Vold

Vold R Ikke oss

Er Vold Normal eller Dysfunctional?	Vold i skolen	Mobbing i skolen
The Media and Violence	Effekter på barn	Har vi ansvar?
Barns tanker om fred & Vold

Er Vold Normal eller Dysfunctional?

Noen hevder at vold har alltid eksistert i uminnelige tider, og vil alltid være. Er dette sant? Betyr dette gi rom for mulighetene for endring?

Er konflikt og vold det samme? eller er konflikt bare uenighet som er en naturlig og sunn del av å være menneske? Hvis konflikten er naturlig da det er vold? Er vold utfallet av negative hensikter, undertrykkelse og / eller kondisjone? (se nedenfor for anekdotiske forskning om hva barn tenker og føler).

Når jeg lurer på om mennesker atferd er naturen (medfødt) eller nurture (lært), Jeg husker historien om feral barn som har levd med dyr. Da blir jeg minnet på at livet er sterkt påvirket av condition gjennom miljøet der vi bor.

Små barn som har blitt oppdratt av dyr fra en ung alder identifiserer seg mer med sine adoptivforeldre dyre foreldre enn mennesker, som de oppfatter som fremmed eller farlig. Nesten alle feral barn motstå fangst, foretrekker å leve i naturen, forsøk rømmer fra mennesker, holde unna eller unngå mennesker og noen sitter uttrykksløs. Feral barn viser ingen interesse i barn sin egen alder eller spillene de spiller. De anerkjenner ikke deres refleksjon og viser ingen tegn til tilknytning til en annen person. De er ikke kjent for å le eller gråte. De viser oppførselen til adoptivfamilie. De fanget drikke, lære dyrelyder og bevegelser. De misliker klær og rive klærne av. Feral barn søker selskapet av dyr. Interessant nok ville dyr vil nærme feral barn ( http://www.smashinglists.com/10-feral-human-children-raised-by-animals/ ). Disse fascinerende historier markere hvor kraftig sosial condition og miljø er. Hvis et barn oppdratt av ulver ikke identifiserer med mennesker i det hele tatt, Dette avslører at identitet og atferd er lært fra miljøet.

Så se på vold i verden. Noen kan si dyr er voldelige, men hvordan vet vi deres intensjon er voldelig (negative hensikter) eller bare overlevelse instinkter? Kan dette være en menneskelig projeksjon? Når vi observerer naturen det er åpenbart det naturlige systemet selv regulerer og at bestander blir hentet av balansen mellom rovdyr og byttedyr. Vi er også en del av naturen, men vi ser ut til å være forskjellig fordi vi har mer komplekse tanker og følelser prosesser. Våre emosjonelle tilstander filtrere den verden vi ser. Tenk på hvordan du ville føle hvis du vant i lotto og deretter tenke på hvordan du føler deg når du blir knust. Hvordan ser verden til deg? Hvis du er stadig å se voldelige bilder, hvordan gjør at effekten du følelsesmessig? Hvordan det forme din verden? Tenk på det, og deretter gå inn i din følelse. Hva vil skape positive følelser? hva vil skape en positiv verden?

Vold er lært atferd og det er svært viktig at barn lærer at vold ikke er en sunn måte å løse konflikter. Det er sunt å ha en meningsforskjell, det trenger ikke å være negativt om den andre ikke er enig.

Hvis vi ser verden som den er og se at alle har ulike livserfaringer og ser verden på en annen måte, kanskje vi kan bli enige om å være uenige uten vedlegg til vinne argumentet for enhver pris.

Å leve i et voldelig miljø øker barnas sjanser for å utvikle atferdsproblemer. Det lærer dem at dette er hvordan vi håndterer konflikten og kan sette opp livsmønstre som kan føre til stor elendighet og lidelse i seg selv og andre de påvirke.

