A GUIDANCE
RESPONSE TO
VIOLENCE IN SOCIETY
CHAPTER 12
VIOLENCE
• physical force: the use of physical
force to injure somebody or damage
something
• destructive force: extreme, destructive,
or uncontrollable force, especially of
natural events
• fervor: intensity of feeling or expression
• Encarta World English Dictionary
VIDEO CLIP
• http://www.bing.com/videos/watch/vi
deo/ywca-clarkcounty/1c50a7b217a050ab14691c50a
7b217a050ab1469249642418742?q=violence%20in%20pre
schools
SOCIETAL VIOLENCE
• Prevalent in our society
• We live in a violent society
KANSAS Stats from 2009
One
Domestic Violence
Murder Occurred
Every 10.4 Days.
One
Domestic Violence
Incident Occurred
Every 22 Minutes,
0 Seconds.
Law
Enforcement
Made One
Domestic
Violence Arrest
Every 41
Minutes,
48 Seconds.
CHILDREN EXPERIENCE VIOLENCE
•Either indirectly by
observing it or
•Directly
•Both impact the child
How much
children are
affected by
violence
(1)
Entertainment violence
and violent toys in popular culture
Proportion of children
affected
(2)
Exposure to real
world
violence shown in the
media
How
much
children
are
affected
by
violence
(1)
Entertainment violence
and violent toys in popular culture
Proportion of children affected
(3)
Isolated traumatic
direct exposure to
violence in home and
community
How much
children are
affected by
violence
(2)
Exposure to real world
violence shown in the
media
(1)
Entertainment violence
and violent toys in popular culture
Proportion of children affected
(4)
Chronic exposure
to violence in home
and / or community
(3)
How much
children are
affected by
violence
Isolated traumatic
direct exposure to
violence in home and
community
(2)
Exposure to real world
violence shown in the
media
(1)
Entertainment violence
and violent toys in popular culture
Proportion of children affected
ASSESSING THE EFFECTS OF VIOLENCE
BY LEVELS OF MISTAKEN BEHAVIOR
• Overall:
• Level one behaviors are more commonly
associated with children who have indirectly
experienced societal violence
• Level Two Behaviors are more commonly the
learned behaviors that result from watching
indirect violence and experiencing mild violence
• Level Three Behaviors are more commonly of
children who have been intensely victimized
LEVEL ONE EXPERIMENTATION
•Result of indirect societal
violence,
•Behaviors show up once
and a while
LEVEL TWO: SOCIALLY INFLUENCED
• Children are influenced to act aggressively
• Super hero play
• The “in” group excluding others
• Name calling
• Bullying
LEVEL THREE: STRONG NEEDS
• Occurs when the emotional motivation for a
behavior is intense and continues over time,
the child has strong unmet needs
• Often results when violence is experienced
by the child
POST TRAUMATIC STRESS DISORDER
• Symptoms
• Difficulty in managing emotions
• Avoidance of intimacy
• Provocative behaviors
• Disturbances in the attachment
process
• Effects on cognition and learning
STIGMA
• Dangerous form of psychological violence.
• Happens when group members or even
teachers act in a way that excludes another
from full group membership and
participation.
• The first is if members of the class fixate on a
child’s vulnerability and exclude the child
• If the teacher ignores it, then the tone of the
room is set and it affects everyone
VULNERABILITY FACTORS FOR STIGMA
• Personality qualities
• Disabilities
• Physical Factors
• Social Factors
• Cultural Factors
TEACHER’S RESPONSIBILITY
• Accept every child and model this
• Empower the child’s abilities
• Educate the child and class away from
rejecting responses
• Adapt the physical and social
environment so all are included
• Appreciate all family backgrounds
• Help the class to learn to cope
RESILIENCY MENTORING
• Helping children to learn to cope effectively
with vulnerabilities.
• Three components
• Child
• Social environment
• Protective buffer
CHILD
• Cognitive skills and functioning
• Learning style,
• Intelligence potential
• Ego strength
• Child’s personality
SOCIAL ENVIRONMENT
• Having activities that the child can feel
valued in
• Relationships with the adults and children in
the class
• Teacher picking up on child’s interest and
involving the child
PROTECTIVE BUFFER
• Provided for the child by the teacher through the
personal relationship with the child, meeting the
child’s needs
• Essential for all children especially ones dealing
with violence in any form