KITE FIGHTERS TOOLKIT

KITE FIGHTERS TOOLKIT

Project n° -1-2019HU-01KA060962-201

The language used to describe complex situations has an important role in shap-ing the way we think about them. Therefore, in KITE Fighters we are very conscious about the terms we use to describe bullying dynamics. In the scientific research about this phenomenon you can often find phrases such as “the bully” or “the perpatrator” and „the victim”. We want to avoid using these, as they are assigning fixed roles to individual kids: it conveys the meaning that once you are a bully, you are always going to be a bully, or once you are a victim, you are always going to be a victim. The dynamics of bullying is much more complex than that: for example, in some situations a child might be bullied, while in others s/he becomes the per-son who bullies, to re-establish her/his sense of control. To avoid such oversimplifi-cation, we are going to use the terms “the kid / child who bullies” and the “the kid / child who is bullied” or “the targeted kid / child” – always describing the role that individual kid is in, in that particular situation.

Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)

SummaryGLOSSARY OF BASIC TERMS 5

1. INTRODUCTION 7

1.1 About the project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

1.2 The Toolkit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

1.2.1 How to use the Toolkit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

1.3. Bullying and Cyber-bullying . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

1.3.1 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

1.4. Dynamics of bullying . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

1.4.1. Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

1.5 Suggested behaviour and communication strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

1.5.1 How to deal with Cyberbullying: do and don’t for students . . . . . . . . . . . . . . . . . . . . 20

1.5.2. Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

1.6 Case Studies from field research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

2. COLLECTION OF TOOLS 27

2.1 Storytelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Mapping the journey of life. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Mysty – digital storytelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33

Story cubes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37

Puppet theater - Create a puppet, create yourself methods . . . . . . . . . . . . . . . . . . . . . . . . 39

Dixit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

2.2 Symbolwork . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Creation of our own symbol box . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Introduction round . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Basic clearing intervention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Mandala . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Wheel of emotions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

2.3 Folktales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Making a paper theatre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Appendix 1: Collection of Folk Tales on Discrimination and Bullying . . . . . . . . . . . . . . . . 63

“The Queen Bee” Kamishibai . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

Appendix 2: The story with the stops . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98

Lotilko . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .102

3. SELECTION OF BEST PRACTICES 109

MaBasta! Movimento Antibullismo Animato Da Studenti Adolescenti . . . . . . . . . . . . . . 110

NoTrap! (Let’s Not Fall Into A Trap!) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113

Visc Social Competence Program (Wisk Programm) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116

Anti-Bullying Intervention Program According To Olweus . . . . . . . . . . . . . . . . . . . . . . . . . . 121

Peer Mediation Program For The Prevention Of Violence In Schools . . . . . . . . . . . . . . .124

Fairplayer.Manual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127

ABC – Antibullying Self-Assessment Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132

The Peaceful Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135

School Mediation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .138

Communication without Violence according to Marshall Rosenberg . . . . . . . . . . . . . . 144

Experiential Learning Activities in human trafficking and refugee rights . . . . . . . . . . .147

4. LITERATURE LIST 150

4.1 Literature list: Italy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .150

4.1.1 Help for self-help: literature recommended for young people . . . . . . . . . . . . . . . . . . 153

4.2 Literature list: Austria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .154

4.2.1 Links to important studies, initiatives and programmes . . . . . . . . . . . . . . . . . . . . . . . 155

4.2.2 Help for self-help: literature recommended for young people . . . . . . . . . . . . . . . . . 157

4.3 Literature list: Greece . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .162

4.3.1 Help for self-help: literature recommended for young people . . . . . . . . . . . . . . . . 164

4.4 Literature list: Hungary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .166

4.4.1 Help for self-help: literature recommended for young people . . . . . . . . . . . . . . . . .167

5. ANTI-BULLYING SUPPORTYING SYSTEMS: USEFUL CONTACTS 168

5.1 Supporting System in Austria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .168

5.2 Supporting System in Italy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171

5.3 Supporting System in Hungary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .174

5.4 Supporting System in Greece . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .176

Glossary of basic terms

BULLYING BEHAVIOUR: When one or more students employ physical, emotional, or verbal

abuse to make life miserable for another student. The abuse can take many forms from

simple name calling to physical abuse to sexual harassment. Bullying behaviour is defined

by its intensity and duration and is distinguished by a pattern of repeated physical or psy-

chological intimidation.

BYSTANDER BEHAVIOUR: It is typified by someone who «stands by» while bullying is taking

place. Bystanders do not actively participate, but they are rarely neutral. Passive observing

reaffirms the bullys power. On the other hand, bystanders have the greatest potential to turn

the situation around.

CYBERSAFETY: It refers to both a) online behaviours that are safe, respectful and responsible,

as well as b) strategies to reduce risks online, e.g. using high privacy settings.

CYBERSTALKINK: It involves the use of technology to make someone else afraid or concerned

about their safety. This conduct is threatening or otherwise fear-inducing, it involvs an inva-

sion of a person’s relative right to privacy, and manifests in repeated actions over time. Most

of the time, those who cyberstalk use social media, Internet databases, search engines, and

other online resources to intimidate, follow, and cause anxiety or terror to others.

Surprisingly, cyberstalking rarely occurs by a stranger. For example, the aggressor may be an

ex-girlfriend or ex-boyfriend, former friend, past employee, or an acquaintance who wants

to control, possess, scare, threaten, or actually harm the other person.

DENIGRATION: “Dissing” someone online. Sending or posting cruel gossip or rumours about

a person to damage his or her reputation or friendships.

EXCLUSION: Intentionally excluding someone from an online group, like a “buddy list” or a game.

EXPLOITATION, COERCION AND THREATS: A person receiving sexual threats, being coerced

to participate in sexual behaviour online, or blackmailed with sexual content.

FLAMING: A hostile online interaction that involves insulting messages, or flames, between users.

GENDER-RELATED BULLYING: It includes harassment, prejudices, innuendoes and deroga-

tory comments that are gender-related and reinforce different role norms and are thus in

contrast to the teaching principle of «education for equality».

HAPPY SLAPPING: The activity of attacking someone and filming the attack and spreading it

online.

HARASSMENT: Behaviour that targets an individual or group due to their identity, race, cul-

ture or ethnic origin, religion, physical characteristics, gender, sexual orientation.

IMPERSONATION: It’s about identity theft. It happens when someone pretends to be another

person (for example, creating a fake profile on Facebook or a fake e-mail) with the aim of

sending reprehensible and discrediting messages.

PHYSICAL HARASSMENT: These actions are aimed at physically injuring a person, such as

hitting, kicking, pushing, setting a trap.

OUTING: Sharing someone’s secrets or embarrassing information online.

SEXUALISED BULLYING: A person being targeted by, and systematically excluded from, a

group or community with the use of sexual content that humiliates, upsets or discriminates

against them.

SOCIAL (INDIRECT) BULLYING: The destruction of social relationships and social belonging

is at the centre of negative actions, e.g. consciously disengaging from the group, spreading

rumours, ignoring someone.

TRICKERY: Tricking someone into revealing secrets or embarrassing information, which is

then shared online.

TROLLING: Intentionally posting provocative messages about sensitive subjects to create con-

flict, upset people, and bait them into “flaming” or fighting.

UNWANTED SEXUALISATION: A person receiving unwelcome sexual requests, comments

and content.

VERBAL BULLYING: All verbal attacks, such as verbal abuse, verbal threats, mean comments,

making fun of someone.

Bibliography– Grundsatzerlass GZ 15.510/60-Präs.3/95 – www.bullyingnoway.gov.au – www.cyberbullying.org – www.sd35.bc.ca

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1.1 About the project KITE-fighters – Kids and Teachers Fighting for Inclusion is a Key Action 2 project funded by the European Erasmus + program. The aim of the project is to assist pedagogues working with young people in their teen-age (13-20 years old) with a focus on diversities, to strengthen so-cial inclusion, and promote peer-to-peer communication and team building.

Adolescence is a critical phase for any individual, since it is in this very moment that our iden-tity takes shape, our self-esteem is built and we go through major changes, physical, sexual and psychological as well. Schools are the social institutions where these process and changes must be supported, and the recognition and promotion of diversity as value must be at the base. Students should be able to grow in a safe place, but this is not always a given. In fact, young people often experience social exclusion and have to deal with bullying and cyber-bul-lying episodes, that can have a dramatic impact in their lives. In this context, the challenges for schools are major, and teachers often feel on unsafe grounds, because they lack instruments and expertise to deal with these phenomena.

The KITE fighters project stress the role of bullying as major threat for the self-development and for the growth of a healthy and inclusive society. In this context, the project wants to offer a concrete support to teachers and students, providing them with innovative methods and tools to cope with bullying situations and prevent the escalation of conflicts at school.

1. Introduction

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1.2 The Toolkit The KITE-fighters Toolkit has been designed to be a practical and valuable helper for peda-gogues. It was created with the aim of training trainers to provide teachers with creative meth-ods especially useful for engaging students with social difficulties.

The Toolkit includes a collection of innovative tools based on the following methodologies that have been successfully tested at European level: Symbolwork, (Digital) Storytelling and Folk Tale Work.

Moreover, it contains a selection of best practices that can be taken as reference point to im-prove schools’ strategies, and case studies that have been gathered through interviews.

Our hope is that students and educators will use this toolkit to create a positive climate and improve the communication inside the classroom, having a real impact on students’ mental health, emotional resilience and on the school atmosphere, and, with a broader perspective, also to decrease in social exclusion and bullying.

Symbolwork Symbolwork is an innovative methodology that offers young people an additional language, making it easier to express personal feelings and thoughts.

Symbols have probably accompanied people for thousands of years and are firmly embedded in the respective cultures. We would like to deal here with a technique, the work with symbols, which plays an important role in psychotherapy. Following the original approach of Wilfried Schneider, therapist and creator of the methodology (www.psychologische-symbol-arbeit.de) Hafelekar started to introduce symbolwork in various areas of the education sector. On this base and with some years of experiencing symbolwork in Austria, Hafelekar further developed the ‘SymfoS method-ology’ within the project “SymfoS – Symbols for success”, where symbol-work was tailored to the field of educational and vocational guidance for disadvantaged young people. You find more information on www.symfos.eu. In this project symbolwork is seen as an additional language for young people to express themselves. This is a good starting point for the KITE-fighter project: In bullying processes it can be observed that the partici-pants - in whatever role – are often literally «speechless».

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Storytelling is a process that combine facts and narrative in order to communicate a message and an emotion to a target audience. In particular, Digital Storytelling is an interactive tool to present personal stories using short videos. Its use can be fundamental in different educational and learning contexts. Moreover, storytell-ing is a process during which a person can create a personal nar-rative to communicate about him or herself. By creating the nar-rative, the person strengthens his/her narrative identity, through which the self-coherence and self-agency are also strengthened.

Storytelling and Digital Storytelling

Through working with Folk Tales, we access narratives which were formed through generations, and therefore represents a knowl-edge of how to solve different problem situations. All life situa-tions and relationship problems – including bullying – has their own folk tales, in which the hero(ess) is empowered, reaches to her/his inner resources, and takes steps to change their fates into better. Using Folk Tale Work, participants can also look for and find their own resources and takes steps to solve their actual life problems.

Folk Tales

1.2.1 How to use the ToolkitThe KITE Fighters Toolkit include a total of 13 tools, which are categorized according to the methodology used, in order of presentation: Storytelling, Symbol work and Falk Tales Work. Each tool is described using key information to guide and support pedagogues in the choice of the best activity to use:

- Difficulty level;- Age target group; - Duration;- Themes covered;- Type of activity;- Source of the tool;- Overview;- Objectives;- Materials needed;- Instructions;- The reason why the tool can be useful in the school environment.

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The project provides a 30-hour teacher training curriculum to empower teachers to use the tools contained in this toolkit. The 30-hour course is divided into 10 modules, which can be separately used as well.

The teacher training curriculum will be piloted and evaluated at a training of trainers organ-ised by the project consortium.

However, everybody can use the tools presented in this Toolkit, independently of the training course. Some of the activities require a special attention to best facilitate them and obtain valuable results.

We suggest to follow these tips that can help those who do not have facilitation skills: - Work on your emotional intelligence, especially on your empathic sense;- Before starting the activities, work on team building and break the ice with group games;- Create an inclusive environment: find the ways for everyone to participate;- Communicate clear and effective guidelines and instructions: you can think about these

guidelines yourself or you can simply ask the group what behaviours and attitudes will help them get the most out of the experience. Try to push for concrete ideas and clear guidelines;

- Promote an active listening;- Do not rush, take the time you need to enjoy the experience. Manage well the time available; - Keep high the energy of the group with energizer games;- Try to stay neutral: no judgments;- Share and record the meeting results.

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Overtime, researchers tried to delineate the many facets of the term bullying, elaborating different definitions. We tried to find our own, by summarizing the most relevant researchers and finding the commonalities between them.

1.3. Bullying and Cyber-bullying

Bullying is an intentional act of violence, physical or psychological, conducted by an individual or a group directed against an inferior individual who is not able to defend himself, it is repeated multiple times or is highly likely to be repeated. Bul-lying may inflict harm or distress on the targeted youth including physical, psycho-logical, social, or educational harm.’’

‘‘Summarizing the definition, in order to be considered bullying, a behavior must have these four characteristics:

- Direct (physical or verbal violence) or indirect aggression (psychological violence, resulting in manipulative acts to control the targeted person, like mobbing);

- Mens rea (guilty mind): intention to pursue the aggression;- Imbalance of power: kids who bully use their power—such as physical strength, access

to embarrassing information, popularity, confidence, different socioeconomic status, age, sex, race, ethnicity — to control or harm others.

- Repetition over time: bullying behaviors happen more than once, that is part of the rea-son bullying can be so emotionally or psychologically damaging.

Bullying, like all human phenomena, evolved overtime, adapting to the change of society. With the widespread use of technologies in our daily life, bullying went digital as well, being defined as cyberbullying. As for the former, we tried to elaborate a definition starting from the already existent ones.

Cyberbullying is any proacted form of psychological pressure, aggression, harassment, blackmail, insult, denigration, defamation, identity theft, illicit acqui-sition, manipulation, unlawful processing of personal data through digital means – like social media (e.g. Instagram, Snapchat, Facebook, Twitter etc.) and commu-nication services (e.g. Whatsapp, Telegram etc.) or content platforms (e.g. Youtube). The negative behaviour can be carried out by individuals or groups of individuals, with the aim to abuse, torment, intimidate or isolate a person’’

‘‘

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A widespread form of Cyberbullying is the online sexual harassment,

An unwanted sexual conduct on any digital platform, recognized as a form of sexual violence. Online sexual harassment encompasses a wide range of behaviours that use digital content (images, videos, posts, messages, pages) on a variety of different platforms (private or public). It can make a person feel threatened, exploited, co-erced, humiliated, upset, sexualised or discriminated against.’’

‘‘There are some features cyberbullying and bullying have in common, however they have many differences that can make the first one even more devastating. In fact, cyberbullying is characterized by:

- the omnipresence of the behaviour and its effect (in space and time): it can occur at any time of the day from anywhere, without stopping;

- the risk of reaching a large audience, boosting its effect: a large number of people (at school, in the neighbourhood, in the city, in the world) can be involved the victimization;

- the potential anonymity of the bully(ies): the cyberbully can easily hide his or her identity using fake identities or anonymous email addresses;

- the lack of emotional feedback;- unmanageable: there are few control mechanisms on the Internet or mobile phones, and

once something is online it is very difficult to delete it – especially when it become viral;- the non-obvious relationship between the target and the bully;- the pool of potential targets, offenders, and witnesses is limitless.

1.3.1 Bibliography– Florian Wallner: Mobbingprävention im Lebensraum Schule (www.oezeps.at)– Gradinger, Strohmeier & Spiel, 2009, 2010, 2012; Strohmeier, Gradinger, Schabmann &

Spiel, 2012.– Hinduja, S. & Patchin, J. W. (2015). Bullying Beyond the Schoolyard: Preventing and

Responding to Cyberbullying (2nd Ed.). Thousand Oaks, CA: Sage Publications. – Justin W. Patchin and Sameer Hinduja, Bullying Beyond the Schoolyard: Preventing and

Responding to Cyberbullying, 2014– Nicola Hahn, 2019– Sameer Hinduja, Ph.D. Justin W. Patchin, Ph.D. Cyberbullying Research Center,

Cyberbullying: Identification, Prevention, & Response Sameer Hinduja, Ph.D. Justin W. Patchin, Ph.D. Cyberbullying Research Center October 2014

– www.stopbullying.gov – www.cyberbullying.org/ – www.gazzettaufficiale.it – www.oezeps.at – https://www.childnet.com/our-projects/project-deshame

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Bullying is a complex social phenomenon. Those who bully often act as consequence of grow-ing up in a toxic environment, as most of someone’s character is built in early age. But it is dur-ing the adolescence phase, kids go through major changes, physical, sexual and psychological as well. Schools are the social institutions where they must be supported in this process and encouraged to be their selves. However, some scholars argued that bullying and harassment could also be related to school culture, whether there is a culture of secrecy (”do not tell”), or an intolerance for diversity and a culture of disrespect.

Students targeted as bullying victims are often defined through deviant labels. Bullies focus mainly on physical aspects, different nationality and sexual orientation of their targets. In gen-eral, the trigger is diversity and “the new”.

It has been elaborated also the social dominance theory, according to which bullying is often used as a strategy to establish and maintain social dominance, and groups are often organised in dominant hierarchies (R. Thorneberg, 2015).

Any form of bullying can create negative emotions and change the dynamics of self-percep-tion and self-control of individuals, to the point that, in rare cases, individuals are even led to attempts suicides, some of which are unfortunately successful.

Bullying has important consequences that affect not only those who are directly involved, but it also touches other members of the community who monitor the evolution of incidents and

1.4. Dynamics of bullying

If there are frequently repeated negative actions which, as a whole, are systematically directed against an inferior pupil, if this takes place over a longer period of time and leads to a reduction in the possibilities for action of the person concerned, we will refer to bullying in the following. It is important that this does not have to be «major» acts of violence. Negative actions›, which can lead to bullying, include many possible courses of action. All these actions are suitable to cause mobbing - also or even more so, if it is only a matter of supposedly «small» acts of violence. Many actions that appear harm-less as individual phenomena can, in sum, result in the bullying dynamic.This is precisely what makes «bullying» in schools often difficult to recognise and grasp, as they sometimes take place in secret for educators, as these individual acts are not perceived as bullying’’

‘‘Florian Wallner: Mobbingprävention im

Lebensraum Schule (www.oezeps.at)

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experience the phenomenon as bystanders, that often became bullies. In these cases, violence creates feelings of wider anxiety and fears for children viewers who possibly either consider themselves as potential «victims» in the future, either accept aggressive behaviour and to en-gage in similar behaviours. In general, the increased incidents of school violence create a neg-ative climate in the school in which there is widespread concern that follows the educational process, while affecting the rights of its members school community for a healthy and safe school environment.

Bullying can be either long or short term for both the bully and the targeted person as well.

SHORT – TERM EFFECTS

For the targeted person

• Psychosomatic exhaustion

• Blows, bruises, wrists, scratches, etc.

• Combining negative emotions about what

they are experiencing:

• Shame: thoughts that your classmates

and the rest of the world have consider

them cowardly and weak

• Anger: because they cannot react

• Guilt: negative thoughts of blaming them-

selves for the violence they have they exist

(e.i. «They call me pig ... Since I›m obese .. I

don›t stop eating .. so I›m a pig .. «)

• Fear: fear that your classmates will be

ridiculed, fear that they will «disappoint»

their parents.

• They tend to become more introverted, iso-

lated, lonely people - (social) anxiety, insecu-

rity, feeling helpless

• Reduction of self-esteem, self-pity, emotion-

al withdrawal, dysfunction, reduction of so-

cial skills

• Depression, low self-esteem and self-esteem

• Showing phobias (eg school phobia), avoid-

ing places, school

• Denial, absences and stigmas, discourage-

ment for joining colleges

• Occurrence of phobias (eg school phobia),

avoidance of spaces where the victim may

meet the perpetrator, school denial, absen-

teeism and beatings, discouragement for

participation in collective activities

• Psychosomatic problems (sleep disorders,

nightmares, headaches, discomfort, stom-

ach aches, eating disorders etc.)

• Post-traumatic stress disorder

• Academic impact: decrease in academic

performance, schooling failure, learning dif-

ficulties, difficulty concentrating and atten-

tion, lack of motivation to learn, drop out of

school

• Develop aggressive behavior

• Domino effect (child- «victim» begins to in-

timidate other children to relieve negative

emotions and self-empowerment)

• Secondary victimization by classmates (dis-

paraging) comments, mockery and more

following the incident of violence and intim-

idation)

• Conflicting emotions: anger and aggression

behavior towards parents and teachers be-

cause of negative emotions that lead chil-

dren to not witness no victimization of them

and avoid asking aid.

• Injuries, more rarely suicide («bullycide»,

which but it may be the culmination of

many factors)

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SHORT – TERM EFFECTS

For the bully

• Nervousness, anxiety, symptoms of depression

• Absences and jail

• Increased chances of getting involved in other forms of antisocialism behavior (eg thefts, vandalism,

etc.)

• Preparation of educational information material and program training courses

• Academic impact: reduced academic performance, schooling failure, learning difficulties,

difficulty concentrating and attention, lack of motivation to learn, drop out of school

• Leaving school (voluntarily or at his / her address) school because of the child›s behavior)

• Trends from home

LONG – TERM EFFECTS

For the targeted person For the bully

• Effects on interpersonal relationships and

mental health

• Low social skills, reduced adaptability

• Lack of trust in relationships

• Anxiety, low self-esteem, depression

• Involvement in abusive behavior, ‹cycle of

abuse› (domestic or partner violence)

• Lack of motivation, creative and constructive

thinking

• Difficulties in building interpersonal rela-

tionships

• Anger management problems

• Aggressive, impulsive or violent adults

• Sloppy lifestyle

• Increased chances of being anti-social or

criminal behavior as adults (eg theft)

• Problems with the police

1.4.1. Bibliography– Robert Thornberg, The social dynamics of school bullying: The necessary dialogue

between the blind men around the elephant and the possible meeting point, 2015. – www.safeatschool.ca/plm/bullying-prevention/understanding-bullying/dynamics-of-

bullying – http://stop-bullying.sch.gr/wp-content/uploads/2015/10/odigos_diaxeirisis_peristatikwn.pdf

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Many strategies can be adopted to cope with bullying and cyberbullying. In the first phase of the KITE project, the partners conducted interviews with teachers and students to investigate on the current bullying situation inside schools and to see what kind of strategies are adopted to tackle these phenomena. This paragraph goes through the most relevant outcomes emerged from these interviews.

However, the most significant result of the interviews is that everyone agreed that the key to cope with bullying is a correct communication, to be able to encourage a positive dialogue be-tween students and teachers, and parents. The next chapter will contain the tools proposed by the KITE project to improve the communication strategies.

Develop an effective school anti-bullying policy Generally, these should be developed over time with students, parents, and staff members. In the context of the ABC – Anti-Bullying Certification EU project, some general guidelines for an effective antibullying policy in a school have been identified:

1. Group formation and norming ground rules: start the school year with setting prosocial rules and create safe groups by doing group cohesion activities;

2. Understanding how bullying works and how to act against it: explain to students and dis-cuss what bullying is and how group processes work and can be handled;

3. Broad commitment: involve gradually but systematically more staff, students and parents in the development and maintenance of safe school policy;

4. Support positive behaviour, avoid putdowns and punishment: complimenting, rewarding and no-blame methods are more effective than negative methods, like blaming bullies, a lot of attention for bullies and punishment;

5. Focus on school culture and prevention: a good school policy focuses on prevention creat-ing a positive school climate and not only on preventing negative behaviour or on handling incidents;

1.5 Suggested behaviour and communication strategies

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Organise anti-bullying days at school Anti-bullying initiatives are implemented in all the European territory. For example, in Italy, there is an anti-bullying day named “giornata del nodo blu” (blue knot day) to raise awareness on bullying and cyber-bullying. But many of them think that it is not very useful, because it is only a formality and it has not any real effect. One of the students, actually, said that bullies take actively part on this celebration day, but it is all a charade. Eventually, this initiative could be considered as starting point to organise more useful activities and meetings, for example invit-ing victims or bullies to talk with them.

In Austria, the ViSK programme was implemented as part of a project of the Austrian Ministry of Education in cooperation with the University of Vienna, Faculty of Psychology (educational psychology and evaluation) and the Universities of Teacher Education.

Improve school support systemReporting bullying episodes could not be easy for students. They might be afraid to denounce their peers in a face-to-face conversation with a teacher, or also because of a fear to spotted by the bullies which might make the situation even worse. This is why schools must improve their anti-bullying system. They must promote and support teachers’ formation to identify and deal with these uncomfortable situations. People who know about bullying must be en-couraged to report it. It could be used a “complaint box” to anonymously denounce the bully-ing episodes. Moreover, it could be useful for schools to appoint a responsible person to whom anyone can turn to.

Avoid labelling studentsThe labels ‹bully› and ‹victim› are unhelpful and can cause additional problems. It is more helpful to describe the role, rather than to label the child. A student who is bullied in one con-text may do the bullying in another, and a student who sees bullying in one context may be bullied in another.

Involve external supportSometimes, especially in dealing with delicate situations, schools should involve external ex-perts (like psychologist), and to analyse with them what the consequences of bullying are. In the most severe cases, the police should be involved too.

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Work on communication strategiesAn effective and smart communication must be done in two dimensions: inside and outside the school.

COMMUNICATION INSIDE THE SCHOOL

People involved Strategies

SCHOOL STAFF AND STUDENTS

Students and teachers can organise classes to talk about bully-ing and equality, workshops and meetings. It would be helpful to create a space at school where it is possible to openly talk about bullying episodes, and involve parents. Teachers must work on emotions and to teach students how to understand and respect people, working on the concept of “Emotional Literacy”. Some-times students do not trust teachers, and they tend not to report bullying episodes. Schools should dedicate more time and space to debates and create “safe places” to share ideas and experienc-es. A Reporting Box can be another useful strategy to stop bully behaviours. The notes students leave must have names on them so the investigating staff member knows where to start.It should be done something also to raise students’ altruism, to stand in favour of those who are abused, and strengthen stu-dents’ bounds, through group activities and workshops.

SCHOOL STAFF ITSELF

School staff must be trained with bully prevention information and action strategies: identifying, investigating, and taking ac-tion when dealing with bully behaviours. Especially, they must improve their communication skills, adopting effective and al-ternative methods, like the ones proposed by the KITE project: storytelling, folk tales and symbolwork.

SCHOOL STAFF AND PARENTS

Parents must be included in the anti-bullying educational pro-cess and communication, because often there is a lack of trust in the school system. Parents need to feel comfortable and safe addressing bully behaviours with the school. In order to do so, school staff can use different tools, like newsletters and flyers, awareness-rising emails, it can show its commitment through web sites, blogs, video blogs, social media (Facebook, Twitter, etc…), or organise parents meeting and surveys. Adopting an open-door policy is a good strategy.

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COMMUNICATION OUTSIDE THE SCHOOL

People involved Strategies

SCHOOL AND COMMUNITY

Society and school must work together to combat bully behav-iours. Community members can volunteer for events in school. They can participate and see how the schoolworks to keep the learning environment safe, secure, and positive. Students can create videos, announcements, community presentations, and even go out to local businesses to spread the word about bul-ly prevention. Videos can powerful that explain what other stu-dents are going through when they are battling bully behaviours. This synergy can lead to the elaboration of new strategies or ac-tion plan to combat bully behaviours, and to help spread bully-ing prevention.

PARENTS AND COMMUNITY

Parents communicating with community members could be a powerful way in combating bully behaviours. For example, par-ents can create videos about combating bullying. They can also go to strategic places (churches, stores,..) in the community to rise awareness.

INSIDE THE FAMILY: PARENTS AND

STUDENTS

Parents are potentially the first one to learn about bullying epi-sodes. It is crucial to increase the trust children have in them. At the same time, parents must be aware of methodologies to be able to efficiently listen and advise.

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1.5.1 How to deal with Cyberbullying: do and don’t for students

Respond to bullying messages.

Promote messages or pictures that could hurt someone’s feelings, it then immediately we become part of the bullying.

Block the access of the sender who har-ass us, so he/she will not be able to send us anything.

Hold and store messages and conver-sation as proof of the sender’s actions (this will be useful to us if we need it or if we wish to denounce it).

Report the problems to our parents or other adults that we trust.

Refer to the helpline were specialized doctors and psychologists with exten-sive experience in problematic behav-iours on the Internet can provide advice and support.

We do We don’t

1.5.2. Bibliography- ABC – Anti-Bullying Certification 3rd Newsletter, www.gale.info- www.education.vic.gov.au

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During a field research, each partner of the project collected a case study of bullying, analysing the dynamic and the strategies adopted to deal with the episode. In this paragraph, we will present one case study per country, which we consider particularly important. The selected cases are very different and should make transparent that the topic of bullying is also very multifaceted and diverse. We hope that by presenting real cases, the topic will become more vulnerable and understandable. Of course, the names of the interviewees have been changed, because for data protection reasons we only work with pseudonyms.In the respective field research of all partners you will find a larger selection of cases and more detailed information.

