Ebook “Viagem por terras da(s) parentalidade(s)

Outubro 30, 2014 às 8:00 pm | Publicado em Livros, Recursos educativos | Deixe um comentário
Etiquetas: , , , ,

viagem

descarregar o e-book aqui

 

Pais “insensíveis”, filhos mais expostos a maus conteúdos

Outubro 30, 2014 às 1:00 pm | Publicado em Estudos sobre a Criança | Deixe um comentário
Etiquetas: , , , , , , , , , , ,

Texto da Pais & Filhos de 27 de outubro de 2014.

O estudo citado na notícia é o seguinte:

Parental Desensitization to Violence and Sex in Movies

À medida que os adultos ficam cada vez menos afetados por conteúdos audiovisuais “pesados” – como, por exemplo, cenas de violência e sexo no cinema e na televisão – mais riscos correm as crianças de serem expostas a este tipo de materiais, sem qualquer filtro.

Um trabalho realizado pela Universidade da Pensilvânia (EUA) expôs mil adultos, com filhos entre os seis e os 17 anos, a conteúdos audiovisuais deste tipo, com cenas crescentemente chocantes. Os resultados mostram que pais e mães mostraram-se cada vez menos incomodados, à medida que o tempo passava, e também mais permeáveis a deixar os filhos assistirem às imagens perturbadoras.

“Esta rápida mudança de atitude foi surpreendente”, admitiu o líder da investigação, Daniel Romer. “Assistimos a uma ‘dessensibilização’ adulta impressionante”, acrescentou durante uma entrevista dada ao jornal “Pediatrics”. O mesmo especialista diz suspeitar que os crescentes níveis de violência a que se assiste nos filmes para menores de 12 anos têm também este fenómeno na sua base. “As pessoas que classificam as películas podem também estar já a sofrer desta mesma ‘dessensibilização’”, afirmou.

Daniel Romer recorda que a exposição de crianças, em especial antes da adolescência, a conteúdos violentos e sexuais pode ter efeitos no comportamento dos mais novos. Mas reconhece que ainda não é claro se esses efeitos são diferentes conforme o tipo de cenas. “Não é claro se ver um robô a ser destruído ou uma pessoa a ser atingida por um tiro é processado pela criança do mesmo modo. O melhor mesmo será os pais avaliarem bem a que tipo de mensagem querem que as suas crianças fiquem expostas mesmo que, pessoalmente, nem pestanejem perante as imagens”, conclui.

 

 

 

 

Indigenous students skipping school to avoid bullying and racism

Outubro 30, 2014 às 12:00 pm | Publicado em Estudos sobre a Criança | Deixe um comentário
Etiquetas: , , , , , , , , ,

texto do site http://theconversation.com de 10 de abril de 2014.

Shutterstock

Nicholas Biddle

Naomi Priest

High-profile cases of racial discrimination on the sporting field and on public transport capture the media’s attention, but we hear less about racism in our schools.

One survey of secondary students across four states found 80% of students from non-Anglo backgrounds, most of whom were from migrant and refugee backgrounds, reported experiencing racial discrimination during their lives. These students also reported that over two-thirds of these experiences of racism occurred at school.

More quantitative data is available in Australia about the experiences of racial discrimination for children and young people from Aboriginal and Torres Strait Islander descent. In a seminar we gave this week at the Australian Institute of Family Studies, we showed that of Aboriginal and Torres Strait Islander people interviewed, 14% of students aged 14 years and under in 2008 were reported by their carers to have been bullied or treated unfairly due to their Indigenous status in the previous 12 months. This rises to 23% for Aboriginal and Torres Strait Islander high school students in non-remote parts of the country.

This might not seem like a large number, but it is significant for several reasons. First, this data is reported by the children’s carers and may therefore miss a number of incidents that students don’t report to their family. Second, when extrapolated across the school career, it is likely that many more Aboriginal and Torres Strait Islander children experience some form of bullying or unfair treatment at some point.

There is growing empirical evidence of the multiple ways in which racism is harmful to the health, well-being, educational and social outcomes of children and young people throughout their lives. It is also an area that significantly overlaps with the Abbott government’s other stated aims. In particular, the prime minister has said:

Getting children to school is the Australian government’s number one priority in Indigenous Affairs.

