So much attention has focused on bullying at this time. In fact, in our workshops, when we ask participants to identify the root cause of school shootings, bullying is generally called.
There is no doubt that bullying is a huge problem in nearly all environments where children and young people together, but may not be able to contain or stop the bullying, by focusing on this problem alone. Yet this is often what happens. When young professionals are focused exclusively or primarily on bullying, it can be a little 'how to see the forest but not the trees. Or perhaps another analogy - one that would resonate particularly well with mental health professionals - is that a primary focus on bullying is very much like an alcoholic, just focusing on the consumption of liquor, failing to address any of the factors that caused the drinking excessive in the first place. Here's a completely different way of seeing and dealing with the bullying, what you can find much more effective than conventional approaches that focus on the symptom of bullying, while often overlooking the factors that cause or support it.
Myth to deal with bullying, the use of character education or values clarification approaches.
Truth as it nears clarification of values and character education may have merit, as a reader of this magazine internet, I hope they have learned that these methods do not always about 11-14% of young people. Do you remember the data presented in past editions on this subject? If you have been to our lab, you should definitely know the truth about this topic because devote hours to it during class. As one of our past workshop participants should be able to tell, and character and values clarification approaches will fail with conduct disordered youth. These kids lack a conscience or remorse, so methods and values clarification and character simply do not work at all since those methods require that the child is able to have compassion and care. Because conduct disorders are the most unfair of all students, are also often the bullies. Now you know why conventional approaches may have limited success in reducing bullying.
MYTH Bullying is the leading cause of school shootings.
TRUTH 'The media love simple explanations, black and white, and very simplistic sound bite that is just not a very accurate or complete explanation. While some school shooters are partially motivated by the victim of bullying, to zero in on just bullying misses the point - and misses the point on how to prevent an accident. A more accurate to see these young people who shoot, note that they tend to be clinically depressed, and that in addition to the bullying that can endure, I am very sad and very frustrated. Best displayed as worn by the bullying, it is more accurate to see how worn down by many things. Let me explain why this distinction is so important. This distinction is crucial, because it requires an act of bullying to set this baby off. Like a pressure cooker, this student is building to blow. Of course, bullying may be the thing that is causing the stroke, but could be any event that lights the fuse. When you train your attention to a seriously depressed young people (which may be very ill-treated, irregularly or not at all) can be more easily and accurately identify the young man who one day explode.
Also, there may be other populations of young people who are statistically much more likely to cause a very violent crash. However, having three types of children at risk of extreme violence is a more complicated concept, and not necessarily one that the media professionals to capture youth. Ironically, even if you do not hear in the media, the child victim of bullying is probably not the one who is at highest risk of extreme violence. If you want to read the details on who the three people most at risk, visit the website at http://www.youthchg.com/hottopic.html. Access to this article is free, and can make a big difference in your understanding of youth violence.
MYTH When teaching bullying prevention, keep the focus on bullying.
Truth, while it should focus directly on bullying, if you stop there, you can be satisfied. To stick with the analogy used earlier, is how to concentrate on the quantity of liquor consumed, rather than help the alcoholic learn to self-medicate. In addition to teaching that bullying is wrong, there is a need for greater attention to teaching the skills kids need to behave differently. In addition, you must change the skills of not only the bully, but also the victims and peers. In general, not necessarily ability to provide specific instructions for all three of these groups. The bully needs to learn new skills training for peer interaction, but so do the victims and bystanders. If you focus on only one or two of these groups, you can not get the required results. Remember, the teaching of skills does not mean to reiterate the expectations or rules. Teaching skills is creative and effective means to show students the skills they need to be different. So, for example, you could teach the bully a few new "opening lines" to use when the peer to initiate contact, perhaps helping the boy to stop threatening, and instead say something less aggressive.
Here are other key areas that are often not taught as part of bullying prevention programs: personal space and distance, interacting with peers who are different, the hands of management and other body parts, and how to avoid peer set-up. There are many areas of critical skills that are often neglected and left unaddressed. All areas with no address will be an endless source of problems of bullying in order to make sure you cover everything.
MYTH You can significantly reduce the aggressiveness of young people leaving homes and neighborhoods that are very violent.
Truth just because a child is grown around hitting, screaming and threats, which does not condemn the young to be so. Of course, teaching peaceful behavior is a far more difficult when the father of a student is threatened, forcing his children, but is not the law that children raised in violence, will inevitably violent. Part of the problem is that young professionals are still using the one-size-fits-all methods for working with students. Students are not all equal, and as long as professionals learn to choose different methods for different types of students, then it may seem that "nothing works" with some out-of-control youth. In fact, there are methods that can make a huge difference in helping children raised in violence to renounce aggression, but first, young professionals must begin to use these more targeted, sophisticated approaches. Often, when "nothing works", you are working with a child disorderly conduct, and the transition to a different set of tools can make a huge difference. Unfortunately, the only mental health professionals are often taught to take this step, and other young professionals often are not provided this vital information - information that can literally change the future of many young people.
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