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Abuse and mistreatment

Quando un genitore o un insegnate avverte il sospetto che sia stia commettendo un abuso su minore, si possono innescare comportamenti finalizzati ad investigare sull'accaduto, ma anche, in taluni casi a non riuscire ad accettare che questo stia avvenendo. Nella rivelazione di abuso il bambino è potenzialmente esposto all'incredulità dell'adulto, al timore di incorrere nel biasimo o nella punizione di una minaccia ricevuta dall'abusante. Si tratta così di saper accogliere il minore garantendogli il massimo spazio d'ascolto e protezione possibili. Il bambino vittima di maltrattamento mostra spesso una sintomatologia composita, aspecifica, che pur non costituendo quindi una prova certa che vi sia stato un abuso ai suoi danni, certamente può rappresentare un segnale d'allarme per la famiglia e per gli insegnati . Qui di seguito elenchiamo alcuni dei segni o indicatori comunemente interpretati da alcuni studiosi del fenomeno come caratteristici del bambino vittima di violenza

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• Difficulty to love or depend on others


• aggressive or destructive behavior


• withdrawal, fear of new relationships or activities undertaken


• Bankruptcies school or dropping the yield


• Abuse of drugs or alcohol
  

More specifically, the sexually abused child may mos contraries, in addition to the signs listed above:

• Interesse inusuale verso questioni sessuali


• Disturbi del sonno, incubi, terrore notturno, enuresi


• Ansia, depressione e comportamenti di isolamento


• Comportamenti seduttivi nei confronti degli adulti


• Sentimenti relativi al proprio corpo vissuto come sporco o danneggiato


• Contenuti sessuali o aspetti dell'abuso rappresentati in giochi, disegni o fantasie


• Condotte delinquenziali, fughe


• Comportamenti suicidari

Furthermore, according to art. 331 of the Code of Criminal Procedure, the reporting of suspected abuse by the teacher, is a binding measure that sets a precise responsibility, including criminal sanctions in case of failure.

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Eating Disorders

I eating disorders (eg anorexia and bulimia) hydronium occur at various stages of childhood and adolescence, with difficulty 'to establish conduct regular power . the term "eating disorders" (DCA) has been coined to define the clinical conditions in which the discomfort is characterized by an abnormal relationship with food and with their bodies that could compromise the quality of life and social relations the person who is affected.
The eating disorders affect, in particular children and young people, with ever increasing frequency in both Western countries and around the world. Over the past twenty years, the spread of this disease has increased dramatically: if a few decades ago, the overall eating disorder cases in an entire school were rare, now you can find more cases in the same class . Moreover, if even a few years ago, eating disorders were typical of teenage girls in recent years we are confronted with the spread of these disorders in adolescent boys with a lowering of the average age of onset (6-8 years), and the promotion of cultural aspects that make mass gap across the board on many segments of the population, also involving the children.

The family, being the primary nucleus development of the individual, has an important role in creating the environment in which the discomfort felt by the boy can be accepted, managed and addressed, but also the school has an important role, because it can observe the manifestations of distress and their evolution over time. What are the difficulties and fears of adults who are called to relate to these manifestations of discontent? How to help those who experience these eating disorders?

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Socialization and agencies of socialization

The socialization process allows the individual to actually get to be part of the society in which it was born, as it teaches you to recognize and use Lorme, behaviors, roles, institutions to which society compone.Alla basis of the socialization process there is an inextricable intertwining of biological mechanisms (such as tendencies and innate predispositions to learn) and cultural factors (including the punishments and rewards, imitation, identification) Socialization is divided into Primary and Secondary: The primary socialization occurs early in life in general in the family and is aimed at acquiring the basic social skills (such as communication skills and ability to relate to others). secondary socialization, which occurs later attraverso il contatto con realtà esterne alla famiglia ( per esempio la scuola), permette l'acquisizione di competenze sociali specifiche, legate alla scelta dei ruoli che l'individuo assumerà nella società.
Nell’incontro tra i due sistemi educativi, rispettivamente rappresentati dalla scuola e dalla famiglia, diventa possibile delineare le reciproche aspettative. L’ insegnante può conoscere meglio gli alunni soprattutto se ha la possibilità di confrontarsi con i loro genitori.
Gli alunni non possono essere educati a settori ma in modo globale, così da poter crescere come persone capaci di compiere delle scelte in un mondo che si apre ai their eyes with a wide range of proposals and possibilità.Quindi between teachers and parents must develop a true pact that would allow both to know the locations of the boys at school and at home, so they can build their future together . In this way it should be an integration of the two systems. What are the difficulties that limit a positve integration between these two systems? and how to overcome them?