It would happen again, but we would address it immediately. Kids in schools across Canada learn to deal with bullying by using their WITS walk away, ignore, talk it out and seek help. The first two strategies are all about removing yourself from the situation.
When kids are being cyberbullied, they can walk away or ignore the person who is bullying by logging off the site where the bullying is happening, not respond to messages or block the person who is harassing them. For instance, you can set limits on how much social media and messaging time your child can have and not allow them to keep their devices in their room overnight.
In other cases, though, further action is needed. Talking it out can take various forms. Kids can stand up for themselves or someone else, have a mediated conversation with the person who is hurting them or share their feelings with a trusted friend or family member. Parents can help their kids by role-playing to prepare for such moments or working with teachers to set up mediated conversations between the kids.
Bystanders can also play a pivotal role. Kids can ask a friend how they would handle the situation, get advice from a trusted adult or share their story with someone who cares. Parents can talk it out, too, but it may not always go as planned.
They often end up with an argument between the parents. Kolari adds that making such calls is only appropriate when your child is in elementary school. Bullies first need to recognize that their behavior is bullying. Then, they need to understand that bullying is harmful to others and leads to negative consequences.
You can nip bullying behavior in the bud by showing them what the consequences of their actions are. Solving it takes action from members of the entire community and addressing the issue head-on will bring it out into the open.
Support must be given to those who are bullied, those who witness bullying, and the bullies themselves. There are many different types of bullying, from physical to virtual.
Here's what parents need to know. A new report shows bullying is on the decline in Maryland. National surveys show the same trend. Why is this? A Duke University study reveals the lasting effects of bullying on both victims and the bullies themselves.
Sibling bullying can be a big problem for younger kids in big families. Learn sleep disorder signs and when…. If your baby is smacking their lips, it's probably a sign that they're hungry, teething, or tired. If you want your baby to improve their self-soothing techniques, you may wonder how to get them to take a pacifier.
Here are our top tips. Gripe water is a remedy available in liquid form. It contains a mixture of herbs and is often used to soothe colicky babies. In some cases bullying is a part of a pattern of defiant or aggressive behavior. These kids are likely to need help learning to manage anger and hurt, frustration, or other strong emotions. They may not have the skills they need to cooperate with others.
Therapy often can help them learn to deal with their feelings, curb their bullying, and improve their social skills. Some kids who bully are copying behavior that they see at home. Kids who see aggressive and unkind interactions in the family often learn to treat others the same way.
And kids who are taunted learn that bullying can translate into control over children they see as weak. Let your child know that bullying is not OK and can bring serious consequences at home, school, and in the community if it continues.
Try to understand the reasons behind your child's behavior. In some cases, kids bully because they have trouble managing strong emotions like anger, frustration, or insecurity. In other cases, kids haven't learned cooperative ways to work out conflicts and understand differences. It's natural — and common — for kids to fight with their siblings at home.
And unless there's a risk of physical violence, it's wise not to get involved. But keep an eye on the name-calling and fighting, and talk to each child regularly about what's acceptable and what's not. Keep your own behavior in check too. For example, preschoolers are expelled from school at the highest rates of all, but the neurological hardware for their self-control is only just developing.
Only then are the connections between the emotion circuitry and the more thinking regions of the prefrontal cortex beginning to be myelinated insulated for faster connectivity , something that will take until the mid 20s to complete. Sometimes, adults confuse normal developmental processes with bullying. For example, children begin to reorganize their friendships midway through elementary school, something that can naturally create hurt feelings and interpersonal conflict.
It should not be misconstrued as bullying, though, which involves intentional, repeated aggression within an imbalance of power. Normal development also includes experimenting with power, and these normal dynamics should be guided safely toward developing a healthy sense of agency, rather than a hurtful exertion of power over someone else.
Finally, the onset of puberty marks the beginning of heightened sensitivity to social relationships, an especially important time to cultivate skills for kinder, gentler relationships. Unfortunately, this is the period when bullying spikes the highest. Older teens require approaches that are less didactic and leverage their need for autonomy, while affirming their values and search for meaning.
Physiologically, the brain changes during puberty confer a second chance for recalibrating their stress regulation system. That opportunity should be constructively seized. Approaches should also take into account individual differences between children. Even SEL programs can stumble here, over-relying on just one or two emotion regulation strategies, like breathing or mindfulness.
But children vary in their temperaments, sensitivities, strengths, and vulnerabilities. The best SEL approaches guide students toward discovering strategies that work best for them—strategies that are emotion- and context-specific, personalized, and culturally responsive.
This approach requires unconventional flexibility on the part of the educators. And, finally, approaches work best if they are not standalone pedagogies or from kits that end up in the classroom closet at the end of the year.
In order to be effective, skills should become fully embedded across the curricula and the entire day, in all settings, and implemented by all adults—in other words, infiltrating the ecosystem. Only approaches used and taught as intended are successful.
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