Reasons for bullying behaviour Essay Example for Free

Reasons for bullying behaviour Essay Olweus (1980) identified that bullying children are usually impulsive and have an aggressive temperament and children who are bullied have a shy or weak temperament. Some of the children who are bullied lack assertiveness skills. Also, being different in some way such as being from a different ethnic group increases the chances of being bullied. In addition, children with special educational needs, with a physical disability or mild or moderate learning difficulties are also at risk of getting bullied. Researches conducted by Petterson, DeBaryshe and Ramsay (1989) also identifies factors at home as reasons for bullying. Factors such as lack of warmth between the parents or among other members of the family, use of physical violence within the family or lack of clear guidance for behaviour to the children or even lack of monitoring of children’s activities. Study conducted by Olweus (1980) in Norvegia also indicated links of family background to bullying. For bullied children, Olweus (1993) found that over-protective parenting may increase the risk of being bullied. Children in over-protected family environments usually do not develop skills as much as children who are independent and hence become vulnerable by the bullies. Bowers, Smith and Binney (1992) conducted research on the children’s, who are either the bullies or the victims, perception of their families. They studied and compared the perceptions of bullies, victims, bully/victims and control children. The study indicated that many bullies and bully/victims perceived that their families were relatively lacking affection among the family members. The study also revealed that there were very poor monitoring procedures. The children who are only involved in bullying perceived that their families have power relationships between the siblings and the other members of the family. In this case of bully/victims the children perceived difficulties with the parental behaviour such as punitive ness and lack of involvement. The children perceived that their parents were more concerned about their own position in the family. (Smith, P. K. et al, 2007) Peer-level characteristics associated with bullying and victimisation Peers are considered to be the most influential group in issues related to bullying. Various studies such as Espelage et al (2003), Pellegrini Long (2002), Rodkin et al (2000) have studied the influence of peers in how individuals take to aggression and bullying. Homophily Hypothesis This hypothesis is based on the similarity of individuals within a group. In the late childhood and early adolescence, the peer group becomes extremely important for the individuals. During this time, the peer group involves in similar behavioural dimensions such as smoking, academic achievements and so on. This similarity within the group is called homophily. In studies conducted on middle school students, homophily was found to be true in explaining the extent of how much the peer influenced each other in bullying their peers. The effect of peers was found to be higher for bullying than fighting. This provided evidence that peer influence plays an important role in low-level aggression than fighting. It was found that students generally hang out with the kids who bullied others. It was found that the students who bullied at similar frequency were found to hang out more. Dominance theory Dominance theory is based on the observation that during the early adolescence, children look to increase their dominance. Pellegrini (2002) observed that the transition to middle school requires children to renegotiate their dominance relationships. Bullying is found to be a deliberate strategy for attaining the dominance, especially in a newly formed peer groups. Studies indicate that bullying was used more frequently by boys who targeted their aggression towards other boys during this transition. This theory is structured around the complex interaction among the adolescent for the need of dominance, changes in the social surroundings and peer-group structure and the desire to interact with the opposite sex. Attraction Theory Attraction theory is based on the change in behaviour of young adolescents. It focuses on their need to establish a separation from their parents and also become attracted to other people in their age group who possess characteristics that is a reflection of independence. This independence can be interpreted as delinquency, aggression, disobedience and similar characteristics. In this period, these adolescents are less attracted to individuals who possess characteristics of childhood such as compliance and obedience. This makes these early adolescents attracted to peers who are aggressive. This was also found during a study of 217 boys and girls by Bukowski, who found that the girls and boys were more attracted to aggressive peers when they entered the middle school. The increase in attraction for aggressiveness was more for girls. The different theories, especially the homophily hypothesis, dominance theory and attraction theory demonstrate the complex nature of bullying during the early years of adolescence.

