Bullying is considered a form of aggression which has a social context; occurring among social groups in regular contact. Bullying includes negative aggressive behaviours intended to cause physical/ emotional damage to those who experience it, over the past 20 years has found to be a problem for a substantial proportion of children and young people living in Europe. Left unresolved, the experience of being bullied can have a detrimental effect on a child’s development, leading to a variety of physical and psychological problems throughout adolescence and later life. Bullying includes a variety of behaviours.
We will reach 5000 young people in 150 primary, secondary and special schools (+60 support agencies) 2500 parents/carers, 2380 teachers, school and other types of support staff.
Our objectives are:
EUBULLY offers a blended approach – creating innovation in the virtual world alongside transfer and roll out of best practice in the use of drama in the physical world, both providing safe and secure environments for bullying to be addressed openly. Many anti-bullying initiatives are built upon the core philosophy of the Whole School Approach: on the assumption that bullying is a systemic problem, and, by implication, an intervention must be directed at the entire school not just at individual bullies and victims. EUBULLY reflects this, but wider by working with young people who are most vulnerable (Roma, travellers, ethnic /faith minorities, young people in care, disabled, risk of offending, those living in poverty) and recognising their lives include additional support staff (in residential homes, associations supporting these groups in schools and community, health care staff etc)
The High-Level Expert Meeting “Tackling Violence in Schools” held in Oslo in June 2011 identified that children, and often their families, feel frightened to speak up and conceal incidents of violence, particularly when perpetrated by a teacher or staff in school. It is often difficult to get staff to commit to addressing bullying as so much of it happens under the radar. Statistics show that bullying goes undetected by school staff, and students report that it occurs in the classroom even when a teacher is present (James Dillon principal of Lynnwood Elementary School, New York). EUBULLY supports teachers and school staff to be more proactive in bringing bullying out into the open for victim, offender and bystander using the new app to be developed for mobile technologies and new skills linked to drama in education. This will be supported a pack of training and support carried out with young people, teachers, parents, support staff in and out of school.
Drama is sometimes used in bullying management, but rarely as part of a coherent, whole-school scheme which is still innovative. An analysis of the EVE database identified only 2 bullying projects, one youth project (153086-3.1-RS–2009-R1) and one Comenius project (510062-LLP-1-2010-1-IT-COMENIUS-CMP), one of which was drama based. From 1997-2005 21 anti bullying projects were approved, non drama or addressing cyber bullying. From 2005 three projects approved addressed cyber bullying, but none using drama. There is extensive evidence that drama provides opportunities to create and experiment with life-like models of conflict, even ones drawn from real life which are ‘made safe’ by being altered and made fictional. Students themselves have said they prefer the use of drama to other approaches in anti – bullying programmes (Crothers, L.M. Kolbert, J.B. Barker, W.F. (2006). Middle School Students’ Preferences for Anti-Bullying Interventions Psychology International, Vol. 27, No. 4, 475-78) Success of drama in dealing with issues such as bullying is reliant on skilled management of structured drama work; trust in students’ peer teaching ability and their ability to put what they have learned through experience into mature practice; and strong support by school administrations. With these three factors, any school can implement it and EUBULLY aims to provide the training, resources and tools to do this.
Recommendations from the 2009 Unlearning Intolerance Seminar (United Nations Headquarters, New York), call for international strategies on awareness, education, family involvement and policy change in dealing with “cyber-hate”. European Data Protection Legislation is now being applied to issues of cyber bullying, online harassment and identity theft. In 2014, the European Parliament and the Council of the European Union are due to implement reforms to the EU Data Legislation. The European Commission has also been active in curbing online abuse by forming an agreement with 17 of the world’s leading social networks, including Facebook and Myspace, to ensure young people and children are better protected online. Added value within EUBULLY is the development of an app to be downloaded onto mobile (handheld) technologies for use within the curriculum in schools as part of ICT key learning strategies but also impact in the wider community in that it can be accessed outside of the physical classroom and become a tool in the wider virtual world of all our young people. The new app for mobile technologies will provide real time support and empower the victim to both log the event, with the content identified and report it.
Four work streams in addition to Work Stream 0 (WS) will be implemented, recognising that this project includes both transfer of best practice and development of innovative new tools, resources and approaches. Our blended model ensures that are not reinventing wheels but creating new cogs recognising ever changing environments. WS 1- research with young people (primary, secondary and special schools), teachers and school support staff, youth workers and parents/carers in each country, will influence content and design of new resources and programmes offered in schools and community. The research will use two methodologies:
drama research techniques led by our theatre in education partners (Wales, Ireland and Hungary), as well as through discussion/ interview workshops linked to WS2.
a new innovative app (WS3) which will help beneficiaries become more aware, record and report both physical and cyber bullying incidents so providing real time research data.
