Strategic Partnerships Against Bullying in European Education Systems

GREEK REPUBLIC MINISTRY OF EDUCATION AND RELIGION AFFAIRS ---- REGIONAL DIRECTORATE OF PRIMARY AND SECONDARY EDUCATION OF THESSALY AGAINST AGAINST BUBBLE BUBBLE Against Bullying Against Bullying 01.09.2019 01.09.2019 31.08.2021 31.08.2021 Key Action 2: Strategic partnerships for school Education Key Action 2: Strategic partnerships for school Education Id: 2019 Id: 2019- -1 1- -IT02 IT02- -KA201 KA201- -062355 062355

PROGRAM PARTNERS PROGRAM PARTNERS 1. SPAIN 2. GREECE 3. POLAND 4. ITALY 5. PORTUGAL

PROGRAM PARTNERS PROGRAM PARTNERS Except from the P.D.E.TH the following organizations participate to the program: TUCEP TUCEP - - Tiber Umbria Tiber Umbria Comett Educational Association of Universities and Businesses of Umbria Comett Education Program Education Program, Italy (Program Coordinator), Association Cultural Association Cultural Euroaccion Cultural Association, non-governmental organization for learning, professional and personal development of young people Euroaccion Murcia Murcia, Spain, IES Eduardo Linares IES Eduardo Linares Lumeras Public Organization of Education, Training and Employment in the region of Murcia Lumeras, Spain, DIMITRA DIMITRA Ekpaideutiki Ekpaideutiki Simvouleutiki Training and Counseling Organization Simvouleutiki, Greece, Wyzsza Wyzsza Szkola Educational Institute of Health Sciences and Entrepreneurship Szkola Biznesu Biznesu I I Nauk Nauk o o Zdrowiuw Zdrowiuw, Poland, Instituto Instituto Comprensivo Comprensivo Peruzia Institute of Inclusive Education in Perugia Peruzia , Italy, Agrupamento Agrupamento de School Complex de Escolas Escolas Ferreira de Castro, Ferreira de Castro, Portugal, Associazione Associazione COAT Center for Orientation of Technological Assistance COAT - Centro Orientamento Ausili Tecnologici Onlus, Italy, Giunti Giunti O.S. Psychometrics SRL O.S. Psychometrics SRL, Italy, Publishing House of Psychodiagnostic Tools, in Florence.

GENERAL FRAMEWORK OF THE PROGRAM GENERAL FRAMEWORK OF THE PROGRAM Bullying is a phenomenon that nowadays has reached alarming proportions in all Bullying is a phenomenon that nowadays has reached alarming proportions in all European countries European countries Many studies have been done on the dimensions of this phenomenon and its numerous Many studies have been done on the dimensions of this phenomenon and its numerous effects on students effects on students Common finding of all studies is that this phenomenon is difficult to be controlled and Common finding of all studies is that this phenomenon is difficult to be controlled and prevented, mainly because very often students avoid reporting episodes of bullying for prevented, mainly because very often students avoid reporting episodes of bullying for fear of provoking reactions fear of provoking reactions

GENERAL FRAMEWORK OF THE PROGRAM GENERAL FRAMEWORK OF THE PROGRAM Managing bullying behaviors is even more difficult for children with Autism Spectrum Managing bullying behaviors is even more difficult for children with Autism Spectrum Disorder (ASD) if they do not have the appropriate tools to recognize them and because of Disorder (ASD) if they do not have the appropriate tools to recognize them and because of the lack of an organized supportive social network the lack of an organized supportive social network The few studies existed on this subject show that the peculiarities of these children make The few studies existed on this subject show that the peculiarities of these children make them ideal victims, so that, compared to other students, they are four times more likely to be them ideal victims, so that, compared to other students, they are four times more likely to be bullied in the school environment bullied in the school environment More and more European countries are trying to adopt an integration education policy, but More and more European countries are trying to adopt an integration education policy, but firstly they have to create a safe and appropriate environment for every pupil firstly they have to create a safe and appropriate environment for every pupil

OBJECTIVES OF THE PROGRAM OBJECTIVES OF THE PROGRAM To prevent but also to treat cases of bullying towards students aged 10 To prevent but also to treat cases of bullying towards students aged 10- -14 with Autism Spectrum Disorder (ASD) Disorder (ASD) - - mainly with high mainly with high- -functioning autism 14 with Autism Spectrum functioning autism To socially integrate students with autism spectrum disorder in the school and social environment, To socially integrate students with autism spectrum disorder in the school and social environment, in order to reduce and prevent the numerous episodes of bullying against this vulnerable group in order to reduce and prevent the numerous episodes of bullying against this vulnerable group To involve all the main factors that frame the school and family life of children with ASD (Technical To involve all the main factors that frame the school and family life of children with ASD (Technical and Auxiliary Staff, Students, Parents and Teachers) in order to achieve their school and social and Auxiliary Staff, Students, Parents and Teachers) in order to achieve their school and social integration integration To achieve the expansion of the program s results by including not only students with high To achieve the expansion of the program s results by including not only students with high functional autism but also all students being daily victims of bullying for different reasons functional autism but also all students being daily victims of bullying for different reasons (social, cultural or other) (social, cultural or other)

MEANS TO ACHIEVE THE OBJECTIVES MEANS TO ACHIEVE THE OBJECTIVES Needs Needs survey special special education education staff survey through through questionnaires questionnaires structured staff structured for for students, students, parents, parents, teachers teachers and and 1. 1. Creation Creation of of a a Toolbox therapeutic therapeutic intervention Toolbox that intervention that will will allow allow the the detection detection and and diagnosis diagnosis of of Bullying Bullying and and then then the the 2. 2. Creation Creation of of good combat combat the the various good practices practices that various types types of of discrimination that can discrimination can be be adopted adopted by by European European countries countries in in order order to to properly properly 3. 3. Educational Educational Activities (Gestalt (Gestalt Method) Method) Activities: : Teaching Teaching Methods Methods Based Based on on Active Active Involvement Involvement & & Dramatization Dramatization 4. 4. A A printed printed publication publication: : a a guide in in Greek Greek language language guide about about the the bullying bullying situation situation in in partner s partner s countries countries translated translated 5. 5.

INTELLECTUAL OUTPUTS INTELLECTUAL OUTPUTS IO1: NEEDS ANALYSIS & FIELD RESEARCH IO1: NEEDS ANALYSIS & FIELD RESEARCH Conducting research regarding the theories, practices and policies applied in our country about bullying Distribution of questionnaires to investigate the needs, knowledge & experiences regarding bullying towards children with ASD to: a. teachers b. support staff c. parents d. students Writing a transnational study utilizing all the above data of the research and drawing conclusions indicative of the attitude of those involved in the issue of bullying towards students with ASD, based on statistical data

INTELLECTUAL OUTPUTS INTELLECTUAL OUTPUTS IO2: TRAINING COURSE MATERIALS IO2: TRAINING COURSE MATERIALS Educational Activities: Teaching methods based on Active participation of all involved & Dramatization (Gestalt method) IO3: Against Bubble TOOLKIT IO3: Against Bubble TOOLKIT Creation of a Toolbox for the detection, diagnosis of Bullying and the relevant therapeutic intervention IO4: PEDAGOGICAL MODEL IO4: PEDAGOGICAL MODEL Good practices that are successfully applied in European countries to combat discrimination and to ensure the integration of all students in school and social context

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