Traveling West: Diary of Mary Graddy :: essays research papers

August 20th, 1821 Today is a day of hope and of great anticipation. John, my husband, has told me we are to leave to California tomorrow. We are to leave our small, pitiful home here in Massachusetts and find many opportunities in the west. We have heard of many men who have traveled west and discovered gold. â€Å"Gold covers California like a blanket,† they have told John. Our farm here leaves no opportunities for our family. Our two sons and three daughters are growing older and we wish for them to be prosperous. Not like now. Now, we have no money and our only value, our farm, is falling apart. I must pack very few belongings into our wagon and we must be ready to leave with the others when the sun rises in the morning. The elder girls, Anna, who is fifteen, and Lucy, who is twelve, are to help with the cleaning and packing all day. Fannie, seven years old, is very sick, and has some sort of flu. The doctor costs money, which we don’t have, so we are relying on our prayers and faith in God to help her. John and our two sons, William who is seventeen, and Andrew who is ten, are taking care of all last minute details for the farm, and my brother from Virginia is arriving tonight with his wife and baby daughter to care for the farm while we are gone and they are to live here unless we return. August 23rd, 1821 This is our third morning traveling and we are all anxious and eager to see this great place called California. The oxen are behaving well, and I believe we will make it there in a few months. Fannie is slightly better and she has ceased crying throughout the night as she did before we left. This is a sign from God. The Lord shall guide us through this and we shall overcome all obstacles and since Fannie’s fever has gone away I feel better about each new day. September 1st, 1821 Eight days since I have written and those days have been very relaxing. My children and I walk beside the wagon throughout the day and sing many joyous melodies. The weather is starting to cool down now and the breeze feels sensational as it whips through my hair and brushes over my skin. Traveling West: Diary of Mary Graddy :: essays research papers August 20th, 1821 Today is a day of hope and of great anticipation. John, my husband, has told me we are to leave to California tomorrow. We are to leave our small, pitiful home here in Massachusetts and find many opportunities in the west. We have heard of many men who have traveled west and discovered gold. â€Å"Gold covers California like a blanket,† they have told John. Our farm here leaves no opportunities for our family. Our two sons and three daughters are growing older and we wish for them to be prosperous. Not like now. Now, we have no money and our only value, our farm, is falling apart. I must pack very few belongings into our wagon and we must be ready to leave with the others when the sun rises in the morning. The elder girls, Anna, who is fifteen, and Lucy, who is twelve, are to help with the cleaning and packing all day. Fannie, seven years old, is very sick, and has some sort of flu. The doctor costs money, which we don’t have, so we are relying on our prayers and faith in God to help her. John and our two sons, William who is seventeen, and Andrew who is ten, are taking care of all last minute details for the farm, and my brother from Virginia is arriving tonight with his wife and baby daughter to care for the farm while we are gone and they are to live here unless we return. August 23rd, 1821 This is our third morning traveling and we are all anxious and eager to see this great place called California. The oxen are behaving well, and I believe we will make it there in a few months. Fannie is slightly better and she has ceased crying throughout the night as she did before we left. This is a sign from God. The Lord shall guide us through this and we shall overcome all obstacles and since Fannie’s fever has gone away I feel better about each new day. September 1st, 1821 Eight days since I have written and those days have been very relaxing. My children and I walk beside the wagon throughout the day and sing many joyous melodies. The weather is starting to cool down now and the breeze feels sensational as it whips through my hair and brushes over my skin.

Communication and Professional Relationships Withchildren, Young People and Adults Essay

A key element of the role of any member of support staff in a school or other education environment, is communication, both with children and adults. Whilst it is important for children to learn cognitive skills, it is equally important that they also learn skills that will allow them to function effectively in society. A significant proportion of the latter can be attributed to effective communication, how individuals cooperate with others, and the relationships built both on a social and professional level. Support staff have a responsibility to act as role models for students, and it is therefore imperative that a clear understanding of effective communication and professional relationships is held. This study pack outlines the principles, skills and regulations that cover this topic. Principles Effective communication is the fundamental principle in building positive relationships (relationships which benefit children and young people, and their ability to participate in and benefit from the setting). In general, both children and adults are much more likely to co-operate and share information, if they feel you communicate openly and clearly. This is not limited to what you say but also appearance, body language, facial gestures and mood. In particular it must be remembered that you are acting as a role model, and the way you communicate is likely to be reciprocated in the same way. There are seven principles involved in building relationships: 1.  Effective communication – covers both formal and informal verbal, written communication, in addition to body language, facial gestures, physical contact and appearance, and the way these impact our interactions with others. 2. Respect – courtesy and respect should be demonstrated in any interaction with an individual (be it child or adult). Although you may differ in opinion, it is important to actively listen to others, and respect their view(s). The same consideration should be applied to individuals from different cultures, and their values/traditions upheld. For example in Germany professional interactions are much more formal and people are rarely referred to on first name terms, even if they are acquainted. 