1. Values of democracyValues of democracy
andand
positive school environmentpositive school environment
in prevention of violencein prevention of violence
Diāna Strause, LatviaDiāna Strause, Latvia

2. IntroductionIntroduction
 In my presentation I am going to use the termIn my presentation I am going to use the term
“mobbing”. Both terms - “bullying” and “mobbing”“mobbing”. Both terms - “bullying” and “mobbing”
appeared practically at the same time – by the end ofappeared practically at the same time – by the end of
eighties of the 20th century.eighties of the 20th century.
 Being expressions of violence, “bullying” moreBeing expressions of violence, “bullying” more
concerns individual forms of violence while byconcerns individual forms of violence while by
“mobbing” specialists characterize group violence.“mobbing” specialists characterize group violence.
 We have a wonderful material prepared by our ItalianWe have a wonderful material prepared by our Italian
colleagues about bullying. Therefore I will more dealcolleagues about bullying. Therefore I will more deal
with mobbing.with mobbing.

3. What is mobbingWhat is mobbing
 A long term negative influence on a personA long term negative influence on a person
 A way how a bully reduces his negativeA way how a bully reduces his negative
energyenergy
 A hidden conflictA hidden conflict

4.  Scientific publications on violence describe numerousScientific publications on violence describe numerous
theories characterizing types of violence, its causes,theories characterizing types of violence, its causes,
how to deal with different expressions of violence.how to deal with different expressions of violence.
 But the fundamental principle was defined inBut the fundamental principle was defined in
UNESCO statement as one of four pillars ofUNESCO statement as one of four pillars of
education -education - learning to live together.learning to live together.
 Instrument for implementing this principle intoInstrument for implementing this principle into
practice I would call -practice I would call - values of democracy.values of democracy.

5. Values of democracyValues of democracy
Tolerance and coexistence:Tolerance and coexistence:
 Ability to accept that people are different.Ability to accept that people are different.
 Tolerance to diversity: social, religious,Tolerance to diversity: social, religious,
cultural.cultural.
 Accept and respect other people’s opinionsAccept and respect other people’s opinions
and diversities.and diversities.
 Each person has the rights to be what he is!Each person has the rights to be what he is!

6. Role of the schoolRole of the school
 At school pupils are taught not only physics,At school pupils are taught not only physics,
mathematics and other subjects but also howmathematics and other subjects but also how
to live together.to live together.
 School is not a survival game!School is not a survival game!
 School should focus attention inSchool should focus attention in 33
directions:directions:
1. Creating positive school environment1. Creating positive school environment
2. Preventing emergence of mobbing2. Preventing emergence of mobbing
3. Making visible mobbing if it already exists.3. Making visible mobbing if it already exists.

7. 1. What is positive school1. What is positive school
environment:environment:
 Educational activities/discussions about tolerance,Educational activities/discussions about tolerance,
mobbing un human rights.mobbing un human rights.
 Educational activities on conflict resolution inEducational activities on conflict resolution in
civilized way,civilized way,
 Group building activities (class lessons, adaptationGroup building activities (class lessons, adaptation
courses)courses)
 Interesting, encouraging, safe environmentInteresting, encouraging, safe environment
 Organized activities during the breaks – indoorOrganized activities during the breaks – indoor
games, creative activities and competitions, sportsgames, creative activities and competitions, sports
activities, recreation rooms, e.t.c.activities, recreation rooms, e.t.c.

8. 2.How to prevent mobbing2.How to prevent mobbing
 Information and educational discussions about mobbingInformation and educational discussions about mobbing
for teachers, parents, pupils.for teachers, parents, pupils.
 Class lessons, discussions, games to changeClass lessons, discussions, games to change
pupils’attitude towards mobbing.pupils’attitude towards mobbing.
 Stimulating pupils’emotions (work sheets, unfinishedStimulating pupils’emotions (work sheets, unfinished
sentences, emotion journalssentences, emotion journals
 Clear behaviour rules for everybody.Clear behaviour rules for everybody.
 Not allow degrading comments.Not allow degrading comments.
 Consistent and obvious adults’attitude facing mobbing.Consistent and obvious adults’attitude facing mobbing.
 Supervised activities during the breaks – indoor games,Supervised activities during the breaks – indoor games,
music, magazines.music, magazines.
 Integration of freshmen in the class.Integration of freshmen in the class.