1.6 Case Studies from field research

Case study 1: “Karina & Oliver” - avoid assigning roles

Concrete description of the situation: Karina works as a pedagogue at a secondary school in Vienna. In our conver-sation she told us about a bullying incident which is very complex and makes clear that a hasty role assignment in a bullying process is not helpful. She reported about a boy, Oliver (12 years old), who is currently in the third grade. Karina knows that Oliver had a difficult start. He was intellectually very mature for his 10 years at the transition to secondary school, had only top marks and was “unpopular”, because of his physical appearance (small for his age, long hair, and androgynous facial features). Three boys in his class - according to Karina’s assumption - could not “classify” Oliver and started to make life dif-ficult for him: he was pushed over the stairs, called “nerd”, “gay” and “victim” and laughed at every opportunity. The parents rightly turned to the school immediately and asked for clarification.

The headmaster invited the head of the class, two pedagogues and Karina to discuss the case. Those pedagogues who experienced Oliver mainly in class tended to assign him a victim role. Karina and another pedagogue, who also looked after him during the free periods, mentioned “the other role” of Oliver: As soon as he didn’t feel observed by the pedagogues, he let his - rightly pent-up aggressions - run free. He then indiscriminately attacked fellow students by pushing, pinching, yelling at them or tearing them to the ground. Back in class, he was again in the role of the “model student” and in this role, he rarely missed an opportunity to intellectually expose his “attackers”.

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The pedagogue team gave themselves a few days before the parents were invited for a talk. They tried to explain to the parents both roles their son was in as objectively as possible. The parents initially reacted very upset with the argument that they had chosen our school to avoid exactly such situations. As the conversation progressed, the mother became calmer and calmer and then said that she now understood the situation, because Oliver behaved the same way at home towards his younger sister.

Coping strategy:– The school management took time to look at the case from different

perspectives. The pedagogues working in afternoon care were able to see that the boy had two roles: superficially, that of the classic “victim of bullying” in the regular school hours and that of the “aggressor” in the supervised free periods. Karina and the team of pedagogues at the school have been dealing with this topic for many years and know that attributions of any kind are not helpful. Karina is much more concerned with keeping an eye on the mood in the whole class and is always ready to listen. Because, as she says: “Often students who only take on an ob-server role suffer because they are overwhelmed by the bullying situ-ation, become increasingly calm and withdraw. Then I become active and look for the conversation with them. It is important to realize that in a bullying process the whole class community is involved.”

– In a first conversation with the school management, the parents react-ed very upset, but then realized that the boy also uses a similar strategy at home - especially towards his younger sister. There is now a lot of talk about it in the family and the parents try to take the pressure to perform off him. This seems to work well - Karina says with a wink - be-cause Oliver’s grades have gotten worse, but he is more balanced and relaxed.

Case study 2: “Androniki” – the role of parents

Concrete description of the situation: There was a girl who from the first sight one could tell she was quiet intro-vert, Androniki. All her classmates are leaving her behind, they do not ask her to play with them neither to participate in any activities with them. The rest of the class says that Androniki does not look as attractive as the other girls of the class and call her any kind of offensive names about her appearance. Although Androniki seems not to like the situation deep down she enjoys it since she is the centre of attention.

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In fact, she was causing the whole situation so to be on the spotlight. She was convinced that everyone was teasing her because she was something differ-ent. Her vocabulary was quiet upgraded than the one of most kids, she was acting like a woman and was quiet elitist on how she will hung with or talk to.

Her parents were willing to deal with the situation and understand what is wrong with their kid as well as where they did mistake in her upbringing. They were also positive to change many things. The father was out of town most of the year though- due to work travels- and mum was overanalysing everything. After a birthday party where some of the children were bulling Androniki, a mother who attended the party decided to act without talking to anybody, so she wrote an email and send it to all parents, the teacher of the class and the director of the school which was written in an inappropriate language for the children that were bullying Androniki. She was also mentioning that it is their parents’ fault the way they are behaving and should be punished immediate-ly. This email was received by all parents and 5 of them were backing her, the rest of the parents did not agree with the way she was acting.

The teacher decided to call all the parents and discuss the topic. Firstly, she wrote an email notifying everyone that proper language should be used among all the attendants so to solve the situation. The school as well as the principal were really worried about how this gathering would go.

The mother, who wrote the email, did not appear to the meeting and the 5 parents who aligned with her did not appear, and also the parents of Andron-iki did not show up and according to the teacher that we interviewed they rightly did not show up.

The parents who came in the meeting claimed that nothing was happening, and these actions are not to be called bullying. Instead, bullying is what the mother did by sending an email after the party accusing the students.

The parents of Androniki believed that the problem their child is facing must be dealt with the teacher, the principal and the psychologist.

The teacher filled the Observation Form that they use in the school given by the psychologist. On the form they have to report each case of bulling and describe what happen and what they did, what actions were taken, then is discussed with the school psychologist or external help.

School had “An Action Plan” of how to deal with such situations (which is shared with the parents since the beginning of the school year) but none of the protocols was followed in this case by the mother who wrote the email.

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Finally, after many meetings between Andronikis parents, the teacher, the director and the school psychologist, the parents of Androniki followed psy-chological support. Androniki also attended individual psychological sessions outside the school so to improve her situation.

Finally, Androniki is hanging out with the girls, and is part of a girls’ team 100% and much more involved in the school life.

Coping strategies: – The School has “An Action Plan” to deal with such situations (which is

shared with the parents since the beginning of the school year– The teacher has an Observation Form – The parents, who were supportive, accepted the situation and tried to

solve the problem with any means.– The teacher who decided to organize the gathering of all parents and

convinced the school that the situation would be under control.

Support system involved (interventions & solutions):– The parents: their immediate efforts to understand the situation was

decisive for Androniki. They understood that they had played a signif-icant role in their child’s rearing and wanted to spot the source of the problem.

– The teacher: Acted and did not let all the involved parts to fix the cir-cumstances alone yet drastically acted to find a common line.

– The school psychologist

Case study 3“Gina” – theatre as anti-bullying strategy

Concrete description of the situation: “Gina” is an actor and a drama pedagogue. She has been working in schools formerly, but currently she is organizing thematic workshops with a partner for classes (usually the head teacher contacts their group and “orders” a work-shop, which then the class visits). She follows a participatory, interactive ap-proach: some elements of the “play” is acted by them (professional actors), while other parts of the story are acted out according to the kids’ suggestions. There are also many parts where students can discuss the situation among themselves in small groups.

One of their most popular pieces is about bullying. At the beginning of the workshop, facilitated by the workshop leader, the group create the character of two teenagers of the same class. They use some props to help brainstorm-ing about the traits of the characters: one of them is a popular kid, while the

other is a newcomer to the class. Once they are happy with the characteriza-tion of the kids, they start to act out some scenes from the school life, such as planning a school trip, or some “casual bullying” situation. The class works in small groups where to recreate these scenes: they can decide who is playing which character. At this point the two actors play out a scene which shows how the “casual bullying” turns into repetitive hurtful behaviours over a longer time period. A discussion follows about this dynamic then the last, pivotal scene is coming: the class trip, where – based on the groups ideas – something happens to the kid who is bullied, who becomes suicidal as a result. The scene is stopped at the pivotal moment and kids can react the way they see fit. Usu-ally this is the point they first tell the “cool guy” to stop what he is doing. Then a discussion can come about the responsibility of the whole class. The piece ends with discovering how the relations changed after this incident.

Experiences“Gina”’s experience is that when there is an existing problem in the class, it is really difficult for kids to open up, they don’t dare to share their ideas. Usually these walls can be overcame by playing, it helps to open up communication. A crucial element of drama pedagogy is the use of roles: the kids are not playing themselves, therefore they feel less vulnerable sharing their ideas, but at the same time they usually behave in a way that is typical of them. It also gives an opportunity for everyone to try out different roles: maybe a kid who is bullying other might try the role of the bullied or vice versa. This process helps building an empathetic atmosphere in a group.

The attitude of the teacher also tells a lot: sometimes s/he brings the class to the workshop, then disappears, instead of staying and observing. The work-shop leaders can discuss their observations with the head teacher during the workshop.

Kids often have a shift in attitude, where the main message is that the whole class, the mass is responsible also in empowering the “cool guy”. The sui-cide-attempt moment in the scene is often the point, where the bystanders become mobilized and realize their behaviour is also part of the problem. It is shocking to them, that the bullied kid would do such a thing, as they haven’t realized the severity of the situation up until that point.

A missing element in this practice is long-term feedback – usually classes come to the workshop, but “Gina” doesn’t know if the shift in attitude is long-term or not.

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Case study 4: “Roberta” – way out of exclusion

Concrete description of the situation: The case study we will present is a case of bullying as group behavior, specifi-cally a group of girls of the first year of secondary school bullying one of their classmate, that we will name “Roberta”.

The targeted girl was very shy and introvert, but eager to be accepted by her peers. In her class, 4 of her classmates formed a group, which named itself “The best”. In order to please them and be accepted, Roberta satisfied all their requests: to dress in a certain way, avoid talking to some classmates, give them as “gift” some of her personal objects that she cared about. The girls only pre-tended to include her and some days they even invite her to go out, to play this game of acceptance. In reality, the group was excluding her. They secretly organized meetings and they made fun of her in closed social media groups. Roberta’s mother was alerted by other parents who read the conversations in the groups and that had heard about this situation from their children. Roberta also changed her behavior at home, starting to have eating disorders and mood changes, frequent crying, nervousness and depression. Roberta’s mother decided then to talk to her to be sure about what was going on. After Roberta confirmed the truth, she decided to talk with the responsible teacher.

Coping strategy:The responsible teacher decided to adopt a multi-level approach to deal with the situation, involving the parents first, then the class and the school psy-chologist.

– The teacher called the girls’ parents to discuss together about the sit-uation. Families, after an initial surprised reaction, have been willing to talk to their girls and try to adjust their behavior.

– The teacher also decided to invest more time to talk about bullying inside the class, avoiding talking about the specific episode, not to ex-acerbate the situation. She organized debates and projected a movie.

– The teacher privately talked also with the girls of the group, stressing the dramatic consequences of their bullying behavior on her classmate.

– Finally, the teacher involved the school psychologist who organized in-dividual sessions for the involved students and group sessions with the entire class.

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2.1 Storytelling

2. Collection of tools

Storytelling is the most powerful way to put ideas into the world today.

Robert McKee’’ ‘‘Learning through storytelling refers to a process in which learning is structured around a narra-tive or story as a means of ‘sense making’. It involves the use of personal or impersonal story and anecdotes to engage learners and share knowledge.

Storytelling is a useful tool to helps youngsters to share experience, explain events and phenom-ena, while stimulating their communication skills and emotions. Moreover, this methodology helps them to reflect, organize and memorize information about their own life story including some details about their past, their cultural heritage and social-cultural background in order to give continuity and be aware of that.

Storytelling involves community peer-to-peer building through the collectivisation of personal experiences and personalisation of collective experience, in order to raise awareness about a sensitive topic, like gender-based issues, migration etc. The purpose is to construct the personal

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identity through emotions and networks of meanings, while focusing on mutual understanding and be reflected into the others’ experiences.

Storytelling has some key elements:– The stories are generally written in the first person, but in some cases, there is a facilita-

tor who presents a story. – The storytelling process involves exploring and collecting “data”, making a story through

establishing logical connection, in order to develop the flow, the narration itself;– The setting or the way the story is presented, and the material used (videos, images, text,

narration) influence a lot the way the listener is struck by our history.

The storytelling must take into account: a) The context: situation, space and place where the narrative is taking part;b) The course: the plot and the events, the content expressed through various language and media elements.

There are different styles of storytelling. A story should be presented in a way that emphasiz-es the «what» of the story but also the «how» of the telling by the storyteller. It is important to create a relaxed, informal atmosphere (e.g. participants sitting in a circle, semicircle; indoor or outdoor) in order to facilitate the communication.

When elaborating a story, there are many elements to focus on:1. Relevance: it is important to keep in mind what’s interesting to the listeners;2. Structure of the story: “Once upon a time…”. The story must have a plot, characters, con-flict, an introduction, middle, and an ending.3. Passion: what is the reason why you have to tell this story, what’s the belief burning within you that your story feeds off of? 4. Being yourself: what personal experience that is linked to the story can you share with your listeners?

If the storytelling acts as facilitator for a group of students, some general guidelines should be taken into account:

– The facilitator has to speak slowly and clearly, modulate the tone of the voice and try to arouse emotions.

– It is important to give the participants time to think, ask questions, look at the pictures, make comments. In addition, the facilitator should inspire confidence and trust among the participants in order to help the self-reflection and the oral expression of their experience.

– At the end of the sessions, participants have to show their learning outcomes; they can demonstrate comprehension by asking some questions to the facilitator as well. However, it is better to leave more time for the inner reflection of participants and not stress them.

Storytelling is the oldest form of education and it evolved overtime, although it kept the same key features. Nowadays, technologies are strongly present in everyone’s daily life. They have changed our way of relating to the others, the way we present ourselves and how we do it.

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Through the use of the smartphones, we stay connected almost 24 hours per day, and every second we are exposed to new contents, and we constantly see and listen to new stories. Social media platforms like Instagram or Facebook, made our lives public for everyone. Of course, we decided what to show and how to do it. It is here that storytelling became digital and more interactive. In fact, digital storytelling is now the most used means for young peo-ple to communicate their experiences. In particular, it is through short form of digital media production, for example in platforms like TikTok or Instagram, that youngsters share particular aspects of their lives, using creativity and originality. “Media” may include full-motion videos with photos, sound, animation, stills, audio, etc.

The use of multimedia in digital storytelling encourages participants to communicate meaning on multiple levels. And this how the new generations communicate, and in order to create an effective channel of communication with them is key to learn how it works.

In conclusion, through stories and narration, we have the possibility to manage our choices and give meanings to our experiences. According to the Italian researcher Federico Batini,

Everyone can build him/herself as history, since each of us is the product of the stories he/she tells about him/herself, and how the others perceive us and tell stories about us. It’s a process of daily narration so to construct our identity and reflect on how others see us.’’

‘‘

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INTRODUCTION

Difficulty level

Age target group

12-18 years old

Duration 120 minutes

Themes covered

Personal story

Type of activity

- Individual activity

- Indoor activity

Source www.tellyourstorymap.eu

MAPPING THE JOURNEY OF LIFE

DESCRIPTION OF THE ACTIVITY/TECHNIQUE

OverviewThe participant will be able to reflect on their life journey and as-pirations for the future. Also, she/he will be able to represent their life moments through the artistic expression.

Objectives

- To promote deeper self-awareness and self-reflection of participants.

- To increase the knowledge of experiences that informs different perspectives.

- To create visual personal story lines.

Materials Paper, pencils, colours

INSTRUCTIONS

IntroductionGive each participant large sheet of paper and ask them to draw a winding pathway. At the middle of the path ask them to draw a circle. To the left of the pathway, ask them to write “road already travelled” and to the right – “the path yet to come”.

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Step 1 “Looking back” (30 min)

1. Ask participants to reflect and include elements of where they come from: plac-es, culture, language, and/or spirituality.

2. Ask them to reflect on their companions throughout this journey: friends, fami-lies but also spiritual leaders, pets.

3. Ask them to draw or list some of the favorite places along the road they have been on this journey so far.

4. Ask them to identify two milestones of their journey. Ask them what key things they have already accomplished and represent it on their pathway.

5. Ask them to draw a mountain and a river to symbolize two obstacles they have already overcome. How they overcame it?

6. Ask them to draw the survival kit at the top of the page. Within it they have to write down what helped them during difficult times. These could be not only people but also values.

Step 2 “Looking forward” (30 min)

1. Ask participants to write their hopes and wishes toward the end of the path. These might be for themselves, their family members, friends etc..

2. Ask them to identify some places they wish to see on the rest of their journeys and ask them to mark it on the pathway.

3. Ask them to look at the milestones they have already achieved and then ask them to mark three future milestones.

4. Ask participants to draw a mountain to symbolize one obstacle that they can face in the future. How they overcome it?

5. Ask the participants to mark the songs that they will be taking with them in their future life journey. Ask them to reflect on why those particular songs, what do they mean to them and sign it along their path.

Step 3: “Looking Down at Your Journey” (30 min)

1. Give participants some time to reflect on their Journey.

2. Ask them what are some good memories that they will take with them to the future and let them draw these as stars along their Journey.

3. Ask them to give names to their paths to symbolize what this Journey of Life means to them.

4. Ask them to look back over everything they have spoken about. What is the les-son they learnt during their life journey? Would they like to share it with others?

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Step 4: “Sharing the journey” (30 min)

1. When all “Journeys of Life” are finished give time to participants to walk around and look at the stories of other participants.

2. Gather participants in the circle and ask for volunteer to share hers/his story.

3. Finish the activity with the reflection on how participants felt, what were the most difficult aspects to identify, if they have discovered something new or for-gotten some key elements.

4. Ask to the group: What was it like for you to tell your story to this group? What was it for you to hear all of these stories? What insights have you gained about yourself and your group friends?

HOW THIS TOOL CAN BE USEFUL IN THE SCHOOL ENVIRONMENT?

This intervention could be useful to allow student to know each other better and im-prove their self-awareness. It could be the starting point of an intervention , because personal issues and conflict could emerge.

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DESCRIPTION OF THE ACTIVITY/TECHNIQUE

OverviewStudents learn how to create a story using digital tools, collaborating with their peers.

Objectives- Improve critical thinking and decision-making skills- Promote and improve team work

Materials

– Paper, pens– Knovio – www.knovio.com– Office Mix for Microsoft PowerPoint – www.mix.office.com– Voice recorder (voice recorder in Windows or external

recording software like Audacity, phone recorder like Voice Memos or Audio Recorder)

– A video and Audio editor app (i.e. iMovie, Shotcut, Audacity, Windows Movie Maker, Vimeo)

INSTRUCTIONS

Step 1: Brainstorming in groups (story circle)

A story circle is an opportunity to gather in circle and share experiences or stories related to some themes (special family moments, special objects in my life, special people I have met, adventures and accomplishments, special places in my life, celebration in my life).

INTRODUCTION

Difficulty level

Age target group

12 – 18 years old

Duration Undefined

Themes covered

Use of technology

Type of activity

- Group activity

- Indoor activity

Source www.mysty.eu

MYSTY – DIGITAL STORYTELLING

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Step 2: Finding your story

Look at your ideas and find two or three possible stories that you might use in this project. Take two or three index cards or fold an A4 paper into A5 and write down your stories as if you were telling them to a friend. Write quickly, without too much filtering.

Step 3: Choosing the best story

Now you have two or three possible stories. To see which one you are going to use, answer to the questions below:

– What do you think the story means? What is it really about?

– What is the most important moment in the story? What is this moment about? What is this moment about? Did anything change? Did you learn or realize any-thing new? Try to describe the moment in more detail.

– What emotions are connected to this story?

Step 4: Write your story

Now it’s time to write your story down. Imagine you are telling the story to a friend. Use a fairly informal style that sounds like oral storytelling. Use simple, short sen-tences. Your story should not be longer than 1 A4 page. Keep your audience engaged. How are you going to grab their attention? It is a good idea to start with a great opening line. Something dramatic, funny, interesting or emotionally attention grab-bing. Helpful tips:

– We recommend a spoken story length of between one and three minutes.

– Remember stories have a beginning, a middle and an end. But a really good story does not necessarily follow a chronological order. You might start in the middle and throw your audience in at the deep end and then unfold the story from there. Try this. Find a crucial moment in your story and try to start from there in your second draft.

– Relating your story to one or more themes can help you choose what story details should go in your story and what you can leave out.

– Re-read your first draft and show it to a friend. Have you managed to get your emotions across? Are you focusing on the right things? Is anything unclear or confusing?

– Ask a friend or family member to listen or read your script. They might spot errors that you might not have seen. (Even professional script writers and journalists need proof readers, so don’t worry!)

Step 5: Selecting images

Be sure that you have the consent to publish and share personal pictures. Always ask for permission to use the photos of others!

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Step 6: Producing your story

In order to produce a convincing story, you’ll need to structure your presentation. Your story will consist of the following elements:

– one or more pictures (if you are using a single picture you can pan and zoom in on various details during your narration)

– your voice-over

– possibly some music that enhances the meaning and emotions of the story

Storyboarding: Use an A3 sheet and draw a storyboard like the following example or do this on the computer. Paste in your text and decide what images and effects you are going to use. Photocopy your images so you can move them around in the story-board. If you feel that some background music might enhance your story, choose a fitting piece. Images and music must be royalty-free!

Step 7: Recording and editing your story

It is now time to produce your story. You can use a variety of applications to record your voice and then put together your voice-over, pictures, and anything else you might need into a digital story video clip. Our advice is: Keep it simple! Try out a sim-ple recording set-up and simple editing software, maybe that’s all you need to pro-duce your story. The more features an application has, the more complicated and error-prone your production becomes. But, of course, if you know what you’re doing, go for it! Tips for recording your voice-over: When recording your script, choose a qui-et place where you or the person who is telling the story can relax. The microphone should not be too close and not too far away. While recording, speak slowly, don’t hurry. You can record your voice-over on a mobile phone; its microphone should be good enough for this task. If the school has good microphones, you can also use those for recording. Most importantly, you listen to your recording and check for volume level (too high, too low), background noises and other interferences. Your recording does not have to be perfect, just make sure the story and the emotions get across! If you make a mistake, don’t worry. Stop where you are and re-read that paragraph. We can edit the audio later and cut out any mistakes. You may wish to make some changes, which is absolutely fine. Discuss this with your teacher in advance so they are fully prepared before the recording! Tips for creating your digital story: There are many applications that you can use to put together your digital story. Knovio (https://www.knovio.com/) and Office Mix (https://mix.office.com/) allow you to upload a pres-entation file and record audio directly for each slide. You can re-record the audio for individual slides too. Audacity (http://www.audacityteam.org/) is a free and easy to use piece of software for recording and editing your voice-over. Macs have a good vid-eo editing application called iMovie. Finding free and easy to use video editing soft-ware for Windows computers is a bit trickier. It is best to stick to simple and easy to use solutions such as Knovio and Office Mix. If more advanced video editing software for Windows is needed to tell the story properly, one suitable application might be Windows Movie Maker—but it is not being updated anymore. Shotcut (https://www.shotcut.org/) is another free video editing software, but some students had mixed feelings about using it in the past.

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Step 8: Publishing your story

Before publishing your story, have a look at it and make sure everything is the way it is supposed to be. You need to export the story in a video format (MP4, MOV, WMV, MKV, …). This is NOT the same thing as the video project file. Or you share the video online (privately) and you have a link to the video. Then show it to the teach-er, friends, family members and others and ask for feedback. At this point you can still make changes to your story, but once it is fully published and out in the open, making changes will be a bit harder to do! Before publishing, make sure that you have all the permissions to use pictures, music, sound effects, etc. – preferably in written form!

HOW THIS TOOL CAN BE USEFUL IN THE SCHOOL ENVIRONMENT?

Students can learn more about digital storytelling and acquire the skills to create their own story, which could be used to denounce bullying behaviours at school, and to promote positive communication.

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INTRODUCTION

Difficulty level

Age target group

8+

Duration 1h

Themes covered

Imagination and creativity

Type of activity

Group activity

Source www.storycubes.com/en

DESCRIPTION OF THE ACTIVITY/TECHNIQUE

Overview

Story Cubes is a where each player becomes the Narrator.

Throw the dice, and create a story starting with “Once upon a time…” using the nine symbols on the faces of the dice. Then, follow your imagination!

To create your story, you can use three dice for the setup, three for the story development, and three for the conclusion.

Objectives Stimulate the creativity of the participants

Materials Story cubes

Tips

– If you’re short on ideas, think of your favourite film, book, or TV show. What could happen to your favourite characters in another time or place?

– You’re free to interpret the symbols– They can represent different things for everyone, and the first

idea you have is often the right one.

STORY CUBES

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INSTRUCTIONS

Step 1

Throw the dice

Step 2: create your story

Start your story with “Once upon a time..”

HOW THIS TOOL CAN BE USEFUL IN THE SCHOOL ENVIRONMENT?

Story cubes promote positive communication between students, and it is an easy and funny way to improve storytelling skills.

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DESCRIPTION OF THE ACTIVITY/TECHNIQUE

OverviewPuppetry art is used as an art form in education and therapy (i.e. the long-standing experience of Teatr Grodzki).

Objectives

Even though puppet theatre is usually perceived as something childish, it can serve as a very efficient and attractive way of teach-ing adult students how to discover their aptitudes and abilities needed for a true social adaptation.

Preparation It could be interesting and stimulating to read the original project idea http://ccproject.art/wp-content/uploads/2018/11/Create-a-Puppet-Create-Yourself-Methodological-Guidelines.pdf

MaterialsA roll of brown paper and a single sheet crumpled up, a few pairs of scissors, a few spools of string (different colours), some old newspa-pers, coloured crepe paper.

INTRODUCTION

Difficulty level

Age target group

14+

Duration 4h

Themes covered

Personal story

Type of activity

Group activity

Source www.ccproject.art

PUPPET THEATER - CREATE A PUPPET, CREATE YOURSELF METHODS

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INSTRUCTIONS

1. Create a puppet

The instructor leads the group through all stages of the puppet creation. Each par-ticipant needs two sheets of paper (100 x 130cm each), a newspaper and some string to make the basic construction. First, we need to make the paper more flex-ible and softer by crumpling and crushing it, so that it becomes similar in texture to fabric – soft and flexible. We do it with the first sheet of paper. Next, we cut or tear it lengthwise into halves. We form the shape of a head (a ball) using the half of a paper sheet (or newspapers which we cover with one half of a paper sheet). We tie a string around the puppet’s ‘neck’. The rest of the paper below the neck should be twisted up into two arms. All parts must be tied up with string. The same must be done with two other long pieces of paper which will be used for the torso (so, now the second sheet of the paper should also be crushed and crumpled and cut in half). Two halves of the paper sheet should be twisted. One piece should be bent in half and wrapped around one of the puppet’s shoulders. Then, the procedure needs to be repeated and the two pieces should be joined and tied up with string at the top. The two pieces sticking down must then be joined together and tied up with string to form a circular shape.

Two other long pieces of paper, which will be used for legs, should be twisted up. Just like the torso, the legs must be bent in half, twisted and wrapped around with string. Thus, the basic structure of the puppet can be made. An example of making (and animating) paper puppets can be found in the form of a learning path placed at the ARTES good practice platform:

http://artescommunity.eu/paper-puppets-in-action/

2. Introduce the Puppet in an imaginary theatre

Prior to this exercise, the leader marks the shape of a big square on the floor. It can be done with the use of scarves or long and narrow pieces of paper. Participants work together to create an imaginary THEATRE inside the square. They have a mo-mentto reflect on what role in theatre they want to play. They can become anyone or anything, for instance a director or lighting system, a script, an actress, a piece of dust, a stage fright, etc. Creation of the theatre should start spontaneously - one of the volunteers assumes a pose which characterises the chosen role, then explains to the others what’s happening.

3. Animate the Puppet and Create your Story

The activity is done in group. The participants are divided into sub-groups of 4-5 members. One by one they play the role of a director, while the puppet they have created is animated by three other participants - puppeteers. One of them ani-mates right hand/arm and the head of the puppet. The second holds the torso and operates the left hand, and the third (in the middle, bent down or kneeling) is responsible for legs/feet.

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It`s the most comfortable to place the puppet on the table to avoid leaning over the performing space too much. The director tells the puppeteers what the puppet should do step by step and what happens on stage, for instance: The character is lying and sleeping, breathing calmly. Suddenly the puppet springs out of ‘bed’ and looks around. It starts approaching the audience, creeping on tiptoes, etc. The rule is that the actors use no words. However, sounds can appear (the sound of an alarm-clock for example). It might be helpful to specify the leading theme for all animation exercises. The role of the leader during this exercise is to visit each group and to give them hints and tips, without interfering with their work too much.

4. Presentation and Feedback

Each Director presents her/his little story acted out by the puppeteers to the rest of the group. After each presentation the workshop leader asks the audience what they saw and how they understood the plot presented. Next, the creators of every puppet act explain what their aims and goals were and if the spectators got the right meaning from individual actions by the puppet. The audience can suggest some changes in the action to make it clearer and more understandable.

HOW THIS TOOL CAN BE USEFUL IN THE SCHOOL ENVIRONMENT?

It gives students the possibility to freely express themselves using an alternative way, that let them freer to express themselves. The teamwork strengthens the interper-sonal relationship and encourage students to bring to light specific issues.

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INTRODUCTION

Difficulty level

Age target group

8+

Duration 30 minutes

Themes covered

– Imagination and creativity– Board games

Type of activity

– Group activity– Cards

Source www.libellud.com/dixit

DESCRIPTION OF THE ACTIVITY/TECHNIQUE

OverviewDixit is a charades-like game where each player attempts to guess another player’s card based on a single clue.

Objectives The aim is to stimulate creativity and imagination.

Materials Number of players: 3-6

Tips

Game pieces:– scoreboard– 84 picture cards– 36 voting tokens; 6 colors sequentially numbered 1-6– 6 colored game pieces to match voting tokens

INSTRUCTIONS

Each player takes their colored game pieces and places it on the starting spot on the scoreboard. Shuffle the deck of cards and deal 6 to each player, face down. Place the remaining cards in the center where everyone can reach to form the draw pile. If play-ing with 3 players, then deal 7 cards instead of 6.

Each player takes voting tokens varying based on the number of players in the game:

DIXIT

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3 players = 1-5 numbered tokens 4 players = 1-4 numbered tokens

5 players = 1-5 numbered tokens 6 players = 1-6 numbered tokens

Playing the Game

Players review their cards, choose one, and attempt to think of a clue to describe it to other players. You want this clue to be slightly elusive, but not too elusive, and you will need to explain why you chose your hint after everyone votes.

