When the Workplace is a School

There are too many people who are harmed by their bosses and peers through workplace bullying and mobbing. Sadly, it is not only legal but also commonplace in the US, whereas it is not in many other countries. The field of education is no exception. The US definitely lags far behind in protecting and supporting workers who experience damaging bullying and mobbing. Thank you for writing and publishing this article, Gail; I appreciate it!

Mobbing and Bullying

©2013 Gail Pursell Elliott

       With the new school year just beginning, many anti-bullying programs are getting attention.  A student came home last year after his principal had presented a well meaning bullying assembly program and observed that the program taught the students more of how to bully someone rather than how to stop it.  While that certainly was not the intent, the focus of many of the programs presented to students is on what not to do rather than on expectations.  Recently, New Jersey extended the interpretation of its bullying in schools legislation to include bullying by teachers, specifically meaning bullying of students by teachers which was triggered by a specific case.  It would have been easy to extend the law to anyone and everyone in the schools, regardless of status, if someone had had the courage and insight to do so.   

It is unfortunate that the interpretation of…

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“Completed Suicide Risk Highest Within First Six Months After Incomplete Suicide” (By: Michele Babcock-Nice)

Child mental health is becoming an area of ever-increasing concern and research, including within the area of child sexual abuse, depression, anxiety, suicidality, and bullying that lead to suicide.  Recently, within the past two months, I had opportunities to visit a large metropolitan hospital in Atlanta at which mental health care is provided on an inpatient and outpatient basis for people of all ages.  I primarily made observations in the children’s mental health unit in which children from ages 4-12 were hospitalized as inpatients.

Since making my observations, I have done much research in the area of medicine and counseling related to depression, anxiety, suicidality, and bullying that ultimately ends in the suicide of the victim.  I have also consulted with many professionals in these areas, including pediatricians, psychiatrists, psychologists, and licensed professional counselors.  Further, I have communicated with school teachers, school administrators, school mental health professionals, school system administrators, and religious about these issues.  This blog article will share some of what I discovered related to these critically important issues in mental health care.

At the hospital in Atlanta at which I made my observations regarding inpatient child mental healthcare, the most significant part about it that was very noticeable was that most of the children were boys.  On one particular day, there were 16 children housed in the unit, and 12 of them were boys, with the majority of the boys being African-American.  Of the girls present, the majority of them were Caucasian.  It was also my understanding that the majority of the boys were hospitalized due to suicidality (and/or other mental health concerns related to it, such as depression, anxiety, and/or sexual and/or physical abuse or neglect).

To me as an untrained observer, I found this to be very significant because my personal expectation was to observe there to be a greater number of girls than boys present in the unit.  Because there were significantly fewer girls than boys present in the unit over a period of several days, it became important to me to understand the reasons for it.  I got to thinking about several possibilities to explain this reality.

Perhaps girls are more open about their feelings and experiences, and/or a depressed or otherwise upset mood in girls may be more visible to others.  Perhaps boys are keeping their feelings too much to themselves due to the societal and cultural expectations for them to “be a man,” and thus, not to show their feelings.  Possibly, adults were unable to recognize signs of suicidality or depression in boys compared to girls.

Further, it may be possible that adults did not view boys’ depression or suicidality to be as serious as that of girls until a crisis point was reached.  Culturally, it is also significant that most of the children housed in the unit were African-American boys.  Specifically related to cultural or ethnic differences, I do not yet have particular potential explanations for this.  Additionally, perhaps there are other general explanations and reasons that I have not thought of for there being significantly more boys in the unit than girls.

