Bullying

Bullying is the act whereby an individual hurts, persecutes, or even intimidates a weaker individual. This is one act that is profoundly rooted in schools where the seniors take advantage of the juniors and maltreat them a great trade. The strong-arming action involves many incidences of combat, in which instance the toughs involve themselves in battles with the other pupils ( Whitted & A ; Dupper, 2010 ). The victims of such an action are more frequently faced with quite a figure of jobs that are nonencouraging. These may consist of disquietedness, really low ego regard, depression, really low-self assurance, and even hapless self-image ( Whitted & A ; Dupper, 2010 ) . The victims may be so much affected that they start losing involvement in school. Both the toughs and those bullied show hapless psychosocial operation than those who are wholly uninvolved ( Nansel et al, 2009 ) . This translates to really low school attending and attendant hapless public presentations in the academic circles.

This is so a major job that needs to be addressed with all the earnestness that it deserves. However, the instructors, in the procedure of controlling this mystifier, may stop up passing instructional clip on the same, something that affects the overall academic criteria in the long tally.

Background

Covering with this facet of force in schools has become a teething job to most instructors. High profile degrees of force are most dealt with, but strong-arming is one signifier of force which is non considered to be utmost but ought to be taken attention of, lest it brings down the criterions of instruction due to its inauspicious effects. Harmonizing to research which has been carried out in the recent times, intimidation has been found to hold really deep effects on the general acquisition ambiance of a school. The ability of proper acquisition by the pupil is extremely affected due to apprehensiveness. This is brought approximately by the torment and all signifiers of bullying associated with intimidation patterns. If this job is non corrected, it can take to other signifiers of force, which might be more unsafe ( Whitted & A ; Dupper, 2010 ) . Back in the twelvemonth 2001, the “ No Child Left Behind Act of 2001 ” ( NCLB ) , a jurisprudence which was passed in the United States of America, sees unto it that safety in the school is upheld and of major importance to the school direction. Schools which are considered to be mature with job behaviours and therefore insecure are marked, and their pupils permitted to travel to safer schools. However, those schools which are considered to be safe demand be in the same vicinity or part. This shows the earnestness with which the facet of force, and in this instance intimidation, is taken with.

Bullying, as one of the major job behaviours in schools, can really hold sedate reverberations on all the parties involved in it, and are at times long-run. The victims ever suffer a batch of jobs. They try to sequester themselves and this leads to depression and a feeling of insecurity at all times ( Crick & A ; Casar, 2009 ) . Students tend to detest and fear traveling to school, one thing that leads to many school dropouts ( Whitted & A ; Dupper, 2010 ) . The toughs besides suffer emotionally and their societal lives may be eroded in the long tally. These toughs may stop up in unsafe packs and groups in future. These are the people who get involved in condemnable activities and stop up being a menace to the society. Therefore, the earlier this job is taken attention of, the better. The informants besides bear some effects. Reports indicate that informants of these strong-arming actions suffer fright of being the following victims and marks of such mistreatments. They therefore suffer hurt and are ever unhappy about the same. This translates to hapless public presentation in their faculty members since they concentrate on how to avoid the toughs and being the latter ‘s quarry, instead than concentrating on faculty members ( Chandler et al. ) .

Anti-bully plans which are to win at the school degree need to aim the kids as persons. This will assist in altering the manner the pupils position and comprehend the whole affair, which translates to a safer acquisition environment. To accomplish this, all the parties have to be profoundly involved in these plans, that is, the victims, the toughs, those who witness these actions, and even their households ( Whitted & A ; Dupper, 2010 ) . For these types of plans to bear fruit, the instructors and decision makers must ever demo their involvement by manner of to the full back uping the plan. This involves passing fundss on them and guaranting that the plans are taught in category by manner of drifting them in the course of study.

The instructors should take a firm stand on etiquette and acceptable behavioural tendencies amongst the pupils. School regulations need to be developed which prohibit strong-arming at all costs. Everybody in the school, needs to take it as his or her ain enterprise to control this frailty and convey it to an terminal. No 1 should excuse this type of behaviour, and more so the caput of the establishment. The decision-makers should affect everybody in coming up with policies that address this job and the policies need to be written 1s and distributed to the whole school community. One such policy should clearly specify what intimidation is and most likely a coverage system that is rather confidential. This will travel a long manner in promoting those who are victimized or have witnessed such an action in the establishment to describe without fright of being known ( Nansel et al, 2009 ) . An appraisal of the advancement of the anti-bully plans is supposed to be implemented in order to cover decently with this frailty. This can be done in the signifier of questionnaires which are distributed most frequently. Through such appraisals, consciousness is created in the school and aid to take a firm stand the importance of good behavioral patterns. Such an appraisal besides assistance in the procedure of coming up with other schemes such as programs of implementing the plans which are set, since everyone is involved. Now that everyone is involved, consciousness and cognition over the same is enhanced, one thing that helps cultivate virtuousness such as empathy in the pupil’s lives.

Problem Statement

The general survey is how the instructors covering with strong-arming during the category that involve physical maltreatment, psychological, and badgering that may ensue in hapless academic public presentation for the victims. The job of this survey is instructors taken the clip to turn to Acts of the Apostless of force in the schoolroom diminish instructional clip.

Bullying is one pattern which is of a major concern to all schools. Not merely does it impact the academic criterions of the pupils and the school in general, but besides leads to eroding of the behaviours and ethical motives of those involved, particularly the toughs. This job needs to be sorted out for there to be a good and ample environment for larning to take topographic point efficaciously. Research has proven that most instructors take strong-arming for granted. They take it as mere childhood wonts and behaviours. The dining hall torment patterns, for illustration, are normally overlooked, and this forms the footing for this type of sick behaviour that needs to be done off with ( Whitted & A ; Dupper, 2010 ) . The job arises where the instructors tend to pass clip covering with intimidation instances, clip which could otherwise be used in productive academic work. This is because they are involved to the full in the decision-making procedures, which include coming up with policies which may be used in covering with this job. Execution of these policies is besides time-consuming ; particularly where they are floated after there is an dismaying rate of strong-arming incidences. Both school and student-intervention methods discussed earlier on should be implemented in order to cultivate an environment which is friendly and easy to cover with. Teachers who have incorporated instructions on strong-arming into their instruction course of study find it easy to cover with this frailty in ulterior yearss. This is because the pupils learn to appreciate each other and incidences of strong-arming are greatly reduced.

A qualitative descriptive research methodological analysis is appropriate while transporting out this survey since it entails inside informations refering the ideas of people, particularly the instructors and their sentiments. The population group has to affect unfastened inquiries and a physical instruction instructor from Jacksonville, FL Schools.

Purpose statement

The intent of this descriptive qualitative survey is to derive some apprehension from instructors about their perceptual experiences and patterns environing strong-arming behaviours in category. This is based on the fact that teachers view this whole issue in a different position.

