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AshleySimpsonSecondPaper 8 - 08 Jun 2010 - Main.AshleySimpson
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Ashley, Sorry for the delay. For the CBA, I don't think it's a good way of viewing the issue and is a pretty bad way to teach a kid. I don't think children would think like that for something like this - most kids probably think they can't be caught anyway. But the lesson shouldn't begin as "Don't do this to him because of a penalty to you." It should be "Don't do this to him because it's harmful to him." For certain kids, you'll probably have to resort to the stick - but probably not the majority. | |
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I agree with you that kids should be deterred by the significance of the harm that they inflict on others rather than by how bad the punishment is but in many instances, children are trained based on consequences. If kid does not complete chores, s/he loses out on allowance. If kid misses curfew, s/he gets grounded. If kid tags a locker, s/he get suspended. On the other hand, the younger you are, the less you are able to empathize or see the world from other people's perspectives (emotional egocentrism) so I'm unsure that attacking the bullying problem from a "Don't do this to him because it's harmful to him" approach first is totally appropriate at all ages. I think the approach should be tailored to the age group, recognizing that children mature at different speeds. They become able to comprehend the harm they inflict on others at relatively varied times. I think that bullying prevention programs should start early -- my first memory of being bullied was in the second grade and it's foreseeable that others were introduced to bullying even earlier. When kids are not totally able to understand how they are hurting their peers, other alternatives such as punishment have to be considered. Unfortunately, as I stated above, bullying is hard to detect so administering those punishments is not easy and that's why I don't think punishment should be the response. I'm stumped on what the true answer is though. I'm going to research tomorrow what age groups Olweus' has the best results in. Thanks for your help.
| | | Also, I think that would tie in better to Prof. Olweus' approach and the story of your brother's school. Now that I know that, I think you should personalize that aspect a bit. Maybe you could talk to him about some kids he knew (his size does seem like a confounding factor).
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Two students in my brother's class passed away. From what I understand, the room started out as a grieving room but turned into a sort of sanctuary. I'll see if Russ has anything interesting to add. Thanks Stephen!
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