To determine who becomes the “active player” first, each player looks at their cards and the first one to think of a clue for their card and declare that they wish to be the active player should go first. Play proceeds left to that player for every turn after the first. The active player does not reveal their card, only the hint.

Each player then looks at their own hand and selects a card that reminds them best of the hint that the active player gave and gives that card to the active player, face down.

The active player then shuffles the new cards in with his own and places them in any order on the numbered score board being sure to include his chosen card and not to exceed the final sequential number of the voting tokens being used.

Each player then places a face-down voting token to match the number of the slot that they think is most likely the active player’s card.

Once all votes have been cast then the active player reveals their true card, and then everyone reveals their votes.

Each player is scored and then each player refills their hand back to what they were originally dealt. The next active player is to the left of the last active player.

Scoring and Winning the Game

Once the votes are revealed, each player is scored on the following criteria:

If all players successfully detected the active player’s true card then the active player receives 0 points, and the other players all receive 2 points.

If no players find the active players true card then the active player again gets 0 points, but the other players get 2 points +1 point per vote for their own card. If at least one, but not all players, voted for the active player’s true card then the active player recieves 3 points, and the players who found the card also receive 3 points and 1 additional point for each vote for their own card, while the remaining players would receive 0 points if their card was voted for.

Each player that scored points for that round will move their playing piece forward along the score board the exact number of spaces that they scored as points.

The first player to reach the end of the scoreboard by scoring 30 points in total wins the game.

HOW THIS TOOL CAN BE USEFUL IN THE SCHOOL ENVIRONMENT?

The cards in Dixit can be inspirational prompts that help students to improve their narration skills.

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2.2 Symbolwork

With the help of symbols, we are able to provide people with an additional language when they cannot find the right words..’’ ‘‘

Symbols have probably accompanied people for thousands of years and are firmly embedded in the respective cultures. We would like to deal here with a technique, the work with symbols, which became known, for example, through the teachings of C.G. Jung and plays an impor-tant role in psychotherapy.

Following the original approach of Wilfried Schneider, therapist, creator of the methodology and Symbol work trainer (www.psychologische-symbolarbeit.de) Hafelekar started to intro-duce Symbol Work in various areas of the education sector. On this base and with some years of experiencing symbolwork in Austria, Hafelekar further developed the ‘SymfoS methodolo-gy’ within the project “SymfoS – Symbols for success”, where symbol work was tailored to the field of educational and vocational guidance for disadvantaged young people You find more information on www.symfos.eu.

In the project “SymfoS – Symbols for success”, Symbol work is seen as an additional language for young people to express themselves. This is a good starting point for the KITEfighter pro-ject: In bullying processes it can be observed that the participants - in whatever role – are often literally “speechless”.

Since the method of symbol work is very extensive and the people who want to work with it must complete at least a 6-day training course, we can only include those interventions in this project that are easy to learn and require no previous knowledge.

Wilfried Schneider

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’’ INTRODUCTION

Difficulty level

Age target group

All ages

Duration Minimum of 1 hour for preparation; then ongoing process

Themes covered

– Work with Symbols (introduction)– Teambuilding

Type of activity

– Group activity– Indoor activity (perhaps outdoor when looking for

symbols in nature)

Source www.symbolarbeit.at

DESCRIPTION OF THE ACTIVITY/TECHNIQUE

Overview

The introductory measure “CREATION OF OUR OWN SYMBOL BOX” focuses on two aspects:

1) Creating the Symbol box is a first step for both, pedagogues and students, to familiarize with symbol work.

2) The practical background: One needs a certain set of symbols to be able to work with the further interventions.

Team building is strengthened as everyone in the group is given a small task and creativity is stimulated when designing the box.

Objectives

This simple task of creating a symbol box together with the teacher in a class community is a preventive measure with these objectives:

1) The class community learns that everyone should make their contribution when starting a new project.

2) The teacher and students discuss what symbols are from their point of view and what they mean for them individually.

3) It is a feeling of success when you see that the box fills up more and more over time and that the joint project grows as a result.

4) The practical benefit: A certain number of symbols are required to work with the method in future interventions.

CREATION OF OUR OWN SYMBOL BOX

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Preparation For teacher: read the introduction sheet on Symbol Work

Materials– Material to create a box– Collection of symbols

INSTRUCTIONS

Teachers receive a short introductory text on symbol work in general and tips on how to get students interested in the method. There will also be a short introductory expla-nation on symbols which should be collected. However, there are no rules and it is left to the class community to decide which symbols they add to the box.

I.) Starting point: Teacher announces a new project which will be fun

In a first step, teachers should simply arouse interest in an “exciting project” and briefly outline the process: Ideas for the design of a symbol box are collected and the students are asked to bring one symbol each.

II.) Filling the symbol-box with the first symbols (chosen without any theme):

As soon as the box is ready, each student says a short word about his symbol and puts it into the box. This symbol is now available for further work to everyone in the class.

III.) Filling the symbol-box: one symbol for “This was a good day”

A week or two later, the students are asked to bring a symbol for “a good day”. Anyone who wants to can tell their story, or just put the symbol in the box.

IV.) Filling the symbol-box: one symbol for “This was a bad day”

Some time later, the same thing is repeated with the theme “that was a bad day”. This symbol is also stored in the box, either with or without a story.

V.) Filling the symbol-box: one symbol for “My best friend”

In the final round, students are asked to choose a symbol for “My best friend” and bring it with them. Teachers should motivate the students to talk about it briefly. Those who don’t want to say anything about it, just put the symbol in the box without comment.

VI.) Closing of the Introduction Session

The symbol box is now well filled and there are enough symbols available for further work. The box should be stored safely and is now - for single and group settings - ready for use.

Finally, the teacher should invite students to continue adding symbols if they wish.

Note for pedagogues: This process should be seen as a playful one and it is certainly desired that laughter is also involved.

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HOW THIS TOOL CAN BE USEFUL IN THE SCHOOL ENVIRONMENT?

This is a new idea that was developed especially for the KITEfighter project. Usually we use fully equipped symbolcases for our work. However, as we propose some selected intervention, the collection of symbols is a good starting point to explore the possibili-ties of the method.

The side effects are that teachers and students approach the topic directly with their own symbols, they work together on a project and have a first sense of achievement at the end, when their Symbol box is filled.

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INTRODUCTION

Difficulty level

Age target group

for all age groups

Duration 15-30 minutes, depending on group size

Themes covered

– Icebreaker– Teambuilding

Type of activity

– Group activity

Source www.symbolarbeit.at

DESCRIPTION OF THE ACTIVITY/TECHNIQUE

Overview

At the beginning of a group work the participants are usually still uncertain and do not know exactly what will happen on this day. Therefore, it is often helpful to start with a small intervention rather than to say much. Spreading enthusiasm and motivation pulls the students along and lets the group grow together faster.

Objectives

This intervention is used to get to know a group (if students from different classes come together) and/or enables classmates to grow together. The group members practice talking about themselves and connect to preferences and experiences of others.

Preparation Collect symbols (out of the Symbol Box)

Materials

Various symbols in different colors, textures and meanings.

It is important that there are enough symbols so that after each young person has chosen two, there are still some in the middle.

INTRODUCTION ROUND

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INSTRUCTIONS

The symbols are placed on the floor in the middle of the room. A fabric or paper can also be spread out as a base. The students are instructed to choose two symbols each. One symbol for something they are well skilled and one for something they still want to learn.

– Pick one symbol for something you are good at and like to do.

– Choose another symbol for something you still want to learn.

The students are given five minutes to think about it and search for a symbol.

Afterwards, all remaining symbols on the floor should be cleaned up again.

As a next step, everyone in the circle tells what their two symbols mean and shows their symbols to the group. All symbols from all students should be placed at the fabric or paper again, as they represent all ideas from the whole group. Finally, a picture from the symbols can be taken and printed as a “group poster”.

Depending on the specific context, a lot of different questions can be asked by using symbols, for example:

– Choose a symbol to show how you are doing today and a second one for the sup-port, you would like from your classmates

– Choose a symbol for your favourite job in the future and a second for your most urgent personal wish

There are numerous possibilities to use symbols for reflection rounds. It

HOW THIS TOOL CAN BE USEFUL IN THE SCHOOL ENVIRONMENT?

This intervention can be used as an introduction round or as a presentation round. Therefore, act as an icebreaker for new groups or prepare existing groups for today’s teamwork. By choosing the symbols and reflecting on one’s own preferences, a moment of calm comes into the group. During the following presentation, each of the group members has his or her say and there is equality.

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INTRODUCTION

Difficulty level

Age target group

12-18 years (depends on the type of intervention and its depth)

Duration Minimum of 45 min. hour per intervention

Themes covered

– Goal attainment – Coping with adverse situations

Type of activity

– Individual or Group activity– Indoor activity

Source www.symfos.eu

DESCRIPTION OF THE ACTIVITY/TECHNIQUE

Overview

The prerequisite for basic clearing is the formulation of a concrete goal the student wants to achieve or an adverse he/she wants to get changed. The student chooses a suitable symbol which will be placed in the middle of the work pad and further symbols for the surrounding topics mentioned in the work pad. As soon as the whole picture has been laid, the exchange between student and teacher begins.

The subsequent completion of an action plan should concretize the work that has been done. The teacher can use the action plan to agree on the next steps together with the student. This intervention allows the student and the teacher to find out what further action is required after the basic clearing.

Objectives

The Basic Clearing Intervention actually has two goals:

1) It offers students the opportunity to clearly define a goal they want to achieve and to work out steps to achieve it and/or to describe an adverse situation, that should be changed and to analyze own capabilities to improve and to cope with.

2) It gives teachers the opportunity to find out whether students are able to achieve this goal on their own or whether they need additional support from outside (e.g. in the form of therapy, etc.).

BASIC CLEARING INTERVENTION

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Preparation Teachers should become familiar with the principles of symbol work, know the introduction to the Basic Clearing Process and be-come familiar with the Work Pad.

Materials– Basic Clearing Introduction Sheet & Work Pad– Symbol Box– Pillows to sit on the floor

INSTRUCTIONS

The work pad is structured like an atom, with a goal at the centre and relevant aspects of the young person’s life surrounding it:

The inner circle presents the GOAL and is surrounded by these 6 circles:

– School (Education & Training)– Hobbies, Volunteer or work experience– Living– Health– Support– What else?

I.) Starting point: Goal setting

The student discloses the defined goal (or the uncomfortable situation) to the teacher, chooses a symbol for this goal and puts it on the centre of the work pad. In some cases, the teacher and the student will have to clarify or reframe the definition of the goal, if it seems too unclear or implausible.

II.) Choosing symbols for each aspect

As the student works through the work pad he/she selects more symbols which rep-resent the topics of the 6 circles. It happens that students leave some topics blank, but this can also be an important information.

III.) Evaluate the situation in each area

Once the overall picture is laid, the teacher asks the student to comment on each area.

In a next step, the student lays pathways between the goal and the six areas. These pathways have three different strengths (meanings): either solid ground, thick or thin ice.

– Solid ground: I feel very stable and safe here– Thick Ice: I feel somewhat stable and safe but I feel a little wobbly– Thin Ice: I am very shaky and the ice could break at any moment

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IV.) Counselling session procedure

1. Presentation (by student)

The student presents the laying of each single symbol, e.g. “this hand stands for...”

The teacher listens carefully to what is being told and is aware of the student’s pres-ence. While the student is speaking, the teacher observes gestures, mimicry, posture, breathing, the pitch of his/her voice. Does the student show emotions, does she/he touch a symbol, which one?

2. Factual questions

The teacher asks factual questions. These questions only refer to the symbols, to “what is visible”. No “why”- or “how come”-questions are asked. This is not about interpreta-tion but understanding only. The student gives answers to the factual questions.

3. Perception

If, from the teacher’s point of view, particularly emotional moments were perceived, she/he describes what caused this impression: Mimicry, gestures, pitch of the voice etc. The student listens attentively.

4. Interpretation

The teacher talks about the student by thinking aloud and asking questions like “What is the problem?”, “What should be different?”, “What would you like to solve, to under-stand, to do?”, “Where could you face difficulties?”, “What do you find easy?”

The student listens attentively and does not respond yet.

5. Agreement on actions

When the teacher has finished “thinking aloud”, the student talks about own thoughts regarding the considerations of the teacher “What did I like to hear?” “What did I dis-like to hear?” “What was a new information?” “What did I already know” and finally “What could be helpful, to reach my goal or to change the adverse situation?” The teacher observes, what the student responds and figures out what is especially impor-tant for next steps to change.

This phase leads into a discussion between student and teacher about the support needed and further steps for the student to be taken to reach the defined goal. In the end, student and teacher should reach a binding agreement on the next steps, which could be recorded in writing in the Action Plan.

All steps can be carried out in a one-to-one setting with a teacher and a student. Al-though, it is even more powerful as a group activity with a small group of classmates or other peers.

If working in a small group, the student who works with the symbols has to decide, if he feels comfortable with the group and with whom he wants to work with.

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The selected peers have the role of a support group and they contribute to all counsel-ling steps, starting with the factual questions. If it fits to the topic, they can even plan an active role in the further actions, agreed to make the agreed solution come true.

HOW THIS TOOL CAN BE USEFUL IN THE SCHOOL ENVIRONMENT?

The Basic Clearing Intervention offers the following possibilities to accompany a bullying process:

1) It offers students the opportunity to clearly define a goal they want to achieve and to work out steps to achieve it.

2) It gives teachers the opportunity to find out whether students are able to achieve this goal on their own or whether they need additional support from outside (e.g. in the form of therapy, etc.)

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INTRODUCTION

Difficulty level

Age target group

For all age groups

Duration Between 30 minutes and 1 hour

Themes covered

Applicable to every topic

Type of activity

– Individual or Group activity– Indoor or Outdoor activity

Source www.symbolarbeit.at

DESCRIPTION OF THE ACTIVITY/TECHNIQUE

Overview

The Mandala (Sanskrit, n., मण्डल, German “Kreis” or “holger Kreis”, English “Circle”) is a figural diagram that has a magical or religious meaning in Hinduism and Buddhism in cult practice. A mandala is usually square or circular and always oriented to a centre.

Mandala comes in a variety of shapes, colours and motifs and yet they all have one thing in common: they all lead to the centre or away from the centre.

Carl Gustav Jung uses mandalas as a psychological expression for the totality of the self.

Mandalas can help to become aware of one’s own center or to strengthen concentration. The strength here lies in the peace and quiet and in reflecting on one’s own center.

Objectives

The mandala can create togetherness or make group dynamics (conflicts) visible. Afterwards it is necessary to work on them. Every participant has the opportunity to find himself and through the routine a momentary peace can enter the group.

MANDALA

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Preparation

The material must be prepared. Each group member can also be asked to bring something suitable material for the mandala session from home or can pick flowers or leaves on the way.

The teacher lays the paper on the ground and creates the center point, for example with a large flower. It is helpful for the students if the center of the Mandala is already defined.

Materials

– Paper or fabric (white or color) – Group work: 1m*1m– Single work: 40cm*40cm– Flowers, petals, leaves, stones, grasses, herbs– Rice, lentils, beans, coffee, spices etc.– Cotton wool, sand, bark, chestnuts etc.

INSTRUCTIONS

The available materials are placed on a table or on the floor in small bags, bowls or plates, one by one, to invite use.

The base (white or coloured paper) is placed on the bottom. The centre (possibly flower) can be prepared. The students are invited to create their own picture. If possible, do not speak during laying.

It also makes a difference if the mandala is guided in a structured way. Therefore, it can be specified that each participant may add something in turn, or it can be left open and each participant adds more or less at the same time in the given time.

After the laying work has been completed, the student’s image is viewed alone or together with the teacher. After a moment of rest, associations can be mentioned.

After the intervention, the mandalas can be “transformed”, i.e. returned to a suitable place in nature or burned.

HOW THIS TOOL CAN BE USEFUL IN THE SCHOOL ENVIRONMENT?

The mandala is a very open intervention and can be performed with any age group, both indoors and outdoors. The size of the group is also very flexible. Therefore, it can be performed with small as well as very large groups (e.g. school classes). The materials can be found everywhere and there is no need for long-term planning. Through the silence or stillness when the materials are put on the ground, the group comes to rest and each individual young person has the opportunity to make his or her contribution.

56

INTRODUCTION

Difficulty level

Age target group

12-18 years (depends on the type of intervention and its depth)

Duration Minimum of 45 min. per intervention

Themes covered

– Working on ourselves is a key element of becoming more confident in our role as teachers (but also for stu-dents) when involved in bullying processes

– Reflecting own emotions

Type of activity

– Individual or Group activity– Indoor activity

Source www.symfos.eu

DESCRIPTION OF THE ACTIVITY/TECHNIQUE

Overview

Working on ourselves is a key element of becoming more confi-dent in our role as adults working with children and adolescents. When we can better perceive and understand our own emotions, we develop the necessary empathy to accompany young people in difficult processes, such as bullying situations.

The Wheel of Emotions can of course also be used to work in a bullying process with children and young people. Here it is impor-tant to pay attention to a good guidance by teachers.

Objectives

The Wheel of Emotions Intervention has three goals:

1) Sharpening self-awareness of teachers who want to actively accompany children and young people in bullying processes.

2) An authentic appearance and being aware of one’s emotions play a central role, both for teachers and students, when it comes to prevention and solution in bullying situations.

3) The Wheel of Emotions can help you to recognize your own role in a bullying process more clearly.

WHEEL OF EMOTIONS

57

Preparation

The wheel of emotions is a wooden round you can spin, with some emotions written on it – if they spin it, one emotion should point to the person spinning. You can write the following emotions on it: happiness, shame, anger, gratitude, depression, mourning, love, guilt, rage, anxiety.

Materials– Wheel of emotions (wooden round to spin) or– Emotions written on pieces of paper and a bag

INSTRUCTIONS

I.) Starting point: Explain the rules of “the game”

Ask participants to sit in a circle.

Put the wheel of emotions in the middle and ask someone to spin the wheel (if you don’t have a wheel, write the names of emotions on pieces of paper and put them in a sack, and ask participants to pull one out).

The person who spun the wheel / took a piece of paper should share a story from his/her work with students when s/he felt that particular emotion.

After “the game”, allow 10 minutes for summing up the session: ask participants to write down their thoughts (just a few sentences) on “My strengths as a teacher in a bullying situation” and “Areas for improvement”.

Once participants have done this, they should get into pairs and share what they have written with their partner.

II.) Resume outcomes

At the end of the intervention, coaches (working with teachers) or teachers (working with studens) should present a short resume of main outcomes.

III.) Good guidance is important

If you are working with a larger group, prepare more Wheels / Bags and create smaller groups to work together. Generally, it is ideal if there are not more than 10 people in a group who are sharing, as otherwise this activity could go on very long.

If there are two small groups, it is useful to have two trainers/teachers present, so that each can join a group and facilitate the process if necessary.

If you are alone and you are not joining the groups for the discussion, emphasize to the participants, that they should only share stories that they are comfortable with (usually people can self-regulate and don’t go deeper than they want to, but it is still possible that it happens - so make sure that you ask people how they are feeling after the exercise and if they need any support at this point).

58

HOW THIS TOOL CAN BE USEFUL IN THE SCHOOL ENVIRONMENT?

The Wheel of Emotions Intervention offers the following possibilities to accompany a bullying process:

1) It offers students the opportunity to speak about their emotions when involved in bullying (no matter what role).

2) It gives teachers the opportunity to find out how students feel (or how they feel them-selves), and if they are able to deal with the challenge on their own as a group or if they need additional support from outside (e.g. psychologists, social workers, etc.)

59

Folk tales (and other parts of folklore like rhymes and folk songs) show a way how to look at the world around, but it is usually different. In folk stories there is no alienation from Nature – actually other beings or imaginary beings are also important actors. If we look at folk stories, we can see that in their people live in good peace of nature, as if not, they face severe conse-quences (dragons, storms, wreath of the sun or the sea).

Ildikó Boldizsar, Hungarian folklore researcher and folk tale therapist says that actually folk tales reflect upon different kinds of situations people face, and even more: all situations (life situations and conflicts) have their relevant folk tales. Our ancestors still had a close connec-tion with the symbol system of folklore and therefor when a storyteller chose a story, people did understand what it meant: what situation the story hero (protagonist) faced and how s/he solved it.

This way folk stories worked (and still can work) as threads to solve personal problems, as pat-terns to learn from about connections and problem solving.

Indeed, if we look at folk tales and dig deeper inside them, we can experience this: there are stories about leaving the paternal house, stories of marriage problems, stories of conflicts be-tween brothers and sisters, or parents and children, stories of friendships and so on. People in these stories do solve their problems somehow: they develop their personalities to become kings or queens of their lives, their kill dragons of their own bad customs and attitude and

2.3 Folktales

Fairy tales are about trouble, about getting into and out of it, and trouble seems to be a necessary stage on the route to becoming. All the magic and glass mountains and pearls the size of houses and princesses beautiful as the day and talking birds and part-time serpents are distractions from the core of most of the stories, the struggle to survive against adversaries, to find your place in the world, and to come into your own.Fairy tales are almost always the stories of the powerless, of youngest sons, abandoned children, orphans, of humans transformed into birds and beasts or otherwise enchanted away from their own lives and selves. […]. Fairy tales are children’s stories […] focus on the early stages of life, when others have power over you, and you have power over no one.In them, power is rarely the right tool for survival anyway. Rather the powerless thrive on alliances, often in the form of reciprocated acts of kindness […].’’

‘‘

Christine Woodward

60

collect magical objects of own competencies and skills. As the stories are not about dragons and magical wands – these are all stories of coping and connection, in which everything, every place, every person and being, every object is within our internal world.

An old man spoke to his grandson. “My child,” he said. “Inside everyone there is a battle between two wolves. One is Evil. It is anger, jealousy, greed, inferiority, lies, and ego. The other is Good. It is joy, peace, love, hope, humility, kindness, empathy, and truth.” The boy thought for a moment. Then he asked, “Which wolf wins?” A moment of silence passed before the old man replied. And then he said, “The one you feed.’’

‘‘Native American Folk Tale

61

INTRODUCTION

Difficulty level

Age target group

6-18 years

Duration60-90 minutes (depending on the size of the group and the number of small groups)

Themes covered

– Bullying,– Inequality– Discrimination

Type of activities

Small group and plenary

Source Original activity

MAKING A PAPER THEATRE

DESCRIPTION OF THE ACTIVITY/TECHNIQUE

Overview To assess and process a tale about bullying or inequality

ObjectivesTo assess the issues of discrimination through symbolic language

PreparationThis could come after The Queen Bee activity, where they got understood how to work with the Kamishibai.

Materials

Paper theatre case, empty cartoon sheets of the size of the case, about 10-12/ small group, different art supplies (pens, colors, paints etc) for creating arts

Collection of stories including discrimination at native language (English language collection in the appendix)

62

INSTRUCTIONS

1. We divide the group into small groups of 3-4 people.

2. We hand out tales for all people about discrimination. (Some such tales are included in the appendix). Have all groups choose one. It is not a problem, if more than one group choose the same. You can allow them about 10 minutes to read and discuss and choose the tales

3. Ask them to create a paper theatre presentation of the specific tale. This means iden-tifying the most important scenes, and visualizing it. All tales should contain no less than 6 pictures, but no more than 12 (including the cover). Let them know they are about to present it to the other groups afterwards.

4. The small groups work to create their visual as well as live presentation They need min. 30 minute for the preparation, usually more.

5. All small groups present their tales one by one, and you discuss all tales

HOW THIS TOOL CAN BE USEFUL IN THE SCHOOL ENVIRONMENT?

During visual art and presentation the young people work through the ideas of discrim-ination and bullying.

Appendix 1 Collection of Folk Tales on

Discrimination and Bullying

APPENDIX 1: COLLECTION OF FOLK TALES ON DISCRIMINATION AND BULLYING

65

AschenputtelJac�� G��mm

a�� Wilhelm G��mm

- 66 -

T

here was once a rich man whose wife lay sick, and when she felt her end drawing near, she

called to her only daughter to come near her bed, and said, “Dear child, be pious and good,

and God will always take care of you, and I will look down upon you from heaven, and will be

with you.”

And then she closed her eyes and expired. The maiden went every day to her mother’s grave and

wept and was always pious and good. When the winter came the snow covered the grave with a

white covering, and when the sun came in the early spring and melted it away, the man took to

himself another wife.

The new wife brought two daughters’ home with her, and they were beautiful and fair in appear-

ance, but at heart were black and ugly. And then began very evil times for the poor stepdaughter.

“Is the stupid creature to sit in the same room with us?” said they; “those who eat food must earn

it. Out upon her for a kitchen-maid!”

They took away her pretty dresses, and put on her an old gray kirtle, and gave her wooden shoes

to wear.

“Just look now at the proud princess, how she is decked out!” cried they laughing, and then they

sent her into the kitchen.

There she was obliged to do heavy work from morning to night, get up early in the morning, draw

water, make the fires, cook, and wash. Besides that, the sisters did their utmost to torment her,

—mocking her, and strewing peas and lentils among the ashes, and setting her to pick them up.

In the evenings, when she was quite tired out with her hard day’s work, she had no bed to lie on,

but was obliged to rest on the hearth among the cinders. And as she always looked dusty and dirty,

they named her Aschenputtel.

It happened one day that the father went to the fair, and he asked his two stepdaughters what he

should bring back for them.

“Fine clothes!” said one.

“Pearls and jewels!” said the other.

“But what will you have, Aschenputtel?” said he.

“The first twig, father, that strikes against your hat on the way home; that is what I should like you

to bring me.”

- 67 -

So, he bought for the two stepdaughters fine clothes, pearls, and jewels, and on his way back, as

he rode through a green lane, a hazel-twig struck against his hat; and he broke it off and carried it

home with him. And when he reached home, he gave to the stepdaughters what they had wished

for, and to Aschenputtel he gave the hazel-twig. She thanked him, and went to her mother’s grave,

and planted this twig there, weeping so bitterly that the tears fell upon it and watered it, and it

flourished and became a fine tree. Aschenputtel went to see it three times a day, and wept and

prayed, and each time a white bird rose up from the tree, and if she uttered any wish the bird

brought her whatever she had wished for.

Now if came to pass that the king ordained a festival that should last for three days, and to which

all the beautiful young women of that country were bidden, so that the king’s son might choose a

bride from among them. When the two stepdaughters heard that they too were bidden to appear,

they felt very pleased, and they called Aschenputtel, and said,

“Comb our hair, brush our shoes, and make our buckles fast, we are going to the wedding feast at

the king’s castle.”

Aschenputtel, when she heard this, could not help crying, for she too would have liked to go to the

dance, and she begged her stepmother to allow her.

“What, you Aschenputtel!” said she, “in all your dust and dirt, you want to go to the festival! you

that have no dress and no shoes! you want to dance!”

But as she persisted in asking, at last the stepmother said,

“I have strewed a dish-full of lentils in the ashes, and if you can pick them all up again in two

hours you may go with us.”

Then the maiden went to the backdoor that led into the garden, and called out,

“O gentle doves,

O turtle-doves,

And all the birds that be,

The lentils that in ashes lie

Come and pick up for me!

The good must be put in the dish,

The bad you may eat if you wish.”

Then there came to the kitchen-window two white doves, and after them some turtle-doves, and

at last a crowd of all the birds under heaven, chirping and fluttering, and they alighted among the

ashes; and the doves nodded with their heads, and began to pick, peck, pick, peck, and then all

the others began to pick, peck, pick, peck, and put all the good grains into the dish. Before an hour

- 68 -

was over all was done, and they flew away. Then the maiden brought the dish to her stepmother,

feeling joyful, and thinking that now she should go to the feast; but the stepmother said,

“No, Aschenputtel, you have no proper clothes, and you do not know how to dance, and you would

be laughed at!”

And when Aschenputtel cried for disappointment, she added,

“If you can pick two dishes full of lentils out of the ashes, nice and clean, you shall go with us,”

thinking to herself, “for that is not possible.”

When she had strewed two dishes full of lentils among the ashes the maiden went through the

backdoor into the garden, and cried,

“O gentle doves, O turtle-doves,

And all the birds that be,

The lentils that in ashes lie

Come and pick up for me!

The good must be put in the dish,

The bad you may eat if you wish.”

So there came to the kitchen-window two white doves, and then some turtle-doves, and at last a

crowd of all the other birds under heaven, chirping and fluttering, and they alighted among the

ashes, and the doves nodded with their heads and began to pick, peck, pick, peck, and then all the

others began to pick, peck, pick, peck, and put all the good grains into the dish. And before half-

an-hour was over it was all done, and they flew away. Then the maiden took the dishes to the

step-mother, feeling joyful, and thinking that now she should go with them to the feast; but she

said ,

“All this is of no good to you; you cannot come with us, for you have no proper clothes, and cannot

dance; you would put us to shame.”

Then she turned her back on poor Aschenputtel and made haste to set out with her two proud

daughters.

And as there was no one left in the house, Aschenputtel went to her mother’s grave, under the

hazel bush, and cried,

“Little tree, little tree, shake over me,

That silver and gold may come down and cover me.”

- 69 -

Then the bird threw down a dress of gold and silver, and a pair of slippers embroidered with silk

and silver. And in all haste, she put on the dress and went to the festival. But her stepmother and

sisters did not know her, and thought she must be a foreign princess, she looked so beautiful in

her golden dress. Of Aschenputtel they never thought at all, and supposed that she was sitting at

home, and picking the lentils out of the ashes. The King’s son came to meet her, and took her by

the hand and danced with her, and he refused to stand up with anyone else, so that he might not

be obliged to let go her hand; and when any one came to claim it he answered,

“She is my partner.”