This research survey is aimed at look intoing the grade and extent of job behaviour in schools nationally. The survey will imply all the signifiers of force in the school whether high-level or low-level. Problem behaviours which are regarded to be utmost or high-ranking include onslaught and even killings.This are normally given all the attending in most schools at the disbursal of the low-level signifiers of force ( Crick & A ; Casar, 2009 ) . Some signifiers of job behaviours are non viewed as being exterme, and are therefore overlooked. One such signifier of force is strong-arming and is truly widespread ( Whitted & A ; Dupper, 2010 ) . The environment and general temper of the school is ever affected by strong-arming patterns. The aftereffects of strong-arming are far much alarming and it ‘s a high clip the job is solved one time and for all.

The other intent of this descriptive qualitative research survey is to look into the sort of attempts which are underway in schools to forestall job behaviour. Due to the inauspicious effects of the latter in schools, a batch is being done to make away with it. The instructors are the acknowledged leaders in this attempt ; nevertheless, duty for effectual anti-bullying plans must be the duty of the entire school community ( Nansel et al, 2009 ) . One of them is integrating strong-arming bar plans in the course of study. This aid in early instructions against job behaviours in the pupils. It besides creates awareness amongst the school community and will travel a long manner in forestalling any farther behavioural jobs in future. Policies to cover with intimidation jobs are besides established. This has to affect all the members of the school community for effectual execution and attachment to these policies. The caputs of the schools are besides at the head in the kerb of these behavioural jobs. There bases are to be steadfast and should direct strong messages which prohibit these signifiers of force since they extremely and negatively hold both physical, societal, and psychological impacts.

The concluding intent of this descriptive research survey is to look into how good the attempts to forestall job behaviour are being implemented. Some of the policies are implemented, but non in full, a thing which hinders the full realisation of the chief aim. The school squad responsible for inadvertence of the school ‘s blustery bar plan provides developing for all staff members on this issue and any other behavioural jobs and this commission trade with execution of all the set up policies ( Nansel et al, 2009 ) .

This survey is to travel into the deepnesss of measuring and analyzing the correlativity between strong-arming and engagement in physical instruction categories, a thing which is to help the procedure of battling job behaviours in schools and their associated effects.

For more than twenty old ages, research workers and pedagogues have indicated the importance of a safe and healthy school environment in furthering academic accomplishment. Schools are the most important socialisation force next to the household and it is in school where kids form relationships which influence societal and academic results. It has been suggested in assorted surveys that a supportive and caring school environment optimizes the academic results of pupils. Caring and supportive school environments can merely happen when the socialisation experiences and relationships of pupils feature credence, tolerance, and regard from both instructors and co-students.

To kids, friendly relationships are considered a important facet of development. As they mature and develop, kids are encouraged and expected to hold friends to give them a sense of credence and belonging. Without these equal dealingss, kids become vulnerable to adjustment troubles which can ensue to low self-esteem, anxiousness, solitariness, and depression. Unfortunately, non all kids are able to hold healthy equal dealingss in the class of their academic experience. The absence of equal dealings or holding debatable equal dealingss makes kids susceptible to victimization. Children who are frequently bullied in school are those who have few friends. They are prone to Acts of the Apostless of bullying or aggression from their equals. The deficiency of equal support and a safe school environment consequences to depression, anxiousness, and in utmost instances, self-destruction.

Bullying as a serious national issue emerged after the Columbine shots in 1999. Since so, strong-arming has become a critical populace policy issue and to the day of the month, 43 provinces have adopted antibullying Torahs to protect and safeguard the rights of kids from aggressive and violent Acts of the Apostless of their equals. In the yesteryear, the job of intimidation was an unfastened secret that was seldom discussed, much less addressed by school functionaries and the community. Educators and parents by and large regarded it as a “rite of transition ” which kids necessarily undergo as portion of the socialisation procedure. Public functionaries and school governments have lobbied for steps to advance safe and healthy school environments and there have been consequences from some intercessions to cut down intimidation. However, strong-arming remains a outstanding issue until today. Recently, the instance of the college fresher Tyler Clementi who was cyberbullied until he jumped off the George Washington Bridge and high school pupil Phoebe Prince who committed self-destruction after being infinitely bullied by her equals in a Massachusetts public school has confirmed that the battle to set an terminal to victimization in schools has a long manner to travel.

Bullying is a chronic job in American schools. Nine out of 10 simple pupils have been bullied by their equals, harmonizing to a simple questionnaire developed by research workers at Lucile Packard Children ‘s Hospital ( 2007 ) and the Stanford University School of Medicine. In the last 15 old ages, much attending has been placed on the issue of strong-arming in schools both in the United States and in other parts of the universe. States like Norway, Sweden, Japan, and Australia have been at the centre of attending on issues related to strong-arming. In the United States, many believe that intimidation is nil more than a childhood rite. School intimidation is now accepted as a type of ill will that can hold durable mental effects for pupils that are both victims and culprits. Clearly, school intimidation has become a prevailing quandary that interrupts the societal dealingss between pupils, detracts from the positive quality of schoolroom experiences, and hinders pupils ‘ chances to learn.

Bullying is a menace non merely to a safe and healthy school environment but to kids ‘s academic results every bit good. Ideally, schools provide a wider societal context for kids to develop from their early socialisation experiences within the place. As a effect, kids ‘s societal and emotional experience influences their cognitive development. Furthermore, schools allow pupils to see and larn new things which are critical to their rational development. If the school does non supply such an environment, kids may see societal and rational troubles ( Eccles et al. , 1999 ) . What raises serious concern among the educational community is the determination that intimidation may hold a negative influence in academic accomplishment of pupils. Ecological theoretical accounts of school accomplishment suggest that school results of kids are influenced by the quality of interactions they have with equals, parents, instructors, and other persons. Hence, the chronic job of intimidation may discourage kids from experience their full rational development. Childs who are often victimized by their equals whether physically, verbally, or psychologically may endure from learning disengagement low anticipation of success, and accordingly, execute ill on school assignment and accomplishment trials.

Since the 1970s, the public schools in America have been placed under the microscope and answerability in all countries has been demanded. Parents are familiar with issues of proving and installation safety, but an extra country that has been brought to the head of the state ‘s attending is that of pupil safety. One specific country of important concern has been the issue of strong-arming and the deductions that student behavior can hold on the safety and security of all pupils. Teachers understand the degrees of influence and acknowledge the power of the household, the community, and the popular civilization to act upon behaviour. What they frequently do non understand is the extent or bound of their domain of influence. When instructors are asked to place hazard factors for the development of intimidation, they by and large rank the household and cultural factors such as telecasting movies, and pop music as holding the strongest impact on kids ‘s development of strong-arming behaviours. When instructors are asked to bespeak which factors they can act upon, they recognize for the most portion, that their influence is limited to the schoolroom and school environment. Teachers are encouraged to concentrate their energy and resources on altering the countries within their domain of influence, that is, the schoolroom and the school.

