Ministry of Education
Content
MINISTRY OF EDUCATION.
The incidence of reported episodes of child abuse has risen in recent years in Malaysia and the importance of multi-agency collaboration is widely recognised in achieving an effective response to this problem. So, we have organize and ask for every schools to take this issues seriously and do services that can help the maltreatment children.
Reporting suspected cases of maltreatment is just the beginning of the child protection process. Treatment, rehabilitation, strengthening the family, and preventing future abuse still lie ahead. Traditionally, the roles of the school and the educator in dealing with child maltreatment have ended with reporting, but this is changing. Increasingly, educators are providing assistance and support to child protective services (CPS) staff by sharing relevant information about families and children after they have been reported; providing services to the child, parents, and the family; and participating on multidisciplinary teams. Schools also are actively involved in community efforts to reduce the incidence of child maltreatment. Providing Support After the Report: What Schools Can Offer 1) Sharing Relevant Information. 2) Support for the Child, the Parents, and the Family 3) General Considerations for Helping in Cases of Maltreatment 4) School Activities and Programs Supporting the Maltreated Child 5) School Programs for Parents
Ways to Address the Needs of Maltreated Children in the Classroom Issue Inability to express feelings. Approach Use feelings as a barometer. Begin class or morning with discussion of how students feel. Teach the use of a formula for solving problems and provide sample problems so the students can try it. Structure learning projects to maximize use of cooperative activities and solutions. Reduce competitive activities.
Difficulty making decisions.
Lack of cooperation with others.
Heightened interpersonal conflict.
Teach conflict resolution and peer mediation skills.
Schools already provide a number of special services to children who require them. These services, each backed by qualified professionals who administer them, may include:
• • •
Diagnosis and assessment of a variety of issues or conditions, including academic, learning, behavior, health, and social adjustment problems; Development of individualized educational plans; Support services including counseling; speech, hearing, and language therapy; behavioral management; special education; and health care.
The incidence of reported episodes of child abuse has risen in recent years in Malaysia and the importance of multi-agency collaboration is widely recognised in achieving an effective response to this problem. So, we have organize and ask for every schools to take this issues seriously and do services that can help the maltreatment children.
Reporting suspected cases of maltreatment is just the beginning of the child protection process. Treatment, rehabilitation, strengthening the family, and preventing future abuse still lie ahead. Traditionally, the roles of the school and the educator in dealing with child maltreatment have ended with reporting, but this is changing. Increasingly, educators are providing assistance and support to child protective services (CPS) staff by sharing relevant information about families and children after they have been reported; providing services to the child, parents, and the family; and participating on multidisciplinary teams. Schools also are actively involved in community efforts to reduce the incidence of child maltreatment. Providing Support After the Report: What Schools Can Offer 1) Sharing Relevant Information. 2) Support for the Child, the Parents, and the Family 3) General Considerations for Helping in Cases of Maltreatment 4) School Activities and Programs Supporting the Maltreated Child 5) School Programs for Parents
Ways to Address the Needs of Maltreated Children in the Classroom Issue Inability to express feelings. Approach Use feelings as a barometer. Begin class or morning with discussion of how students feel. Teach the use of a formula for solving problems and provide sample problems so the students can try it. Structure learning projects to maximize use of cooperative activities and solutions. Reduce competitive activities.
Difficulty making decisions.
Lack of cooperation with others.
Heightened interpersonal conflict.
Teach conflict resolution and peer mediation skills.
Schools already provide a number of special services to children who require them. These services, each backed by qualified professionals who administer them, may include:
• • •
Diagnosis and assessment of a variety of issues or conditions, including academic, learning, behavior, health, and social adjustment problems; Development of individualized educational plans; Support services including counseling; speech, hearing, and language therapy; behavioral management; special education; and health care.
