Impact of Unhealthy Food Advertisements on Children free essay sample

Studies have shown that a trend toward junk food consumption has been increased among children in Pakistan, which is ultimately leading to childhood obesity. Our purpose of study is analyzing the impact of food advertisements on the children aged 8-13 years in terms of the food ads influence on their unhealthy food consumption and purchasing preference. The methodology we used was that firstly we had surveyed 10 well known primary schools of Multan, ten students were taken from each school thus our sample size(n=100)and they were asked to fill the questionnaires. Secondly we had also observed the buying behavior of the children at canteens. Thirdly, Parents and teachers were also interviewed they had the opinion that there is an impact of junk food ads on children eating preferences. Our results included that mostly children have no concept of fats which can be the reason for greater unhealthy food consumption in response to food ads among them. We will write a custom essay sample on Impact of Unhealthy Food Advertisements on Children or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The weak relationship exists between the number of hours the TV watched by the children and junk food consumption frequency. Moreover, mostly ads remembered by the children were of confectionaries and fast food outlets; suggesting that children are more attracted towards the junk food items because of the Junk food ads. Results also show parents have strong influence in stopping their children from consuming the junk foods but the relationship between the parental influence and the junk food consumption frequency found to be weak as children consume more food outside the home. The study was carried out with 8-13 years aged pupils (n =100) in ten primary schools in main areas of Multan. Thus, the generality of these findings to children from other demographics and cities is unclear. Moreover, only ten schools of the Multan were visited. Keywords: Children; Food advertisement; Junk food; Child obesity; Purchasing preferences Introduction The main course of our research relies on scratching out all the possible factors and variables that are used in food advertisements. Television is one of the strongest medium of advertisement due to its mass reach; it can influence not only the individual’s attitude, behavior, life style, exposure, eating pattern and other aspects of one’s life. Besides TV there are other medium including magazines, newspapers, radio, billboards etc to advertise the food products. Children of course are the most awful victims of advertisements. Its effects on the children are universal in nature. Food marketers are interested in children because of their spending power. They are more influenced by the advertisement and purchase the product. More hours they spend on watching TV, the more impact on their purchase. The companies that make junk food aggressively advertise their products. The junk food ads are mostly shown on the children TV programming as it promotes consumption. They specially use cartoon characters that are mostly admired by children. They also use musical backgrounds and color schemes that attract the children. Children diets are strongly influenced by the environment. They eat more food away from home, drinking soft drinks and snacking more frequently. The intake of fats, sugar and artificial flavors has increased. That is the major reason of increasing obesity among children and indicates an alarming situation. Children who watch excessive television may be the ones who do not participate in games and are consumers of fat and high energy snack foods. Commercials could be attributed as misleading. Excessive TV viewing brings laziness and idleness and thus creates childhood obesity. The findings come from research at Liverpool University which draws a clear link between the TV advertising of foods high in fat, sugar, salt and rising obesity. The findings put pressure to the parents to control their children diet as well as their TV viewing. The purpose of our study is (1) to identify the critical impact of food ads on children (2) to know the factors causing obesity (3) to statistically test the impact of factors on children. Literature review There are some studies showing children and adolescents are targeted by the food marketers as Story and Simon (2004) have studied that the food and beverages industries are aggressively targeting the adolescents and children. Children are focused more in food advertisements on media, even in school advertisements. Youth targeted marketing is also heavily influencing the children and adolescent, they emphasized that the food being advertised are fatty and sugary in nature (snack, Soft Drink). The reason behind targeting the youth is that they are seen as potential customers in future. So, the purpose of such food advertisements aimed at children is to influence brand awareness, brand preference, brand loyalty and food purchase among youth. There’s no doubt fun is mainly focused in the food advertisements targeted towards children to gain their attention as De Iulio (2010) has emphasized that in advertisements targeting the children, food products are thus linked to a fantasy world of entertainment specific to the child culture and, as has been more and more frequently the case, to the mass media child culture in order to attract the children to the foods advertised. This fun dimension for children based food advertisements is also being supported by Mathiot (2010) who has suggested that the child is perceived as being purely and simply attracted by the fun dimension of a product. The interviews with the parents on the subject of their children frequently hint at such representations, with remarks such as it’s fun, so they’re bound to like it when considering children’s eating habits there is a need to examine how designers construct the children’s world. Children have a reflexive attitude towards their eating practice. There is no doubt that more exposure to unhealthy food advertisements leads to increased junk food consumption especially among obese children as Halfords (2004) research indicates that the prevalence of obesity in childhood is increasing. Obese children did recognize a greater number of foods than non-food advertisements. The obese children also ate the least amount of the savoury low-fat packet food tested. The normal weight children still consumed the savory low-fat snack after viewing the non-food ads. Their data is consistent with the small number of studies specifically examining the relationship between viewing food advertisements and food choices and eating behavior in children. Exposure to advertisement for foods on TV can have an effect also on eating behavior, stimulating energy intake from a range of foods and exaggerating unhealthy choices among foods. Many studies have been conducted to find the connection between food advertisements and food choices of children as Haris, Bargh and Brown (2009) came up with the ypothesis that exposure to food advertising on T. V also contribute to obesity by triggering automatic snacking of available food. As the children, who saw food advertising ate 8. 8 gram more during the 14 minutes they watch TV in the experiment. It also caused in weight gain of almost 10 pounds per year. So the lack of significant moderating effect for any of the child characteristic measured suggests the considerable power of food advertising to consistently influence consumption across a highly diverse sample of children. TV viewing habits and food consumption are interlinked as Fiates (2008) has suggested a qualitative methodology to investigate TV viewing habits and food choices in a group of students. Results showed that TV viewing was indeed an important part of the children’s leisure hours, and that eating was a habit strongly associated with it. Aside from the media, schools are influential environments in children’s lives, and could serve as effective mediums in relaying information to promote modification of ‘‘bad’’ behaviors and adoption of new,’ healthier’’ ones. This study was of exploratory nature; results suggested that the qualitative approach generated valuable and interesting data that can be tested later on by other methods, such as a quantitative survey. Thus, increasing preferences of food brands being advertised along with consumption related family communication strongly influence the children’s food consumption as Buijzen, Schuuman ,Bomhof (2007) has suggested that children’s exposure to food advertising was significantly related to their consumption of advertised brands and energy product categories. Further, they found the relation between advertising exposure and overall food consumption only held in lower income. In addition, consumption-related family communication was an important moderator of the relation between advertising and the food consumption variable. Besides TV outdoor food advertisements and food outlets also play important role in triggering unhealthy food advertisements among children, as Walton, Pearce and Day (2009) have shown that impact of outdoor food advertisements and outdoor food outlets around schools have impact on promoting nutrition in schools. The outdoor food advertisements mostly promote the junk foods (snacks, fast foods). More exposure to outdoor food advertisements by school children on their routes more would be the strong influence on their buying behavior. Thus less outdoor food advertisements around school could be suggested for helping schools in promoting