A figure of factors have been identified as lending to pupils sense of safety and belonging at school, but less research has examined the grade to which these factors really impact school public presentation. The present survey examined the function of two school clime factors in footings of their consequence on pupil accomplishment in math and reading.

Although enlightening, these surveys focus merely on the person or pupil degree, non taking into history the school degree bunch of pupils. There is a famine of research sing the impact of strong-arming at the school degree in relation to academic public presentation. At the school degree, both strong-arming and teacher-student dealings are, in kernel, facets of school clime that reflect an overall degree of tolerance for negative interpersonal interactions. As such, both represent school-level factors that can impact academic public presentation. To our cognition, there are no empirical surveys analyzing relationships between school clime, as reflected in reported intimidation and teacher-student dealingss, and single studentsaˆY accomplishment. Consequently, in the present survey, we assessed the linkage between academic accomplishment and intimidation at the school degree utilizing a multilevel analysis technique that allowed us to besides see the possible buffering consequence of positive teacher-student dealings.

Specifically, the present survey addressed:

• whether studentsaˆY academic public presentation is related to the schoolaˆYs strong-arming clime
• whether student-teacher connection influences the bullying-achievement relationship.

Sexual activity differences were besides explored.

Statement of the Problem

The job of intimidation has existed since the beginning of clip. The issue of pupil safety in schools as it relates to school-yard intimidation, nevertheless, was brought to the head of the American populace with the calamities at Columbine, Jonesboro, Conyers, and Paducah. The job continues and has been aggravated by the coming of the cyber strong-arming possible. Young people ‘s lives have been impacted for their full hereafter by apparently mindless childhood Acts of the Apostless. Small research exists today on the perceptual experience of public school decision makers in Missouri with respect to strong-arming being a job in their school. In order to turn to the job of the school-yard bully, we must foremost analyze the attitudes and head sets of the work forces and adult females in charge of educating and protecting our immature people during the school twenty-four hours. Before realistic stairss can be taken by decision makers in battling school toughs, one must first understand and acknowledge that intimidation is a job. Research reveals that there are so physical, psychological, and emotional jobs exhibited by the victims of strong-arming while go toing school, but old research has made a weak effort to decently link the emotions of the victims with the ability to larn while at school.

Although intimidation is an age old job in America, gender besides plays a major function in the types and features of strong-arming at school. Female and male striplings have a inclination to move and respond otherwise under the force per unit area of a school bully. Traditional signifiers of intimidation still take topographic point throughout schoolrooms and play evidences of American public schools, but in today ‘s universe we are now threatened with an even more powerful and perchance more psychologically detrimental signifier of intimidation, which is normally referred to as “ cyber intimidation ” .

Purpose of the Study

This qualitative instance survey research is an scrutiny of the perceptual experiences of school staff on intimidation and its impact on academic accomplishment. The participants of this survey will include 10 simple class instructors and 5 counsel counsellors of schools belonging to the South Georgia School District. Participants will be chosen through random sampling. Informant interviews will be the primary informations assemblage method to be triangulated with secondary informations beginnings such as school records, studies, accomplishment trials, and other pertinent paperss which may be used to verify and supplement the literature reappraisal for a more thorough treatment of the findings. Data will be analyzed through the qualitative content analysis method.

Research Questions

The cardinal inquiry addressed in this survey is: How does the school staff perceive intimidation and its relationship with academic accomplishment in simple class pupils? The undermentioned research inquiries guide this thesis:

1. How do instructors and school psychologists of a South Georgia School District define intimidation?
2. From the point of position of school staff, what types of intimidation behaviours are prevailing in their several schools?
3. How does strong-arming act upon the academic results of both bully and victim?
4. What are their functions and competences in turn toing intimidation in the school environment?
5. How can instructors and decision makers help turn to school intimidation?

Restrictions and Boundary lines

This research narrowly evaluates the perceptual experiences of school staff from public simple schools within the South George School District. This research specifically addresses the factors that contribute to strong-arming inside the school premises, the type of strong-arming the instructors observed, and most significantly how intimidation affected the academic public presentation of the victims and culprits.

Definition of Key Footings

• School Achievement is a pupil ‘s comprehension of peculiar information and proficiency with specific accomplishments.
• Bully refers to person who uses physical or verbal aggression on something of a regular footing against other immature people. Normally, toughs are found to be stronger, bigger, and more aggressive than their equals and victims.
• Strong-arming refers to Acts of the Apostless which are comprised of direct behaviours such as tease, teasing, endangering, striking, and stealing that are initiated by one or more pupils against a victim. In add-on to direct onslaughts, intimidation may besides be more indirect by doing a pupil to be socially isolated through knowing exclusion.
• Victim of strong-arming are typically dying, insecure, cautious, and suffer from low self-pride, seldom supporting themselves or revenging when confronted by pupils who bully them. They may miss societal accomplishments and friends, and they are frequently socially isolated.

Importance of the Study

The intent of this survey was to find if there was a perceptual experience that existed or did non be within the ranks of Missouri public school decision makers and pupils of Missouri public schools refering the country of strong-arming among adolescent-age kids. If is the survey revealed that strong-arming in fact existed in public schools in Missouri, what was the impact for the victims of such Acts of the Apostless on their academic accomplishment? If intimidation is determined as a job in schools, do male and female striplings prosecute in strong-arming every bit and by utilizing the same methods?

Another cardinal constituent of this survey is to place what, if any, schools policies presently are in topographic point in public schools in Missouri and the possible demand to make and follow extra policies in order to protect the victims of strong-arming. Although this survey could be viewed as a qualitative survey, the research worker has chosen to analyse the informations and develop decisions based on the responses of perceptual experiences, academic accomplishment, and policies that are presently found in the questionnaires and studies. This was a descriptive research with the intent of puting a foundation for farther research in specific countries identified as holding possible important impact on pupil public presentation and educator-preparation plans.

The end of the survey is to offer through empirical observation researched, educated suggestions and replies sing what and how to make and implement policies covering with all signifiers of intimidation. It is the purpose of the research worker that this information, one time analyzed and dissected, will be a meaningful tool to any school territory in the province of Missouri and around the United States in the country of school policies. It is the premiss of the research worker that this survey will cast new visible radiation on the issues of electronic devices, their usage at school, and the impact that those devices have on the acquisition procedure.

