What is a good thesis about bullying

Bullying - what is it actually? 10 theses on the topic

Transcript

1 Mehmet's letters 1st letter Hello Mr. Kindler I am Mehmet from Wattenscheid and I have a problem a child in my class has been bullied for a year and my classmates are really mean he's fat because of that, everyone in my class says fat sack or other things pull the chair away from him and nobody wants to have him during sport. I want to do something about it but when I say something my classmates bully me too my teacher wants him to change schools but the parents don't want it. What I CAN DO 2. letter Dear Mr. Kidler, the boy in my class is gone.

2 Mobbing - what is it actually? 10 theses on the subject In our definition of bullying, we start from our experience and research results that Leymann and Olweus have achieved.

3 Structure of the legal department Development Frequency Causes Definition Consequences of bullying, perpetrator and victim interventions

4 Bullying is expensive and must not be tolerated. Bullying and bullied persons are usually not able to perform the required work. Companies have to pay compensation for bullied employees. Bullies are usually fired, as opposed to school. The German bank was in July 2006 for 1.2 mil. Compensation for a bullied employee sentenced. The same law applies to schools and institutes. Bullying must not be allowed. Many teachers are not aware that conscious ignoring, like not observing the duty of supervision, is considered to be gross negligence, with all the associated consequences. In Sweden, a school has to compensate a victim of bullying at the expense of the teacher.

5 Brothers Grimm - The Golden Goose Bullying? It was a man who had three sons, the youngest of whom was called the Stupid, and was despised and mocked and put back at every opportunity. Brothers Grimm 3 Feathers Once upon a time there was a king who had three sons, two of whom were clever and intelligent, but the third did not speak much, was simple-minded and was only called Dummling. The stupid sat down and was sad Anderson, The Ugly Duckling A mother duck hatched six healthy ducklings. The seventh egg, however, was bigger, so it took longer for a gray chick to hatch. The six chicks learned quickly. The seventh looked clumsy, awkward, and unusually ugly. The animals mocked it for being stupid and ugly, and neither of them wanted to play with it.

6 Bullying is not new In the literature we also find many examples of bullying processes (Musil, Th. Mann, Märchen) that show that bullying is not a new phenomenon. What is new, however, is the increasing arbitrariness, lack of norms and unrestrainedness. Forms of bullying (homepages, SMS, Internet attacks, intrigues) are also new. Conclusion: Bullying in the past: norms-oriented Bullying today: standard-oriented

7 How common is bullying? The data are not uniform. (They are almost 500% apart.) Causes: Different definitions and a high number of unreported cases, sloppy representations in the press. For example, a rate of 60% is fantasized about cyberbullying. Around every 10 child is a victim of bullying during their school years. Usually only 1 or 2 children per class are bullied (company bullying is 5%). Depending on the type of school. Depending on pedagogical concepts: reduce cooperation and ethics in the staff - increase specialist, cynic, types of friends, demotivated people, announcers, lack of leadership. The number seems to be increasing overall. Say goodbye to the idea that there is no bullying in your school.

8 Causes I Society Other childhood patterns, individualization, media: (talk shows, TV total, Raab), media staging of sadism as pleasure (Jack Ass, Dschungelcamp, DsdS), bullying methods lead to success (Bohlen, Klum) Loss of taboo barriers (early Sexualization), unsuccessful integration processes family Unclear parenting roles, giving up the parenting role, pampering, neglect, negotiating child

9 Causes II - School Inconsistent structures, no cooperation. Over- or under-challenged Looking away, lack of ethics, indifference, (over 80% of the victims of bullying have not had a personal conversation with the class teacher.) Overworked: Measures against bullying cost time and are conflict-prone. Pedagogical work is not valued officially. External image: Mobbing is denied. A school that denies problems cannot solve them.

10 Allegations of bullying are often used as a weapon against parents, colleagues, teachers and classmates. - That is why it is essential to define bullying strictly and precisely, also to clarify what is special about this form of violence

11 1) Bullying is a form of violence based on power. It's permanent. Bullying takes place regularly (1x week) Bullying is a basic behavior. It starts from one or more perpetrators and is usually directed against one person. Bullying is expressed in negative actions and usually leads to social isolation of the victim.