As I stated previously, since the time of my observations of the children’s mental health unit in the metro Atlanta hospital, I have researched several issues relating to child mental health, and I have consulted with many professionals in the field.  In a study completed by Cynthia R. Pfeffer (2001, p. 1057), she stated that during prospective follow-up into adulthood of children at risk for suicide showed that a “history of sexual abuse (RR: 5.71, 95%; CI: 1.9-16.7) imparted the greatest risk” for it.  Reading this was saddening and disheartening for me because it appears that most suicide attempters and commiters have internalized their pain and suffering, are taking it out on themselves, and appear not to be able to successfully cope.  They were hurt, have lost hope and trust, and are now hurting themselves, possibly in efforts to make the painful memories disappear.  For them, suicide seems to be the only answer for removing and escaping the emotional pain.

In a study by Stanley, Brown, Brent, Wells, Poling, Curry, Kennard, Wagner, Cwik, Klomek, Goldstein, Vitiello, Barnett, Daniel, and Hughes (2009, p. 1005), the researchers reported that individuals who attempted incomplete suicide are at the greatest risk for repeat attempts and/or actually committing suicide within the first six months following the incomplete attempt (as this study particularly relates to adolescents, aged 13-19 years old).  This is extremely important to understand because those who are untrained in this area do not understand the seriousness or severity of it, or are, perhaps, in denial that the situation is serious or severe.  Regarding children, I believe this particularly applies to those in education, including teachers, administrators, and other staff because they are not equipped with the knowledge and understanding about the manner in which to best support students who have been suicidal.

And sometimes, those adults in education who are bullies toward children truly have absolutely no understanding or compassion toward students who made an incomplete attempt at suicide because they simply do not seem to care.  In fact, those type of adults may even do more damage to the child through their insensitivity and failure to understand the situation by being even more punitive or retaliatory toward the student because the issue is one with which they, themselves, are unable to successfully cope.  It remains easier for such adult bullies of students in education to bully, blame, and revictimize the student victim.

Also unhelpful are the student peer bullies with whom the suicide attempt survivor must cope.  Student peer bullies of the victim seem to bully the survivor even more because they are aware of the emotional vulnerability of the survivor, and they capitalize on that because it makes them feel good.  Therefore, in a school environment in which bullying goes unchecked, unresolved, and not corrected, suicide attempt survivors are at an even greater risk for a future successful suicide attempt because they experience bullying from adults and peers.

Additionally, O’Connor, Gaynes, Burda, Soh, and Whitlock (2012, p. 15) reported in their study that “psychotherapy did not reduce the risk for suicide attempts in adolescents in contrast to adults.”  They (O’Connor, Gaynes, Burda, Soh, and Whitlock, 2012, p. 11) further reported that “psychotherapy did not reduce suicide attempts in adolescents at 6 to 18 months” into a suicide prevention treatment program.  They (O’Connor, Gaynes, Burda, Soh, and Whitlock, 2012, p. 11) also stated that “psychotherapy had no beneficial effect on suicide ideation beyond usual care” in adolescents.  These findings are shocking, disturbing, and disheartening, particularly when there may be the extant societal belief that counseling and psychotheraphy benefit individuals with emotional disturbances and/or self-destructive ideations.  If psychotherapy is not beneficial to adolescents who have attempted suicide and/or who have suicidal ideation, what benefit is psychotherapy to children who have had similar experiences and/or beliefs?

A professional friend of mine who is a psychiatrist provided me with an article written by a women who is a sexual abuse survivor, and who was hospitalized on three occasions throughout her life due to depression and suicidality related to her traumatic experiences.  The article, “How ‘Person-Centered’ Care Helped Guide me Toward Recovery from Mental Illness,” by Ashley R. Clayton (2013), was extremely helpful to me in better-understanding what is going through someone’s mind when they are hospitalized for a mental health crisis.  The article was further assistive to me because, as a graduate student in counseling who is working on my second master’s degree, it was important for me to perceive and understand the great value of Person-Centered Therapy in counseling suicide and sexual abuse survivors.

Because so much hope and trust has been lost in survivors of sexual abuse and suicide, it is obviously critically important for others, including mental health professionals, to be as sensitive and supportive as possible of them.  The author shared that she experienced the greatest improvement through the person-centered approach and caring relationship that a particular nurse developed with her.  This is something important for me to remember and put into practice in my own counseling of trauma survivors.