Aggression, in its broadest sense, is behavior, or a disposition, that is forceful, hostile or attacking. It may occur either in retaliation or without provocation. In narrower definitions that are used in social sciences and behavioral sciences, aggression is an intention to cause harm or an act intended to increase relative social dominance. Predatory or defensive behavior between members of different species may not be considered aggression in the same sense. Aggression can take a variety of forms and can be physical or be communicated verbally or non-verbally.

Aggression differs from what is commonly called assertiveness, although the terms are often used interchangeably among laypeople, e. g. an aggressive salesperson According to Kendra Cherry, In psychology, the term ‘aggression’ refers to a range of behaviors that can result in both physical and psychological harm to oneself, other or objects in the environment. The expression of aggression can occur in a number of ways, including verbally, mentally and physically. (source: aboutpsychology. om) Two broad categories of aggression are commonly distinguished.

One includes affective (emotional) and hostile or retaliatory aggression, and the other includes instrumental, goal-oriented or predatory aggression. [2] Data on violence from a range of disciplines lend some support to a distinction between affective and predatory aggression. [3] However, some researchers question the usefulness of a hostile vs instrumental distinction in humans, despite its ubiquity in research, because most real-life cases involve mixed motives and interacting causes. 4] A number of classifications and dimensions of aggression have been suggested.

These depend on such things as whether the aggression is verbal or physical; whether or not it involves relational aggression such as covert bullying and social manipulation;[5] whether harm to others is intended or not; whether it is carried out actively or expressed passively; and whether the aggression is aimed directly or indirectly. Classification may also encompass aggression-related emotions (e. g. anger) and mental states (e. g. impulsivity, hostility). 6] Aggression may occur in response to non-social as well as social factors, and can have a close relationship with stress coping style. 7]

Aggression may be displayed in order to intimidate. The operative definition of aggression may be affected by moral or political views. Examples are the axiomatic moral view called the non-aggression principle and the political rules governing the behavior of one country toward another. [8] Likewise in competitive sports, or in the workplace, some forms of aggression may be sanctioned and others not. [9] THEORIES OF AGGRESSION: Instinct Theory: Through evolution, humans have inherited a fighting instinct similar to that found in many species of animals.

Leading Proponent: Konrad Lorenz (ethology) He says we have a biological need for aggression. It gets stronger as time passes since the last aggressive act (like hunger increases hours after a meal). This causes our energy level (drive level) to increase. This energy must somehow be released (“catharsis”). Instinct Theory says that humans learn their own individual ways of expressing aggressive motivation. Nonhuman species behave in ways that are genetically programmed and characteristic of all members of the species.

Fixed Action Pattern: complex behavior that is largely unlearned and found in all members of a species (or subgroup), and that is triggered by a very simple stimulus in the environment (“releaser”). Social Learning Theory: Human aggression is largely learned by watching other people behave aggressively, either in person or in films. It is also learned when we are rewarded for aggression. Leading Proponent: Frustration-Aggression Hypothesis: Our motivation for aggression increases when our ongoing behavior is interrupted or we are prevented from reaching a goal.

Negative Affect Theory: Proposed by Leonard Berkowitz, it states that negative feelings and experiences are the main cause of anger and angry aggression. Sources of anger include: pain, frustration, loud noise, foul odors, crowding, sadness, and depression. The likelihood that an angry person will act aggressively depends on his or her interpretation of the motives of the people involved. TYPES OF HUMAN AGGRESSIVE BEHAVIOUR: PHYSICAL VIOLENCE- Physical aggression often involves acts of violence taken with the intention of causing harm to the recipient, including death, by using weapons or even someone’s bare hands. VERBAL HOSTILITY- Verbal aggression includes behavior such as bullying, threats or yelling.

The Mayo Clinic includes name-calling and insults under the category of domestic violence. Put-downs, intentional or perceived, can have profound detrimental effects on the recipients. * NON-VERBAL INTIMIDATION- Nonverbal intimidation often implies the threat of violence, at least in the perception of the person at the receiving end.

Stalking often involves one or more forms of nonverbal intimidation, including following the victim, planting malicious software in a victim’s computer, sending unwanted gifts and vandalism against the victim’s property. * PASSIVE AGGRESSION- Passive aggression is often generated by resentment on the part of someone who is unable or unwilling to express this resentment directly. PURPOSE OF AGGRESSION: Aggression can also serve a number of different purposes: To express anger or hostility To assert dominance To intimidate or threaten To achieve a goal To express possession

A response to fear A reaction to pain To compete with others Researchers have suggested that individual who engage in affective aggression, defined as aggression that is unplanned and uncontrolled, tend to have lower IQs than people who display predatory aggression. Predatory aggression is defined as aggression that is controlled, planned and goal-oriented. AGGRESSION AND MEDIA: Scholars believe that behaviors like aggression may be partially learned by watching and imitating the behavior of others. Some scholars have concluded that media may have some small effects on aggression.

There is also research questioning this view. For instance, a recent long-term outcome study of youth found no long-term relationship between playing violent video games and youth violence or bullying. One study suggested there is a smaller effect of violent video games on aggression than has been found with television violence on aggression. This effect is positively associated with type of game violence and negatively associated to time spent playing the games. The author concluded that insufficient evidence exists to link video game violence with aggression.

Cyberbullying is defined as deliberately attempting to upset someone; cyberbullying can happen via a number numerous ways. With all different forms of social media, whether it be Twitter, Facebook, or even, Instagram, cyberbullying can occur. Bullying effects our communities. Kids that are bullied appear likely to experience anxiety, depression, loneliness, unhappiness, and sleep deprivation. Yet, while the victim might appear passive, it stands imperative that the parent may not. When a parent takes part in his or her child’s social media, it makes it harder for his or her child to be made fun of because their parents watch over them.

A parent can stand as the ultimate counselor a child needs when getting bullied. Real life bullying stops when that final bell rings, but cyberbullying continues outside of the classroom. People will bully someone because they want to lower another person’s self-esteem. But bullying can do more than that! Bully victims appear two to nine times more likely to consider suicide. Victims go through this depression where they cannot feel anything except worthlessness. Actions of cyberbullying does not only happen on the social media, it happens through texting as well.

More than likely, another student harasses and bashes another student just for their own self amusement. The person never stops to consider the thoughts of his or her victims. Cyberbullying causes depression, school phobia, social anxiety, not wanting to leave the house, and, even thoughts of suicide. Most often cyberbullying may appear as a touchy subject that students must learn how to properly handle and get the help they need. Kids going though this harassment can feel at their lowest then have the harassment to pile on to it.

When it comes to cyberbullying, they often are motivated by anger, revenge, or frustration. Sometimes they do it for entertainment or because they appear bored and have too much time on their hands. Many do it for laughs, or to get a reaction, but some do it by accident, that person sends a message to the wrong recipient, or he or she do not think before he or she acts. Power-hungry people do it to torment others and social popularity. Revenge of the nerd may start out as defending themself from traditional bullying only to find that he or she enjoys being the tough guy.

