Sistemski pristop k medvrstniškemu nasilju v osnovni šoli

Klemenčič, Ingrid (author), Kobolt, Alenka (mentor)

Učenci velik del svojega časa preživijo v šoli, kjer so v številnih interakcijah med seboj, z učitelji in drugim osebjem. V šoli prihaja do različnih ravni in oblik sodelovanja, a tudi do konfliktov ali celo nasilnih dejanj. Prevladujoča oblika nasilnih interakcij v šoli je nasilje med učenci. Ko se znajdejo v primežu nasilja, se soočajo s strahom in občutkom nemoči, zato ohranijo skrivnost zase. Pogosto pa svoje stiske kažejo s spremenjenim vedenjem v šolskem prostoru in v vrstniški skupini tudi s tem, da postanejo povzročitelji nasilja sami. Definicija medvrstniškega nasilja v šoli se v zadnjih dveh desetletjih širi. Poleg fizičnega nasilja vključuje tudi čustvene, spolne, verbalne, materialne in druge zlorabe moči ter tako postaja vse širša. Ko/če nasilje traja dolgo časa, pride do izrazitega neravnovesja v moči med žrtvijo in povzročiteljem, kar povzroča pri tistih, ki doživljajo nasilje, stisko, nemoč, strah in mnoge druge čustvene, socialne, učne in zdravstvene posledice. Obenem se je fokus raziskovalnega interesa razširil od medvrstniškega nasilja k nasilju v odnosih učenec – učitelj, učitelj – učenec in učitelj – starši. Poglobilo se je raziskovanje dejavnikov tveganja ter vzrokov za nasilno vedenje v šoli: od individualnih (temeljnih) k sekundarnim – vrstniški skupini, družini, pripadnosti različnim identitetam in kulturnim ter strukturnim dejavnikom. Posledično so nastali različni modeli preprečevanja nasilja v šoli, ki poskušajo v preventivne programe zajeti vse naštete dejavnike tveganja. V zadnjem desetletju se je oblikovalo enotno stališče, da so modeli, strategije in programi preprečevanja nasilja v šoli uspešni le, če so celoviti, zajemajo vse strukture šole in so sistemski (angl: whole-school approach). Na nove pristope so vplivale tudi ugotovitve, kako velik pomen imajo na preprečevanje nasilja v šoli dobri medsebojni odnosi, šolska kultura in zaznavanje ter obravnava nasilja v družini. Ključno pri teh modelih je sistemsko in sistematično preprečevanje vsakršne zlorabe moči. Na Osnovni šoli Simona Jenka Kranj smo kot partnerji izvajali projekt Sitemski pristop k medvrstniškemu nasilju v vzgojno-izobraževalnih zavodih. V magistrski nalogi smo prikazali, kako smo se sistemskega pristopa k medvrstniškemu nasilju lotili na šoli in kakšni so bili učinki projekta na pojavnost vrstniškega nasilja. Projekt smo evalvirali skozi kvantitativne parametre, kot so zmanjšanje agresivnosti, spremembe v razredni klimi in odnosi do učencev s posebnimi potrebami. Rezultati kažejo pozitivne spremembe tako pri učencih, ki nasilje doživljajo, kot pri tistih, ki ga povzročajo. Pozitivne spremembe se kažejo tudi pri največji skupini učencev, ki nasilje med vrstniki opazujejo. S sistemskim pristopom k medvrstniškemu nasilju se je pojavnost le-tega na Osnovni šoli Simona Jenka Kranj ob zaključku projekta zmanjšala.

• Language: Slovenian
• Keywords: medvrstniško nasilje
• Work type: Master's thesis
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2016
• PID: 20.500.12556/RUL-87209
• COBISS.SI-ID: 11358281
• Publication date in RUL: 31.08.2017

Secondary language

• Language: English
• Title: Systemic approach to peer violence in primary school

Abstract

Children spend a lot of time in school, entering interactions with other students, teachers, and other staff. It is a place of many levels of cooperation, but also of conflict and, sometimes, violent acts, particularly bullying. Bullied students face fear and feelings of helplessness and shame. They tend to bear the attacks silently, but quite often, they display their problems by changing the way they behave, which sometimes leads them to become bullies themselves. The definition of peer violence has been gradually expanding over the last two decades. Besides physical violence it now also includes emotional, sexual, verbal, material, and other abuses of power. When (if) abuse persists for a long period of time, the resulting imbalance in power deepens the feelings of helplessness, fear and anxiety in the victim, and may cause emotional, social, learning and health disorders. At the same time the research focus has expanded from bullying to violence in the relations between the student and the teacher, the teacher and the student and the teacher and the parent. Research has especially focused on risk factors and causes of violent behaviour in school, both primary and secondary: the peer group, family, the various identities, as well as cultural and structural factors. The resulting models of preventing violence in school try to find the answer to all the risk factors. In the last decade, it has become a widely accepted fact that only comprehensive, whole-school approach models, strategies and programmes for preventing violence are successful. New approaches have also been influenced by research of the beneficial effects of good interpersonal relations, school climate, and the detection and handling of domestic violence. The key in all such models is systemic and systematic prevention of any kind of abuse of power. The Simona Jenka Kranj primary school has been a partner in Systematic approach to peer violence in educational institutions In this paper we show the systemic approach to the prevention of bullying adopted by the school, and its effects on the incidence of peer violence. The project has been evaluated through quantitative parameters, such as decrease in aggressiveness, changes in school climate and relations with special needs students. Results show positive changes in the victims and the bullies, as well as the largest group of students – the observers. By using this systemic approach to violence the incidence of bullying at the Simona Jenka primary school has decreased.

• Keywords: peer violence