Mental Wellness Highlights
Parent Edition
January 2024
Resolutions
Daily Gratitude 😍
You are
Break the Habit 😬
Bullying among children is aggressive behavior that is intentional and that involves an imbalance of power or strength. Typically, it is repeated over time.
Bullying can take many forms such as hitting or punching (physical bullying); teasing or name-calling (verbal bullying); intimidation through gestures or social exclusion (nonverbal bullying or emotional bullying); and sending insulting messages by e-mail (cyberbullying).
There is no one single cause of bullying among children. Rather, individual, family, peer, school, and community factors can place a child or youth at risk for bullying his or her peers.
Characteristics of children who bully Children who bully their peers regularly (i.e.,those who admit to bullying more than occasionally) tend to:
• Be impulsive, hot-headed, dominant
• Be easily frustrated
• Lack empathy
• Have difficulty following rules
• View violence in a positive way.
Peer risk factors for bullying Children and youth who bully are more likely to have friends who bully and who have positive attitudes toward violence. Common myths about children who bully “Children who bully are loners.”
• In fact, research indicates that children and youth who bully are not socially isolated.
• They report having an easier time making friends than children and youth who do not bully.
• Children and youth who bully usually have at least a small group of friends who support or encourage their bullying. “Children who bully have low self-esteem.”
• In fact, most research indicates that children and youth who bully have average or above-average self-esteem.
• Interventions that focus on building the self-esteem of children who bully probably will be ineffective in stopping bullying behavior.
Bullying and other violent or antisocial behaviors Research shows that bullying can be a sign of other serious antisocial or violent behavior. Children and youth who frequently bully their peers are more likely than others to:
• Get into frequent fights
• Be injured in a fight
• Vandalize property
• Steal property
• Drink alcohol
• Smoke
• Be truant from school
• Drop out of school
• Carry a weapon.
What do I do if my child is bullying others?
• Make it clear to your child that you take bullying seriously and that you will not tolerate this behavior.
• Develop clear and consistent rules within your family for your children’s behavior. Praise and reinforce your children for following rules and use non-physical, non hostile consequences for rule violations.
• Spend more time with your child and carefully supervise and monitor his or her activities. Find out who your child’s friends are and how and where they spend free time.
• Build on your child’s talents by encouraging him or her to get involved in prosocial activities (such as clubs, music lessons, nonviolent sports).
• Share your concerns with your child’s teacher, counselor, or principal. Work together to send clear messages to your child that his or her bullying must stop.
• If you or your child needs additional help, talk with a school counselor or mental health professional.
Stalking Awareness Month
Spring ISD Substance Abuse and Vaping Education Support (SAVES) Program
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HISTORY OF NO NAME-CALLING WEEK
The first observation of No Name-Calling Week was in 2004. It is a week created by K-12 teachers and students. Its focus is to end name-calling and other forms of bullying in school, by educating people about the harmful and long-term effects of bullying. The creation of the week was inspired by the story in a 2001 novel entitled “The Misfits,” written by James Howe. The book tells the story of four young adults who, at school, were mocked about their height, weight, what they said, and how they looked, respectively. With the intent to change their bullies’ perspectives, they contested for the school’s student council, and while they lost, they succeeded in convincing their principal to have a No Name-Calling Day to stop mockery.
Although name-calling is sometimes regarded as fun by name-callers, victims of the ill act feel hurt, especially if they are being called hurtful names for things they can’t change about themselves.
The habit of name-calling has become so prevalent in American schools that, at one time, a survey revealed that around 75% of elementary school students admitted to having been called names in school, while about 65% of middle and high school students confessed that name-calling was a serious issue in their schools.
Core Essential Values: Responsibility
Responsibility walks hand in hand with capacity and power.
— J. G. HOLLAND
Action springs not from thought, but from a readiness for responsibility.
— DIETRICH BONHOEFFER
You cannot escape the responsibility of tomorrow by evading it today. — ABRAHAM LINCOLN
As you make your bed, so you must lie on it. — ENGLISH SAYING
It has been shown that children with high self-esteem tend to be more responsible. They are better at:
· waiting for what they want – they believe that with persistence and practice they can reach a goal.
· acknowledging their mistakes and learning from them.
· sticking to a task.
· being willing to ask for help.
· being clear about their strengths and weaknesses.
· taking risks and trying new things.
· believing that they can solve problems they encounter.
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#1 Is there anyone in the immediate family (Dad, Mom, Grandparents, Siblings, etc.) who exhibit some of the same conduct? It has been said that “what a child sees in moderation, they will do in excess.” Any seeds of such conduct in others?
#2 What type of discipline do you employ? She or He may deflect blame because she or he wants to avoid discipline, and the “blame game” has bled out into becoming a chronic habit.
#3 HAS SHE OR HE BEEN BLAMED FOR WRONG CONDUCT THAT WAS PROVEN HE OR SHE DIDN’T DO?
#4 Have you checked with any of her or his current or past teachers that also witnessed the conduct of your child? They may add valuable insights into solving the puzzle.
#5 CAN EACH SET OF GRANDPARENTS PROVIDE ANY INSIGHT INTO THIS CONDUCT?
#6 What is her or her personality like? Does she or he show signs of being a perfectionist or having a type “A” personality? Is she or he in “la la” land in the sense of taking nothing seriously and moves through life without a care in the world?
#7 In what areas of her or his life does she or he take and show responsibility?
#8 Does she or he appear to be fearful (fear of the dark, of being alone, of authority, etc.)?
#9 WHEN SHE OR HE IS DISCIPLINED, HOW DOES SHE OR HE RESPOND?
#10 HOW MUCH IS THE “NEED OF PRAISE” A PART OF YOUR CHILD’S LIFE?
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A broad term which means many different things, including:
· being dependable so people know they can count on you,
· keeping one’s word and agreements,
· meeting one’s commitments,
· doing something to the best of one’s ability,
· being accountable for one’s behavior,
· accepting credit when you do things right and acknowledging mistakes,
· being a contributing member of one’s family, community and society.
Being responsible is a key to children’s success both in school and in the larger world when they grow up.
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Over-indulged children:
· frequently expect things to be done for them that they could do for themselves.
· are demanding.
· do not show gratitude or appreciation.
· often have an abundance of ‘things’ but never feel like they have enough.
· do not tolerate frustration well.
· have a hard time waiting for something that they want.
· do not admit to mistakes.
· do not try to do their best.
do not think about giving back or being generous, either at home or in the community.
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1. Giving Too Many Things
2. Doing Too Much
3. Not Expecting Enough