Know

There are few professional experiences as stressful as suspecting and reporting child abuse or neglect. Before and after the report, you will likely feel a range of emotions. Read these quotes from professionals who have experienced this situation. Reflect on how you might feel.

The emotions can be even more complicated when you suspect and report child abuse or neglect that occurred in your own program. You may suspect one of your colleagues or friends. You may suspect someone who has been with the program for a long time or someone who has more authority than you do. You may be neighbors or attend the same community events. You might worry that you will be judged or socially excluded because of your report. You may feel compelled to “cover” for someone you know or like. You may also feel pressured to protect the reputation of your program. All of these emotions are natural, but you must remember your legal obligation to protect children from harm. If a child has been harmed or is in imminent risk of harm, you must make a report. Remember, you are in the right. It is not OK for anyone to pressure you not to report a clear suspicion of abuse or neglect. Do not ignore your instincts. A child’s life may depend on it.

The stress of this type of event is immense. It can feel overwhelming when you add your own very real life stressors— debt, relationships, continuing your education, etc. It is important that you take care of yourself. You must be at your best to do the important work of helping children learn. When you feel calm, comfortable, and confident, you are better able to build relationships with children and families. The same protective factors that help families cope with challenges apply to all of us as adults. Let’s explore each of the protective factors and how they might apply to your work. This material has been adapted from the Preventing Child Maltreatment and Promoting Well-Being: A Network for Action 2013 Resource Guide by the U.S. Department of Health and Human Services.

See

You do hard work every day. To keep yourself mentally and physically healthy, you must learn to recognize your own signs of stress. Watch this video to learn more about stress and protecting your own mental health.

Do

Consider the following strategies adapted from Preventing Child Maltreatment and Promoting Well-Being: A Network for Action 2013 Resource Guide by the U.S. Department of Health and Human Services.

Building Your Resilience:

• Build trusting relationships with the families you serve and the co-workers you see every day. Take the time to get to know these people. The time spent investing in relationships through conversations and celebrations can help you enjoy your job more and do better at it.
• Talk regularly with your T&Cs or manager. This person is there to support you in your work and can help you when we need it. They can be a valuable professional resource for you.
• Find out about mental health support resources in your program or in your installation. Mental health professionals should be part of your team. Talk to them whenever you feel the need, and make sure families can access their services. Find out if non-medical counseling is an option to help you work through short-term stressors. Explore http://www.militaryonesource.mil/non-medical-counseling for more information.
• Watch for early signs of stress in families and school-age children. Step in early by providing encouragement, support, and help in solving problems.
• Seek out professional development on strategies that reduce stress: goal setting, anticipating difficulties, problem-solving, communication, and self-care.
• Remember that mental health and physical health are interrelated. Take the time to exercise, eat well, stay hydrated, and seek out opportunities for relaxation, meditation, or prayer.

Knowledge of Child Development

• Complete the courses on the Virtual Laboratory School. These courses will help you understand social, cognitive, and physical development between ages 5 and 12. It will also help you learn and use effective practices in your work with school-age children.
• Seek out resources in your community and online. There are a variety of tools available from reputable agencies, such as the Centers for Disease Control and Prevention. The CDC has compiled easily accessible information about development through childhood and the teen years. You can also find information at educational resource centers or from your trainer.
• Take advantage of professional development opportunities. Attend conferences and workshops. Participate in coaching or mentoring opportunities.

Social Connections:

• Use (or talk to management about creating) a relaxing space in your program where you can take a break.
• Attend social events, like movie nights or sporting events, at your program. Talk to families and co-workers.
• Develop a new hobby or expand an old one. Take a class on a topic that interests you. Community colleges, local retailers, and community recreation departments offer inexpensive courses around a variety of topics like cooking, technology, foreign languages, exercise and knitting.
• Build or retain strong connections with your neighborhood, place of worship, or other community institutions.

Concrete Supports:

• Admit when you need help. If you are struggling with finances, relationship issues, or other personal concerns, don’t let yourself become overwhelmed. Be a role model for the families you serve and get the help you need.
• Look for signs of stress in yourself and talk to someone who can help. If you have a history of trauma yourself, you may be especially vulnerable to stress.

Social and Emotional Competence of Children:

• Talk to your trainer or supervisor about the programs or strategies you should use to promote social and emotional competence.
• Identify the key social skills children need during the school-age years. Make sure your program helps school-age children develop and use these skills.
• Remember you can be a safe and stable influence in a child’s life.