Experiences of bullying and unfair treatment are a significant factor in explaining school attendance. For those students who didn’t experience bullying or unfair treatment, 7% missed school without permission in the previous 12 months (according to their carer). Among those who did experience bullying or unfair treatment, this rises to 16%. In our presentation, we show that these differences still hold using more sophisticated statistical modelling.

There are many other determinants of attendance. Poor health, for example, is a key predictor of low attendance. But it is also likely to be difficult to achieve attendance targets without children feeling that school is a safe place where their race or ethnicity is not going to adversely affect their treatment.

Moreover, there is compelling evidence that experiences of racism lead to poor child health outcomes for Aboriginal and Torres Strait Islander students, as well as for those from other racial/ethnic backgrounds.

There is much we don’t know about the experiences of racism of school students in Australia. How prevalent are these experiences across different geographical, neighbourhood and school contexts and for students from a range of racial, ethnic, cultural and religious backgrounds? Who are the perpetrators – teachers, their peers, or older/younger students? Are the perpetrators from the same or different racial/ethnic background, age or sex?

What forms of racism are most common – e.g. overt, covert – and in what context – e.g. online, in the classroom, breaktime? How do students respond to these experiences when they occur, and how does this influence their health and education outcomes?

Despite the need for more evidence, it is still worth designing and trialling interventions that build on the evidence that we do have and that work towards countering racism within Australian schools. Such interventions should be evidence-informed and built on theoretical and empirical research, as well as rigorously evaluated. Poorly designed interventions to address racism have been shown to result in negative backlash and to reinforce and strengthen prejudice.

The current debates and proposed changes to the Racial Discrimination Act are complex. One thing is clear though – the act itself will never be enough to prevent and address racial discrimination in Australia.

Such laws may provide protection for the most high-profile cases. They may also have an important role in shaping long-term social norms. But, for the vast majority of people who frequently experience racism, including our school students, other policy interventions need to be considered.

 

 

 

The 21 Best Resources for 2014 to Prevent Cyberbullying

Outubro 30, 2014 às 6:00 am | Publicado em Divulgação, Site ou blogue recomendado | Deixe um comentário
Etiquetas: , , , ,

texto do site http://www.edudemic.com  de 17 de outubro de 2014.

maineDOE

According to the Cyberbullying Research Center, more than half of teens and adolescents have reported that they’ve been bullied online, and between 10 and 20 percent say it occurs regularly. As a slew of recent news stories have demonstrated, the consequences can be devastating. A recent study conducted by the Center found that 20% of respondents who had been bullied, “reported seriously thinking about attempting suicide.”

Not all cases result in such poignant tragedy, of course, but cyberbullying has become a widespread problem that affects students of all ages and backgrounds. What’s worse is that many victims of cyberbullying don’t reach out for help, and they may continue to suffer from the consequences of bullying — such as low self-esteem and heightened levels of stress — for years after they’ve finished school.

What can educators do to put an end to this often invisible issue? The following resources will help to further education about cyberbullying and the best methods to combat it.

The Facts About Cyberbullying

The term “cyberbullying” may seem self-explanatory, but there is more to it than many people assume:

  • The National Crime Prevention Council explains cyberbullying in a simple, straightforward manner. It also lists some of the techniques that cyberbullies use, which range from simple things, such as sending tasteless emails, to more complex endeavors, such as creating websites with the goal of humiliating a certain person.
  • An infographic at teachthought.com presents the facts about cyberbullying in an easy-to-scan format. Teachers can use the statistics there as a launchpad to help students think more seriously about cyberbullying.
  • Another infographic is from stopbullying.gov, a government website that offers advice and tools for stopping all kinds of bullying.

