ECSFC401A Advocacy Social Justice and Professional Ethics

Introduction

Children sexual abuse is a problem that over the years has come into the highlight and has become something that requires a proper level of Social justice and a better understanding of utilizing proper advocacy (Saied-Tessier,2014). In Australia, Among many other countries, it has often been seen that the concept of utilization and increasing knowledge of children's sexual abuse incidences not just among parents but children are something that is considered taboo. Socially the idea of introducing children to the concept of sexual abuse is often frowned upon and even not directly considered to be knowledge by the parents. However uncomfortable the consequences of the realization of the same aspect may be one cannot ignore its impact on the current era and the current generation which gets to face the violation of human rights that directly impact children physically and mentally for life.

Giving proper Social Justice at hand towards children's welfare is something that most of the governments Around The World prioritize yet children's sexual abuse in its way is something that is kept behind the dark and not acknowledged to its fullest capabilities (Murray,Nguyen & Cohen,2014). The following work will look into different possibilities of advocacy and Social justice that will help in the preparation of applying different strategies that can inform and educate the early childhood sectors in meeting the recommendation provided by the Australian Royal Commission into institutional responses to child sexual abuse that further aims to increase the knowledge and practical skills that can assist in self-protective skills and strategies.

Making children aware.

To prepare for applying strategies that can help in informing and educating the early childhood sector in meeting the recommendation that one must take for increasing children's knowledge of sexual abuse and building practical skills that assist them in strengthening self productive skills and strategies the most integral aspect is firstly made sure to make children aware of their rights (Hoefer,2019). The concept of advocacy in Social Justice always is the whole aspect of making children know what their rights are within the society.

Even if children do not tend to understand and realize what post to do in circumstances where they are facing sexual abuse the best way is to make them slowly aware of different concepts of realizing what aspect or what activity around them can lead to sexual abuse or is something that is already an act of the same. Many prominent social workers and advocates who constantly work on child sexual abuse talk to children and explain to them the concept of good and bad touch. As most of the children specifically below the age of 10 years are unaware of the concept of sexual abuse and how it can affect them the idea of understanding good or bad touch as something that can help them determine whom they should completely stay away from and whom they should not violate against is something that has been found as a good way that one can help younger children who do not realize these aspects and making them understand the concept is also not a huge possibility.

These specific activities and these specific learning and information-based education in the early childhood sector can first begin by training teachers in the very first place who is the first guiding property that directly moves towards children. As the government suggested a change and its relevant prevention of education that is delivered to create a sense of knowledge among children the chances of organizing training sessions for teachers to make them aware of how the training can go depending upon the age of children is something that is prominently needed. During these training sessions apart from telling children about their human rights and making them realize how to differentiate between a circumstance where they are facing abuse and the circumstances where they are violated from their comfort zone. Training provided to the teacher can be directly reflected On The Mindset of the children who will then teach these attributes to the children.

Advocating and teaching the best Social Justice policies for children through the family

It has been realized that children sexual harassment of sexual abuse cases in most possible ways are taken place in families directly or indirectly (Weatherred,2015). The most level of awareness around the idea of child sexual abuse will be first integrated within a family-based atmosphere so that instead of just directly communicating with children it should also be the family members who get to realize the foundation they have and how crossing the boundary in such cases can be dangerous one.

The early childhood sector in its way in collaboration with medical health camps and hospitals overall can directly have proper communication with families just after the basic health checkups of children and indirect contact with communities to make people understand the causes and the consequences of child harassment of child sexual abuse and make people understand the probable need of realizing the child's right. Apart from that these sessions along with proper counseling that is to be given to parents to make them realize the mood to take out child sexual abuse from being a Taboo within the mind and make it into something that is what they have to be more careful about and something we should constantly check upon with their children.

Discussion of how the best ways they can have a proper communication around these aspects should also be trained to parents to ensure that no child has to face a violated life. Prepare for any kind of strategy apart from making parents and relatives realize these values it is integral to utilize a proper setup that is based on the idea and relevance of advocacy as well as ensuring Social justice for children (Powell et al.,2016). The realization of a child's right and the realization of a basic human right that is completely against the concept of child sexual harassment and sexual abuse the whole process in its way should be analyzed by keeping different kinds of activities in mind and their effect on the parents and the people who are part of a child's family and community.

Breaking the Taboo

There is a sense of taboo that has always been present around child sexual abuse and is one of the primary reasons why many children never speak up about it is enough to realize as it is something that is often stated as an idea or concept that is frowned upon (Finkelhor et al.,2014). The best way and the best possibility of advocacy and Social Justice in the process of applying different strategies to inform and educate the child sector is to firstly focus on reducing the stabbing from the minds of the people (Mathews et al.,2017). That many people do not realize be the concept of children's rights and the voice of children that has its appeal in this world is something that needs to be looked into. The general tab that people have around the voices of the minorities or the weaker people, in general, is what even children, in particular, suffer from (Glaser,2015). The idea that they cannot recognize the problems of children should be demolished by promoting the idea of normalizing the concept of assuring the whole concept of prioritizing children's sexual abuse.

