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Since the mid-1990s, the issue of school violence has significantly occupied researchers. Studies conducted on this specific issue focus on investigating the extent, frequency, and forms of school violence and bullying in primary and secondary education.
The main feature of these studies is the exploration of the term school violence, which is not only related to criminal violence but also to other forms of unacceptable and permissive behavior by underage students towards their peers, such as bullying or victimization. According to Olweus, bullying can be defined as follows: a student becomes the target of bullying or is victimized when they are subjected, repeatedly and persistently, to negative actions by one or more other students.
The negative action can be verbal (teasing, threats, sarcasm, etc.), physical (hitting, pushing, etc.), as well as psychological (slander, exclusion from a group, isolation, etc.). For bullying to exist, there must be a power differential, in the sense that the student who is exposed to negative actions struggles to defend themselves and is helpless against the one who is harassing them. Conversely, bullying does not occur when two students of roughly the same physical or psychological strength are fighting or arguing. Victimization or humiliation of another sometimes serves as a means for students to compensate for their self-esteem and gain status among their peers.
Through his research, Olweus raised awareness in the school community and societies worldwide, emphasizing that the most effective deterrent to victimization is the adult. Intervention can ensure constructive results if the educator approaches the children as an adult, with skills and experience in conflict resolution, and is able to: 1. Distinguish when the involved parties can handle a conflict on their own and when there is a real problem requiring their intervention. 2. Use appropriate intervention strategies aimed at addressing the issue, as well as the principles of conflict resolution: respect, tolerance, understanding differences.
For a school to be effective, which is ultimately the desired outcome, according to Fontana, it must: a) offer its students a respite from the harmful effects of the neighborhood or home, b) contribute to the development of relationships with teachers and peers that are therapeutic and supportive, and c) create opportunities for the development of new aspects of themselves within a supportive environment. The good collaborative and trusting relationships between the school and the family are also considered crucial in addressing school violence.
Therefore, the continuous and substantial training of educators and the systematic and proper informing of parents on this specific issue emerge as a top priority.
Manufacturer
- Author
- Eleni D. Triga - Mertika
- Publisher
- Grigori
- Type
- Humanities, Sociology, Mathematics of Science, Physics of Science
- Language
- Greek
- Subtitle
- School bullying, victimization, the role of family and school: Teachers' training needs
- Cover
- Soft
- Number of Pages
- 152
- Release Date
- -
- Publication Date
- 2012
- Dimensions
- 17x24 cm
- ISBN-13
- 9789603336785
Important information
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