Bullying is when kids hurt or scare other kids on purpose. Bullying can hurt everyone.

Kids who are bullied sometimes have a hard time standing up for themselves. This site can help you figure out what you can do:  Are you being bullied?  Has someone called you a bully?  Have you seen bullying? Are You Being Bullied? Nobody likes to be picked on. What can you do?
 Speak up against bullying. Say something like, “stop it.”  Walk away. Act like you do not care, even if you really do.  Tell an adult you trust. They may have ideas about what you can do.  Stick together. Staying with a group might help.

Things to remember...
 You are not alone.  It is not your fault. Nobody should be bullied!  Talk to someone you trust.  Do not hurt yourself.  Do not bully back. Do not bully anyone else.  Do not let the bully win. Keep doing what you love to do.

Has Someone Called You a Bully? Think about what you are doing.
 If someone did the same thing to you, would you be hurt?  Remember that making others feel bad is wrong.  Know that everyone is different, but different does not mean better or worse.  Try getting to know others who are not like you. You may find out, you are more alike than you think.  Talk to an adult you trust. They may have good ideas about what you can do to stop the bullying.

Have You Seen Bullying? You can help stop the bullying. Next time you see someone being bullied, try one (or more) of these ideas:
 If it is safe, speak up. Say something like, “Stop it!”  Tell an adult. Kids who are being bullied are sometimes scared to tell an adult. That is where you come in--tell an

adult who you trust, like your teacher or coach. You can tell them in person or leave them a note.  Be a friend to the person who is being bullied. You can still help the kid who is being bullied: o Talk with them. o Sit with them at lunch. o Play with them at recess.  Set a good example. Do not bully others. Parents Parents can play a key role in preventing and stopping bullying. But first they have to know if their children bully or are bullied by others. Many parents do not discuss bullying with their children, and many children do not raise the topic of bullying with their parents.

Working with Your Child’s School Parents are often reluctant to report bullying to school officials. consider these steps:  Talk with your child. keep a record of all messages or postings.  Know the school policies. Focus on your child. that it is not their fault. Get to know other parents. and help your child gain confidence by rehearsing their responses. Talk about whom they should go to for help and role-play what they should say. Work with your child to keep a record of all bullying incidents. Doing what they love may help your child be more confident among their peers and make friends with other kids with similar interests. It is more than physical. Call or set up an appointment to talk with your child's teacher or school counselor and establish a partnership to stop the bullying. Contact the school by phone or e-mail if you have suggestions to make the school a safer and better learning place. and that you are glad they had the courage to tell you about it. and staff. These tips can help:  Help your child understand bullying. subscribe to the student paper—if there is one—and join the PTA listserv or mailing list.  Open the line of communication. school counselors.  Encourage your child to pursue their interests.  Keep open lines of communication with your child. Bullying may not be resolved overnight.  Work together to find solutions.  Teach your child to take a stand against bullying. It can have serious consequences. or they may fail to keep track of and stop bullying at home. Share your concerns with a counselor at your child's school. Check in with your child and listen to any concerns about friends and other students.  Know what is going on in your child's school.  Empathize with your child.  Talk to your child about seeking help from a trusted adult when feeling threatened by a bully. Provide suggestions for ways to respond to bullying.  Help your child develop strategies and skills for handling bullying. Some of the warning signs may be signs of other serious problems. Ask your child what they think can be done to help. Children often do not tell their parents that they are being bullied because they are embarrassed or frightened.  Be persistent. Say bullying is wrong. Explain what bullying is. If you suspect your child is being bullied or your child brings it up. Parents should never be afraid to call the school to report that their child is being bullied and ask for help to stop the bullying. Ask for a copy or check the student handbook to see whether your school has standards in place that will help resolve the situation. Give guidance about how to stand up to those who bully if it is safe to do so.  Stay vigilant to other possible problems that your child may be having. it is important for parents to be willing to take action. They may use power and aggression to resolve conflicts. Express your concern and make it clear that you want to help. Reassure them that the situation can be handled privately. Bully-proofing My Child Bullying is not a normal rite of passage. Also.  Document ongoing bullying. You can help your child learn how to prevent bullying. My Child is Being Bullied When children are involved in bullying. . Assure your child that they should not be afraid to tell an adult when someone they know is being bullied. as children get older. it can be done in person or over the phone or computer. but bullying may not stop without the school’s help. bullying often occurs when adults are not around. If it involves cyberbullying.Some parents of children who bully may also support such behavior without knowing it. Visit the school website.

