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Varen šolski prostor - kriminološki vidiki
Šokčević, Petra (Author), Filipčič, Katja (Mentor) More about this mentor... This link opens in a new window

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Abstract
Šola je prostor, v katerem otroci preživijo precejšen del svojega časa, zato ima velik vpliv na njihovo vedenje, akademski, socialni in čustveni razvoj. Hkrati ima tudi možnost odkrivati medvrstniško nasilje in si prizadevati za njegovo zmanjševanje. Medvrstniško nasilje so začeli sistematično raziskovati konec 70. let prejšnjega stoletja. Novejše definicije tovrstnega nasilja, poleg telesnega, zajemajo tudi čustvene, ekonomske, besedne in spolne oblike nasilnih dejanj. V zadnjih letih pa se je zaradi razvoja informacijske tehnologije pojavilo še spletno nasilje. Medvrstniško nasilje ima na vse vpletene – žrtve, povzročitelje in opazovalce – negativne čustvene posledice. Ko govorimo o nasilju, namreč govorimo tudi o čustvih, saj je nasilje večinoma spodbujeno in prepojeno s čustvi, ali pa nastane, ker določena čustva manjkajo. Prav zato je bistveno, da se pristopi k obravnavanju in omejevanju nasilja osredotočajo na učenje strategij za optimalno ravnanje s čustvi ter z zgledom in raznimi dejavnostmi usmerjeno zvišujejo čustveno inteligentnost otrok. Kljub različnim pristopom šol k problematiki medvrstniškega nasilja so se v zadnjem desetletju kot najučinkovitejši izkazali celoviti, sistemski modeli preprečevanja medvrstniškega nasilja v šoli. Ti vključujejo vse sooblikovalce šolske skupnosti – učence, zaposlene na šoli in starše – ter zajemajo vse vrste interakcij v šoli, vključno z nasiljem nad otrokom v družini. Šole se morajo spopadanja s problemom lotiti sistematično, v več fazah in na več nivojih, ter problematiki posvetiti dovolj časa. Glavni cilj šole mora postati oblikovanje varnega šolskega prostora, v katerem je vzpostavljena ničelna toleranca do nasilja in v katerem ima vsak posameznik možnost razvijati svoje potenciale. Kot primer dobre prakse lahko vzamemo Osnovno šolo Simona Jenka Kranj, ki se s problemom medvrstniškega nasilja že nekaj let poglobljeno in učinkovito sooča.

Language:Slovenian
Keywords:medvrstniško nasilje, nasilje v šoli, pravna ureditev medvrstniškega nasilja, čustvena pismenost, čustvena inteligentnost, preventiva medvrstniškega nasilja, vloga šole
Work type:Master's thesis/paper (mb22)
Organization:PF - Faculty of Law
Year:2017
COBISS.SI-ID:15795793 Link is opened in a new window
Views:507
Downloads:421
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Secondary language

Language:English
Title:Safe School Environment - Criminological Aspects
Abstract:
School is a place, where children spend a considerable part of their time, therefore it has a great influence on their behaviour, academic, social and emotional development. It also has the ability to discover bullying and strive to reduce it. Bullying began to be systematically researched at the end of the 1970s. More recent definitions of bullying, in addition to physical, also include emotional, economic, verbal and sexual forms of violent acts. In recent years, due to the development of information technology, cyberbullying has also occurred. Bullying has negative emotional consequences on everyone involved – the victims, bullies and bystanders. When talking about violence, we also talk about feelings, as violence is driven and overflowed with emotions, or it occurs because of lack of certain emotions. It is precisely for this reason that the approaches to dealing with and limiting violence focus on learning strategies for optimal handling with emotions, and by good example and various activities increase emotional intelligence of children. Despite different approaches by schools to the issue of bullying, over the last decade, comprehensive, systemic models for the prevention of bullying in schools have proved to be the most effective. These include all three participators of the school community – pupils, school staff and parents – and cover all types of interactions at school, including domestic violence against the child. Schools have to deal with the problem systematically, in several phases and on several levels. Moreover, they have to devote enough time to the addressed issue. The main objective must be the creation of a safe school environment, in which zero tolerance to violence is established and where each individual has the possibility to develop his potential. As an example of good practice we can take primary school Simon Jenko Kranj, which has been facing and dealing with the problem of bullying profoundly and effectively for several years now.

Keywords:Bullying, School Violence, Law-Regulation of Bullying, Emotional Literacy, Emotional Inteligence, Bullying Prevention, The Role of the School

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