POLICIES

ABUSE & NEGLECT

Definitions of abuse are complex and based on various cultures of child-rearing behaviors, gender and gender-role responsibilities, and expectations. The primary determination of abuse is that it is dependent on some form of a relationship that is used to meet the need of the more powerful person, either a member of the family, a teacher, or a friend. Research guides many of the definitions, which are based on understanding the impact of certain behaviors.

PHYSICAL ABUSE
Physical abuse involves harm caused through physical force, for example:

• Inflicting physical injury on a child other than by accidental means, causing skin bruising

• Burns, disfigurement, impairment of physical or emotional health, or loss or impairment of any bodily function, or death

• Creating a substantial risk of physical harm to a child’s bodily functioning

• Committing acts that are cruel or inhumane, regardless of an observable injury. Such acts may include, but are not limited to, instances of extreme discipline demonstrating disregard of a child’s pain and/or mental suffering

• Assaulting or criminally mistreating a child as defined by either the criminal code or school policy

• Engaging in actions or omissions resulting in injury to, or creating a substantial risk to, the physical or mental health or development of a child

• Failing to take reasonable steps to prevent the occurrence of any of the above

POSSIBLE INDICATORS OF PHYSICAL ABUSE

• Unexplained bruises and welts on any part of the body

• Bruises of different ages (various colors)

• Injuries reflecting the shape of article used (electric cord, belt, buckle, ping-pong paddle, hand)

• Injuries that appear regularly after absence or vacation

• Unexplained burns, especially to soles, palms, back, or buttocks

• Burns with a pattern from an electric burner, iron, or cigarette

• Rope burns on arms, legs, neck, or torso

• Injuries inconsistent with information offered by the child

• Immersion burns with a distinct boundary line

• Unexplained lacerations, abrasions, or fractures

EMOTIONAL ABUSE
Emotional abuse is the persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on the child’s emotional development. Emotional abuse may:

• Involve conveying to children that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person

• Include not giving the child opportunities to express their views, deliberately silencing them or “making fun” of what they say or how they communicate

• Feature age or developmentally inappropriate expectations being imposed on a child. These may include interactions that are beyond the child’s developmental capability, as well as overprotection and limitation of exploration and learning, or preventing the child from participating in normal social interactions. It may involve seeing or hearing the ill-treatment of another.

• Involve serious bullying (including cyber bullying), causing a child to frequently feel frightened or in danger, or the exploitation or corruption of a child. Some level of emotional abuse is involved in all types of maltreatment of a child, although it can also occur alone.

• Refer to a situation where a child is put in an uncomfortable situation, which is inappropriate for both the adult and the child

POSSIBLE INDICATORS OF EMOTIONAL ABUSE

• Loss of self-confidence/self-esteem

• Significant attention-seeking behavior

• Withdrawal or loss of interest in school or other activities

• Aggression towards other children or animals

• Lack of social skills and close friendships

NEGLECT
Failure to provide for a child’s basic needs within their own environment. Neglect may be:

• Physical (e.g., failure to provide necessary food or shelter or lack of appropriate supervision—this would include failure to provide proper adult guardianship, such as leaving children unsupervised or living alone at home for an extended period of time. Note: RIS requires one parent or guardian to be a full-time resident of Bangkok. Should parents/guardians leave the country for any reason, the responsibility for informing the school of all appropriate contact details lies with the parent or guardian. Temporary Change of Guardian Forms are available from RIS. This form is expected to be completed prior to the parents/guardians leaving the country).

• Medical (e.g., failure to provide necessary medical or mental health treatment).

• Emotional (e.g., a pattern of actions, such as inattention to a child’s emotional needs, failure to provide psychological care, or permitting the child to use alcohol or other drugs).

POSSIBLE INDICATORS OF NEGLECT

• A child is unwashed or hungry.

• Parents are uninterested in their child’s academic performance.

• Parents do not respond to repeated communications from the school.

• A child does not want to go home.

• Parents/guardians leave the child unsupervised for an extended period of time.

• Parents cannot be reached in response to an emergency.

Behavioral indicators in and of themselves do not constitute abuse or neglect, but combined with other indicators, such as family dynamics, they may warrant a referral.

SEXUAL ABUSE
Sexual abuse is committing or allowing any sexual offense to be committed against a child. This includes intentionally touching, either directly or through clothing, the genitals, anus, or breasts of a child (other than for hygiene or child-care purposes), as well as a child’s active or passive participation in pornography. It is defined either by the criminal code in Thailand or by school policy.

Sexual abuse has some different characteristics of child abuse that warrant special attention. Sexual abuse requires far more secrecy than other forms of child abuse, so it is more difficult to identify. Sexual abuse is not perpetrated solely by adult males; women can also commit acts of sexual abuse, as can other children.

Grooming is another aspect of sexual abuse, which involves befriending and establishing an emotional connection with a child with the objective of sexual abuse or exploitation. Grooming often results in the victim accepting the blame, responsibility, guilt, and shame for the sexual behavior of the offender. Through the process of grooming, many victims are taught that the sexual abuse is a form of love, and therefore tend to love their offender and often present as happy, well-adjusted children with no negative symptoms because of their perception of being loved. Working with the sexual offender cannot be done by school counselors.

POSSIBLE INDICATORS OF SEXUAL ABUSE

• Sexual knowledge, behavior, or use of language not appropriate to a child’s age level

• Unusual interpersonal relationship patterns

• Venereal disease in a child of any age

• Changes in care to personal hygiene

• Evidence of physical trauma or bleeding in the oral, genital, or anal areas

• Difficulty walking or sitting

• Refusing to change into PE clothes and/or fear of bathrooms

• Running away from home and not giving any specific complaint

• Not wanting to be alone with a specific guardian or individual

• Pregnancy, especially at a young age

• Extremely protective parenting