Read about whether your case of bullying may be a civil rights violation. Often. Praise your child when they follow the rules.  Commit to making the bullying stop. be aware that the law limits the ability of school personnel from revealing disciplinary actions taken against other students. They may be able to help your child cope with the stress of being bullied. Calmly let them know that you will not tolerate this behavior. Working with the School & Community . Ask the school to keep you informed. Do not assume that your child did something to provoke the bullying.  Talk with a school counselor or health professional. Parents need to remember that children who bully are at high risk for engaging in risky or even criminal behaviors. and it is very important in a bullying situation for the parents to act immediately.  Do not blame your child for being bullied.  Build on your child's talents and positive attributes. It could get your child hurt. suspended. Carefully supervise and monitor their activities. They may be able to provide your child with additional help. You may need to seek an attorney's help or contact local law enforcement officials if the bullying persists or escalates. or expelled. does not mean action was not taken.  Be aware of who your child's friends are.  Do not contact the parents of the students who bullied your child. Encourage him or her to get involved in social activities.  Do not encourage your child to harm the person who is bullying them. Be supportive and gather information about the bullying. parents of children who bully must work closely with the school to resolve the situation. Did You Know? Schools that receive federal funding are obligated to address cases of bullying covered by federal civil rights laws. What You Can Do  Talk with your child. Get help for your child.  Spend more time with your child. Talk regularly with your child and with school staff to see whether the bullying has stopped. School officials should contact the parents of the children involved. It may make matters worse. including when they are online or texting. MI HIJO HACE BULLYING A OTROS NIÑOS Although it is hard for most parents to hear about their child's negative behavior. If you think that your child may be bullying others. Be objective and listen carefully. Also. Work together to send clear messages to your child that the bullying must stop.  Work with your child’s school to ensure the bullying does not happen again. Ask for their account of the situation. Help your child learn that bullying hurts everyone involved.  Do not demand or expect a solution on the spot. Develop strategies together to address bullying. What the child may “hear” is that you are going to ignore it. What Not to Do  Never tell your child to ignore the bullying. read about the warning signs for children who bully and work with your child’s school to address this issue. Find out how they spend their free time. Just because they cannot tell you if or how another student was disciplined. Calmly explain what your child is accused of and ask for an explanation of the incident and their role. trying to ignore bullying allows it to become more serious. Decide on fair consequences and follow through if your child breaks the rules. Seek advice from your child's guidance counselor or other school-based health professionals. Indicate you would like to follow up to determine the best course of action.  Make it clear to your child that you take bullying seriously.  Develop clear and consistent rules for your child's behavior.

 Know what is going on in your child's school. TV broadcasters and newspapers to release public service announcements during prime viewing times. Seek out interested partners from a variety of sources. students. How can you get involved? Getting Involved at Your Child’s School  Know the school policies on bullying. Continually assess the effectiveness of your community's efforts. parents. and community members?  Convey your expectation of respectful behavior by creating policies and guidelines such as a Mission Statement.  Raise community awareness. Advocate for appropriate antibullying and harassment policies in schools and other institutions. Contact the school by phone or email. Would you like help to:  Assess a clearer picture of bullying in your school?  Evaluate the bullying prevention initiatives you currently have in place?  Learn how to identify and intervene in bullying incidents?  Prevent bullying at your school?  Check out resources you can use to make your school safer?  Enhance classroom management skills?  Establish a school safety committee to help you prevent bullying. Don’t expect the entire community to be well-informed. teachers. administrators. through bullying prevention?  Engage parents in enhancing their children's academic performance?  Encourage students to safely stand up for each other?  Encourage students to report bullying when they see it?  Hold regular classroom meetings to discuss bullying and respecting others?  Explain the many different kinds of bullying? . teens. teens and young adults. school staff. Bullying is not something educators have to accept. and caring adults.All adults in a community have a responsibility to help keep kids safe and stop bullying among children. Subscribe to the student paper and join the PTA listserve or mailing list. Use the assessment results to set goals and create action steps to stop and prevent bullying. such as educators. fact sheets and newsletters throughout your community. including teachers. Assess the bullying in your community. EDUCADORES Bullying negatively affects the atmosphere of a school and disrupts the learning environment. Ask for a copy or check the student handbook to see whether your school has standards in place that will help resolve the situation. Working together. Code of Conduct. It takes the entire school community to create an inviting school where everyone feels they belong and are safe. Getting Involved in Your Community  Develop a comprehensive community strategy to address bullying. and students can help stop bullying in your school. Be certain to involve children and teens at every stage in planning. parents. children. Get to know other parents. and evaluating your bullying prevention efforts. Encourage local radio stations. Where to Start? Consider the following questions when putting a bullying prevention initiative in your school. and staff. support staff. if you have suggestions to make the school a safer and better learning place. mental health professionals and law enforcement. Distribute brochures. and School Rules about Bullying?  Establish a system to track the bullying incidents in that is currently taking place at your school?  Effectively discipline students who bully?  Engage parents more effectively. school counselors.  Engage a diverse group of parents. implementing. That's the best way to tap into their world and know what will work.