Michael Moore i sin dokumentar "Bowling for Columbine’ snakker om den økende volden i samfunnet og kjernen spørsmålet om frykt. Han snakker om skuddene ved Columbine High School i Littleton Colorado, USA og intervjuer PR-sjefen hos Lockheed Martin, våpenprodusenten for den amerikanske regjeringen. Han reiser spørsmål og linker nasjoner avgjøre tvister gjennom vold (var) og vold i skolene. Interessant, henhold til nasjonal lovgivning, de væpnede mennene på Columbine High (hadde de levd) ville ha blitt dømt for mord og sendt til fengsel. Mens de som myrder på vegne av grupper av mennesker (offisielle regjeringer) er ikke prøvd i henhold til folkeretten. Andre grupper som dreper (uoffisielle) kalles "terrorister’ (uenig) eller 'frihetskjempere’ (enig) avhengig av hvilken side de er på.

Hvorfor vår etikk og verdier endres fordi vedtaket er gjort av en gruppe vi oppfatter som en autoritet? Betyr drepe arbeid gitt hvor vi ønsker å gå som et samfunn eller sivilisasjon? På slutten av dagen om gruppen er offisielle eller uoffisielle, de begge drepe fienden for å oppnå et mål. I realiteten drap på en person påfører ikke bare smerte og lidelse på offeret, men venner og familie av offeret. I tillegg, lokalsamfunn opplever enorm psykologisk frykt og uro. Barna vokser opp med levetid sår og ser på verden som et farlig sted. Betyr krig skape reell fred? Er det mulig? Ønsker vi virkelig fred? Når du begynner å se under deg kan føle makt (kontroll gjennom frykt) og propaganda (innflytelse gjennom oppfatninger av rett og galt) på jobben.

Ser vi på vårt samfunn er vi undervisning vold til våre barn gjennom voldelige videoer, filmer og krigføring live på kabel T.V.? Er budskapet at bruk av vold er hvordan vi løser problemer? I sannhet er det et tradisjonelt paradigme makt over andre gjennom frykt (mobbing). Frykt brukes til å endre atferd på alle nivåer i vårt samfunn. Men, gjør endre atferd endre holdninger? endrer det din tro? Hvis folk ikke villig endre holdninger å justere med atferd, folk blir undertrykt og ergerlig når tvunget av andre.

Hva er forskjellen mellom en terrorist og en soldat? Både drepe på ordre. Hva skaper terror? Hva skaper krig? Hvorfor bruker vi vold for å løse tvister? Hvorfor kan ikke foreldre læres opp til å bruke modeller for myndiggjøring eller kjærlighet, det vil si, lære barn å foreta valg og ta ansvar for resultater? Hvorfor gjør vi fortsatt lære barn gjennom vårt eksempel at de må gjøre som vi sier? Må vi alltid gjør det vi sier? Er vi egentlig spør dem hva de tenker eller føler? Hvorfor ikke styrke barn heller enn å bruke makt? Vi må tenke på dette hvis vi skal overleve som art.

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Vold i skolen

I USA, vold og ungdomsvold i særdeleshet, regnes som den mest alvorlige utfordringen for samfunnet. Dette synet styrkes av tenårene skytingen på Columbine High school, Littleton, Colorado. To tenåringer truet og drept klassekamerater med kraftige rifler. Årsaken til dette problemet er oppfattet å være assosiert med guttene føler utstøtt, stigmatisert og mobbet av medelever og lærere. Volden er å anse som en lært respons til frustrasjon. Littleton gir et eksempel på kulturell aksept for å bruke vold som en form for problemløsning. Vold i skolen regnes som den mest presserende pedagogisk problem i USA. Noen kritikere hevder at skolene er ikke å svare på problemet besluttsomt, risikere støtte for offentlig utdanning. [1]

I Australia, den siste oktober 21, 2002 skyting på Monash University, hevet bekymring om vold i skolen. I denne hendelsen en væpnet mann med en hånd pistol drepte to personer. [2] Disse hendelsene heve samfunnet frykt for ikke føler seg trygge og reiser spørsmål om bruken av vold for å løse problemer.

