Violence with children – reasons and consequences

Irina Hristova Tsvetanova

Internet version of magazine “Bulgarian science”

Bulgarian

English

Violence, family, parents, puberty

Web Article

Parents, Teachers, Researchers, Young People.

1 - 20 pages

The selected document does not contain a strictly allocated and formed contents, but goes through several main important topics, namely: it clarifies the different types of violence form several generally accepted points of view – what is characteristic for each kind, what influences, preconditions, follow up effects are present for the two sides (the aggressor and the victim) – several kinds of violence connected with child behavior and influencing the child are considered; another important theme is the topic of the parents type and type of parents behavior – because they even not being the only source of violence are a main source in this environment – the considered types are authoritarian type of parents, authoritative type of parents, allowing-in differential type of parents, allowing-forgiving type of parents; taken into consideration are also the types of domestic violence – specific psychical and specific physical, which is however also with a very strong psychical influence; variants for demonstration of the different kinds of psychical violence are being described; violence has been considered also from a different point of view – as an external factor, when it is outside the family and takes the form of school violence, which is characteristic for the period between 6 and 18 years old; the reasons, motives for school violence are considered. The author also gives information sources and referential publications.

The evaluated publication is interesting due to the diversified manner of consideration of the violence with children problem. According to the author this can be connected to the different psychological conditions of the aggressor and the victim. Such more constant experiences as the psychical conditions are determined by external and internal influences and mark the psychical processes of the human being. This on the other hand influences the thinking, behavior, the development of the personality. During the years until reaching adolescence, the child accumulated experiences, knowledge, forms its consciousness, self-comprehension and comprehension of its place among the rest, self-analysis of what it is and what it wants to be. It builds the future individuality by using experiences from its family and the surrounding social environment. In relation to the type of influence, the model behavior, which the child borrows from its environment, the influence of the family and social sphere, the child forms its future individuality. It a child grows up in a not so advanced intellectual environment and another child grows up in an intellectual environment, their manner of speech and behavior is going to be very different. The same goes for growing up in a calm and uneasy environment. The child that grew up in the uneasy environment is more likely to have a constant feeling of alarm and for multiple personal conflicts in comparison with the child that grew up calm and more level-headed. If the environment has aggressive influence towards the child, it can form a number of conflicts, which influence the future grown up individual.
This publication is interesting also with the considered period of school age and the identification of the tasks and puberty (ego-identity against role mix up). The quoted Ericson characterizes the school age period (6-12 years of age) with the need to learn, self assurance, development of logical thinking. Interesting is also the considered “feeling of creation”, which expresses the ability of the child to do the things well, as well as the possible crises of this period.

http://nauka.bg/index.php?mod=front&fnc=pub_page&pid=12202

46_child abuse.pdf

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