‘What we give to others, come back to us’. The role of peer leadership in creating a positive school climate and bullying prevention

2020 ◽  
Vol 7 (2) ◽  
pp. 31-39
Author(s):  
Aleksandra Tłuściak-Deliowska ◽  
Alyona Gubenko
Keyword(s):  
Young People ◽  
Peer Relationships ◽  
School Environment ◽  
Special Kind ◽  
Bullying Prevention ◽  
School Bullying ◽  
Full Potential ◽  
Peer Leadership ◽  
School Life ◽  
The Right

In this article, the authors discuss the nature of peer-based prevention programs. The analyzes are conducted in the context of school bullying prevention and the associated need to build a friendly and safe school environment. Attention was paid to shaping a positive peer culture by involving young people in various types of prosocial activities. Peer leadership programs are a special kind of activity where the driving force is youth. Implementation of a peer program into school life enables the full potential of young people to be activated. Such programs mobilize young people to make positive changes in their social surroundings, to help themselves and others through constructive cooperation. Taking into account that these programs are carried out within the school environment, the condition of the effectiveness is the attitude of school toward such activities. It is important to foster positive peer relationships, to encourage students to participate and create the right conditions for change.

Cyberbullying at School

2021 ◽  
pp. 34-53
Author(s):  
Joanna Lizut
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
School Environment ◽  
School Experiences ◽  
School Bullying ◽  
School Life ◽  
High Expectations ◽  
Strong Link ◽  
School Activities ◽  
Negative Perceptions

It is very important to collocate the occurrence of cyberbullying with a negative school environment. School bullying is widely known to be associated with many negative indicators, including lower academic achievement, lower school satisfaction, and lower levels of attachment and involvement at school. Several studies have combined cyberbullying with negative school experiences, such as lower academic performance and negative perceptions of the school climate. Moreover, many have suggested a strong link between the climate in the school and both traditional and cyberbullying. Some recent studies have shown that people who are perpetrators of cyberbullying and those who are victims both report a worse climate in schools than others not involved in the behavior. A poor disciplinary climate is one in which students are either unaware of the rules and the consequences of violations or one in which students are unmotivated to internalize and conform to the rules because they feel that they are unfair or unimportant. Weak parental involvement implies that the parents are not involved with the student's school life; they provide no help with homework, have very little communication with teachers, and rarely assist with school activities. Having a lack of didactic pressure means that neither teachers nor students hold high expectations for their academic achievement.

Children's attitudes toward arithmetic

1966 ◽  
Vol 13 (3) ◽  
pp. 206-208
Author(s):  
Mildred Brown Abrego
Keyword(s):  
United States ◽  
Home Environment ◽  
Educational System ◽  
School Environment ◽  
Good Health ◽  
The United States ◽  
Full Potential ◽  
Whole Child ◽  
Children's Attitudes ◽  
The Right

In the educational system of the United States the education of the whole child has been important. Home environment, school environment, heredity, and good health-physical and mental-have played their part in the maturation of the student. All of these influences can aid learning, but without the right attitude the child's full potential of growth in knowledge cannot be realized.

IMPLEMENTATION OF SCHOOL BULLYING PREVENTION PROGRAMS AMONG ADOLESCENTS

2020 ◽  
pp. 37-41
Author(s):  
Y. Lytvynenko
Keyword(s):  
School Environment ◽  
Violent Behavior ◽  
Bullying Prevention ◽  
School Bullying ◽  
Interpersonal Interaction ◽  
Gradual Transition ◽  
Civic Attitudes ◽  
Bullying Prevention Programs ◽  
Practical Program ◽  
Ukrainian Society

At present, in the Ukrainian society, there is a gradual transition from the "interest" of bullying problems to implement a practical program to counteract bullying in the school environment. Programs are being implemented with support the MES of Ukraine using conflicting functionality, changing and navigating non-violent behavior and civic attitudes. The results of the empirical study made it possible to pay attention to the need to change approaches when using bullying prevention technology among adolescents. In particular, it was determined that not only forms of preventive training play a major role in preventing bullying, but the use of techniques, methods, ways of information submission by the subjects who carry it out, and features of interpersonal interaction with adolescents. Often, they have signs of prejudice and stigma that provoke aggression and bullying cases.

