CFTi Foundation

12/16/2022

06/09/2019

12/12/2017

Some of the characteristics parents or caretakers of emotionally abused children may exhibit.
 rejects child
 blames child for problems
 describes child negatively
 withholds affection
 rigid and/or unrealistic expectations
 poor impulse control
 low tolerance for frustration
 immature
 mental health problems
 alcohol or drug abuse
What can an educator do if emotional abuse is suspected?
A. Follow the school/state rules and procedures for reporting suspected child abuse to the agency charged with protecting children.
B. Refer to a school counsellor, psychologist or other available resource for services.
C. Keep informed of resources and materials relating to emotional abuse.
D. Be available to the child:
i. Listen to the child.
ii. Believe the child.
iii. Inform the child that he or she is not alone.
iv. Let the child know that the emotional abuse is not the child's fault.
v. Be consistent and predictable.

12/12/2017

EMOTIONAL ABUSE OF CHILDREN
Emotional abuse is commonly defined as systematic attacks on a child's emotional well-being and sense of self-worth.
What are the specific forms of emotional abuse?
• REJECTION
Abuse occurs when a parent or caretaker withholds affection or refuses to acknowledge the child's presence or accomplishments. A rejecting adult is emotionally unavailable, detached, and often devalues a child's thoughts and feelings. In a variety of ways, the abusing adult communicates dislike for the child who also may become the "scapegoat" for family problems.
• HUMILIATION
Abuse occurs when an adult consistently insults, mimics, and degrades a child. It can include sarcastic comments, name-calling, yelling, swearing or shaming a child in private or public.
• ISOLATION
Abuse occurs when a parent or caregiver restricts a child's contact with others, preventing him or her from forming friendships. Normal family interactions are restricted; a child may be required to stay in his or her room, closet, basement or attic for extended periods of time.
• TERRORIZE
An adult can abuse a child by threatening to use a knife or other means to hurt, torture or kill a pet, loved one or the child. It includes forcing a child to watch violent acts, threats of abandonment, and/or placing a child in dangerous situations.
• CORRUPTION
Encouraging antisocial or delinquent behaviour in children is a form of emotional abuse. Corruption exists when children are given alcohol or other drugs, shown pornographic materials, or are exposed to cruelty toward animals or other human beings.
• EXPLOITATION
Abuse occurs when children are used for advantage or profit, such as involving them in stealing, assaulting, drug dealing or prostitution.
Some of the indicators of child emotional abuse
 low self-confidence/poor self-image
 unable in trust/fearful
 dependent/withdrawn
 anxious/depressed
 too compliant/hypervigilant
 detached/difficulty forming relationships
 little enthusiasm/low perseverance
 demanding/aggressive
 destructive/cruel
 passive-aggressive/compulsive-obsessive
 delayed emotionally, socially and/or academically
 sleep and/or speech disorders
 self-destructive/suicidal
 alcohol or drug abuse

11/18/2017

WHAT PARENTS CAN DO TO HELP THEIR
CHILDREN TO LEARN:
• Listen to them and pay attention to their problems.
• Read with them.
• Tell family stories.
• Limit their television watching.
• Ensure that their use of the telephone does not reduce their study time.
• Have books and other reading materials in the house.
• Look up words in the dictionary with them.
• Encourage them to use an encyclopedia or dictionary.
• Share favourite poems and songs with them.
• Take them to the library - get them their own library cards.
• Let them see parents engaging in reading and writing.
• Take them to the museums and historical sites, when possible.
• Discuss the daily news with them.
• Go exploring with them and learn about plants, animals, and local geography.
• Find a quiet place for them to study.
• Praise their efforts.
• Review their homework.
• Meet with their teachers.
• Set a reading time in weekends.

09/30/2017

TEMPERAMENT
In psychology, temperament refers to those aspects of an individual's personality, such as introversion or extroversion that are often regarded as innate rather than learned. A great many classificatory schemes for temperament have been developed; none, though, has achieved general consensus in academia.
NINE TEMPERAMENT CHARACTERISTICS OF THOMAS AND CHESS
Research by Thomas and Chess used the following nine temperament traits in children based on a classification scheme developed by Dr. Herbert Birch:
ACTIVITY
Activity refers to the child's physical energy. Is the child constantly moving, or does the child have a relaxing approach? A high-energy child may have difficulty sitting still in class, whereas a child with low energy can tolerate a very structured environment. The former may use gross motor skills like running and jumping more frequently. Conversely, a child with a lower activity level may rely more on fine motor skills, such as drawing and putting puzzles together. This trait can also refer to mental activity, such as deep thinking or reading—activities which become more significant as the person matures.
REGULARITY
Regularity, also known as Rhythmicity, refers to the level of predictability in a child’s biological functions, such as waking, becoming tired, hunger, and bowel movements. Does the child have a routine in eating and sleeping habits, or are these events more random? For example, a child with a high regularity rating may want to eat at 2 p.m. every day, whereas a child lower on the regularity scale may eat at sporadic times throughout the day.
INITIAL REACTION
Initial reaction is also known as Approach or Withdrawal. This refers to how the child responds (whether positively or negatively) to new people or environments. Does the child approach people or things in the environment without hesitation, or does the child shy away? A bold child tends to approach things quickly, as if without thinking, whereas a cautious child typically prefers to watch for a while before engaging in new experiences.
ADAPTABILITY
Adaptability refers to how long it takes the child to adjust to change over time (as opposed to an initial reaction). Does the child adjust to the changes in their environment easily, or is the child resistant? A child who adjusts easily may be quick to settle into a new routine, whereas a resistant child may take a long time to adjust to the situation.
INTENSITY
Intensity refers to the energy level of a positive or negative response. Does the child react intensely to a situation, or does the child respond in a calm and quiet manner? A more intense child may jump up and down screaming with excitement, whereas a mild-mannered child may smile or show no emotion.
MOOD
Mood refers to the child’s general tendency towards a happy or unhappy demeanour. All children have a variety of emotions and reactions, such as cheerful and stormy, happy and unhappy. Yet each child biologically tends to have a generally positive or negative outlook. A baby who frequently smiles and coos could be considered a cheerful baby, whereas a baby who frequently cries or fusses might be considered a stormy baby.
DISTRACTIBILITY
Distractibility refers to the child’s tendency to be side tracked by other things going on around them. Does the child get easily distracted by what is happening in the environment, or can the child concentrate despite the interruptions? An easily distracted child is engaged by external events and has difficulty returning to the task at hand, whereas a rarely distracted child stays focused and completes the task at hand.
PERSISTENCE AND ATTENTION SPAN
Persistence and attention span refer to the child’s length of time on a task and ability to stay with the task through frustrations—whether the child stays with an activity for a long period of time or loses interest quickly.
SENSITIVITY
Sensitivity refers to how easily a child is disturbed by changes in the environment. This is also called sensory threshold or threshold of responsiveness. Is the child bothered by external stimuli like noises, textures, or lights, or does the child seem to ignore them? A sensitive child may lose focus when a door slams, whereas a child less sensitive to external noises will be able to maintain focus.