Students who bully and students who are bullied by others are more likely to skip and/or drop out of school. Get the facts. the Departments of Health and Human Services and Education do not imply a requirement of their use. Responding to Bullying How you and your entire school community respond to bullying makes a huge difference in both the moment the bullying occurs and preventing bullying in the future. especially social bullying. Despite the difficulty. both parents and educators need to recognize the warning signs. You must consider a variety of issues.  Make it a teachable experience. including the safety of all children. Parents struggle with recognizing and acknowledging bullying as well. Here are some actions you may want to consider:  Intervene immediately.  Remember to: . Here are some tips to help you respond more effectively on the spot and make the best use of the teachable moments. Separate the students involved. Immediate Intervention You may feel uncertain about how to handle bullying.  Adult-student relationships suffer. Explain examples of what students can do to make bullying stop? By providing these resources. Helping bystanders understand what has happened and why may be important for preventing future incidents. They also often miss different types of bullying. the most successful strategies or programs are school-wide and comprehensive. and the role of bystanders. Can You Spot Bullying? Adult intervention is one of the best defenses against bullying.  Parent confidence and trust in the school erodes when students experience bullying or are accused of bullying others. Yet research shows that educators might not recognize students identified by their peers as students who bully. Do not immediately ask about or discuss the reason for the bullying or try to sort out the facts.  Request more information. intervene when bullying happens and send the message that bullying is not okay. the circumstances surrounding the bullying. the form and type of bullying. Speak to students involved (participants and observers) in the incident separately and ask what happened. Students who witness bullying can become fearful and develop the belief that the adults are not in control or are uncaring. How to Step In There is no set formula for the best way to intervene when you suspect or observe a bullying incident. According to research. the age and gender of the children involved. Talk to the students involved separately.  Teacher morale declines amid harmful social dynamics in the classroom that interfere with discipline and learning. How Bullying Affects a School Bullying negatively affects the atmosphere of the school and disrupts the learning environment:  Student achievement suffers among both the students who are bullied and those who engage in bullying.  Tell the students you are aware of their behavior.

Get the facts. Talk to the students involved separately. When You Suspect Bullying If you are not sure what you witness or hear about is bullying. here are some actions you may want to consider:  Intervene immediately. or a member of the school safety committee).  Tell the students you are aware of their behavior. Report the incident to the right person (the school might consider identifying an official contact.  Consider an appropriate intervention based on the severity and history of the incident and the students involved. Do not immediately ask about or discuss the reason for the bullying or try to sort out the facts.  Request more information. or the individuals involved as bullies or victims. or if bullying is reported to you. When You Confirm that Bullying has Happened Once an incident of bullying has occurred. Refrain from Labeling When trying to understand the situation. Speak to students involved (participants and observers) in the incident separately and ask what happened. refrain from labeling the incident bullying.  Follow up with the students involved to ensure the bullying does not continue.  Make it a teachable experience. who may be the school administrator. Separate the students involved. communication with the following individuals or groups should be part of your intervention or follow-up strategy: For the Student Who Was Bullied  Check in regularly with the student who was bullied  Determine whether the bullying still continues  Provide a supportive environment  Review the school rules and policies with the student to ensure they are aware of their rights and protection  Consider referring them for professional or other services as appropriate For the Student Who Bullied Others  Identify the behavior  Review the school rules and policies with the student  Ask for positive change in future behavior  Consider referring them for professional or other services as appropriate  Consider appropriate graduated consequences  Encourage the student to channel their influence and behavior into positive leadership roles  Monitor and check in frequently For Bystanders  Encourage them to talk with you  Review the school rules and policies with the students  Discuss with bystanders how they might intervene and/ or get help next time  Acknowledge students who took action to stop the bullying . Helping bystanders understand what has happened and why may be important for preventing future incidents. This helps encourages everyone to share information openly.

