Abuse In Middle And High School Students

Teenagers become more angry, and start rebelling. In both kids and teens, poor school performance and being more irritable in general are common symptoms. Many delinquents and runaways are just deeply depressed. Even infants can suffer, becoming restless and crying often with a refusal to eat. They begin responding poorly to people, going into a quiet, unhappy state.

Why do physical abuse happen to kids by teacher? I am always hearing in the news or social media that a student was physical abuse by a teacher. When we as parents leave our children at school we want to feel safe that our child is in someone else care. We want our child to feel safe and sound in school and in that classroom. Can we prevent the physical abuse from teachers, why does the buildup of physical abuse even start, why don't kids speak up, and do teachers get fired from this issue.

While child sexual abuse survivors may show symptoms of PTSD as well as symptoms that may include anxiety, low self esteem, difficulty setting safe limits with others and relationship problems. Survivors may have bad dreams. They may act out aspects of the abuse in their play. They might show other fears and worries. Young children may lose skills they once learned and act younger than they are. For example, an abused child might start wetting the bed or sucking his or her thumb. Some sexual abuse survivors show out-of-place sexual behaviors that are not expected in a child. Sexual abuse can be very confusing

The behaviour of a child who has been impacted by the trauma of some sort can present in many ways. This will depend on the age of the child and possibly the trauma it has been affected by. A child will expect behaviour that they

Being sad or angry: Kids who are being abused might act depressed, or even self harm, like cutting. The most depressed kids may want to commit suicide or attempt suicide. Other kids become bullies and have problems with their anger and other emotions. Also, many have nightmares or trouble sleeping.

Client has been feeling angry at home and school, but mostly at home; client lashes out at home and at her classmates. Client is experiencing low self-esteem, low energy, and low motivation. Client has been feeling sad and experiencing difficulty falling asleep and staying asleep. Client has been unable to complete tasks and has been unable to focus.

There was time when I was in a middle school where I did feel a little violated in my personal space. It all a begin when a new transfer student had enter my classroom. I said hello to the new student because I know how it feels to be new at a school environment. However he was a bit to freindly when I had dedcide to say greet my self. I know it may sound a little rude but I always keep a distance when meeting new people. His behaviorus would include shouting my name in the middle of quite hallway in the lokcer room. I found this a bit strange but I would just put up with it for the time being. However this quickly became a problem. I decide the only for this action to stop is for me to conforont his behaviorus and ask him to stop. This lead

Over the years, there has been an increase in the number of youth violence and social/relational bullying incidents among adolescents. Dresler-Hawke and Whitehead (2009, p. 195) define relational bullying as “a form of victimization whereby peer relationships are purposefully undermined with the intention of socially excluding individuals.” Relational bullying relates to the adolescent as this is an indirect form of bullying that has a negative impact on the social development of this population (Vessey, DiFazio, and Strout, 2013, p. 338). This paper focuses on the negative impacts that bullying has on an adolescent’s social development (isolation, difficulties within peer relationships, and decreased social status) and the interventions that nurses use to promote health and wellness on bullied victims.

Physically abused boys are more aggressive and noncompliant, where as girls are withdrawn and wary. According to Trocm & Caunce, physically abused children display less social engagement with their peers and have are at lower levels of cognitive maturity. Although displaying these attributes may not be an effect of child abuse, it is important to be aware of student who show these characteristics.

When the child is a witness of the beatings going on it can make them skittish or often violent. Children who grow up in violent homes have much higher risks of becoming drug or alcohol abusers or even being involved in abusive relationships, as an abuser or a victim. Children do not have to be abused themselves in order to be impacted by violence in the home. When the child is at school they may seem to be depressed or have anxiety issues. The child can end up being so depressed on what has occurred in his or her life and think that suicide is the only way out of what they are feeling.

School age children and adolescents may experience peer difficulties, depression, under developed verbal skills and higher levels of aggression (Holt, Buckley, Whelan 2008).

The child may be afraid to speak, and afraid of becoming the target of anger for speaking without approval. This is due in part to not being spoken to by adults or experiencing meaningful discussion with adults. The child cries easily and often. The child’s world is so chaotic the child cannot handle ordinary stress. The child usually has not witnessed appropriate ways of dealing with stress. The child will act out aggressively toward peers and adults. The child models the aggressive behavior observed in the home, and when playing with others. The child will have an inability to play constructively. There is a lot of throwing or kicking, and possible destruction of toys. Many children have not been shown how to play and interact with other children. Children are working out their frustration and worry in play (http://www.uen.org). The child will show inconsistent or inappropriate display of emotions. Abuse can result in the child not learning appropriate emotional responses, as well as not being in touch with their true feelings.

Teasing is essential to social life. Whether it be to socialize, flirt, or pass the time in playful ways, people tease each other. However, plenty fail to differentiate teasing from bullying, which can lead to confusion with high school students, teachers and parents. Meanwhile, students might not realize that their ‘teasing’ can hurt other students’ feelings. Repeated teasing is bullying and can lead to health problems such as depression and suicide. Suicide stands as the third leading cause of death among adolescents in the United States, and one factor linked to suicidal thoughts is the experience with bullying, provided youth who endure bullying or who bully are at an elevated risk for suicidal attempts or completed suicides (Hinduja & Patchin, 2010). Although a few would argue that words spoken or rumors spread do not necessarily encourage suicide, rumors can lead to social exclusion and other forms of bullying. Given that it is difficult to differentiate teasing from bullying, students become victim to this ‘teasing’ that crosses an ethical line, and will gradually develop depression, which could lead to isolation and probable suicide.

In the article “Bullying and Being Bullied in Childhood Are Associated with Different Psychosocial Risk Factors for Poor Physical Health in Men” by authors Karen A. Matthews, Richard J. Jennings, Laisze Lee, and Dustin A. Pardini, the idea that various aspects of childhood can be greatly affected by childhood bullying and being bullied is presented. Bullying is defined as a type of interpersonal aggressive behavior in which superior strength is used to intimidate or cause harm to a weaker party. In the article, the authors, through a study carried out on both black and white men, show the long-term outcomes that bullying and being bullied can have on an individual. These negative effects include stress, depression, anxiety, social issues, and various illnesses. Most individuals who underwent bullying believed that the only solution was suicide. However, self-efficacy skills can help in building a person’s confidence and therefore enabling them to gain motivation, and control over their behavior and social skills (Matthews, et al. 2017).

Behavioral: aggression, agitation, difficulty with self care, irritability, meaningless repetition of own words, personality changes, lack of restraint, or