An Indirect Approach to Preventing Bullying
There is no guide book or reference manual, nor is there a handbook for humans. This is to bad because if there were such a book, we could read the section about bullying and make whatever corrections needed to be made to stop it.
Yet, no matter where you are located in the world, at some point in time, you will either hear about or come across bullying one way or another.
I started thinking about bullying after reading a hub by Lady_E about bullying. In the comment section of her hub “Bullying: Should we encourage our kids to fight back”, I remarked that maybe we needed to take an indirect approach to solve this problem. A portion of my comment reads as follows ... “If there is no clear answer to bullying, can we take a more nebulous approach to the problem? By this, I mean attacking the problem from a completely different angle. … If all children were to be taught about building quality into their lives, ... and shown that a quality life has no place for generalize negativity (like bullying for example), could that help reduce the problem???”
After thinking about it a little more, I remembered some training that I had received about ten years ago about quality in the work force, performing a quality job, and producing quality work. I now realize that very same training could be modified to teach school children (K-12) about maintaining quality in their lives.
Yet, teaching school children about maintaining a quality life must be taught a number of times throughout the child's academic career. This would be necessary because from a child's perspective, the quality in their lives will change drastically from year to year when they are young, and slow as they approach adulthood. This means that what you teach a child about life quality in K through 4 grades, would be different from what is taught in grades 5 through 8; which would also be different than what is taught in grades 9 through 12.
But the next very obvious question is … “What do you teach a child to get them to understand what quality of life is?” And, this question will have to be addressed at each stage of development. Also, as a child starts to understand what quality of life means, if the child does not see this quality of life in his or her home environment, what course of action can/needs to be taken to keep the idea of “quality of life” in an individual child's mind?
Also, is this stepping on the toes of the parents. By that I mean, are not the parents responsible for teaching quality of life to their children? If so, should the parents also be taught, how to teach quality of life to their children, and maybe teach the parents how to maintain quality of life in their own lives?
There are a number of questions here that must be answered before we can fully understand what actually needs to be done. At the same time, as we wait for answers, bullying will continue, some with heartbreaking results.
If you please, can you comment about your thoughts on bullying, the idea of teaching a quality of life class to school children, and/or how you would address the above questions.
With everyone around the world helping to better understand and construct a viable method to teach something like a quality life to school children in an effort to reduce bullying, not only can we make an impact, but maybe we can create the first chapter of the book, “The Human Handbook”, called “Maintaining a Quality Life!” With information like this, maybe we can start to actually do something about bullying.
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