A journey through hard numbers and facts
Presentation by Karel Van Isacker at the National conference "Violence and the child of the 21st century - conceptual and practical challenges", 23-24 November 2017, Grand Hotel Plovdiv, Bulgaria
Organisers: University of Plovdiv "P.Hilendarski" ; State Agency for Child Protection, Municipality of Plovdiv
The State of the World's Children: Children with Disabilities (Executive Summ...UNICEF Publications
The State of the World’s Children 2013: Children with Disabilities examines the barriers – from inaccessible buildings to dismissive attitudes, from invisibility in official statistics to vicious discrimination – that deprive children with disabilities of their rights and keep them from participating fully in society. The report also lays out some of the key elements of inclusive societies that respect and protect the rights of all children, regardless of disability, and progress in helping all children to flourish and make their contribution to the world.
The document discusses prejudice towards the disabled and argues that increasing understanding and education about disabilities can help reduce discrimination. It suggests teaching children from a young age about disabilities through personal experiences with disabled family/friends. This helps children see the disabled as normal and reduces awkwardness. The document also argues for teaching proper disability etiquette in workplaces to make disabled employees and customers feel welcome. The overall goal is to reduce barriers and make all people feel equal regardless of ability status.
This document is a submission of coursework for a Masters in Early Childhood at Swansea University. It discusses inequality and diversity in early childhood as it relates to disability. The 4,100 word essay focuses on three key areas: eugenics and the shift to genetics, labeling of disabilities, and the medical and social models of disability. It provides analysis of each area and considers their implications for children with disabilities.
This document discusses various forms of discrimination in American society such as racial, gender, religious, and disability-based discrimination. It provides details on discrimination faced by specific minority groups like African Americans, Hispanics, Native Americans, Asian Americans, Muslims, women, and LGBT individuals. It also outlines some key laws and court cases that have aimed to remedy discrimination like Brown v. Board of Education and affirmative action policies.
The Parental Rights Amendment, which contains wording to ensure that parental rights are protected for all, including those with a disability. Section 4 of the Amendment states, "The parental rights guaranteed by this article shall not be denied or abridged on account of disability."
Parenting with a Disability: Know Your Rights Toolkit, put together by the Christopher & Dana Reeve Foundation and the National Council on Disability. We hope you find the information it contains helpful.
GENDER IN PORTUGUESE SAME-GENDER FAMILIES - Heterosexism and social oppression -Pedro Alexandre Costa
This document discusses LGBT families in Portugal and the social oppression they face. It notes that while research shows there are no differences in child outcomes between LGBT-led and heterosexual families, LGBT families still face legal impediments to adoption and barriers in schools and healthcare. The document also outlines strategies LGBT families use to build resilience against oppression, such as strengthening social support networks and openly discussing their family structure. Finally, it argues we should move past comparing LGBT and heterosexual families, as differences are likely due to social context rather than sexual orientation.
The document discusses supporting homeless students and the Education for Homeless Children and Youth (EHCY) Program. It notes that the National Center for Homeless Education operates technical assistance for EHCY. Homeless students face barriers but education can help break the cycle of poverty. Data shows over 1.3 million homeless children and youth, including many with disabilities or who are unsheltered. The broad McKinney-Vento definition recognizes various living situations as homeless. Coordination between schools and housing agencies is important to help homeless families.
The State of the World's Children: Children with Disabilities (Executive Summ...UNICEF Publications
The State of the World’s Children 2013: Children with Disabilities examines the barriers – from inaccessible buildings to dismissive attitudes, from invisibility in official statistics to vicious discrimination – that deprive children with disabilities of their rights and keep them from participating fully in society. The report also lays out some of the key elements of inclusive societies that respect and protect the rights of all children, regardless of disability, and progress in helping all children to flourish and make their contribution to the world.
The document discusses prejudice towards the disabled and argues that increasing understanding and education about disabilities can help reduce discrimination. It suggests teaching children from a young age about disabilities through personal experiences with disabled family/friends. This helps children see the disabled as normal and reduces awkwardness. The document also argues for teaching proper disability etiquette in workplaces to make disabled employees and customers feel welcome. The overall goal is to reduce barriers and make all people feel equal regardless of ability status.
This document is a submission of coursework for a Masters in Early Childhood at Swansea University. It discusses inequality and diversity in early childhood as it relates to disability. The 4,100 word essay focuses on three key areas: eugenics and the shift to genetics, labeling of disabilities, and the medical and social models of disability. It provides analysis of each area and considers their implications for children with disabilities.
This document discusses various forms of discrimination in American society such as racial, gender, religious, and disability-based discrimination. It provides details on discrimination faced by specific minority groups like African Americans, Hispanics, Native Americans, Asian Americans, Muslims, women, and LGBT individuals. It also outlines some key laws and court cases that have aimed to remedy discrimination like Brown v. Board of Education and affirmative action policies.
The Parental Rights Amendment, which contains wording to ensure that parental rights are protected for all, including those with a disability. Section 4 of the Amendment states, "The parental rights guaranteed by this article shall not be denied or abridged on account of disability."
Parenting with a Disability: Know Your Rights Toolkit, put together by the Christopher & Dana Reeve Foundation and the National Council on Disability. We hope you find the information it contains helpful.
GENDER IN PORTUGUESE SAME-GENDER FAMILIES - Heterosexism and social oppression -Pedro Alexandre Costa
This document discusses LGBT families in Portugal and the social oppression they face. It notes that while research shows there are no differences in child outcomes between LGBT-led and heterosexual families, LGBT families still face legal impediments to adoption and barriers in schools and healthcare. The document also outlines strategies LGBT families use to build resilience against oppression, such as strengthening social support networks and openly discussing their family structure. Finally, it argues we should move past comparing LGBT and heterosexual families, as differences are likely due to social context rather than sexual orientation.
The document discusses supporting homeless students and the Education for Homeless Children and Youth (EHCY) Program. It notes that the National Center for Homeless Education operates technical assistance for EHCY. Homeless students face barriers but education can help break the cycle of poverty. Data shows over 1.3 million homeless children and youth, including many with disabilities or who are unsheltered. The broad McKinney-Vento definition recognizes various living situations as homeless. Coordination between schools and housing agencies is important to help homeless families.