And when the evening came, she wanted to go home, but the prince said he would go with her to

take care of her, for he wanted to see where the beautiful maiden lived. But she escaped him and

jumped up into the pigeon-house. Then the prince waited until the father came and told him the

strange maiden had jumped into the pigeon-house. The father thought to himself,

“It cannot surely be Aschenputtel,” and called for axes and hatchets, and had the pigeon-house cut

down, but there was no one in it. And when they entered the house there sat Aschenputtel in her

dirty clothes among the cinders, and a little oil-lamp burnt dimly in the chimney; for Aschenput-

tel had been very quick, and had jumped out of the pigeon-house again, and had run to the hazel

bush; and there she had taken off her beautiful dress and had laid it on the grave, and the bird had

carried it away again, and then she had put on her little gray kirtle again, and had sat down in the

kitchen among the cinders.

The next day, when the festival began anew, and the parents and stepsisters had gone to it, Aschen-

puttel went to the hazel bush and cried,

“Little tree, little tree, shake over me,

That silver and gold may come down and cover me.”

Then the bird cast down a still more splendid dress than on the day before. And when she ap-

peared in it among the guests everyone was astonished at her beauty. The prince had been waiting

until she came, and he took her hand and danced with her alone. And when anyone else came to

invite her he said,

“She is my partner.”

And when the evening came, she wanted to go home, and the prince followed her, for he want-

ed to see to what house she belonged; but she broke away from him and ran into the garden at

the back of the house. There stood a fine large tree, bearing splendid pears; she leapt as lightly

as a squirrel among the branches, and the prince did not know what had become of her. So he

waited until the father came, and then he told him that the strange maiden had rushed from

him, and that he thought she had gone up into the pear-tree. The father thought to himself,

- 70 -

“It cannot surely be Aschenputtel,” and called for an axe, and felled the tree, but there was no one

in it. And when they went into the kitchen there sat Aschenputtel among the cinders, as usual, for

she had got down the other side of the tree, and had taken back her beautiful clothes to the bird on

the hazel bush, and had put on her old gray kirtle again.

On the third day, when the parents and the step-children had set off, Aschenputtel went again to

her mother’s grave, and said to the tree,

“Little tree, little tree, shake over me,

That silver and gold may come down and cover me.”

Then the bird cast down a dress, the like of which had never been seen for splendour and brillian-

cy, and slippers that were of gold.

And when she appeared in this dress at the feast nobody knew what to say for wonderment. The

prince danced with her alone, and if anyone else asked her he answered,

“She is my partner.”

And when it was evening Aschenputtel wanted to go home, and the prince was about to go with

her, when she ran past him so quickly that he could not follow her. But he had laid a plan and had

caused all the steps to be spread with pitch, so that as she rushed down them the left shoe of the

maiden remained sticking in it. The prince picked it up, and saw that it was of gold, and very small

and slender. The next morning, he went to the father and told him that none should be his bride

save the one whose foot the golden shoe should fit. Then the two sisters were very glad, because

they had pretty feet. The eldest went to her room to try on the shoe, and her mother stood by. But

she could not get her great toe into it, for the shoe was too small; then her mother handed her a

knife, and said,

“Cut the toe off, for when you are queen you will never have to go on foot.” So the girl cut her toe

off, squeezed her foot into the shoe, concealed the pain, and went down to the prince. Then he took

her with him on his horse as his bride and rode off. They had to pass by the grave, and there sat

the two pigeons on the hazel bush, and cried,

“There they go, there they go!

There is blood on her shoe;

The shoe is too small,

—Not the right bride at all!”

Then the prince looked at her shoe and saw the blood flowing. And he turned his horse round and

took the false bride home again, saying she was not the right one, and that the other sister must

- 71 -

try on the shoe. So, she went into her room to do so, and got her toes comfortably in, but her heel

was too large. Then her mother handed her the knife, saying, “Cut a piece off your heel; when you

are queen you will never have to go on foot.”

So the girl cut a piece off her heel, and thrust her foot into the shoe, concealed the pain, and went

down to the prince, who took his bride before him on his horse and rode off. When they passed by

the hazel bush the two pigeons sat there and cried,

“There they go, there they go!

There is blood on her shoe;

The shoe is too small,

—Not the right bride at all!”

Then the prince looked at her foot, and saw how the blood was flowing from the shoe, and staining

the white stocking. And he turned his horse round and brought the false bride home again.

“This is not the right one,” said he, “have you no other daughter?”

“No,” said the man, “only my dead wife left behind her a little stunted Aschenputtel; it is impos-

sible that she can be the bride.” But the King’s son ordered her to be sent for, but the mother said,

“Oh no! she is much too dirty, I could not let her be seen.”

But he would have her fetched, and so Aschenputtel had to appear.

First she washed her face and hands quite clean, and went in and curtseyed to the prince, who

held out to her the golden shoe. Then she sat down on a stool, drew her foot out of the heavy

wooden shoe, and slipped it into the golden one, which fitted it perfectly. And when she stood up,

and the prince looked in her face, he knew again the beautiful maiden that had danced with him,

and he cried,

“This is the right bride!”

The stepmother and the two sisters were thunderstruck and grew pale with anger; but he put

Aschenputtel before him on his horse and rode off. And as they passed the hazel bush, the two

white pigeons cried,

“There they go, there they go!

No blood on her shoe;

The shoe’s not too small,

The right bride is she after all.”

- 72 -

And when they had thus cried, they came flying after and perched on Aschenputtel’s shoulders,

one on the right, the other on the left, and so remained.

And when her wedding with the prince was appointed to be held the false sisters came, hoping to

curry favour, and to take part in the festivities. So as the bridal procession went to the church, the

eldest walked on the right side and the younger on the left, and the pigeons picked out an eye of

each of them. And as they returned the elder was on the left side and the younger on the right, and

the pigeons picked out the other eye of each of them. And so they were condemned to go blind for

the rest of their days because of their wickedness and falsehood.

- 73 -

The conceit�� apple b��nch

Ha � Ch��tian A �ersen

- 74 -

I

t was the month of May. The wind still blew cold, but from bush and tree, field and flower,

came the welcome sound, “Spring is come.”

Wildflowers in profusion covered the hedges. Under the little apple tree Spring seemed busy,

and he told his tale from one of the branches, which hung fresh and blooming and covered with

delicate pink blossoms that were just ready to open.

The branch well knew how beautiful it was; this knowledge exists as much in the leaf as in the

blood. I was therefore not surprised when a nobleman’s carriage, in which sat the young countess,

stopped in the road just by. The apple branch, she said, was a most lovely object, an emblem of

spring in its most charming aspect. The branch was broken off for her, and she held it in her del-

icate hand and sheltered it with her silk parasol.

Then they drove to the castle, in which were lofty halls and splendid drawing-rooms. Pure white

curtains fluttered before the open windows, and beautiful flowers stood in transparent vases. In

one of them, which looked as if it had been cut out of newly fallen snow, the apple branch was

placed among some fresh light twigs of beech. It was a charming sight. And the branch became

proud, which was very much like human nature.

People of every description entered the room, and according to their position in society so dared

them to express their admiration. Some few said nothing, others expressed too much, and the

apple branch very soon got to understand that there was as much difference in the characters of

human beings as in those of plants and flowers. Some are all for pomp and parade, others have a

great deal to do to maintain their own importance, while the rest might be spared without much

loss to society. So thought the apple branch as he stood before the open window, from which he

could see out over gardens and fields, where there were flowers and plants enough for him to

think and reflect upon—some rich and beautiful, some poor and humble indeed.

“Poor despised herbs,” said the apple branch; “there is really a difference between them and such

as I am. How unhappy they must be if they can feel as those in my position do! There is a differ-

ence indeed, and so there ought to be, or we should all be equals.”

And the apple branch looked with a sort of pity upon them, especially on a certain little flower that

is found in fields and in ditches. No one bound these flowers together in a nosegay, they were too

common, —they were even known to grow between the paving stones, shooting up everywhere

like bad weeds, —and they bore the very ugly name of “dog flowers,” or “dandelions.”

“Poor despised plants,” said the apple bough, “it is not your fault that you are so ugly and that you

have such an ugly name, but it is with plants as with men—there must be a difference.”

“A difference!” cried the sunbeam as he kissed the blooming apple branch and then kissed the

- 75 -

yellow dandelion out in the fields. All were brothers, and the sunbeam kissed them—the poor

flowers as well as the rich.

The apple bough had never thought of the boundless love of God which extends over all the works

of creation, over everything which lives and moves and has its being in Him. He had never thought

of the good and beautiful which are so often hidden, but can never remain forgotten by Him, not

only among the lower creation, but also among men. The sunbeam, the ray of light, knew better.

“You do not see very far nor very clearly,” he said to the apple branch. “Which is the despised plant

you so specially pity?”

“The dandelion,” he replied. “No one ever places it in a nosegay; it is trodden under foot, there are

so many of them; and when they run to seed they have flowers like wool, which fly away in little

pieces over the roads and cling to the dresses of the people; they are only weeds—but of course

there must be weeds. Oh, I am really very thankful that I was not made like one of these flowers.”

There came presently across the fields a whole group of children, the youngest of whom was so

small that he had to be carried by the others; and when he was seated on the grass, among the yel-

low flowers, he laughed aloud with joy, kicked out his little legs, rolled about, plucked the yellow

flowers and kissed them in childlike innocence.

The elder children broke off the flowers with long stems, bent the stalks one round the other to

form links, and made first a chain for the neck, then one to go across the shoulders and hang down

to the waist, and at last a wreath to wear about the head; so that they looked quite splendid in

their garlands of green stems and golden flowers. But the eldest among them gathered carefully

the faded flowers, on the stem of which were grouped together the seeds, in the form of a white,

feathery coronal.

These loose, airy wool-flowers are very beautiful, and look like fine, snowy feathers or down. The

children held them to their mouths and tried to blow away the whole coronal with one puff of

the breath. They had been told by their grandmothers that whoever did so would be sure to have

new clothes before the end of the year. The despised flower was by this raised to the position of a

prophet, or foreteller of events.

“Do you see,” said the sunbeam, “do you see the beauty of these flowers? Do you see their powers

of giving pleasure?”

“Yes, to children,” said the apple bough.

By and by an old woman came into the field and, with a blunt knife without a handle, began to

dig round the roots of some of the dandelion plants and pull them up. With some she intended to

make tea for herself, but the rest she was going to sell to the chemist and obtain money.

- 76 -

“But beauty is of higher value than all this,” said the apple-tree branch; “only the chosen ones can

be admitted into the realms of the beautiful. There is a difference between plants, just as there is

a difference between men.”

Then the sunbeam spoke of the boundless love of God as seen in creation and over all that lives,

and of the equal distribution of His gifts, both in time and in eternity.

“That is your opinion,” said the apple bough.

Then some people came into the room and among them the young countess—the lady who had

placed the apple bough in the transparent vase, so pleasantly beneath the rays of sunlight. She

carried in her hand something that seemed like a flower. The object was hidden by two or three

great leaves which covered it like a shield so that no draft or gust of wind could injure it, and it was

carried more carefully than the apple branch had ever been.

Very cautiously the large leaves were removed, and there appeared the feathery seed crown of

the despised yellow dandelion. This was what the lady had so carefully plucked and carried home

so safely covered, so that not one of the delicate feathery arrows of which its mistlike shape was

so lightly formed should flutter away. She now drew it forth quite uninjured and wondered at its

beautiful form, its airy lightness and singular construction so soon to be blown away by the wind.

“See,” she exclaimed, “how wonderfully God has made this little flower. I will paint it in a picture

with the apple branch. Everyone admires the beauty of the apple bough, but this humble flower

has been endowed by Heaven with another kind of loveliness, and although they differ in appear-

ance both are children of the realms of beauty.”

Then the sunbeam kissed both the lowly flower and the blooming apple branch, upon whose

leaves appeared a rosy blush.

The little singing f��g

Slavic Folktale

the story of a girl whose parents were ashamed of her

The little singing f��g

Slavic Folktale

the story of a girl whose parents were ashamed of her

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T

here was once a poor labourer and his wife who had no children. Every day the woman

would sigh and say:

“If only we had a child!”

Then the man would sigh, too, and say:

“It would be pleasant to have a little daughter, wouldn’t it?”

At last they went on a pilgrimage to a holy shrine and there they prayed God to give them a child.

“Any kind of a child!” the woman prayed. “I’d be thankful for a child of our own even if it were a

frog!”

God heard their prayer and sent them a little daughter—not a little girl daughter, however, but a

little frog daughter. They loved their little frog child dearly and played with her and laughed and

clapped their hands as they watched her hopping about the house.

But when the neighbours came in and whispered: “Why, that child of theirs is nothing but a frog!”

they were ashamed, and they decided that when people were about, they had better keep their

child hidden in a closet.

So, the frog girl grew up without playmates of her own age, seeing only her father and mother. She

used to play about her father as he worked. He was a vinedresser in a big vineyard and of course it

was great fun for the little frog girl to hop about among the vines.

Every day at noontime the woman used to come to the vineyard carrying her husband’s dinner in

a basket. The years went by and she grew old and feeble and the daily trip to the vineyard began

to tire her and the basket seemed to her to grow heavier and heavier.

“Let me help you, mother,” the frog daughter said. “Let me carry father’s dinner to him and you

sit home and rest.”

So from that time on the frog girl instead of the old woman carried the dinner basket to the vine-

yard. While the old man ate, the frog girl would hop up into the branches of a tree and sing. She

sang very sweetly and her old father, when he petted her, used to call her his Little Singing Frog.

Now one day while she was singing the Tsar’s Youngest Son rode by and heard her. He stopped

his horse and looked this way and that but for the life of him he couldn’t see who it was who was

singing so sweetly.

- 79 -

“Who is singing?” he asked the old man.

But the old man who, as I told you before, was ashamed of his frog daughter before strangers, at

first pretended not to hear and then, when the young Prince repeated his question, answered

gruffly:

“There’s no one singing!”

But the next day at the same hour when the Prince was again riding by he heard the same sweet

voice and he stopped again and listened.

“Surely, old man,” he said, “there is some one singing! It is a lovely girl, I know it is! Why, if I could

find her, I’d be willing to marry her at once and take her home to my father, the Tsar!”

“Don’t be rash, young man,” the labourer said.

“I mean what I say!” the Prince declared. “I’d marry her in a minute!”

“Are you sure you would?”

“Yes, I’m sure!”

“Very well, then, we’ll see.”

The old man looked up into the tree and called:

“Come down, Little Singing Frog! A Prince wants to marry you!”

So, the little frog girl hopped down from among the branches and stood before the Prince.

“She’s my own daughter,” the laborer said, “even if she does look like a frog.”

“I don’t care what she looks like,” the Prince said. “I love her singing and I love her. And I mean

what I say: I’ll marry her if she’ll marry me. My father, the Tsar, bids me and my brothers present

him our brides to-morrow. He bids all the brides bring him a flower and he says he’ll give the

kingdom to the prince whose bride brings the loveliest flower. Little Singing Frog, will you be my

bride, and will you come to Court to-morrow bringing a flower?”

“Yes, my Prince,” the frog girl said, “I will. But I must not shame you by hopping to Court in the

dust. I must ride. So, will you send me a snow-white cock from your father’s barnyard?”

- 80 -

“I will,” the Prince promised, and before night the snow-white cock had arrived at the laborer’s

cottage.

Early the next morning the frog girl prayed to the Sun.

“O golden Sun,” she said, “I need your help! Give me some lovely clothes woven of your golden rays

for I would not shame my Prince when I go to Court.”

The Sun heard her prayer and gave her a gown of cloth of gold.

Instead of a flower she took a spear of wheat in her hand and then when the time came she

mounted the white cock and rode to the palace.

The guards at the palace gate at first refused to admit her.

“This is no place for frogs!” they said to her. “You’re looking for a pond!”

But when she told them she was the Youngest Prince’s bride, they were afraid to drive her away.

So, they let her ride through the gate.

“Strange!” they murmured to one another. “The Youngest Prince’s bride! She looks like a frog and

that was certainly a cock she was riding, wasn’t it?”

They stepped inside the gates to look after her and then they saw an amazing sight. The frog girl,

still seated on the white cock, was shaking out the folds of a golden gown. She dropped the gown

over her head and instantly there was no frog and no white cock, but a lovely maiden mounted on

a snow-white horse!

Well, the frog girl entered the palace with two other girls, the promised brides of the older princ-

es. They were just ordinary girls both of them. To see them you wouldn’t have paid any attention

to them one way or the other. But standing beside the lovely bride of the Youngest Prince they

seemed more ordinary than ever.

The first girl had a rose in her hand. The Tsar looked at it and at her, sniffed his nose slightly, and

turned his head.

The second girl had a carnation. The Tsar looked at her for a moment and murmured:

“Dear me, this will never do!”

Then he looked at the Youngest Prince’s bride and his eye kindled and he said:

- 81 -

“Ah! This is something like!”

She gave him the spear of wheat and he took it and held it aloft. Then he reached out his other

hand to her and had her stand beside him as he said to his sons and all the Court:

“This, the bride of the Youngest Prince, is my choice! See how beautiful she is! And yet she knows

the useful as well as the beautiful for she has brought me a spear of wheat! The Youngest Prince

shall be the Tsar after me and she shall be Tsarina!”

So, the little frog girl of whom her parents were ashamed married the Youngest Prince and when

the time came wore a Tsarina’s crown.

- 83 -

The to��-womanNative Ame� can Folktale

- 84 -

G

reat good luck once happened to a young woman who was living all alone in the woods

with nobody near her but her little dog; for, to her surprise, she found fresh meat every

morning at her door. She was very curious to know who it was that supplied her, and

watching one morning, just as the sun had risen, she saw a handsome young man gliding away

into the forest. Having seen her, he became her husband, and she had a son by him.

One day, not long after this, he did not return at evening, as usual, from hunting. She waited till

late at night, but he came no more.

The next day, she swung her child to sleep in its cradle, and then said to her dog, “Take care of your

brother while I am gone, and when he cries, halloo for me.”

The cradle was made of the finest wampum, and all its bandages and ornaments were of the same

precious stuff.

After a short time, the woman heard the cry of the dog, and running home as fast as she could,

she found her child gone, and the dog too. On looking around, she saw scattered upon the ground

pieces of the wampum of her child’s cradle, and she knew that the dog had been faithful, and had

striven his best to save her child from being carried off, as he had been, by an old woman, from a

distant country, called Mukakee Mindemoea, or the Toad-Woman.

The mother hurried off at full speed in pursuit, and as she flew along, she came, from time to time,

to lodges inhabited by old women, who told her at what time the child-thief had passed; they also

gave her shoes that she might follow on. There was a number of these old women who seemed as

if they were prophetesses, and knew what was to come long beforehand. Each of them would say

to her that when she had arrived at the next lodge, she must set the toes of the moccasins they had

given her pointing homeward, and that they would return of themselves. The young woman was

very careful to send back in this manner all the shoes she borrowed.

She thus followed in the pursuit, from valley to valley, and stream to stream, for many months

and years; when she came at length to the lodge of the last of the friendly old grandmothers, as

they were called, who gave her the last instructions how to proceed. She told her that she was near

the place where her son was to be found; and she directed her to build a lodge of cedar-boughs,

hard by the old Toad-Woman’s lodge, and to make a little bark dish, and to fill it with the juice of

the wild grape.

“Then,” she said, “your first child (meaning the dog) will come and find you out.”

These directions the young woman followed just as they had been given to her, and in a short time

she heard her son, now grown up, going out to hunt, with his dog, calling out to him, “Peewaub-

ik—Spirit-Iron—Twee! Twee!”

- 85 -

The dog soon came into the lodge, and she set before him the dish of grape-juice.

“See, my child,” she said, addressing him, “the pretty drink your mother gives you.”

Spirit-Iron took a long draught, and immediately left the lodge with his eyes wide open; for it was

the drink which teaches one to see the truth of things as they are. He rose up when he got into the

open air, stood upon his hind legs, and looked about. “I see how it is,” he said; and marching off,

erect like a man, he sought out his young master.

Approaching him in great confidence, he bent down and whispered in his ear (having first looked

cautiously around to see that no one was listening), “This old woman here in the lodge is no moth-

er of yours. I have found your real mother, and she is worth looking at. When we come back from

our day’s sport, I’ll prove it to you.”

They went out into the woods, and at the close of the afternoon they brought back a great spoil

of meat of all kinds. The young man, as soon as he had laid aside his weapons, said to the old

Toad-Woman, “Send some of the best of this meat to the stranger who has arrived lately.”

The Toad-Woman answered, “No! Why should I send to her, the poor widow!”

The young man would not be refused; and at last the old Toad-Woman consented to take some-

thing and throw it down at the door. She called out, “My son gives you this.” But, being bewitched

by Mukakee Mindemoea, it was so bitter and distasteful, that the young woman immediately cast

it out of the lodge after her.

In the evening the young man paid the stranger a visit at her lodge of cedar-boughs. She then

told him that she was his real mother, and that he had been stolen away from her by the old

Toad-Woman, who was a child-thief and a witch. As the young man appeared to doubt, she added,

“Feign yourself sick when you go home to her lodge; and when the Toad-Woman asks what ails

you, say that you wish to see your cradle; for your cradle was of wampum, and your faithful broth-

er the dog, in striving to save you, tore off these pieces which I show you.”

They were real wampum, white and blue, shining and beautiful; and the young man, placing them

in his bosom, set off; but as he did not seem quite steady in his belief of the strange woman’s story,

the dog Spirit-Iron, taking his arm, kept close by his side, and gave him many words of encour-

agement as they went along. They entered the lodge together; and the old Toad-Woman saw, from

something in the dog’s eye, that trouble was coming.

“Mother,” said the young man, placing his hand to his head, and leaning heavily upon Spirit-Iron,

as if a sudden faintness had come upon him, “why am I so different in looks from the rest of your

children?”

- 86 -

“Oh,” she answered, “it was a very bright, clear blue sky when you were born; that is the reason.”

He seemed to be so very ill that the Toad-Woman at length asked what she could do for him. He

said nothing could do him good but the sight of his cradle. She ran immediately and brought a

cedar cradle; but he said:

“That is not my cradle.”

She went and got another of her own children’s cradles, of which there were four; but he turned

his head, and said:

“That is not mine; I am as sick as ever.”

When she had shown the four, and they had been all rejected, she at last produced the real cradle.

The young man saw that it was of the same stuff as the wampum which he had in his bosom. He

could even see the marks of the teeth of Spirit-Iron left upon the edges, where he had taken hold,

striving to hold it back. He had no doubt, now, which was his mother.

To get free of the old Toad-Woman, it was necessary that the young man should kill a fat bear;

and, being directed by Spirit-Iron, who was very wise in such a matter, he secured the fattest in

all that country; and having stripped a tall pine of all its bark and branches, he perched the carcass

in the top, with its head to the east and its tail due west. Returning to the lodge, he informed the

old Toad-Woman that the fat bear was ready for her, but that she would have to go very far, even

to the end of the earth, to get it. She answered:

“It is not so far but that I can get it;” for of all things in the world, a fat bear was the delight of the

old Toad-Woman.

She at once set forth; and she was no sooner out of sight than the young man and his dog, Spir-

it-Iron, blowing a strong breath in the face of the Toad-Woman’s four children (who were all bad

spirits, or bear-fiends), they put out their life. They then set them up by the side of the door, hav-

ing first thrust a piece of the white fat in each of their mouths.

The Toad-Woman spent a long time in finding the bear which she had been sent after, and she

made at least five and twenty attempts before she was able to climb to the carcass. She slipped

down three times where she went up once. When she returned with the great bear on her back, as

she drew near her lodge she was astonished to see the four children standing up by the door-posts

with the fat in their mouths. She was angry with them, and called out:

“Why do you thus insult the pomatum of your brother?”

- 87 -

She was still more angry when they made no answer to her complaint; but when she found that

they were stark dead, and placed in this way to mock her, her fury was very great indeed. She ran

after the tracks of the young man and his mother as fast as she could; so fast, indeed, that she was

on the very point of overtaking them, when the dog, Spirit-Iron, coming close up to his master,

whispered to him—”Snakeberry!”

“Let the snakeberry spring up to detain her!” cried out the young man; and immediately the ber-

ries spread like scarlet all over the path, for a long distance; and the old Toad-Woman, who was al-

most as fond of these berries as she was of fat bears, could not avoid stooping down to pick and eat.

The old Toad-Woman was very anxious to get forward, but the snakeberry-vines kept spreading

out on every side; and they still grow and grow, and spread and spread; and to this day the wicked

old Toad-Woman is busy picking the berries, and she will never be able to get beyond to the other

side, to disturb the happiness of the young hunter and his mother, who still live, with their faith-

ful dog, in the shadow of the beautiful wood-side where they were born.

89

The wolf a�� the foxJac�� G �mm a�� Wilhelm G �mm

- 90 -

A

wolf and a fox once lived together. The fox, who was the weaker of the two, had to do all

the hard work, which made him anxious to leave his companion.

One day, passing through a wood, the wolf said, “Red-fox, get me something to eat, or I shall eat

you.”

The fox answered, “I know a place where there are a couple of nice young lambs; if you like, we

will go and fetch one.”

This pleased the wolf, so they went. The fox stole one, brought it to the wolf, and then ran

away, leaving his comrade to devour it. This done, the wolf was not content, but wishing for

the other, went himself to fetch it; and being very awkward, the old sheep saw him, and be-

gan to cry and bleat so horribly that the farmer s people came running to see what was the

matter. Of course, they found the wolf there, and beat him so unmercifully, that, howl-

ing and limping, he returned to the fox. ”You had already shown me how, so I went to fetch

the other lamb,” said he, “but the farmer’s people discovered me, and have nearly killed me.”

“Why are you such a glutton?” replied the fox.

The next day they went again into the fields. “Red-fox,” said the wolf, “get me something quickly

to eat, or I shall eat you I”

“Well,” replied the fox, “I know a farm, where the woman is baking pancakes this evening; let us

go and fetch some.”

They went accordingly, and the fox, slipping round the house, peeped and sniffed so long, that he found

out at last where the dish stood, then quietly abstracting six pancakes, he carried them to the wolf.

“Here is something for you to eat,” said he, and then went away. The wolf had swallowed the six

pancakes in a very short space of time, and said, “I should very much like some more.” But going

to help himself, he pulled the dish down from the shelf; it broke into a thousand pieces, and the

noise, in addition, brought out the farmer’s wife to discover what was the matter. Upon seeing

the wolf, she raised such an alarm, that all the people came with sticks or any weapon they could

snatch. The consequence was that the wolf barely escaped with his life; he was beaten so severely

that he could scarcely hobble to the wood where the fox was.

“Pretty mischief you have led me into,” said the wolf, when he saw him, “the peasants have caught,

and nearly flayed me.”

“Why, then, are you such a glutton?” replied the fox.

- 91 -

Upon a third occasion, being out together, and the wolf only able with difficulty to limp

about, he nevertheless said again, “Red-fox, get me something to eat, or I shall eat you!”

“Well,” said the fox, “I know a man who has been butchering, and has all the meat salted down in

a tub in his cellar. We will go and fetch it.”

“That will do,” said the wolf, “but I must go with you, and you can help me to get off, if anything

should happen.”

The fox then showed him all the by-ways, and at last they came to the cellar, where they found

meat in abundance, which the wolf instantly greedily attacked, saying at the same time to him-

self, “Here, there is no occasion to hurry.” The fox also showed no hesitation, only, while eating, he

looked sharply about him, and ran occasionally to the hole by which they had entered in order to

try if he was still small enough to get out by the same way he had come in.

“Friend fox,” said the wolf, “pray tell me why you are so fidgety, and why you run about in such

an odd manner.”

“I am looking out, lest anyone should come,” replied the cunning creature. “Come, are you not

eating too much?”

“I am not going away,” said the wolf, “until the tub is empty; that would be foolish!”

In the meantime, the farmer, who had heard the fox running about, came into the cellar to see

what was stirring, and upon the first sight of him, the fox with one leap was through the hole and

on his way to the wood. But when the wolf attempted to follow, he had so increased his size by

his greediness, that he could not succeed, and stuck in the hole, which enabled the farmer to kill

him with his cudgel. The fox, however, reached the wood in safety, and rejoiced to be freed from

the old glutton.

93

Why the bat �� ��ham�� to be seen

in the daytime

Nigean Folktale

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T

here was once an old mother sheep who had seven lambs, and one day the bat, who was

about to make a visit to his father-in-law who lived a long day’s march away, went to the

old sheep and asked her to lend him one of her young lambs to carry his load for him. At

first the mother sheep refused, but as the young lamb was anxious to travel and see something of

the world, and begged to be allowed to go, at last she reluctantly consented. So, in the morning at

daylight the bat and the lamb set off together, the lamb carrying the bat’s drinking-horn.

When they reached half-way, the bat told the lamb to leave the horn underneath a bamboo tree.

Directly he arrived at the house, he sent the lamb back to get the horn. When the lamb had gone

the bat’s father-in-law brought him food, and the bat ate it all, leaving nothing for the lamb. When

the lamb returned, the bat said to him, “Hullo! you have arrived at last I see, but you are too late for

food; it is all finished.” He then sent the lamb back to the tree with the horn, and when the lamb

returned again it was late, and he went supperless to bed. The next day, just before it was time for

food, the bat sent the lamb off again for the drinking-horn, and when the food arrived the bat, who

was very greedy, ate it all up a second time. This mean behaviour on the part of the bat went on

for four days, until at last the lamb became quite thin and weak.

The bat decided to return home the next day, and it was all the lamb could do to carry his load.

