Effects of Bullying and Strategies for Bullying Prevention

Effects of Bullying and Strategies for Bullying Prevention Learning outcome 5 (5.1) Different types of bullying Bullying can have a wide range of negative effects on a child. It can happen at any age, any time and in many forms, not only face to face but also via mobile phones and online. The table below shows the different types of bullying and the effects. Reference/bibliography www.bullying.co.uk (5.2) Effects of bullying on children and young people The different types of bullying that have been identified in the table (physical, emotional, verbal, non-verbal, racial, and sexual and cyber) can have a wide range of effects on children and young people, which include the following. Changes in eating habits (reluctance to eat or binge eating) Reluctance to go to school (making up excuses that are made up such as stomach aches and feeling ill and playing truancy) Withdrawn behaviour and reluctance to communicate Seem upset and distressed Their belongings stolen or damaged whilst at school (ripped school uniform or bag or broken equipment) Physical injuries (may not always be visible e.g. hair pulling etc) Might have trouble sleeping Afraid to be on their own or spends too much time alone The effects of bullying can last a lifetime and have the flowing effects. Self harming (cutting wrists, scratching, hair loss, etc) Suicide Abuse alcohol and other drugs in adolescence and as adults Getting into fights, vandalizing property, and dropping out of school Getting into gangs/ gang fights Socialising with wrong members of the public (drug dealers) Engage in early sexual activity (for females become pregnant at a young age) Have criminal convictions Being abusive towards their partners, spouses or children as adults Children who witness bullying are more likely to do the following. Have increased use of drugs, alcohol, tobacco, and other drugs Have increased mental health problems, including depression and anxiety Miss or skip school which effects their education Responding to evidence of bullying Clear policies and procedures should be followed in the school setting when an allegation has been made or evidence of bullying has been seen. Each school setting will have a anti-bullying and behaviour policy in place outlining what constitutes bullying and the standard of behaviour that is expected in the school. Anti bullying policy The anti bullying policy will set out a definition of what constitutes bullying and the different types of bullying that can be experienced. I will include the following. Unacceptable behaviour and definitions of this The responsibilities that the school holds for ensuring that action is taken if allegations are made or bullying is suspected Responsibilities of staff and governors Pupils have the right to learn free from intimidation and fear The needs of the victim are paramount School’s will not tolerate bullying behaviour Bullied pupils will be listened to Reported incidents would be taken seriously and thoroughly investigated Behaviour policy The behaviour policy will usually set out the rule and responsibilities of children and teachers within the school setting and the types of behaviour that are not acceptable. It will show the consequences of non-compliance and the procedures that will be followed if unacceptable behaviour takes place. Policies and procedures should come into force to ensure that bullying is stopped, and to make sure it does not happen again. The victim should have a meeting with the teacher to put together strategies in case the situation occurs again Point out that the behaviour that has occurred is unacceptable, and provide information how they are going to be monitored Meeting with staff and other children who have witnessed the bullying should take place to obtain additional evidence Consider if external agencies should get involved Make use of curriculum to restore self esteem in the victim and to discuss bullying and unacceptable behaviour Behaviour policy for schools would include the following. To create a consistent environment that expects, encourages and recognises good behaviour and one in which everyone feels happy and safe To help pupils develop self respect, self control and accountability for their own behaviour To encourage the partnership between home and school Staff responsibilities To role model good behaviour and positive relationships To emphasise the importance of values and being valued To provide an effective learning and teaching environment To encourage positive relationships based on kindness, empathy and respect To ensure fair treatment for all regardless of ability, age, sex, or race Show appreciation of the efforts and contributions of everyone Children should learn to expect recognition for positive behaviour and fair and consistency applied consequences for inappropriate behaviour. Recognition and praise should be given where ever possible for both work and behaviour. These recognitions and praise could be the following. Stickers for good behaviour (warn by the child) Positive recognition to parents for good behaviour House points awarded Good behaviour notes sent home by parents Certificates (presented in assembly) All these policies and procedures are in place to ensure the school’s expectations and standards are met. All school’s have policies and procedures in place to support staff and children from situations such as bullying to provide a safe and secure environment for the children to learn and be happy in. children should have the right to learn in a safe, secure and anti-bullying environment and these policies help children from doing that. Behaviour policies also help in the school setting by encouraging children and staff to behave how they should and be treated how they would like to be treated I appositive way. Reference/bibliography www.stopbulkying.gov.uk (5.3) Supporting a child when bullying is suspected or alleged Within a school setting there are policies and procedures in place for the correct procedure to be followed if a child is being bullied or if bullying is suspected. As a support assistant it is very important that they are approachable so that children feel able to confide any instances of bullying. Some children who are being bullied would find it difficult and would be scared to share their feelings and to report the bullying. It is important to reassure the children that they have done the right thing in reporting the bullying, and that they will be 100% supported now that the bullying has been disclosed. Parents should be made aware of the school behaviour and anti-bullying policies to inform them of their child’s rights and the ways that the school can support them. When dealing with a child who is being bullied they can be upset but may not show their feelings. It is very important to take the problem seriously. The child has to be listened to and re-assured that they are doing the right thing by sharing their worries and feelings. For parents the signs to look out for if a child is being bullied are. Coming home with damaged or missing clothes, without money they should have, or with scratches or bruises they shouldn’t have Having trouble with homework for no apparent reason Using a different route between home and school Feeling irritable, easily upset or particularly emotional What can you do if you suspect a child is being bullied? Reference/bibliography www.nhs.uk www.bullying.co.uk