Dr Christie fra Queensland University of Technology sier at skolene har vært lenge anerkjent som den primære områder av vold. [3] Vold varierer fra verbale angrep til kriminelle overgrep. Dess, det ble funnet i en studie som mellom 50-60% av guttene og 40% av jentene hadde homofobe følelser. I Western Australia (1992) Guttene ble suspendert for fysiske overgrep 25 ganger mer enn jenter. I Victoria, 83% av elevene suspendert fantes gutter stort sett for fysisk og verbal mishandling. I ACT, (1996) en økning i voldelig atferd var tydelig i Grunnskolen, barnehage og barnehager. [4]

Faktorer bak vold anses kompleks. Omstendighetene og bakgrunnen for disse begår voldshandlinger inkluderer: sosioøkonomisk status, familieliv og relasjoner, skole, arbeids-og samfunns opplevelser. I tillegg, gapene mellom fattig og rik kan være en katalysator for vold. Mediene og media basert underholdning kan og gjør innflytelse vold. [5]

Faktorer assosiert med antisosial og kriminell atferd inkluderer barnet funksjonshemming, lav selv- følelse, dårlige sosiale ferdigheter, fremmedgjøring og impulsiv atferd. Skolerelaterte faktorene omfatter: skole fiasko, avvikende jevnaldrende, mobbing, peer avvisning og utilstrekkelig atferd ledelse. Familiefaktorer inkluderer: tenåringsmødre, far fravær, disharmoni, familievold, familie bryte opp og skilsmisse. Familien er konsekvent presentert som å ha størst innflytelse på barn. [6] En myriade av faktorer assosiert med barnet vold og aggresjon er barnemishandling og fattige foreldrebarneoppdragelse praksis. Barnet er opplært til å være aggressive gjennom tidlig tvangs familiære samhandlingsmønstre. Foreldre modell og barn lærer tvangs atferd for å unnslippe negative stimuli. [7]

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Mobbing i skolen

Mobbing er anerkjent som en form for voldelig oppførsel. I Australia, en studie av 7,500 students reported that 20% of students aged between 5-17 years were bullied at least once a week. Bullying is considered more prevalent in Primary school. [8] Dess, one in twenty children is a bully. [9]

According to research conducted in the UK the playground was the most common site for bullying. I USA, bullying is estimated to affect 10-20% of the student population, most notably verbal teasing and intimidation. [10]

Professor Ken Rigby from the University of South Australia, states that bullying is ‘the repeated oppression of a less powerful person by a more powerful person or group”. Bullying is classified as physical, verbal and psychological. Bullying is based on threat or fear. Once the pattern is set up the bully does not have to do much to produce fear and the victim finds it impossible to break this cycle. [11]

There are 7 elements to bullying:

1. Desire to hurt – inflict pain
2. Bullying acts on desire;
3. Action is hurtful;
4. An imbalance of power – bully is stronger and more powerful (physically, psychologically);
5. There is no justification for the action, victim has done nothing;
6. It is persistent behaviour;
7. The bully enjoys hurting the victim. [12]

Bullying becomes entrenched in society because of secrecy and a culture that perceives it is bad to ‘dob‘ happening. [13]

Families of victims are typically overprotective whereas families of bullies don’t care. There is an inconsistency in dealing with behavioural problems. Punishment may be inconsistent or perhaps too harsh.
The child absorbs the message that the world is unpredictable and unfair. [14]

The consequences of bullying is low self esteem, stress, anxiety attacks and nightmares. In some cases persistent bullying has let to suicide. Dess, as a result of constant fear schoolwork suffers and concentration is poor. Studies have revealed that people persistently bullied as children can cause adult depression and difficulty in forming relationships. [15]

From the perspective of bullies, their life chances are minimised. A high proportion of bullies achieve little at school, leave early and then get into trouble with the law. They are four times more likely to come before the court and be convicted of anti-social offences. This entrenches in their life patterns and their children are likely to become bullies. Hence, aggressive children may grow up to become violent parents or members of the community. [16] The behaviour of bullying has negative impacts on both the bully and victim. It is important to create a culture that does not tolerate this kind of behaviour. Overseas projects have proven that schools make a difference by creating happier and safer places for children. [17]

Strategies for dealing with bullying include peer mediation to provide the means of raising awareness and empowering students to take responsibility for resolving problems. Providing lifetime skills such as effective communication, listening, assertiveness and problem solving. Other important skills include: relating skills, self-esteem, accepting own feelings and developing empathy for others and conflict resolution skills. [18] It is important as a class that children discuss openly bullying and develop class rules which impacts on the school ethos. [19]

 

[1] Christie, Reducing and Preventing Violence in Schools,’ Introduction’ ..
Online at: www.peacebuildersoz.com/papers/June99.htm

[2] SMH, ‘Two shot dead, five wounded at Monash Uni’,
Online at: http://www.smh.com.au/articles/2002/10/21/1034561430158.html

[3] Christie, op.cit. ‘Introduction’ .

