Consequences-Crisis and the management- Factors that influence non- violence

1. Non Violence for Peace
Consequences-Crisis and the
management- Factors that
influence non- violence
By
M.VIJAYALAKSHMI
Assistant Professor

2. Unit – 2: Non Violence for Peace
2.1 Relationship between peace and Non
violence
2.2 Role of violence in our lives and the lives of
others
2.3 Exposure to Non violence through media
2.4 Consequences-Crisis and the management-
Factors that influence non- violence.

3. Unit – 2: Non Violence for Peace
2.4 Consequences-Crisis and the
management- Factors that
influence non- violence.

4. Consequences
• Watching violent programs is related to less
imaginative play and more imitative play in
which the child simply mimics the aggressive
acts observed on television
• In addition, many media productions that
regularly depict violence also promote
program-based toys, which encourage
children to imitate and reproduce in their
play the actual behaviours seen on television
or in motives

5. • In short, children who are frequent
viewers of media violence learn that
aggression is a successful and
acceptable way to achieve goals and
solve problems; they are less likely
to benefit from creative,
imaginative play as the natural
means to express feelings,
overcome anger, and gain self-
control

6. • In their play, children imitate those
characters reinforced for their
aggressive bahaviour and rehearse the
characters’ scripts without creative or
reflective thought
• Children who repeatedly observe
violent or aggressive problem-solving
behaviour in the media tend to rehearse
what they see in their play and imitate
those behaviours in real-life encounters

7. • Parents – responsible for monitoring their
children’s viewing habits
• Parents cannot be omniscient and
omnipresent in their children lives
• Need assistance
• Content of programme
• Not considered as censorship
• Protecting children from exposure to
Pronography

8. Children’s Perception on NEWS
• Continuous exposure to media – makes the
child – to view the world confusing,
threatening, or unfriendly place
• At the age of 7 or 8, children cannot
understand – no difference between fact and
fantasy
• Violent stories – lead to misrepresentation of
the world and society

9. NAEYC
• Legislation requiring reinstatement
of guidelines for children’s
television by the Federal
Communication Commission,
including requirements for
videotapes and elimination of
television programs linked to toys

10. • Legislation limiting advertising on
children’s programming, and standards
for toys to ensure that they are not only
physically safe but also psychologically
safe
• Legislation enabling the development of
voluntary television – industry
standards to alleviate violence in
programming, specifically exempting
such efforts from anti-trust regulation

11. • Promotion of more developmentally
appropriate, educational programming
that meets children’s diverse needs for
information, entertainment, aesthetic
appreciation, positive role models, and
knowledge about the world (Huston et
al., 1989)

12. • Development and dissemination of
curriculum for teachers to improve
children’s critical viewing skills and to
teach nonviolent strategies for resolving
conflicts
• Development of resources to assist
parents in the constructive and
educational use of media with their
children

13. What can Teachers Do?
• Teachers need to aware of what is currently
being broadcast to children and to inform
parents of the impact of violent media on
children’s development
• Teachers can work with children when
themes of television violence appear in their
play to facilitate more appropriate problem
solving and/or creative, imaginative play

14. • As professionals, early childhood
educators should share their knowledge
of child development and the effects of
violent media viewing with legislators
and sponsors of children’s programming
• It is the professional responsibility of
early childhood educators to advocate
for more developmentally and
educationally appropriate programming
for children

15. • Teachers need to recognize that media
are also a powerful teacher that can and
should be used constructively with
children. Children are mentally active
during television viewing
• Early childhood professionals should
advocate for policy that eliminates
violence and improves the educational
value of media and should use media
constructively in their work with
children

16. What can Parents Do?
• Parents can watch television and other media
with their children and evaluate the shows
together. Children do not interpret programs
the same way adults do
• Adults need to talk with children about what
they observe through the media, to find out
how children are interpreting what they see
and to help clarify misinterpretations