Protecting children with disabilities from sexual assault. a parents guideModell Consulting Group
MCG focuses on educating professionals from multidisciplinary teams on every aspect of an investigation and giving team members skills to effectively interview training, investigate, and prosecute crimes against individuals with disabilities.
Chapter 2 a brief history of the american social welfare state (2022 update)ALMA HERNANDEZ, JD, LMSW
The document provides a history of social welfare in America, beginning with the English Poor Laws that established responsibility for the poor at the governmental level and separated the "deserving" and "undeserving" poor. Colonial America adopted these laws and assigned responsibility to local communities and counties. The Industrial Revolution increased poverty and need. Voluntary organizations and settlement houses provided aid. The Great Depression spurred the New Deal programs under FDR that established relief programs and Social Security.
This document is an edited volume that examines the experiences of young people aging out of alternative care systems across European and Central Asian countries. It includes individual country chapters that describe the target populations, legal frameworks, practices regarding preparation for leaving care and aftercare services, and key recommendations. The introduction outlines the objectives, methodology and structure of the report, and notes some of the challenges around data and terminology. Forewords contributed by Ertion Axha and Thomas Hammarberg emphasize the importance of preparing youth for independent living and reducing vulnerabilities once they leave care.
The State as party to child maltreatment - lessons from Research on the impac...BASPCAN
The document discusses research on the experiences of child protection social workers and asylum-seeking families in Ireland. Key findings included mutual mistrust between social workers and families due to the social workers' perceived role as representatives of the state and immigration officials. Families found it difficult to trust social workers and viewed them similarly to immigration officers due to fears over deportation. Social workers also struggled to work with unpredictable immigration processes that impacted family care plans. Both groups had challenges with cultural differences, language barriers, and the effects of Ireland's direct provision system for asylum seekers.
Disabled people have faced discrimination through being denied jobs and called humiliating names due to beliefs that they are dependent, unable to cope alone, less intelligent, and not fit to breed. However, disabled people have proven these beliefs wrong through accomplishments like the world's smartest man being disabled and disabled people participating in their own Olympics, demonstrating that not all disabled people are as incapable as assumed.
Prezentare combating poverty in chidhoodLazar Viorica
Romania is working to address poverty and social exclusion through various government strategies and laws. Multiple levels of management, including institutions, economic levels, and non-governmental organizations, influence efforts for social integration. One major objective is eradicating child poverty by investing in families and children's potential. Initiatives promote diversity, access to opportunities, and long-term support for disadvantaged children through skills competitions and prizes to help improve social skills and performance. Combating social exclusion requires not just financial resources but also opportunities for individuals and social classes to access welfare.
Issues related to young people growing up in foster care and emerging into adulthood. How should their needs be addressed? Who will fund and fill the gaps in services?
This document summarizes the results of a survey conducted by KIDS regarding play and leisure opportunities for disabled children in England. Over 950 respondents participated in the survey, including parents and professionals working in fields related to play, leisure, childcare and disabilities. The survey found that since funding cuts in 2011, access to inclusive and mainstream play/leisure activities has declined for many disabled children. Respondents reported issues like disabled children being refused places in activities, lack of appropriate options, and families struggling with high costs. The survey aims to understand how funding cuts have impacted opportunities for disabled youth to socially participate and benefit from play.
The document discusses the causes, statistics, and effects of homelessness both in the United States and globally. It notes that over 670,000 people are homeless in the US on any given night, with families and children accounting for a significant portion. Common causes of homelessness discussed include poverty, lack of affordable housing, unemployment, lack of access to healthcare, domestic violence, mental illness, and addiction. The document also examines the internal and external effects of homelessness as well as providing statistics on homelessness internationally and some suggestions for preventing and addressing the issue.
Presentation impact of discrimination for lgbtLeslyCortez2
The document discusses the impact of discrimination on LGBTQ+ communities. It notes that while many LGBTQ+ people deal well with systemic discrimination, experiences with discrimination can lead to higher rates of emotional distress, depression, and anxiety. It also discusses how LGBTQ+ people may feel pressure to fit societal gender norms and can face ridicule, intimidation, or abuse if they do not. Even with increasing acceptance, many still face discrimination at work, school, and socially. This discrimination negatively impacts mental health by increasing rates of depression and anxiety among LGBTQ+ communities. The document outlines a campaign aimed at improving understanding of discriminatory behaviors and their effects.
Teppo Kroger Working Carers and Societal WellbeingCare Connect
Prof Teppo Kröger, Professor of Social and Public Policy, Department of Social Sciences and Philosophy, University of Jyväskylä, Finland.
Working Carers and Societal Well-being: insights from comparative policy analysis in six countries
Carers and Work-Care Reconciliation International Conference
University of Leeds, 13th August 2013
This document discusses poverty in America. It provides statistics showing that in 2019, 10.9% of Americans, or 34 million people, lived below the poverty line. Certain groups, such as Native Americans, African Americans, Hispanics, children, women and disabled individuals face higher rates of poverty. Theories on the causes of poverty include the culture of poverty perspective and generational poverty. Approaches to combat poverty have included curative, alleviative and preventative methods such as public assistance programs and social insurance.
This document discusses several social issues affecting Philippine society, including juvenile delinquency, drug addiction, sex problems, poverty, prostitution, mail-order brides, overseas employment, and insurgency. It outlines the causes and effects of each issue and provides educational implications to address them, such as implementing sex education, helping the poor generate livelihoods, and improving leadership to reduce insurgency factors like corruption and poverty.