Further regarding children’s mental health in relation to surviving trauma and suicide attempts, as well as those areas in relation to children’s school attendance, I spoke with two pediatricians regarding the issues.  Both pediatricians took the issues seriously, however, they did not desire to take responsibility for children who were suicidal because they stated they were not trained or highly-experienced in those areas.  Both pediatricians also desired for parents to work with the expectations of schools, even though such expectations, stresses, and pressures may be too overwhelming for some children.  Regarding the experience of child sexual abuse, both pediatricians believed that counseling was needed for child survivors, however they both believed that medication to manage the child survivors’ moods were necessary as long as they believed the child was “functioning.”

For me, the perspectives of both pediatricians – both of whom are Caucasian women with many years of experience in pediatrics – were discouraging in many areas.  First, both doctors appeared to be very quick in the desire to refer suicidal patients to other medical professionals.  While that has advantages and disadvantages, it places those at risk in the position of believing that their doctors are unable to properly care for or understand them.  Both also believed that child survivors of sexual abuse need not be medicated if they were “functioning.”  I believe that it is one thing to survive, and quite another thing to thrive.  Merely “functioning” is not fully living or thriving, to me.  And also, both pediatricians appeared to also be too quick to go along with schools’ expectations for students, including maintaining the same academic and/or disciplinary standards for students who are trauma survivors.  As an individual who is an experienced teacher, I know that students have different learning styles; placing everyone in the same category is detrimental to those who have suffered trauma.

Both a psychologist and a licensed professional counselor (LPC) with whom I consulted about difficult, damaging, challenging, and/or overly stressful and overwhelming school experiences of child trauma survivors both believed that people in education are or may be unable and/or unwilling to change in a manner that is more supportive, understanding, and compassionate toward them.  The psychologist believed there is not likely any school that would be able to meet the needs of a child who is a trauma survivor.  And, both the psychologist and the LPC believed that schools are part of the problem in not successfully supporting and understanding trauma survivors and their needs.  Those who are in education – perhaps including school counselors and school psychologists – may be unequipped in schools at being able to fully or successfully support children who are trauma survivors; this can and does have devastating effects on such children.

Of all those in the medical and mental health fields, I believe those who are most fully trained and equipped to successfully both treat and understand trauma survivors – in particular, those who have experienced sexual trauma, depression, anxiety, and suicide attempts – are psychiatrists.  Psychiatrists are in the best position to provide urgent and necessary medical and mental health care to suicide attempters, including hospitalization, evaluations, medical care, and medications.

I assume that the psychiatrists are those who most often see patients who are suicide attempters; and they see them at their lowest points, emotionally.  Therefore, psychiatrists who truly have what is best for their patients in mind seem to help suicide attempters and trauma survivors become stabilized and recover as quickly as possible.  Psychiatrists are in a wonderful position with their patients to be supportive, understanding, and compassionate; and to inform and educate society, in general, about the medical issues and needs experienced by suicide attempters and other trauma survivors.

In communicating with several people who are education professionals regarding survivors of sexual trauma, suicide attempts, and bullying (both by peers and adults in school), I have largely encountered  biases against the survivors, as well as an incredible absence of sensitivity toward them.  Such refusals of understanding, sensitivity, and compassion toward survivors by the majority of education professionals with whom I communicated can possibly be attributed to a lack of or refusal toward being educated and informed about the needs of the survivors.  Such outright insensitivity by the education professionals – the majority of those who were insensitive toward survivors were administrators – could also be attributed to a denial about the seriousness or severity, or fear due to stigmas or the unknown, regarding the issues related to survivors.