Cyberbullying at School

2019 ◽  
pp. 267-292
Author(s):  
Joanna Lizut
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
School Environment ◽  
School Experiences ◽  
School Bullying ◽  
School Life ◽  
High Expectations ◽  
Strong Link ◽  
School Activities ◽  
Negative Perceptions

It is very important to collocate the occurrence of cyberbullying with a negative school environment. School bullying is widely known to be associated with many negative indicators, including lower academic achievement, lower school satisfaction, and lower levels of attachment and involvement at school. Several studies have combined cyberbullying with negative school experiences, such as lower academic performance and negative perceptions of the school climate. Moreover, many have suggested a strong link between the climate in the school and both traditional and cyberbullying. Some recent studies have shown that people who are perpetrators of cyberbullying and those who are victims both report a worse climate in schools than others not involved in the behavior. A poor disciplinary climate is one in which students are either unaware of the rules and the consequences of violations or one in which students are unmotivated to internalize and conform to the rules because they feel that they are unfair or unimportant. Weak parental involvement implies that the parents are not involved with the student's school life; they provide no help with homework, have very little communication with teachers, and rarely assist with school activities. Having a lack of didactic pressure means that neither teachers nor students hold high expectations for their academic achievement.

scholarly journals Obtaining Educational Rights: Contemporary Views and Challenges of the Bulgarian Woman

2021 ◽  
Vol 29 (1) ◽  
pp. 52-70
Author(s):  
Petrana Stoykova
Keyword(s):  
Public Space ◽  
Educational System ◽  
School Environment ◽  
Gender Inequalities ◽  
Equal Rights ◽  
School Life ◽  
The Public ◽  
Unrestricted Access ◽  
The Public Sphere ◽  
The Right

The importance of the Bulgarian woman in the public space from the Renaissance to nowadays is presented in the article. The woman was restricted to participate actively in the Christian world and school life during the Renaissance. She received equal rights to men in the public sphere only after 1944. The socialistic development in Bulgaria during the period from 1944 to 1989 had a great significance to the enlightenment of the whole Bulgarian nation, which also provided an unrestricted access of the women to the educational system. The development of the Bulgarian education has been marked by reverse process after the democratic changes. The „total crisis“ of the Bulgarian society leads to a significant shortage in the educational system. In comparison to the previous socialist period, lower indicators in overall population literacy can been observed. Gender inequalities in education are being fairly reduced. Bulgarian wоmеn have gradually conquered school environment and are being engaged in educational causes more often compared to men. However, in the contemporary Bulgarian society, the right to education continues to be a challenge in respect of various social groups.

GAME-BASED ECOSYSTEM FOR AUTISTIC CHILDREN

2020 ◽  
Vol 11 (1) ◽  
pp. 226-232
Author(s):  
Stanimir Stoyanov ◽  
◽  
Ani Epitropova ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Inclusive Education ◽  
School Environment ◽  
Inclusive Classroom ◽  
Full Potential ◽  
Autistic Children ◽  
Learning Platforms ◽  
The Individual ◽  
General School ◽  
The Right

Internationally and nationally, the full use of e-learning platforms and learning resources in primary and secondary school is increasingly encouraged. Information and Communication Technologies (ICT) should be seen as a key tool for promoting equity and equality in educational opportunities. Equality implies that the individual needs of people are met in inclusive conditions through differentiated approaches that take into account the diversity of learners. In this sense, countries are developing policies aimed at implementing inclusive education for children with autism. There is a growing need to guarantee the human rights of people with autism, such as the right to inclusive education. People with autism should be given the opportunity to reach their full potential when given the right opportunities within a general school environment. This article presents a game-based educational ecosystem supporting autistic children. The ecosystem is the result of a project called ‘Inclusive classroom – play and learn’. The architecture of the system is described in more detail. Furthermore, the use of the ecosystem is demonstrated by two games.

scholarly journals The application of a bullying prevention program in school - characteristics of effective programs

2020 ◽  
pp. 407-418
Author(s):  
Marija Markovic ◽  
Zorica Stanisavlјevic-Petrovic ◽  
Anastasija Mamutovic
Keyword(s):  
Prevention Program ◽  
School Environment ◽  
School Context ◽  
Bullying Prevention ◽  
School Bullying ◽  
Teaching Staff ◽  
Negative Consequences ◽  
General Goals ◽  
The Individual ◽  
Effective Programs

The problem of bullying represents a priority institutional, as well as wider social problem, and it needs to be addressed persistently and systematically, bearing in mind the long-term negative consequences that it leaves on all involved actors. In the school environment the most commonly applied level of prevention is universal, i.e. primary prevention. The study of the effectiveness of the application of various bullying prevention programs shows that it is possible to identify certain characteristics of effective programs. The given characteristics are systematized in terms of those related to the program itself, the specifics of the school staff and the teaching staff. In order for the school bullying prevention program to give valid results, it is necessary to focus on two general goals: creating a safe and supportive school environment - through changes at different levels of school functioning in order to create an supportive school climate, as well as the application of school rules against bullying; and the development of individual interpersonal competences among students - through the application of appropriate measures and activities at the individual or group level, aimed at the development of interpersonal skills. The process of designing school bullying prevention program should be based on the analysis and understanding of the specifics and needs of the existing school context.