Gender inequality refers to disparities between individuals based on their gender. Gender is socially constructed through interactions and experiences as well as influenced by biological factors. Gender inequality has existed for centuries and continues today in many forms, such as female feticide, dowry practices, and discrimination against girls. Factors perpetuating inequality include illiteracy, child marriage, social evils like the dowry system, and preferential treatment of boys. There are many types of gender disparities including inequalities within families, in employment and professional opportunities, property ownership, household responsibilities, and access to higher education and training. Governments have taken steps to promote equal rights, education, employment programs, financial support organizations, and legal protections to address gender
The document discusses Catholic social teaching and principles regarding child poverty. It outlines seven principles: 1) life and dignity, 2) family and participation, 3) rights and responsibilities, 4) option for the poor, 5) dignity of work, 6) solidarity, and 7) care for God's creation. It argues that Catholic teachings call on individuals and governments to support human dignity and basic needs for all, especially children in poverty who may lack food, shelter, education and other resources through no fault of their own.
This document discusses gender inequality and discrimination against women in India. It begins by noting that while women are worshipped in religious beliefs, they are still exploited in society which demonstrates double standards. It then defines gender and sex, explaining that gender is a social construct that places men in superior positions to women. The root cause of gender inequality in India is identified as the patriarchal system which is reinforced by religious beliefs and positions women as subordinate to men. Poverty and lack of education also contribute to women's low status and unequal treatment. The document concludes that true change requires transforming societal mindsets and empowering women through education, careers, property ownership, and freedom of choice.
This document discusses social integration of people with disabilities in schools and communities. It notes that while steps have been taken to promote inclusion, more progress is still needed. Children with disabilities are still not receiving the same education as others. Canada ranks low compared to other countries in advocacy efforts by non-profits. Media has made efforts to include people with disabilities but progress remains slow. Overall, policies around the world are improving, but more changes are required to achieve equality.
Literature Review On Women With DisabilitiesMary Stevenson
Parents of children with learning disabilities face a dilemma in deciding whether to promote their child's autonomy and self-advocacy or have someone else represent their child's interests. A discourse analysis of interviews with parents found that most choose the latter, trusting others over their child, in order to protect them from perceived risks. However, this overprotective approach removes opportunities for the child to gain independence. The concept of autonomy for those with learning disabilities is an issue that parents carefully consider, weighing protection versus fostering self-determination.
Sections Included:
1. Introduction to Social Barriers
2. Effects and Results
3. History
4. Remedies
5. Movies Showing Behaviour of Society Towards Disabled People
6. Strategies For Teachers and Schools
7. Chapters Showing Behaviour of Society Towards Disabled People
8. Lesson Plan
9. Awareness Day
10. Initiative by PM during Lockdown
Protecting children with disabilities from sexual assault. a parents guideModell Consulting Group
MCG focuses on educating professionals from multidisciplinary teams on every aspect of an investigation and giving team members skills to effectively interview training, investigate, and prosecute crimes against individuals with disabilities.
Chapter 2 a brief history of the american social welfare state (2022 update)ALMA HERNANDEZ, JD, LMSW
The document provides a history of social welfare in America, beginning with the English Poor Laws that established responsibility for the poor at the governmental level and separated the "deserving" and "undeserving" poor. Colonial America adopted these laws and assigned responsibility to local communities and counties. The Industrial Revolution increased poverty and need. Voluntary organizations and settlement houses provided aid. The Great Depression spurred the New Deal programs under FDR that established relief programs and Social Security.
This document is an edited volume that examines the experiences of young people aging out of alternative care systems across European and Central Asian countries. It includes individual country chapters that describe the target populations, legal frameworks, practices regarding preparation for leaving care and aftercare services, and key recommendations. The introduction outlines the objectives, methodology and structure of the report, and notes some of the challenges around data and terminology. Forewords contributed by Ertion Axha and Thomas Hammarberg emphasize the importance of preparing youth for independent living and reducing vulnerabilities once they leave care.
The State as party to child maltreatment - lessons from Research on the impac...BASPCAN
The document discusses research on the experiences of child protection social workers and asylum-seeking families in Ireland. Key findings included mutual mistrust between social workers and families due to the social workers' perceived role as representatives of the state and immigration officials. Families found it difficult to trust social workers and viewed them similarly to immigration officers due to fears over deportation. Social workers also struggled to work with unpredictable immigration processes that impacted family care plans. Both groups had challenges with cultural differences, language barriers, and the effects of Ireland's direct provision system for asylum seekers.
Disabled people have faced discrimination through being denied jobs and called humiliating names due to beliefs that they are dependent, unable to cope alone, less intelligent, and not fit to breed. However, disabled people have proven these beliefs wrong through accomplishments like the world's smartest man being disabled and disabled people participating in their own Olympics, demonstrating that not all disabled people are as incapable as assumed.
Prezentare combating poverty in chidhoodLazar Viorica
Romania is working to address poverty and social exclusion through various government strategies and laws. Multiple levels of management, including institutions, economic levels, and non-governmental organizations, influence efforts for social integration. One major objective is eradicating child poverty by investing in families and children's potential. Initiatives promote diversity, access to opportunities, and long-term support for disadvantaged children through skills competitions and prizes to help improve social skills and performance. Combating social exclusion requires not just financial resources but also opportunities for individuals and social classes to access welfare.
Issues related to young people growing up in foster care and emerging into adulthood. How should their needs be addressed? Who will fund and fill the gaps in services?
This document summarizes the results of a survey conducted by KIDS regarding play and leisure opportunities for disabled children in England. Over 950 respondents participated in the survey, including parents and professionals working in fields related to play, leisure, childcare and disabilities. The survey found that since funding cuts in 2011, access to inclusive and mainstream play/leisure activities has declined for many disabled children. Respondents reported issues like disabled children being refused places in activities, lack of appropriate options, and families struggling with high costs. The survey aims to understand how funding cuts have impacted opportunities for disabled youth to socially participate and benefit from play.
The document discusses the causes, statistics, and effects of homelessness both in the United States and globally. It notes that over 670,000 people are homeless in the US on any given night, with families and children accounting for a significant portion. Common causes of homelessness discussed include poverty, lack of affordable housing, unemployment, lack of access to healthcare, domestic violence, mental illness, and addiction. The document also examines the internal and external effects of homelessness as well as providing statistics on homelessness internationally and some suggestions for preventing and addressing the issue.