Mean girls do it to help bolster, or remind people, of their own social standing. Some think they are justifying the wrong and standing up for others. In general, cyberbullies have their own motives on why they are involved in cyberbullying. Some of their intentions have been identified as anonymity, power, attention, retaliation, boredom, jealousy, and the pleasure of inflicting pain. Numerous people who participate in cyber bullying do it to make themselves feel better. Bullies tend to have much insecurity, but they hide them through insulting others. There are many ways to overcome cyberbullying.

He, or she, may just want to click “delete” on every hateful email, text, or IM. However, this may not appear as the right motive because there may come a time when this bully needs to get reported, and he or she will need all the evidence right there in front of him or her. To prevent bullying one must save and print each and every mean thing they send. The day will come, when he or she will need this evidence. If the person receives a “bully” message, never get more involved than needed. Replying to that hurtful comment will only worsen the problem. When all else fails, get others involved.

Let Parents or teachers know about the situation. Most likely, they can track the IP address, and get the exact location of the attacker. A cyberbully stands as nothing when they do not behind their internet mask. Talking to them about it upfront, might even scare them away. If this person seems not to be intimidated, or issues more violent or humiliating threats, contact an adult to intervene. Bullying of any kind appears illegal in most states. After letting a parent into the situation, allow them to contact the bully’s parents. Cyberbullying can happen to anyone and anyone can overcome it as well.

Imagine getting beating up every day at school for no reason, by your classmate or maybe by some senior guy you don’t even know. Or maybe even by an adult. You come home in bruises and cuts and dried up blood. Can you imagine that? Or can you even image getting punch at and getting pick at, calling you names in class and threatening texts every minute whether you are in class or at home and you’re friends wouldn’t help you out because they are too scared of the bully and the bully would followed you home and wouldn’t you feel scared. Can you imagine that? There are people who experience this in their day to day life.

When you bullied someone especially for a long time whether it is physical, verbal, social or cyber, it would make the person’s life very miserable and in some very bad cases it might lead to killing themselves because they just can’t hand the pressure or the humiliation they face every day. I am going to tell you about bullying and why I think it is bad to bully someone. There are four types of bullying: Physical, Verbal, Cyber and Social. Physical bullying as you know is when the bully punches, kicks, hits or any other types of physical attacks. Then there is verbal bullying.

Basically what verbal bullying is, when the bully uses words to hurt or humiliate you. Verbal bullying includes names callings, racist’s comments and insulting. Social bullying is when the bully is spreading rumours, ignoring or even rejecting you. Social bullying is a strange type of bullying because it kind of links with verbal bullying. Finally there is cyber bullying. Cyber bullying is when you are threatened, humiliated, harassed by the bully using the internet. There is no limitation of cyber bullying because there is so many things you could do in the internet to cyber bully.

You could get cyber bullied in facebook, bebo, msn etc or in some cases, the bullies can cyber bully you by making a website just for you. Also the thing with cyber bullying is that it is a new type of bullying because if you go back 50 years, there wouldn’t be any internet, or any mobile phone, therefore no cyber bullying. Personally I think that physical bullying is the least dangerous type of bullying because when you get physical bullied there will be scars or marks and your parents will know that you have been bullied where as in verbal, yber, social there is no scar or marks and your parents wouldn’t know you have been bullied. Also when you get physical bullied you know your injures will heal where as in verbal, cyber, social you wouldn’t know when it will go away. For example: You won’t know when the bully will stop calling you names etc. Some of you might still argue that some bullying at young age can be good for you because it will make you have to overcome problems and you will develop some social skills and learn that life is unfair.

I disagree with this because most of the victim’s won’t stand up for themselves and how would you develop social skills if people are rejecting you. Everybody learns that life is unfair not through bullying but from maybe getting blame from things they didn’t do or having to do chores at home every day, or maybe even through your parents always picking on your younger brother and sisters side and not yours. So what do you think of bullying now? Good or Bad? I hope you agree with me.

13 Journal Describe an event that has changed your life? Describe an event that has changed your life? It’s not the events of our lives that shape us, but our beliefs as to what those events mean. ” So almost all of our life’s events mean, no matter whether they good or bed, their significance is unique for us. As all people in the world I have had a variety of events in my life, even though not all of them were positive. Nonetheless, an event that has changed my life is coming to study in Greece and undoubtedly I categorize this, as a great event.

In addition studying in Greece made me much more independent, socialized and most important it is fulfilling my academic career. Coming to study in Greece developed further my personal independence from my family. The distance from my country and Greece obligate me to live here; therefore, I have to take care of all things which have to do with a life, besides lessons. Moreover, I am much more independent due to the fact that I organize totally my life the way I know; nevertheless, I follow the steps that my family taught me.

For instance, I start a random day at 11 am and I am done at 6:30 pm, during this time I stay at ACT campus; afterward, I use some time to explore Thessaloniki city. Furthermore, according to this example of independence my manageable skills are shown as well. Although I always have been friendly, now this concept has much more wider dimensions. Socialization, a great part of human being, is another reason for fulfilling and changing my life while I am in Greece. Here, I know numerous people from different cultures, various backgrounds and friends from countries all over the world.

Besides, socialization at American College of Thessaloniki functions very well, ideas, thoughts as well as actions make a perfect social group for me. In addition to personal independence and socialization, another reason for considering studying in Greece as a great event is because studying there is fulfilling my academic career through quality of education. First of all, I am getting education from professors who have experience and teach us the most essential things. Moreover, they develop our critical thinking, as a way to understand the life better and ercept the world in different view. Second, studying all in English language with an American system make as easier involve in an international job. For example, knowing English helps us be ready in whatever kind of environment in the world. To summarize, this event clearly is very meaningful because my independence is further developed, together with socialization as well as academic career. So, obviously there are three important reasons for considering studying in Greece as an event which has changed my life.

15 ASSIGNMENT 26 UNDERSTAND HOW TO SAFEGUARD THE WELLBEING OF CHILDREN AND YOUNG PEOPLE TASK A BREIFING NOTES FOR NEW WORKERS HOW TO SAFEGUARD THE WELL-BEING OF CHILDREN

Every child or young person has the undeniable right to grow and develop in a safe environment that safeguards them from abuse and maltreatment, to enable them to have the best available life chances to develop into young adults. There is no single piece of legislation for safeguarding children in the UK but lots of laws and guidelines which are changing all the time with new legislation.

This is passed by Westminster, the Welsh Assembly Government, Northern Ireland Assembly and the Scottish Parliament this is Statutory Law. The way courts interpret laws is known as Case Law which can have an effect on changing Statutory Law. Child Protection legislation is in 2 categories Civil law and Criminal law. 16. Civil Law is in 2 areas Public Law which puts systems and processes to reduce the risk of children coming to harm and says what action should happen if they are at risk. Private Law sorts out family contact and divorce.