09/30/2017

SOME CHARACTER BUILDING THOUGHTS FOR CHILDREN
The following quotes may be used in a variety of ways by both teachers and counsellors. One idea is for a thought to be posted, read, and discussed at the beginning of each week. It could then be read daily with the students. At the end of the week ask them what they learned or how the thought applied to their lives or activities during the week. Have the children give written or oral examples, or have them draw a picture to illustrate their ideas.
1. How I look is not as important as how I act.

2. I treat others the way I want them to treat me.

3. I am a good sport; I follow the rules, take turns and play fair.

4. It is okay to laugh at funny things, but not to laugh at others.

5. I do not gossip; if I cannot say anything helpful, I do not say anything at all.

6. When I am sad, I help myself feel better by thinking of things that are good in my life.

7. In order to have friends, I must act in a kind way.

8. I believe that I am someone who can do important things.

9. What I say and how I say it tells others the kind of person I am.

10. I appreciate my family, my teachers, and my school.

11. I treat everyone with respect.

12. When I listen, I show others that I care about them.

09/30/2017

1. Read stories or books aloud together.
2. Film family celebrations or take pictures that help children recall pleasant memories.
3. Place photos in frames or in albums to view together.
4. Tell family stories.
5. Watch movies or television shows together that are educational or that reinforce your values.
6. Set aside an evening once a week when you eat pizza or popcorn and watch a movie or play a game together.
7. Participate in bedtime rituals such as telling or reading a story, singing a song, and/or saying a prayer.
8. Share interests such as gardening, woodworking, singing, baking, hiking, playing an instrument, being active in a sport, etc.
9. Do activities together like taking walks, having picnics, visiting museums, attending sports events, volunteering, or participating in school functions.
10. Prepare traditional foods made for certain occasions

09/30/2017

THE 8 “L’S” OF PARENTING
• LOVE your child. For your child to be successful, he or she must feel valued. Your gentle touches, smiles and hugs communicate love. Giving your undivided attention, especially at the end of each day, demonstrates caring.

• LOOK for the good in your child and make specific comments on what he or she does well. You must believe in your child's worth before he or she can believe it. If you want your child to have self-confidence and motivation, watch for positive behaviors and comment on them.

• LISTEN, without judgment, to your child express his or her thoughts and feelings. If you do not listen, your child may attempt to gain your attention by misbehaving.

• LAUGH with your child, not at him or her. Demonstrate a sense of humor as you cope with life's difficulties. Laugh and play together.

• LABOR diligently and with pride so that your child will want to work hard, persevere and do his or her best.

• LEARN new information. It is fine to say, I don't know, but then add that you both can find out together. Take the time to read and thus instill a love of learning. On car trips play word games, read or listen to books on tape.

• LEAVE the television and other media off. Many programs and video games desensitize your child towards violence and contribute to fearfulness and aggression. Place computers in central locations to monitor internet use.

• LIVE life to its fullest. Take pleasure in little things like an ice cream cone, a beautiful day or the enthusiasm of your child. Read, pretend, dance, sing, take walks, play games, have pleasant meals, look at photos, share dreams, and enjoy each other.

Remember: Your child will most likely adopt the attitudes and habits you demonstrate daily.

09/07/2017

Activities That Will Help You Feel Good About Yourself
Any of the following activities will help you feel better about yourself and reinforce your self-esteem over the long term. Read through them. Do those that seem most comfortable to you. You may do some other activities at a time. You may find it helpful to repeat some of these activities again and again.
Make affirming lists. Making lists, rereading them often, and rewriting them from time to time will help you to feel
better about yourself. If you have a note pad, you can write a list.
Make a list of —
 at least five of your strengths, for example, persistence, courage, friendliness, creativity
 at least five things you admire about yourself, for example the way you have raised your children, your good relationship with your brother, or your spirituality.
 the five greatest achievements in your life so far, like recovering from a serious illness, graduating from high school, or learning to use a computer
 at least 20 accomplishments-they can be as simple as learning to tie your shoes, to getting an advanced college degree
 10 ways you can "treat" or reward yourself that don't include food and that don't cost anything, such as walking in woods, window-shopping, watching children playing on a play ground, gazing at a baby's face or at a beautiful flower, or chatting with a friend
 10 things you can do to make yourself laugh
 10 things you could do to help someone else
 10 things that you do that make you feel good about yourself
Reinforcing a positive self image.