Allan-Matlem
Active Member
Hi,
Accountability and responsibility has come about in a previous thread.
There is an important message that we give kids
A disability , frustation, injustice etc may be an explanation for behavior but not an excuse.
There was a recent article in the new scientist on teenage brains Blakemore found that teenagers rely on the rear part of the mentalising network to make their decisions, an area of the brain called the superior temporal sulcus. In contrast, adults use the front part, called the prefrontal cortex.
The superior temporal sulcus is involved in processing very basic behavioural actions, whereas the prefrontal cortex is involved in more complex functions such as processing how decisions affect others. So the research implies that teenagers are less able to understand the consequences of their actions,how their actions not only effect themselves , but more important how their actions effect others. They also lack the ability to empathize and relate to how others feel.
' Sam Lewis, a specialist in youth crime and justice, from the University of Leeds, says there has in fact been a shift away from welfare-focused approaches to youth punishment in the UK: Today, responses to youth crime tend to emphasise offender responsibility, accountability and punishment. It seems likely that the concerns of many, including those of Dr Blakemore, may be lost in the tide of punitive policies being pursued by the government' .
Today, responses to youth crime tend to emphasise offender responsibility, accountability and punishment.
- Punishment may teach accountability - you have to pay for the crime ( maybe worth it , or allusion you won't be caught , and if you have paid the price you can do what you want ( at a possible price if you are caught again)and but it has nothing to do with responsibility - Responsibility is making a commitment to be a contributing member of society being aware how your actions affect others , not only what's in it for me. Responsibility comes when you teach empathy, when you teach thinking skills, how to take perspectives and consider others feelings. When a kid has been given a vision for the future , a plan to do better , has done a lot of refflecting back and thinking and then he goes and repairs what he did , does restitution , makes the apology, things are so much more authentic and meaningful.
When we pay our ticket fines , we don't reflect on becoming more considerate drivers , rather next time I must make sure I won't be caught
- forcing a kid to say sorry after doing something hurtful or mean. Do parents assume that making kids speak this sentence will magically produce in them the feeling of being sorry, despite all evidence to the contrary. of course they do not care if the child is really sorry, because sincerity is irrelevant and all that matters is the act of uttering the appropriate words ?
Compulsory apologies mostly train kids to say things they don't mean- that is to lie.
Making a kid pay before you has done reflection on how his actions effect others made a commitment to the future , makes a kid only think about what's happened to ME.
Also what meesage to we want to give our kids . Eli Newberger , the author of the Men they will become says
The method of withdrawing privileges is essentially negative: I can't communicate with you, and so I'll hurt you if you don't mind me. The positive counterpoint is: We all make mistakes, and you can trust me to help you do better in the future.
Allan
Allan
Accountability and responsibility has come about in a previous thread.
There is an important message that we give kids
A disability , frustation, injustice etc may be an explanation for behavior but not an excuse.
There was a recent article in the new scientist on teenage brains Blakemore found that teenagers rely on the rear part of the mentalising network to make their decisions, an area of the brain called the superior temporal sulcus. In contrast, adults use the front part, called the prefrontal cortex.
The superior temporal sulcus is involved in processing very basic behavioural actions, whereas the prefrontal cortex is involved in more complex functions such as processing how decisions affect others. So the research implies that teenagers are less able to understand the consequences of their actions,how their actions not only effect themselves , but more important how their actions effect others. They also lack the ability to empathize and relate to how others feel.
' Sam Lewis, a specialist in youth crime and justice, from the University of Leeds, says there has in fact been a shift away from welfare-focused approaches to youth punishment in the UK: Today, responses to youth crime tend to emphasise offender responsibility, accountability and punishment. It seems likely that the concerns of many, including those of Dr Blakemore, may be lost in the tide of punitive policies being pursued by the government' .
Today, responses to youth crime tend to emphasise offender responsibility, accountability and punishment.
- Punishment may teach accountability - you have to pay for the crime ( maybe worth it , or allusion you won't be caught , and if you have paid the price you can do what you want ( at a possible price if you are caught again)and but it has nothing to do with responsibility - Responsibility is making a commitment to be a contributing member of society being aware how your actions affect others , not only what's in it for me. Responsibility comes when you teach empathy, when you teach thinking skills, how to take perspectives and consider others feelings. When a kid has been given a vision for the future , a plan to do better , has done a lot of refflecting back and thinking and then he goes and repairs what he did , does restitution , makes the apology, things are so much more authentic and meaningful.
When we pay our ticket fines , we don't reflect on becoming more considerate drivers , rather next time I must make sure I won't be caught
- forcing a kid to say sorry after doing something hurtful or mean. Do parents assume that making kids speak this sentence will magically produce in them the feeling of being sorry, despite all evidence to the contrary. of course they do not care if the child is really sorry, because sincerity is irrelevant and all that matters is the act of uttering the appropriate words ?
Compulsory apologies mostly train kids to say things they don't mean- that is to lie.
Making a kid pay before you has done reflection on how his actions effect others made a commitment to the future , makes a kid only think about what's happened to ME.
Also what meesage to we want to give our kids . Eli Newberger , the author of the Men they will become says
The method of withdrawing privileges is essentially negative: I can't communicate with you, and so I'll hurt you if you don't mind me. The positive counterpoint is: We all make mistakes, and you can trust me to help you do better in the future.
Allan
Allan