"Help"... by Jeanine Kemmer

“Help”

Jeanine Kemmer

Craig came from a middle class, working, Christian family. These seem like the things that a child should be lucky to come from. Yet Craig was sexually abused. He was abused by a babysitter that his parents placed him with (Thompson 29-32). How could they not know? Pecola lived with both of her parents and brother. At first glance this family setting would seem ideal. But she was sexually abused by her father (Morrison 127-129). Why didn’t someone figure out what was going on before that young girl ended up pregnant? Theodore Rothke’s unnamed child in “My Papa’s Waltz” endured severe abuse that the mother did nothing to stop; possibly because of fear. Whatever the case, why didn’t someone else notice? Why didn’t anyone do anything for these children? I realize these are characters on paper, and yet I still feel somehow responsible. These children represent the overwhelming numbers of children that face these nightmares everyday. The fact of the matter is that “child abuse is one of the leading causes of injury-related mortality in infants and children.” It CAN be prevented. It CAN be stopped.

Statistics for the Department of Health and Human Services in 2002 revealed that “about 896,000 American children were victims of abuse and neglect. Of all abused children, 60.5% suffered neglect, 18.6% suffered physical abuse, and 9.9% suffered sexual abuse. Some experienced more than one type.” They estimate that “1,400 children died from abuse or neglect, 76.1% of them were under age 4.” Child Welfare Information Gateway corroborates these numbers and adds that “45% were younger than 12 months.” These are chilling realities, and they represent a daunting task in stopping them.

The question becomes who is going to stop them? The burden naturally tends to lean towards doctors who can thoroughly examine these children both in routine physicals and in the emergency rooms to find the signs of abuse. According to the U.S. News & World Report the truth, however, is that:

Doctors fail to diagnose nearly a third of child-abuse cases with head trauma, even when the youngsters are bruised, suffering seizures, or comatose. Researchers reported that abuse escapes notice because physicians aren’t trained to recognize it and may be uncomfortable with casting suspicion. “It’s a lot easier to look for another cause,” said John Leventhal, a pediatrician and medical director of the Child Abuse Team at Yale-New Haven Hospital. Because symptoms such as vomiting and irritability aren’t unique to head trauma, misdiagnoses are especially common in less severe injuries and among children too young to communicate. Doctors are more likely to overlook signs of abuse in white children and kids from two-parent homes. The percentage of misdiagnosed abuse-related head injuries among two-parent families is 40% versus only 19% of single-parent families. 37% of white incidences are misdiagnosed versus 19% of minorities.

We also look to adults who see these children outside the home on a regular basis, like teachers. Despite the fact that teachers are generally considered to be among those best situated to detect abuse symptoms in the classroom, a survey of 440 Illinois teachers revealed very startling information.

[It was] found that most teachers were not able to recognize the symptoms of abuse; only 4% indicated being very aware of the signs of sexual abuse and less than one – quarter said they were very aware of the indicators of physical abuse, emotional abuse, and neglect. Although 60% of those surveyed demonstrated some awareness of their legal responsibilities, only 22% said they would file a report as required, if the parent denied the abuse and the principle wished to avoid the issue.

This data, in my mind, is staggering. We place a great deal of trust in these professions to look after a child’s wellbeing. I believe, however, that we cannot blame them for their lack of knowledge. Instead we need to see to the further training and education of these people. In The Bluest Eye when Pecola came to after her father’s first violation, her mother was standing over her (129). She had some idea of what had transpired, and yet she did nothing. Likewise, the mother in My Papa’s Waltz did nothing to stop the repetitive physical abuse. Craig’s parents and teachers in Blankets just weren’t aware of the babysitter’s offenses (29-32). We, as responsible parents, neighbors, friends, peers, coaches, councilors, youth leaders, family members, and a community as a whole need to come together to help teachers and doctors and recognize the signs ourselves.

