Macedonia mobility – joint staff training – June 2017

      Background of the event

This training course gathered a group of teachers and staff connected to the education field for sharing good practices in addressing racism, xenophobia and bullying amongst youth in schools, as well as exploring how to develop and include activities based on intercultural learning in their work.

The training course was envisioned in the project to cover the need of training the staff working in the partner organizations on diversifying the methodology used in their work when addressing bullying. Given the great diversity of stakeholders involved in the project (NGOs, research institutes, school inspectorates, school staff, etc.), it was imperiously necessary for the partners to meet for a staff training that would explore their potential and would equip them with new tools that can be incorporated in their work with young people.
Since the project has been already running for 10 months, most of the participants already knew each other from online interaction, from the kick-off meeting in Rome, Italy and from the study visit in Kayseri, Turkey. Thus the training had the chance to exploit the results of the research conducted in the previous months  and to build on the experience of the study visit and the flashmob that was held in Kayseri.  The training is believed to be useful in the context of the local activities that every partner will be organizing in the upcoming months in their own communities.

Needs addressed by the activity
This joint staff training addressed the need of equipping teachers and practitioners with practical tools that use non-formal education to develop intercultural the competences of the youngsters they work with. In all the partner countries that are part of the SUAB project, non-formal education as a methodology is not recognised officially in schools and thus human rights education and intercultural learning are happening to various degrees and not in a structured way.

Educational approach
All activities used are based on the principles of non-formal education. The team of trainers shared their inputs, knowledge and experience with the participants, equipping them with competences related to culture, identity and activity planning and development. In order to ensure that everyone´s learning needs were met, the trainers´ team were using different methods that would suit different learning styles.

The learning during the activity happened on multiple levels, out of which:
Trainers team – participants, and vice versa

Since Center for Intercultural Dialogue has an extensive experience in working on intercultural learning and in developing activities using the non-formal education methodology, the trainers contributed to the competence building process of the whole group by sharing from their experience and by supporting the group´s learning process.

The participants worked in groups several times and had the opportunity to share good practices and tools from their realities and work and to mentor each other with advice and peer-to-peer support.
The selected methodology focused mostly on encouraging the participants to share ideas and practices and to discuss their applicability by evaluating their own realities. The sessions were designed in a way that would combine theoretical inputs with practical activities (simulations, small group discussions), presentations in small and big groups, world café, with the aim to always analyse how all the learned theories and methodologies can be applied practically in their day-to-day work.

The team had a good collaboration, with constant meetings to evaluate the flow and to adapt the programme. The trainers divided their roles and tasks based on each one´s experience and area of expertise.
The participants learned about how they can use non-formal education to develop activities that can be used in schools. From the session of sharing their local reality, the group learned about good practices in different communities that are not necessarily related to school but that could engage young people in intercultural dialogue. The participants also got a package of manuals and resources that can help them in the process of developing activities.

Research within the project Stand up against bullying (Erasmus +)

Research within the project Stand up against bullying (Erasmus +)

The research was attended by 267 respondents from 7 countries (Czech Republic, Turkey, Poland, Romania, Italy, Macedonia and Portugal). The majority of respondents were respondents aged 14-19 years, in a total of 78 % of cases (207). From a gender perspective, the scatter was unbalanced. The survey was attended by 60 % of girls and women (161).

Of the total number of respondents, 41 (15 %) were individuals with disabilities or disadvantages. Most individuals were visually impaired (29 %), physically disabled (20 %) and with attention deficit hyperactivity disorder (ADHD).

Regarding respondents, 87 of asked respondents, that is 33 % (N = 267), experienced bullying. Of these, 26 % (n23) were victims with a disability. The most frequent victims were people with öther and physical disabilities. Most often bullying occurred in places like class (23%), schoolyard, playground, or cyberspace (17%). In the most attacks, two or three aggressors were present in 51 % (44). The aggressor, as suggested by the place, was mostly classmates (44 %). These aggressors most often showed victims a slander, bullying and provocation in cyberspace. Also 13 % of victims were beaten.

