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.
The document summarizes an essay arguing that real-life situations, not media, are most influential in causing juvenile violence. It agrees that children experiencing abuse, lacking positive role models, or living in poverty are more likely to behave violently, as these real hardships can shape their views more than fictional entertainment. While kids see much violence in media, it should not typically influence them if they understand the difference between reality and fiction. Real-life domestic abuse or financial instability can make it harder for children to separate media violence from their real experiences.
This document discusses statistics surrounding sexual abuse and harassment. It states that 1 in 9 girls and 1 in 53 boys under 18 experience sexual abuse by an adult. Girls ages 16-19 are four times more likely than the general population to experience rape, attempted rape or assault. Additionally, 1 in 2 transgender individuals report having been sexually assaulted at some point in their lives and nearly half of students in grades 7-12 report experiencing some form of sexual harassment in school. The document provides resources for survivors of sexual harassment or assault.
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.
This document provides information about bullying from the California Department of Education. It defines bullying as unwanted aggressive behavior involving a real or perceived power imbalance with the intent to cause harm. It discusses the different types of bullying (verbal, social, and physical) and roles students can play (bully, target, bystander). It also covers cyberbullying and where bullying occurs, including at school, online, and in the student's community. The document provides resources for preventing and addressing bullying.
The document summarizes an essay arguing that real-life situations, not media, are most influential in causing juvenile violence. It agrees that children experiencing abuse, lacking positive role models, or living in poverty are more likely to behave violently, as these real hardships can shape their views more than fictional entertainment. While kids see much violence in media, it should not typically influence them if they understand the difference between reality and fiction. Real-life domestic abuse or financial instability can make it harder for children to separate media violence from their real experiences.
This document discusses statistics surrounding sexual abuse and harassment. It states that 1 in 9 girls and 1 in 53 boys under 18 experience sexual abuse by an adult. Girls ages 16-19 are four times more likely than the general population to experience rape, attempted rape or assault. Additionally, 1 in 2 transgender individuals report having been sexually assaulted at some point in their lives and nearly half of students in grades 7-12 report experiencing some form of sexual harassment in school. The document provides resources for survivors of sexual harassment or assault.
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.
This document provides information about bullying from the California Department of Education. It defines bullying as unwanted aggressive behavior involving a real or perceived power imbalance with the intent to cause harm. It discusses the different types of bullying (verbal, social, and physical) and roles students can play (bully, target, bystander). It also covers cyberbullying and where bullying occurs, including at school, online, and in the student's community. The document provides resources for preventing and addressing bullying.
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This document discusses cyber bullying and cyber threats. It defines cyber bullying as using electronic means to torment or harass others. It notes that cyber bullying often occurs off-campus but still impacts students on-campus. The document outlines types of cyber bullying like flaming, harassment, and impersonation. It warns that cyber bullying can have serious emotional and psychological impacts on victims and in some cases has led to suicide. It stresses the importance of educating students on responsible internet use and outlines actions teachers and parents can take to address cyber bullying issues.
Bullying negatively impacts students and the school environment. It takes many forms, from verbal to physical to cyber bullying. Students who are bullied may experience depression, low self-esteem, poor grades, and suicidal thoughts. Students who bully others are more likely to engage in risky behaviors and have negative perceptions of school. Witnesses to bullying also feel unsafe. When left unaddressed, bullying can create a climate of fear and disrespect in a school and interfere with learning. Schools can help prevent bullying by recognizing it, educating students and parents, and offering programs to promote a safe environment.
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The document provides an overview of a lesson on analyzing the Old Testament book of Esther, which is intended for an adult Bible class with the objective of having students find similarities between Esther and other Old Testament and New Testament books after completing the lesson. The lesson will examine the book of Esther and help students understand its content and relationship to other biblical texts.
Domestic violence can take many forms including physical, sexual, verbal and emotional abuse as well as intimidation, isolation, and economic abuse. Women are much more likely to experience domestic violence than men. Children who witness domestic violence often experience anxiety, low self-esteem, depression and anger. Safety planning helps victims develop tools to confront dangerous situations and plan for leaving an abusive relationship.