When he got home to his mother the lamb complained bitterly of the treatment he had received

from the bat, and was baa-ing all night, complaining of pains in his inside. The old mother sheep,

who was very fond of her children, determined to be revenged on the bat for the cruel way he had

starved her lamb; she therefore decided to consult the tortoise, who, although very poor, was con-

sidered by all people to be the wisest of all animals. When the old sheep had told the whole story

to the tortoise, he considered for some time, and then told the sheep that she might leave the mat-

ter entirely to him, and he would take ample revenge on the bat for his cruel treatment of her son.

Very soon after this the bat thought he would again go and see his father-in-law, so he went to the

mother sheep again and asked her for one of her sons to carry his load as before.

The tortoise, who happened to be present, told the bat that he was going in that direction, and

would cheerfully carry his load for him. They set out on their journey the following day, and

when they arrived at the half-way halting-place the bat pursued the same tactics that he had on

the previous occasion. He told the tortoise to hide his drinking-horn under the same tree as the

lamb had hidden it before; this the tortoise did, but when the bat was not looking he picked up the

drinking-horn again and hid it in his bag. When they arrived at the house the tortoise hung the

horn up out of sight in the back yard, and then sat down in the house. Just before it was time for

food the bat sent the tortoise to get the drinking-horn, and the tortoise went outside into the yard,

and waited until he heard that the beating of the boiled yams into foo-foo had finished; he then

went into the house and gave the drinking-horn to the bat, who was so surprised and angry, that

when the food was passed he refused to eat any of it, so the tortoise ate it all; this went on for four

days, until at last the bat became as thin as the poor little lamb had been on the previous occasion.

- 95 -

At last the bat could stand the pains of his inside no longer, and secretly told his mother-in-law

to bring him food when the tortoise was not looking. He said, “I am now going to sleep for a little,

but you can wake me up when the food is ready.” The tortoise, who had been listening all the time,

being hidden in a corner out of sight, waited until the bat was fast asleep, and then carried him

very gently into the next room and placed him on his own bed; he then very softly and quietly

took off the bat’s cloth and covered himself in it, and lay down where the bat had been; very soon

the bat’s mother-in-law brought the food and placed it next to where the bat was supposed to be

sleeping, and having pulled his cloth to wake him, went away.

The tortoise then got up and ate all the food; when he had finished he carried the bat back again,

and took some of the palm-oil and foo-foo and placed it inside the bat’s lips while he was asleep;

then the tortoise went to sleep himself. In the morning when he woke up the bat was more hun-

gry than ever, and in a very bad temper, so he sought out his mother-in-law and started scolding

her, and asked her why she had not brought his food as he had told her to do. She replied she had

brought his food, and that he had eaten it; but this the bat denied, and accused the tortoise of

having eaten the food. The woman then said she would call the people in and they should decide

the matter; but the tortoise slipped out first and told the people that the best way to find out who

had eaten the food was to make both the bat and himself rinse their mouths out with clean water

into a basin. This they decided to do, so the tortoise got his tooth-stick which he always used, and

having cleaned his teeth properly, washed his mouth out, and returned to the house.

When all the people had arrived the woman told them how the bat had abused her, and as he still

maintained stoutly that he had had no food for five days, the people said that both he and the

tortoise should wash their mouths out with clean water into two clean calabashes; this was done,

and at once it could clearly be seen that the bat had been eating, as there were distinct traces of

the palm-oil and foo-foo which the tortoise had put inside his lips floating on the water. When the

people saw this they decided against the bat, and he was so ashamed that he ran away then and

there, and has ever since always hidden himself in the bush during the daytime, so that no one

could see him, and only comes out at night to get his food.

The next day the tortoise returned to the mother sheep and told her what he had done, and that

the bat was for ever disgraced. The old sheep praised him very much, and told all her friends, in

consequence of which the reputation of the tortoise for wisdom was greatly increased throughout

the whole country.

96

INTRODUCTION

Difficulty level

Age target group

6-18 years

Duration 45 minutes

Themes covered

Any

Type of activities

Group activity

Source

The “Queen Bee” tale was written and developed for paper theater format by Tamás Leó Szecsődi, and distributed by Csimota Könyvkiadó (Hungary).

The activity itself is original.

“THE QUEEN BEE” KAMISHIBAI

DESCRIPTION OF THE ACTIVITY/TECHNIQUE

OverviewUsing paper theatre tales we can discuss bullying-related issues. In this tool we are using the very story of the Queen Bee by Bothers Grimm.

ObjectivesTo discuss the issue of bullying, the individual roles and the potential steps further.

PreparationWe need a table in front of the audience (group), where we place the Paper Theatre case, with the tale (in order) in it. We cover it with a scarf / kerchief / material.

Materials

– Paper Theatre Case, Paper theatre folk tale: The Queen Bee, cover for the paper theatre

– Coloring sheets / A4 paper with animal outlines. The more dif-ferent ones, the better

– Coloring pens

97

INSTRUCTIONS

1. We ask the group to walk around in the room in silence and to scan how they are, what they feel in their bodies. After about 30-60 seconds, we ask them the walk with emotions: first walk, as they are happy. Then other emotions: when they are angry, in fear, in disgust, in excitement etc. Change the emotions every about half minutes. Ask them to walk on as they felt they are the strongest in the group. Then as the weakest. Stop, come in a circle, and reflect on how it felt.

2. After this, invite the group to sit in front of the table with the Paper Theatre Case, and tell them that we have a story about a person, who also was the weakest. Do they want to hear it? (They will say yes).

3. Remove the cover, and open the Paper Theatre, with the The Queen Bee story in it. Tell them the story with the picture, within which stop at times to discuss what’s happening. In the appendix it is signaled where to stop.

4. At some pictures / parts of the story (where signaled) step, and ask the group such ques-tions, as: Have you ever encountered such situation? How do you think, Witling felt? How do you think the older brothers felt? Do you think he needs help? If you stepped in, what would you do?

5. At the end of the story, discuss what was the positive points of all brothers, and why they think Witling was the one able to solve the problem. What are those strength and capab-alities, also steps, which made him from a victim to a king?

6. After finishing, have all of them choose one animal outline from the papers, who they think could best assist them in the tasks / problems they face. Have them draw, color, write into the outlines what are the strength / capabilities of those animals, which they also have or they need. What problems they would solve with those strength. Have those of them share, who want to.

7. Have a break after, to allow time for all of them to finish.

HOW THIS TOOL CAN BE USEFUL IN THE SCHOOL ENVIRONMENT?

During visual art and presentation the young people work through the ideas of discrim-ination and bullying.

Appendix 2

APPENDIX 2: THE STORY WITH THE STOPS

The story with the stops

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T

he King’s two sons once started to seek adventures, and fell into a wild, reckless way of liv-

ing, and gave up all thoughts of going home again. Their third and youngest brother, who

was called Witling, and had remained behind, started off to seek them; and when at last

he found them, they jeered at his simplicity in thinking that he could make his way in the world,

while they who were so much cleverer were unsuccessful.

1st

Stop

But they all three went on together until they came to an anthill, which the two eldest brothers

wished to stir up, that they might see the little ants hurry about in their fright and carrying off

their eggs, but Witling said,

“Leave the little creatures alone, I will not suffer them to be disturbed.”

2nd

Stop

And they went on farther until they came to a lake, where a number of ducks were swimming

about. The two eldest brothers wanted to catch a couple and cook them, but Witling would not

allow it, and said, “Leave the creatures alone, I will not suffer them to be killed.”

And then they came to a bee’s-nest in a tree, and there was so much honey in it that it overflowed

and ran down the trunk. The two eldest brothers then wanted to make a fire beneath the tree, that

the bees might be stifled by the smoke, and then they could get at the honey. But Witling prevent-

ed them, saying,

“Leave the little creatures alone, I will not suffer them to be stifled.”

3rd

Stop

At last the three brothers came to a castle where there were in the stables many horses standing,

all of stone, and the brothers went through all the rooms until they came to a door at the end se-

cured with three locks, and in the middle of the door a small opening through which they could

look into the room. And they saw a little grey-haired man sitting at a table. They called out to him

once, twice, and he did not hear, but at the third time he got up, undid the locks, and came out.

Without speaking a word he led them to a table loaded with all sorts of good things, and when they

had eaten and drunk he showed to each his bed-chamber. The next morning the little grey man

came to the eldest brother, and beckoning him, brought him to a table of stone, on which were

written three things directing by what means the castle could be delivered from its enchantment.

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The first thing was, that in the wood under the moss lay the pearls belonging to the princess - a

thousand in number - and they were to be sought for and collected, and if he who should under-

take the task had not finished it by sunset, - if but one pearl were missing, - he must be turned to

stone. So the eldest brother went out, and searched all day, but at the end of it he had only found

one hundred; just as was said on the table of stone came to pass and he was turned into stone.

4th

Stop

The second brother undertook the adventure next day, but it fared with him no better than with

the first; he found two hundred pearls, and was turned into stone.

And so at last it was Witling’s turn, and he began to search in the moss; but it was a very tedious

business to find the pearls, and he grew so out of heart that he sat down on a stone and began to

weep.

5th

Stop

As he was sitting thus, up came the ant-king with five thousand ants, whose lives had been saved

through Witling’s pity, and it was not very long before the little insects had collected all the pearls

and put them in a heap.

Now the second thing ordered by the table of stone was to get the key of the princess’s sleep-

ing-chamber out of the lake.

And when Witling came to the lake, the ducks whose lives he had saved came swimming, and

dived below, and brought up the key from the bottom. The third thing that had to be done was

the most difficult, and that was to choose out the youngest and loveliest of the three princesses, as

they lay sleeping. All bore a perfect resemblance each to the other, and only differed in this, that

before they went to sleep each one had eaten a different sweetmeat, - the eldest a piece of sugar,

the second a little syrup, and the third a spoonful of honey. Now the Queen-bee of those bees that

Witling had protected from the fire came at this moment, and trying the lips of all three, settled

on those of the one that had eaten honey, and so it was that the king’s son knew which to choose.

Then the spell was broken; every one awoke from stony sleep, and took their right form again.

And Witling married the youngest and loveliest princess and became king after her father’s death.

But his two brothers had to put up with the two other sisters.

End: discussion

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INTRODUCTION

Difficulty level

Age target group

8 +

Duration45 minutes for children, about 75-90 for older age group

Themes covered

Victim, trauma, discrimination, bullying

Type of activities

Group activity

Source

The Lotilko tale is a Tunguz folktale. It was included in: Boldizsár, Ildikó (eds.), 2016. Esti mesék fiúknak. Móra Könyvkiadó, Budapest.

The workshop is developed according to the Meta-morphosis Folk Tale Therapy method developed by Ildiko Boldizsar.

LOTILKO

DESCRIPTION OF THE ACTIVITY/TECHNIQUE

Overview

Working with personal resilience with the aid of a folk tale, Lotilko

The workshop is developed according to the Metamorphosis Folk Tale Therapy method developed by Ildiko Boldizsar

Objectives Standing up after becoming a victim

Preparation Prepare the room according to age variations

MaterialsDecorations, blue material, matraces and pillows to sit down in a circle, coloring pens / pencils / markers etc., outline of a feather in several copies (more than enough for everyone)

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INSTRUCTIONS

Variations depending on age-group:

Children 6-11:

We cover the ground with blue material from the door to the place where we formulate a circle from pillows and matraces for the folk-tale session. The blue material will be consid-ered as the “See to the land of tales”.

1. We have the children as a “flock” to fly above the sea to enter the session place.

2. Have them move like climbing up and sliding down by chance of the Glass Mountain separating us from the space.

3. Then we sit around the circle, and the story teller asks them, whether they have ever flew by an aeroplane. Would they prefer to fly as a person? Have you ever heard of anyone in any story, who flied? (Such as the story of Ikarus)

4. “I also took a story with me about a man, who wanted to fly. Do you want to hear it?” Story-telling without any stops, by heart (not reading), with eye contacts.

5. Discussion on how they think Lotilko felt at the different stages of the story. What happened? What were his feelings? What did he do? Should have he done something differently?

6. Discussion on what “flying” means in our lives (realizing our dreams). What can be good feathers in a wing to fly? What are those skills / capabilities that can come handy?

7. Providing the feathers and the coloring tools, ask them to color the feathers and reflect on what their feathers are.

8. Have them work in their own tempo, and ask them if they wanted to share with the group. If so, let some people share.

9. Ask them to “fly” one by one out of the room across the Sea of the Land of Tales”. Take their wings with them. Wait at the door when they flew across the Sea, and before they leave, ask them to show their feather (just for you) and share at least one “feather” they have for their personal flight. Wish them luck with their dreams.

Young people (12-18) and adults:

1. Prepare the room to be able to sit around. Decorate the middle of the circle with a material about sky, birds, or anything related.

Put dixit cards (at least double the number of the participants) at a nearby table.

2. People are invited one-by-one into the room. Ask them, whether they had any time in their lives, when they felt bullied, hurt, discriminated against. Ask them to choose a dixit card which somehow represent this situation.

3. When all entered, invite them to share their cards and their stories. Not a must.

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4. When they finished, ask them whether they would have flought away from these situa-tions. For that wings are needed. Formulate pairs. One of the pair gives a small massage to the “wings” of the other, such as the shoulders, shoulder blades, arms. All pair shall have enough place to move around. The one with “wings” move around, the other takes care, especially if the one with “wings” closes his/her eyes. Change

5. Share the experience.

6. “I also have a story of a man who wanted to fly away. Do you want to hear?” Storytelling

7. After the story have them closing their eyes. Slowly, with meditative voice, ask them as: “Take a scent from the story!.... Take a colour! ….. Take any object! …. Take an emotion! Look around! Where are you in the story?”

8. Discussion of what they took and where they see themselves in the story. What is the task there for Lotilko? For themselves in their lifes?

9. Providing the feathers and the coloring tools, ask them to color the feathers and reflect on what their feathers are for their own personal flights.

10. Have them work in their own tempo, and ask them if they wanted to share with the group. If so, let some people share.

11. Ask them to “fly” one by one out of the room. Take their feathers with them. Wait at the door when they flew across the Sea, and before they leave, ask them to show their feather (just for you) and share at least one “feather” they have for their personal flight. Wish them luck with their dreams.

HOW THIS TOOL CAN BE USEFUL IN THE SCHOOL ENVIRONMENT?

Art therapy method to empower the victims

A tale toldlotilko

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T

his tale is Lotilko’s tale, who lived in the tundra, far-far away in the North. He lived alone

and his only wish was to fly. And he did everything to make it happen. He was thinking: if

birds can fly, I can learn it, too. And he went to observe how birds fly.

Then he went to the forest, and he collected all the snow-white feathers he could find. He wanted

to have beautiful, white wings, so he only collected white feathers. White feathers, one is more

beautiful than the other. And then, finally, the wing was ready. A pair of beautiful, snow-white

wing.

Lotilko tied up his wings, he run and run, and, imagine, he lifted off. And he flew away from the

ground. And from that day, Lotilko ran every day, just run and run, and he flew away from the

ground, and he flew and flew, he flew above the pine forests, he flew above the trees, together with

the birds. And he enjoyed it, he enjoyed this freedom so much, he just flew and flew, and he felt

the wind, he felt the sky, he felt everything that was under him, the forests, the trees. He always

paid attention, though, to go home in time, to arrive home by the evening. But one day he got so

into flying, he had a great desire to fly, so he joined a group of birds, and then he realized that

slowly it was getting dark. That the Sun looks at the Earth with its last rays. What shall he do? He

won’t get home for sure before darkness. He flew down to the top of a big tree and started to think.

It will be okay. I’ll look around, I’ll surely find a place to sleep tonight. I’ll find people who would

take me in, stay in their place, and fly home in the morning – he thought, looking back from the

top of the tree. He looked far-far-far away, and what he saw was a small village. A small village

with beautiful, inviting houses. There’s been light behind each window. And he flew there. And

then he knocked on the door of the first house. But oh, if only he wouldn’t have knocked! The

house wasn’t just a house of someone, it was Teventei’s house, and the whole village was afraid of

Teventei.

Teventei was not a good person. but Lotilko didn’t know that. And Teventei welcomed him in a

nice way, he hosted him together with his wife, invited him for dinner, talked with him. And then

he went to sleep. Before falling asleep, he’d put his wings next to the bed. He held it against the

wall. And he fell asleep and slept deep and heartily, the way true people sleep. But Teventei was

thinking: How it is possible? How this man dares flying, we all are very well here down on earth,

he shouldn’t be flying around either. And then he sneaked into the room and took Lotilko’s wings.

He took then and hide them well. The Lotilko woke up in the morning, and what did he see? His

wings are nowhere to find. How will he get home? So he ran out, shouting:

“Teventei, Teventei, give me back my wings!”

But Teventei was already sitting on his sleigh, because he was going hunting with the sleigh, and

he said:

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“I’m not giving them back, until I get home from hunting!”

And back in these days, huntings could last for even weeks or so. Teventei struck among the dogs

and ran away with his sleigh. And Lotilko stayed there without wings. What should he do now?

First, he asked Teventei’s wife:

“Dear lady, can you please tell me where Teventei put my wings?”

“I cannot tell you, I’m too afraid!” – the woman said.

Lotilko became very sad, and he started to go, to find someone who might help him. And he saw

birds flying around above the river. And he shouted to them:

“Birds, birds! Don’t you maybe know where’d Teventei put my wings?”

“We don’t, but even if we did, we would only tell you if you brought us meat, delicious meat! – said

the birds.”

Lotilko was a good hunter, he went to the forest, hunted a deer down, threw itt o the birds, and the

birds all flew on it, and they quickly ate it all.

“Now, tell me where my wings are!”

“We don’t know that! – the birds said, and they flew away laughing.”

Lotilko became very angry, he shouted up to them:

“I wish your beak would curve!”

And their beaks did curve, and since then these necrophagus birds go around with curved beaks.

But it wasn’t any help for Lotilko, he still didn’t have wings. He went to the village to ask for peo-

ple’s help.

“People, people, help me get back my wings!”

A man went to him and said:

“I can see you have nice boots; I, myself don’t have boots. If you give me your boots, I’ll tell you

where your wings are.”

Lotilko was looking at his boots, thinking: Winter is really cold, if I give my boots, my feet will be

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cold, but I have another pair at home. And if I get back my wing, I’ll fly home, and put the other

pair on. And he gave him his boots. The man took the boots, put it on, ran away and locked him-

self into his house. And now Lotilko neither had wings, nor boots. What to do? He stooped down

crying, he was weeping, his tears almost got frozen on his face. What should he do now? Then he

sighed and stood up:

“If I could do it once, I’ll do it again. I will do it the second time, he said.”

And he went to the forest, barefoot, as he was. And he started to collect feathers again. All kinds

of feathers now, not only white ones. All kinds of colours – he collected red ones, pink ones, he

collected blue ones, black ones. He collected lots and lots of feathers. And he built a wing that was

even more beautiful than the previous one. He had a pair of shiny, beautiful, colourful wing. Then

he stuck the wings together and tied them to his shoulders. The he started to run – and then, be-

gan to fly again. Teventei had just arrivd back on his sleigh from the hunt:

“Hey, Lotilko, where are you going?”

But Lotilko didn’t even look back anymore. He was going home. Teventei got really angry:

“If this reprobate managed to do it, so will I!”

He quickly ran to the hideaway, took out the wings and put them on. He started to run; but he

couldn’t push off from the ground. He said:

“Woman, you should try it too!”

His woman started to run but she couldn’t push off from the ground either. They’d become furi-

ous and angry, they’d made a big bonfire, and burned the first pair of wings of Lotilko. But Lotilko

didn’t care about this anymore. He was flying again, flying on the way home. And so, he arrived

home. And when he arrived home, he put his wings down in his hut, he made a nice cup of tea,

and he promised himself that from this moment, he would be more careful. He would pay atten-

tion to be able to arrive home every day. And he did that. And he lived happily ever after.

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3. Selection of best practices

There are many examples of existing initiatives and/or previous projects that can be taken by schools as reference to improve their antibullying strategies. We have selected some of them that are significant also in relation with the KITE project.

– Focused on prevention (pb 3, 8, 11)– Providing teacher training (bp 2, 3, 6, 7, 8)– Peer-to-peer approach (bp 1, 2, 5, 7, 10)– Multi-level inclusive approach (bp 2, 3, 7, 8)– Structured intervention programme (bp 4, 7, 9)

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MABASTA! MOVIMENTO ANTIBULLISMO ANIMATO DA STUDENTI ADOLESCENTI

Contact details

Mabasta - student initiative works above all through digital and becomes known thanks to new commu-nication technologies. The idea was to create a move-ment that could unite all the girls and boys who are opposed to bullying, which represent an enormously greater amount than any “bullies”, and make it possi-ble to achieve the “strength through unity”.

e20@clio.it

CHARACTERISTCS

Aims and objectives

The main objective of this initiative is to fight against bullying within schools. The schools that implement “Mabasta model” declare their classes “Debullized” and the schools with all “Debullized” classes get mark “Debullized Schools”, above all, the cases of bullying and cyberbullying in these schools are expected to decrease.

Target groupsChildren, parents, teachers. Children aged from 14 to 18 years old.

Languages Italian

Duration 2016-present

CONTEXT

The practice was developed on local level in the Istitute Galiliei - Costa in the city of Lecce in Apulia and thanks to a wide coverage of national media developed a collaboration with many schools around Italy the MaBasta model has been replicated in Tirana, Albania.

1

111

INTERVENTION: Description of the intervention activities

“BulliBoxes”: simple boxes located in strategic positions inside the school, where victims and bystanders can write (even anonymouly) reports of incidents or of situations due to cyberbullying and bullying.

Digital Bullibox: the digital version of the normal box.

“Bulliziotti”: The Bulliziotti (from bullismo and poliziotti (policemen)) are students chosen from those who by principle and by nature are opposed to any form of abuse, bullying and cyber-bullying. They can be identified in every classroom and on the school level. Their task is to be a person of reference and of trust to address in cases of abuse and bullying. After the report, their responsibility is to decide whether they will act in person, dampening and slowing down the case, or they will ask help from teachers and school managers.

A digital listening center “Your D.A.D. – Digital Antibullying Desk” (Mabasta student assisted by psychologist experts) through which all people (victims, bullies, bystanders including par-ents and teachers) can freely tell the different situations they live or assist. It is designed as an app and a website.

SBAM is the project with which, through music, one class of the “Galilei-Costa” of Lecce sup-ports the anti-bullying movement MaBasta. It promotes songs on the topic of bullying.

STRENGTHS

Identified strong points

The program is based on an intervention model that puts the students themselves at the center of the change process. The model is based on peer to peer educational approach that use digital technologies and media to inform high number of general public about bullying. This is important because the target group (14-18yrs old students) are digital natives just like the students in the “Mabasta” initiative. The “Mabasta” model activities are easy to replicate in other contexts.

The practice focuses on all actors of bullying: bullies, victims and bystanders.

WEAKNESSES

Identified problems /obstacles

In order to transfer their model “Mabasta” is often invited to other schools in Italy. This requires important financial costs and is time consuming bearing in mind that the students shouldn’t miss classes. Mabasta students make use of digital technology and do their interventions by Skype to avoid the identified problem, but many schools do not have the appropriate equipment.

112

OPINION

Innovation

The initiative MaBasta is strongly focused on the use of digital methods for education and training, awareness raising, capacity building, outreach, partnership development on the topic of anti-bullying.

Effectiveness

As we do not dispose of follow up report it is not possible to tell more on the effectiveness of the MaBasta module on tackling the bullying phenomenon. However, when it comes to raising aware ness of the general public on the topic the initiative has had signif-icant results thanks to media coverage on the national level.

Sustainability

MaBasta won Open-F@b Call4Ideas 2018, promoted by BNP Paribas Cardif, because it represents a perfect mix of innovation and sustainability. The “Mabasta Model” consists of an original series of advice and behaviors each class and school in Italy can freely adopt simply with an active participation of students.

Replicability

The entire model was conceived as a model easy to replicate in other schools. So the activities “BulliBoxes”, “Bullizioti” can be trans-ferred to different geographical areas and do not require the use of technology. SBAM project which supports the anti-bullying move-ment MaBasta promoving song of famous and less famous artists on this topic on Facebook can also be interesting to replicate.

IN CONNECTION WITH KITE Has this practice a potential for learning or transfer for KITE practics? Which ones?

MABASTA approach offers many types of interventions, and they can be taken as reference from all teachers.

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NOTRAP! (LET’S NOT FALL INTO A TRAP!)

Contact details

Department of developmental psychology of the University of Florence coordinated by Prof. Ersilia Me-nesini, EbiCo Società Cooperativa Sociale – ONLUS.

info@notrap.it,

progettonotrap@gmail.com,

lab.studilongitudinali@gmail.it;

ebicooperativa@gmail.com

CHARACTERISTCS

Aims and objectives

Counter and prevent the various forms of bullying and cyber-bullying typical for adolescence, and oth-er possible violent behavior between peers and in the scholastic context.

Target groupsChildren, parents, teachers. Children aged from 14 to 18 years old.

Languages Italian

Duration 2018-present

2

CONTEXTThe practice was developed on local level in the Province of Florence and the Province of Lucca in Tuscany, Italy.

INTERVENTION: Description of the intervention activities

The intervention is carried out along two tracks: work in the classroom and work on the website that involves young people in discussion forums and in direct support actions through a chat service managed by peer educators and supervised by psychologists.

Theoretical-practical training session for teachers and whole teaching staff (3h) : theoret-ical study on the phenomena of bullying and cyberbullying + practical training aiming to actively involve teachers in the diverse program phases (especially on the supervising of the peer educator).

114

Initial and final data collection : 2 meetings (at the beginning and at the end of the scholar year, in each class) in which questionnaires are delivering to observe the behaviors change of the pupils.

Peer educator training : meeting for all school peer educators (4-5 students per participant class) to prepare pupils to take on the role of peer educator and to work on online commu-nication techniques, knowledge of the project platform and the skills and responsibilities of the peer educator in the web community. - Peer educator manual: manual provided to all children (on bullying and how tackle it).

Peer educator interventions on class and online through the online forum.

STRENGTHS

Identified strong points

The program is based on an intervention model that puts the students themselves at the center of the change process. The model is based on peer to peer educational approach. Unlike other antibullying projects (which remain mainly focused on the bully or the victim), the project No Trap! focuses also on the bystanders (i.e. people who know/see the bullying and could be a possible support for the victim or the bully) by involving them actively and giving them competences and tools to deal with the bullying and defend the victim.

OPINION

Innovation

This good practice is based on the model of peer education and peer support which aims to actively empower the youth to tackle bullying. Focusing also on the bystanders (i.e. people who know/see the bullying and could be a possible support for the victim or the bully) by involving them actively and giving them competences and tools to deal with the bullying and defend the victim through peer educatior trainings.

Effectiveness

A) According to the follow-up results the goals of the practice were achieved;

B) focus on the youth empowerment as the main means to tackle the bullying phenomenon from inside the group with the guidance and support from the outside by teachers

C) The project got public support due to its results and the proof is that more schools joined the project as well as new funding partners.

Findings indicated that the “NoTrap!”program is effective in reducing around 20% of bullying and cyberbullying incidents.

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SustainabilityIt has been proved that NoTrap has lasting effects. The project has created synergies with different local realities, building a solid net to make it sustainable overtime.

Replicability

The methodology of peer to peer education and peer support with teachers’ guidance can easily be reproduced in different contexts. The interventions in the classroom can be easliy repli-cated in other geographical areas while on-line intervention through forum activities might be more demanding but not impossible.

IN CONNECTION WITH KITE

Has this practice a potential for learning or transfer for KITE practics? Which ones?

NoTrap is a model to take in consideration for a multi-level inclusive approach and to take as reference for peer-to-peer methods.

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VISC SOCIAL COMPETENCE PROGRAM (WISK PROGRAMM)

Name of the ProjectViSC Program – Fostering Social and Intercultural Competencies in Schools

Contact details

The ViSK programme was implemented as part of a pro-ject of the Austrian Ministry of Education in cooperation with the University of Vienna, Faculty of Psychology (ed-ucational psychology and evaluation) and the Universi-ties of Teacher Education.

Email: ViSK.psychologie@univie.ac.at

Dagmar Strohmeier, Eva-Maria Schiller, Elisabeth Ste-fanek, Christine Hoffmann & Christiane Spiel

CHARACTERISTCS

Aims and objectives

The ViSC Social Competence Program is a primary pre-ventive program designed for grades 5 to 8. The program aims to implement indicated and universal preventive measures on the school, class and individual level with-in a school development process. To ensure high im-plementation quality, the schools have been supported by trained ViSC coaches during one entire school year. The ViSC program has been implemented in Austrian schools since 2008/09. Within a large-scale evaluation study, (1) the implementation quality and (2) the effec-tiveness of the program has been investigated. Results suggest that the program is able to successfully reduce bullying and aggression in schools.

Target groups

– Students from grades 5 to 8 (and their parents)– School Management & teachers– Policy Makers– Any further stakeholders interested in the theme

Languages DE, EN

Duration Ongoing since 2008

3

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INTERVENTION: Description of the intervention activities

The following persons are central to the implementation of the ViSK programme: (1) a certi-fied ViSK guide, (2) the school management, (3) the ViSK school team, and (4) the ViSK class teachers. The ViSK supervisor is a particularly qualified person (e.g. psychologist, staff member of a university of education, trainer in the school sector) who has attended a one-year ViSK course at the University of Vienna. The ViSK Schulteam is composed of three to five teachers who voluntarily take responsibility for the development of concrete measures at school level. The ViSK class teachers are responsible for implementing a class project in their class. In the ViSK program, the multi-level approach proven in international violence prevention programs is used (see e.g. Olweus, 2006, Strohmeier & Noam, 2012). This approach provides for measures that start at the three levels (school - class - individual pupils) and at the same time enable the participation of many groups of people (see also Strohmeier, Atria & Spiel, 2008).