In some situations of communicating with administrators, upper administrators, and school psychologists of schools and school systems related to student survivors of sexual trauma, anxiety, depression, suicide attempts, and bullying, I also encountered not only insensitivity and a lack of understanding toward the survivors, but also inconsistencies in their behaviors toward them.  In most school and/or school system administrative personnel and school psychologists with whom I communicated, I encountered adult bullying by them toward the child survivors that was sadistic.  In such education professionals, it appeared that their incredible harshness toward the survivors was something that they wanted to occur, regardless of the outcome or effects that may or may not have resulted in actual suicide.

In other situations in communicating with education professionals about such survivors, however, I encountered empathy, compassion, understanding, and sensitivity toward them.  Such supportive actions were those exhibited by other particular school system administrative personnel and/or educators and counselors.  Such desparities in the treatment of survivors by various school personnel reflects that education professionals must be on the same page in order to consistently understand and support, as well as be compassionate and sensitive toward survivors.  This appears to be direly and desperately needed in education in order that students who are trauma and suicide attempt survivors receive the greatest possible support and understanding in their educational environments.

Therefore, it was personally extremely shocking and disturbing to me in a life-changing manner that some of the very leaders of schools and school systems not only do not support said survivors, but are actually bullying and sadistic toward them.  In these situations, I believe it would take not less than a miracle to convince such individuals to even consider a different and more positive and understanding perspective toward said survivors.

In regard to particular religious leaders with whom I have communicated about issues related to survivors of child sexual abuse, anxiety, depression, suicide attempts, and bullying, I have – thus far – experienced their compassion, kindness, and prayers toward survivors.  I have also learned, however, to carefully choose which religious to approach; not all religious are as understanding and supportive as others.  And, I am further aware that there are those religious who would take such information and use it against the victims and/or survivors in order to revictimize them.  Presently, however, that is not what I have experienced in my recent and present communications with particular religious about these issues related to survivors; and I am thankful for and relieved about that.

I believe that society has come a long way in supporting and understanding the experiences and needs of trauma survivors, including those who have experienced sexual abuse, depression, anxiety, trauma, bullying, and suicide attempts, however there is still much more progress to be made.  Those who best-recover from traumatic experiences are those who have positive, stable support in their lives.  Stressful and overwhelming situations are serious set-backs that only cause them to regress, and to continue not to hope or trust.

It is so critically important for sexual abuse survivors and suicide attempt survivors to have the consistent and unconditional support of those around them, including family members, community members, those who are in education, and others.  Without such support, compassion, and understanding – and, in fact, if the survivor experiences the opposite of those – he or she could make a future suicide attempt that is successful.  Such tragedies are avoidable and preventable if everyone practiced more patient, respect, appreciation, and compassion toward each other, particularly trauma survivors who have attempted suicide.

References

Clayton, A.R. (2013).  “How ‘Person-Centered’ care helped guide me toward recovery from mental illness.”  Health Affairs, 32 (3), pp. 622-626.

O’Connor, E., Gaynes, B.N., Burda, B.U., Soh, C., & Whitlock, E.P. (2012).  “Screening for and treatment of suicide risk relevant to primary care.”  Annals of Internal Medicine, pp. 1-22; pp. W-1 – W-5.

Pfeffer, C.R. (2001).  “Diagnosis of childhood and adolescent suicidal behavior: Unmet needs for suicide prevention.”  Society of Biological Psychiatry, 49, pp. 1055-1061.

Stanley, B., Brown, G., Brent, D.A., Wells, K., Poling, K., Curry, J., Kennard, B.D., Wagner, A., Cwik, M.F., Klomek, A.B., Goldstein, T., Vitiello, B., Barnett, S., Daniel, S., & Hughes, J. (2009).  “Cognitive-Behavioral Therapy for suicide prevention (CBT-SP): Treatment model feasibility, and acceptability.”  Journal of the American Academy of Child and Adolescent Psychiatry, 48 (10), pp. 1005-1013.

“What Benefit is There for Third Graders Serving One Hour Detentions?” (By Michele Babcock-Nice)

In how many schools throughout our country do primary and/or elementary school students serve detentions?  For that matter, how many second and/or third graders throughout our country are required to serve 30-60 minute detentions for rather minor issues?  How many of you adults ever served a detention at all in the primary or elementary grades? 

