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TITLE OF DOCUMENT:

Prevention and Facing of Bullying in School:
Suggestions of Greek school teachers & international intervention programs

NAME OF AUTHOR(S):

K. Konstantinou & A. Psalti

NAME OF PUBLISHER:

Pedio

LANGUAGE OF DOCUMENT:

Greek

LANGUAGE OF THE REVIEW:

English

KEYWORDS:

Prevention, Facing, Teachers’ suggestions, Holistic School Interventions

DOCUMENT TYPOLOGY:

Book Chapter

TARGET GROUP OF PUBLICATION:

Parents, Policy Makers, Teachers, Researchers, School Directors.

SIZE OF THE PUBLICATION:

1 - 20 pages

DESCRIPTION OF CONTENTS:

Konstantinou and Psalti stress the repetitive character of bullying, which appears when there is a significant physical advantage of the bully over the victim, and consequently victim’s inability to defend himself. After describing bullying forms of appearance, they focus on the presentation of results for the research titled “ Gender IDs, National IDs and School Bullying: Investigating Violence and Victimization in School Context“, under the program Pythagoras. According to the results, mockery is the form of bullying both primary and secondary education teachers observe more, while social and physical bullying are being observed more often in primary rather than secondary education. The importance of the discussion and discreet approach of the victim is recognized from both. Moving to another part of the survey, a significant differentiation of suggestions over ways to prevent and face the phenomenon of school bullying is being observed between primary and secondary education teachers. Seminars and training of teachers is proposed more often by primary education teachers. More over cooperation with parents and institutions, as well as discussion sessions of pupils is proposed by primary education teachers, while those of secondary education propose penalties and establishment of rules to deal with intimidation behaviors. The analytical presentation of the theory of holistic school interventions reveals that the suggestions of primary education teachers are closer to it. The interventions the theory proposes are expected to be more effective when implemented to pupils on a systematic way anyhow. That alone suggests our intervention shall be at an early stage and in a systematic way in primary education. On the contrary, individual treatment shall be more effective on secondary education.

REVIEWER’S COMMENTS ON THE DOCUMENT:

The writers have collected significant data for a three-year period of time. They start by presenting in a wise and compact way the basic terms of bullying. That’s how they prepare the reader to comprehend the significance of the questionnaire and the teachers’ responses. Data is the core of this article as they found the diversity of primary and secondary education regarding school bullying, including both the form of bullying and the way of preventing and facing it. All those justify the significance of this book chapter, but there is even higher value to be mentioned. Psalti has used data of the research – in which she has been the supervisor for the Department of Early Childhood Care & Education, Alexander Technological Educational Institute of Thessaloniki – in a series of publications the year 2007. The data of this research and more specifically the recognition of its value via the publications it has been used for is strengthening further the current contribution of Psalti and Konstantinou. The most valuable element of the research under evaluation is that it reveals the potential of effective holistic school intervention for primary only education.

NAME OF THE REVIEWING ORGANISATION:

ASPETE

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