Workshop Bullying – Não estás Sozinho!

Outubro 16, 2015 às 9:00 pm | Publicado em Divulgação | Deixe um comentário
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bullying

Workshop Bullying – Não estás Sozinho!

A ASOS – ASSOCIAÇÃO SOLTAR OS SENTIDOS vem comemorar o Dia Mundial de Combate ao Bullying, organizando conjuntamente com o IPDJ de Coimbra, o Workshop “Bullying – Não estás sozinho!”

20 de Outubro de 2015
Auditório do IPDJ de Coimbra
Entrada gratuita
14h00 – Técnicos
15h30 – Jovens

“A maioria das crianças e jovens estabelece relacionamentos positivos com os seus colegas e amigos. Contudo, podem existir situações em que a violência tem lugar, provocando mal-estar, desconforto, medo, vergonha e insegurança na vítima”

mais informações:

https://www.facebook.com/soltarossentidos?fref=photo

Lançamento do livro, DIZ NÃO AO BULLYING – não deixes que te façam mal – 24 de outubro no CC Vasco da Gama

Outubro 16, 2015 às 8:00 pm | Publicado em Livros | Deixe um comentário
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não

Sábado, 24 de Outubro às 16:00

Café FNAC – Centro Comercial Vasco da Gama

LANÇAMENTO do livro, “DIZ NÃO AO BULLYING – não deixes que te façam mal!” (Plátano Editora) Será no próximo dia 24OUT, 3 anos após a publicação do livro, Plano Bullying – Como apagar o Bullying da Escola escola, que fiz em conjunto com a Sónia Seixas O local será a FNAC do Centro Comercial Vasco da Gama, pelas 16 horas.

Neste novo projecto, eu e a Sónia Seixas contámos com uma colaboradora muito especial, a minha filhota, Sara Luís Fernandes. Trata-se de uma história infantil em que se pretende sensibilizar e alertar, o mais precocemente possível, para as principais questões que caracterizam a problemática do bullying em meio escolar. Apesar de ser uma livro dirigido preferencialmente aos mais novos, foi elaborado com o objectivo de auxiliar pais, professores e outros técnicos a abordar e trabalhar muitas outras questões para além do bullying, a gestão de conflitos, a empatia, a resiliência, a comunicação, a assertividade e tantas outras dimensões essenciais para prevenir este tipo de comportamentos, nomeadamente, a capacidade de DENUNCIAR essas situações, como sempre afirmámos, o silêncio da vítima é a maior “arma” do agressor!!! Vamos TODOS dizer NÃO AO BULLYING

https://www.facebook.com/events/509144445920689/

 

 

Encontro CSI Lisboa – Competências Sociais Integradas – Temporada 2

Outubro 14, 2015 às 11:00 am | Publicado em Divulgação | Deixe um comentário
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csi

mais informações nos links:

http://www.casapia.pt/csilisboa.html

https://www.facebook.com/events/1502958016694462/permalink/1502963913360539/

IV Encontro Intermunicipal CPCJ da Zona Norte do Distrito de Leiria “Sociedade Atenta, Crianças e Jovens Felizes” com a participação de Melanie Tavares do IAC

Outubro 6, 2015 às 12:00 pm | Publicado em Divulgação | Deixe um comentário
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A Dra. Melanie Tavares, Coordenadora dos Sectores da Actividade Lúdica e da Humanização dos Serviços de Atendimento à Criança do Instituto de Apoio à Criança, irá participar no encontro com a comunicação “Bullying – Prevenção e Práticas Comprovadas”.

cpcj

mais informações:

http://cm-figueirodosvinhos.pt/c/noticia/iv-encontro-intermunicipal-cpcj-da-zona-norte-do-distrito-de-leiria.html

O preço do silêncio

Setembro 29, 2015 às 12:00 pm | Publicado em O IAC na comunicação social | Deixe um comentário
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Artigo do Expresso de 26 de setembro de 2015.

O artigo contém declarações da Dra. Cláudia Manata do Outeiro do IAC-CEDI (Centro de Estudos, Documentação e Informação sobre a Criança).

O preço do silêncio

expresso2

 

English children among the unhappiest in the world at school due to bullying

Setembro 7, 2015 às 12:00 pm | Publicado em Estudos sobre a Criança | Deixe um comentário
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notícia do http://www.theguardian.com  de 19 de agosto de 2015.