Notable Updates in 2014

Perhaps now more than ever, Cyberbullying is showing up as a large red storm front on our society’s proverbial radar. Not a month seems to pass where we don’t hear about some terrible tragedy in the media. Fortunately, awareness of the problem is growing at a national level. Here are some of the latest resources and articles on the issue:

  • In anticipation of Bullying Prevention Month (which is October, if you didn’t know), ChicagoNow.com’s “Bully Boot Camp” blog recently posted an article titled, Bullying Prevention Month: Overcoming Cyberbullying. The piece offers some excellent actionable tips and insights, and the blog itself is well worth adding to your RSS feed, too.
  • Check out this IEEE Spectrum video on Youtube from this year’s Google Science Fair. It’s an interview with 14-year-old programming phenom Trisha Prabhu, who designed an app called “Rethink” to help put an end to cyberbullying. It works as a browser add-on, and she says it will “call out” cyberbullies before they ever even post hateful or harassing comments. She says it could potentially stop more than 90 percent of would-be bullies.
  • The Atlantic recently published a first-hand account, Confronting My Cyberbully, 13 Years Later, that follows the story of a young woman who reaches out to the bully who tormented her between the ages of 13 and 16. All at once, it’s enlightening, captivating, and poignant. The piece currently has more than 350 comments on it, so it’s also valuable for understanding the range of conversations that often surround such stories.
  • In September, Education Week posted an interesting blog post that serves to underscore the problem and provides further insight into how it works. Among other things, it cites a recent study by School Psychology Quarterly that found students tend to segue from traditional bullying into cyberbullying as they get older. Although the post is relatively short, it also includes research by the American Psychological Association to reinforce its findings.
  • Earlier in October, EduTopia posted an article by Megan McCarter about how to cultivate a bully-free community. She recommends speaking compassionately to resolve conflict with students.

One Key Strategy: Building Positive Relationships with Students & Families

The issues at the heart of cyberbullying are many and complex, but most of them boil down to relationships. By striving to build strong, positive relationships with both students’ families and the students themselves, educators can create an environment that (by its very nature) is a bulwark against cyberbullying.

More Resources for Taking Action

After you get up to speed on cyberbullying and its effects, it’s time to take action. While no two cases of cyberbullying are the same and the proper action to take can vary, there are some principles that can help.

  • Helping students see the seriousness of online harassment can go a long way toward stopping it. Mediasmarts.ca is a Canadian website, so not all of the information there about cyberbullying laws is relevant for U.S. schools. However, the lesson plans can serve as an invaluable tool for bringing cyberbullying out of the shadows.
  • Stopcyberbullying.org is a simple website, but it is rich with information. It has pointers that you’re unlikely to come across elsewhere, such as how to deal with the four different types of cyberbullies.
  • The Cyberbullying Research Center is an organization that actively seeks to raise awareness and help students, parents, and educators take steps to create a more comfortable online environment for children. You can download activities — such as puzzles and games — from its website that shed light on cyberbullying.
  • Endcyberbullying.org is a non-profit organization that, as its mission statement says, wants to “create a global social networking arena devoid of cyberbullying.” It organizes support groups, offers online counseling, and posts articles about the latest news related to cyberbullying.
  • Kidshealth.org covers a range of topics that relate to how adults can help children thrive. Its cyberbullying page gives some tips that can help adults recognize when a child is a victim of online abuse. Since kids hesitate to speak up, knowing the signs of cyberbullying is vital. It also provides guidance to parents on what to do if they discover that their child is the bully. Knowing how to talk to parents about that side of the issue can smooth out the process of beating specific cases of cyberbullying.
  • Overcomebullying.org has a broader focus than the other resources listed here. Its goal is to help victims of all types of bullying, whether it happens at school, in the workplace, or online. If you’re interested in doing deeper research, overcomebullying.org has lists of books that address specific types of bullying.
  • The article “15 Strategies Educators Can Use to Stop Cyberbullying” at opencolleges.edu.au outlines ways in which educators can make students feel more responsible for their online behavior. A couple of the techniques outlined include creating “digital citizens” and using team building activities in the classroom.
  • Deletecyberbullying.org is another project that wants to put an end to online harassment. The website includes news articles, helpful guides, and a list of resources that can help educators, parents, and students.
  • Connectsafely.org gives tips on how to stay safe online, and it has a downloadable PDF guide about cyberbullying. The guide is designed for parents, but the information there can help educators as well.

Cyberbullying often goes unnoticed by school faculty members, parents, and the students who have the good fortune to escape becoming a victim. However, addressing cyberbullying is vital because lives are at stake. Bullying victims are at least twice as likely to attempt suicide as those who are not victims. By being observant and staying up to date on the latest methods to fight cyberbullying, educators can play a role in eliminating the problem.

Have more tips or questions about cyberbullying? Participate in the comments below or on Twitter through @edudemic!

 


Entries e comentários feeds.