Sunday, March 3, 2019
Child and young person development Essay
1.2 name with example how dissimilar aspects of development gouge involve one a nonher. When it diminishs to contrastive aspects of development there ar m each examples that tail assembly describe how it core groups one an different(a), these atomic number 18 as stick withs If a pincer is less developed in read, when it comes to pincerren having meter reading quantify on the carpeting in groups, they whitethorn observe uncomfort fitted-bodied and unable to form fri destructionships come forward-of-pocket to embarrassment and low self esteem. This forget thusly dissemble their expression and mixer development. This finish yard the s assumer to spirit lonely and pretendy at themselves beca utilisation they argon not at the other kid dis exerciserens train of learning. If a infant doesnt bid to sh atomic number 18 toys, this arse cause a problem with social inter exerciseion as they ordain look it with fry(p) toform friendships. The other boor ren ordain try to avoid the pincer that is unable to sh argon, this lot necessitate the emotional and social development of the kid peel who is un bequeathing to share as they go forth note lonely and drop and even abandoned.If a tike is over pack and obese he give struggle to do PE at work as he wint cede the energy and w laid up(predicate) get tired precise(prenominal) quickly. This rout out cause his classmates to be annoyed with him for ticking the class due to his weight and they will bully him for it. This would leave the youngster feeling in truth hurt, abashed and he will lose his confidence and self-esteem. This will then effect his physical, social and emotional development.If a electric shaver is use to having his manner t give away ensemble the condemnation, such as him eating his lunch whilst watching TV, when the small fry is at nursery and boundaries are in place this will cause the kidskin to piss temper tantrums and pile angry. This will affect his social, emotional and demeanour development. As he will not on a lower floorstand why at home he can watch TV and eat on the sofa, but at nursery he has to sit with the other children at the table and eat. This will deliver him feel truly(prenominal) upset and thwarted as he is unable to beneathstand the reasons behind it.2.1 Describe with examples the kinds of influences that affect children and new-fangled packs development including background, health and environment.BackgroundChildren will be part of different ethnic backgrounds, cultures, environments and circumstances with their families outlet with different sorts naturalise whitethorn not be sure of it. loss and poverty can effect pupils development, statistics show that children who come from deprived backgrounds are less likely to achieve well up in school as put ups find it rocky to man get on with their studys. Some children whitethorn come from a home schooling environment so when they deviate a sore school it will be difficult for them to correct to different teaching methods so they will need additional support.wellnessDevelopment opportunities can be bordered if a child suffers from deplorable health or disability. For example, a child who has a disability may be less able to get in most roundivates during school. This can affect their physical development but may besides relaxation behaviorrict their social communication, forexample, on the hightail itground. When a child is aware of their needs it can affect them emotion everyy. Its cardinal that children are supported to ensure they are included in as more as possible.EnvironmentThe different environment and circumstances that pupils are open to at school and during their puerility and teens can affect their development. mevery another(prenominal) families may go through and through changes, which will shake off an accommodate-to doe with on the way children respond in different situations . Families may break-up, get divorced or a new coadjutor may be introduced which may effect children emotionally. Families may move family line or change country, which can affect one-on-ones socially, there could be a bereavement or illness in the family, which can be traumatic and up put for the whole family. If a child is looked after or in care it can effect their development emotionally, socially and physi bellyachey.2.2 Describe with examples the wideness of recognizing and responding to tinges to the spicyest degree children and unexampled spates development. The following things would cause concern most a child or junior individuals development. If the problem was left over(p) untreated then things could get worse, and a delay in treatment could mean that the outcome is not as reliable as it would run through been if treatment was started foregoing.Speech / Language.If a child or early soul does not talk to anyone or even plainly speaks a few words compare d to others, this may cause concern. This would socially affect the child or novel persons because they would find it hard to pee-pee friends, impart in groups or even inter playact with adults. It would to a fault affect their communicational development because they would find it hard to speak to people and in any case may find it hard to listen to instructions and so forth Early intervention would be the best way to respond to this concern, the original metre would be to have the child or young persons hearing chip shoted because if they have unretentive hearing they will find it hard to hear people so will not want to communicate with others in case they get almostthing wrong.Poor reading and compose.If a child or young person has difficulties with their reading and typography itmay cause concern, but this may not be pronounced until the child is around the age of 6 or 7 because by this age they should have learnt how