[4] Christie, op.cit, ‘ Violence in Schools’.

[5] Christie, op.cit, ‘Factors Underlying Violence’ .

[6] Christie, op.cit, ‘Factors Underlying Violence’

[7] Christie, op.cit, ‘Family Influences’

[8] Christie, Reducing and Preventing Violence in Schools. ‘Bullying in Schools’.
Online at: www.peacebuildersoz.com/papers/June99.htm

[9] Berne, S. An Effective Anti-Bullying Program for Primary Schools , p6

[10] Christie, op. cit. ‘Bullying in Schools’

[11] Berne, S. op.cit , p2

[12] Berne, S. Ibid .

[13] Berne, S. Ibid ., p6

[14] Berne, S. Ibid.

[15] Berne, S. Ibid. , pp7-8

[16] Berne, S. op. cit. , pp8-9

[17] Berne, S. Ibid.

[18] Berne, S. Ibid. , p14

[19] Berne, S. Ibid. , pp14-15

 

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The Media and Violence

Society will need to question violence in the media. There are many sides to the debate that argue that media affects behaviour and other schools of thought state that it doesn’t. In my personal life I have found myself modelling from the media and conclude that what we expose ourselves to becomes part of our memory and can be drawn upon to make sense of the world. As a market researcher I am aware that television programming is not representative of the wider world. Programming is selective with the aim of maximising advertising revenue. Therefore the main motivation is profitability not social responsibility or complete information.

The media is viewed as furthering violence by:

• Overall – Popularisation of violence in the media;
• Print media – some depict cartoons which encourage laughter at cruelty;
• Magazines – some degrade women and link them with violence and being victims;
• Video – can be intensely violent, sexually sadistic, pro-war videos are a serious international problem.

(Source: Jane Chesneau, Australian Television Action Committee, Conference on Weapons and Violence in Australia, 1989)

Is Television Violent?

• What one person sees as violent may not be seen the same way;
• Few meaningful definitions of violence;
• Broadcasters accused of allowing too much violence on TV (Gunter, Wober: 1988)
• UK – 2,078 programmes analysed, using a 4 week sample, under 30.1% contained some violence, frequency of violence 1.7 acts per hour (Cumberbatch: 1987)
• NZ – 846 episodes of violence on one week, 9.5 acts per hour,
• Sweden, Switzerland – low rates of violence, 2 acts per hour (NZ Foundation for Peace Studies: 1986);
• Average Australian child – se 15,000 murders on TV during school year;
• 97% of crime shows, 74% adventure, 86% cartoons contain violence.

(Chain Reaction: 1992)

 

The Debate: ‘Television Violence Causes Aggression’ – Pro

• Research in 50’s and 60’s flaws, methods and designs improved;
• Reports support findings: 1972 Surgeon General’s Report, 1982 National Institute of Mental Health, Psychological Society, Royal Commission on Violence in Communications Industry, CRTC, UNESCO; (Joesphson:1995)
• Feshback & Singer study (1973) found boys viewing aggressive TV showed increase in aggressive behaviour;
• Belson study (1978) interviewed 1565 teenage boys in England between 1959 and 1971 – boys gave info on own level of violence, frequency. Belson found that viewers who watched high amounts of violence reported greater violence; (Williams: 1986);
• Many social scientists agree there is a causal relationship;
• Bidirectional model – television violence influences aggression, aggression influences preference for television violence
• (Huston & Friedrich-Cofer:1986)
• Comprehension of Children – Age
• Up to 18 måneder – short attention spans;
• 2 1/2 yrs – fully fledged viewers, limited meaning, imitate, prefer cartoons;
• 3-5 yrs – exploration approach, search for meaning. Behave aggressively after watching high action;
• 6-7 years – critical time. Cognitive ability to follow plots, inference, consequences, less mental effort (effort determines processing);
• 8 years – more sensitive to content, not aggressive if violence portrayed as evil, suffering, likely to show aggression if violence reflects real life, identify character or engage in aggressive fantasies;
• 6-11 yrs – watching more adult shows, taste for horror, desensitising themselves to fear and violence, likely to become tolerant to violence in real world;
• 12-17 yrs – abstract thought, reasoning, little mental effort, prefer music videos, horror, pornography (boys) deal with topics in negative way. Adolescents doubt reality of TV, challenge authority.