12 2) Cyberbullying Mobile phone or internet applications (Facebook, formerly pupil VZ and now especially WhatsApp) are used to defame third parties and to isolate them socially. Flaming = sending mean or vulgar people via forums or chats Cyberstalking = repeated harassment (sexual) and threatening Happy Slamming = dissemination of violent videos, at the expense of the victim Outing = exposing the victim through embarrassing texts / videos Shitstorm = (organized) attacks by several against a person impersonation = attacks with the help of a fake or hacked account Exclusion = exclusion from chat, group, network

13 The problem of cyberbullying The strong focus on cyberbullying brings with it the following problems: Bullying on the Internet and in reality are falsely viewed separately. The concentration on medium and technology hides the social causes. Measures against cyberbullying are not infrequently reduced in the more skillful handling of social networks. Because an effective control of WhatsApp and the like is hardly possible, the conclusion: You can't do anything! If you only concentrate on digital bullying.

14 What is dangerous about cyberbullying Real bullying is intensified and widespread. The attacks are not inhibited by the victim's reactions. There is often negative competition in groups: Who can do the meanest thing? The victims suffer from fantasies about distribution and content. There are negative effects on the group culture. New forms of harm arise: - Character assassination that goes beyond the group. Danger from the publication of private information.

15 tips against cyberbullying Only publish what you would put on the bulletin board. Do not make addresses, phone numbers, etc. public. Record attacks by screenshot and print out. This also applies to bystanders. Communicate attacks, not hide them. Activate the class / group to take action against or report cyberbullying. To provide the group with people they trust (media scouts) who give tips on how to deal with them. Educate the group to protect the exposed and confront the perpetrator. Take responsibility for group founders on WhatsApp. Sanctions

16 3) School bullying affects the whole class. Bullying has a systemic character. If classmates are insulted in a class for months, it is considered normal. Young people take on the standard values ​​of their peer group to a high degree and make them their own values. Fear arises because bullying can affect anyone. This fear produces a spectator mentality. The motivation of the class is impaired in many ways.

17 4) Bullying can affect anyone. There is no such thing as a victim. But: The following pupils are often victims: - Good pupils, especially skippers, gifted pupils - well-educated pupils - pupils who are new to an existing group - pupils with external abnormalities (poor, fat, lisp) - pupils with a low level of self-confidence - pupils with disruptive social behavior, the victim perceived as unsympathetic - but: The causes of bullying lie in the personality structures of the perpetrators, in the class and in the way the school deals with bullying.

18 5) Bullying is a group problem. - Bullying is only possible if it is allowed. - In the group it is decided what the reason for the bullying is. - The group tolerates bullying and participates in the social exclusion of the victim. - In school classes, prolonged bullying is also a problem for teachers and parents.

19 Bullying apparently stabilizes groups This is especially true for groups with few common values ​​and little cohesion. This is another reason why there is resistance when bullying is to be ended. Many parents cannot stand it when their child has participated in the bullying. Therefore, they often react with aggressive finger pointing towards the victim and the intervening person.

20 6) Bullying is a problem with perpetrators. 1) The perpetrators decide to bully. 2) The perpetrators are socially competent and often popular with classmates and teachers. 3) Your personal weakness makes you bully. 4) Offenders usually do not feel guilty. They don't see themselves as bullies. 5) Offenders often form groups that have a significant impact on the class. The perpetrators cover each other. 6) Because the parents of bullying children often do not want to see this, the problem grows.

21 Excursus: Why bullying bullying Bullying gives you power and authority. Bullies become the secret bosses. The perpetrators experience self-efficacy. The role of bully turns into an actor. The fear and reactions of the victim serve as confirmation. Applause enhances bullies. You change values, norms and the social structure, you compete more successfully - if you don't stop them.

22 7) Bullying damages school authority Bullying as a form of violence that extends over a long period of time is only possible if it is not noticed, is overlooked or is met with helpless reactions. So it attacks the relationship between teacher and class. Parents who cannot help their children or who downplay their suffering are perceived as helpless. Bullying puts a strain on families. Parents of victims must be counseled and prevented from intervening themselves.

