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"I remember saying to myself when I was just a small child, 'self...don't ever forget how much you know. You know stuff. They (the adults) don't take you seriously, but that's their problem.'" ~ Undisclosed former child.
What is Response-Based Practice and how should we understand the social interactions of children, particularly in situations of violence?
How do children orient towards safety and dignity, for themselves and others?
What role do the social responses of others, including professionals, play in the behaviour, safety, and dignity of a child?
PS-009
How do children's actions, when faced with violence (broadly defined), point to what they value and long for?
How do children's responses and resistance to violence and other forms of adversity point to their capacities?
In what way are the responses and resistance of children oriented to preserving and asserting their dignity, and the dignity of others?
PS-009
Talking openly (with colleagues and supervisors) about our work with children and their families will increase our awareness, and the overall quality of our interactions.
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As a social responder and a professional, how do you work to uphold the dignity of children, parents and families?
When a child responds to you with mistrust, anger, indifference or hostility, how do you avoid responding to them in a similar way?
In what ways do you highlight the capacities of children and their families, to them and to others? How is this reflected in how you speak and write about them?
PS-009
We'd like to express our continued acknowledgment to the Traditional Owners of the land on which we visited and created this work, the Indigenous people of New South Wales. We pay our respects to the Elders, past and present.
PS-001
- 1How does asking Rhiannon what she is worried about, if anything, uphold her dignity and bring forth details about her relationship with Kevin?
- 2What difference might it have made to give Rhiannon advice about her relationship with Kevin at this point in the session?
- 3What are your thoughts about the pace of this conversation?
- 4Children's places of play, entertainment, and sanctuary, such as gaming, social media, parks, etc. are increasingly treatened by predators. What are your ideas about how to talk to kids, including young children, about the details of their experiences in these spaces?
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- 1What did you notice about the way that questions were asked, to elicit detailed responses? How were follow-up questions used?
- 2By the end of a 20-minute conversation, Rhiannon had shifted from talking about Kevin as a hopeful new relationship to someone who isn't helpful, nor caring. How did maintaining focus on her actions contribute to this shift?
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- Use it as a prerequisite or supplement for a larger course or for other products
- Bundle it with a larger course or other products as a bonus
- Collect email addresses to grow your mailing list in exchange for a free opt-in (lead magnet)
- Convert a lead into a paying customer now, so it's easier to sell them your other products later
- Generate leads for a service, such as coaching, that you will later upsell
PS-033
- What is the professional's approach to the child and family?
- What is the professional feeling good about?
- How is the child and family responding?
- What social responses have the child and family received in the past?
- How effective have those responses been?
- How has the child and family responded to previous social responses?
- How do these factors figure into the current work with the child and family?
- How do these factors relate to safety and risk, over time?
- How have the child and family members responded to, and resisted violence and other adversities?
- What capacities and concerns are evident in the responses and resistance of the child and other family members?
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Positive social responses include any response that a child describes as dignifying, helpful, or affirming.
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3 Houses & A Shed
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I would highly recommend this course to my colleagues
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The Opposite of Violence is Dignity
The biomedical reduction of children's spiritual, social, emotional, cultural responses to a pattern of automatic brain-caused "fight, flight, freeze, submission, dissociation" reactions does no dignity to children...or their families.
We owe it to children to uphold their dignity, their fear and their love, their spirited efforts to protect their loved ones and stop the violence, their suffering and their protest...their subtle and direct responses over time.
Children's responses are an essential part of the fact pattern in cases of violence, one that we must explore with them and their families, so as to uphold dignity and improve the quality of institutional responses.
Dignified Interactions with Children may Include:
Courtesy, politeness, kindness, and care-taking
Predictability
Engaging in play
Encouraging independence and problem-solving
Clarity of expectations
Positive responses to behaviour and disclosures
Avoiding advice-giving
Curiosity and questions
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- 1That a child’s action and behaviour must always been considered in situ and in context.
- 2A child’s responses and acts of resistance are very often understandable in context, and misdiagnosing children is a threat (e.g., responses/resistance to violence be categorized as a symptom of illness or dysfunction).
- 3That a child’s resistance typically is informed by their logic, which is often private.
- 4A child’s responses are oriented towards increasing safety and dignity, for self and often for others.
- 5Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt.
PS-030
In this work, we understand that children are always responding to and resisting violence. This means they are active, interactive, and purposeful in ways that may take the form of protecting, escaping, withdrawing, despairing, outrage, or becoming highly attentive to some things while not attentive to others.
This view challenges many of the current discourses that dominate child and youth care, where children’s behaviour is assessed, diagnosed, and medicated as a mental health disorder. Often, their behaviour has been assessed without a contextual analysis that includes their experience of violence, broadly defined to include physical, sexualized, emotional, psychological, and spiritual.
There are important points that we address in this chapter:
That a child’s action and behaviour must always been considered in situ and in context.
A child’s responses and acts of resistance are very often understandable in context, and misdiagnosing children is a threat (e.g., responses/resistance to violence be categorized as a symptom of illness or dysfunction).
That a child’s resistance typically is informed by their logic, which is often private.
A child’s responses are oriented towards increasing safety and dignity, for self and often for others.
A child’s inclination to protect others, such as siblings and parents, is understandable.
PS-015
Keeping children’s lives in their situational context is imperative for understanding and promoting the dignity and well-being of children.
One of our central tasks is to restore meaning to acts of resistance which may have been decontextualized, so they fit back into the world of children, into social interactions, and into a world where violence against children can be contested on moral, ethical, developmental, and rights-based grounds.
When we refer to violence, we are speaking of the force and that will be enacted upon another being with the intent to harm, limit or humiliate them. Resistance refers to the scope of activity in which any action or energy is expended for the purposes of maximizing safety or maintaining dignity in the face of violence and/or humiliation. Resistance encompasses a wide range of activities, from wishing, breathing (deeply, quickly, shallowly), longing, sighing to moving, running, or trying to outsmart. Violence is understood as unilateral (e.g., one person acting against the will and well-being of another), social and deliberate. Responses to violence, either by the victim or by others, have the potential to restore dignity and minimize harm, or they can do the opposite. In a Response-Based framework, it is generally understood that responses to violence are “small acts of living” (Goffman, 1963) which are understandable within their context and are embedded with and in human dignity.
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We say in Canada: ‘Every Child Matters’.
We are striving to create communities, systems, and institutions where children themselves will claim that this is true.
PS-017
The 'why' is the reason someone should be learning from you, and learning about your course topic. Explain the problem your lessons will fix, the consequences if the problem is left unsolved, and what life looks like after the problem is fixed forever.
Note: You can change this lesson type to suit your preferred teaching style.
The 'what' covers all the things your student needs to know before they can start practicing what you're teaching, or before they can fix the problems your lessons will solve. Think of this lesson as the prerequisite to the solution you'll give them in the next lesson.
Note: You can change this lesson type to suit your preferred teaching style.
Here you can demonstrate real-life concepts, provide how-to instructions, or guide an exercise. Show your students the steps they actually have to take in order to fix the problem and to fully understand your teachings.
Note: You can change this lesson type to suit your preferred teaching style.