(Source: I. Josephson, Television Violence: A Review of the Effects on Children of Different Ages)

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Effekter på barn

In the literature on television violence the following points were made regarding the impact on children.

• Physical aggression, potential to injure, verbal abuse, threats (Williams:1986)
• Belson study (1978) – television affected teenagers pre-disposed to violence;
• Experiment – group of children shown TV film of someone playing roughly with doll, given similar doll, more likely to play violently (NZ Foundation for Peace Studies:1986);
• Psychological research found televised violence has effects on children – imitation, copycat violence;
• Emotional effects on children, desensitise;
• Resort to physical violence to resolve conflicts;
• 300 studies in 1986 – preschoolers more physically aggressive as a result of watching television;
• Children who create violent or heroically aggressive fantasies and identify with heroes are likely to be affected by violent television, fantasies as rehearsals for violent response to real-life events.

(Source: I. Josephson, Television Violence: A Review of the Effects on Children of Different Ages)

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Do We Have A Responsibility?

• UN 1959 Declaration of the Rights of the Child;
• Rights concerned with the need to develop; individual abilities and learn to be useful members of society;
• Many families are more arenas of conflict;
• Most Important Factor – the quality of the relationship with parents.

(Source: Conference on Weapons and Violence in Australia, 1989)

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What Do Children Think and Feel about Peace and Violence?

Selected anecdotal research in Primary (Elementary) Schools, Melbourne Australia 2003.

Children from 4 Melbourne primary schools were involved in a pilot study of the REAL HOPE program. They answered questions in relation to peace and violence. The children were aged between 6 and 10 years old. This information was collected during a ‘brainstorm session’ with 8 classes across 4 schools. It is anecdotal information and is not representative of all children. The information is to generate discussion and for interest. Codes in brackets refer to schools.

Q. When I say the word peace what do you think or feel?

• Quiet, calm, relaxing, peace clown, enjoyment, peace in the world, sleeping, no racism, keep stuff when angry to yourself (OV)
• No war, quietness, happy people, happiness, harmony, love, togetherness (OV)
• Yin and yang, quiet, sharing, world with no bad things, harmony, aware of other people (OV)
• Happiness, world peace, quiet, non-violence, happy (RE)
• Sleepy, loving, tranquillity, hippies, people shaking hands, no wars, tree museum, animals, think opposite of people fighting, little white dove with olive branch (MONT1)
• No fighting, happiness, PM control it all, doves, halo (MONT2)
• Happiness, caring, no war, love and joy, enjoyment, relaxation, no violence, nuclear disarmament, patience, a better world (TT).

Q. What does peace look like? What do you see in your mind?

• Happiness, birds singing, see your favourite things, fun – playing, water, dog barking, love, families, dream (having), giving flowers out (OV)
• Peace clown, people being kind, 60’s, every one together, hippy sign, yin and yang (OV)
• No war, no bad sickness, everyone eating instead of starving, everybody in houses and food, I don’t like it when people don’t have houses and food, exciting (OV)
• Yin and yang, peace symbol, restaurant (going to), holiday, cemetery, sleep (RE)
• Colourful fumes pink smoke, botanic gardens, people working together, violence rising multi-coloured rainbow, rose coloured glasses, happy Yani always, X-box – violent video games (just a game), opposite of peace is violence, next generation thinks violence is good, paddock – grass (MONT1)
• Nice to each other, kind, world in shape as peace sign, working together, smiling, shaking hands, hot – yin and yang (MONT2)
• Happy, good, relaxing, fun, calm, being a good one, safe (TT).