Phil Boorman Corbis

An estimated half a million 10- and 12-year-olds are being physically bullied at school, according to a study by the Children’s Society. Photograph Phil Boorman Corbis

Sally Weale Education correspondent

Violence and poor relationships with teachers puts English children 14th out of 15 countries surveyed for happiness at school as charity calls for action.

Children in England are unhappier at school than their peers in almost every other country included in a new international survey, with widespread bullying causing huge damage to their wellbeing.

An estimated half a million 10- and 12-year-olds are physically bullied at school, according to a study by the Children’s Society, which found that 38% of children surveyed had been hit by classmates in the last month.

In an international comparison of children’s happiness in 15 countries, the report concluded that children in England were unhappier with their school experience than their peers in 11 other countries, including Ethiopia and Algeria.

The findings, which are outlined in the Children’s Society’s annual Good Childhood report, carried out in collaboration with the University of York, paint an alarming picture of children’s experiences at school in England, and their wider sense of wellbeing.

Matthew Reed, chief executive of the Children’s Society: “It is deeply worrying that children in this country are so unhappy at school compared to other countries, and it is truly shocking that thousands of children are being physically and emotionally bullied, damaging their happiness. School should be a safe haven, not a battleground.”

According to the report, children who were bullied frequently were six times more likely to have a low sense of wellbeing than children who had not been bullied.

Children in English schools were also the most likely to have experienced being left out by classmates in the last month, with half of all those questioned complaining of feeling excluded. Boys were 50% more likely to have been hit by classmates than girls, while girls were 40% more likely to have felt left out.

Feeling left out

1

On average, 11% of children said they were dissatisfied with school life, with particularly poor relationships with teachers upon which England was ranked 14th out of the 15 countries. They were also unhappy about what they were learning (11th in the rankings) and with their classmates (12th).

The study also reveals that children in England are particularly unhappy about their appearance. Girls came bottom in terms of their satisfaction with their appearance and self-confidence compared with girls elsewhere, with the exception of South Korea.

They were more than twice as likely as boys to feel unhappy with their bodies (18% compared with 8%), with few other countries in the study showing the same gender difference.

Low happiness

2

The report also highlights the difference in children’s experience of primary and secondary schools with children in year six, the top year of primary, much more likely to say they enjoy going to school (61%), compared with just 43% in year 8.

The international research is based on a survey of 53,000 children aged 10 and 12 in England, Germany, Norway, South Korea, Poland, Estonia, Spain, Turkey, Romania, Algeria, South Africa, Israel, Ethiopia, Colombia and Nepal.

Overall, it concludes that children in England are unhappier with their lives than those in 13 other countries including Israel and South Africa, with only South Korea lagging behind.

Interestingly, however, the report points out that children in England have relatively high satisfaction with five particular aspects of their life – their friendships, money, possessions, their relationships with relatives they don’t live with and their local police.

As a result of its findings, the Children’s Society is calling on the government to make it mandatory for schools in England to provide counselling to pupils, and is urging schools to help children’s wellbeing by tackling bullying and promoting physical exercise.

“Despite a long period of austerity, we are one of the richest nations in the world yet the happiness of our children is at rock bottom,” said Reed. “They are unhappy at school and are struggling with issues around their appearance and self-confidence.

“We know that this is related to their mental health and can prevent them flourishing. We need to urgently find a way to make young people feel happier about their lives to avoid storing up problems for the future. Giving children a happy childhood should be our top priority.”

Professor Jonathan Bradshaw, of the department of social policy and social work at the University of York, said: “Although we know from previous work that most children in England are positive about their lives, these comparisons show where we could be doing better for our children.

He added: “Children are our future. Their wellbeing matters to us all. As a nation we pay enormous attention to the wellbeing of our economy, the state of the weather, sporting league tables, the City and the stock market.

“Indicators of these take up pages of the media every day. We need to make more effort to monitor the wellbeing of our children and we need to devote more resources to understanding how they are doing and to ensuring that their childhood is as good as it can be.”

Children’s mental health has become a key issue for campaigners in recent years, with concerns about cutbacks in adolescent mental health services. Lucie Russell, of the mental health charity, YoungMinds, said not enough was being done to support children facing enormous pressures including stress at school, body image issues and cyberbullying.

“We just cannot ignore that in Britain so many children are suffering. These findings must not be dismissed as simply an inevitable part of growing up. Children in England are worryingly falling a long way behind in their level of happiness in comparison to other countries and action must be taken to address this.