nutrition. Moreover, Stevenson (2007) indicated that there are many other interwoven factors influencing adolescents’ eating behavior, from personal and cognitive factors to peer, parental and media influences and furthermore, that these converge to constitute barriers to healthy eating. Thematic analysis identified four key factors as barriers to healthy eating. These factors were: physical and psychological reinforcement of eating behavior; perceptions of food and eating behavior; perceptions of contradictory food-related social pressures; and perceptions of the concept of healthy eating itself. Ways in which to address these societal level issues can be derived from an understanding of the dynamics of the problem itself. But parents do have strong influence on children’s eating habits as Guidetti, Cavazza (2008) have suggested that Parents’ repertory have an anchoring function in the formation of that of their children, not only in terms of imitation, but also in terms of influencing the direction of differentiation and innovation. Similarities and differences linking parents’ and children’s food repertories are not simply due to a shared culture, but are, at least in part, specifically attributable to the shared family environment. In this study they found that as children’s age increased, the negative overlap between their avoidances and parents’ preferences (limitation area) decreased, suggesting that children tended to accept a larger number of food items among those particularly loved by their parents, probably because they were acquiring ‘‘more adult-like’’ tastes. Along with that Dens, Pelsmacker and Eagle (2007) have suggested that parents express concern with their children’s eating habits and parental attitudes towards food advertising were negative. Attitude towards food advertising, the perception of the influence of advertising on children and the extent to which they understand its commercial intent are insignificant in determining parental restrictive mediation. For the promotion of healthy food practices among children Dixona, Scullya, Wakefield (2007) has suggested that advertisements for healthy foods on children’s TV may help to promote healthy eating among children. Children already knew healthy foods were better for them than junk foods, but they showed less favorable attitudes to healthy foods than junk foods. Changing the food advertising environment on children’s TV to one where nutritious foods are effectively promoted and junk foods are relatively unrepresented would help to normalize and reinforce healthy eating and could empower those with poor diets to recognize their eating behavior as unhealthy and seek to change it. In order to discourage unhealthy food practices, Atlantis (2008) indicated that Australian government sponsored TV advertisement (called ‘Get Moving’), promoting more physical activity and less sedentary behavior, on children’s choices, preferences, and ratings of liking for physical activities and sedentary behaviors. Likert scale was used to know the preferences of children. Even in India campaign against unhealthy food advertisements has been started as Vadehra (2010) has emphasized that the debate over advertising junk food to children is also raging in India. However, despite these negatives, advertising law has come a long way in India and increased awareness of the issues concerning advertising to children is improving the situation. Methods In analyzing the impact of food advertisements on the children, we adopted variety of methods. Questionnaires As children were targeted in our study, so children from the primary schools were studied in detail. Our sample size was hundred students. Ten students of age ranging from 8-13 years were taken from each school. In this way ten primary schools were visited where students were asked to fill the questionnaire. The questionnaire contained the closed ended questions regarding their access to Television, understanding towards advertisements, concept of fats, and influence of parents in their diets, impact of food advertisements on children purchasing preferences. Questionnaire was also designed to find sources of advertisements attractive to 8-13 year old children and to figure out the consumption of junk food items among children after being exposed to food advertisements. In short, such questionnaire was designed in a comprehensive manner and in a simple language to identify the effect of advertisements on the pattern of food consumption among children. They were also given some explanation to develop their understanding towards questions included in the questionnaire. Observation While apart from questionnaires, children were also observed during their mid break times and break off times in schools. Majority of them were found to purchase unhealthy foods like chocolates, biscuits, French fries and confectionaries (Toffees and Jellies). It was also observed that canteens were decorated with colorful poster advertisements of junk food items to gain the attention of the children. Such kind of advertisements was also found to be clustered around school locations. Such factors had contributed in promoting unhealthy food practices among children. Interviews Apart from the previously mentioned ways, we also consulted teachers from the primary schools. We asked some questions regarding the pattern of eating preferences among children. They also emphasized that majority of the children purchase junk foods in response to the food advertisements. Even, parents of eight to thirteen year old children in shopping malls were interviewed, while they were shopping. Some questions regarding the children’s food preferences were asked from them. Majority of the mothers came up with the opinion that children are not only attracted to aggressively marketed unhealthy food advertisements but also demand their parents to purchase them those unhealthy food being advertised. Some mothers also told that their children spent majority of their pocket money in purchasing the junk food items without their (mother’s) consent. This is the reason now they had reduced their pocket money. Small number of mothers agreed that they had strictly restricted their children from consuming junk food items and had provided them with homemade healthy foods.

The Unification of China Essay Example

The Unification of China Essay Example The Unification of China Essay The Unification of China Essay When I foremost read the full Sima Qian papers. I instantly thought that I was come ining top secret files or records or something like a diary from Qian himself. Then I realized that this was his occupation. to document the activities of the Emperor. and I got a small less aroused about the play within the reading but focused on the stuff. The fusion of China had its good and bad consequences. I personally think that the consequences could hold been obtained a different and less barbarous manner than what the Emperor did. but irrespective of the procedure. a totalitarian authorities was formed as a consequence of the events consolidative China. When the Emperor ordered the history and free address to be destroyed. in his head at the clip it made sense. He was seeking to govern a state and finally graduate to the universe in the eyes of the manner that one individual. himself. shall see it and run it. That makes perfect sense to wipe out. or order everyone. to fire all remains of instruction. cognition. and information from the society he wished to catch. He was a really smart adult male because he was intelligent plenty to seek to acquire everyone to see that it was his manner or decease. and everyone feared decease so they obeyed his orders and ridded all paperss and books among other gear. This adult male reminded me of Hitler about except Hitler used more psychological tactics and convinced a whole state that they were superior to the Jews. The Emperor here merely threatened everyone to side with him or they were to be executed. so logically these citizens merely did what he said to avoid death. I can’t say I wouldn’t have done the same exact thing they did. Most people were likely scared of this adult male and the sum of power he obtained and how he was utilizing his power was endangering within itself. The Emperor truly was in his ain small universe psychologically and he tried to do that bogus universe a world about and forced others to make what he wanted to do his phantasy a world. Apparently there was some sort of myth affecting immortality herbs and workss or something of that nature and of class the Emperor’s greedy buttocks wanted it and had people seeking for this substance ; so he ordered people to get down edifice walls and roads. which is where the Great Wall of China came from. and concealing him out in topographic points because he didn’t want anyone to cognize of his whereabouts as he gets this sacred works of immortality. At some point in what I call his personal lone parturiency. he goes brainsick believing that merely because th e passenger cars and outriders are outside that they all know that he is located at that place in the mountains and even when they leave. he is still paranoid and blamed the castrate for leaking his fell out topographic point. He approaches the castrate. gathers them all and asked them who exposed of his get-a-way topographic point and of class none of them confessed ( likely because none of them did it ) and he arrested them all and executed them. At this point. I’m believing this adult male is either brainsick or on a ace power battle and it might be a mixture of both. Master Hou and Master Lu