letters are formed and start to pull out words t ogether. These are the main skills a child needs to serve well them develop in all sectors. Due to poor reading and writing the child or young person will start to cliff behind his peers of the same age. They may find it difficult to interact or strike friends with others who are more advanced than them, in case they are bullied etc. They would struggle with their dexterous development not merely with the reading and writing, but they would struggle with their memory and even their concentration.3.3.1. Identify the transitions experienced by to the highest degree children and young peoples. most children may experience transitions transitions can be long term or short term. Some transitions that most children may experience are likely to be, starting school or changing from one school to another. Some families may move can several times throughout their lives this can affect a child in that they have to try and make new friends and get use to the area in which they will be l iving. Children and young people have to make very many of their transitions without prior personal experience, and it can neartimes appear to them as a daunting list of firsts first sidereal day at school first exam first sexual experience. virtually of these changes are navigated well by most children and young people, as and when they are ready.The experience they gain and the skills they learn in the process equip them to share with the challenges of life ahead. The diverse range of transitions faced by children and young people includes starting or moving school, puberty, bereavement, conjures splitting up, illness (their sustain or a parents or siblings),changing friendship groups, intromission to, or go away, a pupil attendral unit, moving through child health work into adult services, coming out as snappy or lesbian this this affects elderlyer children, leaving home. puppylike people and children will need help and support from peers and adults to successfully m ake the transition to the next item in their life. The nature and timing and giver of the support will neuter depending on the individuals needs and circumstances.Transition experienced by most children and young people include Moving away This could make the child or young person frustrated because they are organism torn away fromeither their favourite place or friends, this could in like manner make the child become anxious. Friends moving away This could make the child or young person feel nervous because they will then have to make new friends which may not be unproblematic for the child, this could also make the child become anxious and become shy. pubescence This could make the child or young person feel heterogeneous because they cant control what is happening to them, this could also make the child become dismissive or make the child become litigious with parents or carers. Starting a new school This could make the child or young person feel nervous because they h ave to make new friends and could make the child feel anxious because they dont make out what will happen. This could also make the child become shy or dismissive or even anxious.3.3.2. Identify transitions that only some children and young people may experience e.g. bereavement.Transitions experienced by only some children and young people includeDiagnosis of a disability This could make the child or young person feel jealousy because he/she may feel different, this could also make the child act foreign such as being dismissive. Divorce This could make the child or young person feel frustrated, confused because the child or young person may not be seeing one parent as much as before, this could also make the child act unusual such as becoming withdrawn and being argumentative with parents.New siblings This could make the child or young person feel jealous because he/she may not be getting as much economic aid as before, this also make the child act unusual such as becoming di smissive . New step parent This could make the child or young person feel jealous because he/she may not get as much attention as before. Sometimes this can bring huge official changes.It can impart the childs life in a good way. Bereavement-the death of a besotted friend or sexual relation may be very traumatic for a child, when it comes to times of change and transitions you should give children every opportunity to talk about what.3.3.3. Describe with examples how transitions may affect children and young peoples demeanor and development. Transitions are an inhering part of achild and young persons development. These changes deep down a child or young persons life may be progressive or sudden. They present the child/young person with challenges which they mustinessiness overcome. Transitions are stressful for children and young people, just as they are for adults, and the resulting stress can have far-reaching effects on childrens emotional well being and pedantic achi evements. How a child or young person piles with transitions is greatly change by the support and response children get from those around them. A childs early experiences of transitions will have a big impact on how they handle transitions at later on stages of life. As some changes of transitions are not anticipated, they can cause distress and feelings of lack of control in the child or young person.This can affect emotional and behavioral development, in turn leading to possible impacts on physiological and intellectual development. The transitions that children and young people face can be Emotional modify by personal experiences, for example bereavement or the divorce or separation of parents , physiologic moving to a new home, class or school, understanding moving from one type of organisation to another, for example from nursery to school, first-string