Laws Of War :: essays research papers

Laws of War The term "laws of war" refers to the rules governing the actual conduct of armed conflict. This idea that there actually exists rules that govern war is a difficult concept to understand. The simple act of war in and of itself seems to be in violation of an almost universal law prohibiting one human being from killing another. But during times of war murder of the enemy is allowed, which leads one to the question, "if murder is permissible then what possible "laws of war" could there be?" The answer to this question can be found in the Charter established at the International Military Tribunals at Nuremberg and Tokyo: Crimes against Humanity: namely, murder, extermination, enslavement, deportation, and other inhumane acts committed against any civilian population, before or during the war, or persecutions on political, racial or religious grounds in execution of or in connection with any crime within the jurisdiction of the Tribunal, whether or not in violation of the domestic law of the country where perpetrated. Leaders, organizers, instigators, and accomplices participating in the formulation or execution of a common plan or conspiracy to commit any of the foregoing crimes are responsible for all acts performed by any persons in execution of such plan.1 The above excerpt comes form the Charter of the Tribunal Article 6 section C, which makes it quite clear that in general the "laws of war" are there to protect innocent civilians before and during war. It seems to be a fair idea to have such rules governing armed conflict in order to protect the civilians in the general location of such a conflict. But, when the conflict is over, and if war crimes have been committed, how then are criminals of war brought to justice? The International Military Tribunals held after World War II in Nuremberg on 20 November 1945 and in Tokyo on 3 May 1946 are excellent examples of how such crimes of war are dealt with. (Roberts and Guelff 153-54) But, rather than elaborate on exact details of the Tribunals of Nuremberg and Tokyo a more important matter must be dealt with. What happens when alleged criminals of war are unable to be apprehended and justly tried? Are they forgotten about, or are they sought after such as other criminals are in order to serve justice? What happens if these alleged violators are found residing somewhere other than where their pursuers want to bring them to justice? How does one go about legally obtaining the custody of one such suspect? Some of the answers to these questions can be found in an analysis of