Other schools keep a log of bullying incidents in the main office. and health educators with tools for assessing [PDF 6.. teachers. Some schools have developed incident reporting forms for bullying and other problem behaviors. gymnasium. . cafeteria workers.41 MB] self-reported incidence and prevalence of a variety of bullying experiences.. To do so. and staff should be on the lookout for bullying not only in the classroom.. You may consider keeping one copy for the student’s teacher. and on the school bus. report the incident. bathrooms. The state law may specify that the school track and report bullying incidents. on sports fields. You may want to consider implementing a reporting system to help further track bullying. Reporting After each intervention. Assessment Tools The ability to measure bullying experiences broadly and completely is crucial to the success of addressing and preventing bullying. Maintain confidentiality and privacy of such reports as required in policy and law . so the school can track its responses to bullying incidents. and a third to go to the student’s parents. If you see bullying. Developing a logical and timely reporting system that informs school personnel and parents of suspected and confirmed bullying incidents may help the school progress in bullying prevention. cafeteria. school nurses. Monitoring Administrators. It should be used in conjunction with other educational and restorative strategies. and custodial staff) should know the school’s reporting procedures and understand their possible obligation to report suspected or confirmed bullying. other areas of the school. bus drivers. Follow-up Intervention Intervening in bullying does not necessarily mean immediately turning to traditional forms of discipline. you can stop it.For the Parents of the Students Involved  Describe the incident  Review the school rules and policies with the parents  Describe the intervention measures taken as appropriate  Develop a plan to follow up Remember. a second to be filed in the office. The law limits your ability as an educator to discuss disciplinary actions taken against other studMonitor & Report Bullying in schools is a frequent and serious problem.g. It is important to monitor and report student behavior consistently. Treat reports of bullying as you would any part of a student’s record. but also in the hallways. you need to know the warning signs of bullying. prevention specialists. This compendium provides researchers. Teachers and all school staff (e. Discipline should be considered as one part of a holistic approach to addressing bullying.

you may want to consider the following questions:  Did the bullying incident occur within the school's jurisdiction?  What is the history of the students involved?  What is the nature of the bullying behavior?  How frequent and severe is the bullying?  What intervention will promote a positive outcome for the students?  Does the intervention fit within the school district's guidelines? Avoid What Does Not Work In recent years.g.” you may need to contact the police:  Was a weapon involved?  Were there threats of serious physical injury or hate-motivated violence?  Was there sexual assault?  Was there physical bullying that caused serious bodily harm?  Is there robbery. Is Police Involvement Necessary? If a student in your school has committed a serious disciplinary infraction or an illegal act. in-service training. When choosing an intervention. Determine where and when bullying occurs.  Zero tolerance or “three strikes and you’re out” policies: These policies have the potential to exclude large numbers of students from school.  Increase adult supervision in bullying "hot spots. and insights they need to find alternatives to bullying. increasing numbers of educators. police involvement may be necessary. build awareness. Establish a school safety committee and task force with a coordinator whose job it is to plan. Interventions should also assist to restore positive relationships between the students involved in bullying and improve the school climate. extortion.  Involve students.  Conflict resolution and peer mediation: Bullying is not a conflict between two people of equal power with equal blame for the situation. The following are suggestions for how to approach bullying in schools:  Assess bullying in your school. and other adults who interact with students have come to understand the seriousness of bullying. some misdirected intervention and prevention strategies also have emerged. Also. If the answer to any of the questions below is “Yes. teachers.” Work with support staff.. parents. and help students develop the skills. You should always consult the rules that apply to your particular school when dealing with serious disciplinary matters. parents. and staff in bullying prevention. school assembly. Many proven and promising prevention and intervention strategies have been developed.  Group treatment for students who bully: Group members tend to reinforce bullying behavior in each other. lessons taught by individual teachers) will do much less to prevent bullying than a school-wide initiative. Research has shown that the following are strategies that do not work or have unexpected negative consequences. discourage reporting of bullying. and deprive students who bully from the good role models they so need. short-term solutions: Focusing on bullying in a piecemeal way (e. or other illegal act? Guidelines on involving police in disciplinary matters vary between school districts. or vandalism causing extensive damage to property. implement and evaluate your school's bullying prevention program. health professionals. Preventing Bullying There are a number of things educators can do to make their school safer and prevent bullying. who may observe bullying incidents that unfold outside the classroom.  Simple.Each intervention should clearly label bullying as unacceptable. facing those who have bullied them may further upset students who have been bullied. empathy. Unfortunately. bus stop and playground monitors and bus drivers. . such as cafeteria staff.

