Lesson video

Hello and welcome to your fifth lesson in this unit titled Violence and Aggression.

I'm Mr. Clarke and I'm going to be taking you through today's lesson and as always it's an absolute pleasure to have you here with me today.

Now as we've mentioned throughout this unit, we will be discussing quite sensitive topics and therefore we recommend that you let a trusted adult know before you take part in this session or that you have a trusted adult nearby.

To be able to fully participate in today's lesson, you're going to need an exercise book or a piece of paper and a pen.

So if you haven't got that with you now and you need to go and get it, just pause this video and when you're ready to start the lesson, press Play again.

The learning for this lesson has already started by taking part in our introduction quiz and I can see that every lesson you are learning more and more and remembering more of that information too so well done.

The rest of today's lesson, we'll look at the following areas, aggression triggers, we'll be looking at the impact on the victims of aggression and violence.

And then finally we'll be looking and understanding what we mean by the term guilt.

At which point you will then be ready to participate in the Exit quiz, and I always look forward to seeing how much you've learned by the end of the lesson and seeing those results, so good luck, although I know you're going to be amazing.

Our keywords are for today's lesson and I recommend that you write these down so you can refer back to them throughout this lesson and also as we carry on with the rest of the unit.

We have violence which is a behaviour involving physical force, and this is the key bit with intent to hurt damage or kill someone or something.

Our other key word state is aggression which is defined as feelings of anger or antipathy resulting in hostile or violent behaviour.

The first thing I'd like us to do though is define what we mean by the word trigger.

Now we have looked at this in the previous lesson but let's see if you can remember without checking back on your notes.

So I'd like you now to write your definition for trigger, and when you've done that press Play again.

Got your definition? Amazing, let's see.

Well how we define the word trigger.

Now to remind you trigger means to cause a particular action, process or situation to happen.

So now that we've reminded ourselves what trigger means, we're going to look at aggression triggers.

So what actually trigger? What causes the aggression? I would like you to draw yourself a mind map thinking about the different ways or different types of aggression triggers.

Why might someone get aggressive? Try and think of as many as you possibly can, and when you feel you've got all of the ones that you can think of, press Play again and we'll carry on and see how your list compares to mine.

So hopefully now you're ready to compare all this so let's see what I had, and if I've got any that you didn't, just remember to write them down so that your list can grow and become even bigger than I'm sure it already is.

So, so many reasons for aggression might be exposure to violence if they're sitting around them, they may pick up this behaviour, often behaviour can be learned by what we see around us in our environment.

Alcohol and drugs, as we've learned in previous lessons can cause forms of aggression, a combination of stressful situations, the idea of things building up that we can't control it and they burst out potentially in the form of aggression, high levels of anxiety to ask for help, emotional distress sometimes caused through mental health problems. And they may have been the victim of violence themselves that links as well to the idea of being exposed to that violence before.

We're going to look at something now called emotional disorders.

Let me know if this is something you've heard of, is it? Or have you never heard of it before? Where do you stand? Or you're not too sure? Show me now? Well, if you're not too sure, don't worry 'cause we're going to explore it now.

So emotional disorder commonly emerges during the adolescence period.

We know that there's a lot happening in our brains during this period particularly.

On top of mental health problems such as depression, it can also cause frustration or the idea of anger as well which is why we're looking at it in today's lesson.

So symptoms can overlap across more than one emotional disorder with rapid and unexpected changes in mood and emotional outbursts so it can be quite uncontrollable in the sense that you don't know what the emotions are in necessarily, in what order they're going to come out.

So a true or false question then, and let's see how well you were listening to what I just said.

Is it true that brain development and aggression in teens is not linked? Or is that false? Point now to what you think is the correct answer? Is it true or is it false? In three, two, one.

What'd you think it was? True or false? Of course it's false.

We need to remember that aggression and acts of risks taking which is how we may look at and define the idea of violence and aggression are risky behaviours and that is what found in our frontal lobe.

Now you'll remember it's the frontal lobe, the first part of our brain to defend us, or one of the last parts? The first parts or one of the last parts.