As we saw in our class readings Blankets, The Bluest Eye, My Papa’s Waltz, Maus I and II, and Night, I found an article in The Exceptional Parent written by Jennifer Graham, echoing the belief that “any child from any socioeconomic, racial, and cultural background is at risk.” “Considering the horrifying statistics about the frequency of abuse, we all must see perpetrators every day, although we don’t always recognize them as such. They’ve got all kinds of personalities and politics and values, and they come from all kinds of classes, genders, sexual preferences [and] races.” (Mitchell 5) So if we can’t immediately recognize the potential victims or the abusers, what is it we are looking for? Depending on the type of abuse, and the temperament of the child, experts agree the child may display a few or many of these signs:

• Unusual fear of parents or adults
• Aggressive behavior; acting out
• Withdrawal or a “blank” effect
• Poor self-concept
• Repetition of negative or manipulative behavior to elicit attention
• Unexplained bruises; unexplained injuries
• Compulsive masturbation or sexualized play; sexually inappropriate behavior
• Nightmares; sleep disturbances
• Suicide attempts
• Deterioration of health and personal hygiene
• Failure to thrive (emaciation)
• Fear of a particular person or place
• Regressive behavior
• Fear of abandonment
• Poor performance in school
• Truancy

In Blankets, Craig was withdrawn from his parents, classmates and teachers. He did poorly in school, and drew pictures that were sexually inappropriate for his age (203-205). Pecola in The Bluest Eye was withdrawn, feared people in general and ultimately ended up pregnant. The signs were there.

If you suspect that a child is being abused, it is your moral obligation to report it. To do so, or to learn more about child abuse there are nationwide agencies to help you. Nursing offers these helpful tips:

• U.S. Department of Health and Human Services Children’s Bureau [offers] assistance to states in the delivery of child welfare services. Hotline counselors can provide phone numbers for reporting abuse by state and other referrals. Childhelp USA’s National Child Abuse Hotline: 1-800-4 A CHILD. [Its] web site: http://www.acf.dhhs.gov/programs/cb/
• Prevent Child Abuse America [is] a national organization dedicated to preventing all forms of child abuse that provides access to hotlines, family resources, self-help groups, publications on abuse prevention, and volunteer opportunities. 1-800-CHILDREN. Web site: http://www.preventchildabuse.org
• National Clearinghouse on Child Abuse and Neglect Information provides professionals information on prevention, identification, and treatment of child abuse and neglect and related child welfare issues. You can get in-depth information on your state’s definitions of child abuse and neglect as well as its reporting procedures. 1-800-394-3366. Web site: http://nccanch.acf.hhs.gov

We can HELP these children. Together, we can change their fate.

Works Cited

Couzin, Jennifer. “Missing the Signals.” U.S. News & World Report. Washingon:

Mar 1, 1999. Vol. 126, Iss. 8; p 61

Ennis, Charles. “Twelve Clues That Could Save a Child.” Law & Order Wilmette: Jun 2000. Vol. 48, Iss. 6; p 92

Graham Jennifer. “An Unacceptable Risk.” The Exceptional Parent. Boston: Jul. 2000. Vol. 30, Iss. 7; p 32

McDonald, Kelly Colleen. “Child Abuse: Approach Management.” American Family Physician. Leawood: Jan 15, 2007. Vol. 75, Iss. 2; p 221

Mitchell, Pam. “The Abusers Hidden Among Us.” Gay Community News. Jul 28, 1990. Vol. 18, Iss. 3; p 5

Morrison, Toni. The Bluest Eye. 1970. Holt, Rinehart and Winston. New York, NY

Mulryan, Kathleen, Patricia Cathers, Alane Fagin. “How to Recognize and Respond to Child Abuse.” Nursing. Horsham: Oct. 2004. Vol. 34, Iss. 10; p 32

Olson, Beth. “Framing Abuse: Media Influence and Public Understanding of Sexual Violence Against Children/Violence in the Media: A Reference Handbook” Journalism and Mass Communication Quarterly. Columbia: Summer 2006. Vol. 83, Iss. 2; p 439

Rothke, Theodore. My Papa’s Waltz

Thompson, Craig. Blankets. 2005. Top Shelf Productions. Marietta, GA

Tite, Rosonna. “Detecting the Symptoms of Child Abuse: Classroom Complications.” Canadian Journal of Education. Toronto: Winter 1994. Vol. 19, Iss.