miles de niños usan sus casas como refugio y hacen tarea. los que tienen más suerte logran echarse panza al suelo y ver caricaturas mientras el horario familiar lo permite. assemblies. así como el Sindicato de Maestros. IN THE COMMUNITY Everyone can help prevent and stop bullying. Escuelas públicas coinciden en que el problema de violencia no tendrá solución. Una vez abierto. pero niega que en su escuela éste se haya destapado. Encourage teachers and staff to file incident reports of bullying. Create a mission statement. Dice que nunca falta. todos gastan las energías que se supone deben contener en el salón de clases. ya que en primera instancia se soluciona con un “chócalas”. Unos barrotes azules y largos evitan que los ánimos de los niños en el recreo se desborden hacia la Avenida México. class-level discussions and activities about bullying (e. A esa hora. La primera puerta está abierta. incluso presume la forma en que son tratados los niños que gustan de ofender. queda a la vista una cancha grande de basquetbol y en ella una docena de niños practican lo que parece ser la escolta escolar. teens. Adults have the responsibility to protect and be a role model for kids. Reinforce positive social interactions in an inclusive environment. newsletters to families. Take advantage of staff meetings. los tutores del menor reciben asesoría de parte de los expertos de la escuela. Implement curriculum-based.  Promote extracurricular activities. you can influence lives and maybe even save a life. and assess and evaluate your bullying prevention program. director de la escuela.  Raise awareness about your bullying prevention initiative. otros infantes utilizan sus tardes para acudir a las escuelas que ofrecen sus servicios en dobles turnos.  Establish a school culture of acceptance. and young adults.  Integrate bullying prevention material into curriculum and school activities. pero una reunión en la Ciudad de México lo obliga a ausentarse del plantel. Adults have the responsibility to protect and be a role model for kids. teens. afirma Lomelí Jiménez.g. se quejan sobre la cancha de básquetbol. and community members. the school website. pero por el tono que utiliza deja al descubierto que cuenta con la autoridad necesaria para dirigir una escuela. Sus más de dos décadas como trabajadora de la . cualquiera de esos infantes pudo haber sido víctima del bullying. coinciden psicopedagogas de la Urbana 38 “Manuel M. and school-wide rules that establishes a climate in which bullying is not acceptable. but also about the ways to intervene and support both the person being bullied and the one bullying others. class and parent meetings. and the student handbook. Sin embargo. aunque antes de recorrer tres metros hay un portón cerrado que evita entradas y salidas indeseadas. code of conduct.  Create policies and rules. definido como el abuso físico o mental de un estudiante hacia a otro. ríen.El origen del bullying está en el entorno familiar. Everyone needs to be aware not only about the warning signs and effects of bullying. es gruesa y firme. La voz de Francisco Lomelí Jiménez.. parents. Keep track of critical incidents. but also about the ways to intervene and support both the person being bullied and the one bullying others. you can influence lives and maybe even save a life. Disseminate and communicate widely. Launch an awareness campaign to make the objectives known to the school. se han encargado de repartir información y talleres para que los planteles educativos tengan conciencia de cómo hacer frente al bullying. Tanto el Ayuntamiento de Guadalajara. Tal es el caso de la Urbana 38. el equipo psicopedagógico entra en acción para resolver el problema de la mano de los padres de familia. Diéguez”. y si el menor vuelve a recaer en la falta. como la Secretaría de Educación estatal y federal. Everyone needs to be aware not only about the warning signs and effects of bullying. Luz María Robles Rodríguez es la directora de la escuela pública Urbana 34 “Pedro Antonio Buzeta”. tolerance and respect. comen. No matter who you are or who you represent. De acuerdo con la información dada a conocer en medios de comunicación y dependencias estatales y federales. si el menor no cambia de hábitos en casa CIUDAD DE MÉXICO (16/MAR/2011). gritan. and young adults. No matter who you are or who you represent. Admite la seriedad del problema. los menores brincan. A las cinco de la tarde. role-playing activities) at each grade level.. Difícil es imaginarlo físicamente a través de un teléfono. Everyone can help prevent and stop bullying. En este punto. Las autoridades han hecho su parte para la prevención y tratamiento del problema. Son casi las cuatro de la tarde y el sol insta a buscar un lugar donde sus rayos no lleguen.