9. How to discover mobbingHow to discover mobbing
 Anonymous questionnaires.Anonymous questionnaires.
 Teachers observations during the classes andTeachers observations during the classes and
breaks.breaks.
 Observation of shy and quiet children.Observation of shy and quiet children.
 Discussions, talks with children.Discussions, talks with children.
 Mobbing team work.Mobbing team work.
 A group of pupils, who inform about theirA group of pupils, who inform about their
observations.observations.
 A box for confidential letters.A box for confidential letters.
 Parents information and notes.Parents information and notes.

10. Mobbing teamMobbing team
School teamSchool team, who deals with cases of mobbing :, who deals with cases of mobbing :
 1. School support personel :1. School support personel :
 social pedagogue ,social pedagogue ,
 school psychologist,school psychologist,
 school medical nurse.school medical nurse.
 teachers (class teacher, subject teachers).teachers (class teacher, subject teachers).
 representative of administration.representative of administration.

11. In case mobbing continuesIn case mobbing continues
 Parents are informed and the case is carried forwardParents are informed and the case is carried forward
toto a team of professionalsa team of professionals which is established onwhich is established on
the initiative of the local community.the initiative of the local community.
 Team of professionals consists of:Team of professionals consists of:
 School teamSchool team
 Municipality social workerMunicipality social worker
 Representative of the custody courtRepresentative of the custody court
 Representative of the policeRepresentative of the police
 Representative of the juvenile inspectionRepresentative of the juvenile inspection

12. School self - government helpSchool self - government help
to prevent mobbingto prevent mobbing
Educational activities:Educational activities:
 Seminars, discussions, role plays, dramaSeminars, discussions, role plays, drama
shows, art competitions, tolerance, mobbingshows, art competitions, tolerance, mobbing
and human rights games.and human rights games.
Break activities:Break activities:
 Indoor games, music, magazines, recreationIndoor games, music, magazines, recreation
place.place.
 Area for spending free time.Area for spending free time.

13. to discover mobbingto discover mobbing
 Help teachers discover cases of mobbingHelp teachers discover cases of mobbing
 QuestionnairesQuestionnaires
 A box for confidential letters.A box for confidential letters.

14. Mobbing questionnaireMobbing questionnaire
 The aim is to discover cases of mobbingThe aim is to discover cases of mobbing
(Pupils age is important):(Pupils age is important):
 What kind of mobbing exists at school,What kind of mobbing exists at school,
 How many pupils suffer from mobbing,How many pupils suffer from mobbing,
 In which places it happens.In which places it happens.

15. Sample questionnaireSample questionnaire
 How do you feel at school/in your class?How do you feel at school/in your class?
 Do you have friends in your class?Do you have friends in your class?
 Do you feel lonely?Do you feel lonely?
 Have you ever suffered from bullying?Have you ever suffered from bullying?
 Are you a bully?Are you a bully?
 Has anyone treated you badly?Has anyone treated you badly?
 Do you treat other pupils badly?Do you treat other pupils badly?
 Is there anyone in your class a victim ofIs there anyone in your class a victim of
bullying?bullying?
 Where bullying happens most often?Where bullying happens most often?

16. Sample of unfinished sentencesSample of unfinished sentences
 Being treated as guilty without reason, I.................Being treated as guilty without reason, I.................
 When people don’t believe me, I.............When people don’t believe me, I.............
 When stronger school mates offend me, I......................When stronger school mates offend me, I......................
 Being disgraced, I..................Being disgraced, I..................
 Being lied to, I.................Being lied to, I.................
 I hurt others, when...................I hurt others, when...................
 I DON’T WANT TO HURT OR OFFEND ANYONE.I DON’T WANT TO HURT OR OFFEND ANYONE.
For this I should:For this I should:
 1...........................1...........................
 2. ........................2. ........................
 3. .........................3. .........................
 A PERSON WHO I WOULD LIKE TOA PERSON WHO I WOULD LIKE TO
APOLOGIZE ..............................................................APOLOGIZE ..............................................................

17. Sample ofSample of
“Emotion“Emotion
sheet”:sheet”:

19. When mobbing happensWhen mobbing happens
Find out the factsFind out the facts
 Step 1.Step 1. Individul discussion with the victim ofIndividul discussion with the victim of
mobbing.mobbing.
 Step 2Step 2. Confrontation of persons provoking. Confrontation of persons provoking
mobbing, individul discussions the same day.mobbing, individul discussions the same day.
 Step 3.Step 3. Repetition of the discussion with allRepetition of the discussion with all
persons involved after some days.persons involved after some days.
 Step 4.Step 4. Involve parents.Involve parents.
 Step 5Step 5. Give assistance to victim/ provoker.. Give assistance to victim/ provoker.

