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Why My Child? a Guide for Parents of Children Who Have Been Sexually Abused
Why my child? A guide for parents of children who have been sexually abused CONTENTS Introduction 4 What is Child Sexual Abuse? 4 Children’s Reactions 5 Behaviour Changes 6 Dealing With The Police 6 Parents’ Feelings 7 Incest 8 What If You Were Sexually Abused? 9 Your Feelings Are Natural 9 What About Your Family? 9 Whose Fault Is It? 10 Why Didn’t My Child Tell? 11 When a Child Tells - 12 Ways to Respond What Should We Say to Everyone? 13 How Can I Help My Child? 14 Take Care of Yourself 16 Teaching Personal Safety Skills 17 What if my Child is Sexually 18 Provocative with another Child? Commonly Asked Questions 20-21 Questions That Children Ask 21-22 Helpful Organisations 23 INTRODUCTION challenges, but with the help of this guide, other resources, and the support of those The sexual abuse of your child can unleash you turn to - family, professionals, self-help one of the most difficult crises you and groups - you will survive. What is more, your your family will ever encounter. Besides the child can go on to lead a happy, productive stress of negotiating the criminal justice life. It will take time and effort, but the work system, helping your child, and supporting is worth it. your family, can create nearly unbearable pressure, and you may feel you don’t know WHat IS CHILD SEXUAL ABUSE? where to turn. Your child could be displaying Child sexual abuse is any sexual exploitation a bundle of contradictory behaviours, and of a child under the age of sixteen for the be full of confused emotions - angry one sexual pleasure or profit of an adult or much moment, withdrawn the next. -
What Is 'Workplace Bullying'
‘The Boy In The Photograph’ ANTI-BULLYING PRESENTATION PERFORMED BY ROB HIGGS ‘The Boy In The Photograph’ is inspired by my own experiences... AM I BEING BULLIED? Several Times On Purpose The ‘Victim State’ FEAR SHAME SELF- BULLYING Strategies To Help Yourself If You Are Ever Bullied… Smash The Silence: Tell Someone & Report It Immediately. Allow Others To Support You. Keep A Diary. Collect Evidence. Build Confidence & Self-Esteem through Personal Challenge. Acknowledge your emotions. It’s OK To Feel Angry or Scared. Release the energy in a therapeutic way: Writing Performing Creating https://www.childline.org.u k/toolbox/art-box/ ‘BANTER’ vs ‘BULLYING’ http://www.telegraph.c o.uk/news/uknews/defe nce/11844639/Army- must-not-lose-banter-in- harassment- crackdown.html ROLEPLAY LOSER YOUR MUM.. UGLY WEIRDO THICK FREAK FAT I DON’T LIKE YOU. Creative Exercise Idea 1: Deflect With Humour Idea 2: Broken Record: “I don’t lose all the time” “Whatever, whatever, whatever” “Clearly not” or “That’s not true” “Thanks!..Thanks!..Thanks!..” “I’m pretty clever actually” “Blah, blah, blah..” “Thanks so much for telling me that.” Idea 3: Direct Question: “Everyone’s a bit weird. It’s a weird world.” “Is this banter or bullying?” “Great banter” “Why are you saying that?” “#Drama” or “#Banter” “What do you mean by that?” “Oh well” or “I don’t need you to like me” Idea 4: Use an ‘I Feel..’ Statement: “My Mum’s great, thanks for asking.” “You can’t talk to me like that.” “I’m just going to write that “You keep saying that…..and it down…and then not care.” makes me feel like…….” Top Tips. -
A Sheffield Hallam University Thesis
Taboo : why are real-life British serial killers rarely represented on film? EARNSHAW, Antony Robert Available from the Sheffield Hallam University Research Archive (SHURA) at: http://shura.shu.ac.uk/20984/ A Sheffield Hallam University thesis This thesis is protected by copyright which belongs to the author. The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the author. When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given. Please visit http://shura.shu.ac.uk/20984/ and http://shura.shu.ac.uk/information.html for further details about copyright and re-use permissions. Taboo: Why are Real-Life British Serial Killers Rarely Represented on Film? Antony Robert Earnshaw Sheffield Hallam University MA English by Research September 2017 1 Abstract This thesis assesses changing British attitudes to the dramatisation of crimes committed by domestic serial killers and highlights the dearth of films made in this country on this subject. It discusses the notion of taboos and, using empirical and historical research, illustrates how filmmakers’ attempts to initiate productions have been vetoed by social, cultural and political sensitivities. Comparisons are drawn between the prevalence of such product in the United States and its uncommonness in Britain, emphasising the issues around the importing of similar foreign material for exhibition on British cinema screens and the importance of geographic distance to notions of appropriateness. The influence of the British Board of Film Classification (BBFC) is evaluated. This includes a focus on how a central BBFC policy – the so- called 30-year rule of refusing to classify dramatisations of ‘recent’ cases of factual crime – was scrapped and replaced with a case-by-case consideration that allowed for the accommodation of a specific film championing a message of tolerance. -
“It Is Not Charity, It Is a Chair of Power” - Moving Beyond Symbolic Representation in Afghanistan’S Transition Politics?