Presentation impact of discrimination for lgbtLeslyCortez2
The document discusses the impact of discrimination on LGBTQ+ communities. It notes that while many LGBTQ+ people deal well with systemic discrimination, experiences with discrimination can lead to higher rates of emotional distress, depression, and anxiety. It also discusses how LGBTQ+ people may feel pressure to fit societal gender norms and can face ridicule, intimidation, or abuse if they do not. Even with increasing acceptance, many still face discrimination at work, school, and socially. This discrimination negatively impacts mental health by increasing rates of depression and anxiety among LGBTQ+ communities. The document outlines a campaign aimed at improving understanding of discriminatory behaviors and their effects.
Teppo Kroger Working Carers and Societal WellbeingCare Connect
Prof Teppo Kröger, Professor of Social and Public Policy, Department of Social Sciences and Philosophy, University of Jyväskylä, Finland.
Working Carers and Societal Well-being: insights from comparative policy analysis in six countries
Carers and Work-Care Reconciliation International Conference
University of Leeds, 13th August 2013
This document discusses poverty in America. It provides statistics showing that in 2019, 10.9% of Americans, or 34 million people, lived below the poverty line. Certain groups, such as Native Americans, African Americans, Hispanics, children, women and disabled individuals face higher rates of poverty. Theories on the causes of poverty include the culture of poverty perspective and generational poverty. Approaches to combat poverty have included curative, alleviative and preventative methods such as public assistance programs and social insurance.
This document discusses several social issues affecting Philippine society, including juvenile delinquency, drug addiction, sex problems, poverty, prostitution, mail-order brides, overseas employment, and insurgency. It outlines the causes and effects of each issue and provides educational implications to address them, such as implementing sex education, helping the poor generate livelihoods, and improving leadership to reduce insurgency factors like corruption and poverty.
Gender inequality refers to disparities between individuals based on their gender. Gender is socially constructed through interactions and experiences as well as influenced by biological factors. Gender inequality has existed for centuries and continues today in many forms, such as female feticide, dowry practices, and discrimination against girls. Factors perpetuating inequality include illiteracy, child marriage, social evils like the dowry system, and preferential treatment of boys. There are many types of gender disparities including inequalities within families, in employment and professional opportunities, property ownership, household responsibilities, and access to higher education and training. Governments have taken steps to promote equal rights, education, employment programs, financial support organizations, and legal protections to address gender
The document discusses Catholic social teaching and principles regarding child poverty. It outlines seven principles: 1) life and dignity, 2) family and participation, 3) rights and responsibilities, 4) option for the poor, 5) dignity of work, 6) solidarity, and 7) care for God's creation. It argues that Catholic teachings call on individuals and governments to support human dignity and basic needs for all, especially children in poverty who may lack food, shelter, education and other resources through no fault of their own.
This document discusses gender inequality and discrimination against women in India. It begins by noting that while women are worshipped in religious beliefs, they are still exploited in society which demonstrates double standards. It then defines gender and sex, explaining that gender is a social construct that places men in superior positions to women. The root cause of gender inequality in India is identified as the patriarchal system which is reinforced by religious beliefs and positions women as subordinate to men. Poverty and lack of education also contribute to women's low status and unequal treatment. The document concludes that true change requires transforming societal mindsets and empowering women through education, careers, property ownership, and freedom of choice.
This document discusses social integration of people with disabilities in schools and communities. It notes that while steps have been taken to promote inclusion, more progress is still needed. Children with disabilities are still not receiving the same education as others. Canada ranks low compared to other countries in advocacy efforts by non-profits. Media has made efforts to include people with disabilities but progress remains slow. Overall, policies around the world are improving, but more changes are required to achieve equality.
Literature Review On Women With DisabilitiesMary Stevenson
Parents of children with learning disabilities face a dilemma in deciding whether to promote their child's autonomy and self-advocacy or have someone else represent their child's interests. A discourse analysis of interviews with parents found that most choose the latter, trusting others over their child, in order to protect them from perceived risks. However, this overprotective approach removes opportunities for the child to gain independence. The concept of autonomy for those with learning disabilities is an issue that parents carefully consider, weighing protection versus fostering self-determination.
Sections Included:
1. Introduction to Social Barriers
2. Effects and Results
3. History
4. Remedies
5. Movies Showing Behaviour of Society Towards Disabled People
6. Strategies For Teachers and Schools
7. Chapters Showing Behaviour of Society Towards Disabled People
8. Lesson Plan
9. Awareness Day
10. Initiative by PM during Lockdown
Attitudes To Children - Children’s Commissioner – Dr John Angusihc
The IHC Childrens Rights Seminar on 23 March in Wellington which focused on Early and Sustained Support for Children with a Disability was a resounding success! Government and non-Government agencies, parents, advocates, and professionals from all sectors came together to discuss a range of issues facing children with a disability and their families in early life. The three presentations from the seminar can be accessed here and a further document stating IHC’s round up of the issues and plan for action will be released shortly.
IHC also announced the beginning of a new e-discussion group on this topic which received huge support, if you are interested in joining this group please email laura.o.donovan@ihc.org.nz indicating your interest and what you would like to get from this discussion group.
SITUATION OF FILIPINO CHILDREN IN PHILIPPINESEdz Gapuz
This document discusses issues related to children, youth, women, and tribal Filipinos in the Philippines. It notes that children face many risks such as death from preventable diseases, abuse, and exploitation. Women contend with inequality, poverty, and lack of access to healthcare and education. Tribal groups face loss of culture and identity. The plight of youth includes lack of purpose, motivation, and proper education. Overall the document outlines human rights concerns and challenges faced by these vulnerable populations in the Philippines.
Protecting Disabled Children in Scotland - A hidden group?BASPCAN
BASPCAN Conference 2015
Symposium on Disabled Children
Kirsten Stalker, Julie Taylor, Deborah Fry and Alasdair Stewart
University of Strathclyde
The University of Edinburgh/NSPCC, Child Protection Research Centre
According to the Delhi Police, crimes by children in the 16-18 year age category are on the rise. This indeed is going to be a common phenomenon in the years to come by, particularly because there is very little being done in terms of reaching out the young and the adolescent with ways that help them deal with themselves and their situation better. Once into crime, getting out is not easy for anyone, including children. But the very purpose of the juvenile justice legislation in India is to provide these young people with opportunities to change before it is too late.