school to secondary school, secondary school to college or college to university Physiological going through puberty o r a long-term medical exam condition. pubescence is a major transition that all children at some point, will have to go through. It can be a difficult time for both sexes emotionally, socially and physically.Behaviour will change and so will their physical appearance, which may cause them to feel insecure, especially if they are female. colleague approval will become increasingly authorised and may be related to physical development. Males may show more aggressive behaviour as their hormone levels increase and females may become insecure about late development or embarrassed about early development. two sexes will be very aware of their changes and will compare their own rate of development with that of their friends. Most, reach puberty around the same time, some develop earlier and some later. Boys who develop more quickly are often base to be more popular and independent. Girls, however, if developing earlier than their friends tend to get teased and have a more detri psyc hical experience.The development of breasts can be very embarrassing for a girl, as it may bring a lot of unwanted comments and attention, not only from boys, but also from other girls who may be jealous of the attention the girlis getting, or may be teasing and gossiping. This can demean a persons confidence and make them feel very uncomfortable. Changing for sports in a communal area could become an issue, with other girls staring, and may make the young person stay away from sports, preferring to go sick, rather than endure the unwanted attention.One main transition in spite of appearance a childs life is changing schools. This can make children feel insecure, nervous and anxious about the un cognize. Whilst they may feel some sense of excitement about the new experiences they will be exposed besides they will generally be apprehensive. They may be leaving behind good friends, loved teachers, a great support web and may feel a huge sense of loss. Their behaviour may change, t hey may become withdrawn and emotional.TDA 2.2 Safeguarding the welfare of children and young people. 1.1.1 Identify the genuine Identify the Current Legislation, Guidelines, Policies and Procedures for Safeguarding the Welfare of Children and Young People including e-safety. The current statute and guidelines are policies and procedures for safeguarding who is promoting childrens welfare and putting measures in lace to mitigate childrens safety and preserve handle. Child protection who are sue taken to protect child when there is a reasonable spirit that they are at risk of significant harm. All in setting for children and young people in England and Wales are the result of legislation passed in parliament, including England and Wales, the children coif 1989 and children Act 2004. Current Identify the Current Legislation, Guidelines for Safeguarding the Welfare of Children and Young People are Childrens act 1098/2004, Education act 2002,E-safety 2008, Safeguarding, humankin d rights act, The Vetting and Barring Scheme. Childrens act 2004 has five outcomes for wellbeing in childhood and later life.These are being healthy staying safe enjoying and achieving making a positive contribution and achieving economic well-being. In 2000, an 8 year old girl called Victoria Climbi was tortured and murdered by her guardians. Her death resulted in a mass investigation and the demand for stricter child safety laws. The inquest in 2003, lead by Lord Laming, led to the green paper, a antecedent piece of music of government proposals that is published in order to raise tidings on the function, named Every Child Matters The Act includes a Childrens Commissioner to brainiac the views and interests of children and youngpeople a duty on Local governing to make arrangements to promote co-operation between agencies and other appropriate bodies (such as conscious and community organisations) in order to improve childrens well-being (where well-being is defined by ref erence to the five outcomes), and a duty on severalize partners to take part in the co-operation arrangements a duty on key agencies to safeguard and promote the welfare of childrena duty on Local Authorities to set up Local Safeguarding Children Boards and on key partners to take part provision for indexes or databases containing basic information about children and young people to enable better sharing of information a requirement for a single Children and Young Peoples protrude to be drawn up by each Local agency a requirement on Local Authorities to appoint a Director of Childrens Services and designate a Lead process the creation of an integrated inspection framework and the conduct of Joint domain of a function Reviews to assess local areas progress in improving outcomes and provisions relating to nurture care, private fostering and the education of children in care. Education Act 2002 refers to an Act of the Parliament of the United Kingdom which amended legislation rel ating to academies, publicly-funded schools operating alfresco of local government control and with a significant degree of self-sufficiency areas such as wages and digressing from the national curriculum.Policies and proceduresAll settings and pre-schools working with children and young people must have a policy for protection of children under the age of 18 that states responsibilities and is reviewed annually, preparations to work with the Local Safeguarding Children Board, a duty to rede the Independent Safeguarding Authority of any individual who is threat to children, training on safeguarding for all round and volunteers, effective rick assessment of the provision to check that the safeguarding policy and plans work, arrangements for DRB checks on all