The document provides information about a public service announcement contest to raise awareness about bullying. It defines bullying, its effects, and the roles of victims, bullies, and bystanders. Participants are invited to create a 30-second video with messages to end bullying, with category prizes up to $300. The winning videos will air locally to share solutions to bullying in the community.
School violence and gangs pose serious problems for students and teachers. Acts of violence include fighting, bullying, sexual harassment, drug and weapons possession, vandalism, and theft. Gangs are groups that engage in delinquent behavior. Statistics show high rates of crimes against students and teachers at school. As educators and parents, it is important to watch for signs that a student may be at risk of engaging in violence, and to teach children how to resolve conflicts non-violently and get help from adults when needed.
This document summarizes a presentation on the health and developmental impacts of violence and aggression from media exposure. It discusses research showing links between violent media consumption and increased aggressive behaviors in youth. The presentation considers what incentives could decrease aggression, as well as preventative factors like intelligence, parenting style, and limiting media access. Questions from the audience are addressed, such as what pediatricians and organizations like the AAP can do, and how to have conversations with parents about limiting violent media exposure.
This document provides a summary of a 3-day refresher training for out-of-school youths on life skills and child protection. Pre- and post-training tests showed an average improvement from 15% to 53%. Participants' fears about not being reimbursed or getting a certificate were addressed. Groups discussed cases of abuse they had assisted with and challenges faced. The training covered types of child abuse, response strategies, and legal protections for children. Participants reflected on past mistakes and decisions they now regret.
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This document outlines an assistance project created by a Romanian team for the Erasmus+ program to fight discrimination and racism in schools. The project aims to: 1) Improve relationships between students of different backgrounds; 2) Reduce violence, abandonment, and inequality through promoting tolerance and respect; 3) Develop abilities to accept new challenges; 4) Improve communication skills; and 5) Promote the school's image. Each partner school will create an email address for students to report bullying cases and distribute flyers about it. Schools will also hold anti-bullying extracurricular activities to raise awareness. The project will run from January to June 2018 for primary, secondary, and high school students.
The document summarizes the results of a questionnaire given to 51 students participating in a leadership training program in Romania. The questionnaire asked students about their experiences with verbal bullying and name-calling. Key findings include: over 60% of boys and over 70% of girls reported being called names, most students said they would intervene if they witnessed verbal bullying, and over 80% of boys and over 50% of girls believe verbal bullying strongly impacts personality development. The conclusions note some inconsistencies but overall show that many students are aware of verbal bullying and its harmful effects.
We visited Pilsen's zoo on a tour with other students and took many photos but unfortunately lost most of the data so we only have one photo from the trip. While it was disappointing to lose the photos, we still enjoyed seeing the zoo and spending time with our classmates.
This document describes a group discovering various types of diversity including a tank, a Czech river, an Iron Ages settlement, giraffes, a king, a German bunker, and a happy jumpy otter and sleepy hippo. The group appears to have gone on an expedition where they encountered different objects, places, and animals representing diversity.
The document describes a treasure hunt at the zoo. Children will search the zoo grounds to find clues that will lead them to hidden prizes. Participants should meet at the main entrance at 10am Saturday morning to receive their first clue and get started on the scavenger hunt adventure around the zoo exhibits and trails.
This document summarizes activities carried out by Romanian teachers and students between May and September 2017 as part of an Erasmus+ project to fight discrimination and racism. It describes several events held, including a sports event to raise awareness of bullying and substance abuse, a field trip to a national park to learn about the region's diversity, and a contest on tolerance. It also discusses dissemination of the project through local magazines and seminars and a visit from French partners to share experiences.
This document discusses racism in sports and examples of athletes who fought against discrimination and racism. It describes how racism has been prevalent in sports, especially towards African Americans in the US and globally. It then highlights three incredible moments in sports history when athletes stood up against racism: Jesse Owens at the 1936 Olympics confronting Adolf Hitler, Tommie Smith and John Carlos' black power salute at the 1968 Olympics, and AC Milan players quitting a match in response to racial taunts against a player. The document concludes by profiling several prominent athletes like Colin Kaepernick, Muhammad Ali, Jackie Robinson, Tiger Woods, and female athletes who have taken stands against racism in sports.
