Making the Connections Annual Review 2014

Total Page:16

File Type:pdf, Size:1020Kb

Making the Connections Annual Review 2014 Making the connections Annual review 2014 Building a team for bullied children 2 3 NO ONE SHOULD FACE BULLYING ALONE CONTENTS CHIEF EXECUTIVE’S LETTER Growing up is a tough business. No one should have to go 3 Chief Executive’s letter When a child attends one of our assertiveness training courses, about the cyber lives of their through it alone. 4 Introducing Kidscape one of the ways they learn to handle those who bully them is children, but feel that they incredibly simple yet powerfully effective: look them in the eye. don’t have the skills to support Bullying shuts down communication channels and cuts off the 5 What we do It’s at the heart of everything Kidscape does — an individual them. Kidscape can offer connections that children need to thrive. Kidscape is here to help 6/7 Making the connections child, standing tall and believing in him - or herself in the face of a unique and wrap-around rebuild those connections — whether that’s by linking targets of enormous challenges. And in today’s climate, in which technology service provided by both adult bullying to a nationwide network of professionals, or just giving 8 Children: the heart of the matter opens the doors for bullying ever wider, even as funding for work volunteers for the parents’ them a new way to talk to mum or dad. And we’re here to help 8 ZAP such as ours declines, it’s a lesson I take to heart from every helpline and young volunteers young people, parents, teachers and the public join together to 9 ZAP plus residential amazing young person that we meet. for teens. And we will campaign stop bullying in its tracks. 9 PACS tirelessly to keep anti-bullying Kidscape helps children and young people to challenge abuse and work and children’s safety on 10/11 Parents: the home front The individual child may be early intervention programme Kidscape’s flagship therapeutic bullying in all its forms. We train teachers and other professionals at the core of Kidscape’s helps young people at risk ZAP sessions equipped 275 the national agenda through our across the UK and around the world to spot the warning signs 12/13 Professionals: the caring community mission, but what makes our of becoming bullies to find children and their families with membership of bodies such as and take effective action. Most importantly, we work directly with 14/15 The public: a social network programmes effective is working positive pathways by creating vital anti-bullying strategies and the Anti-bullying Alliance and families affected by bullying. By offering them support, expert as a team – a nationwide supportive connections within life skills. Importantly, individuals our impressive media profile. 16/17 Supporters: standing together advice and practical strategies, we give them the tools they need network of connections, their communities. PACS has who attend ZAP make new I would like to express my 18 Financial information to grow and thrive. coming together to help young completed its second year of connections and forge sincerest thanks to everyone people transform themselves. delivery reaching over 1200 friendships with peers who It’s vital work that can help children to learn, connect and flourish 19 Thanks who has contributed funds Amidst all the challenges of young people in Essex and have experienced similar issues and it can even save their lives. Read on to find out how we do it, and time to support our vital the past 12 months, there Wolverhampton. Partnerships related to bullying. why we need more funding and what you can do to help. work. Your steadfast resilience has been little opportunity to with Local Education Authorities One of the challenges of the and resourcefulness have draw breath and celebrate our have allowed Kidscape to make past year has been to embed transformed the lives of the successes. So this letter gives important and sustainable a new and more sustainable many young people we have me a welcome opportunity connections with challenging organisational structure for worked with this year. The to press the pause button and vulnerable young people Kidscape. This model provides commitment of our supporters and consider our incredible who might otherwise have Media/Public the flexibility required to shows what is possible ‘village’ of connections – the been difficult to reach. respond to funding challenges when organisations such as children, parents, professionals Similarly, our Department for in the current climate. It has Kidscape build bridges and and committed supporters Education-funded Primary also helped us to develop facilitate connections to create of Kidscape. It gives me the Bullying Intervention Training key posts, and to ensure that environments in which anti- chance to highlight just some programme (BIT) has enabled staff in core positions can bullying work can flourish. of what Kidscape has managed us to connect schools and respond proactively to new to achieve in an environment children to an effective initiative As we approach Kidscape’s opportunities. This investment which has remained difficult, which provides them with the 30th anniversary