Fundamental values and equal treatment in schoolpractice ,

1. Fundamental values and equaltreatment in schoolpractice,

2. Firstsome Swedish history • 2006 Child and PupilProtectionAct, • FirstAct in Sweden aboutprotectingchildren and pupils from degrading treatment, harassment and discrimination • 2011 New EducatonAct ( 2010:800)

3. Child and School Student RepresentativeBEO • BEO is appointed by the government to come to a decision about complaints relating to degrading treatment in schools. • BEO may, on behalf of a student, call for damages from the principal organizer and pursue these matters againstmunicipalities and independent principal organizers.

4. Child and School Student RepresentativeBEO • BEO also has an informatory role with regard to legislation governing the protection of children and students against degrading treatment • BEO is a part of the Swedish Schools Inspectorate

5. Making a complaint • If the school doesn´t take appropriate measures, you can turn to BEO and make a complaint • What happens after this depends on the situation and on what has been done to prevent the degrading treatment from continuing. • In the most extreme case, BEO may decide to call for the principal organizer, that is the owner of the school or pre-school, to pay damages.

6. statistic from 2011 • The most common complaints areabout the belief that the school has not done enough about combating bullying and degrading treatment • A total of 1,085 cases 2011 • More than half of all complaints are related to students – students. • A third of the complaints are students vulnerable to violations of adults

7. In 2011, 760 schools were criticized by the Schools Inspectorate. • Year 2011 has BEO requested damages in 54 cases • individual boys who reported to have been victims - 52% • 37% is the number of individual girls

8. Schools have a policy of zero tolerance towards degrading treatment. All children and students have the right to a school environment that is free from degrading treatment, harassment and discrimination

9. Norms and values(curriculum for the compulseryschool, preschoolclass and the leisure-timecentre, 2011) • Goals The goalsof the schoolarethateachpupil: • canconsciouslydetermine and express ethicalstandpointsbased on knowledgeof human rights and basicdemocraticvalues, as well as personal experiences, • respects the intrinsicvalueofotherpeople • rejects the subjection of people to oppression and degrading treatment, and also assists in helping other people • Canempathisewith and understand the situation otherpeopleare in and alsodevelop the willtoactwiththeir best interests at heart, and • Shows respect and care for both the immediateenvironment, as well as the environment from a broaderperspective.

10. TwoActs – one plan DiscriminationAct (2008:567) EducatonAct ( 2010:800) Plan againstdegradingtreatment • Each year draw up a plan with an overview of the necessary steps to prevent and stop degrading treatment of children and students. • The plan must include an explanation of what these measures referred to initiated or implemented in the coming year. An account of how the planned measures have been implemented to be included in next year's plan

11. Obligation to report, investigate and take action against the degrading treatment • The school is obliged to promptly investigate the circumstances surrounding the degrading treatment and, where appropriate, take such measures as may reasonably be required to prevent harassment in the future.

12. What is bullying?in different perspectives bullying

13. The talk about bullying? historical perspective • Several different definitions has beencarriedout for fourdecades • The most common – formulated by the psychologist Dan Olweus, ”bullying is whenone or more persons repeatedlysubjectsomebodyto negative acts over a certain period oftime. A negative act is whensomeonecausesanother person harm or distress” (1991)

14. It is repeated and continues over a long period of time • Definitions ofbullyingalsobringupdifferences in balanceofpower as part ofbullying

15. Bullying as a concept • Not without problems • Accordingto later research – the definition is toonarrrow and at the same timetoo broad (Frånberg, 2003) • Singleactsofdegradingtreatment, whichcan be veryserious for the victim, areoverlooked

16. Japanese research • Taki et al.,2008 introduced the conceptofijime, • Usuallytranslated as indirect aggression • Japanese research started in the 1980s after a new form of negative behavior in schoolsattracted attention • A deliberateactthat hurts someonementally by ignoring, excluding or treateninghim or her • Japanese researchers distinguishbetweenijime and violence

17. Degradingtreatment • is usedmorefrequently • can be visible and physicalor hidden and subtle • can be expressed throughderogatory forms ofaddress, spreadingrumours, ridicule or physicalviolence • excluding or threateningsomebodycanalso be regarded as degradingtreatment • degradingtreatmentmayonlyoccur on a single occasion

18. Haressment • Is degradingtreatmentlinkedtooneof the typesofdiscrimination grounds for discrimination: • Gender • Transgender identity or expression • Ethnicity • Religion or otherbelief • Diability • Sexual orientation • Age (DiscriminationAct, 2008:567)

