THE HEALTH IMPLICATION OF CHILD ABUSE IN MAITUMBI, BOSSO LOCAL GOVERNMENT AREA, NIGER STATE

BACKGROUND OF THE STUDY

Survivors of childhood abuse often suffer from health problems long after the abuse has ended. Abuse survivors are sick more often and go to the doctor more (Felitti, 1991). They report more symptoms and are less likely to describe their health as good. They have surgery more often—in one study, almost twice as much (Kendall-Tackett, Marshall, & Ness, 2000). Adult survivors are at increased risk of having one or more chronic pain syndromes (Drossman et al., 1990; Kendall-Tackett, 2000; Schofferman, Anderson, Hinds, Smith, & White, 1992). And in the Adverse Childhood Experiences (ACE) study, Felitti and colleagues (Felitti et al., 2001) found that subjects who experienced four or more types of adverse childhood events were at increased risk of a wide range of conditions including ischemic heart disease, cancer, stroke, chronic bronchitis, emphysema, diabetes, skeletal fractures, and hepatitis. The childhood events that they studied included psychological abuse, physical abuse, contact sexual abuse, exposure to substance abuse, parental mental illness, exposure to violent treatment of the mother or stepmother, and exposure to criminal behavior. Over the past decade, researchers have documented the higher frequency of these health problems among adult survivors. The next step for researchers is to understand why this happens. In this study, a model with four possible pathways by which victimization might influence health is described. By looking at the long-term effects of childhood abuse in a new way, clinicians and researchers can begin to understand the mechanisms by which health problems occur. The four types of pathways described are behavioral, social, cognitive and emotional. Adult survivors can be influenced by any or all of these and the four types influence each other. Indeed, they form a complex matrix of interrelationships, all of which influence health. A child is a person that has not attained the age of 18. For centuries, the Nigerian child has been seen as “an instrument or property with no absolute privilege of its own”. In the traditional African society the belief was that children should merely be seen and not heard. Children were not allowed to listen to adults’ discussions/conversation let alone make contributions. This situation was prevalent not only in the society but found its way into the educational system. Consequently, teachers only allowed children to make contributions when they deemed necessary. Recently, there has been serious concern about the child with the realization that children play important part in the family and the society. It is generally agreed that children are the future generation, the leaders of tomorrow and the potential flag bearers of any nation. To carry out these duties, the child therefore has certain rights that must be protected and not be trampled upon or denied. recognition of the socio-cultural and educational dimension of the child, the United Nations, European Union, African Union, UNICEF and ANPPCAN have all joined efforts in advocating for protection of the right and well-being of children. Among other provisions, UNICEF and the National Policy on Children grant children the following rights:  Protection against indecent and in human treatment like abuse and neglect Provision of a conducive environment to promote early stimulation to learning for the child Entitlement of every child (male/female) to receive compulsory basic education and equal opportunity for higher education Promotion and encouragement of child-friendly principles in all relevant institutions. The above provisions recognize the importance of education for the optimum development of the child thus advocating for compulsory basic education and the provision of conducive learning environment. Education is therefore recognized as one avenue through which the child can develop properly. Many developing nations place a high premium on the education of their citizen because education is viewed as an instrument for cultural, social, political, economic and technological development and emancipation In Nigeria, for instance, education is viewed as a means of building a free democratic, just and equalitarian society; a united strong and self-reliant nation; a land of bright and full opportunities for all citizens (Federal Republic of Nigeria, 2004). Thus, Nigeria and his people need a change and growth in education so as to be in line with the developed nations. During the past 30 years, the focus on the extent and nature of child abuse and neglect has been coupled with an increasing interest in the impact on children’s development, health and mental wellbeing. Child maltreatment is both a human rights violation and a complex public health issue, likely caused by a myriad of factors that involve the individual, the family, and the community. Child abuse includes any type of maltreatment or harm inflicted upon children and young people in interactions between adults (or older adolescents). Such maltreatment is likely to cause enduring harm to the child. The different forms of abuse and neglect often occur together in one family and can affect one or more children. These include, in deceasing level of frequency: neglect; physical abuse and non-accidental injury; emotional abuse; and sexual abuse (Cawson et al., 2000; 2002). Recently, bullying and domestic violence have been included as forms of abuse of children.