FILED: ORLEANS COUNTY CLERK 10/25/2023 02:56 PM
`FILED: ORLEANS COUNTY CLERK 10/25/2023 02:56 PM
`NYSCEF DOC. NO. 139
`NYSCEF DOC. NO. 139
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`INDEX NO. 20-46602
`INDEX NO. 20-46602
`RECEIVED NYSCEF: 10/25/2023
`RECEIVED NYSCEF: 10/25/2023
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`EXHIBIT B
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`FILED: ORLEANS COUNTY CLERK 10/25/2023 02:56 PM
`NYSCEF DOC. NO. 139
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`Volume XVI 1, No. 1
`INDEX NO. 20-46602
`September-October, 1973
`RECEIVED NYSCEF: 10/25/2023
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`/
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`ILLINOIS TEACHER
`
`REACHING ALL MINORITIES THROUGH HOME ECONOMICS
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`Capitalizing on Interest in Children
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`Reaching All Minorities Through Home Economics .. .Hazel Taylor Spitze... 1
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`Child Development--Focus on the Needs of Black Students
`Mildred B. Griggs.
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`. 10
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`Meeting the Educational Needs of the Pregnant Teenager
`Rose S. Andersen. ... 14
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`Boys in Child Development
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`Slow Learners
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`Norma Eammerberg . ... 19
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`Pat Orvis .
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`. .23
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`.
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`Articulation in a Junior College Child Development Program
`Flora S. Conger. ... 31
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`The Parent's Role as Baby's Teacher
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`Genevieve Painter ... .37
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`Can the Schools Help Prevent Child Abuse?
`
`Laurel A. Richards ... .43
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`Children and Food--A Natural Combination
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`Sandra Feitshans .
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`Some Suggestions for Teaching Child Development
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`Connie R. Sasse
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`. .46
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`. .52
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`.
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`Annotated Bibliography on Birth Control
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`Connie R. Sasse. .
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`. .58
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`Pamphlets:
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`A Resource in Teaching Child Development
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`61
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`HOME ECONOMICS EDUCATION • UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN
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`FILED: ORLEANS COUNTY CLERK 10/25/2023 02:56 PM
`NYSCEF DOC. NO. 139
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`INDEX NO. 20-46602
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`A publication of the Division of Home Economics Education,
`Department of Vocational and Technical Education, College
`of Education, University of Illinois, Urbana, Illinois 61801
`
`Members of Division:
`
`Hazel Taylor Spitze, Professor, Division Chairman and Editor
`Mildred B. Griggs, Assistant Professor
`Judy Oppert, Teaching Assistant
`Ellen Hankes, Graduate Assistant
`Tom Peterson, Graduate Assistant
`Joyce Richardson, Graduate Assistant
`Julia Walsh, Graduate Assistant
`
`Publications Assistant:
`
`Norma Huls and Virginia Gorder
`
`Published five times each year,
`Vol. XVII, No. 1, September-October, 1973.
`Subscriptions $5 per year.
`Special $3 rate for
`Single copies $1.25.
`undergraduate and graduate student subscriptions when ordered by teacher
`educator on forms available from ILLINOIS TEACHER office.
`
`Address:
`
`ILLINOIS TEACHER
`351 Education Building
`University of Illinois
`Urbana, Illinois 61801
`
`Telephone:
`
`217-333-2736
`
`

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`FILED: ORLEANS COUNTY CLERK 10/25/2023 02:56 PM
`NYSCEF DOC. NO. 139
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`INDEX NO. 20-46602
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`RECEIVED NYSCEF: 10/25/2023
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`CAN THE SCHOOLS HELP PREVENT CHILD ABUSE?
`
`Laurel A. Richards 3 M.S.
`Legislative Staff Intern
`House of Representatives
`Springfield, Illinois
`
`On August 31, 1972, little Johnny Lindquist died in a Chicago
`hospital after having lain in a coma for over a month, suffering from a
`fractured skull and multiple bruises — injuries inflicted by his father.
`
`The tragedy of Johnny Lindquist was only one of 30 reported inci-
`An additional 800
`dents of fatal child abuse in Illinois last year.
`cases of non-fatal abuse were reported.
`Yet these reported figures
`represent only the tip of the iceberg in terms of measuring the dimen-
`sions of the problem of child abuse.
`
`Many experts estimate that nationally at least 65,000 children are
`physically abused by their parents or parent-substitutes each year.
`As
`many as 700 may be killed, and the numbers are increasing.
`
`Determining the actual number of child abuse cases has been
`Although all fifty states require doctors and
`impossible to date.
`hospitals to report all suspected instances of child abuse, it is widely
`believed that most cases are not reported either because they do not
`come to the attention of a doctor or are not recognized as child abuse.
`
`In an effort to identify more cases of child abuse, several states,
`including Illinois, are considering legislation which would require
`school teachers and administrators as well as day-care center personnel
`to report suspected instances of child abuse or neglect.
`
`Are the Schools Prepared?
`
`At present, however, the schools seem ill-prepared to deal with the
`problems of battered children.
`In a survey of all school districts in
`the United States with enrollments of over 10,000 students, fewer than
`half of the respondents indicated that their districts had established
`Even where stand-
`procedures for dealing with cases of suspected abuse.
`ard operating procedures did exist, they were often found to be inade-
`quate. 1
`
`The basic problem may be that teachers are not equipped to recog-
`Recognition is not easy; even physicians with
`nize the signs of abuse.
`their diagnostic tools are not always able to identify abuse cases.
`
`Awareness of certain facts can, however, be helpful to the teacher.