The most common defence reaction of the victims was to go away in 21 % (n69). The next was, ignoring and later reporting the situation to an adult. These practices were successful in 51 % and led to mitigation or elimination of bullying-related symptoms. Bio-psycho-social responses to the aggression of individuals have been experienced by the interviewees differently. Most often, the unsuitable behaviour of others caused feelings of anger and sorrow, then nausea, and a lack of appetite. 10% of respondents (n=87) started taking large quantities of drugs and medicaments with ongoing bullying. Addictive substances were used occasionally to solve the situation by 21 % of respondents and medicaments were used by 18 %.

When dealing with the term bullying itself, 95 % of respondents know what the concept of bullying is, and 103 of the asked respondents (39 %) definitely consider it a social problem. Very interesting information is that individuals who have never been bullied do not consider this risk phenomenon a social problem. They most commonly understand bullying as a provocation, mockery and lying (25 %), expressions realised in cyberspace (23 %) and exclusion from the group (20 %). And one of the most common reasons is to have power over people or differences between people. Money or TV, PC, and PC Games are considered the minimal cause of bullying.

The success of bullying solving by schools is mostly rated by the average, and that is in 31 % of respondents (82). In general, however, the situation associated with solving this risk behaviour at school is evaluated positively. As a prevention that could lead to alleviation or elimination of bullying, respondents consider important to punish aggressors, to teach the neighbourhood to help individuals who have become victims of bullying and to create opportunities for common discovery of people with and without disabilities.

The evaluation of the data is divided into four areas, which are based on the individual parts of the questionnaires, which consisted of 21 questions. These questions were directed to sociodemographic data, bullying experience, victim vs. aggressor, bullying reaction.

Chart 1: Gender representation of the research sample.

The survey sample consisted of 267 respondents (N = 267). Of these, 60 % (161) women/girls and 40 % (106) men/boys. Respondents aged 14-19 represented a large proportion of the research, that is 78 % (207), respondents aged 20 and over were 22 % (60). Graph 3 shows the percentages of nationalities that participated in the research in individual countries. One respondent from Macedonia participated within the Czech Republic and 2 individuals from Poland participated in Italy.

Chart no. 3 Percentage distribution of nationalities

Of the total number of 267 respondents, 41 from interviewed (N = 41), that makes 15 %, are disabled or disadvantaged. In terms of types of individual disabilities, there were mostly represented: visual impairment (29 %), then ADHD and physical disabilities (both 20 %), (18 %), Down’s syndrome (12 %) and a minimal number of mental disorders and autism spectrum disorders. Twelve percent of respondents said they had a different type of disability or disadvantage.

A total of 254 respondents (N = 267) know what the term bullying is. Only 5% of respondents did not know what this term means. This ignorance was associated with the age group of 14-19 years. Most often, respondents (N = 267) considered bullying to be a provocation, mockery and lying (25 %), then ridicule and abusive language realised in cyber space (23 %), group exclusion (20 %).

Chart no. 6 What behaviour can be considered bullying

A total of 103 respondents – 39 % (N = 267) definitely agree that bullying is a social problem. 14 % of the respondents (38) strongly disagree or disagree. In the majority of cases, the negative response was from individuals that did not experience bullying themselves (they have never become victims of bullying). The most common reasons for bullying are to have power over people (19 %) or differences between people (20 %) (Chart no. 8).

Domain “Victim and aggressor”

We can see on charts 9-12 to what extent respondents have met with bullying in their lives, either with others or with themselves. A total of 55 % (147) of respondents know someone who was bullied. When dealing with the differences between countries, the largest representation in the answer “yes, I know someone who was bullied” is from the Czech Republic. At least is Romania, but Romania had a small sample. The bullying itself experienced 33 % of respondents, that is 87 interviewed persons. When compared with the individual countries, most of the individuals who have been victims of bullying can be found within the Czech Republic and that is in 38 %.

Chart no. 12 Differences between states “Have I ever been bullied”

If questioned respondents were victims of bullying, attacks occurred most often in the classroom  (23 %), in the school yard/playground and then in cyberspace – through social networks such as Facebook, Skype, WhatsApp and others (17 %). In these attacks, there were mostly 2-3 aggressors in 51 % (44), a higher number of attackers appeared very little. But one aggressor was in 33 % (29). Regarding the identity of the aggressors, the most common bullies were the classmates (44 % – n38) and older classmates (28 % – n 24). The most frequent manifestations in a week and a month between individual countries appeared slander and talking about ugly things about the victim (20 %), then beating (13 %). Very common responses were slander and provocation through social networks or SMS (12 %).