in 2015, in the future is vital if we are to especially financially. Through skills they require before bullying we will reach out to all of our continue to increase the level innovation, perseverance strikes. Its target number of stakeholders, including those of our work even as funding and the strength of those child beneficiaries has already who haven’t yet had the Parents/Family tightens – the Kidscape staff connections – both internal and been exceeded considerably, opportunity to support us. We must be given the necessary external; local and national – we with year-one outcomes aim to celebrate Kidscape’s tools to develop our vital have been able to further much approaching 100% of the tremendous achievements in work and messages without of our work and reach so many two-year goals. At the heart of furthering the safeguarding the luxury of added time children, parents and the wide this success lies the dedication issues which are vital for the and resources. range of professionals who of the project manager and protection of our young people, Children/ support them. four part-time trainers whose The year ahead will be filled as well as raise very necessary Workshops commitment and capacity for with new challenges and funds through a number of Finally, this letter gives me a hard work are without parallel. opportunities to forge new exciting programmes and chance to ask you to join us All Kidscape projects create connections with the aim of events. It is my hope that this in our core aims of eradicating relationships between schools, delivering long-term benefits report will encourage you to bullying in all its forms and of teachers, other professionals for children and families. Major follow our work online and safeguarding children. Young and outside agencies, children aims in 2014/15 include helping support us in our efforts to help people across this country need and families. Where there are young people to acquire children stand tall and look their us now more than ever to help strong connections it is harder internet literacy skills to combat challenges in the eye. them stand tall and look their for bullying to take hold. the impact of the misuse of challenges in the eye – and Best wishes cyberspace. An important goal now, more than ever, we Our training arm enabled us for Kidscape is to obtain the need you. to work with over 10,000 funding to launch an e-safety professionals and over Anti-bullying efforts thrive where helpline that will provide advice 3,000 young people, while Professionals/Teachers there is a school-wide or region- and emotional support to our our established relationship wide commitment to creating beneficiaries. Cyber bullying with the British International connections between children, is one of the defining issues Schools led to connections parents, anti-bullying agencies for this generation, posing a in countries as far afield as and training initiatives. Our significant and high profile risk Thailand, Malaysia and Mexico. Positive Assertive Confidence to children’s safety. We know During the year under review Skills (PACS) Big Lottery-funded that many parents are anxious 4 5 INTRODUCING KIDSCAPE WHAT WE DO Founded in 1985, Kidscape was the first charity in the UK Our work at Kidscape falls into five main categories: established specifically to prevent bullying and child sexual abuse. • Workshops for children and their parents, teaching proven We are a small organisation with far-reaching influence, committed techniques to build self confidence, stay safe and respond to to sharing our insights and techniques with other organisations bullying in practical ways that bring it to a swift end. and individuals all over the world. • Information and advice on dealing with bullying and Vision related problems, freely available to schools, families Kidscape believes that all children should be able to grow up in a and children. world free from bullying and abuse, and that all adults should keep • Training in best practice approaches to tackling children safe and help them to reach their full potential. bullying for teachers, youth workers and child protection Mission professionals in the UK and internationally. • Advocacy – working with Government and other The mission of Kidscape is to ensure children live in a safe and organisations to ensure that concerns for safeguarding nurturing environment. By providing training, support and advice to children are high on the national agenda. children, parents, schools and those in professional contact with young people, we enable them to gain knowledge and develop the • Media engagement to raise awareness and dispel confidence and skills to challenge abuse and bullying in all myths about bullying and child protection among the its forms.
Recommended publications
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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
    [Show full text]
  • 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
    [Show full text]
  • 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.
    [Show full text]
  • 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).
    [Show full text]
  • 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.
