Cowie, H. & Jennifer, D. (Co-ordinating team, UK), Chankova, D. & Poshtova, T. (Bulgaria), Deklerck, J. & Deboutte, G. (Belgium), Ertesvåg, S. K. & Samuelsen, A. S. (Norway), O'Moore, M. & Minton, S. J. (Ireland) and Ortega, R. & Sanchez, V. (Spain) © (2006)

School Bullying and Violence: Taking Action

Module B

Unit B3 - Creating a Positive School Ethos of Non-Violence and Respect through 'Linkedness'

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PDF Unit B3 - Creating a Positive School Ethos of Non-Violence and Respect through 'Linkedness'

Objectives:

To be aware of the fact that as disrespectful behaviour is situated within a broader context (related to personal factors, relationships and social-cultural context), school management staff, classroom staff, parents, students and the wider school community all have a key role in the development of a school ethos of non-violence and respect
To be aware of the means by which violent behaviour in schools can be prevented by the development of a positive school ethos
To be deeply aware of and to be able to articulate the characteristics of ‘Linkedness’, and to be able to use this concept in appraising school realities and in making proposals to improve school practice
To be able to use the ‘Linkedness’ ‘prevention pyramid’ in testing the existing approach towards disrespectful behaviour
To be familiar with the skills involved in planning, conducting, integrating and evaluating work with different demographic groups in school communities

Facilitation skills to be developed through this unit:

Knowledge and understanding of:

the VISTA whole school approach
how pupils relate to one another
the range of underlying causes of challenging, aggressive and anti-social behaviour
how to design improvement plans for individual pupils, groups and the school as a whole
the operation of school systems
the importance of creating a supportive and caring school community
current thinking in the area of the promotion of non-violence
modelling effective promotion of non-violence interventions, systems and management approaches

Personal qualities and attributes include:

having an appropriate, pupil-centred set of beliefs and values which informs their decisions and actions
being able to influence the ethos in a place of work and effect and sustain change there
being an effective communicator
being an effective trainer of and adviser to staff, governors, parents, carers and pupils
being a strategic thinker
having a good understanding of and models effective behaviour management strategies
line managing, motivating and supporting staff teams through empathy and understanding
Co-ordinating a range of interventions to promote non-violence to support pupils
Managing time effectively and well organised