“It is vital that we invest in early intervention services so that we provide support for children and young people when they first start to struggle. Too often children have to wait until their problems hit crisis point before any kind of help kicks in. ”

Kevin Courtney, deputy general secretary of the National Union of Teachers, said: “There needs to be the time devoted in the curriculum to preventing bullying through challenging negative attitudes. The lessons learned make a significant difference to pupils’ attitudes, not only during their school career but throughout their adult life as well.”

He also accused the government’s accountability agenda of putting pressure on children. “Children can now expect to be branded ‘failures’ when barely into primary education, and many of those who undergo high-stakes tests and examinations at all stages of school life experience serious stress-related anxiety.”

A government spokesperson said: “The best schools create a happy, safe and supportive environment for children, laying the foundations for fulfilment in adulthood. Bullying of any kind is unacceptable and all schools must have measures in place to tackle it. That is why we are providing more than £7m to help schools tackle bullying head on.

“We are also promoting greater use of counselling in schools, improving teaching about mental health, and supporting joint working between mental health services and schools. This will ensure children can thrive both inside and out the classroom.”

The Children’s Society is a national charity which works with vulnerable children and young people and campaigns on their behalf.

‘Bullying is soul-destroying’

Tamanna Miah is 22 and in her third year at university, but still carries the emotional and physical scars from the racial bullying she suffered throughout primary and secondary school.

Her family are from Bangladesh and she grew up in Sevenoaks, Kent, where she was the only non-white child in her primary school. The bullying started almost as soon as she began school, she says, around the age of four.

Martin Godwin for the Guardian

Tamanna Miah says she was bullied from the time she started primary school onwards. ‘They did everything to make my life hell.’ Photograph: Martin Godwin for the Guardian

“I was the only Asian kid in my area and in my school. People used to bully me for my looks, my skin colour … they did everything to make my life hell. They called me names, put sticks and rubbish and chewing gum in my hair.

“They would chase me and throw things at me. They pushed me off a wall. Even today I’ve still got the marks on my leg from when that happened. Staff often ignored it. They would say I was being silly, that I was making it up.”

Miah was so unhappy at school her parents had to drive her there “kicking and screaming”; she would pretend to be ill and try to hide to avoid going to school. She began to lose confidence in the way she looked and used her mother’s skin products to try to lighten her skin so she would “fit in” with her peers.

Bullying has changed her life, she says. “It’s soul-destroying, it really is. I know how much I suffered and I wouldn’t want anyone else to go through it. I suffered severe depression and anxiety as a result. I was so isolated.

“I had no confidence, I had no self-esteem. I couldn’t talk to my parents and my teachers didn’t understand. I felt suicidal a lot of the time.”

Far from school being a safe haven, Miah believes children feel particularly vulnerable there, and that teachers don’t realise how much of an impact experiences of bullying have on a child’s wellbeing.

“You should be feeling safe – you spend such a lot of your life at school. But you are open to so much there. You’re meeting other young people. You have to be there. You are there on a daily basis.”

Miah believes her grades suffered as a result of the bullying, which was a constant distraction from her studies. Now she campaigns on issues surrounding bullying and has made a film to show what it’s like to be a victim.

“These days schools do have more policies in place but it’s almost like bullying is a normal part of childhood. We need to break out of that. It’s not normal. I don’t think people realise how detrimental it is.”

 

 

La excelencia educativa también pasa por una lucha eficaz contra el acoso escolar

Agosto 21, 2015 às 12:00 pm | Publicado em A criança na comunicação social | Deixe um comentário
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texto do site http://www.eldiario.es de 4 de agosto de 2015.

el diario

Eduardo Azumendi

El programa finlandés Kiva contra el ‘bullying’ se aplica ya en el 90% de las escuelas de Finlandia, un país que es una referencia a nivel mundial por sus métodos y resultados educativos.

El objetivo es disminuir y prevenir el acoso escolar y garantizar un ambiente de aprendizaje tranquilo y seguro para todos.

El acoso escolar se ha convertido en una lacra, en uno de los problemas más serios e importantes a los que se enfrentan las escuelas en todo el mundo. Al bullying, tal y como se conoce a este fenómeno por su nombre en inglés, se ha sumado en los últimos años el ciberbullyin, que tiene las mismas características, pero q se hace a través de las nuevas tecnologías. Desde 2007, la iniciativa finlandesa Kiva, que en finlándes coloquial se usa para describir algo agradable y, al mismo tiempo, es el acrónimo de Kiusaamista Vastaan (contra el acoso escolar), ha triunfado en el país nórdico y ya se ha exportado a más de una decena de países. El objetivo de esta iniciativa desarrollada por la Universidad de Turku es disminuir y prevenir el acoso escolar y garantizar un ambiente de aprendizaje tranquilo y seguro para todos. Para los profesionales nórdicos, la excelencia educativa de su sistema escolar (reconocido habitualmente por los resultados de los exámenes PISA) pasa por una lucha eficaz para erradicar el acoso escolar. Y según los resultados, Kiva lo está consiguiendo.

