Bullying prevention by establishing group rules

General information

• Title of the good practice (main title and subtitle, if applicable): Bullying prevention by establishing group rules
  • Name of the implementing organization/community: Do we have anything to do with it ?!
    • Organization address: 1126 Budapest, Nárcisz u. 9. 2 .a .
    • Contact information (email, phone number): info@kozunkvanhozza.hu , 06204204045
    • Project and/or organization website: www.kozunkvanhozza.hu
    • Social media contact: https://www.facebook.com/kozunkvanhozza
• Contact details – contact person( s ), project manager, coordinator : Nora Petrányi . 06204204045

Presentation of good practice

Target group: Primary school students, secondary school students, teachers, professionals and parents who work with them.

Location of implementation: Primary and secondary schools in Hungary

Goal: By developing group rules tailored to their own needs, communities aim to frame the life and functioning of the group and prevent conflicts and abuse.

Good practice description:

“3 suitable restorative- oriented sessions aimed at helping the class develop its own group rules. At any age, they can be a good framework for social life, and they can help prevent problems that we don’t want to run into. In addition to the general, school-wide rules, this is something that is theirs, tailored to the given class, and that they want to adhere to.

During the process, we clarify what constitutes harm and conflict , we develop a system of detection and signaling within the class, and we talk about what kind of community they feel like and what they want to be. In connection with this, we talk about commitments and consequences. We always consult and cooperate with the teacher and involve him in the conversations with the children.

If possible, it is worth developing one at the beginning of the school year and reviewing and refining it during the school year, if necessary, but it can be created at any time during the school year.

The class teacher can lead the creation of group rules, in which case you can count on us for advice, but if you need help, or if the class teacher would also like to “sit in the circle” with the students and participate in the discussion, please contact us with confidence.

Ideally , the 3 sessions will take place twice, with the first 90-minute session followed by 2x 90-minute sessions at least 1 week and a maximum of 2 weeks after the first. Between the two meetings, the participants will be given an assignment, for which we also count on the parents and teachers.

At the end of the process, a poster is created that remains in the classroom and serves as a reference for both children and teachers in terms of community functioning and individual behavior.

Number of participants: the entire class and the class teacher. Teachers are participants or observers.

Location: the classroom”

Method used: Restorative approach, roundtable discussion, debate, assertive communication

The sessions are designed in close cooperation with teachers and parents, based on our previous experiences and adapted to the characteristics of the given community.

“We often receive reports from teachers and/or parents that the balance in the community is being disrupted, that it is not functioning well . They don’t dare to speak up, they can’t talk about it. They accept the abuse, they feel it is normal to tease each other.”

As a parent and educator, it is disturbing to learn that abuse is occurring in our children’s communities.

Recurrent and prolonged teasing, ostracism, bullying, and mild to severe abuse in classrooms have a negative impact on both individual children and their community. It destroys self-esteem and self-respect, relationships, and trust, creates fear, and can lead to loneliness, no matter what role the child plays. We need to help them get out of this rut, they need the help of the adults around them, without them it won’t work.

We support the community in its change step by step. On the first occasions, we assess the situation, the state of the community, and the relationships between the children, so that we can flexibly structure and shape the process according to specific circumstances, needs, and demands.

It is essential to work with teachers and help them work with students. Therefore, children’s activities are always complemented by consultations with teachers .”

We can provide supervision to teachers teaching in the classrooms if they need it. We also always ask for feedback on how the group rules are being applied and how the life of the community has changed. It is usually reassuring for teachers and students that a common framework has been developed.

Adaptability

Ensuring the necessary time frame for the activity, the group should be in the necessary condition to hold the activity. The effectiveness of the activity series is greatly influenced by the attitude of the adults surrounding the children. It is necessary for parents and teachers to support us, to see that the matter is important to them and to take it seriously. Its effectiveness also depends on whether the teacher will continue the process later on and whether he or she will consistently enforce the rules with the group.

The location may vary, other basic elements are necessary for effectiveness.

“Group norms also greatly influence the conduct of the session. If children have to be taught to listen to each other, pay attention to each other, and not interrupt each other, progress can be slower and more difficult.”

“As much as possible, involve teachers and parents, by assessing their needs, imparting appropriate knowledge, and shaping attitudes . Only with their support can we be credible in front of children.”

Location