The prevention of aggressiveness in school

Kyriakidou Maria

Pyxida.org.gr

Greek

English

Aggressiveness, bullying, victimization, school, prevention

Web Article

Parents, Policy Makers, Teachers, Young People.

1 - 20 pages

In this article, there are some basics presented on the phenomenon of bullying and the ways to eliminate it. It is an attempt of the Center for Prevention “Pyxida” (Compass) to raise the awareness of parents, teachers and young people around the bulk of school bullying, which seems to be spread over time in our country.
More specifically, the definition of the phenomenon is quoted, as established by scientific studies, but also the dimensions of the phenomenon in Greece are presented, in accordance with the relevant investigations carried out. Special emphasis is given to aggressiveness among peers, while other types of aggression among adults and among adults and children have not been explored to the same extent, which demonstrates the specificity and seriousness of the matter.
With regard to the characteristics of the phenomenon of school bullying in our country, emphasis is given to the following:
• aggression influences adversely both the students that suffer from it and the students that exercise it. This is why it is not always easy to distinguish the "bullies" from the "victims". It is also a negative influence on children that happen to be observers of such scenes.
• School bullying could affect the school attendance and school performance, since it causes psychological stress, concentration problems and school phobia.
• Teachers seem to ignore the extent of this phenomenon in their schools, a fact that enhances school aggression and the feeling of impotence of the victims.

For all these reasons, the implementation of appropriate intervention and prevention programmes is essential, through a comprehensive approach that activates the school and the wider community. Teachers play an important role in such an effort and therefore should be properly trained. On the other hand, the family has to prevent aggression through edification. The existence of supportive social services is also essential, while the first role belongs to the students themselves, and this implies that any intervention program should strengthen friendship and peer groups within the school.

The “Compass” (Pyxida) is a Centre for the prevention of drug dependence and health promotion, in cooperation with the “OKANA” (Organisation against drugs). In order to increase the effectiveness of intervention programmes, there is the intention of combining actions, particularly in the context of school programmes. It aims to raise awareness in the wider community and to involve as many parts as possible.
The specialness of this article emerges from its simple and legible structure, but also (and mostly) from the wider context used to show the relationship between various social problems. Furthermore, prevention as a troubleshooting method is undoubtfully superior to that of repression, especially when it concerns the school environment.
With the specific article as a central axis, “Pyxida” organises meetings in schools in the Prefecture of Thessaloniki, around the topic of school bullying, and how to avoid the stigma of some children characterised as “aggressive”, as well as the valuable role of teachers and parents on this subject. It is worth mentioning that in addition to the theoretical suggestions, some experiential exercises are carried out, on a specific example of aggressive behaviour.
As noted in the article, dealing with school bullying is not an one-dimensional subject, but it also engages teachers, parents, supporting social services and of course the pupils of a school unit. Enhancing emotional and social competence of children is indispensable, giving emphasis to teamwork and friendship.
Finally, an interesting proposal listed is the inclusion of such interventions in the context of a health education programme, focusing on interpersonal relationship of pupils and in personal development.

www.pyxida.org.gr/files/Hprolipsitisepithetikotitas.doc

ASPETE