En Filandia, ya se aplica en el 90% de las escuelas y contar, o no, con este proyecto ya es una condición que muchos profesores y alumnos tienen en cuenta a la hora de elegir un centro en el que trabajar o estudiar. En esencia, los estudiantes asisten en tres etapas de su vida escolar —a los siete, los 10 y 13 años de edad— a una veintena de clases en las que aprenden a reconocer el acoso y donde realizan ejercicios para mejorar la convivencia.

En cada centro que adopta Kiva hay un equipo de profesores que son los que actúan en caso de denunciarse un caso, pero son todos los docentes los que están atentos a posibles conflictos y los que avisan al equipo Kiva para que intervenga. En cada colegio hay un equipo Kiva, que se ponen a trabajar en cuanto tienen conocimiento de un caso de acoso escolar o ciberbullying en el centro. En primer lugar, actúan como filtro, para reconocer si se trata de un acoso sistemático o algo puntual. Después se reúnen con la víctima para dale apoyo, ayudarla y tranquilizarla. También hablan con los acosadores para que sean conscientes de sus acciones y las cambien.

Por lo general, el acosador es apercibido y cesa en su actitud. Pero también hay casos difíciles, que pueden llevar a los docentes a cambiar a la víctima de grupo. El equipo Kiva se compone de maestros que el propio director suele elegir teniendo en cuenta sus cualificaciones universitarias en temas relacionados con la violencia escolar o estudios de comportamiento de grupos, entre otras disciplinas. El trabajo de los docentes es a su vez seguido por los investigadores de la Universidad de Turku, que mediante encuestas periódicas observa la implementación y el resultado del programa.

A diferencia de otros modelos que se centran exclusivamente en la víctima y el acosador, Kiva hace hincapié en el grupo, donde están el resto de personas que no acosan. Solo observan, son los testigos. “No hay que cambiar la actitud de la víctima, para que sea más extrovertida o menos tímida, sino influir en los testigos. Si se consigue que no participen en el acoso, eso hace cambiar la actitud del acosador. El objetivo es concienciar de lo importante de las acciones del grupo y empatizar, defender y apoyar a la víctima”, recalcan los especialistas.

El programa contra el acoso fue impulsado por el Gobierno finlandés tras un par de episodios muy violentos: dos tiroteos en dos escuelas en 2007 y 2008.

Prevalencia

Lorea Sarrionandia, psicóloga de profesión y experta en el tratamiento del acoso escolar, recalca que hay que saber diferenciar entre enfados, problemas y peleas. “Es frecuente que los estudiantes tengan problemas entre ellos, pero eso no es bullying. Para estar ante un caso de bullying se tiene que repetir a lo largo de semanas y meses insultos y humillaciones. Es decir, que se repitan los malos tratos psicológicos, físicos y verbales”. Sarrionaindia, quien ha participado en los cursos de verano de la Universidad del País Vasco en una ponencia sobre cómo detectar el bullying, recordó que en 2005 se hizo un estudio de cuál era la prevalencia del bullying en Euskadi. La tasa de victimización en Primaria fue de un 5,8%. De secundaria un 3,8%. “Normalmente pensamos que las tasas más altas de bullying se dan en la adolescencia o en el instituto. Pero los datos demuestran que la probabilidad más alta se da en 5º y 6º de primaria, cuando los niños tienen entre 10 y 13 años”.

El sexo también tiene importancia en estos conflictos. “Las peores actitudes son de los chicos. En las chicas, sin embargo, es más común que se hable mal de los demás”. Los comportamientos más frecuentes son los verbales. “Las agresiones graves se dan en muy pocas ocasiones, las más frecuentes son las leves”.

Sobre los profesores: El 38,5% de los alumnos de primaria y el 24% de los de secundaria creen que los profesores sí que castigan los malos comportamientos. Pero el 8,5% de primaria y el 29,1% de secundaria creen que los profesores tienen una actitud pasiva y que no hacen nada ante un caso de acosso.