Midsummer Character Progression

I was naturally drawn to the progression of the "Rude Mechanicals" within Midsummer. They start out as sort of simple, working class people. Shakespeare writes their lines with no meter or rhyme, unlike the poetry that the "noble" characters speak. They almost all seem timid with the exception of Bottom. They have a sort of stage fright, and seem to lack understanding not only of the play they are to perform, but of theater itself. By the end they sum up their courage, and unconventionally portray their piece with odd side speeches and the like. Bottom remains unchanged despite having the most traumatic experience. He is still the same outspoken, self centered person.

To Change or Not to Change?...

The opening scene of Shakespeare's Hamlet: The Manga Edition by Adam Sexton and Tintin Pantoja was interesting to me. I am fairly familiar with Hamlet and I think that this staging in the opening scene helped the audience see the true fear and vexation in the words of the characters.
I also found a brilliant adaptation on page 62(?). While not necessarily a famous dialogue from the play, I was fascinated by the infusion of DaVinci's art to further illustrate the word's meanings and the general idea of the lines. I like that two different works were paired to strengthen the thoughts.

Preserve Dear Mr. Shakespeare!

Without a doubt Shakespeare's classic works should be preserved as they were written, and performed with integrity. They hold within their lines history, and lessons that apply throughout the ages. How can you understand these works without first understanding the original within its intended context. The saying "lost in translation" can apply to this. You might lose some of the original meanings.

Midsummer Madness...

While looking for Midsummer Nights Dream on Google, I came across this odd adaptation... What does it have to do with Shakespear's original?

http://www.youtube.com/watch?v=f3_YNRSPW44&feature=channel

It comes in several 10 minute clips... I'd have to watch it all. It's a good example of how too much liberty can be taken in the "interpretation" of certain classics. But it's in a great animated form whatever it is...

Maus I

Without a doubt, my favorite book to date in this class has been Art Spiegelman's "Maus I". What I found particularly compelling was the amount of symbolism and where we find it in his drawings. I'm not just talking about the "cat and mouse" theme, which was certainly brilliant, but at the more subtle hints within the book.
The fact that the Polish were represented as pigs and therefore our Jewish characters and others like them were depicted literally putting on pig masks when they were pretending to blend in as Polish citizens. To see the strings at the back of a characters head showed us somethig that the picture might not otherwise have been able to show us; how else might someone portray a Jew in hiding?
On page 80 I found a particularly moving picture. Vladek is frightened and unsure of how to escape the soldiers. He considers what will happen if he moves away slowly and if he moves away quickly. In the picture he is surrounded by the Star of David, and it symbolizes how consumed he is with his identity. He feels like his creed is being broadcast for all to see and that it is blatantly obvious to everyone.
My favorite drawing is on page 125 when Anja and Vladek are looking for a new place to go. They come to a crossroads and the roads are in the shape of a swastika. To me, it says that no matter where they go, they will only find more of the same, that all roads hold the same story, and who TRULY controls those paths.
I think that by making the characters these animals, Art Spiegelman made a very harsh story easier to read for the more "faint of heart" audience, like myself. This story; this message... They are important to pass along to new generations, and this format does so brilliantly.

Ideas for Research Paper

I am excited about the opportunity to be creative in our research and presentations. At first I had a hard time with choosing a topic, so I thought about what most captivated my attention through our readings, positively or negatively. I realized a theme that continually has me outraged while reading these, and that is the topic of child abuse. We see it with Pecola in "The Bluest Eye", the poem "My Papa's Waltz", with the babysitter in "Blankets", and I'm sure there will be plenty of inhumane treatment within the holocaust stories we will be reading. I have children whom I adore, and was abused myself; this subject makes my blood boil, and I think that this project has the power to be cathartic for me.
I have no way to convey the true power of this message in a traditional paper, so that's most certainly out. I love photography, and would love to incorporate some pictures that way. The media is littered with heartbreaking stories every day about children who have been mistreated and even killed. There is music about the love of children and probably quite a few older songs about abuse. I can't think of exactly how the layout will be. I'd love to do something high tech, but I'm going to have to learn a program, which I'm up for.