19. discrimination • Can also mean that institutions, through their structures and practices, disadvantage children or pupils in a way that is linked to one of the forms of discrimination, so-called structural discrimination

20. Theoreticalperspectives on bullying and degradingtreatment • Our understanding is coloured by the scientific tradition we take as our starting point • The measuresweconsiderappropriatewillvarydepending on our perceptions • No perspectivecan be all-embracing

21. Individualpsychologicalperspective • Forms of aggressive behaviorthatcan be physical or psychological in nature • Attemptstoidentify the specificcharacteristicsofperpetrators and victimshavebeen dominant • In thiswaybullying is limitedtobehavior and actsoccurringbetweenindividuals

22. Socioculturalperspective • shift focus from one pupil to the whole picture and the school as an environment for learning and development • Weignore the psychologicalcharcteristicsof the individualsinvolved • Look instead for explanations in the context • Inclusion and exclusionareseen as part of the waychildrenbehavewhentheyinteractwitheachother (Wrethander Bliding, 2002)

23. Vygotski • The surrounding enviroment is an essential part of human development that influences human behavior and also put its stamp on the attitudes, norms and values that people develop

24. It is thereforeimpossibletoaddress different bullying problems in the same way

25. No pupilshould be afraidof going toschool! (Minister for Schools, Jan Björklund, 2006) In theirworktocombatdegradingtreatment, schoolstaffneed personal knowledgebased on science and well-proven experienceof preventing, detecting and confrontingbullying

26. The assignment • A survey ofevaluated programmes againstbullying • Educationaboutbullying, degradingtreatment and discrimination for teachers and otherschoolstaff • An evaluationof existing programmes usedtocombatbullying and degradingtreatment

27. Evaluationof anti-bullyingmethods(National Agency for Education, 2011) • Eight programmes, criteria: used in manyschools or indicationsoftheireffectiveness • Evaluate the effectsof existing methodsused in schooltocombatbullying, degradingteatment and discrimination

28. Evaluationof anti-bullyingmethods • The effectsof anti-bullyingmethodsaredifficulttomeasure • 39 schools representative ofSweden´s 4 700 compulseryschools • All pupils in the years 4-9 would participate

29. methods • Interviews – 840 individual and groupinteviewsconducted on two occasions • Questionnaires – by asking what happend, the research team could also distinguish between different forms of bullying • A first result – schools do not work with just one programme • Effectsofindividualmeasuresinsteadof programmes

30. The strategy was modified to evaluate the effects of individual measures rather than the effects of whole programmes

31. Summery - Succesfullapproches • The requirements for anti-bullyingmeasuresto be successfullincludeactivelycommitedindividuals and various kinds ofresources, competentstaff, organisationalstability and staffwhocanworktogether

32. Succesfullapproches • Systematic implementation - different anti-bullyingmeasures in combination, and a clearallocationofroles and division ofresponsibilities • The wholeschool approach – all the stafftake an activerole in the work – consensus among the staff – well supported by the pupils - a shared approach

33. Schoolclimate • School is characterised by a cultureofequality – communityand respect for the equalvalueofevery person • Pupil participation : well-developed relationship – enhancingmeasures in which the pupilsparticipate

34. The mosteffective anti-bullyingmeasures • Pupilsparticipateactively in preventing bullying - are entrusted togreatextent, withresponsibility for runningactivitiesaimed at creating a goodatmosphere • Follow– up/evaluation – carried out regularly of the pupil´s situation with regard to bullying, and the outcomes are used to develop and modify antibullying measures

35. The mosteffective anti-bullyingmeasures • Cooperative teams – anti-bullying teams, with a broad mix of teachers and staff with special skills, such as school nurses, counselors or teachers for children with special needs • Measures for dealingwhithbullies and victims– procedures for addressing and followingupbullyingof the victim and the bully. • Staff training – toenhancetheirunderstandingofbullying and degradingtreatment

36. The mosteffective anti-bullyingmeasures • A system for monitoring school breaks – well-developed, timtable and based on identifying areas that are preceived as dangerous in which there are special staff responsible for being with the pupils and organising special activities for them • Case documentation – based on established procedures • Rules on behaviour– developed in cooperationbetweenstaff and pupils

37. The mosteffective anti-bullyingmeasures • Disciplinarystrategies – sanctions or consequensesappliedtounacceptablebehaviour