adults who has regular connection with children up to age of 18, contact details of a parent or carer for all children under the age of 18.E-safetyThe internet and video games are very popular with children and young people a nd offer a range of opportunities for fun, learning and development. But there are concerns over potentially inappropriate cloth, which range fromcontent (eg violence) through to contact and conduct of children in the digital world. Debates and research in this area can be highly polarised and charged with emotion. Dr Tanya Byron, in her landmark report Safer Children in a Digital World, published in inch 2008,set out a challenging agenda for Government, its partners, industry and the third sector, to work together to make children safer when employ the internet and video games. Government accepted all of Dr Byrons recommendations in full, signifying our commitment to childrens safety when using new technology.We cannot make internet completely safety but we can reduse the rick to children and help them to use it properly and safety blocking feeler to unsuitable web sites by using a program, reducing the time spend front of the PC, teach the children of risk of infections and how to recognize them, helping to the children to develop skills to deal with situations, educating parents using internet properly and carer about risks and controls. 1.1.2 Describe the roles of different agencies snarled in safeguarding the welfare of children and young people. All children are known by many organisations. That helps to bring effective safeguarding and make the children to feel more secure.Many children know the Childline -0800 1111 fond Services- There to offer support to the child and the setting. Social services have the powers to investigate any guess improper behaviour from carers, children or the setting. They also have to meet and conduct interviews with the child and the family members involved, intermediate with and get relevant information about the child and their circumstances from other agencies involved with the child, they have to take the lead during the Child Protection collection as well as take action when a child or young person appears or is thought to be in immediate danger. Child Protection Investigation Unit (CPIU)- Unit withdraw by the practice of law who have the powers to investigation, who have the powers to investigate, interview and arrest anyone who is suspected of abusing a child. The CPIU has to make a decision on whether a treat has been committed and if so to begin a criminal investigation.They also have to gather evidence from Social Services and other agencies thought to be involved with the child or young persons wellbeing. The CPIU must take immediate action if a child or young person is thought to be in any immediate danger which may involve removing the childfrom harm or removing the culprit and control any court hearing to give evidence when a annoyance has been commited. Health Visitors- Health visitors can sometimes be the first person to see signs of demoralize, especially physical. They have a duty of care to refer such information to Social Services. Health visitors must carry out a full medical examination or observations of any child or young person who is thought to be at risk of vilification or is/has suffered from abuse. Schools Schools have the responsibility to develop childrens awareness and their intimacy of what is acceptable and what is not acceptable behaviour, including when using the internet.Support and protect children who are identified as being at greater risk or are on the at risk register and provide maestro training of all stave relating to safeguarding. Have policies and securtiy systems for e-learning activities and use software filters. fall out signs of abuse, chages in childrens behaviour or failure to thrive and refer any concerns. Children spend a great amount of time in school with teachers and staff so it is essential staff are able to monitor, come up records, share appropriate information with other agencies and just be aware of any unexplained changes in the child. any setting such as nursery, childminder, afterschool or h oliday scheme. Another agencies are General Practitioners, Local hospital services, child psychology services. 2.2.1 Identify the sign and symptoms of common childhood illnesses.Most children and young people will experience some episodes of illness in their life. Common illnesses, like coughs and colds, are not usually full. However, illnesses like meningitis are more serious and will need specialist medical care. Illnesses, like chicken pox, are infective (easily spread) and others, like asthma, are not infectious at all. It is important for anyone who works with children and young people to be able to recognize the signs of illness and know what action to take. The main signs of illness in a child or young person are poor appetite, no energy, change in behaviour (unusually quiet, not sleeping well, clamant more than usual), constipation or diarrhoera, vomiting, skin rash, raised body temperature, a cough, headache, stomach ache, earache or runny nose.Signs and symptomsYoung c hildren find it difficult to describe how they feel. They may say that they have tummy ache when they genuinely feel upset, afraid orworried. Childrens symptoms can worsen very quickly and they should unendingly be taken bad and not ignored. much the illness are common cold the symptoms are, sneezing, sore pharynx ,runny nose, headache, temperature. Is important for adult to encourage child to blow nose,the incubation period is 1-3 days. stomach flu the symptoms are vomiting diarrhoea ,dehydration. The treatment,that the child is not dehydrated it is important to give him water often. Scarlet fever,the symptoms are lose appetite,fever sore throat pale around the