turn out precisely everything that I said was true with this quotation mark. The First Emperor is by nature obstinate. cruel. and froward. He rose up from among the feudal swayers to unify the full imperium. and now that he has achieved his terminals and fulfilled his desires. he believes that there has neer been anyone like him since remote antiquity†¦the emperor delectations in demoing his authorization by penalizing and killing. and everyone throughout the imperium dreads penalty and attempts simply to keep his place. none make bolding to exercise true trueness. The emperor neer learns of his errors and hence grows daily more chesty. while his subordinates. prostrate with fright. flatter and deceive him in order to curry favour. This moved me in the sense that I can non image this brainsick adult male being my president or holding any type of power because he evidently doesn’t cognize how to utilize it decently for humanity. This adult male killed people without believing twice but merely because he had the power to make it. he did. That sort of outlook is flooring and so to cognize he had no compunction for killing 460 bookmans for no ground is even more lurid. He got each bookman to sell each other out and they still got killed anyhow. It’s merely dejecting that a human being would make that much harm and kill all those people with the simple rubric of Emperor. I don’t think that him uniting China was supposed to go on candidly. He wanted to unite the universe into small Martians of what he wanted it to be which is why he took the attack of occupying all of those metropoliss and taking everything that the black-headed people had so they would hold nil else to populate for than what he employed them to make because they about had no other pick if they wanted to last. The lone other option. given the Emperor’s history. is most likely decease so they merely accepted his invasion and turned into small automatons for him. This was likely the Emperor’s program for how he was traveling to take over the full universe. but of class we know it didn’t acquire rather that far. The first Emperor’s impact was rather good for the people. They realized that after holding merely one individual running a state that it turns to chaos with a major power battle and the lone manner to hold a good civilisation is for all of the small metropoliss to come together and govern as a whole. This emperor’s daftness was all the motive for the people to unify and go as one state alternatively of many small 1s that will merely contend for power and resources. They collected all arms and put the stuffs to good usage in projecting bells. bell bases. and statues. The balance was used in the castle and the people created one criterion authorship system for the hereafter.

Religion as a Group Phenomenon Essay Example | Topics and Well Written Essays - 750 words

Religion as a Group Phenomenon - Essay Example So religion, in a sense, is depended upon certain social relation. Religion is a group phenomenon, which has grounds on sacredness. Religion is a sacred phenomenon followed by a group of people, unlike sect. Religion is a group phenomenon which comprises more than two persons who have constructed a certain pattern of sacred interaction. This group has common goals and is directed by shared norms and every member has a particular role to play, which functions collectively to form a religious system. The people in a religion share the same beliefs, values, norms, perspectives, technique and means to achieve their goals. 2. What is the church-sect theory? Church-sect theory is one of the significant middle-range theories that the sociology of religion can contribute to. Although the words â€Å"church† and â€Å"sect† are more mentioned by church historians, the real credit for its exploration can be offered to Max Weber. The church-sect theory has been greatly helpful in understanding the development of many twentieth century sects developed, including charismatic and Pentecostal groups. When defining the church-sect theory, it can be said that church is a religious group which embraces the social environment in which it exists. On the other hand, a sect denounces the social environment in which it is existent. Church is organization which has ancient investment and a complex infrastructure. As these churches mature, they become more centralized and tend to form a hierarchical administration that depends on professionals such as educated ministers and administrators who are specialized and theologians to supervise the religious activities. Although the term â€Å"sect† has played a role in both sociology and political arena at the hands of many theorists and sociologists, its primary connection has been with church sect. 3. How does one become religious? So far one of the best ways to turn religious is to be raised by a religious family. To b e born in a religious family is a safe way to become religious and also allows the fundamentalists and sects to remain in a confined boundary. However, many a times children are forced to follow a particular religion because their parents have chosen to have one. Until one individual is of mature age and has the capacity to think for oneself, his prospects of being religious are in a dwindling stage. Once people become adult, they have the understanding and right to choose whichever religion appeals to them. However, it may be rather difficult to convert a person who is not vulnerable in nature. The people normally become religious when they are convinced by the principles and laws of a particular religious .The conversion of religion in a person is changeable according to the personality of such person. When one individual identifies oneself with the ideology and principles of a religion, he gets convinced with the religion and gets involved with it. Being religious is only possibl e if one person has conditioning attitude as people who are obstinate hardly get influenced by the ideas and principles of a particular religion. 4. Why is there religious conflict? In order to perceive the religious conflict, one must primarily understand that every person has unique personality, experience and religious experience. When these complex personalities belonging to various geographic setting interact to evolve by religious standards, then they bring out different religion experience with social expressions. This feature of human beings is inevitable and this aspect is reflected in all the social relationships he is involved with. Since

Who Cares About Writing Anyway Essay Example | Topics and Well Written Essays - 1000 words

Who Cares About Writing Anyway - Essay Example is about the self, including the individual and the collective inside the â€Å"I.† I would like to think that people, however, should think more about what, why, and how they write, because writing renders significant power that should not be diluted by constantly writing about personal and superficial strifes alone. Freedom of speech is a responsibility that is too important to be wasted on empty status updates that do not, at least sometimes, mean something more to people as human beings and as communities. This paper argues that people should care about writing, because whoever writes well can re-tell the past, appreciate and affect the present, and re-define the future. History spawns power; whoever writes and re-tells it, owns it and the future. Benjamin Franklin has written his autobiography that some praise, some criticize, or some just feel nothing for. But he knows the power of the written word. The written word can be the basis for the said word too. The written word can bring meaning and lessons that can impact the way people think and act. Lawrence undermines Franklins moral values in â€Å"On Ben Franklins Virtues,† but he does so through writing too. He wants to document his own views, because he knows that writing will re-tell the past the way he wants it to be told. He wants the past to not be interpreted and spread by a white man alone. He wants his own viewpoint as a â€Å"dark forest† (367). I want to stress that writing consists of expressing how people want others to see themselves as individuals and as part of their people/s too. Indeed, each race has its individuals. Lawrence is an individual and Franklin is too; th ey belong to their â€Å"groups,† whether these groups intersect or not. They can clash in their arguments of virtues and write about it, because that is part of shaping who they are. At the same time, they want to influence others, whether they are in the same racial community or not, so that they can make sense of their past as

Overcome Barriers That Prevent Parents Involvement In Childrens Education