3. Consideration – be sensitive to others situation/position particularly when behaviour or reaction is out of character. There may well be an underlying cause you are not currently privy to . 4. Remembering Personal Issues – if you are aware of any concerns or upcoming life events, it may be worth enquiring about these, as it shows that you are interested, and is likely to benefit any relationship . You may be worries that an individual may not want to discuss any further, they can let you know if this is the case but it is probably still better to ask, than seem aloof or standoffish. 5. Listening – communication is a two way process. Therefore it is vital that you take time to actively listen to others, in order that they feel their opinions are considered. Active listening means that you hear another opinion but also demonstrate interest by responding appropriately (both verbally and with body language gestures). Listening is fundamental if others are to feel able to confide in you or ask for help/advice. 6. Clarity on Key Points – when giving information or instructions you must be clear, so that others can understand what you have said, or asked of them. Do not assume you have been clear, especially with children who may say they understand even if they don’t. Always ask them to repeat back to you what they have need to do, whilst reassuring them that you are not testing them but checking that your instructions were clear. 7. Sense of Humour – Particularly in times of stress or pressure, try to see the funny side of a situation. Not only will it benefit you ( temporarily reducing stress) but also releases tension from any situation. Although these principles can be applied to building any relationship, there will of course be differences or adaptations in the way we communicate dependant on the context of an interaction. It is inconceivable to think that the way we informally converse or behave in the company of friends would be acceptable in a workplace meeting. More formal language and behaviour would be expected in the latter, if one was not to be considered rude. The same would be true of any interaction with a parent in a professional capacity. As mentioned previously it is not just what is said or written but also gestures, body language and dress, which should be appropriate to a situation. Advice should be sought when dealing with individuals from different cultures, with particular attention to acceptable behaviour, gestures relevant to that culture, to avoid misinterpretation. What may seem perfectly acceptable to you, could be interpreted as extremely impolite to another culture. In summary you should consider who you are interacting with as well as the (likely) expectation of language and behaviour. In doing so you are less liable to avoid causing offence, misunderstanding or bad feeling; which all have a detrimental effect on any relationship that may have been fostered. Skills May of the skills involved in effective communication do not need to be learnt as we demonstrate them subconsciously. It is however valuable to understand what these skills are and evaluate our own strengths, weaknesses and areas for development. Give Opportunities to Speak – as with all beneficial communication but particularly in the case of children, it is important to allow and give opportunities for every pupil to speak and contribute. Every child is different, some maybe confident and particularly vocal whilst others may seem reticent. An inclusive environment should be created where every child has the opportunity to express themselves. Don’t be tempted to speak whenever there is a pause in conversation, as some children need time to process their thoughts and garner confidence to share them. Actively Listen – show you are listening by giving a child your undivided attention and maintaining eye contact. By doing this you are inadvertently saying your voice matters to me, which will only serve to boost self esteem, confidence and aid positive relationship building. Positive Body Language and Facial Expressions – body language and facial expression are another way to demonstrate you are listening. Nodding, smiling, talking/listening at a child’s level, all indicate you are interested in what they have to say, and can also make you seem more approachable. Folded arms, neutral facial expressions and talking down to a child can make you appear intimidating. React and Comment – Respond to the information a child gives you, this may involve repeating what they have said, to clarify your understanding. Adding your own responses will also add to the conversation and help extend it. Be Interested, Respond and Question – Demonstrate that you are interested in what a child has to say. One way to achieve this is by responding and the appropriate points and asking questions, which may further the conversation. It is also important that the child is given opportunity to ask questions and respond in the same way, so that they learn that communication is a two way process and you are equally interested in what they have to say. As adults it is easy to dominate dialogue, without intentionally meaning to do so, by not giving a child time to contribute, question or give their ideas, opinions or feelings. Children should be encouraged to question information and add their own ideas, therefore the school environment should promote this. Adaptation The skills discussed are however just a starting point and as with the guiding principles, adaptations will need to be applied dependant on the child’s age and context. Age Younger children will tend to be less independent so will rely more heavily on reassurance and positive reinforcement in your communications with them. Additionally younger children are often much more tactile and will seek physical contact as a source of reassurance and to build confidence. Younger children are generally more open and will seek adult help in times of distress, anxiety but also to share achievements. Consequently communication is much easier, as they will share information openly with you. As children mature, they become more self conscious and aware of peer pressure, often reluctant to share information and are therefore likely to require much more coaxing and encouragement to discuss issues and verbalise their feelings. Context Within the school environment you are likely to function in various capacities within your job role, learning support mentor, pastoral role, supervisory role (playground duty), teacher/peer support and confidante. Your style of communication will need to be adapted according to the situation. In a more formal setting, such as the classroom it will be necessary to provide clear, concise communication regarding tasks whilst simultaneously foreseeing