20. Step 1.Step 1.
Individul discussion with the victim.Individul discussion with the victim.
 Choose a quiet place for the discussion.Choose a quiet place for the discussion.
 During the discussion find out:During the discussion find out:
-What has happened?-What has happened?
-Who is the provoker?-Who is the provoker?
-When/how long and where it happens?-When/how long and where it happens?
 Promise not to tell the information to thePromise not to tell the information to the
provokers.provokers.
 Never talk in the presence of theNever talk in the presence of the
classmates.classmates.

21. Sample of conversationSample of conversation
Individual conversation with the victim of mobbingIndividual conversation with the victim of mobbing
-How do you feel?-How do you feel?
-Normal.-Normal.
-Is everything O.K.?-Is everything O.K.?
-It seems so...-It seems so...
-I heard that Peter is insulting other pupils in your class. Is it-I heard that Peter is insulting other pupils in your class. Is it
true?true?
-Mmm... yes...-Mmm... yes...
-Has he insulted you?-Has he insulted you?
-Yes.-Yes.
-I promise that nobody will know about what you have told-I promise that nobody will know about what you have told
me.We are going to speak with Peter and other bullies tome.We are going to speak with Peter and other bullies to
avoid such things in future. If they try to insult you again,avoid such things in future. If they try to insult you again,
plese, let me know.plese, let me know.

22. Confrontation of the personsConfrontation of the persons
involved in mobbinginvolved in mobbing
 Ask to come for conversation each person seperately.Ask to come for conversation each person seperately.
 Two adults should be present during the conversation withTwo adults should be present during the conversation with
pupil.pupil.
 How to make confrontation during the conversation:How to make confrontation during the conversation:
• -I got to know that you called Edgar bad names. Is it true?-I got to know that you called Edgar bad names. Is it true?
 Encourage the pupil himself to want to change theEncourage the pupil himself to want to change the
situation.situation.
 Finish the conversation with declaration that mobbing isFinish the conversation with declaration that mobbing is
not acceptable.not acceptable.
 Warn, that bullies will be observed and the conversationWarn, that bullies will be observed and the conversation
will be repeated after some days.will be repeated after some days.

23. It is important:It is important:
 Not to be angry or aggressive.Not to be angry or aggressive.
 To encourage pupils to think about theTo encourage pupils to think about the
consequences of their behaviourconsequences of their behaviour
• How do you think to change the situation?How do you think to change the situation?
• When do you think you can start to change your attitude towardsWhen do you think you can start to change your attitude towards
Edgar?Edgar?
 Respect and listen to the pupil’s point of viewRespect and listen to the pupil’s point of view
 Encourage the pupil to try to change theEncourage the pupil to try to change the
situation himself.situation himself.

24. Sample of conversationSample of conversation
 Do you know why we want to talk with you?Do you know why we want to talk with you?
 No.No.
 We have noticed, that your classmate Edgar is being insulted.We have noticed, that your classmate Edgar is being insulted.
 Well, sometimes.. It’s a joke.Well, sometimes.. It’s a joke.
 We know that last week you spoiled his notebook. Is it true?We know that last week you spoiled his notebook. Is it true?
 But I didn’t do it alone, other boys also took part.But I didn’t do it alone, other boys also took part.
 Yes, we know that and we will speak with each of you. But now we areYes, we know that and we will speak with each of you. But now we are
talking with you. The fact that you are insulting other pupils is a serioustalking with you. The fact that you are insulting other pupils is a serious
offence and we will not allow suchbehavoiur at school. It is called mobbinguoffence and we will not allow suchbehavoiur at school. It is called mobbingu
and it shall not repeat. What can you do to stop mobings against Edgar? Howand it shall not repeat. What can you do to stop mobings against Edgar? How
do you think to change the situation?do you think to change the situation?
 I will not insult him any more.I will not insult him any more.
 It sounds good. We believe you. What else can you do to improve yourIt sounds good. We believe you. What else can you do to improve your
relationships?relationships?
 I can tell other pupils to stop mobbing Edgar.I can tell other pupils to stop mobbing Edgar.
 We will observe you and your mates and we hope that mobbing will notWe will observe you and your mates and we hope that mobbing will not
repeat.repeat.
 Yes, I will try.Yes, I will try.
 O.K., we will talk with you next week to see if the situation has improved.O.K., we will talk with you next week to see if the situation has improved.

25. With what to begin?With what to begin?
 Teacher training.Teacher training.
 Planning.Planning.
Long term strategic planning combined withLong term strategic planning combined with
everyday activities to prevent mobbing at school.everyday activities to prevent mobbing at school.
 Systematic activities and motivation.Systematic activities and motivation.
Together we can change the situation!Together we can change the situation!