Child sexual abuse It is one of the most serious forms of rights violations that a child can suffer. It is characterized, in many cases, by silence. A silence that does not mean the absence of suffering, but rather a profound difficulty in putting into words what happened. That is why, often, there is signs of abuse And it is the body that speaks: through behavioral changes, physical symptoms or emotional reactions that at first glance may seem unrelated.
As professionals in education, intervention or social support, it is essential to learn to read these "silent screams", if it has not been possible prevent abuse. This article aims to offer a guide to detect possible signs of abuse without invading, understand what attitudes foster trust and what mistakes we should avoid, and propose specific guidelines for acting in an ethical, safe, and careful manner.
1. When there are no words: physical, emotional and behavioral cues
Child sexual abuse doesn't always manifest itself through clear disclosure. In fact, in most cases, children don't speak directly about the abuse, either out of fear, confusion, family loyalties, or simply because they don't have the language to explain it.
Therefore, it is important to be attentive to indirect indicators, which may appear in isolation or in combination:
Physical signs of abuse
- Recurring pain without medical cause apparent (stomach ache, headache, digestive disorders).
- Urinary tract infections frequent or genital discomfort.
- Sleep disturbances (nightmares, night terrors, insomnia).
Emotional signals
- Sudden mood swings, persistent irritability or sadness.
- Apathy or social isolation sudden.
- Exaggerated fear to certain places, people or situations.
Behavioral signs
- Inappropriate sexual conduct for the age.
- Regressions (thumb sucking, bed wetting).
- Hyperactivity or, on the contrary, mutism and withdrawal.
- Constant search for physical affection or total rejection upon contact.
It is crucial to remember that None of these signs alone confirm abuse, but they should raise our alerts as professionals, especially if several indicators are observed simultaneously and without apparent explanation.
2. Keys to accompany without invading
Knowing how to detect is important, but knowing how to behave It's even more so. Often, children don't need us to ask them direct questions, but rather to offer them a safe environment where they can feel heard, respected, and protected. Here are some key attitudes that make a difference:
Attitudes that open doors
- Listen without interrupting, without dramatizing and without forcing.
- Validate emotions: “I understand that you are sad”, “It is okay that you are afraid”.
- Respect the silences: Not all minors are ready to talk.
- Convey confidence and availability“If you ever want to tell me something, I’ll be here.”
Attitudes that close doors
- Question insistently or use direct, closed questions (“Has anyone touched you?”).
- Show surprise or alarm disproportionate to what we are told.
- Minimize (“That’s not such a big deal”) or doubting his story (“Are you sure about that?”).
- Breaking confidentiality without explaining why.
3. What can educators and intervention teams do?
a) Observe without prejudice
Maintain an attentive and professional attitude toward behaviors or signs that seem worrisome. Record what you observe clearly, without interpreting or assuming. Objectivity is key.
b) Create safe spaces
Promote environments where children feel safe to express themselves. Spaces that foster consent, good behavior, active listening, and respect for their own and others' bodies.
c) Act on suspicion
If possible abuse is suspected, the most appropriate thing to do is inform the center's management or protection team, and follow the established protocol. We should never act alone. Nor should we commit to secrecy if the information poses a risk to the minor.
d) Caring for the caregiver
The emotional impact of exposure to abuse cases can be profound. Therefore, it is essential that teams have opportunities for supervision, emotional support, and ongoing training.
4. To intervene is also to be
The biggest mistake we can make as professionals is not making a mistake in an intervention, but not to intervene When there are signs. Supporting a child who has experienced sexual abuse requires sensitivity, training, and also humanity. Often, we are not the ones who will solve the case, but we can be the first adult who doesn't look away.
Intervening is also knowing how to wait. Knowing how to create a relationship. Knowing how to say "I believe you" without needing a complete story. Because sometimes, when there are no words, the body screams. And you have to know how to listen to it.
