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TITLE OF DOCUMENT:

Bullying and arrogance: how to cope with them? A handbook for schools

NAME OF AUTHOR(S):

Tavolo sul bullismo per la Provincia di Milano (a cura di)

NAME OF PUBLISHER:

Ufficio Scolastico Provinciale di Milano

LANGUAGE OF DOCUMENT:

Italian

LANGUAGE OF THE REVIEW:

English

KEYWORDS:

definition – prevention – class group – bad manners - crime

DOCUMENT TYPOLOGY:

Report

TARGET GROUP OF PUBLICATION:

Teachers, Researchers, School Directors.

SIZE OF THE PUBLICATION:

Not relevant

DESCRIPTION OF CONTENTS:

The report shows a series of practical guidelines issued for the Province in Milan which represent a valid support for educationalists and school operators. First of all the word bullying is defined from the social and psychosocial point of view and the distinguishing marks of bullies and victims are stated there. In the first part the distinction of aggression, that ranges from tricks to crimes is stated with all its consequences. Crime is not a general or common attitude but a specific one, as it is described in the Criminal Law in all objective and subjective details. If you hide a classmate’s jacket as a joke, it is a trick but if you hide it because you want to sell it, it’s a theft. The bullying action is not considered separately but as a part of a system where several characters are involved. Within the group class, e.g. besides the bully and the victim, some other characters are taken into consideration such as the bully’s bystanders, and its supporters, the passive onlookers rather than the victim’s supporters. Prevention and corrective strategies must be seen in this specific context and must involve especially all institutions and characters that take part in the bullying event. In the analysis it is stated that the bully can be sometimes victim of social injustices and might have suffered abuse. The negative result of emotional experiences previously suffered both in the family and in social contexts with the consequent inability to get on well with peers is seen as a cause linked to the described phenomenon. The second part shows how and where the prevention and corrective strategies should take place above all in the school context, because in schools the presence and control of bullying is mainly present. The analysis starts from the effective rules and indicates a series of best practices to be followed that range from the official reports to Juvenile Court reports. Not always the school institution can and must act autonomously, it is necessary to involve the family and the social services present on the area.

REVIEWER’S COMMENTS ON THE DOCUMENT:

The article is an easy guide for the people who work in the education field. As this phenomenon is relatively new, the social operators in the Province in Milan have listed a series of guidelines that define what bullying is and how to identify it and what is not considered a bullying act. These are the most important themes belonging to the first part. Another tricky question is how to recognize the victim, not physically, but for the own anxious and submissive personality and the poor self-esteem. The topic is presented drawing the attention to the group or class where the bully’s action takes place and from this context the prevention and corrective action is designed.Facing the problem doesn’t include only the identification of the victims and the bullies, but it involves the whole group of peers. The class is the place where the educational action takes place and this action must be in favour of the whole students, parents and teachers. The article stresses the need to intervene towards the class with actions that are carried out in collaboration with the group of teachers and with the families thanks to anti-bullying “peer education” or mediation, discussion group, performances, role plays. If bullying events really happened, it is useful to carry out personalized strategies to support victims, to improve self-esteem, trying to enhance the social interaction. As for bullying events previously occurred, they must be punished emphasizing corrective disciplinary sanctions to protect the school community, as stated in the Ministerial guidelines and in the High School students Statute which has come into effect since 2007. In the last part it is underlined that school cannot act as a sole institution but all social operators on the related area must be involved. The school must have a detailed list of services available on the area to facilitate and meet the family’s requests. Finally the Judicial authority and the Juvenile Court have the task to work together to solve the problem.

WHERE TO FIND IT:

www.stopalbullismo.it

PDF OF THE PUBLICATION:

vade08.pdf

NAME OF THE REVIEWING ORGANISATION:

Don Milani

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