HAQ: Center for Child Rights
B1/2, Ground Floor,
Malviya Nagar
New Delhi - 110017
Tel: +91-26677412,26673599
Fax: +91-26674688
Website: www.haqcrc.org
FaceBook Page: https://www.facebook.com/HaqCentreForChildRights
The document discusses the social problem of poverty and how it relates to incarceration rates among minority groups. It argues that poverty predisposes disadvantaged groups like African Americans and Latinos to incarceration due to racial biases in policing and the criminal justice system. Poverty contributes to higher crime rates in poor neighborhoods and lack of access to resources like education and jobs. Discrimination in employment also makes it harder for disadvantaged groups to escape poverty, further increasing their likelihood of engaging in criminal behavior and incarceration.
This document discusses how to promote inclusion and equality in schools based on the Equality Act 2010. It emphasizes curriculum design and representation to foster understanding between groups. Specific strategies are proposed, such as choosing inspirational students to design lessons around, addressing institutional prejudices in policies, and using literature and artworks to represent diverse identities and lived experiences. The goal is to embed inclusion naturally across subjects to promote participation and minimize disadvantages for protected characteristics like disability, race, and sexuality.
1. The document discusses the important role teachers play in protecting children from abuse, neglect, violence and exploitation. It provides guidance on how teachers can identify signs of abuse, help children experiencing difficulties, and create a supportive environment for all students.
2. Teachers are encouraged to be attentive to students' well-being, communicate effectively, respect children's rights, and address problems by liaising with relevant authorities when needed.
3. The document also stresses the importance of inclusion and preventing discrimination, as well as promoting child-friendly practices like active learning and discouraging corporal punishment.
Teachers play an important role in protecting children from abuse. They should look out for signs of abuse among their students and know the proper steps to take if they suspect a child is being abused or neglected. This includes communicating with relevant authorities, being supportive of the child, and advocating on their behalf. Teachers must also work to prevent abuse and discrimination by promoting children's rights, disciplining students respectfully, and fostering a caring environment for all children.
Children of the Night is a nonprofit organization that assists children ages 11-17 who are forced into prostitution. It provides housing, education, counseling, and life skills training to help the children exit prostitution and live independently. The organization has a board of directors, over 150 volunteers, and relies on donations. It operates a residential program where children receive medical care, education, and help developing long-term goals and plans for independent living. Graduates often go to college or secure jobs and housing on their own. There is a continuing need for the organization as hundreds of thousands of children in the US are at risk of sexual exploitation.
Supporting vulnerable families to prevent children being taken into careFEANTSA
Presentation given by Dann Kenningham, ATD Fourth World (U.K.) at the 2013 FEANTSA conference, "Investing in young people to prevent a lost generation: policy and practice in addressing youth homelessness"
http://feantsa.org/spip.php?article1596&lang=en
This document discusses child labour, defining it as work that is unsuitable or dangerous for children due to their age. It notes that not all child work should be considered child labour. The document then outlines different forms of child labour that exist worldwide, including in agriculture, mining, domestic work, and commercial sexual exploitation. It also discusses some of the key drivers that contribute to the persistence of child labour, such as barriers to education, cultural traditions, market demand for cheap labour, impacts of economic crises on households, and insufficient enforcement of laws and policies to protect children.
Similar to Violence linked to vulnerable groups - Children with disabilities (English version) (16)
Este documento proporciona instrucciones para usar la plataforma de aprendizaje en línea y las aplicaciones móviles del proyecto DIGITOUR para formadores. Explica cómo registrarse, acceder a los cursos y módulos, editar el contenido didáctico, gestionar las preguntas de autoevaluación, y utilizar las aplicaciones móviles compatibles con Android e iOS. Además, proporciona enlaces y contactos adicionales para obtener más información sobre el proyecto y recursos.
Este documento proporciona una visión general de la plataforma de aprendizaje en línea DIGITOUR, que incluye instrucciones para acceder a la plataforma en línea y a las aplicaciones móviles, registrarse y matricularse en módulos, y obtener acceso a material didáctico y preguntas de autoevaluación en varios idiomas. También proporciona enlaces a la página web del proyecto, la plataforma de enseñanza en línea y las aplicaciones móviles para Android e iOS.
EcologyKM is a Bulgarian company based in the village of Brestovitsa that provides expertise in ecotechnology and environmental education. The company's team has extensive experience managing EU-funded projects. This kickoff meeting presentation will provide an overview of EcologyKM's origins in Brestovitsa, their areas of expertise in ecotechnology and environmental domains, their approach of integrating ecology into daily life, and their relevance to the current project. Contact details for EcologyKM are provided at the end.
EcologyKM is a company based in Brestovitsa, Bulgaria that provides expertise in ecotechnology and environmental education. Their team has extensive experience managing EU-funded projects. The presentation discusses EcologyKM's origins in Brestovitsa, their areas of expertise including sustainable energy, education, eco-tourism, and working with universities and municipalities. It also outlines their approach of integrating ecology into daily life and provides examples of training topics and available resources.
This document provides instructions for accessing and using an online and mobile learning platform for digital marketing training. The platform can be accessed via website or mobile apps for Android and iOS, and provides teaching materials, modules, and self-assessment questions in multiple languages. Both the website and mobile apps allow users to register, log in, enroll in modules, and access course content sections.
This document provides a manual for trainers on how to use the online and mobile learning/teaching platform for the DIGITOUR project. It outlines how to access and navigate the platform on both desktop and mobile, including how to register, manage courses and content, add/edit materials, and use self-assessment questions. Trainers can login to the platform, access modules in different languages, and edit sections and content. The mobile apps allow users to enroll in modules and access content and questions on Android and iOS devices.