KiVa Antibullying Program

http://www.kivaprogram.net/

We can’t beat bullying with more bullying

Agosto 15, 2015 às 12:00 pm | Publicado em A criança na comunicação social | Deixe um comentário
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Texto do http://www.independent.co.uk de 19 de julho de 2015.

The Independent

 

Liz Cookman

Online kangaroo courts are ruining lives

When it comes to bullying, we’re told to lead by example. But just this week a vitriolic witch-hunt against a 16-year-old girl has proved that we’re not setting a particularly good one ourselves.

The girl – who cannot be named due to her age – was accused of bullying two 14-year old schoolgirls in a video that went viral.

The footage depicts a clash between two groups of teenagers in Northfield, near Birmingham, last Saturday. The accused is seen telling the two girls to “get on your knees and say sorry” for giving her a “dirty look”, before punching them and emptying their bags onto the floor.

The humiliating ordeal makes for uncomfortable viewing, although the video was seen over 7 million times on Facebook before the police requested that users remove it. What was more uncomfortable, however, was the vitriolic hounding of the alleged ‘bully’ following its release.

Forget uncomfortable. What I mean is disgusting, gross, inexcusable. A cyber lynch mob got a whiff of blood and went after it with gusto. A stream of commenters, largely adult, flooded social media. They wanted justice and closure for the alleged victims. Most of all they just wanted to hate.

The girl’s identity was uncovered through social media and released online along with her phone number. Facebook groups were set-up calling for ‘karma’ to be served. Insults were hurled at the girl for her appearance. There were a number of physical threats and some even asked for her to ‘kill herself’.

The tirade became so bad that she had to be taken into police custody for safety and her phone was destroyed due to the number of death threats she was receiving. Later, she was forced to flee her home with her mother when an angry gang of vandals descended.

“A bunch of adults turned up and started spraying graffiti,” one eyewitness told The Sun after the words ‘scum’ and ’bully’ were left on her door. We’re talking about grown humans, intimidating a girl barely more than a child. Forget eye-for-an–eye, this kangaroo court were after a whole head.

I was bullied as a teenager and it can ruin people’s lives. According to charity Ditch the Label, as many as 43% of young people in the UK are thought to have suffered bullying of some kind and it has recently been linked to depression in adulthood. So why on earth did this army of supposed morality enforcers decide the answer to bullying was an even more extreme form of bullying?

Read more: Police investigate ‘sickening’ bullying Facebook video Teacher’s face a storm of bullying – by the children’s parents

Internet vigilantism and high-profile online hate campaigns have become so commonplace that the equivalent of three people a day were convicted of trolling in the UK last year. This was just the latest in a long line of recent hate campaigns that started online.

We’ve seen Reddit’s interim chief executive,Ellen Pao hounded from her job by trolls. Beauty blogger Em Ford was branded “disgusting” for daring to show her naked, blemished skin online. Don’t even get me started on both corners of the Katie Hopkins debate. It’s normal now, sort of acceptable in some circles, even, to bay for blood at anything we don’t like online. We’re legion, and our anger is magnified many, many times.

Yet what a confusing message we’re sending out to youngsters. The teen in the Northfield video broke the law, and she was dealt with accordingly. She pleaded guilty to assault and robbery at Birmingham Youth Court, but is yet to be sentenced. Although she claims no memory of the event due to drink, she was said to be “disgusted” by her actions when shown the video. Bullying is wrong, wrong, wrong. Unabashed group hatred from a distance, however? Why not.

Teens bully – it’s not right, but it happens and we work towards putting it right. Adults, however, we’re supposed to know better. Lest she who is without sin write the first tweet, as some feller once almost said. Especially when we’re talking about teenagers.

 

 

La mutación del bullying – Grande aumento do Cyberbullying nos Estados Unidos

Agosto 14, 2015 às 12:00 pm | Publicado em Estudos sobre a Criança | Deixe um comentário
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Texto do site http://www.vlcnoticias.com de 4 de agosto de 2015.

O estudo citado na notícia é o seguinte:

Trends in Cyberbullying and School Bullying Victimization in a Regional Census of High School Students, 2006-2012

bullying

Un estudio de más de 16.000 estudiantes de colegios secundarios de Boston muestra cambios en la forma en que se relacionan los adolescentes y, particularmente, en los vínculos agresivos que se manifiestan entre los jóvenes.

La investigación exhibe que el acoso cibernético está en aumento, más fuertemente con las niñas como víctimas e instigado por la prevalencia de los smartphones entre los adolescentes, publicó The Boston Globe.

