Bullying/kindness/genocide

Bullying, Kindness, and Genocide Student’s Name Institutional Affiliation Course Instructor Date Bullying, Kindness, and Genocide The idea of kindness attracts both simple and abstract perspectives depending on how one interacts or relates to the concept. Conventionally, kindness is attributed to such values as altruistic acts, empathetic understanding, and positive actions directed toward others (Malti, 2021). These perspectives provided relevant guidance in assessing the weekly readings and underlying ideas. Cultivating Kindness: An Educator’s Guide by Binfet John-Tyler and How to Care for a Traumatized Child by Landy Anderson encompass the concept of kindness in children. Both readings provide invaluable insights into the approaches that families, schools, and communities could adopt to instill good values in children, helping them navigate the everyday challenges they face in life. Both John-Tyler and Anderson develop their ideas from an informed point of view, stipulating through examples what kindness comprises, how to nurture it as a value, and its benefits in children. Across both articles, the outstanding idea is that researchers have recently focused on analyzing what kindness comprises. For instance, John Tyler (2022) provides insights on the findings of Lee Rowland, a kindness researcher from Oxford University. Accordingly, kindness is an act attributable to structures and interactions between the giver and receiver and dramatically influences individuals’ well-being and psychological flourishing. Based on this point of view, kindness is critical to people’s wellness and, thus, should be exercised routinely. Besides this point, Rowland’s findings also reveal that kindness can be adopted to address and minimize externalizing behaviors and aggression. These attributes comprise some of the typical challenges children in school settings experience. When developing interventions to help them cope with different forms of aggression, teaching kindness should be among the critical approaches to integrate in the process. In expounding on what kindness entails, the authors also examine some relevant concepts worth exploring. One of these ideas is prosociality, which John-Tyler conveys as actions that benefit others and society. This concept relates to kindness because it impacts children’s ability to navigate aggression. When children develop prosocial confidence, they gain the ability to engage in rich social exchanges that benefit their well-being and other people with whom they interact. John-Tyler (2022) suggests that the best way to hone prosociality in children is by improving their sense of observation, communication, and listening skills. Through such contexts, they gain insights into advancing values such as sharing, comforting, and helping people around them. Anderson (2023) advances a similar perspective, noting how foster families should instill positivity in children. She mainly points towards foster family settings, noting how children from dysfunctional families experience distress to extents that compromise their ability to convey prosocial behavior. The caregiver can achieve this by giving the child a sense of direction and helping them comprehend the benefits of positive behavior towards others. The readings also encompass the concept of resilience, advancing the need to help children cope with challenges that compromise their well-being. When faced with problems, children choose different approaches to cope, implying that while some have better chances to overcome difficulties, some might fail. Additionally, traumatic experiences are different and, thus, likely to have varied impacts on individuals’ wellness. As Anderson (2023) suggests, one of the best appr...