"I Am Not Scared" Project
Nicolas: assaulted, robbed, raped
Nicholas attended the second year of a vocational school in a suburban town. He is included in a mid-level, male-dominated class. Gladis is Romanian, moved to Italy 5 years before; his father is bricklayer, his mother is housewife. Gladis quickly became the leader, he is the recognized leader of a group of 5 students, 3 of which come from countries outside the EU, he is repeating the same class and has a bad behavior. Gladi's band seems to correspond to the phenomenon of pathological herd aggregation, where cohesion responds to the need to endorse their frustrations, fears, anxieties, by sharing and by projective identification. The group tries to gain visibility and Gladis is given by others, an identity, albeit misguided. Suddenly the dynamics of aggression against Nicolas started, because he is reserved, shy, has fragile relationships with peers, is lonely, shy with the teachers, suffers from dyslexia and a significant overweight. Nicolas is supported by a tutor. Nicolas is isolated within the new group class created by the two remaining halves of two different classes. He doesn't make friends, undergoes daily insults, jokes, thefts after the break. Nicolas's backpack is smeared of coffee and chocolate was poured over books; he suffered acts of vandalism. He is asked to pay a "tax" because Nicolas can take the bus and when the boy does not manage to get money with extortion, Nicolas is brutally beaten and robbed. The episodes of violence are acted mostly out of the school bus in the square. The herd of Gladis also targets Nicolas's family, in the evening they buzzed again and again at Nicolas's house: They shout, swear, threaten him and his family. Nicolas's parents found the car damaged one morning and a stack of broken glass in front of the house: they made complaints against unknown. At school some repeated acts of violence occurred. Nicolas finds insulting messages in the pocket of the jacket, full of insulting words towards his parents "Jehovah's Witnesses." Nicolas is filmed with a mobile phone during the hours of physical education in the gym, the video is the day after on the net and on YouTube within a week the blog is enriched with offensive expressions. One morning, Nicolas is not in school also Gladis is missing. The support teacher phones home to inform Nicolas's parents and his mother warns, as it assures the teacher that the child left home as usual at seven to take the bus. At the end of the day, after Nicolas's parents claimed to the police the disappearance of their son, Nicholas was found by a motorist on the side of a road bordered by woods naked, under the influence of drugs and he was in serious state of confusion. He was held hostage for the entire day, beaten, stripped and forced to eat pills. He was admitted to hospital he was diagnosed with a serious head injury and residual signs of sexual violence. Gladis's group was reported to the Police.
The institution attended by Nicolas is a vocational school that is attended by very motivated students, especially during the first two years, in the study. For this reason, in Nicolas's class, like any other, from the beginning of the school year all the possible strategies to motivate students have been set up. The teachers and the whole team teaching in the schools, including counselors and experts worked to enable business practices on the study method as well as on civil society, through workshops and initiatives assigned to specific teachers guide the class council.
In this case the most important part of the support was coordinated by the teacher, who requested the intervention of the Headmaster, the counselor, the student and family involvement of all students, as well as the teachers of the class involved.
The vocational school in this case is inserted into a context, in a city with a strong presence in migration who demand for unskilled labor. The motivation of the students attending these institutions often do not correspond to their expectations as they are not kids who show special aptitudes. Their curriculum is often characterized by failures or transfers from one school to another. Foreign students also have enrolled almost by accident, finding a school willing to welcome them to the school year started or why, from immigrant families, have carefully evaluated the choice of orientation of the lower school levels. Therefore, the environment is heterogeneous and operators are often involved in critical situations daily.
Nicolas lives this context aggravated by personal problems, justifying the presence of the teacher support, and a family environment that promotes social cohesion, but rather increases its isolation.
And 'an essential need in the school context the need for personal safety is secured, but the problem is the stronger for Nicolas world outside the school where, until the culminating episode of bullying in which the victim was, there seemed to be a protection of its weakness. The world that hitherto surrounded him was a world distracted, which although in itself the structures and tools to defend him, was unable to protect him until the end.
Nicolas spent the first two months of school, in complete social isolation, he did not speak for fear of retaliation, he found among fellow silence, unable to relate in a pro-active, sometimes amorphous in their emotional apparatus
The band members have not taken into serious consideration the consequences of their actions. In many expressions of the various parties involved have been justified with phrases like: "It was a giorco", "I was asked to do so", "but what we did wrong." All this definitely think that the general fall of social ethical values of reference of our society is a fertile ground in those social environments characterized by poverty, cultural as well as social.
In the class of Nicolas, difficult in terms of relational strategies were introduced for the recovery of emotional and relational skills: peer-mentoring, peer-mediation, peer-counseling. Evidently the action of psycho-pedagogical situations unstructured, unstructured and gangrenous, it should be done in the school of 'obligation, which constructs personological take shapes and shadows of deviance can be traced and neutralized, helping children to acquire an adequate emotional control, and project themselves in a dimension of motivation for social interaction.
Teachers have "team" around the case of Nicolas. Together with teacher support have become available to enable all the useful strategies to overcome this crisis phase.
First class guided discussion led students to reflect on the suffering and diversity were valued reflections on solidarity through the reading of specific texts. Also against those responsible, while the responsibility for the actions committed and full condemnation of violence, have been initiated cooperative learning activities based on the group as an element to strengthen individual weaknesses and to cement ties in a positive way within the group class.
The Headmaster, informed of the classroom climate and episode of bullying, intervened in the first instance by calling the class council to approve the punishments provided for sanctions. In particular, the suspension of Gladys and her group for fifteen days from the lectures and the subsequent allocation to the end of the first assessment of the inadequacy of voting behavior.
The families were called all the students involved, but especially the parents of the class were involved in a training and externalizing problems of school led by a psychologist made available by the school.
Nicolas's parents have shown isolated from the outset in their social context and also little attention compared to the problems of the child. Nicolas is the situation of the iceberg of all the educational and social problems to which his family has to face every day. For this reason, the family of Nicholas has been directed towards social services of the municipality of residence.
After the complaint has been requested and obtained from the family assisstenza legal.
The case has not yet closed.
Recent psychoanalytic contextualizations have focused attention in the case of bands, on the relationship between the deviant act and difficulty in defining identity and social integration, interpreting the aggressive act as an obstacle in the realization of dreams and evolutionary 'as if the act to exempt children from the group are totally guilty. The choice of an action group could confirm that the child is in this sense, the so-called deviant, does not move outside of regulatory frames, but precisely because it takes them as orientation behavior, expressed as a result of startegie autoesonero, aimed at building consistency between what he intends to do and what can be considered in terms of social expectations.
In the progressive redefinition dell'dentità staff, the group experience is the context of construction and elaboration of social skills.
For the reasons described above sonostate activated the practices of peer education, which are also reflected in the actions to combat the phenomenon of bullying.
The case was reported by parents to the local public security, which has initiated a process of investigation even in the criminal aspects involved with the social office of the municipality of residence.
Psychologists interpret the dynamics of the pack, reporting that the group decreases social inhibitions, because the responsibility would be diluted. In "Letters Lutheran" Pasolini spoke of young people as "human criminal tendencies" definition that is well suited to the members of the herd described above (Pasolini, 1976).
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