El porcentaje de los estudiantes que dijeron que experimentaron el cyberbullying pasó de 14,6 por ciento a 21,2 por ciento en un período de seis años que finalizó en 2012, según el estudio realizado por la ONG Centro de Desarrollo de la Educación. El estudio utilizó datos de la encuesta de salud de 17 escuelas no identificadas del oeste de Boston.

El porcentaje de niñas que informó incidentes relacionados con la intimidación o acoso en sitios web y redes sociales se disparó un 10 por ciento, mientras que los episodios focalizados en varones aumentaron un 3 por ciento. Al mismo tiempo, el bullying personal disminuyó un 3 por ciento durante el período.

En otras palabras, el bullying en general creció, pero bajó en las escuelas. ¿Por qué?

Los especialistas explicaron que el estudio, que se publicará en septiembre en la revista School Health, refleja la expansión de la tecnología, que permite a los acosadores difundir información de forma rápida y, a menudo, anónima. Así, logran dirigirse a las víctimas en cualquier momento del día.

“No me sorprende en lo más mínimo que el acoso cibernético haya subido”, dijo Rusty Sullivan, el coproductor de Boston vs. Bullies (acosadores), un programa antibullying utilizado en las escuelas de todo Massachusetts. “Los celulares e Internet son una gran parte de la vida de los niños hoy en día”, agregó.

El aumento del cyberbullying “aumenta considerablemente las expectativas” del bullying ya que el público es prácticamente ilimitado, dijo Sullivan. “Una vez que el niño aprieta enviar, no hay forma de control”, dijo.

LOS ADOLESCENTES NO HETEROSEXUALES REPORTARON MAYORES CASOS DE CIBERACOSO

Shari Kessel Schneider, director del proyecto en la ONG con sede en Waltham y autor principal del nuevo estudio, coincidió en que la naturaleza instantánea de los teléfonos celulares probablemente ha contribuido al aumento de la intimidación cibernética. Los sitios web que permiten envíos anónimos, o mensajes que pueden desaparecer después de su envío, son también vehículos principales para la difusión.

Asimismo, los adolescentes no heterosexuales reportaron mayores casos de ciberacoso. En 2012, el 31,5 por ciento de los jóvenes que son miembros de las minorías sexuales -como lesbianas, gays, bisexuales o transexuales- informaron haber sido acosados cibernéticamente, en comparación con el 20,3 por ciento de los jóvenes heterosexuales.

 

 

 

Crianças que veem muita televisão correm mais risco de bullying

Julho 29, 2015 às 10:00 am | Publicado em Estudos sobre a Criança | Deixe um comentário
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Notícia do site http://www.noticiasaominuto.com de 20 de julho de 2015.

O estudo citado na notícia é o seguinte:

Too Much Television? Prospective Associations Between Early Childhood Televiewing and Later Self-reports of Victimization by Sixth Grade Classmates

DR

Desde que a televisão começou a entrar nas nossas vidas e a ocupar uma boa parte da rotina que se têm feito muitos estudos para analisar os seus efeitos, especialmente nas crianças. Um estudo publicado na revista científica Journal of Developmental & Behavioral Pediatrics relaciona o consumo excessivo de televisão com um dos maiores problemas educativas e sociais de hoje em dia: a violência (bullying) na escola.

Apesar de a Associação Americana de Pediatria desaconselhar que as crianças com menos de dois anos passem tempo a ver televisão, e de que as restantes não passem mais de uma ou duas horas a ver televisão, a verdade é que há muitas crianças em idade pré-escolar que passam quatro horas ou mais a ver televisão, alerta o El Mundo.

O estudo da Universidade de Montreal, no Canadá, sugere que as crianças de 29 meses que passam muito tempo a ver televisão correm mais riscos de sofrer de bullying na escola aos 12 anos.

Os investigadores consideram que o consumo excessivo de televisão pode influenciar de forma negativa as competências sociais das crianças e a forma como estas lidam com os conflitos interpessoais, o que o pode prejudicar na hora de lidar com conflitos sociais que enfrentará na escola.

Passar muito tempo em frente à televisão “deixa menos tempo para a interação com a família, que continua a ser o principal veículo de socialização da criança”, pode ler-se no estudo, citado pelo El Mundo.

Além disso, os investigadores sugerem que “a exposição precoce à televisão está associada a um défice no desenvolvimento das funções cerebrais que tratam da resolução de problemas com outras pessoas, com a regulação das emoções e as capacidades de brincar com outras crianças da mesma idade”.

 

 

 

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