# CTE Resource Center - Verso - Early Childhood, Education, and Services II Task 331413338

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Describe the procedures to report suspected child abuse or neglect to the appropriate authorities through role-playing scenarios.

Definition

Description should include
  • definition of mandated reporter
  • state regulations and procedures for reporting suspected child abuse or neglect
  • school policy procedures indicating the chain of command for reporting
  • child advocacy laws
  • emotional, verbal, physical, and sexual abuse symptoms
  • current criminal and civic laws and regulations defining and stating the penalties for abuse and neglect.

Process/Skill Questions

Thinking
  • What should a peer of a potential abuse victim do when he/she suspects abuse or neglect?
  • Why should a peer report suspected abuse or neglect to his/her instructor?
Communication
  • In what manner should a student/peer communicate that he/she suspects abuse?
  • How will students/peers be trained in the proper communication processes of reporting suspected abuse?
Leadership
  • What is the expected outcome if child abuse is not reported?
Management
  • What is the appropriate chain of command at the designated school site for reporting suspected abuse to the instructor?

Related Standards of Learning

English

11.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts including employment documents and technical writing.
  1. Apply information from texts to clarify understanding of concepts.
  2. Read and correctly interpret an application for employment, workplace documents, or an application for college admission.
  3. Analyze technical writing for clarity.
  4. Paraphrase and synthesize ideas within and between texts.
  5. Draw conclusions and make inferences on explicit and implied information using textual support.
  6. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  7. Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.
  8. Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, overstatement, and understatement in text.
  9. Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).

12.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
  1. Use critical thinking to generate and respond logically to literal, inferential, and evaluative questions about the text(s).
  2. Identify and synthesize resources to make decisions, complete tasks, and solve specific problems.
  3. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  4. Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text.
  5. Analyze false premises claims, counterclaims, and other evidence in persuasive writing.

Other Related Standards

FCCLA National Programs

Power of One: A Better You

 

Power of One: Family Ties

 

Power of One: Working on Working

 

STOP the Violence

 

FCCLA: STAR Events (2019)

Career Investigation

 

Entrepreneurship

 

Interpersonal Communications

 

National Programs in Action

 

Professional Presentation

 

Public Policy Advocate

 

National Standards for Family and Consumer Sciences Education

4.4.5

Document symptoms of abuse and neglect and use appropriate procedures to report suspected abuse or neglect to the designated authorities.