Children abuse article
Bullying prevails as one of the most undesirable behavioral problems affecting schools in all levels including the lower pre-school stages. In theory, it is possible to lessen, if not totally eradicate, the occurrence and effects of bullying by adopting a system of strategic actions partaken by the school and also by parents. Bullying is an intolerable act because it involves the practice of cruelty and reoccurring oppression on socially “powerless” students by their more controlling and apparently superior counterparts. To the oppressed, this act leaves scars of physical and psychological torment which affect a larger scale of the victim’s life both inside and outside the confines of school. Bullying assumes many forms and attributes, and in order to combatively address it, particularized strategies ought to be prepared in consideration of the nature of the victim, perpetrator, and the type of bullying.
To begin with, it is important that a school reserves a clear-cut definition of what actions qualify as bullying. Common misconceptions among students especially in the younger age bracket tend to confuse them into assuming that teasing is a form of bullying. Lee (2004) defines bullying, as characterized by students of different ages, as any action described either by: the nature of the outcome, outrageousness of the act, hurt and intent as primary objectives, and the extent to which other students consider the act to be preposterous. Teasing is done to provoke a victim or to annoy them, while bullying presents a clear imbalance of power which renders the victim defenseless. Actions such as threatening someone via social media or creating embarrassing scenarios about him or her also qualifies as bullying: cyberbullying. Understanding the scopes and limits of bullying is therefore important for a school.
In addressing bullying cases, it is important that the teacher or member of staff responsible for mediation be as nonjudgmental as possible. Placing “bully” labels on perpetrators may seem like a good way of punishing them, but this might have consequential outcomes in the long run. Such actions might lead to more bullying situations in the future instead of preventing them from reoccurring. The best approach would be to first establish the reason behind the bullying incidence by examining specific behavioral patterns in the perpetrator. Next, engaging the student and leading him or her to understand the effects of bullying on the victim is an important activity. This undertaking helps the perpetrator understand what activities are wrong, why they are wrong, and the consequences involved.
Schools need to set regulatory rules according to students’ ages so that simpler rules apply to younger students and vice versa. Such guidelines allow a classroom to desist as much as possible from bullying habits, and to provide clarified expectations for when the said rules are violated. Such guidelines promote respect among students, foster good and safe relationships, and promote student responsibility. Complementary to the rules of adherence, it would be industrious to reward the students that are at their best behavior, and also students that are known for notoriety but show signs of improved behavior. Using one-to-one approaches as opposed to public confrontation to deal with indecent student behavior also suffices as good mediatory practice. Engaging parents in rectifying child behavior (or healing the victim’s emotional state) is important in ensuring proper stewarding in all aspects of the child’s life. Open communication between parents, teachers, and students is a good starting point for such interventions.
Bullying is categorized as an indecent act characterized by an unfair infliction of intended hurt, emotional and physical distress or grievous acts that signify an act of imbalance of power. It is important to understand the scope of the definition of bullying to avoid wrong decision making that might disfavor the victim. Teachers and parents are at the forefront of addressing bullying by sanctioning the necessary rules and restrictions to children in school and at home. In addition to having rules that guide students toward decent behavior, it is also commendable to reward good conduct as a way of motivation for continued willpower. Handling bullying cases should be done in an impartial way that minimizes the likelihood of occurrence of the situation in future. Fostering good and open communication among parents, students, and teachers ensures absence of silent oppression and promotes responsible interactions among the students.
Lee, C. (2004). Preventing bullying in schools: A guide for teachers and other professionals. New York, NY: Sage.
Definition of child abuse
Child abuse involves a child’s patients' or caregiver's action or abstinence from responsibility resulting into physical injury, emotional damage, mortality or predisposes the child to any severe harm. Different forms of abuse exist in children. This could be physical abuse, parental neglect, and sexual defilement, exploitation of any form and abuse of an individual’s emotion.
Various measures can be implemented to prevent adults from abusing young ones. Adults should discipline children thoughtfully. Discipline shouldn’t be done by an adult when they are upset. Any form of discipline should be treated as a means of educating a child to be a better person. Adults should thus ensure they calm down before any discipline case is handled. Do not engage the child when the situation is tensed. Furthermore, alternatives like providing privileges for good behavior or giving time outs can help a child regain individual control.
Adults should also be observant of their own behavior. Actions by adults or even words they use could result to long lasting emotional wound on the children. Adults should learn the art of being nurturing. This will not only challenge other adults but also the young children, into shifting from the notion that conflicts are solved by yelling and spanking.
Societal support of prevention program is another step to prevent abuse by adults. In most instances interventions to abuse cases only occur after the damage has occured. If investment can be done in programs that could prevent such cases, then it would be much relieving. These actions could be counselling of the family, occasional home visits e.g. by a nurse who could give care to both parents and the newborns.
Reporting of a child abuse by adults is a remedy too. Witnesses to cases of abuse should report to their local child protection agencies or the closest police department in your region. Ensure to educate the victim of abuse that it’s the right thing that a case of abuse should be reported and should not feel offended by it. The victim should be aware that it is their responsibility to report any harm caused on them by any adult.
Investment should also be done on the kids. Community leaders should be called upon to support their parents and children. Those leaders in civil service should also provide an environment that is friendly to both the adults and their family. Legislators should also participate by making of laws that protect and improve the life of children.
It’s also important to note the signs of abuse. Physical injuries whose cannot be explained cannot be the only evidence of abuse. Observe for instances of depression, a child being intimidated by presence of a certain adult, abstinence by parents or caregivers in providing the basic support to a child, alteration of the normal sleeping routine by a child, poor hygiene, a child being secretive or developing hostility can be some of other signs of abuse. This are thus good indications that a child is experiencing family problems or neglect of some kind.
In conclusion, the approaches involved should thus be cohesive involving different facets in the society like authority, school, adults and children in general. Through this holistic way, child abuse can be prevented.
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