Q. How do you feel when left out of the group?

• Bad, no-one likes me, alone, left out, they are using you, angry and unhappy, upset, bash their heads, nobody cares, no-one cares, don’t exist, small, no-one likes you, good things, lollies – everyone comes to you, sad (OV)
• Unhappy, sad, upset, lonely, angry, a loner, loser, believed that your not as good (OV)
• Left out – bored, lonely, why not let me in the group, use you, I’ll let you in my group if…, hurt, upset, never be put in, left out for the rest of your life, heart beats, led to believe they are your friends, spiteful – take the other people in, no friends (OV)
• Sad, angry, excluded, alone, made, upset, disappointed, not invited
• If left out what should you do: ask them if they want to play, comfort them – talk, go play with someone else (RE)
• Sad, depressed, disappointed, angry, revenge, ah big deal go to someone else, make your own group (revenge (angry), disappointed – if don’t want to do then happy, different (not accepted), not good enough, not as high as them (MONT)
• Sad, angry, bullied, lonely, ashamed, guilty, no-one is your friend, upset, loser, betrayed, loner (MONT).

Q. How do you feel when you are being picked on (bullied)?

• Bossed around, cry, annoyed, sad (OV)
• Upset, scared, angry, frightened, frustrated (OV)
• Sad, mad, bash, bad (RES)
• Angry, upset, scared, picked on, defensive, defenceless, rude person (MONT)
• Embarrassed, scared, put down, threatened, frightened, annoyed, upset, humiliated, frustrated, not safe (MONT2)
• Sad, not happy, passive – weak, confused, angry, hopeless (TT)

Q. Why does a bully pick on people?

• Express anger, make other weak – bigger, power, copying parents, be like them – jealousy, kick, upper class – bullied before, no lunch money (MONT4-5-6)

Q. What is violence?

• Killing someone, swearing, fighting (OV4)
• Killing, fighting, swearing (OV)
• People hurting each other, scary things, swearing, scaring you, fighting, spitting, punching, kicking (OV)
• Hurting people, swearing, fighting, killing, loss of blood (RE)
• Talk bad, scare people, swear, scary M.A. movies, fights, killing (RE)
• Physical hurting, video game halo- shoot aliens, Tinton in Congo dynamite in Rino’s but, weapons, var, hurting ducks, video Blood Rayne – empire against Nazi’s (MONT1)
• Knife, teasing, killing, guts and guns, mobbing (MONT2)
• Fighting, guns – shooting, weapons, var, physical activity – boxing, swearing, threatening, abuse (TT)

Q. What do you think or feel when you see people hurting each other on T.V. (what about news)

• Not good, grow up and do same things. Simpsons Homer choked Bart, little kids copy, stupid, sad, unhappy. (OV)
• Fun, made up, gives you the urge to do it- car, speed – wanted to speed, humorous, cool – surprise, through window, eye catching, dies – don’t expect, good – not something you see in everyday life (OV)
• Not good – country (Indonesia) kill people, stopping people, naughty – teaches kids to do it, copying TV. Like? Really funny Godzilla – funny, Water Boy – teasing (OV)
• Vold, fake, bad, smash TV don’t like it, bad, hurt – cuts in the eye, head butted (RE)
• Pretend, don’t think anything, little kids do it, depends e.g. Titanic real thing, Ned Kelly – killed for no reason, war – German’s evil, felt scared, sick (MONT1)
• Ouch, screams, scary, horror, unhappy, totally unfair. No – looks good, not real, pretend, don’t watch news, outside state, depends 9 violent turn it off, shocked, scared, sad (MONT2)
• Feel sorry, normal, not happening not real, excited – like fighting, laughing, shocked and ashamed about people in community, scared and worried, nightmares (TT).

