Pediatric Care Against Bullying

2516 words (10 pages) Essay

27th Nov 2017 Nursing Reference this

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Objectives

  1. List at least three client centered learner objectives. The objectives must be client centered, measurable, and time specific.
  • Clients will verbalize understanding what “bullying” is by the end of the teaching session.
  • Clients will verbalize understanding of the types of bullying by the end of the teaching session.
  • Clients will verbalize understanding of what to do if they encounter bullying by the end of the teaching session.

Growth and Development Expected

  1. List the age group being taught.

I presented my teaching project to a fourth grade class of 9 and 10 year olds.

  1. Describe the physical development of this age group. Include information regarding height, weight, muscle structure, fat distribution, bone development, dental development, etc.

In this age group, height increases about two inches each year. Weight increases about four to six pounds each year. Along with the increased height and weight, muscle mass also increases. However, the muscles are not functionally mature and are more prone to muscle injury. As height increases, body fat percentage decreases and is replaced by muscle. The skeletal bones continue to harden (ossify) throughout this developmental period. Girls begin to develop faster than boys do and begin to grow taller than boys. This is also the stage of development in which the deciduous teeth are replaced by the permanent teeth.

  1. Describe the cognitive development of this age group. Include information regarding the ability to think through operations/problem –solve, ability to learn concepts, reading comprehension, level of understanding, Piaget’s stage, ideas about morality, spirituality, etc.

According to Piaget, school-aged children are in the concrete operational stage, which means they make judgements based on their reasoning. The school-age child’s egocentric thinking is also replaced by the social awareness of others. School-aged children can think logically about objects and events. They are able to voice their opinions and think critically.

Additionally, this age group is also capable of concrete problem-solving. They achieve conservation of weight by age 9. They also achieve the ability to classify, sort objects and are able to put things in chronological order. For example, school-aged children can classify objects of several features and can place them in order in a series, including dimensions such as shape or size. Reversibility is now possible. School-aged children can reverse simple arithmetic problems. This age group also now has a longer attention span. They have the ability to read more complex sentences that use complex words

As egocentric thinking is replaced by logic thinking, school-aged children become more aware of moral standards and conciseness. They now do not solely think about just the consequences, but they can now judge an act by the intention that stimulated it. They clearly understand the difference between right and wrong. As far as spirituality, children are very eager to learn about God. They also are very curious about heaven and hell. They view God as a human and their description of Him is loving, kind, and helpful. They also tend to think that misbehavior will cause them to go hell and good behavior will gain them entrance to heaven. At this age, children also petition their prayers to God.

  1. Describe the psychosocial development of this age group. Include information regarding explanation of Erikson’s developmental stage, interaction with peers, interaction with family members, involvement in sports/clubs, hobbies, self-concept, etc.

In the school-aged, school plays a major role in the resolution of the developmental crisis of industry versus inferiority. Children learn that they can win recognition of teacher, parents, and peers by doing well in school or mastering a task. The attitudes and opinions of others also become very important. When children master a skill that they have attempted, it helps them to form a positive self-concept of themselves. They develop a sense of who they really are. However, when a goal is not mastered, feelings of inferiority and self-doubt arise because children feel like they failed. These children are most interested in friends and social activities. They enjoy group adventures and cooperative play. The peer group is very important to school-aged children. It is through interaction with the peers that children learn how to put up with those who have strong personalities. Additionally, it is also through peer groups that children socialize and gain independence from their parents. The lack of peer group associations can lead to bullying and feelings of rejection. However, peer groups are not the most influential when it comes the school-aged child. The parents ultimately shape the child’s personality, values, and standards for behavior. Children in this age group also acquire hobbies. They also like to collect things and many enjoy reading and writing.

  1. Describe the language development of this age group. Include information regarding ability to articulate thoughts, vocabulary, clarity of speech, dialect among peers, etc.

School-aged children learn different words and their meanings. Their knowledge of words is enhanced by reading. Reading also allows the school-aged child to explore and imagine. They also begin to consolidate expressive language skills and learn to express themselves verbally. This age group is also beginning to follow complex instructions. They are able to follow those demands without the use of visual aids. They can read more complex and sophisticated sentences. Additionally, they can express themselves through writing and speaking with more complex and sophisticated words.

  1. Describe the fine motor development of this age group. Include information regarding writing ability, scissor skills, dressing self, tying shoes, using utensils, craft making, typing, etc.

The school-aged child’s fine motor skills mature and handedness improves. With the maturation in fine motor skills, they also begin to master unlimited varieties of hand crafts. The fine motor skills of children in this age group are smoother and stronger than when they were younger. This increased body control allows them to work on strengthening other skills such as writing, drawing, using scissors, typing, and many other things. However, capabilities ranges are wide among children in this age group. Some may excel in one activity while others struggle.

  1. Describe the gross motor development of this age group. Include information regarding walking, maintaining balance, coordination, jumping, reaching, play/activities involving motor movement, etc.

