The document summarizes the results of a questionnaire on bullying administered to students aged 15-18 at a school. Key findings include:
- 78.9% of students reported being observers of bullying, 15.5% were victims, and 5.6% were offenders.
- Over 40% of offenders reported feeling satisfaction from bullying.
- While most students feel safe at school, some victims did not report incidents and felt shame or fear.
- Observers tried to support victims in most cases but 1% admired the offender.
- Students believe bullying is an important issue and support actions like peer support groups, psychologist support, and teacher collaboration to address it.
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A Slideshow Presentation on Bullying made for an assignment on AC-1201 UBD,
Ugh some of the font is messed up.
There were 9 slideshow altogether, but I decided to compile all of them in one.
The first slide was suppose to have hyperlinks to the rest of the slides.
The Bully Proof Classroom, a course designed by James Burns and Paul McEnerney, is offered as a three credit graduate course, both face2face in NJ, PA and MD and as an RTC online course. For more info go to www.theRTC.net
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A Slideshow Presentation on Bullying made for an assignment on AC-1201 UBD,
Ugh some of the font is messed up.
There were 9 slideshow altogether, but I decided to compile all of them in one.
The first slide was suppose to have hyperlinks to the rest of the slides.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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3. Bullying can take many forms:
Physical
physical injury or even threat of injury,
through pushes, strokes
destruction of personal belongings
aggressive behavior
3rd LTTA, ORTONA, 19-23/03/2018 GENIKO
LYKEIO VAMOU
4. Social
isolation and social exclusion
defamation and slander
3rd LTTA, ORTONA, 19-23/03/2018 GENIKO
LYKEIO VAMOU
5. Sexual
immoral gestures and touching mainly
on the genitals and on the chest if it is
a girl
abusive vocabulary
teasing about sexual orientation
publication of personal photos
sexual assaults
3rd LTTA, ORTONA, 19-23/03/2018 GENIKO
LYKEIO VAMOU
6. Verbal
use of abusive expressions and verbal
attacks
insults and threats
negative and humiliating comments on
style, clothing, body and intelligence
3rd LTTA, ORTONA, 19-23/03/2018 GENIKO
LYKEIO VAMOU
7. Cyberbullying
abusive or even threatening messages
via e-mails, facebook, chat rooms
falsification of the victim's personal data
creation of profiles in social media with
fake features, fake photos, videos
blocking from groups
threatening calls usually from unknown
numbers
3rd LTTA, ORTONA, 19-23/03/2018 GENIKO
LYKEIO VAMOU
10. Characteristics of the offender
and the victim
It is exerted by a physically stronger child
towards a weaker one in order to cause fear,
concern or pain, whereas the stronger child
gains satisfaction from the whole incident.
The child-victim cannot easily defend
himself/herself , because it is alone against a
larger group of children.
In cyber bullying specific roles are sometimes
reserved.
3rd LTTA, ORTONA, 19-23/03/2018 GENIKO
LYKEIO VAMOU
12. Social Factors
Victimization and child abuse (domestic
violence)
Parental standards (eg authoritarian-
democratic-permissive)
The malfunction of a family and the pressure
put on children for decent school performance
Injustice (referring to school, communities and
in families as well)
Experiencing confrontation or war etc
Indifference from educators
3rd LTTA, ORTONA, 19-23/03/2018 GENIKO
LYKEIO VAMOU
13. Individual Factors
Temperamental (personality)
Children with ( a disorder of attention
deficit)
Hyperactivity
Child abuse
3rd LTTA, ORTONA, 19-23/03/2018 GENIKO
LYKEIO VAMOU
15. Sex
Boys tend to be more aggressive
They are more vulnerable than girls when it
comes to stress. Therefore their
aggressiveness towards others pinpoints
the trouble they have with stress and
anxiety.
Girls develop anti social standards referring
to behaviour but their aggressiveness
becomes internal and changes into
physical disorder, becoming unfriendly and
not achieving their goals.
3rd LTTA, ORTONA, 19-23/03/2018 GENIKO
LYKEIO VAMOU
16. Age – puberty
In junior high school we come across an
increase in bullying especially amongst
boys who want to rule their group so as
to be in charge and earn respect.
3rd LTTA, ORTONA, 19-23/03/2018 GENIKO
LYKEIO VAMOU
19. The role of the observer
The observer of an intimidating
incident automatically participates,
since he does nothing to prevent it.
