Model Experimental Junior High School of Patras

Model Experimental Junior High School of Patras incorporates all modern pedagogical techniques.

Our staff is continuously training up in new educational techniques.

Cooperation Protocol with H.O.U. (A. Kameas)

Argyropoulou Maria, Kampylis Nikolaos, Chiotelis Ioannis

Bullying is usually defined as repeated acts of aggression, intimidation, or coercion against a victim

who is weaker than the perpetrator in terms of physical size, psychological/social power, or other factors that result in a notable power differential

(Carney & Merrell, 2001; Smith & Ananiadou, 2003)

In addition to acts of physical aggression, bullying may also be exhibited through acts of relational aggression

(i.e., social exclusion or injuring the reputation of another person), as well as verbal harassment or

intimidation (e.g., threats, psychological intimidation).

Bullying

Abusive verbal: systematic use of expressions, verbal attacks, insults and threats, comments and rude irony, using nicknames

• Bullying with blackmail: voluntary posting of money or belongings, accompanied by threats or coercion in antisocial acts.

• Indirect or social: effort for social isolation or ignoring individual, for influence in the Group of peers to feel antipathy for any particular

their classmate, spreading malicious rumors and false.

• Electronic: sending threatening or abusive material via email, MMS and SMS services provided by mobile phones and social networking

websites, use or manipulation of someone's personal data, block laid by an Internet Group, calls on his cell phone from an unknown

number.

Types of bullying, misconceptions

Victims of bullying live with the consequences for decades, study says

Victims of bullies suffer the psychological consequences all the way until middle age, with higher levels of depression, anxiety

and suicide, new research shows.

The immediate effects of bullying have been well documented, with experts increasingly seeing it as a form of child abuse.

Influential studies from Finland have made the case that people who were bullied as kids continued to suffer as young

adults – girls who were bullied grew up to attempt and commit suicide more frequently by the age of 25, for instance, and

boys were more likely to develop anxiety disorders.

Teens taunted by bullies are more likely to consider, attempt suicide.

Victims of bullying were more than twice as likely as other kids to contemplate suicide and about 2.5 times as likely to

try to kill themselves, according to a new study that quantifies the emotional effects of being teased, harassed,

beaten up or otherwise harmed by one’s peers.

Children and teens who were taunted by cyberbullies were especially vulnerable -- they were about three times as likely than other kids to have suicidal thoughts, the study found.

Cases of kids like 12-year-old Rebecca Ann Sedwick (who jumped to her death in a cement plant after classmates taunted her and asked “Why are you still alive?”) and 15-year-old Jordan Lewis

(who shot himself in the chest after being picked on at school) are not just flukes.

A growing body of research evidence has demonstrated convincingly that bullying is associated with negative outcomes and troubling trajectories for

both bullies and their victims

Bullying

There is some evidence supporting the effectiveness of school bullying interventions in enhancing students social

competence, self-esteem, and peer acceptance; in enhancing teachers knowledge of effective practices,

feelings of efficacy regarding intervention skills, and actual behavior in responding to incidences of bullying at school;

and, to a lesser extent, in reducing participation by students in bully and victim roles.

Prevention and treatment methods

At school level: School Committee against syntax intimidating in-service school violence syntax Declaration against violence:

rights-obligations-tasks for all members of the school community, increasing supervision of school space awareness

and cooperation with parents in order to stop the cycle of reproduction and encourage school violence

At the level of the class: class discussion for defining forms of school violence and intimidation debate about the effects of bullying update on why the school violence and bullying is

not acceptable by the school ways suggestions for prevention and treatment of students: writing classroom rules against

violence assistance from students in other, for the resolution of conflicts that could lead to intimidation to promote

collaborative interactions provide opportunities for positive expression of aggression (e.g. through sports)

ADDRESSINGDirector:Record the incident, giving information on where or when the incident occurred, whoparticipated, who observed, what form of intimidation was brought out and describingwhat exactly it was.Keep log of incidents so that they can have easy access to this and other interestedparties to determine whether they are repetitive behavior violating the rules againstviolence If it is repeated intimidating behavior, contact with the child's parents by phoneand arrange a meeting to discuss.Specify the implications for the child who intimidates, after discussion with parents, thechild who intimidates, children-child's supporters that intimidates, and schoolCommittee Plan how monitoring of problem to have oversight of the evolution of thesituationTeachers:Talk to the kid who intimidated and listen with attention and seriousness what has totell. Assure the child that will respond directly to protect it and that you're available toprovide every possible assistance. Tell the child, keeps you informed about anydevelopment. Discuss with the parents of the child, express your concerns and show thatyou are determined to take action. Determine what child is this that intimidated or whatintimidates determine whether there is a group of children which encourages and/orsupports the child who intimidates drive the child who intimidates in the Manager'sOffice and discuss seriously with him about the incident. Support the child whointimidated in collaboration with the Director

ADDRESSING

Classmates in the classroom:

• Determine who your classmates were present at theincident of bullying .

• Clear if participated as neutral observers, or encouragedthe kid who intimidates. Discuss with them for whatwould be the appropriate behavior in such a case (e.g.,talk to an adult to help) and what responsibility theyhave when they observe bullying incident happens to.

• Talk about what could have been done to preventbullying and to ensure a safe environment both forthemselves and their classmates.

ADDRESSING

Parents child who intimidated:

• Work closely with the school to learn about the extent andseriousness of the incident and ways to deal with yourchild

• Provide support and safety, without calling into question

• Listen carefully to what he has to tell your child aboutfeelings and for the needs of the track the evolution of thesituation but also the health of your child If your childcomplains for a long time that has physical pain, if younotice that has difficulty sleeping or if persistently refusesto go to school, visit a specialist mental health services forchildren.

ADDRESSING

Parents child who intimidates:

• Discuss with the Director of the school for the incident ofintimidation caused by your child work with the school to addressthe problem of your child on violence.

• Collaborate with the Director and your child's teacher for theapplication of the rules, consequences and prevention of suchbehaviors.

• Watch the evolution of the situation and work closely with theschool.

• Notice if your child frequently involved in quarrels or manifestintimidating behavior and with the neighborhood kids or even youat home.

• Talk about them in Director and teacher of the class and work withthem to get help.

Social Bullying

rich-poor

19

Grades Bullying

Cyber Bullying

Relationship Bullying

Teamwork