1. CHAPTER 12 A GUIDANCE RESPONSE TO VIOLENCE IN SOCIETY

2. 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

3. VIDEO CLIP http://www.bing.com/videos/watch/vi deo/ywca-clark- county/1c50a7b217a050ab14691c50a 7b217a050ab1469- 249642418742?q=violence%20in%20pre schools http://www.bing.com/videos/watch/vi deo/ywca-clark- county/1c50a7b217a050ab14691c50a 7b217a050ab1469- 249642418742?q=violence%20in%20pre schools

4. SOCIETAL VIOLENCE Prevalent in our society We live in a violent society

5. 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. KANSAS Stats from 2009

6. CHILDREN EXPERIENCE VIOLENCE Either indirectly by observing it or Directly Both impact the child

7. (1) Entertainment violence and violent toys in popular culture How much children are affected by violence Proportion of children affected

8. (2) Exposure to real world violence shown in the media (1) Entertainment violence and violent toys in popular culture How much children are affected by violence Proportion of children affected

9. (3) 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 How much children are affected by violence Proportion of children affected

10. (4) Chronic exposure to violence in home and / or community (3) 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 How much children are affected by violence Proportion of children affected

11. 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

12. LEVEL ONE EXPERIMENTATION Result of indirect societal violence, Behaviors show up once and a while

13. LEVEL TWO: SOCIALLY INFLUENCED Children are influenced to act aggressively Super hero play The “in” group excluding others Name calling Bullying

14. 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

15. POST TRAUMATIC STRESS DISORDER Symptoms Difficulty in managing emotions Avoidance of intimacy Provocative behaviors Disturbances in the attachment process Effects on cognition and learning

16. 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

17. VULNERABILITY FACTORS FOR STIGMA Personality qualities Disabilities Physical Factors Social Factors Cultural Factors

18. 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

19. RESILIENCY MENTORING Helping children to learn to cope effectively with vulnerabilities. Three components Child Social environment Protective buffer

20. CHILD Cognitive skills and functioning Learning style, Intelligence potential Ego strength Child’s personality

21. 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

22. 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