Poland mobility October 2017

Our group with polish students

Meeting with the city guard

During the activities

Meeting with the police

Workshop with a psychologist

 

Teachers and students work together

Leaflets and posters for No Bullying Walk

 

 

Performance by polish students about aggressions

No Bullying Walk

STAND UP AGAINST BULLYING – discussions with teachers about the topic of bullying

STAND UP AGAINST BULLYING –

discussions with teachers about the topic of bullying

Realization term: September 2017 till February 2018
Evaluation: February 2018

The discussions were carried out in the project Stand up against bullying. Total participants in discussions were 37 teachers from seven countries which are involved in the project (see graph no. 1). Teachers educate students at the first and at the second level of elementary school or they teach at secondary schools or they educate adults in courses. Only two teachers teach in a village. Three-quarters of respondents are form teachers. Discussions are divided into three areas. First of them considers bullying generally – its manifestation, description of a “typical” victim and an aggressor, reasons of bullying and possibilities of its prevention from the teacher and school. The next area is focused directly on the impact of bullying on the victim and their ways of dealing with the given situation. And the last area is focused on students with disabilities/disadvantages.

Graph n. 1: The number of respondents from individual countries

 

Bullying
Definition, forms and manifestations
Bullying can be defined as an intentional aggressive behaviour of a person or a group against peers that cannot easily defend themselves. This risky behaviour is long-term, repetitive and intentional. It may have different forms (comp. Olweus, 1993; Vágnerová, 2004; Kolář, 2001). Testimonials of teachers are based on the bullying definition and they point out that violation of individual´s rights occurs at this systematic and long-term risky behaviour. Aggressors are not able to accept otherness of their victim and they show their domination. “Systematic, repetitive, intentional harm. Children use their power to manipulate or harm others.” The forms of bullying were included by teachers in their testimonies and again they can be compared to expert texts. The basic division by aggression – means of action is the division of bullying to physical and psychological (comp. Kolář, 2011; Carr, 2002; Goodstein, 2013). Ridicule, hurt, extortion, humiliation, spitting after the victim, poaching, infamy, etc. can be classified in these forms of bullying. One of the respondents points out the difficulty of recognition of psychological bullying. Physical violence is noticed by everyone but “stupid talks” are very hardly noticeable. They take their things, hide them, make cues on stinking, manipulate others not to talk to the victim, overlooking, don´t respond to greetings and inquiries, inappropriate comments like “that´s weird” to everything the victim does…”. “.. but unfortunately, teachers don´t always see the verbal/psychological bullying.”
One of the possible manifestations of bullying is also gender superiority which was also pointed out by one of the respondents. “Boys disrespect girls at this school. Bullying is verbal, physical, emotional or psychological, domination and aggression occur.”

Typical aggressor and victim
Reasons for bullying to occur may be different. The cause of bullying may be different development, broken relationships of the aggressor. These causalities may accentuate the imperfections of the victim, which will become the cause of bullying (comp. Webster-Doyle, 2002; Kolář, 2001). On the side of the aggressor, bullying may be divided into three areas according to respondents:

  • Intrapersonal
  • Interpersonal
  • Other influences

In the first area, respondents mostly said that the student had low self-confidence. Some students reach no success and bullying enables ensuring that they are capable of achievement (Kolář, 2001). Other causes may be jealousy and desire for power or other disorders that can follow psychiatric diagnosis or a personality disorder. Some teachers significantly point out the disturbance of child´s personal development. “Emotionally parched individual desiring for love and attention of the surrounding. The financial situation of the family, physical maturity or beauty don´t play a role.”
The next area is about interpersonal relationships and their influence on the aggressor. Here teachers mostly listed bad family background – insufficient interest, aggressive behaviour patterns, broken relationships between partners with the impact on a child. “Some students have personal problems at their homes or they don´t have idols in their families…” Correlation between answers of respondents and literature are found, where insufficient love, aggression, the absence of spiritual and moral values may lead the individual to risk behaviour (comp. Kolář, 2001; Hodges, 1999). The last area is an area of reasons connected to the surrounding system – such as poverty, insufficient education. “…or they just don´t have a good education.”
It can be generally said, that any child may become a victim. Which can bring the idea that typology is then needless. “It is not simple to recognize a typical victim because victims often change according to the situation. There is not a stereotype of a typical victim. It depends on the situation.” But based on the experience of experts there can be created the most commonly repeated characteristic of a victim and reasons why was given individual bullied. The parent word could be the difference which is in many cases almost unobservable (comp. Kolář, 2001; Vacek, 2009; Pellegrini, 1999). Teachers pointed to differences in psychical areas (look, obesity, problematic skin), psychological (impulsiveness, shyness, introvert), affective (differs in their behaviour), social (untidiness, insufficient finance, weaker social background, insufficient relationships).
A potential victim of bullying may antagonize their peers and gain the reputation of “annoying”. They may be depressed and have only a few friends.”