This document provides biographies of several famous Romanian minority sportspeople. It describes Simona Halep as a professional tennis player who reached number 1 in the world. Gheorghe Hagi is discussed as one of the best Romanian footballers of all time. Béla Károlyi is presented as a gymnastics coach who trained Nadia Comăneci and later coached the US women's gymnastics team. Ivan Patzaichin is highlighted as the most decorated Romanian canoeist with 4 Olympic gold medals who later became a canoeing coach.
This document discusses how music can be used to fight against bullying. It begins by defining bullying, particularly verbal bullying, and notes that many famous artists experienced bullying themselves in their childhood or school days. It then provides examples of several artists like Lady Gaga, Taylor Swift, Eminem, Rihanna, Sam Smith, and others who have written songs about their experiences being bullied or that promote anti-bullying messages. The document explores some of these artists' experiences with bullying and analyzes some of their famous anti-bullying songs.
The document discusses discrimination faced by black dancers in classical ballet. Stereotypes of black bodies as not fitting the aesthetic of ballet are used to justify discrimination. The document profiles notable black ballet dancers who overcame barriers, including Debra Austin, the first African American woman principal dancer with a major American ballet company, and Misty Copeland, the first African American female principal dancer at American Ballet Theatre. It also discusses men pursuing dance forms typically practiced by women, such as belly dancing and ballet, and the questions about masculinity and sexuality they face. Gender inequality in contemporary dance is also addressed, with fewer opportunities for female choreographers despite large numbers of women in dance professions.
This document summarizes activities carried out by Romanian teachers and students between October 2017 and March 2018 as part of the Erasmus+ project "Romanian’s Team Work and Dissemination in the FIGHT AGAINST DISCRIMINATION AND RACISM". It describes commemorations of important historical events, cultural celebrations of minority groups in Romania, anti-bullying activities, and dissemination of the project through local newspapers, magazines, and national education competitions. The goal was to expand anti-discrimination and tolerance messages to 1,500 students across five additional schools through a new educational project called "STOP BULLYING".
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This document discusses cyber bullying and cyber threats. It defines cyber bullying as using electronic means to torment or harass others. It notes that cyber bullying often occurs off-campus but still impacts students on-campus. The document outlines types of cyber bullying like flaming, harassment, and impersonation. It warns that cyber bullying can have serious emotional and psychological impacts on victims and in some cases has led to suicide. It stresses the importance of educating students on responsible internet use and outlines actions teachers and parents can take to address cyber bullying issues.
Bullying negatively impacts students and the school environment. It takes many forms, from verbal to physical to cyber bullying. Students who are bullied may experience depression, low self-esteem, poor grades, and suicidal thoughts. Students who bully others are more likely to engage in risky behaviors and have negative perceptions of school. Witnesses to bullying also feel unsafe. When left unaddressed, bullying can create a climate of fear and disrespect in a school and interfere with learning. Schools can help prevent bullying by recognizing it, educating students and parents, and offering programs to promote a safe environment.
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The document provides an overview of a lesson on analyzing the Old Testament book of Esther, which is intended for an adult Bible class with the objective of having students find similarities between Esther and other Old Testament and New Testament books after completing the lesson. The lesson will examine the book of Esther and help students understand its content and relationship to other biblical texts.
Domestic violence can take many forms including physical, sexual, verbal and emotional abuse as well as intimidation, isolation, and economic abuse. Women are much more likely to experience domestic violence than men. Children who witness domestic violence often experience anxiety, low self-esteem, depression and anger. Safety planning helps victims develop tools to confront dangerous situations and plan for leaving an abusive relationship.
The document provides information about a public service announcement contest to raise awareness about bullying. It defines bullying, its effects, and the roles of victims, bullies, and bystanders. Participants are invited to create a 30-second video with messages to end bullying, with category prizes up to $300. The winning videos will air locally to share solutions to bullying in the community.
School violence and gangs pose serious problems for students and teachers. Acts of violence include fighting, bullying, sexual harassment, drug and weapons possession, vandalism, and theft. Gangs are groups that engage in delinquent behavior. Statistics show high rates of crimes against students and teachers at school. As educators and parents, it is important to watch for signs that a student may be at risk of engaging in violence, and to teach children how to resolve conflicts non-violently and get help from adults when needed.