    [Show full text]
  • Students) Protocol
    ANTI-BULLYING (STUDENTS) PROTOCOL Purpose of Protocol The intention of the school is to develop a culture where bullying of any form is not tolerated, and where it occurs, it is dealt with swiftly and effectively. The key principles and values underpinning this intent is that all staff and students have a right to feel safe and secure within our community, and that we meet the expectations of other stakeholders, including parents and carers, in ensuring that the school effectively deals with bullying situations. The designated member of staff with overall responsibility for ‘Freedom from Bullying’ will be the Assistant Principal (Attendance and Behaviour), although all staff have a role to play in ensuring that students feel safe and secure. Definition of Bullying Bullying is repeated behaviour which makes other people feel uncomfortable or threatened whether this is intended or not. There are different sorts of bullying, but the seven main types are: Emotional – being unfriendly, excluding, tormenting, spreading rumours, looks and gestures. Physical – hitting, kicking, taking or hiding belongings, including money. Sexual – unwanted physical contact or unwelcome gender-related comments. Verbal – name calling, teasing, insulting, writing unkind notes or graffiti Homophobic – name calling, teasing, taunts in relation to sexual orientation Racial – name calling, teasing, taunts in relation to ethnic background gestures, taunts, graffiti, physical violence, mocking in relation to ethnic background; this can also be of a religious or cultural nature. Cyber Bullying – texting, sexting, social networking harassment and unwelcome comments, alarm, distress or humiliation that uses internet-related and telephone technology. Stakeholders should also be acutely aware of individual circumstances such as disabilities, SEN, appearance or health conditions, and home circumstances which may lead to issues of bullying.
    [Show full text]
  • No Fear – Growing up in a Risk Averse Society
    No Fear Growing up in a risk averse society TIM GILL No Fear Growing up in a risk averse society No Fear Growing up in a risk averse society TIM GILL Published by Calouste Gulbenkian Foundation United Kingdom Branch 98 Portland Place London W1B 1ET Tel: 020 7908 7604 E-mail: [email protected] Website: www.gulbenkian.org.uk © 2007 Calouste Gulbenkian Foundation All rights reserved; unauthorised reproduction of any part of this work in any medium is strictly prohibited. The right of Tim Gill to be identified as the author of this work has been asserted in accordance with the Copyright, Designs and Patents Act 1988. The views expressed in this book are those of the author, not necessarily those of the Calouste Gulbenkian Foundation. ISBN 978 1 903080 08 5 British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library Designed by Helen Swansbourne Printed by Expression Printers Ltd, IP23 8HH Distributed by Central Books Ltd, 99 Wallis Road, London E9 5LN Tel: 0845 458 9911, Fax: 0845 458 9912 E-mail: [email protected] Website: www.centralbooks.com Cover: Lucas Kimber by Nils Norman, 2006. Title page: Tunstall Forest, Suffolk, 2006. Photo: Virginia Sullivan. Contents 6 Preface by Andrew Barnett 9 Acknowledgements 10 CHAPTER 1 Introduction Context: the shrinking horizons of childhood The role of risk in childhood Risk in childhood: children’s behaviour and attitudes Causes of risk aversion Legal and public policy context The book’s focus 24 CHAPTER 2 Playgrounds A brief history
    [Show full text]
  • Free PDF of the Book
    Children and violence Report of the Gulbenkian Foundation Commission The UK branch of the Calouste Gulbenkian Foundation has taken the UN Convention on the Rights of the Child, ‘protecting the dignity, equality and human rights’ of children, as a broad framework within which to initiate and support specific projects of benefit to children and young people. Particular attention is given to strategic national and regional proposals which reflect the values contained in the Convention. Published by Calouste Gulbenkian Foundation London 1995 Distribution by Turnaround Distribution Ltd, 27 Horsell Road, London N5 1XL. 0171 609 7836 © 1995 Calouste Gulbenkian Foundation Published by Calouste Gulbenkian Foundation 98 Portland Place, London W1N 4ET. Telephone 0171 636 5313 Designed by Susan Clarke for Expression Printers Ltd Cover design by Chris Hyde Printed by Expression Printers Ltd, London N5 1JT ISBN 0–903319–75–6 British Library Cataloguing-in-Publication data A catalogue record for this book is available from the British Library. Contents Introduction page 1 The Commission’s aims and working definitions 4 Acknowledgements 5 The Commission: members’ biographies 6 Executive summary 10 Priority recommendations 18 Section 1 Why children become violent 29 Introduction 31 Genetic factors 38 Biological factors 41 Gender 41 Conditions affecting brain function 42 Environmental or acquired biological factors 44 Brain Injury 44 Nutrition 45 Influence of the family and parenting 46 Family structure and break-up 47 Parenting styles 48 Monitoring/supervision
    [Show full text]