Level 3 CYP 3.3 Bullying - Help please

[mum2two]

Hi I am new to posting on this site, but have been reading the really helpful advice for a while.
Can anyone help me get started on this one please?

"Describe an example of a child (real or fictious) who has suffered bullying. Describe how to support the child and their family.

I just cant seem to get my head round it and get started so any advice would be great. Clare x

[Ruthierhyme]

Hi, welcome in

If you research 'types of bullying online you'll find the scope that bullying takes is great and far reaching.

Physical - one off and repeated poking, hair pulling, pinching, pushing, kicking, tripping, hitting
Verbal - direct & indirect spreading of rumours, threat issuing, name calling, insulting, tormenting, teasing, mimicking, patronising, sarcasm, joke telling at the expense of another, peer pressure, nagging.
Emotional - the effects the verbal bullying above has, purposeful exclusion / ignoring, the use of humour and position of power or authority to victimise and bully.
Electronic / online / virtual / internet bullying - 'cyber-bullying' - using technology to cause upset, harm and demoralisation.

Raising awareness and tackling bullying may involve ..
A setting's anti-bullying policies and procedures
How disclosure of information is supported and encouraged.
Practice that actively plans for & supports sharing, working together and alongside each other cooperatively even if with opposing view points.
Recognising and accepting differences.
Zero tolerance of prejudice and discrimination.
Recognising children's developmetal stages and have an understanding of the bully's position and background.
Researching ways for children to work through conflict, aggression, power struggles, equality, inclusion, bereavement, loss, abuse.
Sharing praise, observations and ways feelings can be expressed during times when children play with thoughtfulness towards each other - the comments made on this blog by Seattle's Teacher Tom are incredibly insightful - 'I'm a bad pirate'
The support personnel and organisations available.

Effects to look into are bullying and depression, threatened & attempted suicide, low self esteem, low self confidence, shyness and mistrust or doubt in others, resilience and crisis, changes in academic accomplishments, anxiety, withdrawal, sense of isolation in contrast to sense of belonging, running away, fear and the cycles intimidation and bullying has - how gaining power can be used negatively/positively if bullying experiences - as victim or perpetrator are used to justify or give reason to the intimidation & bullying of others or to support equality & inclusion and break cycles of bullying.

www.bullying.co.uk

Anti-bullying alliance

From there, can you can identify with a child who has sadly experienced any aspect of bullying or maybe envisage how a child experiencing this would feel, react and what the outcomes for them are if they do and do not find the support and networks needed - have you encountered bullying personally that can be used to base research on?

Hth, enjoy silkysteps xx

[mum2two]

Thank you so much for your help
Clare x

[emziebub88]

Hi, I am also stuck on this one, its just not going in! Does anyone know if there is anything in the book regarding this question??

Thanks in advance :) x

[Ruthierhyme]

Originally Posted by emziebub88

Hi, I am also stuck on this one, its just not going in! Does anyone know if there is anything in the book regarding this question??

Thanks in advance :) x

Hi, I hope this helps xx ..

For CYP 3.3 - 5 .3. Explain how to support a child or young person their family when bullying is suspected or alleged

1. You'll need to know what bullying and abuse is
Read this page to see what the four types of abuse are and what bullying is about: http://www.kirkleessafeguardingchild...-of-abuse.html

2. You'll need to know what your setting's policies and procedures are for managing incidents of bullying, children's developmental behaviour and how to talk with your children's parents/family.

3. know what children's rights are
http://www.silkysteps.com/UNCRC-unit...the-child.html

4. see where bullying in any form or extremity might happen in your setting and identify a time that it did happen and who was involved. this could be teasing, being hit, being pushed away from a group/excluded, name calling, 'picked on', being kicked, having hair pulled, being threatened, snatching, biting
If you can't find an ocassion use a fictitious or made up scenario to enableyou to make a description of what you'd do if bul;lying did occur.

4. use the information you've researched to help you understand just how you're able to assist that child and their family in coming to terms with an incident of bullying, that you take these incidents seriously, how it is never the victim's fault, that there are ways you can work together to protect the child and teach the child how they too can protect themselves via activities that increase self-confidence, and self-awareness by ensuring children know that they have rightas one one of those right is to not be harmed abd have protection from harm, raise their self-esteem, support their resilience - you can share knowledge of the actions to take when they are concerned, worried, hurt, feel vulnerable.

The bullying behaviour can be managed in the same way where a setting and home works together to look at children's communication skills.

Page 126 - 128 of the heinemann book has guidance to help further, also ask your tutor or assesor if this criteria is something they'll cover with you on a placement visit or through tutoring time at college?

From the CYP 3.3 PDF unit ..

5.1 Bullying e.g.
• Physical (Pushing, kicking, hitting, pinching and other forms of violence or threats)
• Verbal (Name-calling, insults, sarcasm, spreading rumors, persistent teasing)
• Emotional. (Excluding, tormenting, ridicule, humiliation)
• Cyberbullying ( the use of Information and Communications Technology
particularly mobile phones and the internet, deliberately to upset someone else)

Specific types of bullying which can relate to all the above such as homophobic or gender based, racist, relating to special educational needs and disabilities

Best wishes xx

[suziebee07]

Im on this section as well but now need to right a fact or fictitious example of a bullying scenario and what i would do in the situation during and after. Minds gone blank. please help!

[Ruthierhyme]

Hi, a warm welcome to silkysteps

A definition for bullying on google shows how bullying doesn't have to be consistant, ongoing behaviour againt others to be classified as bullying, it can be a one off act that intimidates and causes fear, concern or anxiety in another. Witnesses of bullying also experience emotions that cause them to respond to situations in different ways eg. a child that has been seen hitting another may cause alarm in a different child if they approach them later.

In your setting or placement has any incident happened between children where one has been injured or upset due to the actions of another - name calling/teasing/chanting?

eg.

It is common that when a child does not have sufficient language skills or the social and emotionsl skills of turn taking, waiting or seeking help, he will resort to biting or pinching as an effective means of getting what he wants.

Source pg 85 of Building Positive Relationships with Parents of Young Children - amazon.co.uk

If a child is pushed, or excluded from a group of other children playing how do you deal with it? Do you intervene, let the incident continue, call a colleague to help, comfort and talk to affected children separately, as a group, reinforce how friends understand, fill in an incident book, talk with parents?

If you have access to a learner handbook - on amazon, it'll have information to help.

Hth, enjoy the site xX