I am a person who believes in nurturing and supporting children, positively – as positively as possible.  I recall that when I was in school, I served one detention.  The detention that I served was when I was in high school for talking excessively in chorus class.  That detention was one that I served after school in study hall for 45 minutes. 

Today, primary and elementary school students are serving detentions of 30-60 minutes.  I fail to see the benefit of such severe disciplinary consequences on such young children.  Issuing detentions for situations such as when a student is talking without permission while walking in line with the class in the hallway, to me, is overly severe.  Such disciplinary consequences do not allow children to be children. 

In the best-behaved children, receiving such a detention shatters their self-esteem, especially when the teacher does not issue such consequences fairly to other students who exhibit the same behavior.  Such lengthy detentions issued to young children reflect an unforgiving attitude and atmosphere of the adults.  Such consequences cause feelings of injury and resentment in students, especially the best-behaved students. 

Issuing 30-60 minute detentions to third graders for students who poke a hole through a piece of cardboard, or who write in another student’s personal storybook after being given permission by that student to do so is unfair, harsh, and unforgiving.  Especially for those students who attend Christian faith-based schools in which forgiveness is to be one of the core values of the school – and when such forgiveness is not practiced, but rather, severe consequences of lengthy 60 minute detentions are issued – undermines the faith foundation of the school.  What is preached is not, in fact, practiced by those issuing the disciplinary consequences. 

In too many schools, children are expected to be perfect at all times, at all costs, no matter what.  Of course, I expect that when there are serious situations that arise, such as kids hurting or harming another in some way, there are to be serious consequences.  However, I still do not see the benefit of issuing serious consequences to students for minor issues.  Doing so does more harm than good, and it potentially creates a bad reputation for the school. 

Regarding the issuing of these consequences, there are often no exceptions, unless, of course, the student happens to be the child of a teacher or other employee at the school.  Then, there can be much that is overlooked.  Even if the children involved in a situation are not offspring of school employees, bias and/or favoritism may still be present in the decision-making regarding disciplinary consequences.  And, for some poorly-behaved students, the most severe disciplinary consequences could be issued, and there would still be no change or improvement in behavior, so to what end does that lead?  Again, that just creates resentment and mistrust in the student toward authority figures. 

Some students will even act out more after receiving disciplinary consequences.  Their negative behavior is negatively reinforced by the severe consequences, and so the cycle continues.  Some students get so nervous about the severe disciplinary consequences that they act out and do not even realize it, and then, they receive the severe disciplinary consequences – exactly what they were afraid of and trying to avoid.  Some adults believe that severe consequences – even for the most minor of issues – will stop the child’s behavior, though being understanding, compassionate, and speaking with care to the child about the situation is the best route to take. 

I am familiar with one school principal who visited a class of kindergartners, yelled at them, caused several of them to cry, and then, left the room, leaving the three adults in the classroom to comfort and console them.  How is that beneficial to the students?  How does the leader of the school yelling at them give them a sense of comfort and confidence.  Tragically, it ingrained their fears of the principal, that he is a big, mean, scary man to avoid and not trust.  He may compliment them publicly, but privately, he yells at them and makes them cry?  Is this a man who should be a leader of a Christian faith-based school, one who unnecessarily intimidates and scares the youngest students in the school?  It appears that he is exactly the person whom school system administrators want to lead the school.

Issuing lengthy detentions of 30-60 minutes or more to primary and/or elementary school students is too long and too severe.  Such disciplinary consequences – especially in response to minor issues – hurts children’s self esteem, injures their confidence, and creates mistrust and resentment, especially when the child has generally outstanding behavior and/or when the consequences are unfair, with the other child(ren) involved receiving no consequences. 