and dealing with any disruptions, to ensure pupils stay focused on task. Conversely when acting in a pastoral role, active listening will play a greater part. Your language maybe less formal to engage the child and make them feel comfortable to share their troubles and feelings. The child may seek personal information from you in this instance; have you ever felt this way, has this happened to you? Whilst it ay be tempting to answer these questions openly and honestly, to give the child confidence to do the same, you should remember that a professional relationship must be maintained at all times. Show your understanding without giving too much personal information, it is important for the child to view you in a professional capacity not as a friend. Communication Differences Each child is an individual and therefore will have t heir own communication style and differences. If a child has SEN, these will be documented and it will be much easier to make adaptations according to their provision map or statement. However this will not always be the case and you will need to recognise and respond to any communication differences, a child may have. For example some children may lack self confidence, and ample opportunity must be provided for them to contribute. Don’t be tempted to talk for them or guess what they are trying to get across. This will only serve to compound their anxieties. You may feel it beneficial to work 1:1 building to small groups and further as a whole class to build their confidence slowly. Ask for help from your speech and language coordinator if you work with a child with a speech disorder, they will be placed to advise on strategies for working with a particular type of communication issue. As adults, our nurture instincts often lead us to step to help a child when they experience communication issues, which is not actually beneficial to the child. Allow them time to speak, support them (use of visual aids, sign language, providing an environment where they feel comfortable and confident), show sensitivity but do not try and be their voice. Communication needs The skills of communication apply equally to adults, young people and children and whilst there are many similarities and significant overlap in the way we communicate with these groups (active listening, body language, facial expressions, showing interest etc), there are also important distinctions that must be made. Children With children communication must be succinct, clear and concise, too much information can lead to confusion. They should be able to feedback to you in their own words, their understanding of your expectations from them. An inability to so demonstrates that you need to reconsider your choice of vocabulary appropriate to the child. Avoid using expressions or sayings that children may find vexing and interpret literally, particularly if English is not their first language. One such example would be referring to something as ‘the bee’s knees’, there is nothing in this expression which suggests something is good, so this only serves to confuse a child. Within the school environment, as a member of support staff you are functioning in a professional capacity, your choice of language should reflect this. A certain degree of formality must be maintained to ensure the carer- child relationship boundaries are clear. This especially applies to physical contact, which should not be promoted or offered. In a setting with younger children who seek this type of reassurance, this may be more difficult and you should not shun a child who tries to hold your hand or embrace you. They may interpret this as a rebuke and assume they have upset you. Conversely you should not be initiating this form of contact. Adults Communication difficulties are not exclusive to children. Adults may also experience issues, and it is important you apply the same sensitivity and adaptations, as you would with a child. Again some difficulties may be more obvious than others, hearing impairment, non-English speaking or English as an additional language (EAL), if you are meeting face to face, allowing you to adapt more easily. You should however consider the various forms of communication your school utilises and consider potential communication difficulties, adults may have that you are not aware of. Adult literacy is an issue , particularly in disadvantaged areas. Sending letters home in this instance would not be an effective method of communication. This could be something you should be sensitive and consider particularly if you feel an parent is taciturn. Simply speaking to the parent at the end of school outlining the content of the letter and politely asking for a reply may foster a relationship that allows the adult to work with you for the benefit of the child. Autism is another area that affects communication for both adults and children. Be mindful that you should adapt your communication style but what is suitable for a child maybe patronising and send out the rong impression to an adult. Equally do not assume any every person with autism will have the same, if any, communication difficulties and that you should consider the person as an individual rather than a minority group. Managing Conflict Typically most conflict arises due to a breakdown or lack of communication. Identifying and addressing conflict early is the key to resoluti on. However successful resolution requires sensitivity careful management of the situation. Open dialogue between affected individuals is the starting point of conflict resolution. Everyone should be able to discuss what happened (their interpretations of events) openly and freely ( show RESPECT). They should also be encouraged to describe their actions (take RESPONSIBILTY). Often misinterpretation of another intentions or verbal misconception are the cause of conflict. Equally others may be unaware of the impact of their own actions or communication style on others, particularly if there are cultural differences. Be mindful of external pressures or issues to which you or others may not be privy. External pressures, for example family breakdown, will have a significant effect on individuals, their way of expressing this may be uncharacteristic in terms of behaviour. In this instance it would be beneficial to talk to the child or adult individually and offer support, prior to involving others. Finally develop a plan moving to move forward (REPAIR the situation), which is satisfactory to all concerned. This approach forms the basis of restorative justice, practised in many schools and has been shown to proactively to build relationships, promote discipline and prevent harm and conflict occurring.

