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回想一下你的童年。你能想到一个time when you felt completely safe? Hold an image of the place or the experience in your mind. What do you see? What do you hear? What do you smell? What sensations do you feel? What emotions does it evoke? Who is there with you? What do they do to make you feel safe?

For some of us, this might be an easy exercise. Some childhoods were full of safe and happy memories from which to choose. For others of us, though, this exercise is challenging. There might be few times when we experienced a feeling of complete safety, and those times might be shaded by memories of other, uncomfortable or scary experiences or events. All of us, regardless of our backgrounds, likely feel a sense of gratitude toward those people and places who helped us feel safe.

There is a growing body of evidence that these moments, these relationships, these safe places where we feel loved and protected can make all the difference in our lives. Consider Sara’s story:

Sara’s story reminds us of several important ideas. First, all parents love their children very much and are doing the best they can. This is important to remember when we begin working with families. Second, the parent-child bond is strong even in the most difficult relationships — children love their parents. Third, history is not destiny: children who were mistreated do not all grow up to abuse their own children. Fourth, unconditional love makes a big difference in a child’s life. It is easy to imagine that Sara probably also had many other people rooting for her and helping her succeed. Love from a parent is critical, but extended family, neighbors, teachers, social workers, and counselors can all contribute the safe, stable, and nurturing relationships.

Clearly, relationships are the first and most important foundation in a child’s life. Sara had a relationship with her parents, but it is also likely that she had strong relationships with other adults around her: teachers, coaches, or neighbors. These relationships helped Sara bounce back from the challenges she encountered. You have an important opportunity to build secure relationships with the school-age children in your program. It is never too late to build strong connections with a child. These relationships help children see you as a trusted adult. Children are reminded that adults care about them and can help in times of need. Relationships also help you understand each child deeply and help you act in each child’s best interests. This includes taking important steps to prevent child abuse and neglect in your program.

As you remember from the course on Child Abuse Identification and Reporting, child abuse and neglect can be institutional as well as familial. This means child abuse and neglect can happen in your program. This lesson will review the concept of institutional abuse and neglect. The remaining lessons in this course will help you learn specific strategies for preventing child abuse and neglect in your program.

You have already completed a course on identifying and reporting child abuse and neglect, and you will continue to have regular professional development on this topic throughout your career. Let’s just take a few moments to review the major definitions of child abuse and neglect.

What is Child Abuse and Neglect?

联邦法律定义儿童虐待和忽视：

Any recent act or failure to act on the part of a parent or caretaker which results in death, serious physical or emotional harm, sexual abuse, or exploitation, or an act or failure to act which presents an imminent risk of serious harm.

Source: Child Abuse Prevention and Treatment Act (CAPTA) Reauthorization Act of 2010 (P.L. 111-320), § 3.

The Department of Defense (DoDD 6400.1, 2004) defines child abuse and neglect as follows:

Child abuse and neglect includes physical injury, sexual maltreatment, emotional maltreatment, deprivation of necessities or combinations for a child by an individual responsible for the child's welfare under circumstances indicating that the child's welfare is harmed or threatened. The term encompasses both acts and omissions on the part of a responsible person. A child is a person under 18 years of age for whom a parent, guardian, foster parent, caretaker, employee of a residential facility or any staff person providing out-of-home care is legally responsible. The term child means a natural child, adopted child, stepchild, foster child or ward. The term also includes an individual of any age who is incapable for self-support because of a mental or physical incapacity and for whom treatment in a medical treatment facility is authorized.

According to the U.S. Department of Health and Human ServicesMIL和军事家庭倡导计划, child abuse and neglect generally falls into one of these four categories:

Who Commits Child Abuse and Neglect?

犯下虐待儿童和疏忽的人可以来自任何生活。一些风险因素与有人可能犯罪或忽视的可能性增加有关。这些包括：

• Drug and alcohol abuse
• Difficulties controlling emotions, words, or behaviors
• 恶劣的纪律方法
• Mental health issues
• Little knowledge of child development
• History of maltreatment as a child

When a child is abused or neglected by a parent, guardian, or family member, it is called familial abuse. This type of abuse typically happens in the child’s home.

当一个孩子被别人滥用或忽视监督角色（如老师，教练或社区成员）时，它被称为机构或归属虐待。您的工作场所致力于确保每个孩子在您的程序中都是安全的。本课程的其余部分将重点关注以确保儿童在您的计划中从未虐待过的方式。您将学习框架，策略和支持帮助实现这一目标。

What is Institutional Abuse and Neglect?

Institutional abuse or neglect occurs outside the home in community or private settings. This type of abuse or neglect is also known as “out-of-home” or “extra-familial” abuse or neglect.在本课程的其余部分，机构滥用将指虐待或忽视，可能发生在国防部的设施，计划或活动部门。本课程将侧重于儿童开发中心，家庭育儿家庭，赞助的外地旅行和学龄儿童护理计划中可能出现的滥用或忽视。万博体育下载官方网站但请记住，该机构滥用也可以在安装家庭作业或计算机中心，指导或辅导计划，体育计划，教堂计划，侦察兵，士气福利和娱乐计划，青少年中心和青年方案中。这种类型的滥用通常涉及一个儿童和一个成年人，就像教师，照顾者或志愿者一样。

How Can Child Abuse and Neglect Be Prevented in School-Age Programs?

