Our School Has Love No Violence

Objectives

  •  Encouraging children to understand aggressive behavior and to seek help from their teacher or parents when necessary.
  • To teach children how to deal with aggression with emotion and problem solving techniques.
  • Teaching methods of coping with stress and fear
  • Identification of common and specific difficulties with aggressive children.
  •  Sharing experiences, practices and methodologies among partners.
  • To increase the professional development of teachers for effective intervention

Partner

Greece

Partner

Turkey

Partner

Slovenia

Activities implemented during this project:

 

  • Causes of aggression, coping methods and regulation of educational environments
  • Coping with stress, anxiety and fears
  • Solutions to prevent aggression and violence applied to students with special needs.

By prioritizing love and non-violence in schools, we can create a safer, more inclusive, and supportive learning environment for all students.

DEFINITION OF PEER VIOLENCE

Peer violence is usually the intentional, repeated use of physical, psychological, sexual, material or online violence against another peer. When it is a single incident of violent behaviour and there is a marked difference in physical or psychological power between...

WORKING WITH THE CAUSATIVE AGENT

The counsellor must also talk to the perpetrator and plan activities. Working with the perpetrator is the only way to get them to change their inappropriate behaviours. Important elements of a counselling discussion with the perpetrator are: - the aim of the...

THE TEAM

A process intervention involves a team of experts of school staff whose tasks are precisely defined according to their competences. All of the following educational professionals are involved in a team convened by the counsellor or the head/assistant head. The...

PROCESS INTERVENTION

The subsequent follow-up involves the educational establishment's professional staff, according to their competences and skills. However, the key role is played by the school counselling service, which is professionally competent to advise, discuss and plan a course...

IMMEDIATE INTERVENTION

Every employee of an educational establishment, who has perceived violence shall take immediate action to stop the violence the violence and protect the victim. Violence is interrupted by: - separating the children involved, - calling for appropriate help, if...

PEER VIOLENCE MANAGEMENT SCHEME

Immediate intervention Immediate cessation of violence and protection of the victim of violence (every employee)   Process intervention Working with the victim (according to the competences of the professional) Working with the perpetrator Working with the class...

HANDLING PERCEIVED PEER-ON-PEER VIOLENCE

Perception of violence Perceptions of violence depend mainly on the educators' sensitivity to peer violence. This means that educators: - have to be observant, they have to notice what's happening - have to listen and hear - recognise a cry for help - recognise forms...

PRINCIPLES FOR DEALING WITH PEER VIOLENCE

Zero tolerance of violence. We believe the victim. Individual experience of violence: we don't judge violence by your own feelings and experiences. Violent behaviour is a choice. The perpetrator is responsible for the violence. We do not minimise violence. We make no...

CHILD AT RISK FROM PEER VIOLENCE

A child is at risk when they are at risk of harm as a result of a particular violent or prolonged, deliberate violence by peers, his or her dignity and physical or sexual integrity are violated. Threats are emotional, physical, material or sexual. The child feels...

FORMS OF PEER VIOLENCE

Peer violence can take many forms. It is impossible for all to cover in typologies of peer violence. Here is the list of the most common ones and most current forms: PHYSICAL VIOLENCE biting, kicking, pushing, shoving, hair pulling, spitting, scratching, boxing,...

VICTIMS, PERPETRATORS, BYSTANDERS …

A child is a victim of peer violence if he or she has been exposed to aggressive behaviour and abuse of power by a peer or group of peers over a long period of time. Violence causes a number of consequences for the child, as it gradually begins to have a destructive...

ROLES IN VIOLENCE

In the process of peer violence, specific dynamics are formed between in which victims, perpetrators and bystanders all have their own roles to play, and there is a kind of interdependent relationship between them. Without external adult intervention, it is usually...

RIPPLE EFFECT MODEL

                                                            Sullivan, 2011 Violent event Victim does not feel safe Family, parents Anger and empathy with the victim Observers at school Discomfort Others at school Hear about the event, do not feel safe Wider community ...