Behavior: Nature vs. Nurture Essay -- genetics vs environment

For centuries psychologists have argued over which plays the larger role in child development, heredity or environment. One of the first theories was proposed in the seventeenth century by the British philosopher John Locke. Locke believed that a child was born with an empty mind, tabula rasa (meaning "blank slate") and that everything the child learns comes from experience, nothing is established beforehand. Years later, Charles Darwin brought forth his theory of evolution, which led to a return of the hereditarian viewpoint. With the twentieth century, however, came the rise of behaviorism. Behaviorists, like John B. Watson and B. F. Skinner, argued that a child can be made into any kind of person, regardless of their heredity. Today, most psychologists agree that both nature (genes) and nurture (environment) play an important role, not independently, but as they interact together (Atkinson, p. 72). One of the most important factors believed to influence a child are parents. Parents are known to share a distinctive bond with their children. This special bond is what enables parents to shape their children. Whether it is into free-willed adolescents, ready to challenge any controversy, or into caring adults willing to spend the seventy cents a day to save a poverty stricken child. Parents have the power to mold their children. Setting firm, yet sensible, guidelines teaches children discipline and good behavior. Using physical abuse produces aggressive children, but having patience and understanding leaves a child better capable to handle stress in later years. How parents raise their children influences how they will turn out (Begley, p. 53). Surprisingly, a new debate is taking place. As the author of The Nurture Assumpt... ...sweek, (September 7, 1998). p. 52-59. Edwards, Randall. "Divorce Need Not Harm Children." in Child Welfare: Opposing Viewpoints. Bender, David and Leone, Bruno, Series Editors. San Diego: Greenhaven Press, 1998. Kevles, Behhyann H. and Daniel J. "Scapegoat Biology." Discover, (October 1997). p. 58-62. Pinker, Steven. "Against Nature." Discover, (October 1997). p. 92-95. Pool, Robert. "Portrait of a Gene Guy." Discover, (October 1997). p. 51-55. Rosenblatt, Roger. "A Game of Catch," Time, Vol. 152 (July 13, 1998). p. 90. Sapolsky, Robert. "A Gene For Nothing," Discover, (October 1997). p. 40-46. Waldman, Steven. "Divorce Harms Children." in Child Welfare: Opposing Viewpoints. Bender, David and Leone, Bruno, Series Editors. San Diego: Greenhaven Press, 1998. Wright, Karen. "Babies, Bonds, and Brains." Discover, (October 1997). p. 74-78.

Organisational Structure Changes Essay

From the information provided it seems that the conflict is arising in the operational area between the manufacturing and marketing department. Both departments are seeking their own division goals and are neglecting the overall effect on the organization. Indeed the manufacturing manager is probably regarding the marketing section as the extra expense, while the marketing manager perceives the manufacturing branch as the threat. This conflict being at managerial level will most likely transmit to the section’s staff, increasing the divergence between the two. The problem not only lies at the departmental area, but also at executive stage. Indeed this conflict should be managed at top management level by adhering more to the marketing concept. The first change that should be implemented is in the organizational structure from a functional one to a category management combined with brand teams. Such structure consists of routing a category manager for each shoe product line. This team will comprise marketing staff, like brand managers, information specialists and sales people, and individuals from other departments, such as research and development professionals, finance manager and staff from manufacturing, distribution and more. By including manufacturing staff with marketing employees, one can diminish such conflict because the production people would realize that marketers work is important for the organization and thus the threat element will decrease. Top management should also commence showing the utility of each department for the organization, by for example preparing value added statements in order to further sustain the aforementioned point. If this conflict would still be present after such changes in structure, it might be necessary to perform changes in the operational management of such sections.

Cwts Experience

Hard to believe that that was the last session for our tutorial. Everything will fall back to where they used to be. No more Saturday bondings in the jeep with my fellow blockmates, no more exhaustion due to the long smoke-full travels to the location, and sadly, no more one on one moments with our tutees. Time really is passing in a fast pace. During that particular session, we were assigned to give our tutees an assessment test to make a conclusive report with regard to the improvement of our tutees.I prepared a compressed exam for Ar-ar which was composed of three different subjects: Math, English, and Reading. Ar-ar is very much having a diifficulty when it comes to reading. Well, a grade four student is commonly expected to have the capability of reading a simple passage. However, in Ar-ar’s case, his reading ability is not well-suited to the grade he is in. I am very much worried that he will have a hard time as he advances in the learning process due to his incompetency in reading. Comprehension is also his waterloo.This comes after reading so Ar-ar has a difficulty in understanding the meaning of sentences because his vocabulary skills is insufficient to supply him the meaning of words. Reading and comprehension are two of the most basic things that one must master because they are basically the groundwork of education. Mathematical problems will require reading and comprehension skills as scientific concepts and principles also do. But I believe that with great determination, he will still be able to improve his reading and comprehension skills.It’s never too late. Next week will be a culminating activity that will serve as a farewell activity for all of us. Though it will be a relief for us to have free weekends, I’ll miss this Saturday sessions without a doubt. Not only did my tutee learn from me, but I also learned from him. I learned so much about teaching as well. Patience, determination and confidence are three of the most im portant ingredients in teaching. It does not only entail the effort of one person.Effort must come from both the student and the teacher in order for a successful learning to come in. I am so much anxious with the last exposure next week. It really is saddening that everything is to come to an end. I wish I could guide Ar-ar all throughout his venture in learning however that can’t be a forever case because he has to learn things on his own. My only hope is that he will always put in mind everything that I taught him and that he will continue to possess the same passion for learning.