Absolutely we know that the frontal lobe particularly is one of the last areas to develop during the adolescence period.

So let's look at Mohammed.

So Mohammed just started to become aggressive at school, often caught fighting others in the playground.

So let's look and explore some of the triggers which may be leading to this behaviour.

And we must remember that we are all individuals and we all have our own individual behaviour and the reason that, that behaviour is core so this might be the same for everybody, but this is the reasons that we think it might be for Mohammed.

He's always being compared to his brother, we've explored this before.

On top of that, he's being told he's too fat and then he's being told he's ugly, and because of that now he's starting to fall behind at school so is getting the additional stress and problems occurring with his schoolwork and then arguments starting to occur between friends and family, and suddenly everything is building up, it's building up and up and suddenly Mohammed becomes, as we see in the image here consumed by everything that's happening around him.

It's bubbling up and he's not letting it out and we've talked about this before, this idea of things becoming so overwhelming.

Because it doesn't just stop there.

Just when he thinks he's reached the top, suddenly his previous friends are now starting to ignore him.

And that for him is almost a bit like that tipping point, the bit where he can't handle potentially anymore and that really, it may be what triggers that violence and aggression that he is carrying by having these fights in the playground but we know it was caused by lots of other little triggers building up and up and up and up.

So I'd like you now to pause this video and think about how do we support Mohammed? I want you to write down as many ideas as you can around what can be done to support Mohammed, knowing what we know about him so far.

So using what I've just told you from the previous slide, think about how could we support Mohammed through some of those really difficult situations and finding a way to cope with them so that we don't have this buildup and this ultimate trigger of him then creating violence.

When you think you've got some ideas, just press Play and we'll compare.

So these are some ideas or some answers, they may include speaking to a teacher or trusted adult for guidance and support and there may be the need for professional support in terms of speaking to his doctor or GP, removing himself from those negative influences.

If he's finding himself surrounding with his friends as he might call them who are saying negative things towards him, think about actually is that what a friend would do? Or does that relate to what we've looked at in previous lesson in bullying? Look for positive role models that inspire them.

Take up a new hobby, one that is physical, one that allows him to let out potentially some of his anger that he feels inside so he doesn't have to bottle it all in or let it out on the playground which is how he's currently coping.

And explore letting emotions out through writing.

He may also decide to actually, he prefers doing things like art.

Whatever it might be, finding a way to express himself because we're now going to look at actually what it's like to be on the other side of this violence and aggression, and the impact that it can have on the victim.

So pause this video and think about external and internal impact.

I want you to create two lists, one that explores the internal impact of violence on victims and the other which explores external.

So internal refers to what we can't see, so our thoughts and our emotions and external is what we could all see.

So externally, you can see my blinds, you can see my glasses, you can see the jumper that I'm wearing and my chair, they're all external.

You can see that I'm smiling, it's external but what you can't see is my internal which is my thoughts, what I'm thinking, whether I'm actually happy or am I just putting a smile on? They're internal.

So you're going to have these two lists, internal which might be that he's suffering from low self-esteem and so he is low self worth and external might be aggression towards others around them, which is what we know.

So looking at what we've known, how may someone show internal and external feelings if they are being a victim of bullying? When you put some ideas down, press Play and we'll have a look at some potential answers.

How did you find that? Got some down, great, well let's have a look at some together and shall we? External, so if someone's a victim of bullying they may have physical bruises, marks, scars, all of these kinds of things.

We may see actually a breakdown of relationships both in and out of the home.

So we may see that externally happening, internally it's going to be a lack of competence occurring linking to that low self-esteem potentially caused by name calling, being told as we use in a previous example, and maybe they're fat or they're ugly or whatever it might be, that's going to make them almost believe that.

And ultimately there's an increased likelihood of mental health problems such as depression.

So we now want to explore something called guilt.

We've looked at the idea of the impact of someone who is being bullied and the triggers and why may someone may do it but let's explore guilt.

So what do you think guilt actually means? Have a look at these different potential answers and point to the one which you think is the correct answer.

I've given you four to choose from, which one do you think is right though? Make your decision, in five, two and one.