23 8) Bullying makes you sick. Physically and mentally. Psychosomatic disorders such as headache, stomach ache and insomnia are typical. Some victims adapt to the attackers, most develop self-doubt and fear. Often times they blame themselves for their situation. They fall silent out of shame. Victims of bullying are usually not able to maintain their efficiency. Victims often develop negatively during bullying (justification behavior). They provide the attackers with new pretexts for their bullying.

24 9) Mobbing is carried out undercover. Bullying takes place in the niches of the system. Bullying usually develops slowly. Often the victims are silent. Bullying processes usually run in waves. So the hope arises again and again that everything will stop or get better. Bullying often consists of the sum of individual acts which, viewed in isolation, appear harmless and only develop their harmful effects as a whole. Classes adhere to the requirement of silence, whereby the bullying is denied or played down. Bystanders are afraid of becoming victims themselves.

25 1. Conclusion Bullying is most effectively combated when the class actively rejects bullying itself. Don't look for the causes before taking action, which takes time, but focus on changing behavior. The causes usually lie in the class constellation and in the perpetrator personalities. The supposed or real weaknesses and mistakes of the victims are the cause, not the cause.

26 10) What can be done? Organization of class life Education against bullying, disenchantment of bullying Development of cooperation structures, sanctions in the event of clear violations, step-by-step concepts Coaching Involvement of parents Behavioral training and complaint channels Teachers as communication partners Training in conflict competence Expert group in the teaching staff Prevent any form of damage Avoid devaluations

27 10) What is still possible Reading, events, class days, films against bullying Consistently implement feasible rules Class empiricism / feedback poster campaigns (self-designed) Use relay wheel or Farsta method Class council and / or sponsorship system, guardian angels, peer group work Class teams

28 Concept of advanced training 1) Armin 2) Wdhl basic definition 3) Film: Intervention training. 4) Tips for difficult situations 5) Developing solution concepts for real cases 6) Confrontation 7) Empathy (Kevin's mother) 8) 120 ears model 9) The power of the question 10) 4 Tips for students 11) Coaching after bullying 13) Class empiricism 14) Immediate action after bullying

29 What Parents Can Do Don't ask your child to fight back. De-dramatize the bullying, support your child without feeling sorry for them. Do not ask teachers to punish other children. Inform the teachers as precisely and objectively as possible. Avoid contacting the bullies' parents, let alone the bullies themselves, if possible. Coach your child by developing joint action plans. Build his confidence.

30 What else parents could do Let the school know if you learn of undesirable developments in your child's class. Do not defend your child at all costs if they are suspected of bullying others. Demonstrate moral courage and clear values. Show an interest in the child's school life, not just in their accomplishments. Be a good listener. Insist on liabilities. Follow television and computer games critically.

31 Perceiving bullying Bullying can be perceived through - observations - thematizing in class - exchanges with colleagues, students - anonymous messages - parenting discussions - exercises and games: class backpack, my class as - surveys

32 Example of a simple survey: 1.) Create a class work situation. 2) Each student receives a sheet of paper with the signs + - and W 3) Then give the following instructions: Under +, write down everything you like about your class, under everything that annoys you, under W wishes for your teachers. This questionnaire is evaluated anonymously. Please do not name any names either, nobody should be blackened here, but only made clear how your class life works.

33 Such results can arise: + Helpfulness 21 Cohesion 17 Laughing, having fun 17 Understanding well 6 No bullying 2 Hardly any attacks 3

34 Results II, criticism - - pollution 17 - outsiders, bullying 14 - teaching behavior 9 - recklessness 8 - problems with individual students 7 - formation of cliques 7 - taking things away 6 - constant comments about classmates 6 - disrespect, anti-attitude 5

35 Results Wishes - End sympathy marks 17 - Respond more to the students 14 - More calm, less strict 10 Be more consistent 7 - Equal treatment 8 - Don't embarrass anyone 5 - No indiscreet behavior 5

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