Se pot identifica patru forme de abuz asupra copilului:

 Abuzul fizic
 Abuzul sexual
 Abuzul emoţional
 Neglijarea

Dintre semnele care pot indica abuzul asupra copilului:

 Urme repetate – zgârieturi, vânătăi, tăieturi
 Copii murdari, nespălaţi, urât mirositori, îmbrăcaţi necorespunzător
 Copii cu boli care nu sunt tratate
 Afectarea rezultatelor şcolare sau schimbări în comportament fără o explicaţie
evidentă
 Comportament agresiv, accese de furie
 Un aer de „detaşare” şi de atitudine „je m’en fiche”
 Comportement supercompliant, atitudine servilă
 Comportament sexual explicit – de exemplu, jocuri nepotrivite cu vârsta
copilului
 Masturbare în public, joc sexual agresiv şi inadecvat explicit
 Copil care ezită să se întoarcă acasă sau care e reţinut acasă de un parinte sau
de părinţi
 Evită activităţile sociale de la şcoală, nu are prieteni
 Nu are încredere în adulţi, mai ales cei care sunt apropiaţi
 Dureri fără motivaţie evidentă
 Probleme de alimentaţie – inclusiv de supra-alimentaţie, sau de pierdere a
poftei de mâncare
 Probleme de somn, coşmaruri, enurezis
 Fuga de acasă, încercări de sinucidere, auto-rănire
 Revenirea la comportamente anterioare, depresie, izolare
 Relaţii copil-adult secrete şi exclusive

LEGEA COPILULUI

INCIDENŢA ABUZULUI SEXUAL

Peter Maher (1988 ) cites research enquiries which indicate that some one in ten
of children are, or have been, the subject of some form of child sex abuse. He
refers to another study which suggests that the rate may be as high as one in three.

Charlton, Tony. Supportive Schools.

Houndmills, Basingstoke, UK: Macmillan Education, Limited, 1990. p 39.
http://site.ebrary.com/lib/bclla/Doc?id=5003128&ppg=54

Copyright © 1990. Macmillan Education, Limited. All rights reserved.

A Mori Poll conducted by Baker and Duncan in 1985 interviewed 2019 adults. In
this sample 12 per cent of women and 8 per cent of men reported that they had
been sexually abused as children.

Charlton, Tony. Supportive Schools.

Houndmills, Basingstoke, UK: Macmillan Education, Limited, 1990. p 39.
http://site.ebrary.com/lib/bclla/Doc?id=5003128&ppg=54

Copyright © 1990. Macmillan Education, Limited. All rights reserved.

MODELE DE FORMARE A PROFESIONIŞTILOR

three levels of training for

teachers:
(a) Awareness training for all staff in schools, including teachers so that they can
begin to understand the nature of the problem and their role in it. They need as
well to understand how to react and who to tell. They need to understand how
their school procedure works and who has responsibility.
(b) Headteachers, and all senior staff in larger schools, need that initial level of
training, but also more detailed input on legal responsibilities, how to establish
and review effective school procedures, how the local education authority (LEA)
guidelines operate, how to deal appropriately with parents and children and how
the multi-professional network operates.
(c) Nominated ‘child abuse teacher contacts’, first recommended by Louis
BlomCooper
(London Borough of Brent, 1985), whose role would be to simplify the
relationships between schools and other professional and voluntary bodies

Charlton, Tony. Supportive Schools.

Houndmills, Basingstoke, UK: Macmillan Education, Limited, 1990. p 40.
http://site.ebrary.com/lib/bclla/Doc?id=5003128&ppg=55

Copyright © 1990. Macmillan Education, Limited. All rights reserved.

Burns (1982) suggests that teachers can enhance self-concept by:

 Making the pupil feel supported
 Making the pupil feel a responsible being
 Helping each pupil to feel competent
 Teaching the pupils to set realistic goals
 Helping the pupils to evaluate themselves realistically
 Encouraging realistic self-praise.

Charlton, Tony. Supportive Schools.

Houndmills, Basingstoke, UK: Macmillan Education, Limited, 1990. p 111.
http://site.ebrary.com/lib/bclla/Doc?id=5003128&ppg=126

Copyright © 1990. Macmillan Education, Limited. All rights reserved.