Prevention of bullying                                                                                                   The realization of the prevention of risk behaviour – in this case of bullying, should be a common part in school facilities. The prevention should be systematic, long-term and react to needs of pupils and students but also to possibilities of a given group. Only this way it can be effective. The basis of prevention of bullying and violence at school should be the support of positive relationships between pupils. Schools and school facilities should strive for a safe environment, solidarity, tolerance among pupils, support solidarity and cooperation of children, reinforce active involvement of all pupils to school and class activities and develop their legal awareness (comp. MŠMT, 2009; Miovský, 2010; Kolář, 2011, Carr, 2002).
Many teachers point to the great significance of form teachers and other consultant workers at school that should strive together for an environment supporting healthy relationships. This activity should be supported as well by the management as other specialists and variety of projects or programs of primary prevention with this topic (similar themes may be found in scientific publications –  Kolář, 2001; Říčan, 2010).  “We have good programs for prevention of bullying and we focus on what is happening at school.” Respondents consider as important setting rules and regulations aiming against bullying. In case that bullying occurs, it should be immediately handled on the side of the victim and the aggressor. “…we have strict rules and regulations against bullying so rarely incidents occur.” “In our school, there is not a tolerant atmosphere which would allow abusive behaviour.” Interesting but not so frequent procedure is informing parents about clear and universal principles of solving bullying at school. This informing should be, from my point of view, repetitive and via personal meeting or written correspondence. “These principles must be clearly communicated to parents… and announced every pupil on the whole school gathering, in the class or by a radio.”

Impact of bullying and ways of dealing with it
Bullying is not a normal behaviour but despite it has great potential to occur at a school facility. The proof is also that most respondents recall a pupil in their class that could be easily victim.
Some of them captured their difference from others – whether it was a mental disorder, shyness or sex. “Yes, especially girls.” “I think that any shy child may become a victim.” “Yes, I think of two students who can be victims because they are afraid to say what they think. …” One of the respondents said that she has in her class directly a victim of bullying. “Yes, I have one.”

Victim
The most serious impact of bullying is on the victim. The ability to face and handle it depends on many factors like for instance the defence rate of the victim but also to which phase bullying progressed. The victim tends to truancy, school adaptation worsens, school grades, disturbed psyche of the child, sleep disorders and psychosomatic manifestations occur, the worst possible impact is then a suicide (Kolář, 1997). Teacher respondents pointed to similar manifestations and solutions of victim of bullying. Fear to attend school, then withdrawal to seclusion, avoiding, looking to the ground, reticence occurred very often but also, they pointed to psychosomatic manifestations and possible development of addiction to addictive substances. “…may lead to self-harm, may become an aggressor, or it can lead to the development of addiction to alcohol and drugs.” In comparison to a survey of students about this topic that was carried out in a project Stand up against bullying, it is important to point out that 24 % of respondents solved the situation with a help of addictive substances and 17 % with a help of medicaments (n=69) (Žáci a šikana, 2017).
That the victim becomes an aggressor is quite often case especially if the victim changes school. Given individual doesn´t want to allow being again a victim so they start to harm others. Often, they join stronger individuals so that they don´t choose them as their scapegoat (I follow my own practise where many children bullied their classmates and they had in their anamnesis experience with bullying – as a victim).
When dealing with bullying, peers and friends of a victim often play a very important role because the victim confides to them and they can deal with it then with an adult person. Also, a help of a silent majority occurs when somebody can´t watch bullying anymore so they tell it to an adult person. Pupils confide to a form teacher, psychologists or to another consultant workers at school.
From survey results (Žáci a šikana, 2017), pupils don´t actually realize that persons they confided would help them distinctly. A question can be asked here, whether they cannot imagine in that difficult situation the impact of the help or whether the higher mentioned individuals don´t know how to act in that situation.

Teacher as a victim
One of the respondents said in the answer to a question whether some of their students could be a victim of bullying “Several including the teacher.” Teachers may become a victim of bullying as well as students in their class. Many respondents after trying first few ways to solve the problem on their own would ask for help their colleagues and school management. Among procedures how to deal with the situation on their own respondents said: “I would try to “become friends” with such a person and try to help him.” “I would ignore them.” “I would use the form of discussion with the offender so that he would understand that if he is respected he should respect too.” “I would start to take appropriate steps or measurements by informing their parents…” Further, they would try to calm the situation and if it wasn´t successful they would leave the place. One of the teachers experienced also emotional extortion from students in a new workplace. “…when I observed emotional extortion I immediately asked children, what are they trying on with me and that it is inadmissible. I am consistent in keeping rules.”                                           Whether a child or a teacher becomes a victim of bullying depends very much on the school setting, but also on individual participants of the educational process. It is important to have clearly set rules, procedures, how to influence preventively but also to have set steps for dealing with bullying.