“It is not Charity, it is a Chair of Power” - Moving Beyond Symbolic Representation in Afghanistan’s Transition Politics? Andrea Fleschenberg Research Study Publication Series “Reviewing Gender Quotas in Afghanistan and Pakistan” 2016 “It is not Charity, it is a Chair of Power”1- Moving Beyond Symbolic Representation in Afghanistan’s Transition Politics? Research Study Publication Series “Reviewing Gender Quotas in Afghanistan and Pakistan” 2016 Andrea Fleschenberg 1 “It is not charity, it is a chair of power and when you are there, you have to get tough with all the vulnerability you face” (interview with MP Farkhunda Zahra Naderi, Kabul, April 2015). The Heinrich Böll Stiftung is a German foundation and part of the Green political movement that has developed worldwide as a response to the traditional politics of socialism, liberalism, and conservatism. Our main tenets are ecology and sustainability, democracy and human rights, self-determination and justice. We place particular emphasis on gender democracy, meaning social emancipation and equal rights for women and men. We are also committed to equal rights for cultural and ethnic minorities. Finally, we promote non-violence and proactive peace policies. To achieve our goals, we seek strategic partnerships with others who share our values. Our namesake, Heinrich Böll, personifies the values we stand for: protection of freedom, civic courage, tolerance, open debate, and the valuation of art and culture as independent spheres of thought and action. For further information on our country programs in Afghanistan and Pakistan please visit our websites: www.af.boell.org www.pk.boell.org Disclaimer: This comparative action research project and its publication series were prepared with the support of the Heinrich Böll Stiftung, Afghanistan office. -
Helping Bullied Children to Thrive
Annual Review 2013 Helping bullied children to thrive We all need the right conditions to thrive Every one of the past four years that I have been Director of Kidscape has brought its challenges and successes, as well as It’s hard to flourish in an environment that feels unsafe or inspiring and humbling examples of young people transforming threatening. That’s why Kidscape helps children and young people their lives and growing into the people that they want to be. It has to challenge abuse and bullying in all its forms. been heartening to see so many parents developing new skills to We champion the anti-bullying message in the media and with help their children with issues around bullying, and taking these government, and we train teachers and other professionals who skills back into their own communities. We have also seen a work with children all over the UK and around the world to spot significant number of professionals not only passing on Kidscape the warning signs and help prevent abuse and bullying. Most strategies, but also hope, courage and determination, which form importantly of all, we work directly with families who have been the real seeds of change. affected by bullying. By offering them support, expert advice and practical life-skills, we give them the tools they need to grow and thrive. It’s vital work that can save lives. Read on to find out how we do it, why we need more funding and what you can do to help. Kidscape trainers also delivered ! ! ! ! ! ! ! ! ! ! ! ! a range of anti-bullying and ! ! ! ! ! ! ! ! ! ! ! ! child protection sessions to ! ! ! ! ! ! ! ! ! ! ! ! over 17,000 professionals and ! ! ! ! ! ! ! ! ! ! ! ! approximately 3000 young people during the year under ! ! ! ! ! ! ! ! ! ! ! ! review. -
Effects of Bullying on the Individual.Pdf
BULLYING: A TEACHER’S PERSPECTIVE YVES LOYER SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION NIPISSING UNIVERSITY SCHULICH SCHOOL OF EDUCATION NORTH BAY, ONTARIO ÓYves Loyer June 2017 Abstract The purpose of this qualitative research study was to explore the effects of bullying in the classroom from a teacher perspective. Based on a sampling of 5 teachers from across experience levels and genders, in-depth interviews were conducted with a General Schedule of Interview Questions to obtain these teacher perspectives about bullying. While analyzing the data, 5 key themes and 3 subthemes were discovered and exposited. The study concludes with some suggestions from myself and the researcher data about how principals, parents, teachers and students can help address the topic of bullying from an open and understanding perspective. v Acknowledgements THE LORD JESUS CHRIST For giving me the grace, skills, and patience to do this work. MY LOVELY WIFE For being with me and supporting me through this difficult process. MY MOTHER For giving me life and nurturing me all these years. MY FATHER For giving me a good work ethic and strong values. TO MY RESEARCH SUPERVISOR For your unabated wisdom and patience within this process. TO MY STUDY PARTICIPANTS JANET, STEWART, NELLY, SARA, AND REBECCA Thanks for the time that you put aside for this study. TO MY FUTURE LITTLE GIRL This was for you my little one. “There is nothing impossible to him who will try.” Alexander the Great vi Table of Contents Page Abstract iv -
By ALLAN L. BEANE, PH.D. Author, the Bully Free Classroom™ Website
