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SONETBULL Project: Practices and Competences in dealing with bullying in school

“Bullying in Greece: Old phenomenon – New understanding”

Ifigeneia Sotiropoulou Hellenic Open University

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Translating the term • Smith and his colleagues (Smith et al., 2002) proposed descriptive phrases based

on students’ testimonials: “doing the dude”, “disparage somebody” etc. which performed better the meaning of bullying in Greek language

• “ekfovismos”: the most common term in Greek studies (Ψάλτη και συν., 2012). It is recognizable as a term both among teachers and students

Term’s elements remain clear among student’s description: Intention of bullies Imbalance of power Most of times there is a continuity / repetitive actions Refers to all types of bullying The term can be used both for Boys and Girls

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Greek studies1. Doanidou & Xenaki (1997) : Results for primary school: 22% victims – 10% bullies Results for secondary school: 19% victims - 13% bullies2. Chantzi et al., (2000): Verbal Bullying (assaults, nicknaming, scurrility) has been highlighted as the most common kind of bullying (N=1312 primary school students)3. Boulton et al., (2001):Results revealed an over mean percentage of students have been involved (either as bullies/victims) in bullying incidents (59% of boys - 47% of girls) (N=664 primary school students)4. Craig et al (2009): Research in 40 countries - Greece occupies the 4th place in the number of students being involved in incidents of victimization either as bullies, victims or as bullies/victims (41,3%, N=1713) (Total N=202,056 adolescent students). 5. Giovazolias et al. (2010): 22,8% victims (N=369 primary school students) 1 out of 3 children in Greece has been involved in a bullying incident. 6. Psalti et al. (2012): (N=2026 primary school students, and N=1843 secondary school students) 10-15% of students (total) has experienced victimization at least once a week Verbal bullying (15%) in primary school Social exclusion / spreading rumours (13%) in secondary school

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European Anti-bullying Network (2012)

• N= 4987 Greek Students of Secondary School

• Age=13-17 years old• 32% victims at least once • 30% bullies at least once • Gender: Students who bully others are

mostly boys, while those who are intimidated are both boys and girls

High risk domains: 1. Schoolyard 2. School corridors 3. Classroom 4. Internet 5. Neighborhood6. To & From School

Types of bullying:1. Nicknaming, slags2. Pushes, hits3. Humiliating gestures 4. Cyberbullying

Person who victims trust most: 1. Peer 2. Parents3. Helplines – social services 4. Teachers – authorities 5. Family - other adult

• 15% of respondents didn’t talk to anyone

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SONETBULL - Cases CASE 1

The “Wuss”

CASE 2

“The isolation”

CASE 3

The “Retarded”

CASE 4

“The overweight”

CASE 5

“Provocative victim - defensive bully”

TYPES OF BULLYING

Mockeries, verbal aggressions and homophobic connotation)

Mockeries, physical aggressions, social exclusion

Verbal aggressions , physical aggression, discrimination,

Mockeries, cyberbullying humiliating SMS, physical aggression

Verbal aggressions, physical aggressions

SCHOOL LEVEL 6th primary 4th primary 5th primary Secondary 3rd primary

AGE Bully 14

Victim 12

Victim & Bully 8 Bullies 10

Victim 11

Victim & Bullies 16

Victim & Bully 8

BULLY PROFILE 1 boy

(repeating student, aggressive behaviour, dysfunctional family background)

1 girl

(victim’s best friend, broken family)

1 boy

(disruptive)

2 boys followers

Girls and boys of the class

1 boy

(Follower, good student)

VICTIM PROFILE 1 boy

(top of the class, provocative, without close friends)

1 girl

(best friend, normal family)

1 girl

(learning difficulties)

1 boy

(overweight, feminine features, bad results)

1 boy

(good student)

LENGTH +/- 3 months 5-6 months +/- 6 months +/- 2 school years +/- 6 months

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SONETBULL- cases results 1. Peers reaction is the key for the continuity or the stop of bullying 2. Victim’s Parents usually informed by their children 3. Bully’s Parents usually informed by other parents or teachers 4. Teachers loose their perceptiveness of identifying bullying outside the

classroom 5. Types of bullying reflect a lack of inclusivity and lack of respect to

difference 6. Most cases handled by the directors and school counsellors 7. Lack of psychological support to victims/ victim’s family 8. Lack of cooperativeness between all involved parties (parents-

teachers-directors)9. Schools had no strict well adjust united policy against bullying 10. No follow up meeting between parties

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Best Practices School Initiatives Educational

authorities Pedagogical tools/ research products

Government Public

Safety Net (peer support)

School counsellor’s mediation and intervention (2002)

“Neurons of strength” (Peer Mediation program) (2012 -2014)

National Observatory for the Prevention of School Violence (2012)

Social Media Awareness campaign

Voluntaries activities

(creative cooperation)

Regional Coordinator in each Educational Directorate (Primary & Secondary education)

“Internet’s Farm” (book about cyberbullying)

Health experts on educational structures (KEDDY)

NGOs protecting Child’s Rights

Curriculum activities Bullying Awareness campaign

“Tabby trip in EU” assessment tool cyberbullying threat (2011-2012)

Psychologists at school (2012 -2015)

Helplines

(since 2000)

Intensified supervisions Parenting counselling program (since 2004)

“Interactive educational tool for managing bullying” (Daphne E-abc prograam, 2013)

Anti-bullying Day (6th March 2014)

Articles and books published

Teacher’s training program / seminars

Teacher’s training program / seminars

Greek Safer Internet Network

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National School Violence Observatory • The Observatory of school violence launched and supervised by the Ministry of

Education on 12.17.2012• According to the 4077/28-04-2014 Ministry of Education circular it is designed the

first prevention and treatment Network of School Violence and bullying phenomena. The most significant actions are describing below:

Design and implement actions for the prevention and treatment of school violence and bullying

Awareness activities for the school / the family / the wider local community Training in the field of bullying Identification of violence and bullying behaviours Field study of the phenomenon • For this project have been defined 13 Prevention Coordinator of the Regional

Directorate one for Primary school level and one for Secondary school level• Every school is encouraged to make a form of rules and regulations against bullying

in school

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Reality pushes for changesTwo tragedies made Greek community more alert on the issue of Bullying: • 2004 8 year old disappeared – accidentally killed after bullying incident• 2015 20 year-old student found dead – committed suicide after being bullied by his

peersCommon points: • Everyone knew what was happening but they did not speak • Warnings from parents/ teachers had been made BUT no action/ measure had been

takenCommunity’s Reactions: Wide public movement of solidarity to any one suffers from bullying Legal and Police Authorities have helped to the investigation of the actors involved Electronic Crime Division of the Greek police has intervened to identify the bullies Punishments have awarded at the first case Greek Government released a bill for “Anyone who commits bullying will be punished

with imprisonment of at least six months” Ministry of Education announced measures and campaign against bullying incidents 4hour awareness Bullying Campaign in all Greek Public Schools (Mar – Jun 2015)

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More things to be done To leave the denial stance behind us To be more alert as citizens, co-students, colleagues, teachers, family etc. about

possible bullying incidents near us To be able to report an incident to appropriate authorities To improve the family communication To establish a family – school cooperation system Revision of the legal framework for the case of suicide caused by psychological

violence of bullying Review of juvenile law to engage minors under 12 years old in bullying acts and

appropriate penalties for juvenile offenders

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Thank you!!!