This document summarizes a presentation on the health and developmental impacts of violence and aggression from media exposure. It discusses research showing links between violent media consumption and increased aggressive behaviors in youth. The presentation considers what incentives could decrease aggression, as well as preventative factors like intelligence, parenting style, and limiting media access. Questions from the audience are addressed, such as what pediatricians and organizations like the AAP can do, and how to have conversations with parents about limiting violent media exposure.
This document provides a summary of a 3-day refresher training for out-of-school youths on life skills and child protection. Pre- and post-training tests showed an average improvement from 15% to 53%. Participants' fears about not being reimbursed or getting a certificate were addressed. Groups discussed cases of abuse they had assisted with and challenges faced. The training covered types of child abuse, response strategies, and legal protections for children. Participants reflected on past mistakes and decisions they now regret.
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This document outlines an assistance project created by a Romanian team for the Erasmus+ program to fight discrimination and racism in schools. The project aims to: 1) Improve relationships between students of different backgrounds; 2) Reduce violence, abandonment, and inequality through promoting tolerance and respect; 3) Develop abilities to accept new challenges; 4) Improve communication skills; and 5) Promote the school's image. Each partner school will create an email address for students to report bullying cases and distribute flyers about it. Schools will also hold anti-bullying extracurricular activities to raise awareness. The project will run from January to June 2018 for primary, secondary, and high school students.
The document summarizes the results of a questionnaire given to 51 students participating in a leadership training program in Romania. The questionnaire asked students about their experiences with verbal bullying and name-calling. Key findings include: over 60% of boys and over 70% of girls reported being called names, most students said they would intervene if they witnessed verbal bullying, and over 80% of boys and over 50% of girls believe verbal bullying strongly impacts personality development. The conclusions note some inconsistencies but overall show that many students are aware of verbal bullying and its harmful effects.
We visited Pilsen's zoo on a tour with other students and took many photos but unfortunately lost most of the data so we only have one photo from the trip. While it was disappointing to lose the photos, we still enjoyed seeing the zoo and spending time with our classmates.
This document describes a group discovering various types of diversity including a tank, a Czech river, an Iron Ages settlement, giraffes, a king, a German bunker, and a happy jumpy otter and sleepy hippo. The group appears to have gone on an expedition where they encountered different objects, places, and animals representing diversity.
The document describes a treasure hunt at the zoo. Children will search the zoo grounds to find clues that will lead them to hidden prizes. Participants should meet at the main entrance at 10am Saturday morning to receive their first clue and get started on the scavenger hunt adventure around the zoo exhibits and trails.
This document summarizes activities carried out by Romanian teachers and students between May and September 2017 as part of an Erasmus+ project to fight discrimination and racism. It describes several events held, including a sports event to raise awareness of bullying and substance abuse, a field trip to a national park to learn about the region's diversity, and a contest on tolerance. It also discusses dissemination of the project through local magazines and seminars and a visit from French partners to share experiences.
This document discusses racism in sports and examples of athletes who fought against discrimination and racism. It describes how racism has been prevalent in sports, especially towards African Americans in the US and globally. It then highlights three incredible moments in sports history when athletes stood up against racism: Jesse Owens at the 1936 Olympics confronting Adolf Hitler, Tommie Smith and John Carlos' black power salute at the 1968 Olympics, and AC Milan players quitting a match in response to racial taunts against a player. The document concludes by profiling several prominent athletes like Colin Kaepernick, Muhammad Ali, Jackie Robinson, Tiger Woods, and female athletes who have taken stands against racism in sports.
This document provides biographies of several famous Romanian minority sportspeople. It describes Simona Halep as a professional tennis player who reached number 1 in the world. Gheorghe Hagi is discussed as one of the best Romanian footballers of all time. Béla Károlyi is presented as a gymnastics coach who trained Nadia Comăneci and later coached the US women's gymnastics team. Ivan Patzaichin is highlighted as the most decorated Romanian canoeist with 4 Olympic gold medals who later became a canoeing coach.
This document discusses how music can be used to fight against bullying. It begins by defining bullying, particularly verbal bullying, and notes that many famous artists experienced bullying themselves in their childhood or school days. It then provides examples of several artists like Lady Gaga, Taylor Swift, Eminem, Rihanna, Sam Smith, and others who have written songs about their experiences being bullied or that promote anti-bullying messages. The document explores some of these artists' experiences with bullying and analyzes some of their famous anti-bullying songs.