`The severely battered child is the last phase of a spectrum of
`
`! Kay Drews, "The Child and His School," in Helping the Battered
`Child and His Family , ed. by C. Henry Kempe and Ray E. Heifer (Phila-
`delphia:
`J. B. Lippincott Co., 1972), p. 115.
`
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`FILED: ORLEANS COUNTY CLERK 10/25/2023 02:56 PM
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`The abused child often has a history of malnutrition,
`maltreatment.
`anemia, poor skin hygiene, irritability and other signs of overall poor
`care.
`An injury which a child is unwilling to explain or any evidence of
`Other indications of severe mistreat-
`repeated injuries may be suspect.
`ment are repeated bruises or fractures, abrasions, cuts or lacerations
`over recently healed skin, burns, soft tissue swelling and hematomas.
`
`Since many abused children suffer head injuries, teachers should be
`One such sign may be the child's
`alert for any signs of such damage.
`inability to move extremities due to neurological damage.
`
`To help teachers recognize suspected abuse cases adequately, special
`training programs conducted by physicians could be held.
`Teachers can
`also become aware of what agencies deal with child abuse problems in
`their state or community and what lines of communication between the
`school and agency exist.
`
`Existence of such communication lines is imperative if the school
`is to maximize its role in helping the battered child.
`If possible, the
`school should work with the agency to develop a cooperative therapeutic
`plan and then establish a follow-up system to insure that the plan is
`working.
`
`The Battering Parent
`
`Any therapeutic plan must, of course, include the parents of the
`battered child.
`Much to the surprise of some people, battering parents
`come from all socioeconomic groups, races, religions and professions.
`Abusive parents are found in city and rural environments in every part
`of the country.
`
`Parents who abuse their children do share some characteristics.
`They tend to be individuals who did not receive adequate "mothering"
`Their spouses tend to be passive people who are
`themselves as children.
`unable to give their partners the love and attention they missed as
`children.
`The abusive parents consequently become isolated individuals
`with little self-esteem who look to their children with expectations the
`children are unable to fulfill.
`
`As one mother told child abuse experts Dr. C. Henry Kempe and Dr.
`Ray Heifer, "I waited so long to have my baby, and when she came, she
`never did anything for me." 2
`
`What often occurs is a sort of role-reversal in which the parent
`looks to the child for "mothering" rather than providing it to the
`The child's inability to respond satisfactorily can combine with
`child.
`a precipitating crisis, large or small, to result in an abusive incident.
`
`Certain factors increase the likelihood of a parent's reacting
`abusively, such as the stresses of repeated pregnancies, the use of
`drugs by parents and the particularly inadequate knowledge of child
`development found in individuals who marry very young.
`
`2 C. Henry Kempe and Ray E. Heifer, eds .
`, Helping the Battered Child
`and His Family (Philadelphia:
`J. B. Lippincott Co., 1972), p. ix.
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`FILED: ORLEANS COUNTY CLERK 10/25/2023 02:56 PM
`NYSCEF DOC. NO. 139
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`INDEX NO. 20-46602
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`RECEIVED NYSCEF: 10/25/2023
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`These psychological characteristics of battering parents indicate
`that the schools do have potential for preventing students from develop-
`ing into abusive parents.
`The key factor is imparting an adequate
`knowledge of child development and the demands of parenthood so that the
`student can develop realistic expectations of children.
`Instruction in
`the dynamics of family living and how to involve all family members,
`including a passive spouse, in problem solving could also be helpful to
`the student who may be a potentially abusive parent.
`Potentially abusive parents also need to be taught how to learn to
`deal with the demands of children.
`Students can be taught how to avoid
`potentially dangerous situations; for example, providing fussy eaters
`tiny hamburger patties, two or three peas and a pinch of spinach can
`turn mealtime into a game rather than a war.
`
`Students can also be made aware of ways to get relief from the
`demands of parenthood, e.g., by forming a baby-sitting pool so that
`non-working mothers have regular opportunities to spend time away from
`their children or by trading children with another harried mother for a
`Abusive parents seldom mistreat other people's children
`morning or day.
`
`Help for Battering Parents
`
`The organizations which have been formed by battering parents to
`help each other- -Mothers Anonymous in California, Families Anonymous
`in Colorado and Parents Anonymous in New York--are attempting to teach
`their members some of these same concepts as well as to provide them
`with understanding, attention and a higher sense of self-esteem.
`
`These groups, patterned loosely after Alcoholics Anonymous, are now
`spreading to other areas of the country.
`Potentially abusive parents
`armed with the knowledge that such groups exist may be able to avoid
`actual abusive incidents by seeking help where they know they will be
`accepted.
`
`In addition, programs are being initiated at several hospitals
`across the country to provide foster grandparents, ranging in age from
`24 to 60, for abusive parents to give them the affection and care they
`are now demanding from their children.
`
`Where no organizations or foster grandparent programs exist, help
`can be found through consulting local social service agencies, the
`pediatrics unit of a local hospital, or by writing to Parents Anonymous,
`Inc., 1841 Broadway, Room 1000, New York, N.Y. 10023.
`Parents Anonymous
`provides a packet of information for parents, including advice on seek-
`ing help within the community.
`
`Child abuse specialists are now developing interview techniques
`designed to reveal whether an individual has the potential to maltreat
`his or her children.
`When the technique is perfected, physicians will
`be able to use it with prospective parents.
`If the prospective parents
`reveal the potential for abuse, the physician will recommend additional
`pre-natal training and post-natal counseling.
`Until such a diagnostic tool is developed, however, the school
`holds a pivotal role in providing students with the understanding of
`child development and family life which may prevent them from becoming
`child abusers.
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