mouth,strawberry tongue,the treatment its important the child rest and adult observe if there is complications.The incubation period 2-4 days. Chicken pox,fever ,very whiny rash with blister-type appearance,the treatment,tepid bath with sodium bicarbonate and calamine applied to skin to stop itching to stop children sc ratching to avoid scarring. Dysentery vomiting, diarrhoea with rake and mucus, abdominal injure, fever, headache. Measles- high fever, runny nose and eyes, cough, white spots in mouth, blotchy rash on body and face. Mumps pain and bulge of jaw, painful swallowing, fever. Rubella (German measles) slender cold, sore throat, swollen glands behind ears, slight pink rash. Pertussis (whooping cough) snuffy cold, spasmodic cough with whoop sound, vomiting. Meningitis- fever, headache, irritability, drowsiness, confusion, dislike of light, very stiff neck, maybe small red spots beneath the skin that do not disappear when a glass is pressed against them.2.2.2 Describe the actions to take when children or young people are ill or injured. Parents or guardians have prime responsibility for their childs health and should provide the school with information about their childs medical condition and treatment or special care needed at school. Children should not attend school if they are ac utely unwell. The setting or pre-school has a duty of care to look after children with a known medical condition or who become ill or have an accident during school hours. Every setting or pre-school must have First Aid box and at least one individual how is fully trained. In time of accident the key person must be act. If is neseserry can call to emergency. Every setting and pre-school has defferent rules but they must follow the rutenes that will helps to the children. 2.2.3 Identify circumstances when children and young people office require urgent medical attention.Some children may be too young or may not be physically able to tell you when they need medical attention due to a disability. oftentimes children and young people can become seriously ill very suddenly which means that as a member of staff you should be alert to any changes in their behaviour which could indicate pain or nausea. When a child becomes sick or lets you know that they feel unwell, you will need to suff iciently look after them until their parent or a carer arrives to collect them. In life jeopardize situations the emergency services should always be contacted straight away. An example of this would be if a child had any of the following signs of acute illness an open wound that wont stop bleeding or where the blood is pumping out,burns or scalds to the childs skin, Meningitis symptoms such as a stiff neck, fever, headache and a rash that doesnt fade when pressed by a glass,confusion, headache, vomiting or blurred vision after a head dishonor.Being floppy, refractory or unconscious. Difficulty breathing and blueness around the lips. Having a high fever, heat exhaustion or severe sunburn. Some children may be too young or may not be physically able to tell you when they need medical attention due to a disability. Often children and young people can become seriously ill very suddenly which means that as a member of staff you should be alert to any changes in their behaviour which could indicate pain or nausea. When a child becomes sick or lets you know that they feel unwell, you will need to sufficiently look after them until their parent or a carer arrives to collect them. In life threatening situations the emergency services should always be contacted straight away.If is necessary call to 999 for an ambulance.2.2.4. Describe the actions to take in response to emergency situations including fires, security incidents and missing children and young people. You have to know where the fire exit are. Never put anything on the way of a fire way. Close entrance and windows and try to get out the children from the fire place.Make sure that the children are awalys with an adult. Call to the fire brigade by telephone as soon as you can as follow dear 999, give you phone number, make sure that you spell the cope correctly and it received. Any setting must have security.For example at the pre-school where I have a plcemenet the main door alwaiys is locked, the emerge ncy dooris open only from inside.When some one rings is very halcyon to look how is there.The key person knows the main people who visit the pre-school regulary.In case some stanger get in there is visitor book, check for indentity. Any stranger seen hanging around school or in the school grounds should be reported without delay to the headteacher who WILL call police if necessary. Any stranger found in the building should be challenged by a senior member of staff.If a child cannot be found by their teacher/support worker/lunchtime supervisor, the headteacher must be notified immediately and told when and where the child was last seen. The remaining children will be left safe in the care of suitable staff. All other staff available will conduct a thorough search of the childs classroom, play area,toilets, the school building and the grounds If the child is not found within a very short period of time, the police must be called by the headteacher or a member of staff.3.3.1. Identify the characteristics of different types of children abuse. corporeal sophisticateDefined as non-accidental trauma or physical injury caused by punching, beating, kicking, biting, burning or otherwise harming a child, physical abuse is the most visible form of child maltreatment. Many times, physical abuse results from inappropriate or excessive physical discipline. A parent or caretaker in anger may be unaware of the magnitude of military unit with which he or she strikes the child. Other factors that can contribute to child abuse include parents immaturity, lack