The document discusses discrimination faced by black dancers in classical ballet. Stereotypes of black bodies as not fitting the aesthetic of ballet are used to justify discrimination. The document profiles notable black ballet dancers who overcame barriers, including Debra Austin, the first African American woman principal dancer with a major American ballet company, and Misty Copeland, the first African American female principal dancer at American Ballet Theatre. It also discusses men pursuing dance forms typically practiced by women, such as belly dancing and ballet, and the questions about masculinity and sexuality they face. Gender inequality in contemporary dance is also addressed, with fewer opportunities for female choreographers despite large numbers of women in dance professions.
This document summarizes activities carried out by Romanian teachers and students between October 2017 and March 2018 as part of the Erasmus+ project "Romanian’s Team Work and Dissemination in the FIGHT AGAINST DISCRIMINATION AND RACISM". It describes commemorations of important historical events, cultural celebrations of minority groups in Romania, anti-bullying activities, and dissemination of the project through local newspapers, magazines, and national education competitions. The goal was to expand anti-discrimination and tolerance messages to 1,500 students across five additional schools through a new educational project called "STOP BULLYING".
Bullying is defined as unwanted aggressive behavior among school children involving a real or perceived power imbalance that is repeated over time. The three main types of bullying are verbal, social, and physical. Victims of bullying experience low self-esteem, anxiety, depression, and social withdrawal. Without intervention, victims are at risk of long-term emotional and psychological harm, and in severe cases some take their own lives. To reduce risk of bullying, potential victims should work on exhibiting self-confidence, avoiding bullies, responding assertively, and obtaining support.
This document discusses various forms of bullying and discrimination. It defines bullying as repeated harmful behavior against someone who cannot easily defend themselves. It also defines cyberbullying as the repeated use of technology like social media or texting to harass or threaten others. The document provides tips to avoid accidentally bullying others through "banter" or joking and emphasizes the importance of taking responsibility if one's actions have hurt someone. Overall, the document aims to raise awareness about different types of bullying and provide guidance on preventing and addressing discriminatory behavior.
This document summarizes a 4th LTTA (long term training activity) held in Romania from March 30th to April 4th 2018 on fighting discrimination and racism. It defines various types of discriminatory speech such as hate speech, homophobia, sexism, ageism, anti-semitism, and Islamophobia. For each type of discriminatory speech, it provides reasons for why they exist. It also discusses when hate speech becomes a crime and the role social media plays in spreading hate speech. Finally, it provides several links to external sources on these topics.
This document summarizes the results of a survey of 49 students in Romania on issues related to racism and discrimination. The survey asked students questions about their views on a far-right Greek political party called Golden Dawn (G.D.), its rhetoric and behavior towards immigrants, and whether its influence is a concern. Results were broken down by gender, ethnicity as Greek or immigrant students, and responses included strongly disagree, disagree, agree, strongly agree, and don't know. In general, most students disagreed or strongly disagreed that G.D.'s arguments are valid, their speech is not racist, or that their influence on society is not a worry.
The document outlines four learning/teaching/training activities that took place in different European countries between 2017-2018. Each activity included seminars on topics related to discrimination and bullying, cultural tours of cities in the host country, and visits to organizations that help victims of discrimination and racism. Students presented works and engaged in arts, sports, music, and dance activities to promote stopping violence.
The document outlines the key roles teachers play in combating bullying. It discusses that teachers should learn about bullying behaviors and warning signs, assess bullying levels at their school, develop plans for how to respond to bullying as a school and classroom, establish a safe school climate through anti-bullying rules and cooperation activities, immediately address bullying when observed privately, involve parents of bullied students and bullies, and consult sources on best practices for bullying prevention. The overall message is that teachers must be knowledgeable about bullying, have plans to address it, and work to establish a supportive environment to reduce bullying in schools.
The document discusses international projects aimed at fighting discrimination and racism in nursing. It describes creating adaptation camps and an anti-bullying email to promote inclusion. The presenter works as a manager of international projects for an organization in Pilsen, Czech Republic, and their motto is "once we will be patients too..."
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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.