RUNNING HEAD: Emotional abuse in children 1

Emotional abuse in children

Rhea Everett

Briar Cliff University

November 23, 2016

Emotional abuse in children 2

According to the national children alliance website national in 2014 there were more than

700,000 children abused or neglected. There is no classification specifically related to emotional

abuse as a form of neglect or abuse in child welfare. Abuse and neglect as a child can have

effects into adulthood. There has been researching into emotional abuse and the effects into

adulthood. A child who experiences emotional abuse needs aftercare once out of care.
In an interview with Katie Swanson of Webster county Iowa department of human

services on November 10th, 2016 emotional abuse in children was discussed. In Webster county,

there is no specific training or services for children who have experienced emotional abuse. This

is due emotional abuse not being a form of neglect or abuse it is a byproduct. However, foster

care families do receive annual training along with 10-week initial training which includes

emotional care for children. The county does have a mental injury category in which there are

services available. On a case, by case basis, a judge may require that the child and/or family

receive therapy. After a certain amount of time as decided by the judge the family/child may

leave or continue therapy. In terms of aftercare, the department of human services carries out

follow-ups on their families/cases to ensure things have improved and are safe.
In a study by Kirstin Painter published in February 2012, the wraparound approach in

service delivery for youth with severe emotional disturbances was studied. The study focused on

Serious Emotional disturbance (SED). To determine if the youth and their family are

experiencing a SED the study uses the American Psychiatric Association Diagnostic and

Statistical manual of mental disorders. The wraparound approach to treating SED is the process

of providing supports to the family and the youth. A team is formed of informal and formal

supports in which strengths of the family is identified. Along with finding supports within the

familys community to support the youth and the family.

K. Harper, C. Stalker, S. Palmer and S. Gadbios (2005) conducted research on

experiences of adults abused as children after discharge from inpatient treatment. Their research
Emotional abuse in children 3

consisted of follow-up questionaries at different time periods after being discharged from a

program for traumatic stress recovery. It was reported that some participants found it difficult to

connect with their partners after discharge. Some also reported a lack of emotional support from

family members, some participants reported this was due to abuse by their parents or the lack of

understanding from the parents about the abuse. The research also showed the participants

increased their use of self-care to manage their stress. Most of the participants reported that they

felt follow-up support after the program would have been beneficial. They found it difficult to

adjust to home life after all the support they received during their stay in the hospital.
In a study conducted by A. Dregan, J. Brown and D. Armstrong (2011) on if adult

emotional and behavioral outcomes vary as a function of diverse childhood experiences of the

public care system. At the end of the study, it was shown that there was an association between

public care status and maladjustment and depression in adults. Some noticeable behavioral

outcomes were increased odds of smoking and criminal convictions. Other areas identified

included life dissatisfaction, low self-efficacy, and depression.

Although there is no category specifically focused on emotional abuse in child and the

need for aftercare once out of the system. There has been some research into emotional abuse in

children and how it has affected them as adults. This research does show the need for further care

after the initial abuse. What the research has shown is that many adults who were abused as

children struggle to adjust to adult life.

The research done to compile this paper follows the National Child Welfare Workforce

Institute (NCWWI) leadership competency frameworks competency of external awareness. This

competency states Understands and keeps up to date on local and national policies and trends

that affect the organization and shape the stakeholders views; is aware of the organizations

impact on the external environment (). While this paper did not look at policies it did look at

current research on trends in adults who were abused as children. This could help to change an
Emotional abuse in children 4

organizations views and policies in the future when it comes to children as they age into

adulthood.
Another competency of the NCWWI leadership competency framework demonstrated by

this paper is Strategic Thinking. This competency states Formulates objectives and priorities,

and implements plans consistent with the long-term interests of the organization in a global

environment; capitalizes on opportunities and manages risks (2013). This was not demonstrated

to the best of the students abilities as the paper has competed past the deadline. This could have

been better demonstrated by completing the paper before the deadline. While this competency

was partially demonstrated due to the interview and research being conducted before the

deadline.
A third competency of the NCWWI leadership competency framework that was

demonstrated in this paper is vision. This competency states Takes a long-term view and builds

a shared vision with others; acts as a catalyst for organizational change; influences others to

translate vision into action (2013). Although this paper did not work toward being a catalyst for

an organization change it could be the beginning of a change. As the little research conducted

could be used to initiate further research into the matter of emotional abuse and after care for

children. Along with following the manager proficiency level by conducting interviews to see the

possible need of aftercare. The interview conducted was with a department of human services

social worker, with some questions directed at training for foster care families and emotional

care. It was discovered that there is no special training for emotional care.
The fourth competency of NCWWI leadership competency framework demonstrated by

the work in this paper is the problem-solving competency. This competency states Identifies and

analyzes problems; weighs relevance and accuracy of information; generates and evaluates

alternative solutions; makes recommendations (2013). While no solution was found during this

paper for emotional abuse and aftercare in adults who were abused as children a problem was
Emotional abuse in children 5

identified and analyzed. Along with weighing the accuracy of the information/research on the

subject used in the paper. This follows the caseworker proficiency level of the problem-solving

competency. As it is stated that in the competency that a caseworker gather appropriate

information to inform problem-solving.

The fifth NCWWI leadership competency framework demonstrated in this paper is the

continuous learning competency. This competency states Assesses and recognizes own

strengths and weaknesses; pursues self-development. This was demonstrated by working on a

weakness such as a research paper and APA writing. Through working on this paper the student

was able to pursue self-development on improving a weakness of writing and research.

Continuous learning will also be a competency that is worked on throughout the career of the

student. This can be done at the caseworker proficiency level through the executive proficiency

level. As all levels involve continuous training through the use of conferences and developments.
One competency that was and was not demonstrated during this paper was the Planning

and organizing competency of the NCWWI leadership competency framework which states

Organizes work, sets priorities, and determines resources requirements; determines necessary

sequence of activities needed to achieve goals; handles multiple demands and competing

priorities; sets high performance expectations for team members; sets clear performance

expectations and objectives; holds other accountable for achieving results; successfully finds

resources, training, tools, etc. to support staff needs (2013). Planning was completed in making

a plan on how to complete the paper, although this plan was not followed Organizing was done

by finding resources and organizing them into a paper.

Emotional abuse in children 6

References
Dregan, A., Brown, J., & Armstrong, D. (2011). Do adult emotional and behavioural outcomes

vary as a function of diverse childhood experiences of the public care

system? Psychological Medicine, 41(10), 2213-20.

doi:http://dx.doi.org.briarcliff.idm.oclc.org/10.1017/S0033291711000274
Harper, K., Stalker, C. A., Palmer, S., & Gadbois, S. (2005). Experiences of adults abused as

children after discharge from inpatient treatment: Informal social support and self-care

practices related to trauma recovery. Families in Society,86(2), 217-225. Retrieved from

https://briarcliff.idm.oclc.org/login?

url=http://search.proquest.com.briarcliff.idm.oclc.org/docview/230174021?

accountid=9720
National Association of Social Workers (NASW). (2013). NASW standards for social work

practice in child welfare. Washington, DC: NASW Press. Retreived from

https://socialworkers.org/practice/standards/childwelfarestandards2012.pd
"National Statistics On Child Abuse". Nationalchildrensalliance.org. N.p., 2016. Web. 30 Nov.

2016.
Painter, K. (2012). Outcomes for youth with severe emotional disturbance: A repeated measures

longitudinal study of a wraparound approach of service delivery in systems of care. Child

& Youth Care Forum, 41(4), 407-425.

doi:http://dx.doi.org.briarcliff.idm.oclc.org/10.1007/s10566-011-9167-1