3rd LTTA, ORTONA, 19-23/03/2018 GENIKO
LYKEIO VAMOU
21. The role of the observer is
crucial
He can strengthen the offender
He can defend the victim
He can refer the incident to someone
else whom they trust
He can passively observes
3rd LTTA, ORTONA, 19-23/03/2018 GENIKO
LYKEIO VAMOU
23. The influence of bullying on
the observer
Observers who do not have the power to
react to bullying episodes
are confined to themselves and feel the
same feelings as the victim, such as
shame, fear, guilt, anxiety,
but despite the negative feelings during
and after the intimidating incident,
passivity makes them feel safe
3rd LTTA, ORTONA, 19-23/03/2018 GENIKO
LYKEIO VAMOU
25. The best stance
Determination to act immediately or
according to Bertolt Brecht:
One who fights can lose,
but one who does not fight has already lost.
3rd LTTA, ORTONA, 19-23/03/2018 GENIKO
LYKEIO VAMOU
27. Victims
Some of the following symptoms may
persist until adulthood.
They suffer from depression and
anxiety.
They often have suicidal tendencies.
They present physical symptoms
such as headaches, migraines, panic
attacks etc.
3rd LTTA, ORTONA, 19-23/03/2018 GENIKO
LYKEIO VAMOU
28. They show an increased sense of
sadness and loneliness.
They show changes in sleep and
eating habits.
They lose interest in activities.
There is a decrease in school.
performance as well as an increased
tendency of leaving school.
3rd LTTA, ORTONA, 19-23/03/2018 GENIKO
LYKEIO VAMOU
30. Increased use of alcohol and drug
School drop out
Early sexual activity
Problems with the law when they get
older
Offenders
3rd LTTA, ORTONA, 19-23/03/2018 GENIKO
LYKEIO VAMOU
33. Prevention – School unit
Implementation of democratic
pedagogical principles
Creation of positive school
atmosphere
Cultivation of the emotional and social
skills of students, emphasizing the
importance of friendship and solidarity
3rd LTTA, ORTONA, 19-23/03/2018 GENIKO
LYKEIO VAMOU
34. Establishing rules and limits to make
children aware that intimidation is not
acceptable
Collaboration with institutions and
individuals outside of it, such as
parents and social structures related
to violence and delinquency
Supervision of students while in the
yard of the school
3rd LTTA, ORTONA, 19-23/03/2018 GENIKO
LYKEIO VAMOU
35. Handling - Abuser
Attempt to increase their empathy
3rd LTTA, ORTONA, 19-23/03/2018 GENIKO
LYKEIO VAMOU
36. Handling - Victim
Empowerment of the victim in order to
adopt assertive ways of behavior,
express emotions,
express needs and rights.
3rd LTTA, ORTONA, 19-23/03/2018 GENIKO
LYKEIO VAMOU
37. Handling - Family
Parents should
stand by their children,
be alert to notice strange behavior,
show their love for them,
avoid physical and verbal violence,
set limits on their children,
have frequent communication with the
teachers about the progress and behavior
of their children,
control the use of computer and mobile.
3rd LTTA, ORTONA, 19-23/03/2018 GENIKO
LYKEIO VAMOU
38. The parents of the victim must
increase efforts to invigorate their
child without being overprotective.
The parents of the abuser should
urge their child to engage in creative
activities such as volunteering.
3rd LTTA, ORTONA, 19-23/03/2018 GENIKO
LYKEIO VAMOU
42. INTRODUCTION
After having studied the phenomenon of bullying, we
designed a questionnaire through which we tried to identify
its extent at our school.
The students who participated were 15 to 18 years old.
According to their answers 78.9% were observers, 15.5%
victims and 5.6% offenders.
48. Despite the satisfying percentage of pupils who responded that they feel safe at
school, it is remarkable that there is a small percentage of pupils who feel
insecure. We all have the duty to take care of this group.
49. The fact that worries us is that after the incident a large percentage of pupils
did not talk to anyone. This phenomenon shows that the victims perhaps do
not trust the people around them or they feel shameful and do not want to talk
or they are afraid to talk.
50. The majority of the victims do not feel any weakness compared to
the offender, which makes us wonder why they are still victims.
52. It seems that a significant percentage tried to stop the incident and support
the victim.
53. The overwhelming percentage of 85.9% considers bullying as an
important topic which should be examined. This reveals that the
pupils are aware of the importance of bullying.
54. 99% reproaches the act of the offender.
Nevertheless 1% admired the offender. Even this small percentage must keep
us alert.
55. RESISTANCE TO BULLYING
Finally, the questionnaire included two questions which concerned all three
categories. With these questions, we tried to find out if our classmates believe that
some actions should be taken to curb bullying and if they would be involved in
these actions.
56. Τhe majority believes that all the
actions we have mentioned
should be enacted in order to face
and reduce incidents of bullying.
A large percentage believes that if
pupils are properly informed
bullying will be reduced.
The existence of a psychologist
is considered equally important.
A small percentage believes that
good relationships among pupils
will reduce bullying as well as
collaboration with teachers.
57. 60% would agree to participate in a conflict management group among students.
The conclusion we reached is that a large percentage wants to change the
situation and take some kind of action for it.