Overcome Barriers That Prevent Parents Involvement In Childrens Education Parental Involvement is critically important in a childs education. Research has shown that parents positive involvement with their childrens schooling is associated with many encouraging outcomes. There are many parents who want to be involved in their childs day to day activities, but many circumstances enable this opportunity. Despite their best intentions to support their children, there are many barriers that prohibit the support. John Wherry (2009) discusses ways to overcome barriers that effectively prevent so many parents from getting involved. In addition, Gregory Flynn (2007) explains in order for schools to increase parental involvement, they need to promote critical behaviors and provide teacher training. Whereas, Cecily Mitchell (2008) believes by figuring out what parent involvement actually entails and how to effectively achieve it, remain challenges for schools and districts across the nation even as they work to build strong partnerships between schools and families. This paper identifies barriers that are prohibiting parents from becoming more involved in their childs education and strategies to overcome these barriers that are preventing parental involvement. Literature Review There is an abundance of literature which introduces many to the importance of parent involvement and a vast variety of reasons are present to support the view of how parents and teachers can make the involvement work. Parental involvement involves a partnership between the teachers and parents. This partnership bridges a gap between parents and teachers to enhance a childs education. In this partnership between parents and teachers, they encounter barriers that prevent the partnership from working together; which lead them to find strategies that will help them overcome the barriers. Parental involvement is an issue that has been around for centuries and is one of the key components of the No Child Left Behind (NCLB) Act (Mitchell, 2008). This literature review explains that parental involvement plays an important part in a childs education and in order for parental involvement to be a success; teachers and parents have to overcome barriers that prevent this partnership from being s uccessful. Wherry (2009) provided a candid description on ways schools can prevent barriers of parental involvement. He developed strategies that will make the up and coming school year be the best ever for parental involvement for some teachers and parents. He goes on to state, there is a way for parent support to boost student learning available to any school, that makes the modest effort to overcome barriers that distinctively prevent parents from being involved in their childs education. Parental involvement has generally been defined as diverse activities in the home or at the school that permit parents to share in the education process (Wright). It is reasonable to assume with such attention given to the importance of parental involvement both in the literature and by the government, that there has been a significant increase in parent participation in our schools (Flynn, 2007); however, according to the National PTA, there are 50 million children enrolled in schools and one i n four parents is actively involved in their childs education (Griffiths-Prince, 2008). Parental involvement is when parents and teachers participate in a regular, two-way conversation involving student educational learning. This includes parents being involved in their childrens education in various ways, both at home and at school. When parents feel good about their school involvement and the schools instructional efforts, they tend to hold high expectations for their childrens interests, aspirations, and learningà ¢Ã¢â€š ¬Ã‚ ¦ (Risko, Dalhouse, 2009); consequently, parents who are in touch with the childrens education can better observe classroom activities and improve their communication with the teacher. Many parents seek out the opportunity to share in their childrens experiences, as well as communicate with their children. Although parent involvement is revealed to have a big impact on the student achievement and success, it could be led to be seen as a vital ingredient to education form, for example, findings from the National Longitudinal Survey of Youth 1979 suggest that parental involvement does not independently improve childrens learning, but some involvement activities do prevent behavioral problems (Domina, 2005). Because of unfortunate circumstances, there are some parents who are not able to be involved with their child education. While parental involvement is important to public education, there are barriers that prevent parents from being involved with their childs education. Identifying Barriers of Parental Involvement Education is the key to many children having a good future. In order for a child to reach this milestone in their lives, they need not only their parents, but also the teachers. Even though parents know their children better than anyone else and can be virtually important school partners if allowed to be (Wherry, 2009); however, there are some parents who tend to be less involved in their childs education (LaBahn, 1995). Could this be on purpose or do they have legitimate reasons? When educators learn what barriers exist in their schools, it could be an important step to increasing parent involvement (PSEA, 2007) because; schools play a strong role in determining the level and nature of parent involvement (B W, 2008). Parents may be doing the best they can (LaBahn, 1995) and it is still not enough, because parental involvement is a challenge to some parents. Many of them have to deal with various barriers, such as lack of communication, lack of time, and language differences. Lack of Communication Lack of communication is one barrier that prevents parental involvement. Differences in expectations and misunderstandings about each other goals can lead to uncertain and tenuous, and contentious relationships (Risko Walker-Dalhouse, 2009). Parents who receive negative communication or no communication from schools tend to have trust issues. The trust issue leads parents to believe the school has an unfriendly climate. Also, if a parent had a bad experience as a young child with teachers, that experience could leave a parent fearful of speaking to their own children teachers. These negative perceptions of schools held by many parents should be replaced with some positive perceptions of the school. Many parents are not aware that help is needed because the school has not advertised the opportunities. Although some schools send out information pertaining to parental involvement with different types of activities, this does not happen at every school. Many parents would feel eager to come to the school to volunteer their services, if they were invited into the schools. Parents are most likely to agree to partake in a classroom activity if they are asked directly by the teacher to do a specific task. Schools should work to build and maintain a welcoming and responsive school atmosphere (Wherry, 2009). Lack of Time Lack of time is also a barrier that prevents parental involvement. Parents often cite time as the single greatest barrier to volunteering, attending meetings, and joining decision making committees at their childrens school (PTA, 2009). Parents, who work in low-paying jobs that do not offer time off for illness or family emergencies, do not have a lot of time for parental involvement and they cannot risk their jobs to take time out to visit their childs school. There just simply are not enough hours in the day to accomplish everything (LaBahn, 1995).In todays society there are more single family households that require the parent to work long hours. With the increase in single-parent households and the dramatic change in the work force, with mothers of school-aged children entering in great numbers, time has become a valuable commodity for parents who struggle to make ends meet (Patrikakou, 2008). For example, many mothers do not have equipment or the skill to plan science fair experiments or construct woodworking projects, and fathers may not be able to help design and sew costumes for the school play (LaBahn, 1995). Parents also feel that when the children are not in school, time should be spent with the family and not attending meetings at the school. Some parents feel that too much involvement in their childs education could have a harmful effect, either by making their child uncomfortable or making the child dependent upon them. Teachers and parents know that time is often one of the greatest challenges and that is why it should be spent on building up the child education. Principals of K-8 Title I schools report that time is a barrier to parent involvement more often than any other factor. 87% of Title I principals report that lack of time on the part of parents is a significant barrier to parent involvement, and 56% report that lack of time on the part of school staff is a barrier (find reference). Since many parents think there is not enough time for work, cleaning, cooking, and parent meetings, they do not bother attending school meetings. Language Differences Another barrier that prevents parental involvement is language differences. Approximately 20% of U.S. students are learning English as a second or other language, of these students over 40% are immigrants (Wright). Non-English speaking parents may find that it is difficult communicating with their childs teachers. Nancy Hyslop (2000) stated many Non-English parents experience low self-esteem, culture shock, and misconceptions. Many of these parents are confused about their roles in education and how to help their children. They lack knowledge on how local systems operate and very often they do not know where to go for information pertaining to their childs education. In recent years with the increasing cultural and linguistic diversity of families, the home and school environments may hold different and sometimes diverging beliefs about the appropriate degree and nature of parent involvement (Patrikakaou, 2008). Hispanics sometimes encounter discrimination by the larger society which discourages them from getting involved in events at their childs school. Parents who do not speak English may not understand newsletters, fliers, or speakers at meetings (PTA, 2009). Even if one has not experienced discrimination, there is a fear that discrimination could