En cuanto a la gestión escolar. . La primera comprende la relación y colaboración entre padres de familia. La campana suena y cual militares los niños forman varias filas largas. feb. 190 jóvenes se quitaron la vida en la Ciudad de México debido al acoso estudiantil denominado 'Bullying'. clave para mejorar el ambiente .These differences were significant compared with the control group. oppositionalism and behavior problems. MATERIALS AND METHODS: A total of 1 092 students identified their peers' bullying status based on the Bull-S questionnaire. RESULTS: The bullying group had associations with anxiety. Trixia Valle. 22. para la generación de ambientes seguros”.com. La directora general de la Fundación en Movimiento. José Antonio Muerza Márquez. Aunque también niega que en su plantel haya casos severos de bullying. Es su momento de regresar al salón de clases.[Albores-Gallo L. México. División de Investigación. “Escuela segura” se ha implementado hasta el momento en mil 703 planteles de educación básica en 26 municipios. la discusión y el análisis de situaciones y problemas que afectan el bienestar de la comunidad. . Según el director del programa en la Secretaría de Educación Jalisco (SEJ).¿Cuántas escuelas en Jalisco son parte del programa? . Especialistas señalan que el principal estímulo que orilla a jóvenes de nivel secundaria a quitarse la vida es el acoso escolar denominado 'Bullying' CIUDAD DE MÉXICO. el programa pretende beneficiar el desarrollo de acciones que tienen que ver con la organización escolar.. which requires timely psychiatric attention. solidaria y respetuosa en la comunidad escolar. oppositionalism and behavior problems. Juan N. mediante el cual los uniformados advierten a los menores de las consecuencias de dicho problema y de otras situaciones de riesgo. Navarro. Secretaría de Salud. con los brazos estirados y la cabeza en alto.En el Estado. [Bullying and its association with psychiatric disorders in a Mexican students sample]. señaló que esta cifra corresponde a investigaciones realizadas por la Asamblea Legislativa del Distrito Federal. Dice que el origen del problema es culpa de todo el sistema social. 2011. padres de familia y alumnos.educación le ayudan para afirmar que en la presente administración municipal es en la que mejor se ha actuado para combatir el bullying. Source: Hospital Psiquiátrico Infantil Dr. México.mx OBJECTIVE: To study the relationship between bullying behavior and psychopathology. . con la participación de maestros. Ruiz-Velasco S.¿Qué campos de acción incumben al programa? .Dos de los ámbitos en los que el Gobierno hace más énfasis son la participación social y la gestión escolar. “Tales acciones requieren propiciar un ambiente de convivencia democrática que favorezca la participación. México. maestros y alumnos en la “conformación de redes de prevención alrededor de la actividad escolar. Roque-Santiago E.Durante el año pasado. menciona que la Policía de Guadalajara ha ido a los centros educativos para impartir el programa “Escuela segura”. sino que Zapopan y Tlajomulco también trabajan para resguardar a los estudiantes. la meta es que pare este año la cifra de escuelas afiliadas aumente a dos mil 400 afiliaciones. pero también resalta la importancia del ambiente familiar en el que el infante vive. Sauceda-García JM. afirma. Uno de sus objetivos específicos es “favorecer la convivencia democrática. señaló una organización ciudadana. DF. GUÍA Participación social. somatic symptoms. victims had higher anxiety scores. CONCLUSIONS: Bullying is associated with psychopathology.¿Qué es el programa “Escuela segura”? . lilialbores@yahoo. aunque quizá muchos de ellos preferirían ir a casa y no volver a saber de tarea alguna.Es una iniciativa del Gobierno Federal enfocado a construir junto con los planteles educativos una “cultura de paz”. Parents completed the Child Behavior Checklist (CBCL) to determine psychopathology levels. the bully-victims group had associations with attention. Pero no sólo en Guadalajara.

