changing cyberbullying and bullying behaviour supported by the daphne programme of the european...

changing cyberbullyingand bullying behaviour

Supported bythe Daphne Programmeof the European Union

eubully

WHO WE ARE?

Bullying is an issue which crosses national borders, not just in Europe but on a global basis, so solutions should reflect the diverse cultures, languages, faiths, ethnicities, abilities and preferences involved.

Cyber bullying and using the internet is not restricted by national borders and so any solution must be developed to be applicable across borders.http://eubully.eu/research-quiz

In our work we cover England, Ireland, Greece, Wales and Romania but we plan to impact the European public agenda on the bullying phenomenon both in real and virtual settings.


http://eubully.eu/research-quiz


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BULLYING

Bullying is an oppressive force that impacts on the lives of many young people and adults, be that through the devastating psychological and physical consequences experienced by a victim, as a bystander or by acting as a bully themselves.

With the ever growing development of online technologies, young people face a 24 hour intrusion from strangers and unwelcome, unavoidable communications.

This online world can easily be hidden from trusted friends or adults, and without a lease for their emotions, it may lead to feeling of entrapment, or worse, damaging coping strategies including self-harm and suicide.


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WHAT WE DO?

It is often difficult to get staff to commit to addressing bullying as so much of it happens under the radar.

EUBULLY supports teachers and school staff to be more proactive in bringing bullying out into the open for victim, offender and bystander using the new app to be developed for mobile technologies and new skills linked to drama in education.

This will be supported a pack of training and support carried out with young people, teachers, parents, support staff in and out of school.


HOW WE DO?

EUBULLY offers a blended approach

MIX INNOVATION DRAMA

Creating innovation in

the virtual world alongside

(apps)

Transfer and roll out of best

practice in the use of drama in

the physical world, both

providing safe and secure

environments for bullying to be addressed

openly


IN PRACTICE

Two main methodologi

es1. Drama in Education

2. Mobile Apps

Already applied, tested and

produced results

A) quiz appB) research app


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DRAMA IN EDUCATION: AGAINST BULLYING

Drama creates the possibility for contextualised learning; problems, themes and events can be seen within a specific situation and from the perspective of people affected by it.

Working with particular problems such as bullying might be emotionally and/or intellectually challenging and demanding; it can strike a chord with our own experiences and personal attitudes.

However, this opens up the potential for deeper learning and understanding of our societies, ourselves and how we interact with each other in it.


Marking the space: a bus stop near Thessaloniki. The bus stop is marked using three chairs by the facilitator.

The surrounding is described through the

participation of the group; what can be

seen, what the feeling of the space is, what are the smells, etc.

The chairs have strips of masking tape stuck

on them. We ask the participants to

write/draw the graffiti that is on the bus stop

on to strips. The graffiti on the strips are then

shared with the group, and discussed.

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SHARING THE PROBLEMSupported bythe Daphne Programmeof the European Union

Adam BethlenfalvySupported bythe Daphne Programmeof the European Union

The facilitator narratesShe / he will take

on the role of Peter, who is 11

years old. We will see him on a

school day in the afternoon.

A short scenePeter is fleeing, he throws his bag on

the ground. “Fuckers.” Reads the graffiti, takes

out a pen and writes something on top of one of

them.

Open up the DiscussionWhat did you see?

Supported bythe Daphne Programmeof the European Union eubull

ySHARING THE PROBLEM

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ANALYSING THE SITUATION FROM THE VICTIM'S SIDE

Narration: a teacher from the school saw Peter running away, but did not see what happened. The teacher follows Peter to the bus stop.

Improvisation: one of the participants can play the teacher. The facilitator remains in the role of Peter and he does not reveal what happened but tries to diverge the discussion, saying everything is fine.

Discussion: What is holding Peter back from talking? The facilitator puts masking tape between the spot where the teacher sat and the spot where Peter sat and writes the things the participants say are stopping Peter talking


Adam as PeterSupported bythe Daphne Programmeof the European Union

Drama TheatreSupported bythe Daphne Programmeof the European Union

Acting as the victimSupported bythe Daphne Programmeof the European Union

InteractionSupported bythe Daphne Programmeof the European Union

ANALYSING THE SITUATION FROM THE PERSPECTIVE OF

THE BULLY, THE ACCOMPLICE AND THE BYSTANDER

A whole group still-image: Something happened at the school gate. We discuss what might have happened, but do not fix the role of all the participants. Whether the bullying brought in is physical or verbal and the extent of it, is decided by the participants.

The image is set up step by step with the active participation of the group. Everyone should place themselves in the image of the school gate scene. The facilitator stays in the role of the victim.

Thought tracking: The facilitator goes around and asks those she/he touches on the shoulder to say something or do a gesture. They can say something which their character would actually say or do in that situation, or a thought that remains in their head.


IN GREECE

We have organized a seminar in Athens where trainers from the InSite Drama from Budapest, Hungary.

35 teachers and educators were trained with the obligation to apply this methodology to their schools.

Already in different cities, Athens, Patra, Sparta and different

educational levels have been trained using this methodology

(nursery, elementary, high school, second – chance schools, special

needs schools).


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AN EXAMPLE FROM ASPROPYRGOS

Children decided after the application of this methodology to try to create a related video.


APPS

R QRESEARCH

APPQUIZAPP


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QUIZ APP

This quiz is aimed at children and teenagers to be used as solo players or head to head, as a starter exercise in anti-bullying lessons/workshops, or set as a homework to reflect on what they have already learned.

The questions challenge stereotypes or misguidance on how to react to various bullying scenarios and cover cyberbullying, staying safe online, as well as face to face bullying.

Teachers can register classes and assign passwords to log in a group of students, and track their performance on the various question topics.

This is a great to monitor understanding or to raise issues that are misunderstood widely by a class.


QUIZ APPSupported bythe Daphne Programmeof the European Union

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RESEARCH APP

This test anonymous and asks for responses to a few questions about bullying.

This anonymous data will be used to show how widespread bullying is across Europe.

At the end of the test, suggested places to go for help if the person who takes it thinks they need it.

The test can be embed to any site.




http://eubully.eu

facebook.com/pages/EuBully/572086919560276

[email protected]

Contact Us


Thank You For LıstenıngAny questions?

:)Supported bythe Daphne Programmeof the European Union

changing cyberbullying and bullying behaviour supported by the daphne programme of the european...

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