Bullying comes in many forms, including physical contact, words, actions, or other types of aggressive behavior. It is often directed directly or indirectly at a specific person with the intention of causing humiliation or harm. With unrestricted access to the Internet and social media, bullying has also evolved into new forms of online bullying: around 46% of teens have experienced at least one type of cyberbullying.
Additionally, high school students, girls, and students in rural areas are more likely to experience bullying. Bullying can make your child or loved one feel anxious, lonely, depressed, or even have suicidal thoughts. We are here to help you understand the link between bullying and suicide and how mental and behavioral health services can support your child.
In this seminar the following topics will be discussed:
The purpose of this seminar is planning for the prevention of Bullying, Cyberbullying and Suicide. The need to manage processes well and always document them is essential. This would require the creation and implementation of a preventive plan as soon as possible to minimize the risks to which students, teachers and the educational center may be exposed.
Adolescence is a time of change, of searching for identity and of existential approaches in which one breaks with childhood and needs to make room for a new life stage.
Educational centers, in primary, secondary and high school education, must address the promotion of peaceful coexistence and the rapid, consistent, educational and effective detection and intervention in conflict situations and, of course, in those susceptible to being charged with bullying and cyberbullying, which in some cases can lead to a suicide attempt or a completed suicide.
It is essential to plan specific actions to prevent bullying and cyberbullying. General ideas or good intentions are not enough; there is a need to set up a team to prevent them. Therefore, both the tutors and the committee, which will designate the center, must plan and develop actions to prevent bullying, cyberbullying and suicide.
It is essential to promote the role of students in prevention and in informing and raising awareness of the educational community. Students must help and be part of this prevention.
Working for suicide prevention is a complex and difficult task in which, among many other aspects, myths, fears and ignorance of essential aspects play a key role in the detection, prevention and intervention of disruptive, self-destructive and self-harming behavior. and suicidal.
It is important to understand how social networks affect bullying, suicidal and self-harming behavior, but also the importance they have in being able to talk to young people from their own media, to accompany them and educate them using their channels.
We must be honest with the students, tell them the real things, adolescence as it is, with its positive and negative parts, the problems we go through, etc. Empathize with them and let them see that they can get ahead and that they are not alone.
The solidarity of all colleagues is needed to alert when there is a problem, when something is wrong, and to be able to act. And in addition to the school, parents need to talk to their children from reality, so that they know that in life there is happiness and suffering, but that everything can be overcome and everything can be overcome, with support. We have to accompany our children and adolescents to understand them, know what is happening to them and make them feel accompanied.
Suicide prevention is everyone's task, which we must undertake through listening, attention and understanding to prevent the little ones from suffering and from committing actions with no return.
Early childhood education, therefore, is the natural setting in which this type of competition can and should be carried out, adequately supported by the essential principles of collaboration between educational teams and families, and oriented towards the configuration of personal development profiles in those that prioritize values such as mutual help, solidarity, support, compassion, generosity, the ability to listen and dialogue, assertiveness, peaceful resolution of conflicts, the capacity for teamwork and cooperation, empathy and resilience.
Actions against bullying must begin in stages prior to those that are marked as scenarios in which the phenomenon emerges. Starting to work in early childhood education is essential. Teachers and parents at this educational stage must understand this challenge well, and facilitate the development of actions to promote healthy coexistence habits, social skills and emotional competence.
This seminar is divided into the following 3 parts:
I. Proposal for students II. Proposal for parents and legal guardians III. Proposal for teachers and employees of educational centers
In this workshop we will learn a little more about the developments that occur in the brain during adolescence. It can be helpful to know about these changes because they provide some context about normal teen behavior and why teens behave the way they do.
Just 15 years ago, it was commonly assumed that most brain development occurs during infancy and early childhood, and that an adolescent's brain was essentially "mature." However, recent advances in technology, which help us explore the structure and function of the brain, have led to a move away from this thinking.
Education is key to preventing violence against women and gender violence against men. The workshop will explore, among other topics, how to address gender stereotypes in schools and how to involve families and children in the fight against gender-based violence. Best practices on gender-based violence prevention in schools, teacher training in gender-sensitive education, and reporting mechanisms will be discussed.
Violence against women, and in some cases even men, also known as gender violence, is a public health problem. It is any harmful act, physical, sexual and/or emotional, perpetrated against a person's will, and that has a negative impact on the person's physical or psychological health.
Men and boys can be victims of gender violence, especially sexual violence, but globally the majority of victims are women, although these groups should not be underestimated in any case.
Gender-based violence causes substantial mortality and morbidity due to mental, physical, sexual and reproductive health impacts, and leads to an increase in risk behaviors, such as alcohol and drug use, smoking, and sexual relations. protection.
The resulting injuries and physical disabilities typically include lacerations, abrasions, eye injuries, fractures, bruises, and burns. Mental health impacts include depression, anxiety, low self-esteem, phobias, panic disorders, and post-traumatic stress disorder.
The impacts extend beyond the victim and into the family, with particularly negative impacts on children. Studies show that domestic violence negatively affects parenting skills, educational attainment, and children's behavior.
Children who witness violence in the home have been found to be at greater risk for emotional and behavioral problems, and are more likely to perpetrate or be victims of violence in adulthood. Risk factors for experiencing and perpetrating violence against them include low educational attainment, past experiences of child maltreatment, past exposure to interparental violence, harmful use of alcohol, social acceptance of violence, and gender inequality and poverty.
However, gender-based violence and interpersonal violence can be prevented by providing support to survivors, both psychologically and in the security/protection sector, in the legal/justice sector and the health sector.
The role of the health sector is to safely identify and effectively treat survivors of violence, document cases confidentially, and provide necessary referrals to necessary services and support. Coordination across sectors is essential to reduce harmful impacts and prevent further injuries, trauma and damage.
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