Este documento proporciona instrucciones sobre cómo usar el portal de apoyo y las aplicaciones móviles del proyecto Competencias Pedagógicas Digitales e Inclusivas de los Educadores (DIPCE) para acceder a materiales de aprendizaje, una base de datos de prácticas docentes remotas inclusivas y un centro europeo de aprendizaje inclusivo. Explica cómo cambiar el idioma, registrarse, navegar por el menú, suscribirse a cursos y buscar recursos educativos.
The document discusses how hippotherapy provides sensory stimulation that can benefit children with disabilities. It explains that hippotherapy involves using horseback riding as a form of therapy directed by medical professionals. The movements of the horse stimulate the child's sensory, neurological, and motor systems. During sessions, the horse's gait provides intense vestibular, proprioceptive, and tactile input as children experience the horse's up and down, lateral, and diagonal movements. This multisensory stimulation can help address issues like sensory processing disorders.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
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Answers about how you can do more with Walmart!"
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Violence linked to vulnerable groups - Children with disabilities (English version)
1. Violence linked to
vulnerable groups
Children with disabilities
A journey
through hard
numbers and
facts
Karel Van Isacker, PhoenixКМ BVBA, Belgium
2. 2 different aspects
• Violence against children with disabilities
• Aggressive behaviour and violence by children
with disabilities
3. Violence against children
with disabilities
• Children with disabilities face significant
barriers to enjoying their fundamental rights.
– They are often excluded from society, sometimes
living in facilities far from their families.
– They are also often denied access to basic
services, such as health care and education.
– They endure stigma and discrimination, as well as
sexual, physical and psychological violence.
Source: Violence against children with disabilities: legislation, policies and programmes in the EU
(2015)
4. Let’s go back in history
• The United Nations created two
important documents.
– the Convention on the rights of the child (20
November 1989)
• Article 19, 1: States Parties shall take all appropriate
legislative, administrative, social and educational
measures to protect the child from all forms of physical
or mental violence, injury or abuse, neglect or negligent
treatment, maltreatment or exploitation, including sexual
abuse, while in the care of parent(s), legal guardian(s) or
any other person who has the care of the child.
5. Let’s go back in history
• The United Nations created two
important documents.
– the Convention on the rights of people with
disabilities (13 December 2006)
• Article 16 – Freedom from exploitation, violence
and abuse
6. Reminder! 2 conventions
state that ...
• Children with disabilities must be protected from
violence.
• Children and people with disabilities have the same
rights to be part of society as everybody else.
• Children and people with disabilities must be
respected for who they are.
• Important
– All 28 EU countries signed the Children’s Rights Convention.
– 26 EU countries + EU signed the Disability Rights Convention,
only Ireland has not ratified the Convention.
7. Legislation patchwork
• only 20 EU countries have laws against
the use of physical punishment for
children (incl. spanking or using canes).
• the laws in some EU countries look at
age when discussing violent crime, other
countries look at disability, in some
countries they look at age and disability.
8. In reality ...
• “Many children” with disabilities are hurt
by people who should care for them...
but no real figures to substantiate this.
• The UN “thinks” children with disabilities
are affected by violence four times
more than children with no disability
(2012 study).
9. Where do they become
victims of violence?
• At home
– Children with disabilities can be ignored by their families. Families
can be tired because they do not get help. Families sometimes do
not have enough money to look after children with disabilities.
• At school
– Children with disabilities are often bullied at school.
– Some schools do not change the way they teach.
– Teachers are not always trained how to teach these children.
• In institutions
– Violence also happens in institutions for children with disabilities.
– People working in institutions sometimes use force to give medical
treatments or make children do what the workers want.
– Workers are also often tired as they have too much to do and do not
know how to look after children with disabilities.
10. Other reasons
• Financial worries: if a parent has to stop work to look after the
child, a vicious circle of poverty can be initiated. Lack of financial
state support .
• Different ethnic groups : they may treat children with disabilities
differently, but a child from this group may have difficulties to look
for help.
• Girls with disabilities can be victims of violence more often than
boys. Sexual violence can be more common. Girls with an
intellectual disability may be more at risk.
16. Some statements
• “There is general intolerance of different people, ‘weaker’ people.”
(Provider of outpatient and inpatient healthcare services, Lithuania)
• “When you ask someone if individuals with disabilities should have the
right to be a part of the majority population, no one says no. But
face-to-face with the matter in their daily lives, some people feel that ‘it
won’t be possible’ or ‘we don’t have to’ [include them]. So actually we
can look at this as a certain form of hidden aggression, […] a sort of
persevering in an intellectual stereotype that can actually create a
negative relationship with an individual without actually trying to rationally
understand him or her.” (Parents’ association representative, Czech
Republic)
• “Individuals with disabilities are perceived by economically active people
as a burden more often in a time of crisis, because maybe this
[economically active] person is having trouble finding a job himself.”
(NHRB representative, Czech Republic)
17. • “People with disabilities have been spoken about publicly as being
expensive, […] that they are drawing all the financial resources from the
other areas. […] I think it can lead to hostility and increased
stigmatisation as demanding and selfish.” (DPO representative,
Denmark)
• “We are probably not doing enough around integration at an early stage,
so a lot of people become adults without actually having integrated and
mixed with and understood people with disability.” (NGO representative,
United Kingdom)
• “First of all, awareness. There is a great need for systematically raising
public awareness, of promoting a change of attitudes by a variety of
programmes targeted at all ages… The thing is that the greatest
challenge faced by our society nowadays is the fact that we’re failing to
meet the new challenges our children have to handle and they lack good
examples in their own family.” (Child rights expert, Bulgaria)
• “I think that hostility comes from the lack of understanding [and] the
feeling of superiority. If this person is deprived, he is nothing, I am great.”
(Therapist in an NGO, Bulgaria)
• “Some teachers are willing to provide [support], but they really feel quite
alone.” (Public authority representative, Bulgaria)
18. • “The leading reason for violence is isolation. Regardless which group of
children are placed in an institution, isolated and labelled – they will in
any case turn into ‘objects’ and into targets of negative societal views.
