Peer violence, especially if it is systematic and long-lasting, can damage also harms bystanders (peers), as has already been shown in the ripple model effect. Peer violence thus also has an impact on classroom dynamics and often on the educational institution as a...

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...

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...

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...

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...

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 may also include behaviour that fits descriptions of criminal offences (Criminal Code) or have the characteristics of misdemeanours under the laws defining offences. In that case reporting to the police under criminal and misdemeanour legislation is...

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...

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...

Prevention activities focus on identifying and responding to violence, its causes for choosing violence in interpersonal relationships, learning behaviours that prevent violence, and the factors risk factors for violence.   PREVENTING PEER VIOLENCE IN EDUCATIONAL...

When deciding on a form of violence prevention in education we must first define the path and steps to take to address it. Effective and professional treatment of the violent act committed is the best The messages that the management of the educational establishment...

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...

Learning how to manage stress and deal with life’s ups and downs is a process that continues throughout our entire lives. You can find a number of tips on the following strategies on this website:...

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...

- The most noticeable trait is aggressiveness. - They are often violent towards adults (parents, teacher/carer). - He is characterised by impulsivity and a strong need to control others. - Has positive attitudes towards violence. - Cannot empathise with others. - Has...

Changes in the relationship attitudes towards school, academic performance, the child's involvement The child: - cries in the evening, complains of pain, refuses to go to school, expresses fear and anxiety - is afraid to come to or leave school - starts to miss school...

Different forms of violence are more likely to happen to children belonging to vulnerable groups vulnerable groups. Social inequality and social weakness of the group to which the child belongs can affect the child's situation and social inclusion, personal...