Addressing Bullying and Intimidation in Education
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This Erasmus Training Course allows for acquisition of deeper knowledge underlying issues leading to bullying and intimidation in education and how they impact on students.
The various definitions of bullying are subject to academic controversy, but all steadily contain a series of characteristics: a physical, psychological and/or verbal intimidation or aggression, based on an unequal power balance between the person(s) displaying a behaviour of bullying and the victim, real or perceived as such, inflicted by repetition, with the intent to harm and/or frighten the victim.
Politically there is discussion whether bullying is to be considered as one of the expressions of violence or a distinct phenomenon, requiring distinct policies and public attention.
As a result of its research EAN signals the active involvement of itself and its members in the EU supported Anti Bullying Certification (ABC) Project, aimed at the development of a certification process to support schools in bringing about an effective anti bullying policy, which stimulates the school’s ownership of measures how to deal with bullying: schools are to make the appropriate specific policy choices themselves.
Educators have a key role in taking this strategy forward and embedding good practice throughout educational establishments.
The course will offer substantial help and benefit to a wide range of individuals, such as. school principals, (directors) heads of department, teaching and lecturing staff, researchers, psychologists as well as those working with specific projects and initiatives.
Moreover, the course offers the opportunity to consider interventions and approaches to support, and the strategic view on addressing bullying and intimidation in Education at all levels.
This course has been developed by our team of expert trainers, due to popular demand arising from our popular ‘Identify Barriers to Learning’ and Mental Health training, which focuses on specific challenges presented in today’s educational establishments.
MAIN AIMS
To understand how to develop comprehensive school policies and strategies to instill a non bullying culture in schools.
Acquire deeper knowledge underlying issues leading to bullying issues and how they impact on students.
Understanding the dynamics of groups and impacts on personal identity in today’s society
Clarify and understand the role of the Educator in supporting interventions.
Identify support strategies for classroom settings and working with risk.
Identification and interventions for changing and modern day issues in the classroom
To recognise the ‘dos and don’ts of addressing bullying in the classroom
How to work with Parents and external teams
Why ‘Addressing Bullying and Intimidation in Education’ training course?
Bullying is a complex issue that includes physical, verbal, and relational aggression. While physical bullying appears to be declining, emotional and cyberbullying are on the rise, driven by rapid technological growth and children’s widespread access to digital communication.
There is a movement to broaden the notion of bullying from its individual and small group dimension to include gender, cultural and political differences as a driving force for large group physical, verbal, or relational aggression, such as exclusion and slandering.
A recent study performed in the framework of the EU funded programme “European Campaign against Bullying” shows that 51% of students have experienced bullying in Lithuania, 50% of students in Estonia, 43% in Bulgaria, 31% in Greece, 25% in Latvia and 15% in Italy. The numbers are astounding and indicative of the growing dimension of bullying phenomenon in EU communities today.
Within its policy framework the EAN requires – school networks and individual schools:
to develop anti-bullying policies in the form of long-term and sustained prevention programs based on a whole-school approach, involving not only students and educative staff, but also parents, who are proven to be a crucially important factor for success, *
in this spirit of a ‘whole-school approach’, to embrace the notion of certification of schools, based on an evaluation of the establishment and effective implementation of a code of conduct to stamp out bullying from the school environment, including cyber bullying among students when physically away from the school premises.
to explore the potential for guidelines for social safety and inclusion in schools, agreed on by Member States, strengthening the strategies to combat early school leaving, gender-based violence and social exclusion.
To have regard to legal and social strategies to implement European values. In the European union there is a substantial budget for anti-bullying projects, which will only grow with the expansion of the Erasmus+ program.
For more info please visit https://shipcon.eu.com/erasmus-training-course-addressing-bullying-education/
For online registrations go to https://shipcon.eu.com/erasmus-training-courses/ or send us an e-mail to [email protected]
The various definitions of bullying are subject to academic controversy, but all steadily contain a series of characteristics: a physical, psychological and/or verbal intimidation or aggression, based on an unequal power balance between the person(s) displaying a behaviour of bullying and the victim, real or perceived as such, inflicted by repetition, with the intent to harm and/or frighten the victim.
Politically there is discussion whether bullying is to be considered as one of the expressions of violence or a distinct phenomenon, requiring distinct policies and public attention.
As a result of its research EAN signals the active involvement of itself and its members in the EU supported Anti Bullying Certification (ABC) Project, aimed at the development of a certification process to support schools in bringing about an effective anti bullying policy, which stimulates the school’s ownership of measures how to deal with bullying: schools are to make the appropriate specific policy choices themselves.
Educators have a key role in taking this strategy forward and embedding good practice throughout educational establishments.
The course will offer substantial help and benefit to a wide range of individuals, such as. school principals, (directors) heads of department, teaching and lecturing staff, researchers, psychologists as well as those working with specific projects and initiatives.
Moreover, the course offers the opportunity to consider interventions and approaches to support, and the strategic view on addressing bullying and intimidation in Education at all levels.
This course has been developed by our team of expert trainers, due to popular demand arising from our popular ‘Identify Barriers to Learning’ and Mental Health training, which focuses on specific challenges presented in today’s educational establishments.
MAIN AIMS
To understand how to develop comprehensive school policies and strategies to instill a non bullying culture in schools.
Acquire deeper knowledge underlying issues leading to bullying issues and how they impact on students.
Understanding the dynamics of groups and impacts on personal identity in today’s society
Clarify and understand the role of the Educator in supporting interventions.
Identify support strategies for classroom settings and working with risk.
Identification and interventions for changing and modern day issues in the classroom
To recognise the ‘dos and don’ts of addressing bullying in the classroom
How to work with Parents and external teams
Why ‘Addressing Bullying and Intimidation in Education’ training course?
Bullying is a complex issue that includes physical, verbal, and relational aggression. While physical bullying appears to be declining, emotional and cyberbullying are on the rise, driven by rapid technological growth and children’s widespread access to digital communication.
There is a movement to broaden the notion of bullying from its individual and small group dimension to include gender, cultural and political differences as a driving force for large group physical, verbal, or relational aggression, such as exclusion and slandering.
A recent study performed in the framework of the EU funded programme “European Campaign against Bullying” shows that 51% of students have experienced bullying in Lithuania, 50% of students in Estonia, 43% in Bulgaria, 31% in Greece, 25% in Latvia and 15% in Italy. The numbers are astounding and indicative of the growing dimension of bullying phenomenon in EU communities today.
Within its policy framework the EAN requires – school networks and individual schools:
to develop anti-bullying policies in the form of long-term and sustained prevention programs based on a whole-school approach, involving not only students and educative staff, but also parents, who are proven to be a crucially important factor for success, *
in this spirit of a ‘whole-school approach’, to embrace the notion of certification of schools, based on an evaluation of the establishment and effective implementation of a code of conduct to stamp out bullying from the school environment, including cyber bullying among students when physically away from the school premises.
to explore the potential for guidelines for social safety and inclusion in schools, agreed on by Member States, strengthening the strategies to combat early school leaving, gender-based violence and social exclusion.
To have regard to legal and social strategies to implement European values. In the European union there is a substantial budget for anti-bullying projects, which will only grow with the expansion of the Erasmus+ program.
For more info please visit https://shipcon.eu.com/erasmus-training-course-addressing-bullying-education/
For online registrations go to https://shipcon.eu.com/erasmus-training-courses/ or send us an e-mail to [email protected]
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Limassol, Cypus, Cyprus
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