Q. Do you know what ‘nonviolence’ means?

• No fighting or swearing, no violence, kind person, businessman, pommy don’t like fighting (OV)
• Rated G, no swearing, punching, no fighting, kids can watch, doesn’t set a bad example (OV)
• No bad things, not teasing, fighting or being mean, movie – say swearing or violence not much violence (OV)
• No violence, no fighting, no killing, no guns, no punching (RE)
• No swear, playing nicely, no killing, respect others, playing by the rules, no punching (RE)
• No shoot up, guts, knives, var, peace – opposite to war, not normal, boring, everything the same, world not balanced, weird, no fear, have to have fear – sense of reality, unrealistic (MONT1)
• Not violence, caring, sharing, understanding, loving, no contact, happiness (MONT2)
• Kiddie games, girly types, whoosy, sissy, no swearing, happy, adventure, not using hands or legs, comes together and figure out situations (TT).

Q. What is strong?

• Walk away (OV)
• Weights, muscles, tough – macho, love – nothing can break it up, people – Olympics (OV)
• Crush Bandicoot – apples, muscles, power over self, confidence (RE)
• Strong, stand up for your self, proud of yourself (RE)
• Honourable, effect on people strong e.g. var, softness in strong people, whiskey, love (MONT1)
• Power, overrule, able to do stuff – broke fence, believing in yourself, trusting (MONT1)
• Not believing in self, not emotionally strong, emotional, sadness, negativity (MONT2)
• Standing up, confidence, trying to stop, control bully (TT)

Q. What is weak?

• Fight back, not physically strong enough, don’t fight (OV)
• Not strong, no exercise, bullies make themselves look strong, no gym – lazy (OV)
• Smackdown – fake, tired, people who cry, sookies, no confidence (RE)
• Girls, let someone stand over, boys say girls are weak, men are stronger than women (RE)
• Hate, can’t stand up for yourself, beer – no alcohol, violence – physical thing, disability – weak walk into abuse, weak, innocent people (MONT)
• Stand small, don’t stand up, crying, sulk, sissy style – weak, slang, sooking, scared (TT)

Q. What is war?

• No time in the world, wasting time can do better stuff then killing, evil, end of the world, anger, people extremely scared, unhappy because people died, sad, dying, people to scared to come out of homes, think it is a movie but its real, pain (OV)
• Killing, fighting, opposite of peace, hurting, hate, guns, bombs, pain, explosions, angriness, machines, blood, confusion (OV)
• Hatred, unhappy, sad, killing people, battle grounds, fighting, tanks and machines, feel sorry for people dying people go out with guns, killing, people die, after go to ceremony, who went to war go to cemetery to remember (OV)
• Fighting, violence, killing people, people dying, gunshots, bombs, scared if you die, painful, take lives to fight for them, torturing, weapons – nuclear, commit suicide (terrorists) (RE)
• Deadly, death, shooting, guns, bombs, Osama Bin Laden/ Saddam Hussein, planes into towers, childish – fighting over something started a fight, why, bad up bringing, blood staining a white flower and goes black and dies, building castles and raising armies, nuclear bomb (MONT1)
• Fighting, weapons, destructions, bombs, angry, PM not getting message across – greedy, freedom, peace, fighting for something, sadness, crying, tears, dying, finding themselves know it is inside them but can’t find (MONT2)
• Other people dying, no reason, fighting against another country, violence, non peace, not working together as a team, harming others, disagreement and arguments, we don’t have to kill, we are all people, enemy, hitting others put in others shoes, how you feel (TT) .

Q. Why do people have conflict or fight?

• Protect country, see who is strong, territory, revenge on someone else (country), challenge for something, so can see which countries better (OV)
• For land, revenge, to see who is better, have to (soldiers), terrorist, fun, their beliefs, no reason (OV)
• Protect country, don’t want people to tease their country, want to have more land, war to get more food, don’t need to – why not ask. Take over the people, mean, boss around, treat like slaves, conquer land, fight for dollars, fight for oil (OV)
• Save their country, take over, so we don’t get hurt, religion, unfair, feeling sad (RE)
• Different opinions, both want same things, people don’t talk through problems, way parents behave and think, copying, not being a community (MONT1)
• To get world peace, jealousy, money, revenge, oil, feel they have to , breakdown in relationships in other countries e.g. stop nuclear weapons, other right – not, Russia and US (MONT2)
• Hate each other, to win, want land, better place to live, fight to see who’s better, stronger, US, Iraq, revenge, to be justified, petrol – they need it, don’t let them, kill them (TT).

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