happen. Non-English speaking parents want the same end result as many English speaking parents, which is for their child to receive an education that will allow them have a better future. Even when language differences occur, a teachers willingness or attempt to speak the home language can convey care about the students and parents, and this willingness can encourage parents to feel comfortable enough to speak in English and can enhance possibilities for communication and rapport. (Risko Walker-Dalhouse, 2009). In order for the schools to reach beyond these barriers, there needs to be parental involvement implemented into the education program . Strategies to Overcome Barriers If barriers are preventing parents and teachers from sharing ideas or exchanging information pertaining to the child, then everyone involved needs to find strategies to overcome these barriers. They can reach the partnership needed if they figure out strategies to deal with barriers such as, lack of communication, lack of time, and language differences. Mitchell (2008) examines parent involvement in public education. She explains in her article that parent involvement has to happen on all levels. Even though the parents and teachers tend to have barriers that prevent parent involvement, Mitchell state everyone involved in the childs education, including teachers, parents, principals, communities and even the school district have to find strategies to overcome these barriers. There are many ways that a school can improve communication (LaBahn, 2007) such as, informing families about routines and providing them with specific ways they can help at home provides parents with structured opportunities to participate in their childs education (Patrikakou, 2008). The most important thing a parent can do for their child education is stay in contact with the teacher. The teacher can keep parents regularly informed about student progress, school requirements, and school events (Wherry, 2009). The teacher is the bridge between the parent and the child education; therefore, parents look to the school for answers about learning issues (Wherry, 2009). That bridge will help parents stay connected with the childs teacher, enable them access to monitor classroom activities, and correspond with the efforts of the teachers. A study conducted by Berthelsen Walker (2008) explained that five items were used to assess parents contact with their childs school program. A number of activities in which parents may have participated at their childs school were identified to which parents could give a yes/no response: During this school term, have you à ¢Ã¢â€š ¬Ã‚ ¦-contacted childs teacher; visited childs class; talked to parents of other children at the school; attended a school event in which your child participated; and volunteered in the classroom or helped with a class excursion. Engagement in three or more activities was indicated by 76% of parents. Parents were most likely to have talked with other parents at the school (92%) or visited the childs classroom (87%), and least likely to have volunteered in the classroom or helped with a class excursion (48%). A parent-teacher conference is one way for parents to keep in contact with the teachers. The parent is able to sit and have a two-way conversation with the teacher and tell the teacher what they expect from the child and the teacher. The teacher can also speak to the parent and find out what are their expectations of them as educators. When parents and teachers learn how to communicate with each other, they can become stronger and knowledgeable by working together. Unfortunately many parents are not able to attend parent-teacher conference, because they do not have the time: however, many schools are working around parents schedule for that one on one. Teachers are encouraging parents to drop by the schools when classes are dismissed or call their homes after work hours. Schools can set aside time during the school day for teachers to meet with parents at school or at home or free teachers from routine chores, such as lunchroom supervision, so that they can work with parents (Moles). Students need more than their parents, they also need the people who want to see all children make it in this world. Parents who are have language barriers need strategies to help them feel better about being a part of their childs education. By creating culturally aware school-family partnerships, school systems can reduce cultural, discontinues, create diverse learning opportunities, improve racial perceptions and attitudes, and foster interethnic friendships (Patrikakou, 2008). For example, when parents enroll their children in the Early Head Start program, the program managers makes sure a translator is there to help ease the Hispanic family discomfort and make their first experience with the program a rewarding experience. There are comprehensive program that can provide a model for empowering immigrant parents and changing teacher perceptions of immigrant parents school interest and involvement. The program titled the Immigrant Parent Partnership Program supported parent engagement through leadership classes, multiple-language programs, teacher action research to increase teacher understandin g of immigrant parents, and the creation of a parent resource center (Risko Walker-Dalhouse, 2009). The often heard statement, It takes a village to raise a child, is very true. Parental involvement plays a key role in the Early Head Start work setting. Our program is based solely on parent involvement. We have to find ways to encourage parents to become better involved in their childs education. Something as simple as coming in and helping the child take their shoes off and placing them in the correct cubby, helps the teachers in achieving some of the goals for the students. We also include parents in the decision making at the center. Parents are asked to complete an application to be a member of the policy council; in which, the parents names are placed on a ballot to be voted on. The policy council consists of community leaders and parents. The community leaders assist the parents in making vital decisions regarding the children at the centers. Politically we are a non-profit program financed by the government with certain stipulation. We are expected to work with the community by building up the parents with children who attend the centers. In order for the program to qualify for federal and state grants, we have to incorporate In-kind that involves the parents and community members. Arkansas Better Chance and Arkansas Better Chance for school success require the program to receive a 40% in-kind match of the grant amount. We achieve this goal by encouraging parents and community workers donating goods, providing services, and performing jobs at the centers. Parent involvement also plays a key role in the education process. It has been shown that children whose parents are involved in early childhood programs, such as, Head Start, have higher cognitive and language skills than do children whose families are not involved or part of such programs (Patrikakou, 2008). Children at a young age, needs that extra help and encouragement. We are expected to allow the children to play and socialize with each other, but they still need to learn what is expected of them when they enter into the public school system. We encourage our parents by providing them people to speak to with concerns regarding their children developmental skills. We share educational information to the parents that will provide their children learning environments which will help them grow into well adjusted students. As an Early Head Start teacher, the job involves working closely with the parents concerning their childrens education and needs. When a parent comes into the ce nter and volunteers to wash clothes, dishes, or help feed the children, this take a big load off the teachers. We encourage parents to come in and rock, not only their children, but the other children in the center. When we work with the parents, we develop a bond that helps make all transitions easier. Working with the parents allow us to learn more about the children and about the parent, in return, they learn who we are as people and not teachers. Parental involvement is a necessity in the school systems. When parents are involved, children are more acceptable to learn and behave, because they learn, their parents are only a phone call away. Conclusion After viewing the literature on parent involvement, brings the research to the conclusion that parental involvement matters in the school systems. Bringing teachers and parents together as one, sometimes means going around, over, and under barriers for solutions to a parent involvement program that works for everyone. To get to this point in a childs life, many parents and teachers have to discover strategies that will work for them. Although factors such as lack of communication, lack of time, and language barriers can prevent parent involvement, there are many ways to triumph over the barriers. Encouraging and involving parents in decisions pertaining to their child can make a big difference. Children will have better attendance, higher grades, test scores and graduation rates. Parents will have a better understanding of how the school operates. Teachers can increase community support with parents and students. Parents are the key to their children future. When parents and teachers come together as one, a child is able to leap over bounds and conquer the world. Barriers are just stepping stones to great outcomes.