Similar to children safety which is often stated as a mainstream issue along with children held as something which is one of the biggest human rights issues in the current era and decade and for which different governments Around The World spend billions of dollars to assured better health facilities for children the idea should be to give the same mainstream recognition to the Taboo of childhood sexual abuse (Renvoize,2017). As the Australian government promotes the idea so does the general basis of education and neighbourhood should do to make this issue, not just a topic that is discussed in the Parliament what a topic that is discussed in every household (Letourneau et al.,2018). This can help in applying this successful strategy of informing and educating the early childhood sector which is constantly working for the Welfare of children and their rights around the world and making their job even easier as the intricacy of the situation will be taken seriously not only by the parents but will be something that will be recognized by the entire society.

Training children

There have been many affairs made All Around The World towards children safety and to help reduction of child abuse as well as childhood sexual abuse cases an awareness and the ability of not being able to protect themselves is not make children the most vulnerable in many ways (Sawrikar & Katz,2017). The best way to advocate and Social Justice based promotion can be prepared as per the Australian Royal Commission into the institutional response of child sexual abuse it can be seen that proper training is something which is required (Wright, Swain & McPhillips,2017). Similar to women safety-based training that is now encouraged All Around The World for the support of women in circumstances where they are in danger similarly children training is also something that has to have its own Brown and proper Social Justice should we prioritize in assuring that it is achieved (Singh, Parsekar & Nair,2014). The best way to make a better realization of the training and the proper help given to children it is important to make this aspect necessary as well as properly a basic right provided to children all across the world specifically in the schools.

The best way for Australia to create a better practical skill in assisting in strengthening self-protective skills and strategies can be to directly provide training as a physical activity session to students at schools (Boxall, Tomison & Hulme,2014). These training and activities should be taught by an e-verified teacher who has a proper license in doing so and has a proper degree in providing self-protected skills to children along with a proper idea of how to make children understand the importance of the same. These specific sessions will not be limited to children based on one or two of few different sets of activities but they will elevate and change over the years as a child grows up (Bolen & Gergely,2014). This will not only help children have a better understanding of their security and how they can utilize better skills to save themselves from situations where they are facing sexual abuse but also this training will have different kinds of discussion classes where children will be promoted to talk more about any instances at search which they have faced. This is the particular reason why many schools are encouraged to have a psychological department or a hired psychologist to discuss and talk to children what many such issues.

Conclusion

It can further be concluded that to raise better awareness and to examine the possibilities of different advocacy and social injustice in the process of preparation while applying different strategies to inform and educate the early childhood sector the whole process should be first starting with teachers than with family members and parents along with making children realize the same to protect themselves in the future.

References

Bolen, R. M., & Gergely, K. B. (2014). Child sexual abuse. Praeger/ABC-CLIO.

Boxall, H., Tomison, A. M., & Hulme, S. (2014). Historical review of sexual offence and

child sexual abuse legislation in Australia: 1788–2013.

Finkelhor, D., Shattuck, A., Turner, H. A., & Hamby, S. L. (2014). The lifetime prevalence of child sexual abuse and sexual assault assessed in late adolescence. Journal of adolescent Health, 55(3), 329-333.

Glaser, D. (2015). Child sexual abuse. Rutter's Child and adolescent Psychiatry, 376-388.

Hoefer, R. (2019). Advocacy practice for social justice. Oxford University Press.

Letourneau, E. J., Brown, D. S., Fang, X., Hassan, A., & Mercy, J. A. (2018). The economic burden of child sexual abuse in the United States. Child abuse & neglect, 79, 413-422.

Mathews, B., & Collin-Vézina, D. (2019). Child sexual abuse: Toward a conceptual model and definition. Trauma, Violence, & Abuse, 20(2), 131-148.

Mathews, B., Bromfield, L., Walsh, K., Cheng, Q., & Norman, R. E. (2017). Reports of child sexual abuse of boys and girls: Longitudinal trends over a 20-year period in Victoria, Australia. Child Abuse & Neglect, 66, 9-22.

Murray, L. K., Nguyen, A., & Cohen, J. A. (2014). Child sexual abuse. Child and Adolescent Psychiatric Clinics, 23(2), 321-337.

Powell, M. B., Westera, N. J., Goodman-Delahunty, J., & Pichler, A. S. (2016). An evaluation of how evidence is elicited from complainants of child sexual abuse. Sydney, Australia: Royal Commission into Institutional Responses to Child Sexual Abuse.

Renvoize, J. (2017). Innocence destroyed: A study of child sexual abuse. Routledge.

Saied-Tessier, A. (2014). Estimating the costs of child sexual abuse in the UK.

Sawrikar, P., & Katz, I. (2017). Barriers to disclosing child sexual abuse (CSA) in ethnic minority communities: A review of the literature and implications for practice in Australia. Children and Youth Services Review, 83, 302-315.

Singh, M. M., Parsekar, S. S., & Nair, S. N. (2014). An epidemiological overview of child sexual abuse. Journal of family medicine and primary care, 3(4), 430.

Weatherred, J. L. (2015). Child sexual abuse and the media: A literature review. Journal of child sexual abuse, 24(1), 16-34.

Wright, K., Swain, S., & McPhillips, K. (2017). The Australian royal commission into institutional responses to child sexual abuse. Child Abuse & Neglect, 74, 1-9.

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