[…] Institutions see [children with disabilities] as ‘physical objects’, and in
their understanding of humane treatment, this [is reflected in] care
towards these children.” (Physician, Bulgaria)
• “The mind-set in society is most difficult and slow to change through the
years. These children were hidden for long years. They were usually
hidden in institutions, away from populated areas […] and society; even
our children are not used to seeing them, to accepting them.” (Children’s
advisor and expert, Bulgaria)
• “Very often we are surprised by the people [with disabilities] themselves
because in certain situations they don’t regard such acts as being
discriminatory against them. This is why they don’t often lodge a
complaint.” (Public authority representative, Portugal)
• ”People […] think that no-one wants to have sex with someone with a
disability. Therefore people believe that nothing can happen to them.”
(NGO representative, Sweden)
19. • “The parents are ashamed that they gave birth to such a child, someone
with ‘defects’, who is not like the others and is not deserving. The child
him/herself honestly believes that he/she is unable and does not deserve
more and that he/she is just that – a bad child.” (Representative of NGO
working on inclusive education, Bulgaria)
• “If you take into account that one of [children with disabilities’] needs is to
not be singled out as special all the time, then it would be good if that
were not the case in an anti-bullying programme either.” (NGO
representative, the Netherlands)
• “Serious forms of violence are met at schools as usually older students
harass younger ones or children who are physically weaker or shyer than
other children, so such negative acts are actually a result of complex
reasons and influences, where a particularly important factor is attitudes
in society and tolerance towards violence.” (Ministry official, Bulgaria)
• “Unfortunately this aggression which is directed towards the child leads
sometimes to the creation of negative attitudes in the child and he/she
refuses to go to school. Then very often they isolate these children in the
individual form of education i.e. the school comes to their homes, but this
isolates them because for children with disabilities the most important
thing is […] to achieve social skills [and not be] locked at home.” (NGO
representative, Bulgaria)
20. • “It is true that children who are now integrated in [mainstream] education
face resistance. Parents of other children do not want to have a child
with disability in their children’s class.” (NHRB representative, Bulgaria)
• “Very early the children internalise that they are not like the other
children, that they are ‘worse’ and ‘more stupid’ because they do not
cope with the school material, and that they are spoiled, lazy and, when
at school, they already know that they are not worthy.” (Representative
of an NGO working on inclusive education, Bulgaria)
• “[Socioeconomic position] is the biggest factor that determines whether
you will or will not get good care, whether you will or will not get a good
education, whether you can or cannot sufficiently participate in society.
With children with disabilities that is just exponentially more.” (Healthcare
inspectorate representative, the Netherlands)
• “Unfortunately there is more and more evidence that children are being
bullied because of poverty. Poverty compounds these issues for children
with disability.” (NHRB representative, United Kingdom)
• “Being a foreign person with disabilities is one of the worst possible
situations because s/he has the double face of difference.”
(Representative of the national teachers’ support organisation, Italy)
21. • “Most complaints reflect the fact that in poor
families, especially those with disabled children,
neglect and hostility manifests more often. I have
worked on cases where mothers claim that the
siblings of her disabled child have developed an
aggressive attitude to their little sister because
they believe that most of the family income gets
invested into overcoming her impairment. So,
social services should account for that.” (NHRB
representative, Bulgaria)
Any violence inflicted on disabled children will further
induce their disability level, increase rehab & recovery
challenges, and induce their resistance against
treatment effects.
22.
23. Needed steps
• More people with disabilities need to be
told about what to do when they are
victims of violence.
• More professional people like teachers,
social workers, need to be able to
recognise violence.
24. Spotlight on Bulgaria
• Childhood for everyone
– In 2010, Bulgaria adopted a “Vision for deinstitutionalisation of children”,
which aims to close down all 137 institutions for children and to provide
alternative community services for all vulnerable children by 2025.
– Link: Bulgaria, State Agency for Child Protection, see:
http://sacp.government.bg/detstvo-za-vsichki
• Coordination mechanism for interaction on cases of child abuse
or children at risk of abuse and for interaction in crisis intervention
– The coordination mechanism is in place since 2010. When notice of abuse is
given, it requires a designated caseworker to conduct an investigation within
24 hours and convene a meeting with a multidisciplinary team, including a
wide range of professionals, and, in some cases, municipality
representatives, the regional police department, the regional healthcare
centre, the child’s personal doctor, the director of the school, kindergarten or
other service-providing unit, and others.
– Link: Bulgaria, State Agency for Child Protection, see:
http://sacp.government.bg/deinosti/sporazumenie-deistvia-deca-risk/.
25. Available material
• Making life a safe adventure - Strengthening families
of children with disabilities to prevent maltreatment
– A multidisciplinary team from various DPOs prepared a booklet
on preventing the maltreatment of children with disabilities in
domestic environments. It highlights the importance of the family
and of its strength and needs, and seeks to counter feelings of
frustration, omnipotence or superiority among professionals by
providing them with a concrete and – perhaps for some – new
perspective on their work.
– The booklet primarily targets professionals whose work involves
supporting the well-being of children with disabilities and their
families.
– The booklet was funded under the Daphne programme and is
available in English, Estonian, German, Greek, Italian, Latvian,
Polish and Portuguese.
– Italy, AIAS Bologna, see:
http://www.aiasbo.it/progetti/daphne/daphne_publications.html.
26. Available material
• Childhood, Disability and Violence - Empowering
disability organisations to develop prevention
strategies
– This booklet aims to promote awareness among associations
and cooperatives of people with disabilities and their families
about the issue of domestic violence against children with
disabilities. As such it is basically concerned with emancipation
and with helping these organisations to develop their own view
on the phenomenon. The booklet targets leaders and staff
members of disability organisations that want to discuss the
issue of maltreatment within the organisation or with their
external network and it provides quality information written by
peer organisations.
– The booklet was funded under the Daphne programme and is
available in English, Estonian, German, Greek, Italian, Latvian,
Polish and Portuguese.
– Italy, AIAS Bologna, see:
http://www.aiasbo.it/progetti/daphne/daphne_publications.html.
27. Aggressive behaviour and
violence by children with
disabilities
• We all have a reactivity to situations that produce anger, fear, or
threat as examples, and most of our instinctive reaction is to
protect ourselves physically.