WS2 Integrating drama into whole school responses to bullying takes current best practice from three very different providers in three countries (England, Wales, and Hungary). Bringing these three practitioner organisations together adds value through sharing experiences, methodologies and knowledge to address bullying and addresses culture and language. Drama techniques on bullying will draw out qualitative data which can be reflected in the content of the short drama to be produced as a new resource for EUBULLY but also influence content of the new app (WS3). New resources will be produced and shared to enable roll out of drama/theatre in education in schools to address bullying as part of school mainstream activity. Resources include new teaching guides, a new drama and new drama techniques. Themes in the dramas will cover cyber (WS2) and physical bullying particularly addressing alterophobic, disablist, sexual orientation and racist bullying. Resources will be further disseminated through WS4.
WS3 will develop a new app for mobile technologies using a competitive learning game platform where pupils can play solo or challenge each other. A separate stand-alone application that will allow pupils to report incidences of bullying with type and circumstance as a bullying log offering a real time research opportunity (WS1) .The content of the game will be influenced by the research undertaken with the target beneficiaries using drama techniques as a way safely drawing out the issues (WS2) The game can be differentiated by age and will be accessible through a number of channels, the web, mobile web, native iOS and Android and potentially others.
Drama, because of its evocative nature, can influence change processes in ways that statistical computations cannot. In a drama process three different parts interact in the creation of meaning; introduction/preparation, acting in role and reflection. These parts are also part of a qualitative research process. A particular topic (question, theme in this instance bullying ) which is explored. Inquiry is realized in action and inquiry is thus an activity including thoughts, body and emotions. The creation of a context together with the participants may open up new possibilities for understanding and interpretation. Children if they have ownership of what they do and feel as if they can achieve it they will thrive. Children live practical experience, they play and they think more when situations are presented to them they have to solve. If they do it in a practical way where they have to physically react they will be able to handle life with more confidence. The research methodologies are based upon a “Plan-Act-Observe-Reflect cycle” or “spiral process which alternates between action and critical reflection.” Action research:“….tries to work towards effective action through good processes and appropriate participation. It tries also to collect adequate data, and interpret it well. At its best, action research is done so that the action and the research enhance each other.” There are possibilities to use drama-based research method as an integral part in group-interviews.
One aim would be to deliver a small piece of drama around bullying, following research with young people themselves and if possible including them in the content design too. This would include the usual follow on workshops to explore and discuss these issues with teachers, parents etc.
Another aim is a participatory drama workshop which explores the issues of bullying in primary and secondary schools and raises awareness of the issue amongst young people. Throughout the workshop scenes are played to the audience (which could be other children in school, parents, teachers); they are then given the chance to react to as a bystander. In groups the young people come up with their own ideas to challenge the bullying. After making suggestions on what a bystander could have done to improve the situation, audience members are invited on stage to enact that suggestion to explore how effective such a strategy might be and this is then discussed with the audience. This can in fact be delivered as a whole school approach, providing a range of strategies for dealing with bullying and empowering participants by building confidence and raising awareness in the whole school community. The drama will allow students to “rehearse for life” by viewing possible situations creatively, trying out strategies and helping all stakeholders to defuse the negative and unproductive behaviours associated with bullying. It would be essential for the groups to develop contracts which could be re visited on a set time basis as a measure to monitor the effectiveness of the anti-bullying intervention. The structure might look like:
In this project we have deliberately chosen to pay less attention to the offenders. Whilst the problem of “violent behaviour” is too complex and broad to resolve in such a short project, we aim to raise awareness and self confidence of the participants to deal with incidents of violence. Even though we do not pay specific attention to the offenders, we still think that the project will have a preventive effect on a specific group of potential aggressors. Not those regarded as specific problem cases, but on the larger group of people who are more susceptible to peer pressure.
Our aim is to create an app for use on mobile technologies that can be used by young people, teachers and parents to:
We will create a separate stand-alone application that will allow pupils to report incidences of bullying with type and circumstance as a bullying log. The game content is broken down hierarchically into topics, facts (learning objects) and questions. These are stored in a relational database hosted in an EU data centre or with a safe-harbour approved provider. The game selects questions based on the users mastery of the topic and facts to give a personalised learning experience tailored to the individual.
In terms of reporting the system stores every individual response from users and tracks mastery through the facts and topics. This enables a learners understanding and progress to be monitored over time as well as in comparison to other individuals. At a higher label it is possible to analyse cross sections of learners by location, demographic, age, gender, school or arbitrary tags as required.