Why The Union North Won The Civil War - Free Essay Example

Sample details Pages: 6 Words: 1651 Downloads: 7 Date added: 2019/05/18 Category History Essay Level High school Tags: Civil War Essay War Essay Did you like this example? On June 29, 1863, a spy from the Confederate army watches the movement of the Union army. He rode his horse to inform Gen. James Longstreet of the Unions position, surprising Longstreet, who did not know that the Union army was so close to him, about 200 miles of where he was. Don’t waste time! Our writers will create an original "Why The Union North Won The Civil War?" essay for you Create order Gen. Jeb Stuart was supposed to keep other Confederates soldiers informed of where the Union was, but failed to do so. Union Gen. John Buford had occupied Gettysburg with his cavalry and sent word to Gen. John Reynolds, who is the infantry commander, to come with reinforcements because the Confederates could attack soon. He had the high ground in some hills nearby, it was a very good defensive position to take up. July 1 had some storms on the way. Gen. Robert E. Lee had some troubles with his heart, it was because he was getting older. Gen. Robert E. Lee was waiting for some reports on the enemys position, even when they had a spy tell them of the forces whereabouts, Lee didnt not like the word spy or like to use their information .Many of his officers think that the Union army is nowhere close to Gettysburg, but Longstreets spy says there is cavalry already waiting in the town, and where ever the cavalry is, the infantry will be behind them. Lee asks his right-hand man, Longstreet, to stay away from the front line in the upcoming battle because he could not afford to lose him. Lee really trusted Longstreet, and knew he was the future. On the opposite side of the field there was a man named Buford of the union. Some of Buford men didnt think Reynolds, which is another commander, would come to their aid in time if at all. Buford told them if he says he coming he will be there because he thinks him to be an honorable man. Bufords troops defend Cemetery Hill against a Confederate attack, and where almost overrun. Buford sent word to Reynolds to help many time during the battle, after nearly holding out for 6 hours, Reynolds comes like he said he would as their reinforcement. Buford and Reynolds meet up and give each other the information they had before Reynolds is shot and killed, which Buford had a hard time coping with. Lee then moved his troops toward the direction of Gettysburg. Several small battles take place and to the Unions surprise, the Confederates appeared to be winning. After winning some Lee had some momentum and wanted to attack in full force the next day, but Longstreet thought it was not such a good idea, since theyre outnumbered. Even with their small victories, they were still at a bad spot for attacking up hill, because the Union held the high ground on Cemetery Hill and other nearby hills the confederates could not advance. Lee was mad at Gen. Richard Ewell, because he was new to his command, and for not trying to take the high ground away from the Union even though they were outnumbered by them. On July 2, the Confederates began to prepare to attack the Union. Lee wants a final, end all be all battle. Lees plan is not that bad, because if you can force a larger army to fight a smaller army in a narrow passing the smaller army has a chance to win. The Confederates think they can reroute Gen. George Meades Union army. An officer from England named Arthur Fremantle was with the Confederates as an observer, and has high hopes and is certain that the Confederates will win because he believes that they are better people and the Union soldiers are trash. Fremantle thinks that American democracy failed because the South has very strict social classes, just like his home country back in England. On the other side of the army lines and the social beliefs, there was a man named Col. Joshua Lawrence Chamberlain of the Union Army and he wanted all humans to be equal to each other. His men had found an injured escaped slave, who didnt speak English. Chamberlain makes sure the slave received food and had a doctor treat his wound. Chamberlain felt bad because, he still felt the man to be lower class and really didnt like the guy, but still felt that the other man was his equal and should be treated that way. Chamberlain had a very strong sense of belief and strong fighting spirt, which made him a great Col. Lee wants to do an echelon attack, which means diagonally arranging units so they arrive one after the other all most like waves. But once the Confederates start marching towards Cemetery Ridge, they seen that the Union has moved