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TITLE OF GOOD PRACTICE:

School violence: A phenomenon of the era

KEYWORDS:

School violence, health education, experiential method, team building, cooperation

GOOD PRACTICE TYPOLOGY:

National Project

WORKING GROUP COORDINATING THE INITIATIVE:

Article by Efstratios Papanis, Assistant Professor of Aegean University

COUNTRY WHERE IT TOOK PLACE:

Greece

LANGUAGE OF THE REVIEW:

English

DEFINITION OF TARGET GROUP:

Policy Makers.

DESCRIPTION OF THE GOOD PRACTICE:

In this article by Efstratios Papanis, Assistant Professor of Aegean University, are proposed the health education programmes as practice for dealing with school bullying. It also makes reference to the goals which are intended by the application of these programmes and it describes an effective program to prevent bullying, the Olweus Bulling Prevention Program, which is proposed to apply to the English schools. Furthermore, Mr. Papanis describes the methods used in health education programmes, which are mainly experiential and energetic. He also stresses the importance of the creation of social, psychological and counseling services in parallel with the use of the proposed teaching approaches, with the aim of preventing violence. Finally, essential it is considered the cooperation with parents and the local community, with a view to organize self-help groups and to hold information meetings.

RESULTS:

Not provided

INDICATORS:

Definition of bullying or cyberbullying, Detection protocol, Parent training/meetings, Cooperative group work.

EVALUATION:

Health education programmes through the energetic and experiential methods used, cultivate characteristics, such as team building, cooperation, the emergence of personality. These methods are aimed at strengthening of the self-esteem and self-concept of the pupils, and at developing of their social and personal skills. So, the dramatic/theatrical game is used, which helps children to express themselves freely and spontaneously and to create. Since it is a game that derives from real life, the child learns easily, quickly and pleasantly. Children learn to feel safe, not to fear and to confront life-threatening situations against them. They are also encouraged to settle any conflicts in a peaceful way, while is stressed the importance of human rights, solidarity and equality. Finally, educators are informed about managing emotional, mental and social conflicts that take place in classrooms and in society so that they can implement programmes for the integration of pupils and the prevention of school violence. pages

COMMENT:

It is assessed very positively the fact that health education programmes are targeted primarily at prevention and not only at dealing with the phenomenon of school violence, by adopting teaching methods that provide discipline, along with a sense of justice. The participation and energetic action of students in socially desirable activities ease their energy and they equip them with skills that will prove useful in their social adjustment.

REFERENCES TO OTHER EVALUATION:

Directorate of Secondary Education of Fthiotida Prefecture, Bureau of Health Education

NAME OF INSTITUTION:

ASPETE

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