If school administrators are trying to increase enrollment and maintain student retention rates, issuing severe disciplinary consequences is not the route to take.  I have observed a good many families leave particular schools simply because of the severe disciplinary consequences their children (especially the boys) receive for minor issues, to the denial of teachers and/or administrators.  Why is it that so many female teachers lack the patience, empathy, and understanding necessary in understanding and teaching young children, particularly boys?  For them, the students must immediately abide by their rules, or repeatedly face consequences, sometimes throughout the entire school year, and often, simply because the teacher is angry with and/or does not like the child.  I have observed this to occur toward many children in relation to several teachers. 

Typically when parents inform school administrators about such situations, their children are only punished more because the teachers are supported by the administrators.  If the administrator denies that there is a problem regarding the teacher, then the parents are supposed to believe it, as well as that the problem lies with their child.  This is definitely a regressive and unproductive attitude to take, however, I have observed it occur over and over again.  People tell me that I have multitudes of patience, compassion, and understanding – I would be overjoyed to teach those educators and administrators how to respect and understand young children.

It is unfortunate that more people who are in the business of educating and/or caring for our children are not more understanding, sensitive, and compassionate toward them.  Being excessively harsh is incorrect and unethical; being compassionate, caring, and kind is what Jesus has taught us to do.  Those affiliated with Christian faith-based schools should be practicing that the most of anyone rather than doing the opposite of it.

I do not believe in harsh punishments, nor severe disciplinary consequences.  I do not issue them, nor do I agree with them.  When disciplinary consequences issued by a school are more harsh than I would ever dream of giving my own child, one must step back and reflect on whether or not the school truly upholds the faith and values that it promotes. 

Such faith and values begin at the top in any organization, and if those values are not in accordance with what the school stands for, then leadership restructuring, reorganization, and/or positive, progressive professional development is needed in order to promote, maintain, and enhance the best interests of the students.  I am one who truly believes that our schools must be progressive, not regressive.  People can say alot of good things, but actions truly speak louder than words.  When those actions do not correlate with the faith and values on which the school was founded, one must wonder in what direction the school is heading.

So the question remains, “Where are those schools in which true faith-based compassion, sensitivity, and understanding – as well as an excellent, affordable education – is practiced toward children by everyone, rather than severe and unforgiving punishments for minor issues that are detrimental to them?”  These are children for goodness sakes, not criminals.  I am interested to know where the said progressive and nurturing schools are; and only those schools with said qualities need apply.

“How do you Treat Others?” (By: Michele Babcock-Nice)

If you are uncomfortable with people or issues, do you just stick your head in the ground?

I love this picture.  I just think it’s so funny, but also sad.  Locating it today while reading a fellow blogger’s post, I thought it appropriate to borrow for my own post on how people treat each other.  Too often, people think ill of, mistreat, and/or misjudge each other.  Like this ostrich, for many people, it’s just easier to stick one’s head in the ground, so to speak.  Then, people are free to misjudge and mistreat each other because they refuse to see, understand, deal with, or cope with others and issues. 

In the past year, I have worked hard at and have achieved a presence on LinkedIn.  My connections span more than 800 people around the world, representing people of all backgrounds and professions, with all types of interests and beliefs.  LinkedIn provides me with a vehicle to connect with others – of similar and different interests and backgrounds – throughout the world.  It also provides me with a professional support system for those who are like-minded, and who stand up for causes for which I also support and in which I am active. 

On a smaller scale, I have also worked to achieve a much smaller presence on WordPress with this blog.  Admittedly, I have not worked hard at it, and that was not my intention.  However, it has been my intention to share, educate, and inform about causes in which I believe, views that I hold, and certain life experiences.  It has been refreshing, energizing, and inspiring to connect with and be supported by others who share similar beliefs, by others who work to further certain causes, by those who stand up for and take action for the good of others.

What is particularly interesting, and perhaps somewhat saddening and discouraging, are those folks who place roadblocks in the way of understanding, relating, empathizing, and/or simply communicating a good and/or supportive word.  What I have noticed is that many people who are aware of the causes that I support, as well as what I say or communicate which may not be what they want to hear, stick their heads in the ground, similarly to the ostrich in the photo. 