Carrie Chapter Eight

She lay on her bed, looking at the ceiling, sweating. ‘Carrie! Supper!' ‘Thank you, (i am not afraid) Momma.' She got up and fixed her hair with a dark-blue headband. Then she went downstairs From The Shadow Exploded (p. 59): How apparent was Carrie's ‘wild talent' and what did Margaret White, with her extreme Christian ethic, think of it? We shall probably never know. But one is tempted to believe that Mrs White's reaction must have been extreme †¦ ‘You haven't touched your pie, Carrie.' Momma looked up from the tract she had been perusing while she drank her Constant Comment. ‘It's homemade.' ‘It makes me have pimples, Momma.' ‘Your pimples are the Lord's way of chastising you. Now eat your pie.' ‘Momma?' ‘Yes?' Carrie plunged. ‘I've been invited to the Spring Ball next Friday by Tommy Ross-‘ The tract was forgotten. Momma was staring at her with wide my ears-are-deceiving-me eyes. Her nostrils flared like those of a horse that has heard the dry rattle of a snake. Carrie tried to swallow an obstruction and only (i am not afraid o yes i am) got rid of part of it. ‘-and he's a very nice boy. He's promised to stop in and meet you before and-‘ ‘No.' ‘-to have me in by eleven. I've-‘ ‘No, no, no!' ‘-accepted. Momma, please see that I have to start to, to try and get along with the world. I'm not like you. I'm funny – I mean, the kids think I'm funny. I don't want to be. I want to try and be a whole person before it's too late to-‘ Mrs White threw her tea in Carrie's face. It was only lukewarm, but it could not have shut of Carrie's words more suddenly if it had been scalding. She sat numbly, the amber fluid dripping from her chin and cheeks on to her white blouse, spreading. It was sticky and smelled like cinnamon. Mrs White sat trembling, her face frozen except for her nostrils, which continued to flare. Abruptly she threw back her head and screamed at the ceiling. ‘God! God! God!' Her jaw snapped brutally over each syllable. Carrie sat without moving. Mrs White got up and came around the table. Her hands were hooked into shaking claws. Her face bore a half-mad expression of compassion mixed with hate. ‘The closet,' she said. ‘Go to your closet and pray.' ‘No, Momma.' ‘Boys. Yes, boys come next. After the blood the boys come. Like sniffing dogs, grinning and slobbering, trying to find out where that smell is. That †¦ smell!' She swung her whole arm into the blow, and the sound of her palm against Carrie's face (o god i am so afraid now) was like that flat sound of a leather belt being snapped in air. Carrie remained seated, although her upper body swayed. The mark on her cheek was first white, then blood red. ‘The mark,' Mrs White said. Her eyes were large but blank, she was breathing in rapid, snatching gulps of air. She seemed to be talking to herself as the claw hand descended on to Carrie's shoulder and pulled her out of her chair. ‘I've seen it, all right. Oh yes. But. I. Never. Did. But for him. He. Took. Me . . .' She paused, her eyes wandering vaguely toward the ceiling. Carrie was terrified. Momma seemed in the throes of some great revelation which might destroy her. ‘Momma-‘ ‘In cars. Oh, I know where they take you in their arms. City limits. Roadhouses. Whiskey. Smelling †¦ oh they smell it on you!' Her voice rose to a scream. Tendons stood out on her neck, and her head twisted in a questing upward rotation. ‘Momma, you better stop.' This seemed to snap her back to some kind of hazy reality. Her lips twitched in a kind of elementary surprise and she halted, as if groping for old bearings in a new world. ‘The closet,' she, muttered. ‘Go to your closet and pray. ‘No.' Momma raised her hand to strike. ‘No!' The hand stopped in the dead air. Momma stared up at it, as if to confirm that it was still there, and whole. The pie pan suddenly rose from the trivet on the table and hurled itself across the room to impact beside the living-room door in a splash of blueberry drool. ‘I'm going, Momma!' Momma's overturned teacup rose and flew past her head to shatter above the stove. Momma shrieked and dropped to her knees with her hands over her head. ‘Devil's child,' she moaned. ‘Devil's child. Satan spawn-‘ ‘Momma, stand up.' ‘Lust and licentiousness, the cravings of the flesh-‘ ‘Stand up!' Momma's voice faded her but she did stand up, with her hands still on her head, like a prisoner of war. Her lips moved. To Carrie she seemed to be reciting the Lord's ]Prayer. ‘I don't want to fight with you, Momma,' Carrie said, and her voice almost broke from her and dissolved. She struggled to control it. ‘I only want to be let to live my own life. I†¦ I don't like yours.' She stopped, horrified in spite of herself. The ultimate blasphemy had been spoken, and it was a thousand times worse than the Eff Word. ‘Witch,' Momma whispered. ‘It says in the Lord's Book: â€Å"Thou shalt not suffer a witch to bye.† Your father did the Lord's work-‘ ‘I don't want to talk about that,' Carrie said. It always disturbed her to hear Momma talk about her father. ‘I just want you to understand that things are going to change around here, Momma.' Her eyes gleamed. ‘They better understand it, too.' But Momma was whispering to herself again. Unsatisfied, with a feeling of anticlimax in her throat and the dismal rolling of emotional upset in her belly, she went to the cellar to get her dress material. It was better than the closet. There was that. Anything was better than the closet with its blue light and the overpowering stench of sweat and her own sin. Anything. Everything. She stood with the wrapped package hugged against her breast and closed her eyes, shutting out the weak glow of the cellar's bare, cobweb-festooned bulb. Tommy Ross didn't love her, she knew that. This was some strange kind of atonement, and she could understand that and respond to it. She had lain cheek and jowl with the concept of penance since she had been old enough to reason. He had said it would be good-that they would see to it. Well, she would see to it. They better not start anything. They just better not. She did not know if her gift had come from the lord of light or of darkness, and now, finally finding that she did not care which, she was overcome with an almost indescribable relief, as if a huge weight, long carried, had slipped from her shoulders. Upstairs, Momma continued to whisper. It was not the Lord's Prayer. It was the Prayer of Exorcism from Deuteronomy. From My Name Is Susan Snell (p. 23): They finally even made a movie about it. I saw it last April. When I came out, I was sick. Whenever anything important happens in America, they have to gold-plate it, like baby shoes. That way you can forget it. And forgetting Carrie White may be a bigger mistake than anyone realizes †¦ Monday morning: Principal Grayle and his understudy, Pete Morton, were having coffee in Grayle's office. ‘No word from Hargensen yet?' Morty asked. His lips curled into a John Wayne leer that was a little frightened around the edges. ‘Not a peep. And Christine has stopped lipping off about how her father is going to send us down the road.' Grayle blew on his coffee with a long face. ‘You don't exactly seem to be turning cartwheels.' ‘I'm not. Did you know Carrie White is going to the prom?' Morty blinked. ‘With who? The Beak?' The Beak was Freddy Holt, another of Ewen's misfits. He weighed perhaps one hundred pounds soaking wet, and the casual observer might be tempted to believe that sixty of it was nose. ‘No,' Grayle said. ‘With Tommy Ross.' Morty swallowed his coffee the wrong way and went into a coughing fit. ‘That's the way I felt,' Grayle said. ‘What about his girl friend? The little Snell girl?' I think she put him up to it,' Grayle said. ‘She certainly seemed guilty