Criminal Law deals with people who have offended or are at risk of offending against children. The Children and young Persons Act 1933 is the oldest piece of legislation with only parts of it still in force today, it gives a list of offences against children known as Schedule One Offences. These include sexual assault, different forms of abuse and maltreatment ranging from murder to neglect. Anyone found guilty of one or more of these offences becomes a Schedule One Offender regardless of their age or sentence and this status will stay with them for life.

They will be monitored by the local authorities who keep a record of where they live and who with, they need to go to the police station to sign a register on very regular bases to prove that they are and still living where logged Sex offenders Act 1997. Children Act 1989 is the bases of the current child protection system. It has a number of principles The Paramountcy Principle that means a child’s welfare is paramount when making decisions about their upbringing, a court needs to know the child’s feelings and what they want and only make an order if it’s better for the hild than not making one, where possible retaining family links and the child’s home. Parental Responsibility was introduced which is “the rights, responsibilities and duties by law a parent of a child has regarding the child and their property”. It also states the local authority has a duty to investigate 17. and protect if they have reasonable cause to think a child is suffering or likely to suffer any sort of harm. Likewise has a duty to provide “services for children in need and their families”.

England and Wales have a separate document working together to Safe guard Children 2006 which emphasises the responsibilities of Professionals towards children at risk and to work together with other agency’s/authorities. The Welsh Assembly Government 2006 working together under the Children Act 2004, The Children (Northern Ireland) Order 1995 and the Children (Scotland) Act 1995 all share the same principles but have their own guidance, as Children Act 1989.

The death of Victoria Climbie by her carers, led to an inquiry into how she and others over the years died, the Lambing Report made by Lord Laming criticised the approach to protecting children in society thus led to EVERY CHILD MATTERS GREEN PAPER which in turn led to the Children Act 2004 as services for children were still not working together to protect and identify vulnerable children. This brought in children’s directors who have the responsibility for education, Local authority and children’s social services. Lead Councillors who have political responsibility for child welfare.

A Common Assessment Framework to help notice welfare needs for agencies. 18. Local Safeguarding Children’s Boards who have statuary powers to make sure all services (education, police, NHS Social Services youth justice system) work together promoting the wellbeing and make arrangements to safeguard and promote the welfare of children and investigate all child deaths in their area. Bichard Inquiry where a caretaker who was known to be a danger to children by one police authority, who’s vetting CRB check didn’t flag this up by another authority.

This brought in the Safeguarding Vulnerable Groups Act 2006 which made a centralized vetting and barring scheme for people working with children. Working with Northern Irelands safeguarding vulnerable groups (NI) order 2007 and Scotland’s protection of vulnerable groups (Scotland) Act 2007 makes a robust system for vetting staff and barring people who are unsuitable to work with children across the whole of the UK. The Children Act 2004 made it illegal to hit a child if it causes mental harm or a lasting mark on the skin.

Sexual Offences Act 2003 updated the legislation relating to offences against children to include grooming, abuse of a position of trust, child trafficking; this also covers offences committed whilst abroad by a UK citizen. 19. Female Genital Mutilation Act 2003 made it a criminal offence for Uk nationals or permanent UK residents to take or help take a girl abroad to carry out genital mutilation. The Criminal Justice and Immigration Act 2008 says people who commit child sex offences abroad, even if it’s not illegal in the country they committed it will still face prosecution in the UK.

Data Protection Act Organisations holding personal data to keep it secure, use it only when needed and accurate and kept up to date. Child protection with in a wider concept of safeguarding All agencies, services and authorities not only have a duty to safeguarding children from neglect or abuse but to have a Staying Safe Action Plan enabling every child to enjoy safe environment wherever they spend their time. It’s vital that carers/staff have a good understanding of the risks to children’s safety.

By having an up to date Safety representative making risk assessments on the venue and activities under taken, keeping them safe from accidents and promoting their welfare in a safe and healthy environment. An action Plan to safeguard from bulling, crime and in some beliefs forced marriages need to be in place. This affects the day to day child care working place by; All employees’ to be CRB checked and a duty to inform the Safeguarding Authorities if any staff or volunteer poses a threat to the children. 20.

Staff must sign a confidentiality agreement, stating not to discuss or post any details of the children by word or internet to anyone except staff or local authorities if needed. Health and Safety with risk assessment made on the venue and activities taking place there. Have all windows and doors locked/secure so the children can’t get out and strangers can’t get in. Visitors to the venue can only be allowed in, if they are known/expected to staff and/or identification is shown. Visitors need to be signed in the visitor’s book and signed out again when they leave the building.

Have a policy for the protection of children and arrangements to liaise with local safeguarding authorities Log all comments or incidents you observe and deem to be potentially harmful to establish a file, and contacting Social Services or Child Protection if a case is proving likely. Staff to be Qualified and appropriate training kept up to date i. e. First Aid, Health and Safety, Food Hygiene and Child Protection. All outings to be risked assessed, children to wear high visible jackets, the correct ratio of staff to children and a list of all children with contact details of their carer and consent for them to go on the outing.

To hold all parent contact details and medical needs of all children. 21. To have a senior adequately trained member of staff to undertake all of the above. Inquiries and Serious Case Reviews processes are required when a child dies and neglect or abuse is suspected or known to be a factor of the death and they are called in by the Local Safeguarding Children’s Board (LSCB) they involve all local Authority Children’s Services, Police, Health, School or any other agency felt needed. All involved services make a management review of its practices to see if any changes need to be made.

An independent overview report is done which looks at the management reports and they make recommendations, they are commissioned by the LSCB. Ofsted are notified by the Local Authorities of all cases that lead to a Serious Case Review whether it a death or suffered harm as a result of abuse/neglect or there are concern/media coverage raised about a professional practice. The process used by my work setting regarding data information, information handling and sharing is they hold information on children in order to support their development, progress and provide pastoral care and to assess how we are doing as a whole.

The information consists of contact details, attendance, ethnic groups, relevant medical needs and any special educational needs. Sometime we are required to pass on data to Local Authorities; they will make an assessment of any special educational needs. Dept. Education and skills use the data for research and statistical purposes to allocate funds and improve education policy and agencies such as Ofsted they use data about progress, performance of children to help inspectors to evaluate the Early Learning settings and part of Ofsted’s assessment of effectiveness of 22.

Education initiatives and policy and Qualification and curriculum Authority use information about children to administer national assessments such as the Foundation Stage Profile. At 5yrs assessment are made on all children and passed onto Local Authority. We hold information including, contact details, progress reports, relevant medical information, attendance and accident/injury records and records of observation and assessment of children’s achievement and development. Attached is a copy of our confidentiality policy and procedure.