Because these folks feel uncomfortable with hearing about, knowing about, and/or even communicating about issues related to bullying, retaliation, child physical and sexual abuse, sexual assault, domestic violence, sexism, sexual harassment, women’s and children’s rights and welfare, and women’s equality, they misjudge, mistreat, turn away, and put up roadblocks to a greater understanding and awareness surrounding these issues. 

These folks have already made their judgements and/or misjudgements about me as the messenger, advocate, and activist, as well as about the issues.  Once they have turned themselves off, it is typically like talking to a wall to encourage and promote interaction due to their discomforts and unnecessary judgements.  It causes me to wonder how discouraged and disappointed Jesus – a wonderful, compassionate, innocent, and loving man – must have felt when so many people turned against him and condemned him.

Sadly, I have experienced certain people whom I had considered friendly and/or friends to be avoidant or mute, lacking in interaction and communication, even turning away and shutting me out – simply because they are uncomfortable with those issues, what I communicate about those issues, and/or that I am at all associated with those issues.   Is it so uncomfortable to them to communicate with and/or interact with another individual who supports improvement in each of those areas?  For many, I see that the answer is, “Yes.” 

Perhaps, too often, people have their own issues and problems with which they are dealing, and they are unable to deal with or cope with hearing about, supporting, and/or advocating for positive change in those areas.  They, therefore, may misjudge, mistreat, and/or blame the messenger.  To me, such actions reflect that people, too often, may react toward certain people or issues without fully listening to, understanding, and/or delving more deeply through the superficial layers that they solely wish to perceive.  And, as a result, such reactions are disappointing and discouraging. 

I feel sympathy for those who do not understand, for those who blame the messenger, for those who – by their own inability to cope – are unable to stand with and support others who are working toward positive change for everyone.  It always saddens me to “lose” a friend simply because I have exercised my right to free speech and have shared particular hard truths with them about certain issues.  When people are unsupportive of others who promote activism and positive change for important issues, respect for and confidence in them by the activists is also lost.  That stated, I am not one who is afraid to tackle the tough, challenging issues.  And, I have a profound appreciation and respect for comrades who stand up for others in order to achieve improvement and positive change. 

Throughout my life, there have seemed to be few who are willing to take risks and go out on a limb to promote important causes, and be activists and advocates for improving various areas of human life.  Therefore, it is, indeed, disappointing to witness so many who are content and satisfied with simply walking away from such issues, refusing to become more educated about them, thinking such things won’t happen to them, turning their backs on others because someone says what they don’t want to hear, thinking they can avoid the people and the issues – until they have personal experience with them.

I find that most people are conformists, going with the flow, not wanting to make waves, not rocking the boat.  In order to make our world better for ourselves and our children, we must be willing to take those risks in standing up for and supporting what is good and right.  We must denounce those who harm others in any way.  We must be role models for them and provide education in better, more successful ways to respond and react toward injustices, crimes, and/or mistreatment – ranging anywhere from poverty to bullying to rape and murder.  We must remain compassionate, kind, and nurturing, but also honest, direct, assertive, and active. 

All of the issues that I have identified in this post are likely those that many people do not wish to hear, however such issues must be addressed in such a way that will make the future better – not worse – for those who come after us.  The issues are reflective of those relating to human rights, feminism, and social justice.  They are good and important issues, as are the messengers who advocate for and support positive change regarding them.  Therefore, let people not blame the messengers of the news that they don’t want to hear, but let them get involved, become more educated, achieve greater understanding, and work to create improvement and positive change so that the world is a better place for everyone!

References:

 Ostrich photograph.  From “All Tied up and Nowhere to go: Ostriches lead us to our doom.”  September 26, 2012.  http://atung.net/2012/09/03/ostriches-lead-us-to-our-doom/.