enough about what happened to Carrie when I talked to her. Now she's on the Decoration Committee, happy as a clam, just as if not going to her Senior prom was nothing at all.' ‘Oh,' Morty said wisely. ‘And Hargensen – I think he must have talked to some people and discovered we really could sue him on behalf of Carrie White if we wanted to. I think he's cut his losses. It's the daughter that's worrying me.' ‘Do you think there's going to be an incident Friday night?' ‘I don't know. I do know Chris has got a lot of friends who are going to be there. And she's going around with that Billy Nolan mess; he's got a zooful of friends, too. The kind that make a career out of scaring pregnant ladies. Chris Hargensen has him tied around her finger, from what I've heard.' ‘Are you afraid of anything specific?' Grayle made a restless gesture. ‘Specific? No. But I've been in the game long enough to know it's a bad situation. Do you remember the Stadler game in seventy-six?' Morty nodded. It would take more than the passage of three years to obscure the memory of the Ewen-Stadler game. Bruce Trevor had been a marginal student but a fantastic basketball player. Coach Gaines didn't like him, but Trevor was going to put Ewen in the area tournament for the first time in ten years. He was cut from the team a week before Ewen's but must-win game against the Stadler Bobcats. A regular announced locker inspection had uncovered a kilo of marijuana behind Trevor's civic book. Ewen lost the game – and their shot at the tourney – 104-48. But no one remembered that; what they remembered was the riot that had interrupted the game in the fourth period. Led by Bruce Trevor, who righteously claimed he had been bum rapped, it resulted in four hospital admissions. One of them had been the Stadler coach, who had been hit over the head with a first-aid kit. ‘I've got that kind of feeling,' Grayle said. ‘A hunch. Someone's going to come with rotten apples or something.' ‘Maybe you're psychic,' Morty said. From The Shadow Exploded (pp. 92-93): It is now generally agreed that the TK phenomenon is a geneticrecessive occurrence – but the opposite of a disease like haemophilia, which becomes overt only in males. In that disease, once called ‘King's Evil,' the gene is recessive in the female and is carried harmlessly. Male offspring, however, are ‘bleeders.' This disease is generated only if an afflicted male marries a woman carrying the recessive gene. If the offspring of such union is male, the result will be a haemophiliac son. If the offspring is female, the result will be a daughter who is a carrier. It should be emphasized that the haemophilia gene may be carried recessively in the male as a part of his genetic make-up. But if he marries a woman with the same outlaw gene, the result will be haemophilia if the offspring is male. In the case of royal families, where intermarriage was common, the chances of the gene reproducing once it entered the family tree were high – thus the name King's Evil. Haemophilia also showed up in significant quantities in Appalachia during the earlier part of this century, and is commonly noticed in those cultures where incest and the marriage of first cousins is common. With the TK phenomenon, the male appears to be the carrier.. the TK gene may be recessive in the female, but dominates only in the female. It appears that Ralph White carried the gene. Margaret Brigham, by purest name, also carried the outlaw gene sign, but we may be fairly confident that it was recessive, as no information has ever been found to indicate that she had telekinetic powers resembling her daughter's. Investigations are now being conducted into the life of Margaret Brigham's grandmother, Sadie Cochran – for, if the dominant/recessive pattern obtains with TK as it does with haemophilia, Mrs Cochran must have been TK-dominant. If the issue of the White marriage had been male, the result would have been another carrier. Chances that the mutation would have died with him would have been excellent, as neither side of the Ralph White – Margaret Brigham alliance had cousins of a comparable age for the theoretical male offspring to marry. And the chances of meeting and marrying another woman with TK gene at random would be small. None of the teams working on the problem have yet isolated the gene. Surely no one can doubt, in light of the Maine holocaust, that isolating this gene must become one of medicine's number-one priorities. The haemophiliac, or H-gene, produces male issue with a lack of blood platelets. The telekineticn or TK-gene, produces female Typhoid Marys capable of destroying almost at will †¦ Wednesday afternoon. Susan and fourteen other students – The Spring Ball Decoration Committee, no less – were working on the huge mural that would hang behind the twin bandstand on Friday night. The theme was Springtime in Venice (who picked thew hokey themes, Sue wondered. She had been a student at Ewen for four years, had after two Balls, and she still didn't know. Why did the goddam thing need a theme, anyway? Why not just have a sock hop and be done with W): George Chizmar, Ewen's most artistic student, had done a small chalk sketch of gondolas on a canal at sunset and a gondolier in a huge straw fedora leaning against the tiller as a gorgeous panoply of pinks and reds and oranges stained both sky and water. It was beautiful, no doubt about that. He had redrawn it in silhouette on a huge fourteen-by-twenty-foot canvas flat, numbering the various sections to go with the various chalk hues. Now the Committee was patiently colouring it in, like children crawling over a huge page in a giant 's colouring book. Still, Sue thought, looking at her hands and forearms, both heavily dusted with pink chalk, it was going to be the prettiest prom ever. Next to her, Helen Shyres sat up on her haunches, stretched, and groaned as her back popped. She brushed a hank of hair from her forehead with the back of her hand, leaving a rose-coloured smear. ‘How in hell did you talk me into this?' ‘You want it to be nice, don't you?' Sue mimicked Miss Geer, the spinster chairman (apt enough term for Miss Mustache) of the Decoration Committee. ‘Yeah, but why not the refreshment Committee or the Entertainment Committee? Less back, more mind. The mind, that's my area. Besides, you're not even -‘ She bit down on the words. ‘Going?' Susan shrugged and picked up her chalk again. She had a monstrous writer's cramp. ‘No, but I still want it to be nice.' She added shyly: ‘Tommy's going.' They worked in silence for a bit, and then Helen stopped again. No one was near them; the closest was Holly Marshall, on the other end of the mural, colouring the gondola's keel. ‘Can I ask you about it, Sue?' Helen asked finally. ‘God, everybody's talking.' ‘Sure.' Sue stopped colouring and flexed her hand. ‘Maybe I ought to tell someone, just so the story stays straight. I asked Tommy to take Carrie. I'm hoping it'll bring her out of herself a little †¦ knock down some of the barriers. I think I owe her that much.' ‘Whom does that put the rest of us?' Helen asked without rancour. Sue shrugged. ‘You have to make up your own mind about what we did, Helen. I'm in no position to throw stones. But I don't want people to think I'm uh †¦'

Behaviour Management

