| Just take an examples that an honor-roll
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| | model for one or both parents and has
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| student named Simon Jones jumped off the
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| | never had the opportunity to learn
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| Bridge in New Westminster, Jones, 14,
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| | behavior skills
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| left a seven-page note that said he was
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| | ·Undue influence - the child has fallen
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| killing himself because his classmates
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| | in with the wrong crowd
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| tormented him with names like gay or
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| | ·Abuse at home - the child is being
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| faggot. He had never told his mother he
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| | abused and is expressing their anger
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| was being bullied. For many years now
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| | through bullying
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| schools have been trying to tackle this
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| | Bullying at school can leave scars
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| problem.
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| | throughout adulthood, impairing
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| Bullying has been defined as "the
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| | performance and preventing people
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| tendency for some children to frequently
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| | achieving their potential. The
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| oppress, harass or intimidate other
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| | psychiatric injury from bullying in
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| children, verbally, physically or both,
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| | childhood may also cause long-term damage
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| in and out of school." Bullying is the
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| | to both physical health and mental
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| general term applied to a pattern of
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| | health.
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| behavior whereby one person with a lot of
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| | It is important for parents and teachers
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| internal anger, resentment and aggression
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| | to be alert to the signs that a child is
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| and lacking interpersonal skills chooses
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| | worried about school, and to talk
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| to displace their aggression onto another
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| | regularly about school issues so that an
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| person or a person who is habitually
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| | opportunity is provided for concerns to
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| cruel or overbearing, especially to
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| | be raised. When that happens action
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| smaller or weaker people.
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| | should be prompt and effective. However,
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| International research suggests that
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| | new research shows that children and
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| bullying is common at schools and occurs
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| | young people had very mixed feelings
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| beyond elementary school; bullying occurs
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| | about telling an adult as they felt that
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| at all grade levels, although most
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| | it could make matters worse. These issues
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| frequently during elementary school. It
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| | of trust cannot be assured in just the
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| occurs slightly less often in middle
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| | occasional conversation; they have to be
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| schools, and less so, but still
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| | developed as part of the total
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| frequently, in high schools. High school
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| | relationship.
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| freshmen are particularly vulnerable.
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| | If a child learns how to bully, and gets
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| Bullying has two key components: repeated
| |
| | away with it, there's a lot of anecdotal
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| harmful acts and an imbalance of power.
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| | evidence to suggest they leave school and
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| It involves repeated physical, verbal or
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| | carry on their bullying in the workplace.
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| psychological attacks or intimidation
| |
| | So some advices are provided to the kids
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| directed against a victim who cannot
| |
| | and parents also.
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| properly defend him- or herself because
| |
| | ADVICE FOR TEENS/ KIDS
|
| of size or strength, or because the
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| | ·Stand straight and tall if faced with a
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| victim is outnumbered or less
| |
| | bully; look him straight in the eye.
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| psychologically resilient.
| |
| | ·Be polite but firm. Tell the bully
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| It seems that children bully for a
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| | "Stop it, I don't like it. Leave me
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| variety of reasons and when dealing with
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| | alone."
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| child bullying it's essential to identify
| |
| | ·If at all possible, don't cry or show
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| who is the bully at the center of the
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| | you are upset. Walk away if you can't
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| violence - there's usually one person
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| | hide your feelings.
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| who's the gang leader - and the reasons
| |
| | ADVICE FOR PARENTS
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| for bullying which include:
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| | ·Contact your child's school,
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| ·Frustration - a child is impaired in
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| | anonymously, and ask if there is a
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| some way and is frustrated and resentful
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| | bullying policy.
|
| because the source of their difficulty
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| | ·Then, if assured your child won't be
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| has not been identified - problems can
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| | exposed to greater risk, inform them of
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| include dyslexia, autism, allergy, being
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| | the events that transpired, including a
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| left-handed, some unidentified learning
| |
| | date, time and place.
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| difficulty - nevertheless the child is
| |
| | ·Follow up with school authorities. Ask
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| expected to perform at the level required
| |
| | what action has been taken and how your
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| by the school and no attempt is made to
| |
| | child will be kept safe if his identity
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| identify the source of the frustration.
| |
| | has been exposed.
|
| ·The child is being bullied, the
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| | If you know lot of knowledge about how to
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| responsible adults have repeatedly failed
| |
| | tackle this issue just go to the
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| in their duty of care, so the child
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| | following web sites:
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| slowly and reluctantly starts to exhibit
| |
| | It offers a wide variety of information
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| aggressive behaviors because that's the
| |
| | pertaining to parenting teens in today's
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| only way to survive in this
| |
| | society. They hope that the information
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| bullying-entrenched climate.
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| | presented on this site will be of some
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| ·Poor or no role model - the child has
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| | use to parents everywhere.
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| no role model at home, or a poor role
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| |
|