by ALLAN L. BEANE, PH.D. Author, The Bully Free Classroomä Website: www.bullyfree.com Copyright October 29, 2003, Allan L. Beane, Ph.D. DEDICATION This book is dedicated to our son, Curtis Allan Beane, who was bullied in seventh grade and high school. It is also dedicated to our granddaughters, Emily Grace Turner and Sarah Gail Turner. Emily was born on the first anniversary of Curtis’ death. She and Sarah have brought light into our darkness. I hope this book, and those who use it, will bring light into the darkness of children who are mistreated. ACKNOWLEDGMENTS Grateful thanks are offered to everyone who has helped by providing advice, information, and comments during the preparation of this book. Special acknowledgement and thanks are due to Linda Beane for her desktop publishing knowledge and skills. Special acknowledgement and thanks are due to Darlene Gibson for her editing knowledge and skills. Some of the material in this book is reproduced from and/or based on The Bully Free Classroomä: Over 100 Tips and Strategies for Teachers K8 by Allan L. Beane, Ph.D. Ó 1999. Material is used with permission from Free Spirit Publishing Inc., Minneapolis, MN; 18667037322; www.freespirit.com. All rights reserved. TABLE OF CONTENTS Dedication Acknowledgements Preface INTRODUCTION AND PURPOSE...............................................................................................4 WHAT IS THE NATURE OF BULLYING? .................................................................................5 Fact Sheet # 1: What is bullying? Fact -
Anti-Bullying Programmes 1
• Anti -bullying Programmes Toolkit technical report Hannah Gaffney, David P. Farrington and Howard White June 2021 YEF Toolkit Technical Report | Anti-bullying Programmes 1 This report is produced in collaboration with staff from the Campbell Collaboration Secretariat. It is a derivative product, which summarises information from Campbell systematic reviews, and other reviews, to support evidence-informed decision making’. 2 InsertYEF Toolkit project Technical title | Pilot Report study | Anti -bullying Programmes Abstract/Plain Language summary In England and Wales, bullying is defined as: “Bullying is behaviour by an individual or group, repeated over time, that intentionally hurts another individual or group either physically or emotionally” (DFE, 2017) and occurs where there is a distinct power imbalance between bullies and victims. This report focuses on knowledge about preventing bullying perpetration, because of the link between perpetration and later offending. Bullying is a serious problem. The prevalence of bullying varies according to its definition, the sample, the time period enquired about, etc. According to the DFE (2018), 17% of young people aged 10-15 in England were bullied in a way that made them frightened or upset, in the previous 12 months. Most anti-bullying programmes include several intervention components that are implemented across the school system, targeting the individuals involved in bullying, the peer group, teachers, school staff, parents and the wider community. The most widely used programmes are the Olweus Bullying Prevention programme (OBPP) from Norway, KiVa from Finland, ViSC from Austria and NoTrap! from Italy (Gaffney et al., 2019b). In general, anti-bullying interventions reduce bullying. The observed effect size of 0.153 corresponds to an approximate 19% reduction in bullying. -
Afghanistan's Parliament in the Making
The involvement of women in Afghanistan’s public life is decreasing. Attacks, vigilantism, and legal processes that contradict the basic principles of human and women’s rights are the order of the day. The security situation is worsening in step with the disenchantment E MAKING H arising from the lack of results and functional shortcomings of existing democratic structures. In the face of such difficulties, we often forget who should create the legal underpinnings for the power in Afghanistan: the women and men in parliament who are working to build a state in these turbulent times of transition. To what extent will these elected representatives succeed in creating alternatives to established traditional power structures? What are the obstacles they face? What kinds of networks or caucuses are they establishing? This book, which is based on interviews of male and female members of parliament held in Kabul in 2007 and 2008, examines the reali- IN T pARLIAMENT ANISTan’s H ties of parliamentary work in Afghanistan. It shows how varied and G coercive the patterns of identification prevalent in Afghanistan can AF be, and it provides a rare opportunity to gain insights into the self- images and roles of women in parliament. ISBN 978-3-86928-006-6 Andrea Fleschenberg Afghanistan’s parliament in the making Andrea Fleschenberg Gendered understandings and practices of politics in a transitional country .) ED BÖLL FOUNDATION ( BÖLL FOUNDATION H The Green Political Foundation Schumannstraße 8 10117 Berlin www.boell.de HEINRIC Afghanistan’s parliament in the making Andrea Fleschenberg, PhD, currently works as research associate and lecturer at the Institute of Social Science at the University of Hildesheim, Germany. -
Bullying and Victimization: Cause for Concern for Both Families and Schools
