Read this fictionalized account of events that occurred on a U.S. military installation. We started with the facts of a real criminal investigation and lawsuit, but what you read here goes beyond facts recorded in the criminal case by imagining details of individual’s thoughts, feelings, and actions. Although much of what you read here is fiction, the sequence of events and the tragic consequences are very real.

了解有关您在第1课中阅读的情景的更多信息。这次，寻找滥用和忽视的迹象。完成后，使用教练，培训师或管理员分享您的答案。

Braden and Bethany’s Story: Part 2

In the School-Age Program:
Max, a school-age staff member, tried to think what to do next about Braden. Braden completely disconnected from the people around him. He would get very angry and begin destroying things. This afternoon he saw Braden trying to pull the wings off a dying fly. And Bethany had a vendetta against most adults in the building. If you tried to give her a direction, she snapped back with comments like, “Shut up” or “Go away.” Sasha was the only staff member Bethany seemed to like, and she was off today. Max was exhausted. He looked over and saw Caleb, the siblings’ older foster-brother, twisting Braden’s arm behind his back. At first, he thought it was roughhousing but something didn’t seem right. Braden actually looked scared. He got closer and heard Caleb say, “If you lie again, dad is going to burn your mouth so bad you won’t talk for a week.”

伯尼尼只有一个朋友在学龄儿童中：一个名叫富利的女孩，当她度过糟糕的一天或者与另一个孩子有一个争论时经常坐在Bethany。在一个特别糟糕的夜晚，她最古老的福斯特兄弟乔纳，伯尼湾在她的朋友身上眨眼，因为他们在野餐桌上蜷缩在一起。贝什尼告诉富裕，她太累了，并从她失败的“考试”时，她从她所获得的鞭子上展示了她的标记。她没有告诉富集测试是什么，但是富利可以告诉贝什尼害怕。

那个夜晚的剧情告诉她妈妈伯万告诉她的是什么。富利的妈妈叫米勒。她以为他们应该知道他们的儿子乔纳在做什么。Melinda Miller感谢Felicity的妈妈呼唤和关心她的家人。她向富利的妈妈放心，他们会照顾一切。她和富利的妈妈谈到了几分钟关于提高青少年前的挑战。贝any在第二天或后几天没有上学。她停止与福利谈话，并在学龄计划中避开了她。几个星期后，Bethany对Sasha（学龄工作人员）的“服从测试”做了类似的忏悔。服从测试变得更加性。 Bethany was scared of Jonah and told Sasha she did not want to go home.

In the Community:
Neighbors always said the Millers were a great family. They were active in the community and attended all the neighborhood events with their five children. They had a reputation for being strict, though. A school friend of Caleb’s told his parents he was scared of Mr. Miller and didn’t want to get yelled and refused to play at the Miller house. He mentioned the rubber tubing that was placed in different areas around the house. He told his parents that the children got hit with the tubing for not cleaning up fast enough. It happened one time while he was there. His parents asked a few questions and made sure he wasn’t hit. Then they explained that some people use spankings to discipline their children. From that point on, they always made sure their son invited Caleb over to their house to play. They always looked for any signs that the children were mistreated, but never felt anyone was in danger.

反思问题

  1. What signs of abuse or neglect did staff members and neighbors notice?

    有许多迹象表明孩子被滥用。不幸的是，所有关心孩子把这些作品放在一起的人都可能很困难。以下是人们注意到的迹象：

    在学龄计划:马克思和萨沙都看到了and heard evidence that the children were being mistreated. Because the children were 9 and 11 years old, most of the evidence came from things the children said to staff members or other children. Max witnessed a physical interaction between Caleb and Braden. Bethany admitted her experiences to Sasha.

    In the Community: The neighbors heard verbal signs of abuse. Extended crying, screaming, or other distress is a likely sign that a child is in danger.

  2. 出现了什么滥用或忽视的迹象，但在家庭外未知？

    家庭外没有人知道虐待儿童正在经历的程度。没有人知道老年人被迫攻击或纪律年轻人。没有人知道食物，水和医疗是从Bethany和Braden扣留的。

  3. What events in the Miller's family life could cause stress? What should have triggered family supports?
    • Two new foster children were introduced to the home.
    • Bethany and Braden had multiple foster placements prior to the Millers. The instability in their lives might have caused them stress.
    • Bethany和Braden可能已经使用成年人发现具有挑战性的行为。挑战性的行为可以增加成年人的压力，让孩子更容易受到虐待和忽视。
    • 我们不了解Derrik和Melinda Miller的专业生活。我们知道他们是有效的，因此由于长期或不规则的时间，部署，频繁的动作或军事生活其他因素，他们可能会经历与工作相关的压力。
  4. Think about the 5 protective factors. What supports might have helped the family around each factor?
    父母恢复力：社区或安装资源可能有帮助这个家庭的压力源吗？
    社会工作者或心理健康专业人士的服务可能有助于家庭确定其前青少年儿童的适当指导和纪律战略。对军事家庭的非医疗咨询或通过支持（例如，通过寻求军队网站的支持）也可以通过短期压力探来帮助他们工作。
  5. Social Connections:As military service members stationed away from family and friends, what could have helped them build social connections?
    这个家庭参与了他们的社区。这可能对家庭有所帮助地与正在经历类似挑战的寄养儿童的其他家庭联系。
  6. 需要在需要时支撑：What concrete supports did they need?
    需要对愤怒管理和纪律做法的具体支撑。他们也可能需要具体的支持，就像育儿需求中的保姆或喘息。
  7. 育儿和儿童发展知识：家庭如何准备？
    The Miller family might need information about what to expect from adolescent children in terms of behavior and social development. Such information might have prepared them to support Bethany and Braden rather than punish. They also could have used information about how to support relationship-building between their biological children and foster children. They created a situation in which the biological children dominated and assaulted the foster children.
  8. Social and Emotional Competence of Children:Bethany and Braden’s behavior indicated they needed support around social and emotional competence. What might have helped them?
    Bethany和Braden可能会受益于他们在整个寿命中经历的情感活动的支持。他们需要专业的帮助来处理自营地以来的经验以来。他们可能会处理遗弃和不安全的感受。他们还需要支持自己的社交联系。如果他们绕过了很多，他们可能会犹豫，结交新朋友。他们可能会认为他们将很快搬到一个新的福斯特家。他们需要成年人来帮助他们学会适当地识别和表达他们的情绪。他们还可以从帮助他们适当与同行和成人互动的方案中受益。