The measures at school level involve the school management, all teachers at the school and the ViSK supervisor(s). These measures consist of:

1. the formation of a school team (consisting of representatives from the teaching staff, if necessary the school management, optionally other experts, who work at the school, such as school doctors, psychologists, and parent representatives)

2. the organisation and holding of one to three pedagogical conferences on the ViSK pro-gramme as well as internal school training courses of ten units. During these in-school trainings, which are conducted by the ViSK supervisor, research results and facts on the topic of violence in schools are presented, a common understanding of the term is de-veloped with the teachers, models of for intervention in the event of an emergency, and measures at school level for a school year.

The measures at class level involve all interested teachers (at least the ViSK class teachers), the pupils in the ViSK classes and the ViSK guides. These measures consist of:

1. an in-depth internal school training on the class project for the ViSK class teachers,

2. the implementation of the ViSK class project with all pupils of one or more classes by the class teachers

During this in-depth in-school training, the teachers are familiarized with the materials of the ViSK Class Project. A particular focus is on the development of suitable didactic models (espe-cially open learning, drama education, cooperative learning groups, etc.) for the implementa-tion of the ViSK class project.

CONTEXT– Local: region of Vienna– National roll-out in Austria– European roll-out (ongoing)

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STRENGTHS

Identified

strong points

The ViSK class project aims to (1) promote empathy and the adoption of perspectives, (2) make students aware of their own responsibility and the assumption of responsibility in critical situations, and (3) develop socially competent alterna-tives for action in conflict situations.

The ViSK class teachers lead the ViSK class project in the second semester of the ViSK program in a period of 8 to 13 weeks during the teaching period. The ViSK class project consists of 13 units. Units 1 to 9 should be taught weekly in adouble lesson. Units 10 to 13 can be conducted in blocks on one or two mornings (ideally during a project week towards the end of the semester).

It has proven to be a good idea to carry out the program in teams of two and during the subject “social learning”. If this is not possible, we recommend an exchange of lessons with other subjects, so that not just one subject (one single subject) is occupied with ViSK content alone. The ViSK class project consists of three phases: an impulse phase, a reflection phase and an action phase.

WEAKNESSES

Identified problems/obstacles

The implementation of the ViSK programme in the schools showed that at least 42 units of ViSK supervision are required to implement the basic measures of the ViSK programme.

The factors influencing the implementation quality were in some cases differently pronounced in the participating schools; particularly with regard to the school climate, there were consid-erable fluctuations between schools.

In very serious cases it is necessary to call in external special-ists (representatives of school psychology, police, youth welfare office, or child psychiatrists etc.) to be involved. Here it is impor-tant that teachers know where their limits of action and influ-ence lie and which external assistance can be called upon and when.

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OPINION

Innovation

All schools perceived a need for a violence prevention programme. The self-efficacy of the teachers was also rated very high in all schools, and programme mediation was rated as very good or well assessed, and the perceived effectiveness of the programme also proved to be very satisfactory in all schools.

Effectiveness

It was found that the implementation quality at the training schools was very good. At almost all schools the planned meas-ures were fully implemented. This proves that the ViSK program is suitable for implementation in practice in its conception.

Sustainability

On the initiative of Dr. Dagmar Strohmeier, Professor for Inter-cultural Competence at the Upper Austrian University of Applied Sciences, the ViSK programme is also being implemented in schools in Romania and Cyprus.

It is a method already introduced into the Austrian school system years ago, that has been successfully evaluated and is constantly being developed.

It can therefore be assumed that its sustainability has been proven.

Replicability European roll-out (ongoing)

IN CONNECTION WITH KITE

Has this practice a potential for learning or transfer for KITE practics? Which ones?

Teachers are prepared for discussions in cases of need in an internal school training course. The conversation manage-ment tactics they learn serve as a tool to be able to intervene specifically in the event of incidents of violence or bullying. The ViSK programme contains detailed guidelines for conducting discussions with the various target groups, with the following guiding ideas being of particular interest:

1. Adults show responsibility. Adults are there and help.

2. Adults build trust with the person concerned. Take the young person(s) seriously.

3. The person concerned should be strengthened to overcome such situations.

4. It must be made clear that violence will not be tolerated

5. The act (behaviour) and not the perpetrator must be disapproved of.

The ViSK programme is based on the level of teachers, pupils and parents.

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Teachers are trained (1) to perceive bullying in their own school or class, (2) to react consistently to negative incidents and (3) to reinforce positive behaviour among pupils. The main aim of the WiSK programme is to implement a common understanding of the term and a jointly agreed approach by involving as large a group of teachers as possible. In the first semester of the WiSK programme, all teachers take part in an internal school training course (= WiSK at school level).

Students are trained (1) to adopt the perspective of other students, (2) to take responsibility for what happens in class and (3) to react competently in conflict situations. These skills will be fostered in all students in the selected WiSK classes in the second semester of the WiSK programme through the imple-mentation of the WiSK Class Project. The WiSK Class Project is implemented by the WiSK class teachers. They participate in their own internal training (= WiSK at class level).

Parents are involved in the WiSK programme through regular information and activities appropriate to the school.

The theoretical model of the WiSK programme thus assumes that the interaction of the behaviour of teachers, pupils and parents is necessary to reduce bullying in the long term.

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ANTI-BULLYING INTERVENTION PROGRAM ACCORDING TO OLWEUS

Name of the Project Various internal school projects after Olweus

Contact details

As both the desk research and the field research in Aus-tria showed, many schools rely on the Anti-Bullying In-tervention Program according to Olweus.

For reasons of data protection, we do not give contact addresses of schools using the program here, but these are available at Hafelekar.

CHARACTERISTCS

Aims and objectives

Dan Olweus developed a mobbing intervention program that also has a preventive effect. The main objectives of the program are to reduce as far as possible, and ideally eliminate, existing problems relating to perpetrators of violence and victims of violence and their development inside and outside the school environment. The aim is to prevent the occurrence of new incidents and to achieve better relations between pupils within the school.

The concept of Olweus is oriented towards learning the-ory and involves, in addition to the people concerned and perpetrators of the system.

Target groups

– Students from all grades – Parents– School Management & teachers– Policy Makers– Any further stakeholders interested in the theme

Languages German, English

Duration Various school projects

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CONTEXTInternationally recognized program, which is used in many Austrian schools. The program is also recommended by official bodies and the Ministry of Education.

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INTERVENTION: Description of the intervention activitiesTwo conditions should be met before the intervention programme begins. There must be an awareness of the problem of violence/bullying in the school - in the sense of recognising and agreeing on the current level of violence in the school. In addition, according to Olweus, “being affected” is necessary - in the sense of striving (by teachers and parents/guardians) for a changed, non-violent state. The program is based on three levels - personal, class-re-lated and school development. The measures at these levels form the essence of the pro-gramme.

As measures at school level Olweus recommends

– An anonymous survey among students with the violence questionnaire– The presentation of the results on an educational day– A school conference (school level) to plan or decide on intervention measures– Increased supervision (schoolyard, breaks etc.)– Contact telephone - a person of trust as contact person– Cooperation between parents and teachers– Establishment of teacher groups to improve the social climate

As central steps at class level he recommends

– The joint development of class rules against violence - involving pupils in the discus-sion of these rules and guidelines

– Formulation of clear and transparent consequences - for prosocial behaviour in ac-cordance with the rules and also for disregarding rules and agreements

– Regular (weekly) class discussions to keep awareness present– The strengthening of social learning in the classroom

On the personal level, the focus is on one-on-one conversations:

– With the violent pupils, in order to make the clear position against bullying transpar-ent and to be able to set consequences transparently

– with those affected, in order to provide security and support as well as to build trust and be able to initiate support measures

– With the parents - in case there were serious argument

STRENGTHSIdentified

strong points Very good evaluation results at international level.

WEAKNESSESIdentified problems/obstacles

Schools must work specifically on project development and build this up over the long term. Some teachers we have spoken to complain that the program is very time-consuming.

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OPINION

InnovationComprehensive programme that addresses the systemic level alongside the people involved.

Effectiveness

In the study results of the programmes, a clear reduction in violent acts and also in antisocial behaviour was demon-strated. At the same time, the social climate in the school and the learning attitude as well as the satisfaction of the pupils improved (Kessler & Strohmeier, 2009).

Sustainability

It is a method already introduced into the Austrian school system years ago, that has been successfully evaluated and is constantly being developed.

It can therefore be assumed that its sustainability has been proven.

Replicability High replicability

IN CONNECTION WITH KITE

Has this practice a potential for learning or transfer for KITE practics? Which ones?

– There must be an awareness of the problem of violence/bullying in the school - in the sense of recognising and agreeing on the current level of violence in the school.

– “Being affected” is necessary - in the sense of striving (by teachers and parents) for a changed, non-violent state.

– The program is based on three levels - personal, class-relat-ed and school development.

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PEER MEDIATION PROGRAM FOR THE PREVENTION OF VIOLENCE IN SCHOOLS

Name of the Project Numerous individual projects in schools

Contact details

Ministry of Education

BMUKK (2006). Peer-Mediation in Schulen. Leitfaden. https://bildung.bmbwf.gv.at/schulen/unterricht/ba/peermed06_13866.pdf?61ec45

CHARACTERISTCS

Aims and objectives

Peer mediation is a program for the prevention of vio-lence in schools and for conflict intervention. Synonyms for peer mediation are dispute resolution and ‘conflict controllers’.

For the professional implementation and support of peer mediation at a school location, it is necessary for educators to complete further training as “Coaches for Peer Mediation”. This enables them to train students in the contents of a peer mediation training course, to sub-sequently accompany them and to implement the pro-gram professionally. This support of the peers after the training - within the framework of coaching and super-vision as well as professional support in the tasks - must be guaranteed in any case in order to ensure the quality of the program as well as the professional support.

Target groups

– Students from all grades – Parents– School Management & teachers– Policy Makers– Any further stakeholders interested in the theme

Languages German

Duration Various school projects

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CONTEXTInternationally recognized program, which is used in many Austrian schools. The program is also recommended by official bodies and the Ministry of Education.

INTERVENTION: Description of the intervention activitiesThe training of peer mediators usually comprises 40 to 100 units, depending on the location and school level, to build up the necessary skills. The core area of the training is to teach the students meditative techniques for leading and structuring conversations.

After the training, the peer mediators are available to their classmates for conflict clarification and support in conflict situations (conflicts between pupils). After the training, peer mediators not only have the possible task of settling disputes in individual cases.

STRENGTHS

Identified

strong points

One of the main advantages of this program is the increased social competence that the peer mediators bring to the classroom through their training. This enables the peers to react quickly and immediately to escalation mechanisms, thus strengthening the self-competence and self-healing powers of classes. Students also have direct contact persons (on the peers’ side) for conflicts through buddy teams and peer consultation hours. Peers accom-pany the first classes in the process of team building, for example.

WEAKNESSESIdentified problems /obstacles

Obstacles: Schools must work specifically on project development and build this up over the long term. Some teachers we have spoken to complain that the program is very time-consuming.

OPINION

InnovationComprehensive programme that addresses the development of social and emotional skills that trained peer mediators bring with them.

Effectiveness

Based on personality development, peer mediation programmes create favourable conditions for personality, classroom climate and school development. The active integration of pupils and their resources in the shaping of relationships and the further develop-ment of the school location promotes above all social competence and also the prevention of violence.

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Studies show that peer mediation programmes have great poten-tial for developing and strengthening the communication and conflict resolution skills of pupils - especially among peer media-tors - and thus have a socially preventive effect (regardless of the type of school).

Sustainability

It is a method already introduced into the Austrian school system years ago, that has been successfully evaluated and is constantly being developed.

It can therefore be assumed that its sustainability has been proven.

Replicability High replicability

IN CONNECTION WITH KITE

Has this practice a potential for learning or transfer for KITE practics? Which ones?

– The social and emotional skills that trained peer mediators bring with them are of the greatest value in professional bul-lying intervention methods and for later processing in the classes.

– We have also seen how valuable peer counselling is in our symbol workshops. We therefore recommend that this peer approach (albeit in a more streamlined form) also be consid-ered in the Kitefighter project.

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FAIRPLAYER.MANUAL

Name of the Project Numerous individual projects in schools based on Fairplayer

Contact details

Prof. Dr. phil. Herbert Scheithauer; (Research Unit Devel-opment Science & Applied Developmental Psychology)

Dipl.-Psych. Dipl.-Kfm. Stephan Warncke (Project Coordi-nator Free University Berlin)

https://www.gesundheitspsychologie.net/index.php/de/datenbanken/praeventionsprogramme-fuer-kinder/39-fairplayer-manual

CHARACTERISTCS

Aims and objectives

The overall objectives are to promote social competence and moral courage (the principle of “not looking away”) among young people and to support the assumption of personal responsibility in the context of bullying in the school classroom. The prevention/reduction of bullying has a direct influence on the psychological and (in the case of direct physical aggression) also physical health of the young people. The objectives are communicated on several levels:

Knowledge: Promotion of understanding of dissocial be-haviour, getting to know the different forms of bullying, getting to know cases where prosocial behaviour and moral courage has been shown. Recapitulation of posi-tive and negative examples of social behaviour from the young people’s lives.

Attitudes: Promotion of the understanding of personal responsibility for the environment/own living space, de-velopment of an awareness of violent situations. Strength-ening the willingness to act for (considered) intervention or targeted obtaining of support. Peers/class: Promotion of peer relations and class climate; promotion of commu-nication and cooperation in the class/youth group.

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Skills/competences (pupils/class): Encourage empathy, adoption of perspectives, and social-emotional compe-tences as well as understanding for the behaviour of the counterpart, acquire strategies for dealing with negative emotions, train self-perception and self-assessment.

Behaviour: Becoming acquainted with action alterna-tives/strategies and promotion of prosocial, fair behav-iour as well as prevention of violence-oriented behaviour.

Target groups

– Students from approx. 11 and 15 years (7th-9th grade);

– School Management – Teachers and school social workers as multipliers –

Languages German

Duration Various school projects

CONTEXTInternationally recognized program, which is used in many Austrian schools. The program is also recommended by official bodies and the Ministry of Education.

INTERVENTION: Description of the intervention activities

The fairplayer.manual is a prevention program in manualized form to promote social skills and moral courage in the context of school bullying. The measure is implemented independently by teachers and/or school social workers in the classes who have taken part in a 4-day multi-plier training to qualify them. The fairplayer.multiplier training is conducted by fairplayer.team members with many years of experience in the program. In addition to the implementation on class level (and if possible, the involvement of the whole school), parents are also involved in 2 parents’ evenings. They are informed about the essential contents of the program and possibilities for supporting the program on the parents’ side are discussed. The implementa-tion of the program at class level comprises 15 to 17 consecutive double lessons.

Knowledge transfer is carried out using various media (Internet, print media, television reports), which are oriented towards the habits of the young people.

Empathy and the adoption of cognitive perspectives are promoted by means of structured role-plays. In the process, the young people learn to put themselves in a different role - for example, that of the perpetrator or the victim - to understand the perspective of the role and to develop new possibilities for action, such as how to intervene in a bullying situation without endangering themselves. In addition, cognitive-behavioral methods such as model learning,

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social reinforcement and behavioral feedback are used to develop cognitive, emotional, social and moral skills. Democracy education elements, discussions on moral dilemmas to promote moral judgement and exercises to transfer the learned content into everyday life are further components of the program. Within the dilemma method, the pupils are offered a scenario of an age-appropriate conflict situation, which is then dealt with by the pupils in a subsequent group discussion based on a structured guideline. The discussion is guided by the trained fairplayer.

STRENGTHS

Identified

strong points

The methods specially designed for the youth target group regu-larly demand the attention of the young people, which leads to an intensive examination of the bullying issues.

The pupils learn that there are different ways of dealing with each other without violence and actively and responsibly help to shape these.

At the same time, a space is created in which the pupils treat each other with respect and learn to discuss on the basis of objective arguments. In this way, social-emotional competences and pro-social behaviour are promoted and, through learning-by-doing, the awareness for a non-violent level of discussion in social interaction is created.

The aim is a long-term integration of the methods into the class-room in order to strengthen a positive interaction with each other in the long term. This is achieved through the further training of the school’s own teachers, school social workers, etc., who will be able to carry out the programme at the school from now on.

Together with the fairplayer.sport 2011 programme, the programme was awarded the European Crime Prevention Award and is listed in the “Green List Prevention” with the highest level of “proven effectiveness”.

WEAKNESSES

Identified problems/obstacles

Obstacles: Schools must work specifically on project develop-ment and build this up over the long term. Some teachers we have spoken to complain that there is a lack of resources in their schools.

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OPINION

Innovation

Information transfer with the active participation of young people using cognitive-behavioural methods: model learning, behavioural exercises, rules of behaviour/class rules, social rein-forcement and behavioural feedback

Social-cognitive information processing/building social skills and competences: Differentiated perception, structured role plays, behavioural exercises (e.g. help behaviour), Moral dilemma method (taking on different roles in a controversial discussion), Group dynamic methods: Role plays, expectations/fearings, participation/negotiation possibilities

Didactics: The young person is regarded as an active, autono-mous and adaptive individual. The young people learn that there is a wide range of possibilities for a non-violent coexistence and actively and responsibly help to shape these.

Effectiveness

The fairplayer.manual thus creates the conditions that should initially enable resource-strong pupils to stand up for the victims and outlaw bullying. At the same time, the pupils are addressed who have so far tended to stay out of the event or who have supported the perpetrator. In this way, a culture of looking at things in the classroom is created. The young people have the continuous opportunity to implement and present solutions and possible actions they have developed themselves according to their own ideas (e.g. in the form of a short film which they shoot on their own initiative or in the form of independently designed role plays).

The broad orientation and the methods specially designed for the young target group regularly demand the attention of the young people, which leads to an intensive examination of the topics. The pupils learn that there are different ways of dealing with each other without violence and actively and responsibly help to shape them. At the same time, a space is created in which the pupils treat each other with respect and learn to discuss on the basis of factual arguments. Social-emotional competences and prosocial behaviour are promoted in this way and through learning-by-doing the awareness for a non-violent discussion level in social interaction is created.

The goal is a long-term integration of the methods into the classroom in order to strengthen a positive interaction with each other in the long term. This is achieved in particular through the further training of the school’s own teachers, school social workers, etc., who will be able to carry out the programme at the school from now on.

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Sustainability

It is a method already introduced into the Austrian school system years ago, that has been successfully evaluated and is constantly being developed.

It can therefore be assumed that its sustainability has been proven.

Replicability

High replicability

Process evaluations have shown that the feasibility and accept-ance of the program is very high; among other things through special consideration of youth culture aspects (e.g. fairplayer.ambassadors from music, sport and lifestyle); the implemen-tation quality was checked and its significance differentially confirmed.

IN CONNECTION WITH KITE

Has this practice a potential for learning or transfer for KITE practics? Which ones?

– Targeted testing of the feasibility and effectiveness un-der everyday conditions and the associated continu-ous development and modification of fairplayer.man-ual enable effective quality management and practical programme design.

– Concrete implementation and application of the pro-gram and the associated implementation control ena-bles the development of situation-related implementa-tion recommendations (method variation according to age, level of knowledge and school type of the young people)

– The tailor-made program enables individual offers ac-cording to specific problems and situations on site.

– High quality of implementation is achieved through continuous training and further education of the fair-player.teamer and multipliers.

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ABC – ANTIBULLYING SELF-ASSESSMENT PROCEDURE

Name of the Project ABC – ANTI-BULLYING CERTIFICATION

Contact details

The Anti Bullying Certification project has partners from 5 countries: Greece (Smile of the Child), Italy (Fondazi-one Hallgarten Franchetti - Villa Montesca and CESIE), The Netherlands (GALE - The Global Alliance for LGBT Education), Spain (Asociación Cívica de Comunicación y Educación “Sophia” - ACCESO) and the UK (Merseyside Expanding Horizons). GALE is the lead partner.

info@gale.info

www.gale.info/en/projects/abc-project

CHARACTERISTCS

Aims and objectives

Nowadays many educators, health professionals, par-ents, and adults who interact with children and youth understand how serious bullying is. Still, most school find it difficult to combat bullying effectively. It is acknowl-edged this is difficult, because each school is different. There are common principles that could guide effective antibullying policy, but many schools are not aware of them. Existing programs are often standardized and do not consider that every school is different.

In 2016, the European Antibullying Network (EAN) decid-ed there was a need to create a tool for schools to assess their antibullying policy and help them to systematically raise the quality of these efforts. This idea crystalized in the conceptualization of a certification procedure, which would be a process of self-evaluation, redefining policy and getting an independent review of the final plans for improvement.

Target groups

– Teachers– Students– School administration and headmasters – Parents

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Languages English, Italian, Spanish, Dutch, Greek

Duration The procedure requires days

CONTEXTThe project has been implemented by 11 partners, the European Antibullying Network (EAN) and 6 NGOs in Greece, Italy, Spain, the UK and the Netherlands; each working with secondary schools in their own country.

INTERVENTION: Description of the intervention activities

The ABC-method starts with collecting the documentation about the current antibullying policy and asking students and staff to fill in the surveys. The results of the surveys are first shared with the students, who then do a one-day school review (“visitation”). Based on the survey results and their own qualitative impressions, they formulate recommendations. The results of the surveys and the student recommendations are then shared with the staff (mainly teachers). In a workshop the teachers are informed about bullying mechanisms and what science says about what type of measures and interventions are effective to combat bulling. Based on all this information, the staff formulates their own recommendations. Finally, the management team reviews all the data and recommendations and scores the school on one of 5 levels with a scoring checklist. Based on their score and strengths and weaknesses, the school can formulate recommendations to improve their antibullying policy.

The procedure is supported with 5 other related products: a survey for students and a survey for teachers, a school evaluation workshop for students, a school evaluation workshop for teachers and a toolkit with recommended interventions.

STRENGTHS

Identified

strong points

The certification procedure is not just a “check” of written anti-bullying procedures but also contains a social analysis and needs assessment, integration of ongoing goal setting and planning, staff and student training and a guide pointing to effective meas-ures to structurally enhance the school learning and working climate. A key aspect of all this is how students and teachers deal with conflicts and whether the school functions as a model of non-violent problem-solving skills and methods which are lodged in role-modelling democracy. In fact, the main aim of the certifi-cation process is not to prescribe best practices to the school but to enhance ownership and making own choices in an appropriate school policy.

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WEAKNESSES

Identified problems/obstacles

The problem is that the procedure does not really lead to the obtaining of a certification, which should be asked to external entity and it has costs, which often schools are not willing to make due to the lack of budget.

OPINION

InnovationThe ABC procedure is a good example of a multi-level inclusive approach, where each member of the school can actively participate to improve the school environment and feel part of a community.

Effectiveness

At the time of the redaction of this document, the project has recently ended. There are not proofs of effectiveness in the long term, but pilot schools recognised the procedure as a valid tool to redesign their anti-bullying strategy. Teachers highlighted that the strong students’ involvement in the process was crucial to address the issues.

SustainabilityThe schools can repeat the procedure every academic year, in order to maintain updated their anti-bullying strategy.

Replicability The procedure can be easily replicate by other schools.

IN CONNECTION WITH KITE

Has this practice a potential for learning or transfer for KITE practics? Which ones?

The multi-level inclusive approach used by the ABC procedure can be used also for KITE practices, considering the needs of students, as well as their opinion and point of views.

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THE PEACEFUL SCHOOLS

Name of the Project Peaceful Schools

Contact detailshttps://peacefulschools.com/ (English)

http://www.bekesiskolak.hu/ (Hungarian)

CHARACTERISTCS

Aims and objectives

The “Peaceful Schools” program offers a longterm solu-tion to prevent aggression in schools or to handle con-flicts in a peaceful way. Its basic statement is that any conflict can be viewed from the perspective of the whole schools climate and the relations within the school, and that bystanders are the group that need to be addressed first and foremost. Their mission is to shape the attitude of the passive bystanders to become active. Other than the mission statement and the underlying premises, it offers several different tools schools can use.

It emphasizes the importance of mobilizing passive members in the community and to create such a culture in which hurting others is not acceptable.

Target groupsWhole schools (children, pedagogues, parents, support personnel, school leaders)

Languages Hungarian / English

Duration 2006-present (in Hungary)

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CONTEXT

The “Peaceful Schools” program was developed by American psychiatrist Stuart W. Twemlow and psychologist and children’s right expert Frank C. Sacco in the 1990s, in the wake of the Columbine school shootings. The initiators’ main objective was to develop a system that builds on mediation, conflict resolution services, school-based systems of support, and curriculum to build social-emotional and problem-solving skills in youth and adults. The program aims to develop social-emotional competence, using role-play and real-life scenarios as the base for activities and lessons.

The original program offers moduls, which can be broadened with additional ones.

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INTERVENTION: Description of the intervention activitiesThere are several different moduls schools can introduce after the initial training. These include:

– Restorative Modul: though not included in the original Peaceful Schools model, this ap-proach is used in Hungarian schools. It is a way of communication to prevent school violence and to manage already present conflicts. It involves both the offended person and the offender in the communication, aimed at understanding both parties mindset and to find a solution that rather builds the relationship as opposed to destroying it. (The restorative technique can be learnt also separately by individual teachers!)

– Inner Silence Modul: this modul introduces mediation techniques to the pupils, starting with informing the teacher staff about the process and how to talk to children about their experiences.

– Peaceful Fighter Modul: the modul was developed by a Hungarian expert, and it aims to develop the skills of the “peaceful fighter”, such as attention, self-control, stability, brav-ery, teamwork, etc.

– Parent Modul: informing the parents about phenomenon of bullying and the role of leadership against it is key in the program, as well as helping parents understand the model of mentalisation. It can be introduced in different ways.

– Leadership Modul: the involvement of the school leadership is essential to create insti-tutional commitment. This modul supports leaders in recognizing their role in creating and maintaining a safe schools atmosphere.

– Campaign Modul: introducing short-term campaigns to mainstream the message of positive school climate.

There are many different moduls apart from these.

STRENGTHS

Identified strong points

The program builds on an approach (handling conflicts in peaceful ways, involving the whole school, the importance of prevention) and is organized in a modular way. This makes it easier to adopt the model, as the school needs to be on board with the basic approach, but can organize the moduls according to their own specific circumstances.

WEAKNESSES

Identified problems/obstacles

The involvement of the whole school is key in the program. If it happens, then it works very well, but it happens often that there are some committed staff members, but their colleagues don’t care much about it. This way the program is less effective.

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OPINION

Innovation

The modular system makes it easy to introduce it to schools, and schools and individual teachers can decide which methods they feel close to, or comfortable in leading. They can use their crea-tivity as well to develop new modules.

EffectivenessMobilizing bystanders and creating a safe school culture can boost the effect of any other anti-bullying program. Schools report that introducing the program helps them in achieving that.

Sustainability

The “Supervision Peace Team” is a group to support institutions if they meet difficulties, failures or problems. They are there to help them through these so they don’t lose motivation to continue. This support sustainability.

If the schools as an institution is really commited, then in 2-4 years the program becomes a norm and part of the school culture – this means that new colleagues will accommodate to this when they arrive, so the program can continue sustainably.

The wide variety of methods that can be used also supports sustain-ability, as each teachers can choose to be involved in methods that they feel comfortable with and that aligns with their interest and professional trainings.

Long lasting effects are expected, as the objective is to change the school culture, which then will positively effect every member of the school. This approach definitely promotes long-lasting effects as opposed to handling a concrete issue or solving a concrete problem.

ReplicabilitySchool staffs need to take part in the initial training, but from then on it can be replicated very well.

IN CONNECTION WITH KITE

Has this practice a potential for learning or transfer for KITE practics? Which ones?

The systemthinking approach behind this program fits well with KITE’s approach to include as many stakeholders as possible in the program (including parents as well).

The modular system allows for introducing new moduls, some of which may build on our methods of storytelling / symbolwork / tales. The aim of these methods is in harmony with the Peacful School’s basic approach.

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SCHOOL MEDIATION

Contact details

Sinigoros.gr (Child Obudsman)

Greek Ministry of Education

UNICEF Manual. Child Friendly Schools, UNICEF. www.unicef.org/publications/files/Child_Friendly_Schools_Manual_EN_040809.pdf

CHARACTERISTCS

Aims and objectives

School Mediation is a practice of solving conflicts and is implemented through dialogue, empathy and active lis-tening. It is a form of peaceful resolution of aggressive behaviours, which is organised and implemented with-in the school framework, as an alternative practice that replaces the disciplinary punishment system. A group of students and pupils are trained and act as ombudswom-en and mediators. Collaborative problem solving and self-strengthening of the parties involved

Aims of the practice:

– The decrease of conflicts in school and the cultiva-tion of friendly relations amongst students.

– The decrease of offensive behaviours as well as pun-ishment practices, specifically expulsions

– The development and strengthening of a climate and contextual cooperation between students who resolve their differences independently, creatively and constructively.

– The strengthening of individual responsibility and equality finding acceptable and just solutions to the different

– The development of a strategy for the management of future problems

– Improving the quality of students’ school daily life and the school in general

– The release of teachers from the role of student starvation.

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Objectives of the practice

– To strengthen students with skills and strategies for managing conflicts in and out of school.

– To help students gain self-awareness and self-confi-dence, as well as understanding the problems that concern students.

– To build strong relationships of cooperation and mu-tual support in the school audience.

– To develop useful communication tools and help to facilitate the learning process in a constructive and creative school environment.

