The document discusses various types and effects of bullying. It defines bullying as repeated acts of aggression or intimidation against a weaker victim. Bullying can be physical, relational, or verbal harassment. Studies show victims of bullying suffer psychological consequences like depression and anxiety into middle age. Teens who are cyberbullied are 3 times as likely to have suicidal thoughts. The document outlines steps schools and individuals can take to address bullying, like having anti-bullying policies and talking to bullies, victims, and bystanders.

1. Model Experimental Junior High School of Patras
Model Experimental Junior High School of Patras incorporates
all modern pedagogical techniques.
Our staff is continuously training up in new educational
techniques.
Cooperation Protocol with H.O.U. (A. Kameas)
Argyropoulou Maria, Kampylis Nikolaos, Chiotelis Ioannis

2. Bullying is usually defined as repeated acts of
aggression, intimidation, or coercion against a victim
who is weaker than the perpetrator in terms of
physical size, psychological/social power, or other
factors that result in a notable power differential
(Carney & Merrell, 2001; Smith & Ananiadou, 2003)
In addition to acts of physical aggression, bullying may
also be exhibited through acts of relational aggression
(i.e., social exclusion or injuring the reputation of
another person), as well as verbal harassment or
intimidation (e.g., threats, psychological intimidation).
Bullying

3. Abusive verbal: systematic use of expressions, verbal attacks, insults
and threats, comments and rude irony, using nicknames
• Bullying with blackmail: voluntary posting of money or belongings,
accompanied by threats or coercion in antisocial acts.
• Indirect or social: effort for social isolation or ignoring individual, for
influence in the Group of peers to feel antipathy for any particular
their classmate, spreading malicious rumors and false.
• Electronic: sending threatening or abusive material via email, MMS
and SMS services provided by mobile phones and social networking
websites, use or manipulation of someone's personal data, block laid
by an Internet Group, calls on his cell phone from an unknown
number.
Types of bullying, misconceptions

4. Victims of bullying live with the consequences for
decades, study says
Victims of bullies suffer the psychological consequences all the
way until middle age, with higher levels of depression, anxiety
and suicide, new research shows.
The immediate effects of bullying have been well documented,
with experts increasingly seeing it as a form of child abuse.
Influential studies from Finland have made the case that
people who were bullied as kids continued to suffer as young
adults – girls who were bullied grew up to attempt and commit
suicide more frequently by the age of 25, for instance, and
boys were more likely to develop anxiety disorders.

5. Teens taunted by bullies are more likely to
consider, attempt suicide.
Victims of bullying were more than twice as likely as other
kids to contemplate suicide and about 2.5 times as likely to
try to kill themselves, according to a new study that
quantifies the emotional effects of being teased, harassed,
beaten up or otherwise harmed by one’s peers.
Children and teens who were taunted by cyberbullies were
especially vulnerable -- they were about three times as likely
than other kids to have suicidal thoughts, the study found.
Cases of kids like 12-year-old Rebecca Ann Sedwick (who jumped
to her death in a cement plant after classmates taunted her and
asked “Why are you still alive?”) and 15-year-old Jordan Lewis
(who shot himself in the chest after being picked on at school) are
not just flukes.

6. A growing body of research evidence has
demonstrated convincingly that bullying is associated
with negative outcomes and troubling trajectories for
both bullies and their victims
Bullying
There is some evidence supporting the effectiveness of
school bullying interventions in enhancing students social
competence, self-esteem, and peer acceptance; in
enhancing teachers knowledge of effective practices,
feelings of efficacy regarding intervention skills, and actual
behavior in responding to incidences of bullying at school;
and, to a lesser extent, in reducing participation by
students in bully and victim roles.

7. Prevention and treatment methods
At school level: School Committee against syntax intimidating
in-service school violence syntax Declaration against violence:
rights-obligations-tasks for all members of the school
community, increasing supervision of school space awareness
and cooperation with parents in order to stop the cycle of
reproduction and encourage school violence
At the level of the class: class discussion for defining forms
of school violence and intimidation debate about the effects
of bullying update on why the school violence and bullying is
not acceptable by the school ways suggestions for prevention
and treatment of students: writing classroom rules against
violence assistance from students in other, for the resolution
of conflicts that could lead to intimidation to promote
collaborative interactions provide opportunities for positive
expression of aggression (e.g. through sports)

8. ADDRESSING
Director:
Record the incident, giving information on where or when the incident occurred, who
participated, who observed, what form of intimidation was brought out and describing
what exactly it was.
Keep log of incidents so that they can have easy access to this and other interested
parties to determine whether they are repetitive behavior violating the rules against
violence If it is repeated intimidating behavior, contact with the child's parents by phone
and arrange a meeting to discuss.
Specify the implications for the child who intimidates, after discussion with parents, the
child who intimidates, children-child's supporters that intimidates, and school
Committee Plan how monitoring of problem to have oversight of the evolution of the
situation
Teachers:
Talk to the kid who intimidated and listen with attention and seriousness what has to
tell. Assure the child that will respond directly to protect it and that you're available to
provide every possible assistance. Tell the child, keeps you informed about any
development. Discuss with the parents of the child, express your concerns and show that
you are determined to take action. Determine what child is this that intimidated or what
intimidates determine whether there is a group of children which encourages and/or
supports the child who intimidates drive the child who intimidates in the Manager's
Office and discuss seriously with him about the incident. Support the child who
intimidated in collaboration with the Director

9. ADDRESSING
Classmates in the classroom:
• Determine who your classmates were present at the
incident of bullying .
• Clear if participated as neutral observers, or encouraged
the kid who intimidates. Discuss with them for what
would be the appropriate behavior in such a case (e.g.,
talk to an adult to help) and what responsibility they
have when they observe bullying incident happens to.
• Talk about what could have been done to prevent
bullying and to ensure a safe environment both for
themselves and their classmates.

10. ADDRESSING
Parents child who intimidated:
• Work closely with the school to learn about the extent and
seriousness of the incident and ways to deal with your
child
• Provide support and safety, without calling into question
• Listen carefully to what he has to tell your child about
feelings and for the needs of the track the evolution of the
situation but also the health of your child If your child
complains for a long time that has physical pain, if you
notice that has difficulty sleeping or if persistently refuses
to go to school, visit a specialist mental health services for
children.

11. ADDRESSING
Parents child who intimidates:
• Discuss with the Director of the school for the incident of
intimidation caused by your child work with the school to address
the problem of your child on violence.
• Collaborate with the Director and your child's teacher for the
application of the rules, consequences and prevention of such
behaviors.
• Watch the evolution of the situation and work closely with the
school.
• Notice if your child frequently involved in quarrels or manifest
intimidating behavior and with the neighborhood kids or even you
at home.
• Talk about them in Director and teacher of the class and work with
them to get help.

12. Social Bullying
rich-poor

13. 19
Grades
Bullying

14. Cyber
Bullying

15. Relationship
Bullying

16. Teamwork