The gross motor development of this age group of school-aged children is smoother and stronger than when they were younger. They also have better coordination, balance, and endurance than the younger years. This increased body control allows school-aged children to improve on strengthening physical skills, such as speed and strength in sports and other physical activities, such as running and dance. Some children among this age group will have better endurance, coordination, and balance than others. Some may excel in sports, while others may just enjoy playing with friends and peers fun.

POST-IMPLEMENTATION EVALUATION

Objectives Evaluation

  1. Were the learner objectives met? Evaluate each objective.

•Clients will verbalize understanding what “bullying” is by the end of the teaching session.

  • Goal met. Clients verbalized an understanding of what “bullying” is by stating the definition of bullying by the end of my teaching session.

•Clients will verbalize understanding of the types of bullying by the end of the teaching session.

  • Goal met. Clients verbalized an understanding of the different types of bullying by stating the different types of bullying by the end of the teaching session.

•Clients will verbalize understanding on what to do if they encounter bullying by the end of the teaching session.

  • Goal met. Clients verbalized an understanding of what to do if they encountered bulling by stating what they would actually do by the end of my teaching session.

Assessments

  1. List two identified strengths of the teaching project.
  • One of the strengths of my teaching project is that it was simple, yet age appropriate for the age group that I presented to.
  • Another strength of my teaching project is as I presented the project, I asked questions throughout the presentation. I did this so that I could evaluate the cognitive development and language development of this age group
  1. List two identified weaknesses of the teaching project.
  • One of the weakness of my teaching project is that when I presented, I felt that I was talking too fast.
  • Another weakness is that I was very apprehensive when presenting my teaching project. However, that soon passed as I presented the teaching project.

Growth and Development Observed

  1. Describe the physical development of this age group in comparison of what was listed as expected.

Physically, children in this age group were of all different shapes and sizes. Some were more naturally stockier and some were skinnier than others. Some of the children had more body fat than others, while some had more muscle mass. Many of the girls were taller than the boys. While some of the boys were still taller than the girls. Some of the children were short and stocky. Some were tall and stocky. Some of the children were tall and skinny, while others were short and skinny. I also noticed that when some of the children smiled, that they had acquired their permanent teeth.

  1. Describe the cognitive development of this age group in comparison of what was listed as expected.

Cognitively, the school-aged children were able to think critically about my teaching topic. They also were able to correctly answer the questions that I asked them and shared their own opinions about my teaching project topic. In addition, they also were able to judge acts or actions by the intentions that stimulated those acts or actions. While presenting my teaching project, the students were actually able to tell me reason why people bully other people. They were also able to tell me who can be bullies and who can be bullied. They had logical responses to my questions and actually critically thought about the questions I asked them before answering.

  1. Describe the psychosocial development of this age group in comparison of what was listed as expected.

The children seemed to be independent and obedient. They also socialized with their peers. Boys tended to spend time with boys and girls with girls. However, the children did interact with peers of the opposite sex.

  1. Describe the language development of this age group in comparison of what was listed as expected.

This age groups language development was very sophisticated. They expressed their opinions about things using a vocabulary that was complex, but age appropriate. They answered questions using sophisticated words and were able to verbalize their feeling and opinions clearly.

  1. Describe the fine motor development of this age group in comparison of what was listed as expected.

This age groups fine motor skills varied widely. Some of the children’s handwriting was neat and readable, while some of their handwriting was difficult to decipher. The children also had pictures of activities that required cutting and scissors posted on the walls of the school.

  1. Describe the gross motor development of this age group in comparison of what was listed as expected.

During recess, I saw the children make use of their smoother, stronger gross motor skills. There were children running and playing outside during recess as I left the school. I also saw students that were playing soccer and jump roping.

References

  1. Provide an annotated bibliography for the references used. A minimum of three sources must be utilized.

Annotated Bibliography

Franks, J. K. (2013). The relationship between strengths in youth and bullying experiences at school. Educational & Child Psychology, 30(4), 44-58.

This article discussed how bullying impacts one’s self-esteem and self-perception of themselves. In addition, this article also discussed the emotional, social, and academic effects of bullying. The information about the consequences for both bullies and those who are bullied was also provided in detail. This article was a helpful resource because it not only provided detailed information about the consequences of bullying and the psychosocial effects of it, but it included evidence-based research information about bullying.

Hockenberry, M.J., & Wilson, D. (2013). Wong’s essentials of pediatric nursing (9th ed.), Health Promotion of the School-Age Child and Family (pp.457-475). St. Louis, MO: Elsevier.

In this textbook, it provides information about the characteristics of bullies and those who bully. The long term effects of bullying are also discussed in this text. Information about why people bully was also provided in this textbook. This textbook was a very helpful resource because it provided detailed information about the characteristics of bullies and those who are bullied. In addition, it also provided detailed information about the long term effects and consequences of bullying.

Park, C. (2014). Children And The Duty To Report: The Double Standard Of Child Abuse And Anti-Bullying Laws. Indiana Law Review, 47(3), 843-869.

This article discusses why it is important to recognize bullying and put a stop to it. It also gives the definition of bullying and describes the different types of bullying. This article was also a very helpful because it stressed the importance of standing up to bullies and putting and end bullying. In addition, it provided a very detailed definition of bullying and the different types of bullying.

 

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