The lessons that follow in this course will describe specific strategies for preventing child abuse and neglect in your program. To begin this course, though, take a few moments to think about yourself and how you can get ready for the important work you will do with children. Think about how you will go about forming a bond with each child. Consider the following relationship-building strategies:

• Spend time with children. School-age children may act like they don’t want adults around, but they need your time and attention. Sit down on the couch and chat. Join in a soccer game or a video game.
• 对你的节目中的孩子兴奋的兴奋感到兴奋。他们是否对建筑火箭队着迷或学习播放乐器？狗万app怎么下载分享您所知道的，并构建这些共享利益周围的连接。
• Open up. School-age children want to know about you. Share about yourself and your hobbies and interests. If you play an instrument, play for the children. Teach them how to play chess.
• Learn about the important people in each child’s life. Talk with family members. Learn about siblings and friends.

Next, understand that you have strengths you can draw upon to prevent child abuse and neglect. These are known as protective factors. You learned about the Strengthening Families protective factors in the Child Abuse Identification and Reporting course. You can review the Protective Factors Framework by visitinghttps://cssp.org/our-work/projects/protective-factors-framework/. The table below provides an overview of the protective factors that are important in your work with families and, as you will learn, important in your own efforts to prevent child abuse and neglect in center settings.

The sameprotective factors这有助于家庭应对挑战适用于美国所有人的成年人。让我们探索每个保护因素以及它们如何适应您的工作。该材料已从预防的儿童虐待和促进福祉方面调整：美国卫生和人类服务部的行动网络资源指南。

• Adult Resilience:We all need the ability to cope with the stresses of everyday life. The emotions you feel may make you feel less capable of doing your job. Stress reduces your capacity to think creatively, be patient, problem solve, and try new skills – all strategies that are necessary when working with school-age children. Each one of us has strengths we can draw upon: faith, flexibility, humor, communication skills, problem-solving skills, mutually supportive caring relationships, or the ability to identify and access outside resources (https://www.childwelfare.gov/topics/preventing/). We can take the time to make sure we nurture and expand these strengths in ourselves and others.
• 儿童发展知识与积极青年发展：It seems obvious, but understanding typical development will help you do your job. Unrealistic expectations for behavior are major risk factors for child abuse and neglect. Make sure you know what to expect from the 5- to 12-year olds in your program. In a stressful situation, this knowledge helps you remain calm, recognize the child’s behavior as a sign of development, and understand what skills you can help the child develop next. It’s also important that you continue to build your professional skills across your career. Seek out professional development and try new ideas that will keep your work fresh, exciting, and rewarding.
• Social Connections:Research suggests that strong social connections promote health, wellness, and longevity. By creating or strengthening social relationships in your own life, you will be better able to do your job well.
• Concrete Supports:We all need tools to help us do our jobs. It is OK — and important — to ask for help when it is needed. Talk to yourMIL教练或者主管对方法可以获得新的想法哟ur program, individual children, or families. Also remember that you are not immune to stress outside of work, too. You might be experiencing any number of stressors at home. Seek out and use community resources, whether it’s assistance with filing taxes, finding quality health care, or job assistance for a spouse or partner.
• Social and Emotional Competence of Children:This is the foundation of the work we do every day in our programs. You will learn much more about this topic in the Social and Guidance courses. For now, understand your role as one of promoting healthy relationships, communication skills, and self-expression.

See

What do programs that prevent child abuse and neglect look like? They promote the five protective factors. Here’s what you might see in a program that promotes the protective factors:

• Facilitates friendships and mutual support for families您的计划应为家庭提供彼此互动并彼此建立关系的机会。
• Strengthens parenting.Everyone needs tips sometimes. Your program can offer families learning experiences right when they need them most. For example, your program could offer workshops on homework, pre-teen dating or friendships, puberty, etc.
• 回应家庭危机。当危机发生时，家庭需要知道他们可以在某个地方进行支持。您的程序可能没有所有答案，但它应该是一个家庭可以与资源连接的地方。这可能是食品，住房，就业或医疗服务。
• Links families to services and opportunities.Your program can connect families with parent support programs, mental health services, employment opportunities, and many other resources in our community.
• Facilitates children’s social and emotional development.这是我们在学龄计划中所做的一切的基础。您将了解有关如何帮助儿童在本课程和社会课程中发展的更多信息。
• Observes and responds to early warning signs of abuse and neglect.If concerns are recognized early, your program can help families build their own protective factors and get the help they need to prevent negative outcomes.
• Values and supports parents.Your program should offer families leadership opportunities in the programs. Be sure you talk to families every day and let them know that you recognize the trust they have placed in you.

Talk to yourMILdirector or Training and Curriculum SpecialistPUBLICsupervisorabout the supports your program offers or if you have any concerns about a family. Watch this video to learn more about the Protective Factors framework.

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Throughout your work with children, you should prioritize relationships. Based on what you read in this lesson, you should:

• Establish secure bonds with children in your care.
• Observe children for signs of child abuse or neglect (as described in the Child Abuse and Neglect Identification and Reporting course).
• Identify the resources available for families at your program. Talk to your trainer or director to learn more.

Completing this Course

有关本课程期望的更多信息，儿童虐待：预防Competency Reflection, and a list of the accompanying Learn, Explore and Apply resources and activities offered throughout the lessons, visit the School-Age Child Abuse: Prevention课程指南.

请注意，每个课程结束时的引用和资源部分概述了参考源和资源，以查找有关所涵盖主题的其他信息。当您完成课程时，您预计不会审查所有可用的在线参考。但是，欢迎您进一步探索资源，如果您有兴趣或培训师，教练或管理员的要求进一步探索资源。