KIDS Positive Behaviour Management Policy and procedures Policy 33 1. Context KIDS has the following policy in place for positive behaviour management. In particular, it is recognised that some form of sanction will be necessary where there are instances of behaviours which would in any family or group environment be considered unacceptable; this policy provides guidance for use of appropriate and effective sanctions. This policy is supplemented by KIDS physical constraints and restraint policy and procedures. 2. General Positive behaviour management Policy 2. Philosophy KIDS believes that children flourish best when their personal, social and emotional needs are met and where there are clear developmentally appropriate expectation for their behaviour. KIDs aims to promote positive behaviour throughout its settings and to help the children understand and respect the needs and rights of others. 2. 2 Aims and guidelines These guidelines concern both the physical and emotional care of t he child(ren) looked after. 1. All children have certain physical and emotional needs. The most obvious ones are warmth, comfort, adequate food and sleeping arrangements, cleanliness, exercise and rest as necessary.Some children with a disability may have additional physical needs, such as extra warmth, physical supports and equipment, special exercises or physiotherapy and medical requirements. 2. The emotional needs of all children include security, affection, consistent responses from those around them, a recognisable routine (e. g. at bedtime and mealtimes), exceptions which are appropriate for their stage of development, and opportunities for playing and having fun and approval. 3. We expect our staff to be aware of these physical and emotional needs and, with the help of parents and KIDS staff to meet them for every child s/he cares for. . All children need to have limits set when their behaviour is not acceptable. If children feel secure and understood, the incidents of disru ptive behaviour are greatly reduced. Children rarely demonstrate inappropriate behaviour without good reason. It is the task of the worker to try and understand why a child is behaving in a particular way. 2. 3 Appropriate use of sanctions Any sanction used must be related to the child’s age and level of understanding, realistic and sensitive; enforceable, and applied consistently.It is preferable, if possible, that there is continuity in the setting of limits and how behaviour is managed between all those involved in the care of a child. 3. Positive behaviour management procedures †¢ Reasonable steps must be taken at all times to ensure a healthy and safe environment. Staff provide a role model for children, and the development of consistent attitudes to safety and good practice by staff should have a beneficial effect upon the children. †¢ Basic playground rules – drawn up in consultation with the children -help ensure the service operates smoothly. There s hould be a friendly, welcoming atmosphere that promotes respect between all children and Playworkers. †¢ There should be a wide range of culturally appropriate activities and images available to all the children. †¢ The team must be consistent in the methods they use, back each other up and support each other. Experiences should be shared and discussed at team meetings. †¢ Staff should challenge discriminatory comments (see KIDs anti bullying policy) and take positive action to overcome unacceptable behaviour.Strategies for dealing with this should be discussed with staff and, where appropriate, parents/carers. Staff should talk to children about their behaviour and consequences of negative behaviour. 4. Dealing with conflict 4. 1 Dealing with conflict: principles All playgrounds aim to develop a safe environment in which children are encouraged to express themselves freely, and which fosters the social and emotional development of the children who come to the site. C onflicts do arise at times, and incidents need to be handled sensitively and consistently.Conflicts can occur for various resons, including frustration, disruptive/uncooperative behaviour, lack of space, competition over equipment, bullying and teasing, and misunderstandings When conflicts do arise it is essential that: †¢ Actions are taken to calm the children down, and to allow them to express how they are feeling in a way that is safe to other children. †¢ A positive, calm approach is maintained, both physically and verbally. †¢ Negative behaviour is not rewarded. †¢ The response to a situation should take account of the child’s level of understanding/ability. Blame is not attributed to individuals in situations involving more than one child. The focus should always be on dealing with unacceptable behaviour, the children should never feel it is they who are unacceptable. 4. 2 Effective and appropriate sanctions The principles of effective sanctions are generally that they should: Be as informal as possible, and not escalate. Be as balanced by rewards Be as near in time as possible to the offence, be relevant and understood, and be seen to be just. Follow from clear rules and explanations from the worker as to what is expected of the child.The following are examples of what sanctions may be used: Reasonable defence of oneself from, or restraint of, a child who is lashing out. â€Å"Holding† firmly, but carefully, can be helpful to a younger child. If in the situation of any of these are likely to lead to injury, it is sensible not to use them, and to know what or may not be safe in relation to the child’s disability. Shouting or clapping your hands, for example, as a distraction to a toddler in a dangerous situation. Withdrawal of sweets or special food/ drink treats, or TV, for a limited period – the younger the child, the shorter the length of time this should continue.Sending a child to another room for a sh ort period (but checking on them regularly whilst they are alone is sensible and shows you are still caring). Imposing closer supervision – keeping the child with you. Keep balancing the sanctions with rewards (especially praise) for good behaviour, so that the negative cycle does not take over. Keep a record of problems and sanctions so that you can refer to it to keep an account of the child’s progress and also for reasons of accountability is a complaint is made. It is sometimes necessary to physically retrain a child who is about to harm him/herself, others or property.For conditions and procedures applicable to physical restraint, please refer to KIDS Physical contact and restraint policy. All uses of physical restraint must be recorded. 4. 3 Examples of unacceptable sanctions The list below is intended as general guidance of sanctions that are unacceptable and is not inclusive. The omission of any particular practice does not imply that is it acceptable. Staff wi ll have the opportunity to raise issues arising from their work, for discussion and clarification within supervision. Use corporal punishment e. g. lapping, hitting a child with an implement (for example, a belt or slipper), throwing a missile, shaking, rough handling, squeezing, pushing and punching/ Impose a punishment which ridicules a child e. g. clothes which draw attention to them inappropriately, clothes which are too small or too large, pyjamas during the day, humiliating a child deliberately in front of others. Deny a child food or drink, or the normal ranges/he expects. Coerce a child to eat what you know s/he does not like and is not normally expected to eat. Deliberately frighten, intimidate, threaten or belittle a child, or lock her/ him in e. . a cupboard, bedroom, or send them to bed unreasonably early. Restrict or withhold medication, which could be dangerous. Deprive a child of sleep. Involve the child in any physical contact, which is inappropriate in view of their history, which s/he might see as threatening or uncomfortable, or which exposes the worker or child to the arousal of sexual feelings. Review This policy will be reviewed annually and if necessary adjusted to: – incorporate any changes to legislation; – include any improvements that may have been identified. Most recent review: May 2008