The reporting app will use a secondary data store and have a different access point but would meet the same stringent security standards as the Q&A system. In this way the app become a real time research tool.
The ‘Taking Part: Special’ project is a separate project from EUBully and is specifically for Welsh audiences and will be bilingual Welsh and English but will be developed from the EUBully experience and have access to its learning tools and staff support.
EUBully is funded by the JUST/2013/DAP/AG/5364 project, and will operate in England, Ireland, Romania and Greece and have a specific focus on creating safe and secure environments in both physical and virtual environments so that young people aged 5-18, parents, teachers and other support staff in schools can discuss bullying in the open. At least 5000 young people from primary, secondary and special schools, 2000 parents / carers, 500 teachers and other school and supports staff across all countries will benefit from the project. Other countries are involved with an expert from Hungary (InSite) supporting developments in drama.
EUBully offers a blended approach – creating innovation in the virtual world alongside transfer and roll out of best practice in the use of drama in the physical world, both providing safe and secure environments for bullying to be addressed openly. Many anti-bullying initiatives are built upon the core philosophy of the Whole School Approach: on the assumption that bullying is a systemic problem, and, by implication, an intervention must be directed at the entire school not just at individual bullies and victims (Smith, Schneider, Smith, & Ananiadou, 2004, p. 548). EUBully reflects this, but wider by working with young people who are most vulnerable (Roma, travellers, ethnic /faith minorities, young people in care, disabled, risk of offending, those living in poverty) and recognising their lives include additional support staff (in residential homes, health care systems, specialist associations supporting these groups in the schools and community).
Added value within EUBully is the development of an app to be downloaded onto mobile (handheld) technologies for use within the curriculum in schools as part of ICT key learning strategies but also impact in the wider community in that it can be accessed outside of the physical classroom and become a tool in the wider virtual world of all our young people. The new app for mobile technologies will provide real time support and empower the victim to both log the event, with the content identified and report it. Other project results will include:
EUBully is an opportunity for Spectacle to deliver its work across Europe in partnership with Titan Partnership Ltd, a partnership of Birmingham inner city education ( over 50 nurseries , schools, colleges universities and community partners) and community providers www.titan.org.uk , Action Synergy SA an ICT and R&D training and knowledge based applications organisation actively involved in developing of e-learning training courses www.action.gr , Centre For Promoting Lifelong Learning , CPIP is part of a European network focused on adult education training www.cpip.ro , and Bully4You an national not for profit organisation with an excellent reputation in provision of primary and secondary school in Ireland www.bully4you.ie
The partnership is large and diverse enough to incorporate many different cultural, educational, social and economic backgrounds, languages and experiences to offer an excellent test bed for addressing all forms of bullying including cyber, alterophobic, disablist, racist, etc. The partnership reflects European and national NGOs, alongside public and private sectors to ensure all relevant and experienced practitioners are brought together to address what is a growing issue in Europe and the expected impact of carrying out the work at European level will therefore be greater than the sum of the impacts of national projects. .Diversity within the partners at European level allows the partners to consider ethnicity, race, cultural heritage, alternative lifestyles, Roma/travellers needs, religion, faith, beliefs, atheism, Sexual orientation (heterosexual, homosexual, bisexual, asexual) and all forms of health and disability.
“Through mutual support and collaboration with the wider community, we will achieve high quality in education, with relevant learning experiences to broaden and enhance opportunities for all our students.”
Titan is a partnership of Birmingham inner-city education and community providers working together for over 25 years to raise the quality of life for children, young people and adults living in the Titan area in North West Birmingham.
The over fifty nurseries, schools, colleges, universities and community partners within Titan charity share ideas, resources and professional development opportunities. They develop common approaches to deal with the challenges of raising attainment, achievement and engagement. Titan provides teacher training opportunities for primary and secondary education, through the School Centred Initial Teacher Training (SCITT) scheme and the Graduate Teacher Programme (GTP). We also provide a service for the assessment of Overseas Trained Teachers (OTT). Titan has many business partners but is supported in particular by the Birmingham Science Park, Aston.
Founded in 1987, this educational organisation has participated in a considerable number of EU educational projects, such as COMETT, PETRA, SOCRATES, LEONARDO DA VINCI, ARTICLE 6, ADAPT, TEMPUS, PHARE.
Action Synergy’s S.A. key areas of expertise include: development of learning methodologies, development of educational technologies, development of courses and modules making use of innovative methodologies such as: open/flexible learning methodologies, e-learning, learning needs analysis, development of professional profiles and lists of skills and competencies, development of synergies at local, national and transnational level.
