the childhood experiences that individuals bring with them into their later lives still may be important in fostering the best possible academic outcomes.; Previous research indicated that childhood abuse experiences are important factors in determining the length and achievement of individuals' academic careers (Braver, Bumberry, Green, & Rawson, 1992). Several additional studies suggested that there is a relationship between childhood abuse experiences and social support (i.e., parental, peer, and teacher; Ezzell, Swenson, & Brondino, 2000; Goebbels, Nichols, Walsh, & De Vries, 2008). Although these relationships were documented, few studies examined the relationships between childhood abuse experiences, social support, and academic success in one comprehensive analysis. As a result, the current study examined the relationships among childhood abuse experiences, social support, and academic success. More specifically, the current study examined the mediational role of social support in the relationship between childhood abuse experiences and academic success. Participants completed four empirically validated questionnaires online. These questionnaires included a demographics questionnaire, the Student Perceived Availability of Social Support Questionnaire (SPASSQ; Vedder, Boekaerts, & Seegers, 2005), the Motivation to Achieve Academically Questionnaire (MAAQ; Waugh, 2002), and the Childhood Trauma Questionnaire (CTQ; Bernstein & Fink, 1998)). Using correlational analyses and regression analyses, results of the current study indicated that those individuals who reported childhood abuse experiences are more likely to have reported lower levels of parental support and that those who received a higher level of teachers' support are more likely to endorse academic success. Finally, childhood abuse experiences and social support generally were not significant predictors of academic success, and social support did not serve as a mediator in the relationship between childhood abuse experiences and academic success.

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