TASK B 1. Safeguarding children is important because far too many children experience abuse and/or neglect by their parents/carers. This is very sadly rising from 25,700 in 2003 to 26,400 in 2006 in England alone. 2. A person-centred approach is important as Every Child Matters so they can be healthy, stay safe, enjoy and achieve, make a positive contribution and enjoy economic well-being, having a national framework to aid the joining of all the services, to plan and meet the needs of individuals rather than a group.

All children have the right to have their voices heard regarding plans and events in their lives as stated by the United Nation Convention on the Rights of the Child. 3. What is meant by a partnership working in the context of safeguarding children is people and agencies who are involved with the welfare of a child working with professionals such as Child minders, Health visitor’s, police, GP, Social Workers, School and local community. 23. 4. Organisation Role of organisationResponsibility Social Services Assessing children’s needs in the community.

The wellbeing, protection and health . of the child NSPCC Identify and prevent child crueltyChild protection, ensuring an appropriate and speedy response Health VisitorAssess child development Health of the young child and work with . S/Services and Police and agencies GPHealth care to the communityGet the appropriate agencies involved and work alongside them

Probation Support convicted people rehabilitate Supervise offender to reduce reoffending Protecting the public Police Criminal proceedings in Safeguardingto investigate any criminal offences. 24. School Educate young peopleMonitor the child and work with S/Service . and Child Protection Psychology Service CounsellingWork with the child and support them with issues regarding to the abuse Leisure groups i. e. (Scouts) Teach life skills/sportsWork with the Agencies involved and . o be trained in Child Protection. Child MinderTake care and look after young people To be trained in Child Protection so they can . Identify early abuse and work with other agencies Task C It is important to keep children protected in the work setting, as parent/carers intrust their children into your care to keep them from harm and they need to be confidant that their child is safe, failure to do so is a breach of professional values.

There are policies that protect the child and adult who works with them. 25. Physical contact: Have clear policies on how to manage it. Young children need physical contact sometimes when they hurt themselves, fallen over etc. where a cuddle can help them to recover back to play, as well as medical help if needed. Too much can be easily mistaken and people have lost their jobs and reputations, you must always make sure you are clear at what is acceptable and have a clear open play area for all to see.

With very young children and babies, intermit contact is used, such as nappy changing or wet clothes. Policies are there to safeguard you and the child, never do this with a door closed or out of sight of your colleagues. Photos: written consent from the parents for photos to be taken and used within the setting and their journals or publications/newsletters. Always get parents to sign to say they will only use photos/videos of the children i. e. concert and nativity for their own personal use and not to be put on the internet or social networking sites.

CRB Checks: Are made on all staff to safeguard the children. Staff are in a position of trust by the parent/carer and the child. Children look up to and respect people in positions of trust, so think very carefully about your own behaviour and example you set. Listening to children can give you a lot of information and sometimes things of concern, if that is the case try not to agree to keep it a secret, tell them you will share it with your manager. Make sure you record all details and report it if you are concerned about their welfare. 26.

Whistle blowing: If you have any idea of poor practice, whether it’s a colleague or manager you must report it and not ignore it. Approach another member of staff or managers tell them and put your concerns in writing with all the facts, make sure something is done. You have the right to be protected from the person you have raised concerns about (UK Public Interest Disclosure Act 1998) Outings: need to be risk assessed, outlining traffic danger, equipment, buildings and parks you’re visiting and the weather too and minimise or delete the hazard using control measures. I. e. walking in the street.

Hazard: traffic and the child wondering off, so make sure you have the correct ratio of adults to children on an outing and to wear hi vis wear. The weather, a child getting wet or cold, so make sure you have the correct clothes. Steps can be difficult for young children so make sure they have adult help. Task D In the context of safeguarding children there are recognisable signs that can indicate abuse, neglect are taking place. Not all signs actually mean it is, for instance some African/Asian children can have dark blue like areas on their lower back and buttocks known as Mongolian Blue Spot.

Darkened skin or birthmarks can be mistaken for bruising. One of the first signs is Emotional and behaviour rather than physical marks. Emotional Abuse is where love, acceptance and approval is not given and constantly been blamed or criticized. Signs of this can include low self-esteem, neurotic behaviour, hair twisting, continual rocking, self-harm, development delay or sudden change or problem with speech such as stammering, extreme 27. withdrawal or aggression. Emotional abuse is usually linked with neglect.

Physical abuse is where a child is harmed or hurt by hitting, beating with objects, kicked, shaken or thrown and can cause bruising, cuts, injury’s (broken bones) or even death. Signs of this can be wearing too much clothing trying to cover up, refusal to change for PE or take clothes off in the warm weather. Burns and injuries that are unexplained and reoccur, bald patch in their hair, frightened to be touched and shying or dodging back if approached and aggressive behaviour towards others and themselves. Look out for grasp marks on the body i. e.

Arms, neck, chest, knees and shoulder’s, finger marks on their cheeks and outline of objects like belt buckle on their buttocks. Neglect is where a parent/carer doesn’t provide shelter, warmth, food that is nourishing, clothes and protection. Possible signs of this could include constantly hungry or stealing food the lack of normal body weight, poor personal hygiene and dress, untreated medical issues, poor or if any social relationships, constant tiredness and destructive tendencies. Sexual abuse is when a child is persuaded or forced into taking part in sexual acts/situations.

This ranges from being shown sexual images, being touch inappropriately, harassed by sexual comments and suggestions and forced to have sex. Signs of this can be sexual knowledge/behaviour far more ahead of their age, don’t like being touch or close to people or removing clothing for examination or PE at school, start to bed wet and soil day and night, withdrawn and not being able to concentrate, regressing to younger behaviour such as thumb sucking, become insecure, loss of appetite, trying to be over perfect, a sudden dislike to be left with someone (uncle, friend, babysitter etc. and drawing sexual images. 28. D2 Action Description 1. ListenListen carefully to what they say. 2. ReactionDon’t look shocked or ask leading questions. 3. CommunicateTalk at the child’s pace without pressure. 4. BelieveAccept what the child is saying. 5. AssuranceTell them they are right to tell someone. 6. Never PromiseNever promise to keep it a secret. 7. Never JudgeNever put the perpetrator down as they could still love them. 8. ReportReport it to your manager. 9. Log Write all the facts down. 10. AlertAlert the appropriate authorities.

D3 Example of the rights children and their carer’s has in cases of harm/abuse. 1. The child has the right not to be subjected to repeated medical examination and questioning after an allegation of abuse be it physical or sexual in nature. 29. 2. Members of the family have the right to know what is being said about them and have an input to important discussions about theirs and the children’s lives. 3. Children have the right to have their views taken into account about their future and to be kept fully informed in processes involving them and dealt with sensitively.