Pupils with disabilities and pupils with other type of disadvantage
Following the survey, 17 individuals that became a victim of bullying were disabled or with another disadvantage, and that is from a total of 69 victims. A great part of them were pupils with physical disabilities.
There are many factors influencing integration of a pupil with a disability or disadvantage to class collective. Personal characteristics of the pupil, parent´s attitudes, attitudes of teachers and peers belong here. It is important to acquaint pupils and employees with possible specifics that should come out from admission interview with the pupil and parents (comp. Igoa, 1995; Lechta, 2010). Unfortunately, parents aren´t often serene with their child´s disability and they want school not to inform classmates which may lead to deepening differences and incapability to accept the pupil.
A great part of respondents has in their class or among students they teach some individuals with disability or disadvantage. Most of them tried to prepare the class and the pupil for the admission to the school facility. Some of the pupils worked on papers where they tried to empathize to the person with given disability and they were trying to propose some forms of help. Other teachers try to support the class collective with a help of psychosocial games and other activities that would support accepting the pupil. They consider as important to define the limitation of given pupil and to treat him with respect and regard. “Again, according to your own example. By the way that I approach them, asking classmates for help in small things. Not to make them a poor soul but explain the limitations that they have and accept their presence as a common part.” “Students learned about pupils with disabilities in advance and were asked to treat them naturally with love and care.”
Concerning the threat of a pupil with a disability by bullying in classes, they meet sometimes according to teachers with various mockery, or they are a target of inappropriate behaviour. However, they point to the fact that it occurs only sometimes, and some have never experienced or seen such a behaviour from intact students. “No, such things I have never seen.” “I have never experienced such a situation.” A part of respondents points to hidden behaviour that is not acted in front of teachers so that it may seem that the concerned is not being harmed but the contrary is the truth.

Conclusion
Respondents consider bullying as an unhealthy and risky behaviour that may have various forms and may be hardly recognizable. They realized potential victims of bullying in their classes and they are trying to work with the collective actively so that negative highlighting of differences from classmates doesn´t occur. Is there is already bullying they may rely on a system that they have set in their school and they are trying to solve bullying immediately. They consider as very important prevention that should be carried out in various levels – class, school, community. They realize that the impact of bullying may be fatal for the victim. But it is important as well to help the aggressor that is a bully.
Is it very important that school facilities can preventively operate against bullying and recognize it in time and take relevant steps, which should be compiled in advance and all pedagogues should know it as well as parents and students, to solve the situation.

LITERATURE:
CARR, A. Prevention: What Works with Children and Adolescents. New York: Taylor and Francis, 2002.
GOODSTEIN, P.K. How to stop bullying in classrooms and schools. New York: Routledge, 2013.
HODGES, E.; PERRY, D. Personal and Interpersonal Antecedents and Consequences of Victimization by Peers.  Journal of Personality and Social Psychology. 1999, Vol. 76, No. 4, p.677-685.
IGOA, C. Inner world of the immigrant child. New York: Routledge, 1995.
KOLÁŘ, M. Skrytý svět šikanování ve škole: Příčiny, diagnostika a praktická pomoc. Praha: Portál, 1997.
KOLÁŘ, M. Bolest šikanování. Praha: Portál, 2001.
KOLÁŘ, Michal. Nová cesta k léčbě šikany. Praha: Portál, 2011.
LECHTA, V. Základy inkluzivní pedagogiky: dítě s postižením, narušením a ohrožením ve škole. Praha: Portál, 2010.
PELLEGRINI, A. BARTINI, D. BROOKS, M. School bullies, victims, and aggressive victims: Factors relating to group affiliation and victimization in early adolescence. Journal of Educational Psychology.  Vol 91(2), Jun 1999, 216-224
MIOVSKÝ, M. a kol. Primární prevence rizikového chování ve školství. Praha: Sdružení SCAN, 2010.
Metodický pokyn ministra školství, mládeže a tělovýchovy k prevenci a řešení šikanování mezi žáky škol a školských zařízení č. j. 24 246/2008-6 vydaného ve Věstníku MŠMT ČR, roč. LXV, leden 2009.
OLWEUS, D. Bullying at school what we know and what we can do. Cambidge: Cambridge Mass Blackwell Publissher Ltd., 1993.
VÁGNEROVÁ, M. Psychopatologie pro pomáhající profese. Praha: Portál, 2004)
WEBSTER-DOYLE, T. Proč mě pořád někdo šikanuje? : Rady, jak zvládat malé tyrany. Praha: Pragma, 2002. 144 s.
Žáci a šikana. Výzkum realizovaný v rámci projektu Stand up against bullying, 2017.

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.