agregó que el estímulo principal que orilló a estos jóvenes a quitarse la vida fue el acoso escolar y cuando toman la decisión de quitarse la vida es al llegar a sus hogares. 7 a 12 meses Recuerdan eventos simples. Exploran sus manos y pies. caminan. Prefieren caras y colores brillantes. Cuidado sensible y atento. Escuchan atentamente. Gatean. por problemas de 'Bullying' que arrastran desde la primaria. responden cuando se les habla. que tiende a aumentar y que además 'El Bullying' es la antesala de la delincuencia. arrojan. Exploran. de las cuales el 82 por ciento. Cuidado sensible y atento. Se sientan solos. se escabullen. sacuden objetos. . Ante estos hechos señaló que es indispensable contar con un psicólogo en cada escuela para contrarrestar este problema. 5533-5533. Estimulación apropiada del lenguaje. Encuentran objetos escondidos. que brindará capacitación al personal del organismo para que oriente a atienda los casos denunciados. Protección contra daños físicos. Aseguró que las llamadas que se reciben en el Consejo Ciudadano se tratan con la más absoluta confidencialidad y en este número se brindará atención psicológica y en casos graves se recomendará contactar a la fundación. Luis Wertman Zaslav. El presidente del Consejo. Detalló que el mayor número de muertes se da entre los jóvenes de nivel secundaria. voces familiares. dan vueltas. Cuidado de salud adecuado (vacunación.Durante una firma de convenio con el Consejo Ciudadano de Seguridad Pública y Procuración de Justicia. el Consejo Ciudadano. se ponen de pie. Ríen. Tocan objetos sin usar el dedo pulgar. Se identifican a sí mismos. descubren sus manos y pies. terapia de rehidratación oral. higiene). Se ponen objetos en la boca. higiene). Se sientan si se les sostiene. Estimulación apropiada del lenguaje. fue realizado por los padres de familia. Cuidado de salud adecuado (vacunación. Dicen sus primeras palabras significativas. Protección contra daños físicos. Siguen a personas y objetos con los ojos. firmó un convenio de colaboración con esta fundación. detalló que se recibe un reporte de 'Bullying' cada dos días en el número telefónico del organismo. Para enfrentar este problema. Estimulación apropiada del lenguaje. Nutrición adecuada. Edad Lo que los niños hacen Lo que necesitan 0 a 3 meses Comienzan a sonreír. pero se calman si se les abraza. y el método más utilizado es el ahorcamiento o cortarse las venas. Lloran. Nutrición adecuada. murmuran. terapia de rehidratación oral. Pueden parecer tímidos o molestos con extraños. Prefieren a los padres y hermanos mayores. Cuidado sensible y atento. ponen objetos en contenedores. Cuidado de salud adecuado (vacunación. Protección contra daños físicos. terapia de rehidratación oral. imitan sonidos. 4 a 6 meses Sonríen frecuentemente. rebotan. así como las partes del cuerpo. Levantan y voltean la cabeza en dirección al sonido. Alcanzan. Entienden su propio nombre y otras palabras comunes. Todo lo anterior. Repiten acciones con resultados interesantes. higiene). Nutrición adecuada.

Aprender a cooperar ayudando y compartiendo. Hablan y entienden palabras e ideas. 5 a 8 años Crece su curiosidad acerca de la gente y cómo funciona el mundo. Oportunidades para jugar y explorar. bulliciosamente. guardan los proyectos de arte. leyendo y cantando. Desarrollar el sentido de autosuficiencia. Aprenden rápidamente el idioma. Asistir a Educación Básica. letras. Continuar expandiendo sus habilidades lingüísticas hablando. Les gustan las actividades de los adultos. hacen muchas preguntas. Representan escenas familiares. Adquirir habilidades básicas en la vida. Además de lo anterior. 3 1/2 a 5 años Tienen un lapso de atención más largo. Muestran orgullo de sus logros. Caminan firmemente. Se interesan más y más en el producto final. Se comportan tontamente. 2 a 3 1/2 años Disfrutan aprender nuevas habilidades. Participar en la solución de problemas. Además de lo anterior. Reconocen la propiedad de objetos. apoyo para: Adquirir habilidades motoras. no les gusta perder. Quieren cosas de adultos. Actúan más independientes pero aún dependientes. Desarrollar su independencia. Armar rompecabezas simples. Se vuelven más abiertos. Les gusta jugar con amigos. El cuidado de salud debe incluir purga. Desarrollan amistades.1 a 2 años Imitan acciones de adultos. Hablan mucho. oportunidades para: Tomar decisiones. Experimentar con sus habilidades de pre-escritura y prelectura. Usan palabras para expresar sentimientos y afrontar las cosas. Cuestionar y observar. Les gusta ayudar con las tareas. Se frustran fácilmente. Además de lo anterior. Participar en juegos teatrales. corren. Muestran un creciente interés en números. Revelan sus sentimientos actuando. Examinan sus habilidades físicas y su valentía con precaución. de lenguaje y pensamiento. Leer libros de complejidad creciente. Empiezan a aparentar jugar. Además de lo anterior. Ganan control en las manos y dedos. oportunidades para: Desarrollar habilidades numéricas y de lectura. juegan cooperativamente. Practicar el trabajo en equipo. Aprender autocontrol. Resuelven problemas. pueden usar lenguaje chocante. Cantar canciones favoritas. lectura y escritura. Comparten y toman turnos a veces. Afirman su independencia pero prefieren gente que les es familiar. Disfrutan historias y experimentan con objetos. Jugar con otros niños. oportunidades para: Desarrollar habilidades motoras finas. suben escaleras. . Siempre están activos.