– Within those patterns of reaction, aggression is a frequent one.
• Aggressive behaviour is common among youth, especially young
children.
• However, families and health professionals can take steps to help
reduce violence and aggression.
– Stay calm
– Praise positive behaviour
– Work with the child’s health professional.
28. • Examples of physical aggression:
– Biting
– Hitting
– Kicking
• Examples of verbal aggression:
– Saying “no” to parents’ or teachers’ rules
– Screaming or shouting
– Using foul language
• Anger or frustration of toddlers is usually reactive or
impulsive in response to something that has happened
to them.
• As children grow and develop more advanced
language, social skills, and planning ability, proactive
or planned aggressive behaviour may become more
common.
29. • Children with disabilities
– Not more violent or aggressive than other children.
– However:
• Some children may feel a lot of frustration related to their
disability.
• This frustration is sometimes shown through aggression or even
self-harming behaviours, such as banging their head or cutting
their skin.
– Other children have conditions that are more directly
connected to aggressive behaviour.
• E.g. children with ODD (Oppositional Defiant Disorder) are often
annoyed and angry, and they argue with adults in order to gain
control.
• Children who have a learning disability, or autism, or ADHD or
something very similar, may have episodes of explosive
emotional overload where they physically attack their family,
often focussing on their own mother.
30. – Many reasons for aggression problems.
• Everyone has times when they get frustrated or angry, and
children should be taught that frustration is normal.
• It is best to try to understand the reasons behind the
aggression and violence.
• Knowing this will help parents and health professionals
work toward reducing the problems; teaching the child
ways to cope with frustration should be part of this plan.
– But, while these children are often mostly wonderful
for the vast majority of the time...
• When something triggers them, the level of violence they
are capable of is frightening in the extreme.
31. – Aggressive or violent behaviour can be a very
difficult and discouraging issue to manage
• Especially for special needs parents and caregivers.
– Violent behaviours hinder progress in
• Education
• in becoming mature in personal independence
and social skills.
32. IASO (Immature Adrenaline
Systems Over-reactivity),
Aggressive Behaviour*
• Who is affected?
– Autism spectrum (hyperfunctioning of local neural
microcircuits in the brain which produce
hyperreactivity and hyperplasticity, over 50%
affected**)
– Bipolar disorder
– Developmental disabilities
– Obsessive compulsive disorder
– And ... children without disabilities
*See “Hope for the Violently Aggressive Child”, by Dr. Ralph Ankenma, 2014
** https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4160737/
33. • Aggression is not part of most mental
illnesses, but ...
– Mental illness can set the stage for
aggression to occur more often and more
unpredictably as a secondary symptom.
– How?
• Autism and other developmental disabilities
hinder normal maturing of the adrenaline arousal
system (an instinctual, physical response to
crisis or danger.)
• An immature or dysfunctional adrenaline arousal
system more easily triggers aggressive rage and
violence, sometimes in unexpected situations.
34. – Adrenaline over-reactivity (alpha type):
• Becomes more violent if there is any attempt to hold or
restrain them
• Personality seems changed, i.e. becoming hateful with
swearing and threatening.
• Threatens to kill or harm others or claims to hate people
they love
• Aggression seems focused and deliberate toward
particular people or targets
• Eyes may appear dilated, unfocused, or nonresponsive
• Does not apologize or seem remorseful
• Denies certain behaviors happened or seems not to
remember the event
35. – Adrenaline over-reactivity (beta type):
• Certain adults can calm the child quickly by talking to or
holding them
• Has sudden explosions of anger when frustrated
• Randomly hits out at whatever is nearby
• Says that they tried to stop but could not
• Becomes flushed (face or body reddens)
• Apologizes or seems remorseful
• Complains that their heart was beating fast or hurting
during the episode
• During episodes or when excited, has hand or finger
tremors
• Bites or picks at fingernails or skin
• During episodes is unusually strong
• Is usually very physically active
• Tends to run a high resting heart rate (90 beats per minute
or above)
36. How to solve?
• Looking at the aggressive behaviour as an ABC sandwich:
– Antecedents: these are ‘triggers’ for the aggressive or self-injurious
behaviour
– Behaviour: this is the way your child responds to the trigger
– Consequences or ‘rewards’: this is what your child gets out of
behaving aggressively, like being allowed to go on with a favourite
activity, or to leave a stressful situation.
• A better long term strategy is to:
– Prevent the behaviour by avoiding situations that trigger it
– Teach your child to express his needs in a more positive way
– Ignore self-injurious behaviour and reward your child when he
expresses himself in a more positive way.
37. • No single way to reduce aggression and
violence in all children
– Medication such as adrenaline blockers in (see
IASO)
– Try to create an environment in which violence and
aggression are less common
• Walk the talk! Do not use aggression or violence yourself.
• Do your best to keep your home life calm, supportive, and respectful.
• If your child is acting aggressively, reinforce alternative or competing
behaviours. For example, have a drawing pad handy, or play a game that
requires your child’s calm attention.
• Be sure to praise good behaviour immediately and often.
• Help your child articulate his or her feelings. Talking through their
emotions helps children of all ages.
• Work with your child to develop strategies to calm him or her when he or
she feels scared, angry, or frustrated.
38. • For some children, it is best to explain consequences for
misbehaviour ahead of time. It is important that the child
understands the consequences before they are enforced.
• Once you have set up consequences, enforce them! If bad
behaviour is not addressed regularly, it may continue or even get
worse.
• Notice when and where your child is most aggressive or violent,
and try to avoid those places.
• Tell your child’s healthcare providers as many details about your
child’s behaviour as possible. He or she will be able to offer tips
and work with you to develop a plan.
40. Good references
• 2009 Violence Exposure Among Children with Disabilities.pdf
• 2012 Prevalence & Risk Factors of Violence against Children with
Disabilities (Sys. Rev. & Meta-analysis).pdf
• 2015 Sexual Abuse involving Children with intellectual
Disabilities.pdf
• WHO 2005 Summary Report Violence against Disabled
Children.pdf