Friday, April 24, 2015

5 Myths about Child Maltreatment submitted by Julia Silva

#1: When risk factors are present, protective factors can mitigate the likelihood of maltreatment. Such protective factors include parental social connections, knowledge of parenting and child development, concrete support in times of need, and children's social-emotional competence. Because maltreatment is so difficult to predict, prevention approaches that strengthen protective factors among at-risk families broadly--even if the risk is low--are likely to be most effective in reducing maltreatment. 
That’s exactly what the ACT Program is all about: a universal prevention intervention addressing protective factors for all families regardless their risk for abuse. And we are seeing the results

#2: Many parents may love their children, yet not be equipped to deal with the stresses that come with raising children. When a parent perceives their environment to beunpredictable and stressful, and does not take advantage of available social supports, they are more likely to respond to children in an aggressive manner. 
That’s what ACT addresses too: helps parents in our groups though activities, discussions and social interactions to share their difficulties with their children, see they are not the only ones, create social networks and friendships.

#3: We know how many children are maltreatedmore than the official numbers show.
Another important rationale for promoting a universal program like ACT in the communities.

#5: It is the inability to cope with anger-provoking situations that increases the risk for potential abuse, as parents lose control of negative emotions and harm their children. Abusive parents are shown to have more unrealistic expectations of child behaviors, and with a low frustration tolerance, are more annoyed with child behaviors.
That’s why the ACT curriculum was conceived around research=based child development information to help parents be more realistic and understand what their children in general, are capable of thinking, understanding, feeling and doing at different ages and stages. The curriculum is also heavy on anger management, problem solving, and recognition of different emotions.