scholarly journals Socio-Psychological Aspects of School Bullying Prevention in a Digital Environment

2020 ◽  
Vol 20 (4) ◽  
pp. 422-427
Author(s):  
Yanina K. Nelyubova ◽  
◽  
Oksana S. Grishanova ◽  
Keyword(s):  
Continuing Education ◽  
School Environment ◽  
Empirical Studies ◽  
Bullying Prevention ◽  
Regional Model ◽  
School Bullying ◽  
Teaching Staff ◽  
Digital Environment ◽  
Education Programs ◽  
Saratov Region

The article is devoted to the analysis of overcoming the risks of digital socialization in the context of the ideas of adolescents and teachers about the phenomenon of bullying in the school environment. The relevance of addressing the topic is due to the need to develop a regional model for the prevention of bullying, which requires the study of deficits and resources in the professional position of teaching staff. The purpose of the article is to show the possibilities of professional reflection to reduce the contradiction between the significance of bullying problems for teenagers and the unpreparedness of pedagogical teams to effectively respond to this problem. The article contains the results of empirical studies – data from the annual socio-psychological testing of adolescents in the Saratov region (90,422 students), exploring problems that reduce the psychological stability of youth – aggressive manifestations in the teenage environment as well as an analysis of teachers’ ideas about the causes, participants and prevention of bullying and cyberbullying (125 people). The article focuses on actually available and desirable strategies for teachers to respond to aggression in the teenage environment. The conclusions indicate that the collective moderation of the problem allows us to identify the components of the school’s anti-bullying strategy, the study defines the need for including response skills in the bullying situation in continuing education programs for teachers.

scholarly journals Counseling for Educational Adjustment in Secondary Schools.

2019 ◽  
pp. 16-21
Author(s):  
Otiji O.G. ◽  
Chidiobi R.U.
Keyword(s):  
Young People ◽  
Secondary Schools ◽  
Human Resource ◽  
Counseling Services ◽  
Guidance And Counseling ◽  
Education Funding ◽  
School Life ◽  
Educational Guidance ◽  
To Come ◽  
The Right

This paper is focused on the counseling for educational adjustment in secondary schools. The paper highlights the concept of counseling for educational adjustment, provision of assistance to carrier choices and adjusts to curriculum and school life in general. The need for facilities in quality counseling services stressing quality facilities promotes effectives services. The need for all stakeholders in education to come together and analyze the current educational provisions and situations of our youths in an attempt to re direct the curriculum to meet the changing demands of this century. Educational guidance is essential in the counseling services, guiding young people to pursue the right type of education is necessary, while ensuring that the right balance is kept in order to meet the human resource need of a nation. Recommendations were made which includes the need for increased education funding for the training of qualified guidance and counseling personnel and provision for adequate fallibilities.

scholarly journals Emotional Identity in the Process of Evaluation in Primary School Children. School and Family Expectations

Educatia 21 ◽  
2020 ◽  
pp. 132-139
Author(s):  
Anca-Georgiana Simion ◽  
Cristian Stan
Keyword(s):  
Young People ◽  
School Environment ◽  
Evaluation Process ◽  
Day School ◽  
Primary School Children ◽  
School Life ◽  
Family Expectations ◽  
Self Image ◽  
Evaluation Task ◽  
The One

School years have an important role in defining a person for the world he will live in. The influence that the school environment has on defining a person for the future is something that teachers and policy makers take into consideration when developing strategies for learning and equally important in the evaluation process. The evaluation process is an integral part of the education process and the connections between evaluation, assessment of learning and learning constitute a focal part of the educators. School performance is not solely a function of student’s aptitude set, but also covers the optimal cognitive and affective-motivational recourses in relation to certain tasks. Emotional competence, along with the social competence is important in the development of positive relationships and emotionally feelings of security in creating a positive self image for young people. Young people with a positive self image will have a greater disposition to learning. For children learning about themselves happens within the context of their families and community and it includes all the type of relationships they forge with their peers, places and things in relation to the actions and responses from others. Experience is the one that shapes the emotional responses that children have in regards to all the things happening around them and inside them, at a self-understanding level. This paper aims to understand the way emotional identity of children helps them focus on the evaluation task in various contexts of every day school life.

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