its position some, they gave up the high ground and retreated a little bit into a peach orchard which was some ways back. This meant a more marching and moving around the terrain for the Confederate troops, who were already tired. Longstreet then tells Gen. John Hood to attack the peach orchard. Hood says that the Union already knows his position and will see him coming and that such a direct attack will have heavy losses, but Longstreet went against what he knew to be right, because he was not willing to defy Lees orders again. Longstreet tells Hood that he must take the hill known as Little Round Top in order to take the orchard. Chamberlain received orders to form the regiment, the 20th Maine. They were ordered to hold Little Round Top at any cost, because were the far left section of the Union that holds the left flank; if they failed the Confederates would surround and attack the rest of the army from behind. As the battle goes on, the 20th Maine takes heavy damage, and they soon began to run out of ammo. Chamberlain did not abandon the hill, even though it could mean death for himself and his troops. He orders the men to put their bayonets on and charge. To Chamberlain surprise, the charge was successful and the nearby Confederate troops surrender because he would not give up that hill. When the fighting was done for that day, Longstreet found Hood wounded in the field hospital and learns that most of Hoods troops put the blame on himself for their major defeat at Devils Den. Longstreet reads the reports of the Confederate death toll for that day and now knows that Lee no longer has enough men for a maj or assault. On July 3, Longstreet tries to tell Lee that a frontal assault will not work because they lack enough men, but Lee is hardhead in his ways. As they talk, they heard cannon fire and found that Ewell has taken the fight to him, knowing Lee was weak and had low moral he launched a counter attack their troops, the battle had begun early then they wanted. Lee ordered Longstreet to charge the center of the Union army, in hopes to break their line. Longstreet knows this plan to be flawed and begs Lee to avoid direct frontal attack, but Lee didnt care what Longstreet had to say. Confederate Gen. Lew Armistead prepares to charge the Union line, but began to think of his best friend, Gen. Winfield Scott Hancock, who is fighting for the Union and he promised to never to harm. As Armisteads troops moved forward over open ground, a man named George Pickett lead the way which was called Picketts Charge after him, the Union cannons fired heavily and killed most of his troops. On the way to the hill the troops did a great job of staying together and staying in line, and pushing the flank but at the very end the men faltered and bunched up which gave the union an opening. Armistead and some troops made it to their objective at the top of the ridge, but by then the small amount of troops couldnt hold and their attack failed, Armistead then died while trying to ask a Union officer to send his apologies to Hancock. Later Gen. Robert E. Lee surrendered. During these battles the union always seem to have the upper hand. The union also had very good leaders because they believed what they were fighting for was right, like Col. Joshua Lawrence Chamberlain. The Union also held the high ground for most of the battles which made it harder for the Confederate army attack. Even though the Confederate army won some previous smaller battles, they could never figure out the Unions game plan. Robert E. Lee was a good leader but refused to take advice from his men even when it was logical. The Confederate got desperate to take the hills around them and in doing so lost a lot men, Lee didnt seem to care for his man or strategy. I think Little Round Top Hill was the turning point because the Confederate army lost most of their men in that battle, which led to a counter attack by the Union and took the Confederate army by surprise which won them the fight. The union seemed to be ahead and anticipate the Confederate army, and was determine to hold even at the cost of their own lives. The Union Choose to defend while making the Confederate army attack, making them come in waves and making them lose men little by little until they didnt have enough men, to repel the counter attack. The Union Army seemed to me better suited for open field battle, and had great leadership on their side, this is why the Union North won the Civil War. During these battles people seem to forget that the north was fighting because they belive all men to be equal and won. The south only cared about money and how slaves were tools to be used to make it. It was a battle for human equality vs human greed.