lo cual interfiere con su capacidad para planificar. Se considera que el temperamento de los niños tiene una bases genética.). Los niños y adolescentes que manifiestan comportamientos delictivos y agresivos tienen perfiles cognitivos y psicológicos característicos en comparación con niños que tienen otros problemas mentales y con los pertenecientes a grupos de control. Existe también una relación entre el bajo nivel socioeconómico y los trastornos de la conducta.organice la actividad del niño.. Los niños o adolescentes que provienen de hogares carenciados..) como verbal (insultos. lo que significa que muchos factores contribuyen a la causa. con los padres y otros integrantes de la familia. 14) Baja tolerancia a las frustraciones.. Se comprobó que los problemas sociales y el rechazo por parte de sus compañeros contribuyen a la delincuencia. De igual forma muchos niños enseñan a sus padres a ser regañones. los arrebatos son un rasgo normal . Causas del trastorno de la conducta Se considera que las condiciones que contribuyen al desarrollo de un trastorno de la conducta son multifactoriales. Los niños y adolescentes de "carácter difícil" tienen mayor probabilidad de desarrollar trastornos del comportamiento. al contrario debe usted premiar al niño cuando se comporte apropiadamente y cobrarle de alguna manera cuando se comporte inapropiadamente. 7) Gritos. En el caso de los niños la agresividad se presenta generalmente en forma directa ya sea en forma de acto violento físicos (patadas. Los exámenes neuropsicológicos demuestran que los niños y adolescentes que sufren trastornos de la conducta parecen tener afectado el lóbulo frontal del cerebro. 5) Deterioros en la actividad social y académica por episodios de rabias. 2) Actos de desobediencia ante la autoridad y las normas del hogar. 11) Altamente impulsivos. Agresividad Infantil Hablamos de agresividad cuando provocamos daño a una persona u objeto.. Características de problemas en la conducta Uno de los problemas en la conducta lo es la conducta agresiva. 10) Pleitos. 6) Discusiones con los hermanos. 4) Daños a cosas materiales.mantenga a su niño bajo observación constante. evitar los riesgos y aprender de sus experiencias negativas.Recomendaciones para prevenir problemas de conducta En muchos hogares los padres enseñan a sus hijos de forma accidental a portarse mal. 8) Molestar a otros integrantes de la familia. al contrario debe usted premiar al niño cuando se comporte apropiadamente y cobrarle de alguna manera cuando se comporte inapropiadamente. La agresión tiene un papel importante en la interacción de todo ser humano.Para controlar la conducta del niño no utilice el castigo. En otras ocasiones es el medio que provoca el problema Para evitar lo anterior presentamos una serie de recomendaciones que pueden servir para prevenir la aparición de problemas de conducta: Elabore un calendario u horario de actividades. Lo irónico es que en muchas familias los padres sin darse cuenta premian las conductas indeseables de sus hijos e ignorar las apropiadas. Para controlar la conducta del niño no utilice el castigo. palabrotas. empujones. 13)Carencia de habilidad para demorar la gratificación. disfuncionales o desorganizados tienen mayor probabilidad de desarrollar trastornos de la conducta. 3) Amenazas verbales. Algunas características del comportamiento agresivo son: 1) Accesos de cólera. 12) Relativamente refractarios a los efectos de la experiencia para modificar su conducta problema. 9) Mostrarse iracundo o resentido.

en la infancia pero algunos niños persisten en su conducta agresiva y en su capacidad para dominar el mal genio. . Este tipo de niños hace que sus padres y maestros sufran siendo frecuentemente niños frustrados que viven el rechazo de sus compañeros no pudiendo evitar su conducta.

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