CHILD ABUSE Its Affects on Classroom Behavior

School and teachers can dally as the facilitators of normal development in wickednessd child. Gootman (1996, 1) examines "how topical research can provide schools with this sensitivity as salutary as with specific tools for accomplishing the task." Gootman (1996) argues that many children with classroom behavior stemming from abuse atomic number 18 often mis canvasd by the teacher or school. They are often labeled with a learning disability such(prenominal) as attention famine disorder (ADD) and attention deficit/hyperactivity disorder (ADHD). This is because their behavior is often similar to those with these disorders, but affixing a label on the abused child is detrimental because it misses the vestigial problem of a dysfunctional environment not a dysfunctional mind. According to Gootman (1996, 5) the behavioral characteristics of abused children are very(prenominal) similar to post-traumatic stress "Some child victims become hyperactive, more or less whitethorn act up or regress academically, and they may flit from one activity to another or act to disrupt the classroom. Labeled ADHD, many a

There are two main implications for teachers within this research. The initiatory is the vital privation for being able to recognize and right on manage the dysfunctional classroom behavior that indicates child abuse. Teachers need to be vigilant in their maintenance of a in force(p) environment for their students.

In order to be so, they need to live on the at-risk students in their classrooms, for example those from poor, single-parent, drug-abusing home environments. They also need to recognise well the signs of abuse in order to correctly diagnose an abused child. Further, they need to understand that these behaviors are often triggered by environmental cues that remind the children of the trauma underwent. Structuring the environment to avoid these kinds of cues from emerge is also significant in helping the child. The second main implication is that abused children appear to develop in a healthier manner if they have an adult who acts as a nurturing role model during their childhood years "Research with adults who had been abused as children revealed that most children who grew up to be healthy, nonabusing adults knew an adult during their childhood who treated then with empathy and encouragement and inspired confidence in them" (Gootman, 1996, 1). Therefore, teachers and schools need to foster relationships between children wh
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