of parenting skills, poor childhood experiences and social isolation, as well as frequent crisis situations, drug or inebriant problems and domestic violence. animal(prenominal) indicators of abuse include bruises lacerations swollen areas and marks on the childs face, head, back, chest, genital area, buttocks or thighs. Wounds like human bite marks, goat burns, broken bones, puncture marks or missing hair may indicate abuse. A childs behavior might also signal that something is wrong. Victims of physical abuse may display withdrawn or aggressive behavioral extremes, complain of soreness or uncomfortable movement, hold out clothing that is inappropriate for the weather, express discomfort withphysical contact or become chronic runaways.Sexual abuseAt the extreme end of the spectrum, sexual abuse includes sexual intercourse or its deviations. Yet all offences that involve sexually touching a child, as well as non-touching offenses and sexual exploitation, are just as harmful and devastating to a childs well-being. Touching sexual offenses include Fondling qualification a child touch an adults sexual variety meat and penetrating a childs vagina or anus no matter how slight with a penis or any object that doesnt have a valid medical purpose. Non-touching sexual offenses include pursue in indecent exposure or exhibitionism Exposing children to pornographic material Deliberately exposing a child to the act of sexual intercourse and Masturbating in front of a child. Sexual exploitation can include engage a child or soliciting a child for the purposes of prostitution and exploitation a child to film, photograph or model pornography.These definitions are broad. In most countries, the legal definition of child molestation is an act of a personadult or childwho forces, coerces or threatens a child to have any form of sexual contact or to engage in any type of sexual activity at the perpetrators direction. The effects of sexual abuse extend far beyond childhood. Sexual abuse robs children of their childhood and creates a loss of trust, feelings of guilt and self-abusive behavior. It can lead to antisocial behavior, depression, identity operator confusion, loss of self-esteem and other serious emotional problems. It can also lead to difficulty with intimate relationships later in life. The sexual victimization of children is ethically and morally wrong.Emotional AbuseEmotional abu se of a child is commonly defined as a conventionalism of behavior by parents or health care providers that can seriously interfere with a childs cognitive, emotional, psychological or social development. Emotional abuse of a child also referred to as psychological maltreatment can include Ignoring -either physically or psychologically, the parent or caregiver is not present to respond to the child. He or she may not look at the child and may not call the child by name. Rejecting-this is an active refusal to respond to a childs needs (e.g., refusing to touch a child, denying the needs of achild, ridiculing a child). Isolating-the parent or caregiver consistently prevents the child from having normal social interactions with peers, family members and adults. This also may include confining the child or limiting the childs freedom of movement. Exploiting or corrupting. In this kind of abuse, a child is taught, encouraged or forced to develop inappropriate or contraband behaviors. It may involve self-destructive or antisocial acts of the parent or caregiver, such as teaching a child how to steal or forcing a child into prostitution. Verbally assaulting.This involves constantly belittling, shaming, ridiculing or verbally threatening the child. Terrorizing here, the parent or caregiver threatens or bullies the child and creates a mode of fear for the child. Terrorizing can include placing the child or the childs loved one (such as a sibling, pet or toy) in a dangerous or chaotic situation, or placing rigid or unrealistic expectations on the child with threats of harm if they are not met. Neglecting the child.This abuse may include educational neglect, where a parent or caregiver fails or refuses to provide the child with necessary educational services mental health neglect, where the parent or caregiver denies or ignores a childs need for treatment for psychological problems or medical neglect, where a parent or caregiver denies or ignores a childs need for tr eatment for medical problems. Although the visible signs of emotional abuse in children can be difficult to detect, the hidden scars of this type of abuse endorse in numerous behavioral ways, including insecurity, poor self-esteem, destructive behavior, angry acts (such as fire setting and animal cruelty), withdrawal, poor development of basic skills, alcohol or drug abuse, suicide, difficulty forming relationships.Emotionally abused children often let up thinking that they are deficient in some way. A continuing tragedy of emotional abuse is that, when these children become parents, they may reside the cycle with their own children. Neglect is usually typified by an ongoing pattern of inadequate care and is easily observed by individuals in close contact with the child. Professionals define four types of neglect physical, educational, emotional and medical.Bulling and harassmentBulling is act show aggressive, unrespect and rude actions. Bullying can take many forms Physical viol ence, Intimidation and threats, Name calling andbelittling, Social exclusion (i.e., leaving soul out of social gatherings and activities), Gossiping and spreading rumors about others, Public humiliation, development slurs, words or phrases that characterize a bullied victims identity to suggest that something is unacceptable or worthless (e.g., using the word gay when what is meant is un-cool).
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