Target groups

– Education executives/ professionals.– Education personnel– Students– Parents

Languages Greek

Duration Ongoing since 2000

CONTEXT– Local: region of Athens (schools)– National roll-out in Greece– European roll-out (ongoing)

INTERVENTION: Description of the intervention activities

The implementation of an effective school mediation programme is based on three key elements:

a) a mediation training programme

b) a group of mediators (Diamesolavites) that are representative of the school population (According to Gender, Age, Ethnicity, School Performance)

c) The maximum possible support from the school staff.

In school mediation. students openly discuss without accepting a critical interpretation from mediators, expressing their feelings, needs and exploring common ways to solve their problems. Students are motivated to propose changes to the school environment, the way of teaching and the relationship between teachers and students. School mediation has a spectacular effect on the reduction of school violence, its intensity, frequency and duration, because it provides space and time for children to speak but most of all to be heard.

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In the mediation meetings, which take place within school hours, in a specific predetermined area where only the mediation group has access to, both sides communicate an unprece-dented number of times, because they are called to express clearly and accurately their feel-ings , fears and needs. The 4 key questions to be explored are:

– What happened? – How do you feel about it? – What would you want to be? – What do you really think can be done?

Available time, space and mainly active listening are the key ingredients for a successful inter-vention.Through trust, empowerment and the questions of mediators, answers are emerging that students themselves give and thus are more consistent in complying with the conditions that they co-decide so as not to repeat the intimidations.The mediation group focuses on the common aspects of both sides, looking for possible solutions together and agreeing in writing down the solution they decide it is more suitable and they bound to preserve it. In addition, they agree on a future meeting of feedback and investigation to discuss whether and how there has been an incident of violence between them and others.

THE 4 MAIN STEPS OF SCHOOL MEDIATION ARE:

1. Warm welcome to her/him and the one who comes to the group to talk. (verbally, e.g. ‘ ‘ Welcome, we are very glad that you are here ‘ ‘, with body language e.g. we smile, look into the eyes, we do not cross our hands, we turn to it, him).

2. Investigation of the event:– We inspire and guarantee trust. Unless there’s a very serious indication that someone’s

life is under threat, so we tell an adult. (We affirm that what is said will remain completely between us).

– Empathy. Active hearing. We listen to the other with interest, carefully, seriously, we do not interrupt, look in the eyes, we make meanings when we understand what he/she says, we do not laugh at what he/she says, we do not judge or mock them.

– We are trying to find out about him/her , the one who speaks to us, asking open-ended questions that the answer is not with a yes or no but analytical. That is, I ask: What hap-pened, when, how, with whom, since when has this happened, has it happened before, what do you mean when you say...?

– Language of the Giraffe (observation, emotion, necessity, request).– Acceptance of diversity. Respect.

3. Reframing: When the student who came to mediation, completes what she/he has to say, we repeat in our own words, in a summary All that she/he has told us. We show what we understand, explain and reflect what he/she told us. We say in our own words what he told us. (eg from what you said I realized that... Finally we ask: ‘ ‘ Is that so? Did I get it right? Anything you want to add?

4. Request for assistance: In the end, we offer assistance , asking at the beginning of both sides: How would you like to be helped, what would you like to do, and what do you think can actually be done? Then we find a common solution from both sides and sign a non-re-curring contract. After 5-10 days, we review their request to see if the common terms of the agreement are complied with.

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STRENGTHS

Identified strong points

– Children share their concerns and find it easier to trust a classmate than an adult, that it is not yet a punitive system that will impose a penalty

– Children are in no way forced to come to it (her/his character is purely voluntary)

– The procedure is completely confidential (except in the case of this principle of confidentiality only if there is information that the physical integrity of the children themselves or a third party is at risk (or threatened))

– In addition to the incredible experience that children experi-ence through this education, the magic wand of the school mediation program also shapes the relationships that devel-op within the wider school community.

– Teachers feel that they are no longer required to play the role of police officer or referee in the classroom and yard, and that they can no longer perform their educational work. The result of this new treaty is that their relationship with children improves significantly and there is a greater respect and a willingness to cooperate and interact with each other.

– They even apply what they also learn during these sessions to the relations with other colleagues, at home or even in their daily interactions with strangers.

WEAKNESSES

Identified problems/obstacles

The weakness is spotted on the amount of time needed by a child to trust this kind of practice and start unfolding his/her person-ality and weak spots in front of others. Children in this age show little trust in such practices especially when these practices are applied in front of their peers.

Time is needed to be given so children attend these sessions and start to talk about incidents that have caused them psycholog-ical pain or the times they have acted as perpetrators and have caused pain.

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OPINION

Innovation

This practice actually allows students (especially those in the primary school) to get a leading role and understand the signif-icant position they have put themselves in. It allows students to discuss what causes their actions as well as what are the conse-quences to another person. Thus, it gives the space to children to decide about their actions and understand the reasons that led to such actions as well as who did the ‘’hurt’’. At the same time, they have an ‘’adult role’’ as they discuss the problems raised and try to find a solution by themselves without asking the help of an adult. Thus they gain the feeling of what is right or wrong as well as that as individuals all their actions have ramifications to the society which they should consider of. This state of mind is something that will accompany them throughout their lives.

School mediation can be the beginning for giving juveniles lessons valuable in every aspect or phase of their lives.

Effectiveness

Mediation, among other things, has the following benefits/effects:

– Strengthens students with skills and strategies for manag-ing conflicts in and out of school.

– Helps students and students gain self-awareness and self-confidence, as well as understanding the problems that concern students.

– Builds strong relationships of cooperation and mutual sup-port in the school audience.

– Develops useful communication tools and helps to facilitate the learning process in a constructive and creative school en-vironment.

SustainabilityThe good practice as stated in the beginning has started in Greece since 2000. This 20-year period is enough credibility for its sustainability.

Replicability European roll-out (ongoing)

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IN CONNECTION WITH KITE

Has this practice a potential for learning or transfer for KITE practics? Which ones?

It is a practice that can be used in KITE approach .

To begin with, teachers act as observers during these sessions and students as mediators who have a leading role in the whole situ-ation. Students take responsibilities to help their peers, to under-stand that what they did was wrong and to act accordingly to fix their mistakes. As one of the project’s aims is to eliminate any violent or bullying incidents and help students understand that they should face any kinds of differences through talking and not through intimidating their peers.

By developing skills and aspects of their personality students can even help their parents to spot any wrong approaches in their upbringing.- Peer mentoring and guidance from teachers and parents are key points to eliminate any bullying outbursts.

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COMMUNICATION WITHOUT VIOLENCE ACCORDING TO MARSHALL ROSENBERG

Name of the Project Various school projects

CHARACTERISTCS

Aims and objectives

“Communication without Violence”goal is to redefine the way we express ourselves, but also the way we lis-ten to others. Instead of the automated reactions we use without realizing it, our words now become conscious, based on what we perceive, what we feel, and what we need. We are thus led to express ourselves honestly and clearly.

Target groups

– Students from all grades – Parents– School Management & teachers– Policy Makers– Any relevant stakeholders

Languages Greek, English

Duration Various school projects

10

CONTEXTInternationally recognized program. Non-violent communication (EDB) is based on the principles of non-violence. It was created by Marshall Rosenberg, who was inspired by the principles of psychologist Carl Rogers.

INTERVENTION: Description of the intervention activities

During the journey to “Communication without Violence”, there are two animals to accom-pany us:

– The Jackal, which is almost all of us. The jackal speaks Tsakalistika, the language we speak most of the time. The jackal is violent, that is, he tries to take what he wants with weapons, guilt towards others, shame, punishment and fear. Tsakali has no demands but demands.Unfortunately, the jackal, drowned in ignorance as he is, does not know that he is called upon to face all this after every day. From the seeds of violence sown every day through culprits, intimidation, indirect and immediate threats, shame, etc., trees grow.

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Trees of distrust for others, extra violence from others, communication problems, non-in-timacy, coldness, constant tensions, suspicion, physical violence, etc. Unfortunately, the jackal then lives in this forest and looks every day to grow such trees around it, and he knows neither what to do, nor is he aware of the reason for which they grow.

The jackal suffers and everything is its fault and doesn’t know why. And if no other jackal ever tells him “you’re throwing the seed”, that’s because of his ignorance he’ll say “me? I did the right thing, what I should do, what he deserved” and other such expressions that obscure his consciousness. “.

– The other animal is the giraffe, that speaks the giraffe language and is permanently in our physical state, from which we have been removed to some extent. The good news is that the more steps we take to get back to our physical condition, the happier we will become. The giraffe speaks on the basis of facts and not opinions, feelings, needs and de-mands. Everything is clear and not confusing. It never hears criticism with its ears, even if they tell her “you are selfish”.If it is told “you are selfish”, it hears the other person say: “I need attention, please give me some attention. I need you!”. The giraffe is non-violent, it asks things, it does not demand. When it asks for something, it who does it wants to do it because it wants to. Whenever the giraffe is ready to ask for something, it does not only think about how to make a request but also thinks about what it wants to motivate the other person to do. In other words, do it not because he/she is afraid that the giraffe will hold a grudge against him/her or because he believes that he will redeem his sympathy. The giraffe can refuse to accept someone’s request and accept it because it knows that only then is it a request and not a demand. The giraffe is non-violent but don’t confuse it with “nice”, “polite” etc. Some are polite, others are not. Non-violence has nothing to do with adjectives like these, neither positive nor negative.

The four steps of CwV (Communication without Violence):

a) Observation: We observe what is really happening in a situation. The art is to express what we have observed, that is, to describe the event without judging it, evaluating it or interpreting it.

b) Emotions: We express how we feel when we observe this event

c) Needs: We express what need is connected to the specific event and emotion

d) Requirements: We express what we need others to do

STRENGTHS

Identified strong points

This method has first appeared in the middle sixties. It is renowned and has been applied in a plethora of schools around the world.

Those who use this practice on a daily basis, confirm that it is through non-violent communication practise that they have developed self-respect, authenticity in their communication with others,relationships become more meaningful and any differ-ences between people are resolved peacefully.

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OPINION

Innovation

Non-violent Communication has been applied in a variety of spaces and social fields, such as in organizations and businesses, in education, in the upbringing of children in mediation, in psycho-therapy, in therapy, in the treatment of eating disorders, in prisons, as a basis for a children’s book, as well as in other cases.

Rosenberg has implemented Nonviolent Communication as part of many peace programs in war zones such as Rwanda, Burundi, Nigeria, Malaysia, Indonesia, Sri Lanka, Colombia, Serbia, Croatia, Ireland and Ireland. East, including the occupied Palestinian territories.

EffectivenessAccording to teachers, this practise has brought up effective results on children both those who bully and those who have been bullied and has sinked the bullying phenomena considerably.

SustainabilityYes, although. such methods need time so the students feel comfortable enough and unfold their personalities.

Replicability High replicability.

IN CONNECTION WITH KITE

Has this practice a potential for learning or transfer for KITE practics? Which ones?

– This method gives the opportunity to students to under-stand and think about their actions connected to bullying but also in general. It allows them to recall any actions of the past and understand the reasons they reacted or behaved the way they did.

– -Peer mentoring and guidance from teachers and parents are key points to eliminate any bullying outbursts.

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EXPERIENTIAL LEARNING ACTIVITIES IN HUMAN TRAF-FICKING AND REFUGEE RIGHTS

Name of the Project

Educational Program “Co-existence: Action plan to promote tolerance and prevent racism at school” implemented by the UNHCR for Refugees during 2013-2014 school year with the support of Stavrow Niarxos Foundationn.

CHARACTERISTCS

Aims and objectives

The program sought to address the issue of refugee protection in training and activities aimed at general protection of human rights and prevention of racism in school and consequently in society.

The aim of this manual is to make it as useful and us-er-friendly as possible, a reader’s tool that combines se-lected and tested activities as well methods of education in human rights, from different sources in Greece and abroad.

The actions move on three levels:

a. training and information of primary & secondary teachers

b. student awareness of all levels through experiential workshops

c. the involvement of the wider social school framework in networking and artistic expression of the wider social school framework in networking & artistic expression activities.

Target groups

The manual is aimed mainly at Primary and Secondary school teachers. It is also intended for educators and an-imators of groups of children and young people who are involved in human rights education and are looking for practical tools for discussing children issues related to val-ues and social issues.

Languages Greek

Duration 2013-2014

11

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CONTEXTIn the context of its actions in the field of education, the High Commission implemented during the school year 2013-2014 the co-financed educational program entitled “Coexist-ence: Action Plan to Promote Tolerance and Prevent Racism at school” with a donation from the Stavros Niarchos Foundation, a product of which is the present manual.

INTERVENTION: Description of the intervention activities

The methodology of the proposed activities is based on the principles of experiential educa-tion, which are based on children’s active participation and personal experiences. The students bring their experiences and feelings as well as the situations they have lived and search for the meaning inside them for the ties of the school class, everyday life and social reality, they activate their imagination and creativity and mobilize for social action.

So the goal is for children to develop knowledge, skills, values and behaviors needed to partici-pate in society, knowing and protecting their rights, but also those of others. In short, we follow the logic of the pedagogical axiom “we learn by doing”, through a process that goes through four stages, as described by D. Kolb., who composed the ways of considering the learning of Dewey, Lewin and Piaget, concluded in the now classic model of experiential education:

1. Specific experience (simple impulse / spontaneous mood)

2. Thoughtful observation (reflection and recall of information)

3. Formation of abstract concepts (generalization that condenses the meaning / significance of all of the former)

4. Active experimentation

STRENGTHS

Identified strong points

This methodology gives a valuable overview to children in Primary and Secondary education about what human rights are and how they can be able to defend and protect themselves in any circum-stances. It will allow them in the long run to protect themselves, develop and reclaim their human values, intelligence and talents so as to satisfy their needs.

OPINION

Innovation

As in most cases, children have heard of the definition “human rights” yet they lack any knowledge on what the definition means as well as which are the human rights of children. It is often hard to explain yet through activities they can gain a thorough analysis.

Effectiveness

This handbook has been used in many schools throughout Greece in both Primary and Secondary schools and has given children an in-depth overview of what human rights are and how children can act for the common good of their classmates.

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It will also help students develop communication tools through discussions with others and express themselves in various topics like migration, democracy, human rights, rights of the children etc.

Sustainability

In times where terms like democracy, migration and asylum seekers are utilized more than ever one can easily spot the long-lasting effects such a handbook can have. This handbook and the methods presented inside give to children a comprehensive education which will accompany them through their life.

Replicability

The universal character of the handbook grants a transversal usage of it. Also, throughout the manual, meanings like democ-racy, natural environment, values, migrants/asylum seekers etc are presented.

IN CONNECTION WITH KITE

Has this practice a potential for learning or transfer for KITE practics? Which ones?

The activities and ideas contained in this manual have been distributed to ten thematic sections. These sections focus on social issues and values that help children and young people develop their critical thinking and activate them to take a stand and act on everyday social challenges:

1. Human Rights2. Values (freedom, equality, solidarity, dignity)3. Identity4. Distinctions and Stereotypes5. Care and Security (violence, conflict management)6. Interculturalism (cultural elements, religion, minorities)7. Refugees, Immigrants, Asylum Seekers8. The environment where I live (home, neighborhood, commu-

nity, natural environment)9. Education (personal development, school life)10. Democracy (justice, statehood, active participation in the

commons).

Young people (to which the manual is addressed) are in a very tender age to shape a character. As the main aim of the project is to assist teachers cope with problems young people face, this manual enriches their knowledge so to apply recognizing methods during school hours which will bring effective results for both the students and the society.

Lastly, story-telling is a methodology which is also aimed to be used in the project so through this method we can see how does story-telling affect people and which are the results.

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4.1 Literature list: Italy

4. Literature list

Barbara De Angelis, L’ascolto atto cosciente e virtù civile. Riflessioni educative, Anicia 2013.

The role of listening in education. Listening represents the receptive moment of communica-tion and the basis for relationship and interaction among people.

Bruner, La ricerca del significato, Bollati Boringhieri 1992.

Narration is an important instrument of interpretation of reality, it is therefore a way to under-stand our surrounding and transmit it to the others. According to Bruner, “narrative thinking” (“discorso narrativo” in Italian) is one of the two main ways of thinking with which human be-ings organize and manage their knowledge of the world. Bruner’s theories were taken up by the Italian psychologists Cesare Kaneklin and Giuseppe Scaratti in their work Formazione e narrazione. Costruzione di significato e processi di cambiamento personale e organizzati-vo, Cortina Raffaello 1998. In it, they reaffirmed the role of narration as a fundamental tool for constructing meanings. The narrative point of view is closely connected to what experienced by the subject and how the subject gives meaning to his/her direct life experiences.

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Corrado Petrucco e Marina De Rossi, Narrare con il digital storytelling a scuola e nelle organizzazioni, Carocci editore 2009.

Thanks to the use of technology, we can now narrate and share stories also using images and videos. Digital stories and digital storytelling have been used in different Italian school contexts so far (The Italian Ministry of Education, MIUR launched the “La Scuola Digitale” pro-gramme on 2018 on how to work with digital and innovation at school).

Demetrio D, Educare è narrare. Le teorie, le pratiche, la cura, Mimesis 2012.

According to the Italian researcher Duccio Demetrio, education and narration are essential and closely related one to each other. Narration means think through stories and that’s be-cause of the need to attribute meaning to the human world and to our life. For Demetrio, we usually narrate to educate and construct knowledge for the others. For instance, the myths are stories constructed with the intention of explaining something to the present and future generations. Similar goals can be achieved by the fairy tales which allow children to under-stand, in the easiest way, a certain vision of the world. The narrative form then helps us to ed-ucate and transmit to the others our way to attribute meaning.

Doriano Marangon, La comunicazione emozionale. Storytelling, approcci cognitivi e social media, Carocci editore 2019.

Emotional communication deals with the ability to tell stories and experiences and it can be realized with the body, the voice, the gestures etc. Marangons refers to the ancient Greek phi-losophers and how they used pathos in their stories so to transmit passion and emotions to their audience. On the contrary, today the emotional communication goes through multime-dia orality, social networks and media, losing the original pathos and turning into a different persuading power.

Duccio Demetrio, Raccontarsi. L’autobiografia come cura di sé, Raffaello Cortina editore 1995.

In this work, Demetrio tells about the “autobiographical thinking” based on how to write about life. Demetrio suggests which criteria to follow and explains why telling yourself can be a funny activity and a deeper introspective process. The autobiographical element in storytell-ing is fundamental because our reality corresponds to our subjective interpretation.

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Federico Batini, Simone Giusti, Le storie siamo noi. Gestire le scelte e costruire la propria vita con le narrazioni, Liguori editore 2009.

Through stories and narration, we have the possibility to manage our choices and give mean-ings to our experiences. According to Batini, everyone can “build him/herself as history”, since each of us is the product of the stories he/she tells about him/herself, and how the others per-ceive us and tell stories about us. It’s a process of daily narration so to construct our identity and reflect on how others see us.

Marina De Rossi e Corrado Petrucco, Le narrazioni digitali per l’educazione e la formazione, Carocci editore 2013.

Through listening and narration, we give meaning to our life and human experience. There are several forms for narration, such as stories, myths and other forms dealing with the individual or the mass. Today, thanks to the advent of technology, narrative discourse takes on multiple characteristics amplifying its communicative goals. Digital Storytelling is actually used as a new tool for people and communities’ empowerment.

Riva M.G., Il lavoro pedagogico come ricerca dei significati e ascolto delle emozioni, Guerini Scientifica 2004.

Construction of the personal identity through emotions and networks of meanings. This work focuses on how educators, teachers and parents have to adopt a pedagogical approach focusing on listening and dealing with emotions expressed by children.

Sara Mittiga, Il valore educativo del digital storytelling: the educational value of digital storytelling, Università di Verona 2018.

Digital storytelling is a valid support for facilitating teachers at school, combining new tech-nologies with narration so to redesign the relationship between teachers and students. It’s about finding a common channel of communication not based on the classical interaction between student and teacher, where pupils have a passive role compared to the teacher who acts as a divulger of the didactic contents.

Smorti A., Narrazioni: cultura, memorie e formazione del Sé, Giunti 2007.

Narration is more than telling an experience. That’s because through narration we share thoughts and values to the others, agreeing or disagreeing on something, so to build together the basis, work on common understandings and create our “culture”.

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4.1.1 Help for self-help: literature recommended for young people

Monica Dacomo, Mario Di Pietro, Fanno i bulli, ce l’hanno con me, Erickson 2013

This is a book for those bullied children to try to find the answers to questions like “why they are bullying me? What did I do? Why are they acting so rude?”. The simple language used perfectly serve for this purpose, providing the victims with simple tools and strategies to use to defend themselves in a positive way.

Maria Calabretta, Le fiabe per... affrontare il bullismo. Un aiuto per grandi e piccini, Franco Angeli 2018

The author of this volume leads the reader into youth dynamics, suggesting to the adult - par-ent, friend or teacher - to “listen” carefully to the kids, to understand and guide them with ap-propriate tools. The use of the fairy tale favours the psycho-affective development and helps to process the discomfort, especially when dealing with sensitive children. The small and the big readers, both the “fragile” and the “strong” ones, can identify themselves in the various fairy-tale characters to rethink their way of acting and try to modify it with the help of the adult.

Diego Mecenero, Come ti smonto il bullo, Academia Universa Press 2016

The book analyses the bullying dynamics in a class.

Silvia Serrelli, Tea - chi ha paura dei bulli, Giunti Kids 2014

With this book, children can investigate and find the answers to some questions on rude chil-dren: why do they act like this? Why do bullies exist?

Daniela Valente, Dura la vita da duro, Coccole books 2017

This book is narrated using two different points of view: the one of the bully and the one of the shy child who is a bullying victim. The book succesfully goes through the problems of both children. It teaches that it is important to always put yourself in the shoes of the others.

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4.2 Literature list: AustriaAlsaker, F. D. (2017). Mutig gegen Mobbing in Kindergarten und Schule. 2., unv. Aufl. Bern:

Hogrefe Verlag.

BMBWF (Hrsg.) (2018). Mobbing an Schulen. Ein Leitfaden für die Schulgemeinschaft im Umgang mit Mobbing. Wien: www.schulpsychologie.at/gewaltpraevention/mobbing

Cefai, C., Bartolo P. A., Cavioni. V, Downes, P., (2018). Strengthening Social and Emotional Ed-ucation as a core curricular area across the EU. A review of the international evidence, NESET II report, Luxembourg: Publications Office of the European Union, 2018.

Downes, P. & Cefai, C. (2016). How to Prevent and Tackle Bullying and School Violence: Ev-idence and Practices for Strategies for Inclusive and Safe Schools, NESET II report, Luxem-bourg: Publications Office of the European Union, 2016.

Downes, P., Nairz-Wirth, E., Rusinaitė, V. (2017). Structural Indicators for Inclusive Systems in and around Schools, NESET II report, Luxembourg: Publications Office of the European Union, 2017.

ePOP (2014). Eine Materialiensammlung zur Förderung von Selbst- und Sozialkompe-tenz. Herausgeber: Österreichisches Zentrum für Persönlichkeitsbildung und soziales Lernen (ÖZEPS). Wien, Linz.

Farrington, D. & Ttofi, M. (2011). Bullying as a predictor of offending, violence and later life outcomes. In Criminal Behaviour and Mental Health, 21(2)

Felder-Puig, R. et al. (2014, 2018). Österreichische HBSC Ergebnisse im internationalen Ver-gleich. Factsheets zu den HBSC Erhebungen 2010 und 2014. Wien: BMG und BMASGK.

Hofmann, F. (2008). Persönlichkeitsstärkung und soziales Lernen im Unterricht. Wien: Ös-terreichisches Zentrum für Persönlichkeitsbildung und soziales Lernen (ÖZEPS).

Jannan, M. (2009). Das Anti-Mobbing-Elternheft. Schüler als Mobbing-Opfer – Was Ihrem Kind wirklich hilft. Weinheim und Basel: Beltz Verlag.

Leimer, Ch. (2011). Vereinbarungskultur an Schulen. Wien: Österreichisches Zentrum für Persönlichkeitsbildung und soziales Lernen (ÖZEPS).

ÖZEPS (2018). ÖZEPS cinema edu „Mobbing?“ – mit begleitendem Booklet. Herausgeber: Österreichisches Zentrum für Persönlichkeitsbildung und soziales Lernen (ÖZEPS). Wien

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Olweus, D. (2006). Gewalt in der Schule. Was Lehrer und Eltern wissen sollten – und tun können. 4. Aufl. Bern: Huber.

Schubarth, W. (2013). Gewalt und Mobbing an Schulen: Möglichkeiten der Prävention und Intervention. Stuttgart: Kohlhammer Verlag.

Wallner, F., u.a. (2018). Mobbingprävention im Lebensraum Schule. Wien: Österreichisches Zentrum für Persönlichkeitsbildung und soziales Lernen (ÖZEPS).

4.2.1 Links to important studies, initiatives and programmes

● Bildungsförderungsfonds für Gesundheit und nachhaltige Entwicklung: www.bildungsfoerderungsfonds.at

● Grundsatzerlass zum Projektunterricht: https://www.bmb.gv.at/schulen/bo/rg/projektunterricht.html

● HBSC-Studie, 2014: https://www.bmgf.gv.at/home/Gesundheit/Kinder_und_Jugendgesundheit/Schulge-sundheit/ Gesundheit_und_Gesundheitsverhalten_oesterreichischer_SchuelerInnen

● Klicksafe.de: http://www.klicksafe.de/

● Nationaler Bildungsbericht, 2015: https://www.bifie.at/system/files/dl/NBB_2015_Band2_v1_final_WEB.pdf

● Nationale Strategie zur schulischen Gewaltprävention an Österreichischen Schulen, 2007: http://www.schulpsychologie.at/fileadmin/upload/persoenlichkeit_gemeinschaft/beri-cht-generalstrategie-29102007-ohne-anhang.pdf

● Online-Selbstevaluationsinstrument (AVEO): http://aveo.schulpsychologie.at

● OECD-Studie (2018): Erfolgsfaktor Resilienz; Warum manche Jugendliche trotz schwier-iger Startbedingungen in der Schule erfolgreich sind – und wie Schulerfolg auch bei

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allen anderen Schülerinnen und Schülern gefördert werden kann. Pisa-Sonderauswer-tung der OECD. http://www.oecd.org/berlin/publikationen/VSD_OECD_Erfolgsfaktor%20Resilienz.pdf

● Österreichischer Bundesverband für Mediation: https://www.oebm.at/grundlagen.html

● Österreichisches Bundeszentrum für Persönlichkeitsbildung und soziales Lernen: www.oezeps.at

● Psychosoziale Beratung an und für Schulen: http://www.schulpsychologie.at/kokoko

● Rat auf Draht: http://www.rataufdraht.at/

● Saferinternet.at: https://www.saferinternet.at/uploads/tx_simaterials/Aktiv_gegen_Cyber_Mobbing_01.pdf

● Schulpsychologie-Bildungsberatung: http://www.schulpsychologie.at/gewaltpraevention/mobbing/

● WHO-HBSC Study (2012): Social determinants of health and well-beeing among young people; http://www.euro.who.int/__data/assets/pdf_file/0003/163857/Social-determinants-of-health-andwell-being-amongyoung-people.pdf

● WHO-HBSC Study (2016): Growing up unequal http://www.euro.who.int/__data/assets/pdf_file/0003/303438/HSBC-No.7-Growing-up-unequal-Full-Report.pdf?ua=1

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4.2.2 Help for self-help: literature recommended for young people

It is not always easy for children and young people to approach adults in difficult situations.

In the ÖZEPS Report by Wallner (2018) we found a list of children’s literatures which was com-piled by the youth bookshop LESEWELT in Vienna (https://www.lesewelt.at). Here you will find book recommendations on the topic, arranged according to age. Although the project focus-es on the target group of 13 to 20-year-old pupils, we also consider the books recommended for somewhat younger children to be worth reading (also for parents, teachers and all other adults – in German language):

Dierks, M. (2010). Warte nur, wir kriegen dich! (Just you wait, we’ll get you!)

Munich: Publisher cbj.

from the age of 9 up

11-year-old Natascha does not have an easy life. There are many problems in her family and that’s why she prefers to take refuge in her comic-world. At school, too, things do not go very well with classmates. This year she is allowed to have a party for her birthday for the first time and hopes that this will lead to more acceptance in the class community. Unfortunately, she has to cancel the party, but she doesn’t dare to tell the reason and thus gets more and more entangled in a lie story. Every day the classmates invent new torments for the shy Natascha and humiliate her. It is a recommendable book on the subject of “bullying” and how to find out in the end.

Taschinski, S. (2016). Popkörner – Ein Stern für Lou (Popcorn - A star for Lou)

Würzburg: Arena publishing house.

from the age of ten up

Lou is moving with her family from Canada to Hamburg and she is really looking forward to it as she will live with her cousin Motte and even go to class with her. However, everything turns out quite differently than she thinks: instead of being received with joy, Motte only lets her feel rejection. Since both girls are in the same class, Motte’s friends also ignore them. But Lou’s not giving up. Nevertheless, she helps Motte in a difficult situation and finds the hoped-for class connection. This book makes it very clear how bullying can arise.

Bauer, M. G. (2009). Nennt mich nicht Ismael (Don’t call me Ishmael)

Munich: Dtv Publishing House.

from the age of 11 up

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If you are called Ismael by your first name, you have to be mocked from the start. Ishmael has learned to deal with it by simply accepting to be teased for that alone. But one day a new, very strange classmate comes into the class. He too would be a predestined victim of bullying because of his unconventional appearance, but James Scoobie is not afraid of anyone and above all he is an absolute talent for languages. James starts a debating club at school and the members of the club persuade Ishmael by all means to become one of them.