Social Psychology of Education 7: 35–54, 2004. 35 © 2004 Kluwer Academic Publishers. Printed in the Netherlands. Bullying and victimization: cause for concern for both families and schools ELIZA AHMED∗ and VALERIE BRAITHWAITE Research School of Social Sciences, Australian National University, Canberra, ACT 0200, Australia Abstract. This study examines the roles of family variables (authoritarian and authoritative parent- ing, family disharmony) and school variables (liking school, perceived control of bullying and school hassles) in discriminating non-bully/non-victims, victims and bullies. Participants were parents and their children aged 9–12 years (N = 610). Data were analyzed using ANOVA and discriminant function analysis (DFA). Two significant functions emerged, both of which appeared important in discriminating children according to their bullying status. Together they allowed for the correct classification of 76% of the non-bully/non-victims, 57% of victims, and 61% of bullies. The main conclusion is that family and school systems working together may provide the most effective means of intervention for bullying problems. 1. Introduction School bullying is widely regarded as a serious personal, social and educational problem which affects a substantial portion of school children. Not only does bullying cause harm and distress to the children who are bullied (Besag, 1989; Farrington, 1993; Rigby, 1996), it also inflicts emotional and developmental scars that can persist into adolescence and beyond (Kochenderfer & Ladd, 1996). Vic- tims of bullying are not the only ones who are adversely affected. Children who bully others enjoy exercising power and status over victims (Besag, 1989) and fail to develop empathy for others (Rigby, 1996). -
Useful Anti-Bullying Websites and Organisations
Useful Anti-Bullying Websites and Organisations Actionwork Actionwork organises anti-bullying tours and events all over the UK including the Annual National anti www.actionwork.com Bullying Roadshow and anti-bullying creative sessions throughout the UK Anti-Bullying The new Network will have the following objectives: to support anti-bullying work in schools; to operate www.antibullying.net Network a website providing information about bullying and how it can be tackled; to research and develop effective strategies to address the verbal, psychological and physical harassment and violence called bullying; to promote research into bullying and support work seeking to reduce bullying; and to operate an anti-bullying service which will include the provision of training, publications and consultancy services. Anti-Bullying The Anti-Bullying Alliance (ABA) was founded by NSPCC and National Children's Bureau in 2002. The www.anti- Alliance Alliance brings together 65 organisations into one network with the aim of reducing bullying and bullyingalliance.org creating safer environments in which children and young people can live, grow, play and learn. Beatbullying Beatbullying is the UK first children's charity to devise anti-bullying strategies for young people by www.beatbullying.org young people. They strongly believe that young people have the ability to shape society - a society in which bullying is unacceptable. BullyingUK Bullying UK is the new name for the award-winning charity Bullying Online which was founded in 1999 www.bullying.co.uk by journalist Liz Carnell from Harrogate and her son John, as a direct result of their experience of dealing with school bullying, which included taking successful legal action against an education authority. -
Fall 2007 Bulletin
FALL 2007 Volume 23 Number 1 CONTENTS • From the WID Office ..... 1 • Articles ............................ 2 • Audiovisuals ................... 5 • Monographs and Technical Reports ......... 5 • Periodicals ...................... 7 • Books ............................... 8 • Study Opportunities .... 11 Bulletin • Conferences .................. 12 • Grants and Fellowships .................. 13 • Calls for Papers ............ 14 • Online Resources ......... 15 • Cooperation Column ... 16 • Book Review ................. 16 Executive Editor: Anne Ferguson, PhD Women and International Development Managing Editor: a program of J. Christian Reed Editorial Assistants: Nichole McLaughlin Monica Mukerjee Design and Layout: Michigan State University Terri Bailey Karim, Managing Editors, at [email protected]. If the abstract suggests your paper is suitable for the Working From the WID Offi ce Papers series, the full paper will be invited for peer review and publication consideration. WID Working The Women and International Development (WID) Papers are available online at http://www.wid.msu.edu/ Program welcomes back readers of the WID Bulletin, resources/publications.htm. our tri-annual publication highlighting recent literature, resources, and events relevant to activists, Following are recently published Working Papers: researchers, and academics in the area of * WP 288 Development, Democracy, and Women’s gender and development in the Global Legislative Representation: Re-Visiting Existing South. If you are already subscribed Explanations of Gender Variations in the World’s we welcome your comments and Parliaments. By Jocelyn Viterna, Kathleen M. contributions; if you would like to Fallon, and Jason Beckfi eld. 21 pp. (April 2007) subscribe, please contact us using * WP 289 International Trade Liberalization the information printed on the cover. and Gender Wage Inequality: A Cross-National WID is now a program within the new Analysis 1975–1998.