Prevention of violence in childhood
Prevention of violent behavior should begin in early childhood when the child is just a baby. It is a complex task, which involves the development of the child’s confidence in him and in others, which the family can carry out effectively since they are united in it as in no other area of human existence unconditional affection and permanent attention.
The human being is born with the capacity to learn different ways of relating to the social and emotional world that surrounds him: violence, individualism, empathy, solidarity. Most children have experiences that allow them to adequately overcome this first major subject of psychological development. On some occasions, however, children learn that they cannot trust anyone, develop a negative view of the world as something unpleasant or unpredictable, and become accustomed to responding to it with disruption withdrawal or violence, tendencies that considerably reduce their capacity of adaptation and increase their psychological vulnerability.
Ideas to prevent violence in childhood
The studies carried out on this subject place around three years the beginning of individual differences regarding aggressive behavior as an individual style of relationship that characterizes some children. At this same age, children begin to exhibit aggressive behaviors with a higher frequency than girls do.
These differences arise as a result of the basic models and expectations developed previously and through which violence can be prevented, favoring alternative models based on trust and empathy.
The ten principles summarized below help to achieve this:
- The family must provide continuous care unconditional emotional support and opportunities to learn to self-regulate emotions and behaviors.
- Respond to the child’s demands for care with sensitivity and coherence.
- Transmit positive messages that the child can internalize to learn to self-regulate his own behavior.
- Teach the child to respect certain limits, censoring certain behaviors.
- Develop contexts and routines of communication in which the adult is exclusively dedicated to sharing the activity with the child, such as games or stories.
- Teach him to structure his own behavior, with consistency, in relation to the behavior of another person (s) and to learn complex social meanings.
- Help develop the motivation for effectiveness.
Anticipate aggressive behaviors or tantrums and favor alternatives, in situations such as those that arise when the adult is dedicated to the younger sibling and the elder tries to get his attention through negative behaviors. To take care of the messages that the children receive indirectly through television, toys, stories. So that they are consistent with the values that the parents want to convey.
Teach him to structure his own behavior, with consistency, in relation to the behavior of another person (s) and to learn complex social meanings. Help develop the motivation for effectiveness. Anticipate aggressive behaviors or tantrums and favor alternatives, in situations such as those that arise when the adult is dedicated to the younger sibling and the elder tries to get his attention through negative behaviors.
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