Feibel, T. (2016). Ich weiß alles über dich (I know all about you)

Hamburg: Carlsen publishing house.

from the age of 11 up

Nina’s desperate. After a party she constantly receives SMS from a foreign number.

The parcel service delivers things that she has not ordered. Someone’s hacking into the school computer on her behalf. Then even the police are at the door! Is her ex-boyfriend out for re-venge? Thank God she met Ben. He listens to her and tries to help. But can she really trust him? This book offers opportunities for discussion when working with young people and con-tains realistic episodes on the subject of cyberbullying.

Thor, A. (2000). Ich hätte NEIN sagen können (I could have said no)

Weinheim: Beltz publishing house.

from the age of 12 up

Nora has been friends with Sabina since her kindergarten days. But after the summer holi-days, nothing is the way it used to be. Suddenly Sabina is friends with the class beauty Fanny and ignores Nora. Nora tries to win back the friendship with Sabina or at least to be accept-ed in her new clique. The old-fashioned Karin is rejected by the clique and harassed at every opportunity. It gets to the point where Nora gives in to peer pressure and becomes complicit with Karin, although she could have said “no”.

Rees, C. (2004). Das Klassenspiel (The class game)

Hamburg: Carlsen publishing house.

from the age of 12 up

A new girl from Australia is joining Alex’s class. Gradually, Alex becomes aware that the mood of her class is heating up against the new classmate and that she feels an inner panic. Two years ago, a classmate who had been hounded, humiliated and tormented by his class died in a terrible way. Alex wants not watch and participate. She befriends Lauren and soon becomes a target of her classmates. This is an impressive book that shows that it takes a lot of courage to take the side of the outlaw. And it needs supportive adults.

159

Kindler, W. (2007). Dich machen wir fertig (We’re gonna get you)

Mülheim a. d. R.: publishing house on the Ruhr.

from the age of 12 up

Sandra is a good student and has no difficulties in class. Her best friends are Melanie and Bir-git. Melanie’s boyfriend Michael falls in love with Sandra and suddenly nothing seems to be the way it was. Melanie incites her classmates to stand up against Sandra and an increasingly violent gauntlet run begins. Will the situation ever change?

Biernath, Ch. (2012). Nicht mir mir! (Not with me!)

Weinheim: Beltz publishing house.

from the age of 12 up

Nadja comes to a new school and has mixed feelings about it. And her worst fears come true, as she is not fat, but very well proportioned. At first she is very intimidated by the verbal at-tacks, but with the mental support of her mother and her best friend from the old school she brings a new wind into the class community.

In this book not only the topic Bullying is prepared, it concerns also pressure to perform at school and to be “cool”. It is impressive how Nadja puts up a fight in her own way.

Ruwisch, U. (2015). Likes sind dein Leben (Likes are your life)

Hamburg: Carlsen publishing house.

from the age of 12 up

Hannah, who has hardly any friends and often finds the days at school agonizing, would like to can also be successful. Therefore she seeks a second identity besides her real life in an In-ternet portal. Here she daily collects Likes and can even flirt properly! But when she carelessly uploads a photo that is too daring, she is caught and blackmailed. Readers can follow how the protagonist crosses borders of self-esteem in an internet portal under a fake account. The longing for many Likes is true-to-life and understandable.

Höfler, S. (2018). Tanz der Tiefseequalle (Dance of the deep sea jellyfish)

Weinheim: Beltz publishing house.

from the age of 13 up

Niko is quite fat and shapeless and therefore, since he has been going to this school, he has been humiliated. He ignores all these attacks and builds himself his own dream world. On a class trip, he rescues his classmate Sera from of a classmate’s grab-ass attack. As a result, Sera is now also punished with contempt by the others. The same evening Sera asks Niko for a dance out of gratitude. And this is exactly what is causing the confused situation to escalate. Since Sera cannot stand this, she decides to leave and persuades Niko to go with her. The story is told alternately from different first-person perspectives.

160

Matthes, S. (2015): Miese Opfer (Lousy victims)

Hamburg: Oetinger publishing house.

from the age of 13 up

The relaxing summer holidays are over and the two friends Leo and Fred have to go back to their everyday school life. It’s a horror show for both of them, because they’ll be constantly hu-miliated by a classmate and his gang. Initially, the two friends try to ignore the tortures and to accept them with composure. Since the frequency and severity of the attacks increase, they also decide to defend themselves with vulgarity, but this does not bring the desired success, but rather escalates the situation. The description of the increasingly paralysing fear is under-standable.

Höra, D. (2015). Auf dich abgesehen (After you)

Hamburg: Carlsen publishing house.

from the age of 13 up

In the beginning Robert belongs to his class community without any problems. One evening we meet the whole gang at a party. When Robert wants to go home, he forgets his cell phone and goes back to get it. In the meantime, someone’s taking a picture with Robert’s

cell phone and puts this on Facebook. From this moment on, everyone is against Robert. No-body believes him when he says he didn’t do it. Robert is now ostracized, humiliated and even beaten up by his classmates. How dangerous it can be not to protect your mobile phone and your access to social networks etc. becomes very clear.

Buschendorf, F. (2010). Geil, das peinliche Foto stellen wir online (Great, we’ll put the embarrassing photo online)

Mülheim a. d. R.: publishing house on the Ruhr.

from the age of 13 up

Josi is new in the class and not a very self-confident girl. Her classmates take advantage of this to ridicule Josi at every available opportunity, to mob: there are, among other things, nightly threatening phone calls, fake Internet sites, obscene SMS. Josi gets into a situation that seems inevitable to her. In order not to be constantly exposed to this stress, she is playing hooky from school more and more often. Her classmate Till realizes this ever tightening spiral of violence and knows that he can no longer stand idly by.

161

Beauvais, C. (2017). Königin der Würstchen (Queen of sausages)

Hamburg: Carlsen publishing house.

from the age of 14 up

Mireille is horrified, because this year on Facebook she has become the ugliest girl in her school. Astrid and Hakima are in 2nd and 3rd place and the three of them decide to fight against their title and to get to know each other better. They decide - with different aims for themselves - to get on a bicycle trip to Paris. It will be a chaotic, funny, touching journey. A completely different way of treating the topic of bullying can be found in this book - told with a lot of wit, irony and lightness.

162

4.3 Literature list: Greece1. The School Violence and Bullying Management Guide is part of the prevention and

treatment efforts of the phenomenon of school violence and bullying and aims at informing and strengthening the relevant actions of teachers and of education executives. Its content is based on substantiated data and empirical data from the national and international environment, through theory, research and practice approaches to how to deal with the phenomenon. Special emphasis is given to the fields of prevention and management incidents of violence and bullying at school through the description measures and good practices. http://stop-bullying.sch.gr/wp-content/uploads/2015/10/odigos_diaxeirisis_peristatikwn.pdf

2. Bullying is now recognized as one important problem, which disrupts the smooth operation of the school in many countries of the world and requires timely identification, detection and treatment of the educators. This paper defines bullying /victimization, its various forms are mentioned and the two types of students, the “victim” and the “perpetrator” with the special general and special their characteristics so that teachers can easily identify them signs (primary and secondary) and identify potential ones in a timely manner “Perpetrators” and “victims”. The following are the educational interventions for the treatment of school and reference is made to the programs intervention by taking action at three levels: school, classroom and individual http://dipe.ach.sch.gr/dipeach/attachments/article/216/ekfovismos-%20felouka.pdf

3. School violence occurs mainly in the form of school bullying. Despite the research data from the field of psychology, the use of counseling strategies and the more complete information of teachers in the direction of understanding and mitigating the problem, this continues to grow and take on alarming proportions. The workshop will present a Theatrical Pedagogical Program on the subject of school violence in the form of a play that adopts the techniques of educational drama and Theater Forum and utilizes knowledge from the science of psychology and counseling. https://paithea.weebly.com/deltaetamuomicronsigmaiotaepsilon973sigmaepsiloniotasigmaf.html

4. The aim of this work is to summarize and present the findings of the most recent meta-analyses and reviews on the effectiveness of preventive and intrusive programs against school bullying. References are made to research projects in which the effectiveness of the programs has been evaluated, as well as in ways of assessing bullying and victimization in these programs. http://dipe.ach.sch.gr/dipeach/attachments/article/218/Σχολικός%20εκφοβισμός%20Πόσο%20αποτελεσματικές%20είναι%20οι%20παρεμβάσεις;.pdf

163

5. Although school bullying is not a new phenomenon of the latter years, is intensely occupied by the educational community and is rapidly observed increase worldwide. It is commonplace that its effects are particularly dangerous for the victims of this phenomenon. Purpose of the present Thesis is to explore the different types of school intimidation, the causes and factors that exacerbate this phenomenon, but and the impact they have on victims and society at large. In addition, we aim to examine the attitude of teachers towards difference incidents, but also which treatment method each chooses educational. As bullying takes place in the school environment first of all the teachers are the ones who are responsible for locating but and the elimination of the phenomenon. http://apothetirio.teiep.gr/xmlui/bitstream/handle/123456789/9709/Kargoudi_stamatia.pdf?sequence=1

6. The purpose of this article is to describe the phenomenon of bullying, including its effects, factors risk for its occurrence and protective agents against it, as well as proposed treatment interventions of. http://www.hjn.gr/wp-content/uploads/2019/02/57_2_615_Anaskopisi_Karanikola.pdf

7. Which are the aspects of bullying in the Greek society?The following article presents data about the first major nationwide investigation into school bullying published by the Ministry of Education. https://www.psychologynow.gr/arthra-psyxologias/sxoleio/sxolikos-ekfovismos/1982-profil-toy-sholikoy-ekfovismoy-stin-ellada.html

8. How to fight bullying phenomena in today’s world!This specific article shares information about bullying incidents that occur around the world and how these episodes do affect a child in many respects. https://www.psychologynow.gr/arthra-psyxologias/sxoleio/sxolikos-ekfovismos/8506-pos-na-antimetopisete-ton-diadiktyako-ekfovismo.html

9. Useful information for parents whose children may be victims of wild bullying lying such as cyber bullying. https://www.psychologynow.gr/arthra-psyxologias/sxoleio/sxolikos-ekfovismos/8506-pos-na-antimetopisete-ton-diadiktyako-ekfovismo.html

10. Victims of bullying in secondary education have an increased chance of developing psychological problems and unemployment, even after 10 years. Researchers reveals that there are long-term serious consequences for students who are bullied. Those who are victims of continuous or violent bullying suffer the worst consequences. https://www.psychologynow.gr/arthra-psyxologias/sxoleio/sxolikos-ekfovismos/7007-o-sxolikos-ekfovismos-afksanei-tis-pithanotites-psyxikon-diataraxon.html

164

11. Although several actions have been developed by the scientific and educational community for school violence and bullying in our country, however, there is fragmentary research capture of the phenomenon in pan-Hellenic scope in both quantitative and qualitative data. The few research data make this research necessary, which at the same time highlights important aspects of the phenomenon of domestic violence and bullying at the national level. In particular, the purpose of this research is to capture the current situation in schools in our country in relation to the phenomenon of school bullying and violence. http://socialpolicy.gr/wp-content/uploads/2016/03/Πανελλήνια-Έρευνα-Bullying.pdf

12. The key for those who are intimidated by “bullies” is to recognize that the bullying of the “bully” is not related to them, but to him and his weakness. In recent years, considerable attention has been paid to the phenomenon of bullying, especially in the case of children.https://www.psychologynow.gr/arthra-psyxologias/sxoleio/sxolikos-ekfovismos/5918-o-ntais-pou-ekfovizei-einai-panta-to-pio-adynamo-kai-fovismeno-paidi.html

4.3.1 Help for self-help: literature recommended for young people

The Calendar of a coward: Vassilis Papatheodorou

Published by Kastaniotis, 2014

Nikos and Theodoris. The perpetrator and the victim. Yesterday and today. Against the backdrop of a private school, two personal stories of victory and defeat, joy and despair unfold, which in-tersect daily in a brutal history of abuse, in a constant torture. Bullying. Classmates and friends, family and teachers sooner or later witness extreme behaviors.

– Who will react, when and how?– Is there a way to escape from this situation?– And who are ultimately responsible for its perpetuation?

The youth novel of Vassilis Papatheodorou “The diary of a coward” outlines in the most vivid way everyday situations that more and more children experience. It is a dive into the psychology of adolescents, an exploration of the darkest aspects of their minds and behaviors. A novel writ-ten with humor and bitterness, which describes dreams and betrayal, friendships and aban-donment, acceptance and marginalization. A book that talks about what we have all felt and thought about but are ashamed to admit.

165

Amiliti Agapi (Unspoken Love)

Author: Loti Petrovits - Androutsopoulou

Published by Patakis, 2014

Three teenagers - Themis, Olga, Irini -, three friends with different characters, different needs and expectations, become an “inseparable trinity” to face the violence and cruelty caused around them by school bullying and neo-Nazism . Their efforts will bear fruit, but what about the deep feelings that the two of the three hide and do not want to talk about? A story of strong friendship and boundless love.

Bystander. A bystander? Or the bully’s next target? Preller James

Author: Patakis 2014.

Eric is new to the city but also to school. One day he meets Griffin, a very cool and popular class-mate who is always surrounded by his gang. Eric sees the violence and intimidation of Griffin›s gang but prefers to remain a silent spectator. He is afraid that he too will fall victim to them. But sometimes Griffin challenges him. And then Eric will break the silence ... A riveting book about school bullying and the conspiracy of silence.

The Looser (To loozeraki)

Author: Eleni Tasopoulou

Published by Kastaniotis 2019

Thalia is the face, Thalia is the “louzeraki”, a student of third grade in High School, who always goes unnoticed, almost pursuing it most of the time. It is one of those invisible schools that you struggle to remember that you have or had classmates, that does not make you notice her even with her performance as a student and everywhere and always looks like a golden mediocrity. Gathered, timid, without self-confidence, hence “loser” = loser, lost everywhere, who downloads movies to spend her time, with a single friend, “the ones you do not take a second look”, one of the girls of apology ”, who demagnetize, who feel like spears the gazes of others on them, who flirt when a battle erupts near them.

166

4.4 Literature list: HungaryFairytale Therapy (book, Hungarian – Ildikó Boldizsár, Magvető Publishing, 2010)

Metamorphoses Fairytale Therapy is a method developed by Ildikó Boldizsár, Hungarian fairy-tale researcher, editor and fairytale therapist. The method is based on the concept that every life situation has „its own tale”, and by finding and understanding the right tale, the person can have an insight about the reasons for not being able to overcome a given obstacle. Though it was developed in Hungary, it works independently from natonalities, given the similar struc-ture of fairytales all around the world.

Folktales As Therapy (book – Verena Kast, Fromm International, 1995)

Verena Kast is a Swiss Jungian analyst. In her book she draws attention to the use of folktales in therapy, and understanding the complexities behind the relation between the tale and the person, how they change our life. Within the book you can find six tales and their easy-to-fol-low interpretations, presented together with their therapeutic value.

Papírszínház – Módszertani kézikönyv / Paper Theater – Methodological Handbook (book, Hungarian – Dóra Csányi, Krisztina Simon, Sándor Tsík, Csimora Kiadó, 2016)

Kamishibai, also called papertheater, is an illustrated way of storytelling, originated from Ja-pan. The storyteller tells a story while presenting drawn pictures from the story. This methoo-logical handbook offer tips and ideas on howw to use papertheater in different settings, in-cluding libraries, schools, kinderagdens, or at home. It includes articles, advices, ideas, games, lesson plans, as well as templates to be used for workshops.

The Kamishibai Classroom: Engaging Multiple Literacies Through the Art of “Paper Theater” (book – Tara McGowan, ABC-CLIO, 2010)

The book introduces innovative ideas on how to use kamishibai in schools, such as story crea-tion, interactive workshops, and getting students involved in the fun of creating and perform-ing their stories. It provides step-by-step instructions for leading workshops and itnegrating the performance for all ages. It also introduces several techniques used in the past and in the present.

167

4.4.1 Help for self-help: literature recommended for young people

Rigler Ilona, Pacskovszky Zsolt: Hogyan élheted túl, ha rád száll az osztály? („How to survive when the class is bugging you” - book – Móra Könyvkiadó, 2013)

Part of the „Lélekdoki” (Soul doctor) series, this book is aimed at readers aged 9-11 years old. It starts with introducing a fictional story of Patrik, which is followed by useful tips, advices on how to overcome such a situation. The advices involve both emotional and practical coping.

Dr. Koncz István: Kamaszkapaszkodó („Handrail for teenagers” – book – Fapadoskönyv Kiadó, 2011)

The book is based on a number of researches and trainings, and offers tests and games for teenagers, aimed at developing their self-confidence, self-management and conflict-man-agement skills. It addresses „typical” issues, such as appearance or speaking skills. It can support young people who has missed out on acquiring these skills earlier in their families.

Association /Organization Name

Brief description How can they help? WebsiteTelephone

NumberEmail

Social media pages

AVEO - Schulpsychologie Bildungsberatung

AVEO - Self-evaluation tool on the incidence of vio-lence in schoolsAVEO (Austrian Violence Evaluation Online Tool) is an online self-evaluation tool for assessing the in-cidence of violence in in-dividual classes (AVEO-S) with a direct feedback function for teachers and head teachers and for self-reflection for teachers (AVEO-T). It was developed at the University of Vienna in cooperation with the Ministry of Education

The surveys are conducted and evaluated independently by the schools. A renewed survey would reveal changes in the incidence of violence. Following the survey, the school can adequately assess the incidence of violence in the examined class and, if necessary, take measures to counteract it.

http://aveo.schulpsychologie.at

+43 1 53120-2533

schulpsychologie@bmbwf.gv.at

/

5. Anti-Bullying Supportying Systems: useful contacts5.1 Supporting System in Austria

169

Association /Organization Name

Brief description How can they help? WebsiteTelephone

NumberEmail

Social media pages

Schulpsychologie-Bildungsberatung

The School Psy-chology Educa-tional Counselling is available to students, teachers and parents as a psychological counselling facility integrated into the school system.

We address the ques-tions and problems of students, parents and teachers. The focus is on supporting the individual: learning, development, be-haviour, educational counselling.

We provide psycho-logical help in crisis situations.

www.schulpsychologie.at

Hotline for conflicts in classrooms: Emergency hotline for teachers at Viennese schools: +43 1 525 25-77777

schulpsychologie@

bmbwf.gv.at/

Verein Zara

(official complaints body for cyberbullying)

ZARA’s work is based on three pillars: Counsel-ling, prevention and public aware-ness raising.

The ZARA team is an intersectoral group that wants to con-tribute with different perspectives and expertise - from the-ory and practice - to shaping a society that critically questions ex-clusion due to “being like this”.

www.zara.or.at +43 (0) 1 929 13 99

office@zara.or.at Facebook:https://www.facebook.com/zara.or.at

Youtubehttps://www.youtube.com/user/VereinZara

170

Association/Organization

NameBrief description How can they help? Website

Tel. Number

Email Social media pages

Rat auf Draht

(Body which can be reached under the emergency number 147)

Since 1987, the emergency num-ber 147 Rat auf Draht has offered an important contact point for problems, ques-tions and crisis situations for children, young people and their caregivers.

The emergency number 147 with-out area code can be reached around the clock from all over Austria at no cost and anony-mously.

Parents, grandparents, relatives, teachers and all people who have a connection to children and young people can also contact the experts at 147 Rat auf Draht for questions about education.

www.rataufdraht.at

147 schulpsychologie@bmbwf.gv.at

Facebookhttps://www.facebook.com/147rataufdraht

Youtubehttps://www.youtube.com/user/Helpline147

Saferinter-net

Saferinternet.at supports above all children, young people, parents and teachers in the safe, competent and responsible use of digital me-dia.

The initiative is implemented by the European Union (Connect-ing Europe facility) under the CEF Telecom/Safer Internet pro-gramme. Saferinternet.at, togeth-er with the Stopline (report office against child pornography and National Socialist reactivation) and 147 Rat auf Draht (telephone help for children, youths and their ref-erence persons), forms the “Safer Internet Centre Austria”. It is the Austrian partner in the Safer Inter-net Network of the EU (Insafe).

www.saferinternet.at

+43 1 595 21 12-51

office@saferinternet.at

/

171

Association/Organization

NameBrief description

How can they help?

WebsiteTelephone

NumberEmail Social media pages

Centro Nazionale Contro Il BullismoBulli Stop

The aim of the centre is to defeat and prevent bullying. It works in close collaboration with schools, promoting re-spect, integration and legality.

- Emergency email service

- Pedagogical educational theatre

https://www.bullistop.com/homepage/

/ info@bullistop.com

Facebookhttps://www.facebook.com/bullistop

Youtubehttps://bit.ly/3guUfWf

Instagramhttps://www.instagram.com/bulli_stop/

5.2 Supporting System in Italy

172

Association/Organization

NameBrief description

How can they help?

WebsiteTel.

NumberEmail Social media pages

Generazioni connesse – Safer Internet

The main goal is to raise aware-ness on the safe use of internet. The project website responds to the needs of everyone (children and adolescents, parents and teachers too) so as to help fam-ilies understand and address youth problems. Specific sessions are dedicated to students (topics such as cy-berbullying, sexting, gambling) and others to parents, including advices and services that can be contacted if they find having to handle one of these unpleasant situations. We speak there-fore not only of bullying but of unpleasant behaviors more in general. The “Generazioni connesse” website can use by teachers as well, so to download education-al materials andcontribute to the collection of good practices in schools.

- Help-line (Click and Reprot by Telefono Azzurro and “STOP-IT” by Save the Children)

- Hot-line (“Linea di ascolto” 1.96.96 and chat by Telefono Azzurro)

https://www.

generazioniconnesse.it/

site/it/home-page/

/ / Facebookhttps://www.facebook.com/generazioniconnesse/

Twitterhttps://twitter.com/saferinternetit?lang=en

Instagramhttps://www.instagram.com/generazioni_connesse/

Youtubehttps://www.youtube.com/channel/UCIF82I4VsY_ztRRLT74cu8A?view_as=subscriber

173

Association/Organization

NameBrief description

How can they help?

WebsiteTelephone

NumberEmail Social media pages

Telefono Azzurro NPO

It is a “helpline” made of emergency and WhatsApp numbers, skype, chats and SMS so to help children in case of need. Two different emergency numbers: 19696 (for children victims of violence) and 114 (for any case of domestic abuse involving children as well as their parents).

- Hotline- Chat service - Emergency

Email service- Click and report

https://azzurro.it/en/

Hotline: 1.96.96

/ Facebookhttps://www.facebook.com/TelefonoAzzurroOnlus/

Twitterhttps://twitter.com/telefonoazzurro

Instagramhttps://www.instagram.com/telefono_azzurro/

174

Association/Organization

NameBrief description

How can they help?

WebsiteTelephone

NumberEmail Social media pages

Kék Vonal Child Crisis Foundation

The Foundaiton operates a help line for children and young people. It is also open for adults worried about children.

If you find yourself in a situation where you are worried about a child/young person, and you are not sure what to do, you can call them for support.

https://www.kek-vonal.hu/index.php/en/

116-111 (for

children / young people)

116-000 (for

adults)

info@kek-vonal.hu Facebookhttps://www.facebook.com/kekvonal

Twitterhttps://twitter.com/kekvonal

Instagramhttps://www.instagram.com/kekvonal/

Nemzeti Média- és Hírközlési Hatóság – Internet Hotline

The Internet Hotline is a special legal aid service.

Upon notification they can help quickly removing infringing content from the internet.

http://english.nmhh.hu/ternethotline/

+36 1 457 7100

internethotline@internethotline.hu

Facebook:https://www.facebook.com/internethotline/

5.3 Supporting System in Hungary

175

Association/Organization

NameBrief description How can they help? Website

Telephone Number

EmailSocial media

pages

UNICEF HelpAPP The Application from UNICEF offers a quick and easy way to ask for help.

By one click you can ask for help if you, or someone you know is in trouble. It helps you to figure out what is the problem and what can you do also.

https://unicef.hu/helpapp/

https://unicef.hu/

/ / /

National Crime Prevention Council – Ask for Help

The Ask for Help homepage is an information page supported by the National Crime Prevention Council.

This is an information page on bullying for young people. It helps them to navigate themselves in the world of bullying, offering various contents and advice.

https://kerjsegitseget.com/

www.bunmegelozes.info

/ / /

176

Association/Organization

NameBrief description How can they help? Website

Tel. Number

EmailSocial media

pages

CyberKid Greek police has established a network in order to prevent any kind of bullying incidents especially amongst children under 18 years old. Either by sharing information about the hidden dangers for children or by raising awsreness of parents it has achieved the prevention of any form of bullying incidents.

Having established a plethora of networks such the applications of CYBERKID or FEELSAFE, but also by alarming parents about hidden dangers or strange behaviors and having preventing many cyber-bullying cases throughout the years this network- brunch of the Greek police- could enlight us in the project and share guidelines which as partners we could use to make the project’s impact stronger.

http://www.as-

tynomia.gr/index.

php?option=ozo_

content&perform=vi

ew&id=135&Itemid=1

28&lang=EN

11188 ccu@cybercrimeunit.gov.gr

Facebookhttps://www.facebook.com/cyberkid.gov.gr/

Twitter@cyberalertGR

Instagram@cyberalert.gr

5.4 Supporting System in Greece

177

Association/Organization

NameBrief description How can they help? Website

Telephone Number

Email Social media pages

Smile of the Child

“The Smile of the Child” has supported more than 1.480.000 children and their families. Children victims of any form of violence, missing children, children with health problems, children living in poverty or threatened by poverty, have found a solution

“The Smile of the Child” took the initiative to establish the European Anti-bullying Network in collaboration with key actors in anti-bullying from across Europe through funding.

https://www.hamogelo.gr/gr/en/

/ info@hamogelo.gr Facebookhttps://www.facebook.com/hamogelo.org

Twitterhttps://twitter.com/hamogelo

ELIX ELIX is a non-governmental organization working and solving any kinds of social issues that come up in the Greek society.

ELIX is working in a plethora of social issues that affect the Greek society as a whole and focus on problems that do negatively affect all parts of society.

https://www.elix.org.gr/

2103825506 elix@elix.org.gr Facebook:https://www.facebook.com/ELIX.Greece

Twitterhttps://twitter.com/ELIXgr

Instagramhttps://www.instagram.com/elix.greece/

178

Association/Organization

NameBrief description How can they help? Website

Telephone Number

EmailSocial media

pages

National Hotline for Child protection (is part of National Center for Social Solidarity)

The National Center for Social Solidarity (EKKA) is a public body based in Athens. The purpose of EKKA is to coordinate the network of social support services to individuals, families, and population groups, who are going through a severe emotional crisis or are in a state of emergency.

In particular, the services provided by EKKA include:

counseling and information on welfare issuespsychological support to individuals, families and groupstemporary accommodation for people experiencing psycho-social crisisor are in a state of emergency andmediation and referral to social solidarity services,offered by other bodies and non-governmental organizations.

http://www.aboutyouth.gr/el/service_1107.html

Immediate Social Assistance Telephone Line “197”

National Child Protection Line “1107”

/ /

179

Association/Organization

NameBrief description How can they help? Website

Telephone Number

Email Social media pages

METAdrasi METAdrasi was founded in December 2009 with the mission to facilitate the reception and integration of refugees and migrants in Greece.

Working with a variety of vulnerable groupMetadrasi can help in the ‘Kite fighters’ project by sharing already developed techniques on how they dealt with bullying and extremism problems in the Greek society.

https://metadrasi.org/en/metadrasi/

+302101008700 info@metadrasi.org

Facebookhttps://www.facebook.com/metadrasi/

Twitterhttps://twitter.com/metadrasi

Linkedinhttps://www.linkedin.com/company/metadrasi

S@fer Internet

Safer Internet is a platform that focuses on Information and awareness regarding the correct, responsible, and safe use of the Internet.

Cyber bullying is a common thing and children find themselves lost in terms of protecting themselves in such situations. Safer internet as a platform which provides all the necessary tools to fight such situations.

https://www.saferinternet.gr/index.php

/ support@sihellas.org

Facebook:https://www.facebook.com/saferinternet.gr

Twitterhttps://twitter.com/saferinternetGR

180

Association/Organization

NameBrief description How can they help? Website

Telephone Number

EmailSocial media

pages

The Greek Ombudsman

The Ombudsman is an Independent Authority enshrined in the Constitution. It started operating on October 1, 1998 and provides its services free of charge.

The Ombudsman investigates individual administrative acts or omissions or material actions of public service bodies that violate the rights or harm the legitimate interests of natural or legal persons.

Since the area of activity includes advocating for and promoting the rights of the child, they could offer help on preventing bullying incidents and establish a series of anti-bullying strategies based on incidents that have come up during the years. This includes cases of violation by public services, individuals, natural or legal persons.

https://www.synigoros.gr/

213 13 06 703 / /

ACTIVE CITIZENS PARTNERSHIP activecitizens.euacc.greece@gmail.comGREECE

CESIE cesie.orgschool@cesie.orgITALY

HAFELEKARhafelekar.atpaul.schober@hafelekar.atAUSTRIA

ROGERS FOUNDATION FOR PERSON-CENTRED EDUCATION rogersalapitvany.huinfo@rogersalapitvany.huHUNGARY

Partners

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsi ble for any use which may be made of the information contained therein

Coordinator

Project n° 2019-1-HU01-KA201-060962

www.rogersalapitvany.hu

www.activecitizens.eu

https://cesie.org

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