17. • Violent films and programs that probably
have the most deleterious effects on children
are not always the ones that adults and
critics believe are the most violent
• Parents can discuss current events with their
children on a regular basis. (Stories,
questions)
• Parents need to be aware that much of what
children watch on television is not specifically
intended for children (10% children
programs, 90% adults programs)

18. • Parents can assist children in finding
alternatives to viewing adult television
• As consumers, parents should recognize and
use their influence with sponsors of
children’s programs (programs – valuable and
violent)
• Parents can also help their children become
educated consumers and involve them in
writing complaints to broadcasters and
companies (violent images – toys and other
products)

19. • As taxpayers, parents can encourage their
legislators to adopt policies to protect
children from media violence
• If parents are not comfortable with the
content of the news or it’s inappropriate for
their child’s age, it is better to turn off
• At the same time, children often need
parents to help them feel safe
• To calm fears about the news, parents should
be prepared to deliver what psychologists call
“calm, unequivocal, but limited information”

20. Department of Education and
Justice and the American
Institutes for Research – prepared
a report – Safeguarding Our
Children: An Action Guide (2000)
- Includes 3 tiers

21. • Schools must build a school-wide foundation
for all children
• Schools must identify students at risk for
severe academic or behavioural difficulties
early on and create services and support that
address risk factors and build protective
factors for them
• Schools must identify and provide intensive
intervention for the few children who are
experiencing significant emotional and
behavioural problems

22. Crisis Management
• Crisis – Meaning and Definition
• Critical event or point of decision
which, if not handled in an
appropriate and timely manner (or
if not handled at all), may turn into
a disaster or catastrophe
- Business dictionary

23. • Leslie Lipson has stated –
• Management of crisis consisted of
reaching a solution acceptable to both
sides without resorting to force
• William R. Kintner and David C, Schwarz -
• Winning a crisis while at the same time
keeping it within tolerable limits of
danger and risk to both sides

24. Crisis and their Management
• 21st century – conflicts within and between
states are being managed
• Crisis prevention and conflict management –
become a more serious issue during the last
few years
• Main objective – avoidance of war and the
peaceful resolution of confrontations
• It is measured before and after conflicts – so
that - avoid conflict and promote peace

25. • National leaders should support the
peace process in a conflict area.
Peace support operations include
peacekeeping and peace
enforcement, as well as conflict
prevention, peacemaking, peace
building and humanitarian
operations

26. • Peace Support Operations
• Peacekeeping
• Peace Enforcement
• Conflict Prevention
• Peacemaking
• Peace Building
• Humanitarian Operations
• Strengthening Civil Society and Good
Governance
• Disaster Relief Operations
• Technical Cooperation

27. • Peace Support Operations
• Long term political settlement
• Peace meditation
• Dialogues

28. • Peacekeeping
• Chapter VI of the UN Charter
• Peace and Security organizations
• To identify future threats and challenges
• Development of early warning

29. • Peace Enforcement
• Chapter VII of the UN charter
• Maintain and re-establish peace

30. • Conflict Prevention
• Chapter VI of the UN Charter
• Conflict prevention – fact finding missions,
consultations, warnings, inspections and
monitoring
• Nations – partnership, cooperation and
dialogue to prevent crises

31. • Peacemaking
• Provision of good offices, mediation,
conciliation

32. • Peace Building
• Creation of peace constituencies
• Actions which support political, economic,
social and military measures and structures
• Cooperation and networking with external
actors – NGOs, political foundations, churches
and development cooperation institutions

33. • Humanitarian Operations
• Specialized civilian organizations
• Identify and carefully support the existing
potentials

34. • Strengthening Civil Society and Good
Governance
• Grassroots groups

35. • Disaster Relief Operations
• Protection of populations
• Floods, earthquakes or technological incidents
• Disaster Response Co-ordination Centre –
established
• North Atlantic Treaty Organization’s role -
beyond military operations
• Organized in 1949
• Head quarters – Brussels, Belgium

36. • Technical Cooperation
• Through ICTs

37. Sources are taken from
•Slidesharenet.com
•Web sources