Chart no. 14 Persons with disabilities who have become victims of bullying.

Within the total number of 69 respondents who were victims of bullying, there was a total of 23 disabled individuals (26 %). Of these, 26 % were physically disabled (6), people with Down syndrome, ADHD, and visual impairment accounted for 27 % of the total number of people with disabilities who were victims of bullying. Furthermore, the respondents stated that they had other disabilities or disadvantages in 43 %.

Domain “Response to bullying”

In the chart no. 15 we can see, how individual victims reacted to bullying. The most commonly mentioned response in the case of an attack was the victim´s leave in 21 % (n = 69). The next reaction was ignorance and only on the imaginary third place was to report the situation to an adult. The above-mentioned procedures were successful in 51 % (52) and led to the mitigation or elimination of bullying-related manifestations (Chart no. 16).

If bullying has not been solved for a long time or has not been eliminated, it has caused various difficulties for respondents. The most often mentioned, which had the greatest impact on the individual, are sorrow and anger. . Bio-psycho-social responses to the aggression of individuals have been experienced by the interviewees differently. Most often, the unsuitable behaviour of others caused feelings of anger and sorrow, then nausea, and a lack of appetite. 10 % of respondents (n=87) started to use drugs and medicaments in a big amount in connection with bullying. 21 % of respondents (who have experience of bullying) played occasionally with addictive substances and 18 % used occasionally medicaments.

The success of trustworthy people in dealing with bullying in victims is different. Most often, the conversation with them was useful to the individual, but the problem was not solved. The most frequently addressed but without solving the situation were friends. For the interviewed respondents, in most cases, nothing has been done by an educational consultant (47), another teacher (47) and a class teacher (46). Only 17 % of the cases were resolved by a class teacher and   18 % by an educational consultant. Parents are in the rate of solving/not solving a balanced group – 30 % of cases were resolved with their help.

The success of bullying solution by schools is mostly rated as the average, that is in 31 % of respondents (82). Generally speaking, bullying solution by school is considered successful. In an effort to prevent bullying and a bad behaviour, respondents mostly point out that people should learn how to help those who are being mistreated, that was in 20 % of cases (142). They also consider as important to punish people who behave badly, to have more preventive programs, that was in 18 % of responses. Last but not least, they also highlight the importance of creating opportunities for collaboration of people with and without disabilities (16 %).

 

 

 

 

 

Turkey mobility April 2017

Erasmus+ project team members

During the Opening Ceremony
Presentation of host organization
Giorgia talking about the problem of Verbal bullying

 

Erasmus+ project partecipants with turkish students
Placards and posters for the No Bullying Walk

 

No Bullying Walk
No Bullying Walk
Erasmus+ project team meet the Governor of the District.

Turkish students

Flash mob “Loud of Silence”

During the flash mod “Loud of Silence”

After the flash mob “Loud of Silence”

Turkish students

 

 

 

First mobility in Roma

February 2017

Stand up against bullying is an 18-month strategic partnership project supported through the Erasmus+ Programme,  with partners from 7 countries: Turkey, Romania, Macedonia, Czech Republic, Portugal, Italy and Poland. The partners represent various stakeholders – schools, research institutes, universities, non-governmental organisations, in the best tradition of a trans-sectoral approach.

Between 12-16 February 2017, 14 representatives of each partner held meetings in Rome, Italy, to plan the upcoming activities and discuss details about management, visibility, promotion and each partner’s responsibilities. Among the things that were agreed on the meeting we count the upcoming exchange of staff and youth, setting up the visibility plan (creating a logo, a banner, a website, posters and flyers, etc.), discussing the promotion that every partner will do, as well as establishing the way in which the evaluation will be conducted.

Bullying is a topic that is rarely addressed and/or discussed in schools, and by joining this project we are hoping to bring the topic to the attention of teachers, school administrations and the students themselves, by participating in training, organising flashmobs, spreading informative flyers and overall monitoring the situation of bullying.

The next activity in the project will happen in April, in Kaiseri, Turkey.