{"id":25563,"date":"2023-11-10T13:13:05","date_gmt":"2023-11-10T13:13:05","guid":{"rendered":"https:\/\/www.erickson.international\/en\/?page_id=25563"},"modified":"2023-12-07T14:07:13","modified_gmt":"2023-12-07T14:07:13","slug":"bullying-what-to-do-and-what-to-avoid","status":"publish","type":"page","link":"https:\/\/www.erickson.international\/en\/bullying-what-to-do-and-what-to-avoid\/","title":{"rendered":"Bullying \u2013 What to do and what to avoid"},"content":{"rendered":"
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Bullying \u2013 What to do and what to avoid<\/h1>\n

Quick guide for teachers<\/strong><\/p>\n

Lower secondary school<\/em><\/p>\n<\/div>\n


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Bullying is an aggressive, repetitive, and intentional behavior that aims at physically, verbally or psychologically harm a weaker or vulnerable person.<\/p>\n

In the style of a Teacher Training notebook<\/strong>, Bullying: What to Do and What to Avoid<\/em> is a practical guide for secondary school teachers on how to deal with problematic behaviors typical of the bullying phenomenon in the classroom<\/strong>, suggesting what to do and what, instead, to avoid.<\/p>\n

Find out more!<\/a><\/p>\n<\/div>\n<\/div>\n

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BOOK STRUCTURE AND CONTENTS<\/p>\n

The volume is divided into four macro-topics that present the bully, the victim, the group and the context:<\/p>\n

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  • The bully<\/strong>\n
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    • He\/she has an abusive behavior<\/li>\n
    • He\/she feels better if others suffer<\/li>\n
    • He\/she doesn\u2019t perceive his\/her own actions as a problem<\/li>\n
    • He\/she doesn\u2019t communicate adequately<\/li>\n<\/ul>\n<\/li>\n
    • The victim<\/strong>\n
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      • He\/she feels guilty for his\/her actions<\/li>\n
      • He\/she appears passive and submissive<\/li>\n
      • He\/she has a provocative attitude<\/li>\n<\/ul>\n<\/li>\n
      • The group<\/strong>\n
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        • Supports the bully<\/li>\n
        • Is a silent spectator<\/li>\n
        • Defends the victim<\/li>\n<\/ul>\n<\/li>\n
        • The context<\/strong>\n
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          • Teachers who \u201cdon\u2019t see the problem\u201d<\/li>\n
          • Parents who \u201cslack off\u201d<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/div>\n<\/div>\n

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            WHAT TO DO AND WHAT TO AVOID<\/p>\n<\/div>\n<\/div>\n

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            At the beginning of each chapter, a drawing<\/strong> introduces the analysed behaviour.<\/strong><\/p>\n<\/div>\n

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            \u2022 Explanations of the problem behaviour being considered<\/strong>: Why does he\/she do this?<\/em>
            \n\u2022 Brief and simple indications<\/strong> that can be useful to the teacher as a reference point for quickly deciding What to do<\/em> and reflect on What to avoid<\/em>.<\/p>\n<\/div>\n<\/div>\n

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            \u2022 A more in-depth description of the specific problem behaviour<\/strong>being worked on: Analysis of the problem behaviour.
            \n<\/em>\u2022 The tools and educational strategies<\/strong> to create the intervention: How to intervene<\/em>.<\/p>\n<\/div>\n

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            Each chapter closes with The expert advice<\/em>: reflections<\/strong> to further understand<\/strong> and enrich the teacher\u2019s \u201cbriefcase of educational tools\u201d.<\/p>\n<\/div>\n<\/div>\n


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            Leaf through some pages of volume which have been translated into English to facilitate your evaluation of the product.<\/strong><\/p>\n<\/div>\n

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