Action Synergy S.A. is an ICT R&D, training and knowledge-based applications organization which is actively involved in the development of education technologies, training methodologies and the development of e-learning training courses. This partner disposes a long experience in the management and coordination of European Projects. It is currently coordinating ten LLP projects and participates as partner in four more projects, in various domains.
Also, Action Synergy is working in the field of the integration of social groups in risk of exclusion (issues of Roma integration), immigrants’ integration and training of social workers working in prisons and inmates. Another area is the promotion of the development, recognition and accreditation of the professional skills and competencies of different target groups using ECVET.
CPIP is a Romanian NGO that has worked in the area of Lifelong Learning since 2005. CPIP’s main objective is to promote lifelong learning through all relevant stakeholders. This is done by taking part in diverse European initiatives and then mainstreaming results and products developed into regional activities.
CPIP is part of European and national networks focused on adult education training and has conducted meaningful projects in:
So far CPIP has worked on projects dedicated for the reintegration of inmates, with focus on minor and young offenders. We feel it is a natural step to start developing activities for the young exposed to criminality before they enter the penal system.
We bring into the partnership the “inside” perspective of youngsters trapped in a vicious circle of relapse, and use it as a preventive tool. In our region in Romania the gang related crimes are low but are starting to appear as a reaction to the lack of social alternatives. This project will bring tremendous innovation to specialists that are now facing new situations and need new intervention tools. It is the perfect moment to counteract this problem, as the level is still manageable.
Spectacle Theatre Company specialises in working with disadvantaged youth and communities to promote social justice and alleviate the impact of poverty. Founded in 1979, Spectacle was a key player in pioneering access to live theatre for people living in areas beset by multiple deprivations. Based in the valleys area of South Wales, we deliver an innovative and specialist theatre service in English and Welsh and our award winning work has been toured internationally.
In 2011 Spectacle decided to ‘act differently ‘and use its skills and excellent reputation to
This change developed new creative partnerships and provided better artistic, economic, social and educational outcomes for individuals and the communities we live and work in. It fundamentally altered the work that we do bringing us into direct daily contact with those most disadvantaged in our community, in particular children and women. By remaining small, Spectacle Theatre is able to be adaptive to community need, minimise overheads and aspire to be financially sustainable.
We work with people of all ages who face multiple disadvantages and a combination of severe social harms such as substance misuse, mental illness, extreme poverty, violence, bullying and abuse. To this end we develop a range of theatre projects, workshops and training resources that are delivered in partnership with schools and colleges, young offender’s institutes, prisons, the probation service, voluntary organisations, with public, private and social enterprises. We are embedded in our Community through involvement in public service and voluntary forums and look outwards through involvement in International and European theatre projects.
Established in 2010, Bully 4u is a national not for profit organisation with an excellent reputation in the provision of anti bullying services for primary and secondary schools in Ireland.
Student workshops are extremely effective and produce the following results:
We specialise in the following areas:
Mae Theatr Spectacle (mewn partneriaeth â TITAN Education) am greu ‘EUBULLY’ a fydd yn gweithredu yng Nghymru, Iwerddon, Lloegr, Rwmania a Gwlad Groeg. Ei ffocws fydd creu amgylchedd ble gall pobl ifanc 5-18 oed, rhieni, athrawon a staff cymorth eraill drafod bwlio mewn modd agored a chefnogol.
Fe fydd o leiaf 5000 o bobl ifanc o ysgolion cynradd, uwchradd ac arbennig, 2000 o rieni/gofalwyr, 500 o athrawon a staff cymorth ar draws pob gwlad yn elwa o’r prosiect hwn.
Mae gwledydd eraill yn cymryd rhan mewn hyfforddiant gydag ymarferwyr theatr o Hwngari (In Site) i greu gweithgareddau drama ategol i’r ystafell ddosbarth.
Bydd EUBULLY hefyd yn datblygu AP i’w lawrlwytho i dechnolegau symudol (llaw) at ddefnydd yn y gymuned eang. Gellir ei gyrraedd o du allan i’r dosbarth ac fe ddaw yn arf i’n pobl ifanc i gyd yn eu byd rhithwir eang. Fe fydd yr ap newydd i dechnolegau symudol yn darparu cefnogaeth ar y pryd ac yn galluogi’r dioddefwr i gofnodi’r digwyddiad, gyda’r cynnwys yn cael ei nodi, a gwneud adroddiad ohono.
Ochr yn ochr â hyn mi fydd Theatr Spectacle yn datblygu cynhyrchiad theatraidd i fynd o amgylch ysgolion a chymunedau yn Gymraeg a Saesneg ynghŷd â darparu gweithdai digidol ar-lein. Mi fydd y cynhyrchiad ar gael yng Nghymru yn GYMRAEG a SAESNEG o Hydref 2015.