Youth and socialization: violence as a sociogical issue
ISCTE- Instituto Universitário de Lisboa, Portugal
This communication focuses on the critical analysis of some of the main concepts in use in the analysis of situations of violence among youth, such as bullying, questioning their use in the sociological field.
Analyzing sociologically youth violence implies to build a problematic capable of taking in account of the multidimensionality of the phenomenon, questioning the conceptions that see it as the simple result of poorly socialized children or behavioral disorders.
We will argue that the recurrent use of such concepts without due sociological questioning has led to the diffusion of individualistic and psychologistic explanations of violent behaviors, devaluing or ignoring even the cultural, social and interactive frameworks in which they occur. Based on the sociological debate on violence, namely the contributions of Norbert Elias and Randall Collins, and the results of several researches about situations of violence among young people in different contexts of interaction (in school, dating), we will present a theoretical model that allows the adoption of a definition of violence capable of considering not only the act itself, but also the relational framework in which it takes place.
‘Risk talk’ and ‘vulnerable’ youth: cyberbullying experiences among children with disabilities
School of Economics and Political Sciences.University of Athens, Greece
Historically, research exploring the experiences of children with disability, has largely been undertaken without their involvement. Personal accounts of their internet use receive scant attention as well. Given the fact that, cyberbullying has attracted a widespread public concern in recent years, this paper explores the cyberbullying practices and experiences amongst young people with disabilities. By adopting a historical approach to modern childhood, in order to contextualize bullying, I will draw from Hilgartner’s and Bosk (1988) useful conceptualization of social problems as products of collective definition and of the processes of problem-amplifying and problem-dampening. Taking also into consideration, the proliferation and reiteration of a ‘narrative of risk’ Cradock (2004) when it comes to children in the past decades, I attempt to gain more in-depth knowledge about what lies behind children’s and teenagers’ with disabilities online experiences of cyberbullying. This paper draws on findings from qualitative research conducted in Athens with students with disabilities and their teachers, in order to explore whether, and if so, how, they experience cyberbullying as a result of their disability, either by other people with disabilities or by non-disabled people.
Keywords: cyberbullying, disability, moral panics, risk-talk
Digital anti-bullying program. An e-learning, bullying prevention platform
1Computer science teacher in Secondary education, Greece; 2Hellenic Ministry of Education, Research and Religious Affairs, Greece
Violent acts in school are one of the primary problems threatening school safety. Definitions of violence vary according to different environments and cultures. The WHO (World Health Organization) defines violence as; “the intentional use of physical force or power, threatened or actual, against oneself, another person, or against a group or community, that either results in or has a high likelihood of resulting in injury, death, psychological harm or deprivation".
This project is about a school prevention program, which is based on two European programs, the Europe's Anti-bullying Campaign “e-abc” and “Teachers4Europe” program.
We organized five meetings, one per week, which included the projection of a specific animated video about physical, psychological and verbal violence or cyber bullying incident and the related -to the topic- discussion as well. All videos were posted at our e-learning “Digital anti-bullying” platform. In addition, after the implementation of this part of the project, using the “Digital storytelling” method the students created their digital stories –presentations, games, quizzes, posters, videos and mind map presentations-. This educational method helps students not only to understand but also to deepen to the serious school violence issue. The students also participated in a survey about school violence and about their behavior at school and how this project helped them to improve it.
In conclusion, this platform may be used by teachers as an effective bullying prevention program. They can use the animated videos that we have created and we have posted at the site and then they study their case by using our questionnaires. Finally they may implement the digital storytelling method by teaching their students how to create digital presentations.
Violence in Secondary education, An Empirical study in Greece
Panteion University, Greece
The purpose of this paper is to examine the relations of violence developed in the school environment, between students and professors in Secondary Education in Greece. For the purposes of our research we chose the qualitative method and in particular the sampling ratio with semi-structured interviews of students. Through students’ recorded incidents of violence we try to understand firstly the way in which relations of violence are expressed, the types and the frequency of violent incidents between students and professors, the graduation and extent of different forms of violence, the kind of school that violent incident take place, the factors affecting the occurrence of violent incidents and also the factors affecting the occurrence of violent relationship that violent incidents presuppose and entail.
The main purpose of this paper is to examine the way that students perceive the violence between themselves and their professors. Additionally, we try to understand how students assess the violent incidents. Finally, we also try to understand if professors meet the expectations of their students and additionally what kind of relationships would students like to have with their professors.