Task E Bulling: there are different types of bulling homophobic because of gender differences, racist due to different ethnic/religious background, disabilities where they might be in a wheelchair/callipers, special educational needs such as Autism etc. and electronic bulled via the internet/texting. This can be done physically by hitting, kicking, pinching and any violent threats. Verbally name calling, persistent teasing, spreading of rumours and insults/sarcasm. Emotional bulling is when someone is isolating by excluding and not talking to them, torment and humiliation.

Cyber bulling is when information is used to cause upset and hurt to somebody by the use of the internet, mobile and technology. Any type of bulling can make a child or young person feel depressed, isolated, sad with a low self-esteem, shy, run away and even suicidal. Policies and Procedure Management have the duty to implement an Anti-Bulling Policy and ensure all staff is aware of it and how to deal with bullying. The manager ensures that all children begin to learn that bulling is wrong and unacceptable behaviour and monitor that it is being implemented. 30. The manager will ensure all staff is sufficiently trained to deal with incidents.

Staffs take all forms of bulling very seriously and intervene to prevent incidents happening. A record of any incidents is kept on file and the manager notified. If staff witness an act of bulling they will do all they can to support the person or persons being bullied, if a child is bullied over a period of time after discussion with the manager, the parent will be informed. The pre-school will do all they can to help the child improve their behaviour and make them aware their actions are not acceptable. If the bulling persists the parent will be asked in to discuss this with the manager.

Parents who might be concerned that their child is being bullied or suspect them being bullied, should contact the Pre-school manager immediately. Parents have a responsibility to support the Pre-school’s anti bullying policy and actively encourage their child to be a positive member of school life. Parents are also expected to help develop their child’s social skills, in support of the Pre-schools ethos. Story of Bulling A young teenage girl, who had buck teeth and a personal odour problem, enjoyed the internet and social network site as she didn’t have many friends and was a bit of a loner.

Her family thought she was a computer whiz as she was very good at ICT so didn’t keep too much of an eye on her, as this was her only 31. Social thing she did. It was during the summer holidays she got a friends request from a boy at school, she accepted the request and started chatting. Over the next 6 weeks, he asked her to be his girlfriend as he had always fancied her, she accepted. They chatted for hours sharing some very intermit things and experiences, she was totally in love with him and he told her he loved her too. She was really looking forward to meeting up with him at school when they went back.

On the first day of school they had arranged to meet by the water fountain in the playground, when she got there she saw him standing waiting along with a large group of girls and boys laughing, calling her names and repeating some of the intermit things she had told him, she realised it was a horrible prank and she was devastated. Over the next few weeks she was so upset and got more and more depressed, not eating and totally shutting herself away and refusing to go to school some days saying she didn’t feel well, as the rumours spread and comments on the internet got worse.

Her parents tried talking to her but she just said “she was fine” and they put it down to teenage and her period pains until one morning when they found her dead, she had taken an overdose and in her hand was a note to her parent saying “I’m sorry”. Looking back over this story the girl could still be alive if her computer access was monitored in an area open for the family to see. Her teeth could have been seen by an Orthodontic and she could have been taught about personal hygiene at home. School could have discussed this with her and if need be the parents as well.

Encouraging her to join after school clubs could also have helped. The school should have noticed the signs of bullying and acted 32. upon it giving the girl support and reassurance whilst dealing with the bullies and explaining that their actions were unacceptable and how it affects people and how they would feel if it was done to them. School should have liaised with the family about their concerns. Task F 1. Giving young people/children praise and encouragement will help with their self-confidence.

Teaching them to be more assertive while still respecting others needs and encouraging tolerance and cooperation between their peers and others will help boost children’s self-esteem. 2. It’s important to support resilience when working with children/young people because it helps them deal and cope with different situations, whether they are good or bad as they get older and develop into young adults. 3. This can be achieved by the family giving the child love and stability, having a good and secure early attachment, a good sense of self identity. In the work place you could o this by helping them to act independently and to encourage them to try new and different things. 4. Children/young people need to develop strategies to protect themselves and make decision about being safe, as this teaches them what is acceptable behaviour and what isn’t. It’s very important they are comfy 33. with whom they are with, what they are doing and what is being done to them. You can support them with this by being approachable to talk too about their concerns and to be caring and reassuring as possible. Children need to learn how to behave in activities and the danger some behaviour has and the consequence it could cause.

Road safety is also very important to teach children to keep safe. Educating children about the dangers that some adults pose and how to minimise them, including how to keep safe while they are using the internet/social network sites. Making them aware of the dangers of substance abuse and provide them with age related sex/relationship education including sexual health and safe sex advise and where they can also seek help if they cannot talk to you. 5. Ways of how to empower children/young people to make positive choices. 1 Teach young children about their bodies and how it works.

As they get older explaining puberty and how their bodies are changing into young adults and to give them sex/relationship education including contraception/safe sex and sexually transmitted diseases and aware of other agencies that can help them if they need it. 2 Road safety you start when they are very young by holding their hands to cross the road telling them the Green cross code (copy of the code attached) teaching them to cross safely, then moving onto crossing with you without holding your hand, working to being able to cross on their own with supervision, until they can do it without adult supervision. 4. 3. The internet. When young children are using the internet they should have parental supervision and parental security put into place on the computer reducing the risk of assessing inappropriate sites. The computer should be in an open downstairs place where it can be seen (not hidden away in the child bedroom). Ensure you child isn’t using social network sites under age i. e. Facebook has a minimum age of 13yrs. and when they do use these sites, teach them to put their security settings on so only friends can view their age. Never to befriend someone they don’t know or give out personal details/photos even if they say they are the same age, as this could be a much older person grooming or trying to exploit them. These sites can also have the danger of cyber bulling, so give the child the effective advice of what to do if any of this happens. Always check what your child is assessing and who they are communicating to, even when they are older teenagers. Task G IssueRiskPossible consequences Being online 1Gambling sites flood the network.

Addiction and crime to support their habit. 2 Exposure to violent material. They could imitate the violence seen. 35. 3Grooming/PaedophilesPhysical harm and psychological impact. Mobile phones RiskPossible consequences 1Bulling via textlow self-esteem, depression, self-harm, health if not eating well. 2Health It’s 5 times more likely of children developing cancer due to excessive useof mobile phone as children’s skulls are thinner so the radiation penetrates deeper. 3Pornography Exposure to sexually explicit material, become sexually active under age. AREAWAYS OF REDUCING RISK Social networking1. Safe security settings. 2. Only befriend/chat to people you know. Internet use1. Computer to be in an open area for all to see. 2. Parental controls 36. Buying online1. Make sure it’s a safe padlocked site. 2. Buy from reputable companies; look for contact details and returns/delivery policies. Using a mobile phone1. Only talk and text to people you know. 2. Restrict the time children use mobile phones to reduce the amount of radiation penetrating.