CPS & Teachers (AKA "Trained Professionals")

Google Images

I've written a lot lately about the unholy alliance between the NEA (educational establishment) and CPS... In particular- what is it that makes teachers "experts" on child abuse (given that many don't have kids themselves). So I took a look at the guidelines being given to teachers to better understand why it is that over 16% of child abuse/neglect reports come from them. What I found was enlightening!

In a publication (handbook) entitled The Role of Educators in Preventing and Responding to Child Abuse and Neglect, given out by the Dept of Health and Human Services, teachers are described as being "trained to recognize and intervene when children are not able to benefit fully from their educational opportunities. This training makes them uniquely qualified to detect indicators that may
signify that a child is being maltreated." Really? Most of the teachers I've spoken with were barely competent to teach the subject matter, much less be "uniquely qualified" to recognize indicators. Moreover, the reasons that children may or may not "benefit fully from their educational opportunities" could come from a myriad of reasons that have nothing at all to do with abuse or neglect... maybe the teacher is bad, or perhaps they didn't eat breakfast... there could be any number of things. But let's move on.

" From classroom teachers to guidance counselors, as well as social workers, nurses, psychologists, and administrators—everyone becomes an integral part of the educational team to help children." In other words there is an entire governmental infrastructure in place to look for the slightest indication that something, anything could be wrong. No wonder kids can't read or write- they're being subjected to constant analysis rather than subject matter.

"In addition to penalties for not reporting abuse andneglect, all States provide immunity from civil
liability and criminal penalty for mandated reporters who report in good faith. In other words, the law requires educators to report child abuse and neglect, provides protection for those educators who become involved, and penalizes those who fail to meet their obligations." This sounds to me like a mandate to find abuse... if you think about it- say a guidance counselor sees neglect and the teacher doesn't. The teacher has "failed to meet their obligation," being that they were the one with first exposure to the child. The teacher is penalized and the guidance counselor protected. This is an order to find child abuse.

In the Third Chapter, "Recognizing Child Abuse and Neglect" it shows how rife the system is for abuse. For example, "there might be subtle clues, such as the educator’s intuitive or “gut feeling” that something is wrong." Think about this... because someone barely qualified to teach has an "intuition" or a "gut feeling" your children can be legally kidnapped and you may never see them again. I have to say something here. There are many good and caring teachers, but they're in the vast minority. The university I went to used to be a teachers college and its Education Dept. is one of the largest in the state of Michigan... the absolute worst students are the ones that typically go into education. That's who can take your kids away on a gut feeling!

Another problematic issue with educators detecting abuse falls under the heading of neglect... "Neglect is the most common type of maltreatment that children experience and has consequences that are just as serious as physical abuse. It accounts for over one-half of reported child maltreatment cases and is the leading cause of fatalities due to child maltreatment." Now no rational person would argue that neglect of children is acceptable. However, the manual goes on to say, "neglect often is very difficult to define." How can teachers detect something that can't be accurately defined?

I'll post one more thing about what happens after CPS is involved and share a link to the entire manual. I spent a good part of yesterday afternoon and this morning reading through it. What it looks like to me is a directive to educators to find instances of abuse no matter how miniscule and report them. It is also misleading, making teachers think that after CPS becomes involved, a partnership between CPS, teachers and parents is formed all working harmoniously toward what's best for the children... We all know that this isn't the case.

"Reporting suspected cases of maltreatment is just the beginning of the child protection process. Treatment, rehabilitation, strengthening the family, and preventing future abuse still lie ahead.
Traditionally, the roles of the school and the educator in dealing with child maltreatment have
ended with reporting, but this is changing. Increasingly, educators are providing assistance and
support to child protective services (CPS) staff by sharing relevant information about families and
children after they have been reported; providing services to the child, parents, and the family; and
participating on multidisciplinary teams. Schools also are actively involved in community efforts to
reduce the incidence of child maltreatment."

By making teachers believe that everything is going to turn out well for the families involved- they are less loath to make reports. In reality, they are providing children for CPS' for profit child trafficking. Giving teachers the benefit of the doubt- remember that the NEA and "child advocacy" groups are in league with CPS- we must educate the educators about what happens to the kids BEFORE they act.

Don't forget to support @familyprotection!

https://www.childwelfare.gov/pubs/usermanuals/educator/

GIF by @papa-pepper