PARENT: This morning, my son asked me
about my assignment that I'm doing as part of my PGCET, and I mentioned
to him that it looks at how schools manage children's behaviours and he
started to explain to me that he didn't like 'arm wrestling,' and I asked him what that meant.
So, I thought it might be nice to hear from my son his views on the way they manage children
in schools. Do you want to explain? CHILD: Well there's two kinds: there's one they, when they try and block and the other's
when they
grab and pull people into a certain direction. PARENT: Then what do you think that that does? CHILD: It makes the kids scared when they're being pushed against their own will and
that means they'll go against them. Go forward. So they're trying to push back
while they're pushing trying to push forward. PARENT: So what, what do you
call that? Because I - I - CHILD: Arm wrestling. PARENT: You called it 'arm
wrestling' and I and I said, 'Well the term for that is restraint,' and
wha
t did you, what was your views on that? CHILD: Restraint is when you block, when you go like 'Stop!' and like
block them, not push against them. PARENT: So explain to me what
you mean by push against them? CHILD: As in pull them. PARENT: Yeah, can you - CHILD: To your right direction. So you're like - PARENT: So what... CHILD: Controlling their body to do
your will, and people don't like that. PARENT: People don't like that.
And what do you think it does to, like when you saw that happening,
what
did you think? What was happening for the other person - like, the child? Or how did that - CHILD: It would make them stressed. PARENT: It made them stressed did
it? So how did they show that? CHILD: How will they show that? They'll
go against them and begin panicking. PARENT: Okay. CHILD: To get away. PARENT: And what was that like, seeing that? CHILD: That scared me because I thought... PARENT: What do you mean you thought? CHILD: Scared, and really
angry, because they had no will. P
ARENT: What the staff didn't or the children? CHILD: They were pulling their bodies. PARENT: Okay. CHILD: And there's a third
- the baddest of them all. PARENT: Yeah? CHILD: Full body control. PARENT: Full body control? CHILD: They grab their legs,
grab their arms, and pull them. PARENT: And they pull them? CHILD: And they have no restriction.
So there's three kinds: the nice, the in-between, and the extremely cruel. PARENT: So what's the nice one? CHILD: When you just block them. PARENT: And
how do they block them?
Do they look like - Can you explain - CHILD: They just like block the door, the
doorway or something to stop them going in that direction. Normally they'll just turn and
walk away, run away or they would go straight through. They had body control - second
baddest - they would be able to pull them back by using their arms and pulling them. And
the worst and final they grabbed their legs, grabbed their arms and pushed their
tummy and they go *FOOF* and they go. PAREN
T: Okay, and - and how did
you... What did that do, do you think? CHILD: Well I think it would stress the kid
out. But if someone blocked it, the other kid, if there was another passage it would be
fine. But the uh the least angriest can still be very bad because if it was in
a narrow hallway that had another exit - PARENT: Yeah CHILD: And someone was blocking that other exit, they would feel cornered if another one
was coming in. That'd be cornering them. PARENT: Right, and do you think th
at
made the children happy, sad, scared? CHILD: All the bad emotions. PARENT: All the bad emotions. CHILD: Because you see our body likes to have
control, we send pulses and move our body at our will. When someone controls it, we panic
and we try to get our body back to our will. PARENT: Okay and how would you do that? CHILD: They'd punch, hit, smack,
move, kick - anything to get them off. PARENT: Okay. CHILD: If you block they'd still feel [in]
control, and that wouldn't scare them as much
. PARENT: So, do you think
there's another way to do it? CHILD: In my opinion yes. PARENT: But what do you think, do you think there's a way they can
stop them even getting to that point? CHILD: Yes there's talking... PARENT: Do you think they should
talk to the children first? CHILD: Yes. PARENT: Always talk to the children first? CHILD: Or communicate in
any shape and way and form. Because people who can't - you
know Mum - people who can't like hear they would use sign language and
peopl
e who can't speak use sign language. PARENT: Okay. CHILD: So they would have to
communicate in any way shape or form. PARENT: Do you think that's what schools do, they
communicate and talk first or restrain first? CHILD: My old school did the exact
opposite, they went straight into a bomb. PARENT: So, so you called that a
bomb, why did you call it a bomb? CHILD: They were very very very scary
to the kid, I could see by his eyes. PARENT: Okay. So you think if - they should
talk to the child
ren first then? Always first? CHILD: Yes. PARENT: And try and find out
what's upsetting them maybe or...? CHILD: Yes.
PARENT: Yeah? Do you think they did that enough? CHILD: Yes. PARENT: Did they talk - CHILD: Well my new school, yes. PARENT: Your new school does? CHILD: The older one, no. PARENT: No. So talking's really important? CHILD: Very very important. PARENT: Okay thank you very
much for explaining that to me.
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