Point now to what you think is the correct answer, shall we see? Guilt is the feeling of worry or unhappiness, did you get that right? Well done if you did, and if you didn't, no worries.

But what you might like to do is just jot down what guilt is so that you've got that definition ready for next time.

So guilt is a feeling of worry or unhappiness.

Your next task I would like you to do is to look at these sentences that I've started.

And I would like you to please finish them.

Somebody might feel guilt when.

Guilt can be damaging to young people because.

And some things someone might experience because of guilt might include.

Pause this video now and finish these sentences.

When you've got something down for each of these sentences, just press Play again.

Let's see some answers that I put for this.

So somebody might feel guilt when they have hurt a close friend to them physically and made them upset.

Guilt can be damaging to young people because it can start to impact on our physical and mental health.

So that's the idea of that external and internal impact called through bullying and aggression and violence.

And some things someone might experience because of guilt might include insomnia which is to loose sleep and difficulty sleeping, and low self-worth and anxiety.

And that's something we've explored in a previous lesson, anxiety.

So let's look at guilt.

So frustration and anger builds up.

They're unable to control their emotions and they react violently that feed back to the example we've explored already with Mohamed and what happened there with him lashing out in the playground at Break.

They then feel frustrated and angry over a situation.

So that frustration and anger is built up.

They've released it because they can't control it, they then feel angry about what they've just done and frustrated and then they feel guilty about their actions.

So they actually reflect on what happened and actually they go, I didn't want to hurt that person, why did I hurt that person? Now I'm really anxious and worried about it, I didn't mean to, I'm unhappy and that guilt builds up because then it goes one of two ways, potentially someone may actually then get frustrated and the anger builds up more and we go into this vicious cycle.

We've looked a lot at cycles and how much things can go round and round and round, and we have to find a way to break this circle or someone actually feels guilty and they're unable to control that emotion straight away and then they lash out again or it goes into a mental health problem potentially and then feeling low and impacting on their own internal self and their mental health.

So speak to a trusted adult, we got to think about how we can break this cycle, write down your feelings, reflect on your positives not the negatives.

It's really easy sometimes when a situation is gone wrong or we feel it's gone wrong, it might not have actually gone wrong but we feel it has, that actually we always think that went wrong, that went wrong, I was wrong here, I did this wrong.

Actually you should think about what did you do right? Because there'll always be some positive somewhere and it's about finding them.

Writing down that one positive thing that happens each day so that you can build up a memory book of positives.

And check in with yourself, identify and accept your emotions.

Today has been a really hard day and actually do you know what? I don't feel great, and that's okay, why don't I feel great? What happened today that made me feel this way? When did I start feeling this way? And then you start to think and may actually oh, I didn't sleep well last night, maybe it's that, maybe I went to bed too late, maybe I was talking to somebody and they mentioned a topic and it made me thought of this or actually on the flip side, I thought really great today, why is that? What did I do? So just checking in with yourself and identifying and accepting those different emotions that you experience.

I'd now like you to pause this video and complete our final task for today, and that's to create a poster of support.

Using what we've learned so far about both aggression and guilt, I'd like you to create a poster that could feature in a school, maybe your school.

And the poster should tell students what they can do to prevent themselves from being violent and displaying aggression towards others.

What preventative measures can they put in place? Or where can they go or what can they do to help themselves or somebody perhaps that they know to stop them from becoming aggressive and violent towards others? When you're ready to carry on with the rest of the lesson and you've finish your poster of support, just press Play.

It would now be absolutely amazing for you to go and share your work with OakNational.

I would love to see as many posters of support as possible, so please ask your parent or carer to share your work on Twitter, tagging us @OakNational with the hashtag, #LearnwithOak.

Your poster of support may really help lots of other people your age who might be feeling aggression or displaying violence.

Well done for another fantastic lesson, you are learning so much and most importantly what you're learning is not only going to help yourself and your own mental health and wellbeing but you could very well be a massive support and help for those people around you as well who might be experiencing some of the things that we've explored so far.

So I really look forward to seeing you next lesson but until then see you later, bye.