Dominican Republic: From a Colony to the Caribbean’s Largest Tourist Destination

After three centuries of Spanish rule, with French and Haitian interludes, the country became independent in 1821 under the rule of a former colonial judge who maintained the system of slavery and limited rights for the mostly mulatto and black population. The ruler, Jose Nunez de Caceres, intended that the Dominican Republic be part of the nation of Gran Colombia, but he was quickly removed by the Haitian government and â€Å"Dominican† slave revolts. Victorious in the Dominican War of Independence in 1844, Dominicans experienced mostly internal strife, and also a brief return to Spanish rule, over the next 72 years. The United States occupation of 1916–1924, and a subsequent, calm and prosperous six-year period under Horacio Vasquez Lajara, were followed by the dictatorship of Rafael Leonidas Trujillo Molina until 1961. The civil war of 1965, the country's last, was ended by a U. S. -led intervention, and was followed by the authoritarian rule of Joaquin Balaguer, 1966–1978. Since then, the Dominican Republic has moved toward representative democracy,[4] and has been led by Leonel Fernandez for most of the time after 1996. The Dominican Republic has the second largest economy in the Caribbean and Central American region. [10][11] Though long known for sugar production, the economy is now dominated by services. [4] The country's economic progress is exemplified by its advanced telecommunication system. [12] Nevertheless, unemployment,[4] government corruption, and inconsistent electric service remain major Dominican problems. The country also has â€Å"marked income inequality†. [4] International migration affects the Dominican Republic greatly, as it receives and sends large flows of migrants. Haitian immigration and the integration of Dominicans of Haitian descent are major issues; the total population of Haitian origin is estimated at 800,000. [13] A large Dominican diaspora exists, most of it in the United States, where it numbers 1. 3 million. [14] They aid national development as they send billions of dollars to their families, accounting for one-tenth of the Dominican GDP. [4][15] The Dominican Republic has become the Caribbean's largest tourist destination; the country's year-round golf courses are among the top attractions. [12] In this mountainous land is located the Caribbean's highest mountain, Pico Duarte, as is Lake Enriquillo, the Caribbean's largest lake and lowest elevation. [16] Quisqueya, as Dominicans often call their country, has an average temperature of 26  °C (78. 8  °F) and great biological diversity. [12] Music and sport are of the highest importance in Dominican culture, with merengue as the national dance and song and baseball the favorite sport. [5]

Models of Change Essay Example | Topics and Well Written Essays - 1250 words

Models of Change - Essay Example In addition, the team also wanted to use the human performance improved methods to promote success. Initially, the team’s department had developed a long term goal which frequently inconvenienced the team members, especially when there was a new project. Historically, training on the projects was being focused for the clients. The incoming projects were also beyond the team members’ capacity to handle them. The team needed a training that would promote an individual’s capacity to handle more work, rather than an individual’s skill on a specific topic or area. Additionally, all projects were monitored individually rather than collectively (Van Tiem, Moseley & Dessinger, 2012). There is a clear relationship between the company’s change program and the HPT model in implementing change. The company significantly wanted to expand its operations capacity and its employee’s level of service by using non training methods in order to realize the projects value (Binder, 1998). The HTP models were used to improve the employees’ performance in order to enhance effectiveness in the organization. The HPT model recognizes the importance of the organizational and the individual factors in influencing an employee’s performance. The individual’s factors include capacity, knowledge and motives. The organizational factors include incentives, its instruments and data. The company hopes to improve its capacity and employees skills which are linked to the HPT individual factors of influencing behavior (Binder, 1998). The company’s change initiative is interrelated with the HPT model, such that the organization will not achieve its goal unless it changes the HPT individual factors. The company will need to equip its employees with the right knowledge in order to explain to the customers effectively. Through the employees acquiring the right skills and knowledge, the problem of over burdening