Bullying+parents1

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berberyan

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What is bullying and does it exist in Early Childhood? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Identifying victims of bullying ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Identifying perpetrators of bullying ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Do we let go? ,[object Object],[object Object],[object Object],[object Object]

How to address and manage bullying ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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These PowerPoint presentations are intended for use by crime prevention practitioners who bring their experience and expertise to each topic. The presentations are not intended for public use or by individuals with no training or expertise in crime prevention. Each presentation is intended to educate, increase awareness, and teach prevention strategies. Presenters must discern whether their audiences require a more basic or advanced level of information. NCPC welcomes your input and would like your assistance in tracking the use of these topical presentations. Please email NCPC at trainings@ncpc.org with information about when and how the presentations were used. If you like, we will also place you in a database to receive updates of the PowerPoint presentations and additional training information. We encourage you to visit www.ncpc.org to find additional information on these topics. We also invite you to send in your own trainer notes, handouts, pictures, and anecdotes to share with others on www.ncpc.org.

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68 DOMESTIC VIOLENCE EXCHANGE SEPTEMBER/OCTOBER 2010 In 1980, Karen Stephens became director of Illinois State University Child Care Center and instructor in child development for ISU Family and Consumer Sciences. She is author of the electronic parent newsletter, “Parenting Exchange” located at www.ChildCareExchange.com. Fostering resilience in children exposed to domestic violence Practical strategies EC staff can put into action by Karen Stephens Whether staff realizes it or not, early childhood programs are not just fun and engaging places for children to play and learn. For some children, our programs are bonafide daytime havens from turmoil. I’m speaking specifically about those children who find themselves in the cross-fire of violence between the people they love most in the world — their own family members. The violence might be verbal intimidation and humiliation, or a combination of verbal and physical attack. Either way, it’s terri- fying for the children witnessing assault behind closed doors. Whether violent episodes in the home are a one-time occurrence — or a long time, repeated pattern of family dysfunction — the fallout of violence leaves a mark on children’s emotional spirit and overall development, including typical brain development. Children enmeshed in violence don’t experience a relaxed, predictable, or trusting home life. In fact, children exposed to home violence often experience symptoms of post-traumatic stress disorder (PTSD) just as adults do after enduring violence. Domestic violence robs children of their childhood. And while early childhood staff can’t erase the effects of violence on children’s individual make-up, they can become a positive mediating factor. By nurtur- ing children’s ability to rebound from challenges, early childhood profession- als can help children become resilient, despite their early experiences with trauma. To become an effective ‘resilience factor’ for children, we must be aware of the effects of violence on children. Early childhood staff — especially classroom teachers and caregivers — need to be alert to symptoms that suggest children may feel under siege in their own home. With that knowledge, we can make specific adjustments in our classrooms and programs to increase children’s resilience. If we do so with intentional and consistent effort, we can help trauma- tized children feel more trusting, safe, secure, and hopeful about life, despite their personal experience with family violence. We can be an intervention to show children an alternative view of human interaction that is characterized by dignified interactions and respectful conflict resolution. It’s another side of life they desperately need to believe in. Children’s behavioral clues indicating trauma due to domestic violence Following are some symptoms early childhood staff might observe. A cluster of behaviors should be considered a ‘re.

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Child abuse is when a parent or caregiver, whether through action or failing to act, causes injury, death, emotional harm or risk of serious harm to a child. There are many forms of child maltreatment, including neglect, physical abuse, sexual abuse, exploitation, and emotional abuse. Adults can experience a range of psychological, emotional and social problems related to childhood abuse. Child abuse is any action by another person – adult or child – that causes significant harm to a child. It can be physical, sexual or emotional, but can just as often be about a lack of love, care and attention. An abused child will often experience more than one type of abuse, as well as other difficulties in their lives. We discusse about the.... Introduction Definition Types Emotional abuse Physics abuse Sexual abuse Neglect Family violence Causes Signs and symptoms How to find child is abused Effect on child of child abuse Child rights Prevention Awareness of child abuse National policies What is good touch What is bad touch What are the role of family neighbour and teachers Teach children about their rights

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