technical assistance for fight against violence … of implementation of activity 2.1.4.1 ... ibf in...

This Project is financed by the European Union and Republic of Turkey

Technical Assistance for Fight against Violence towards Children

Documentation Of Implementation of Activity 2.1.4.1 28 August 2014

This project is co-financed by the European Union and the Republic of Turkey

Çocuğa Yönelik Şiddetin Önlenmesi Projesi Technical Assistance for Fight against Violence towards Children

Çocuklar Sevgiyle Büyüsün! We Love Our Children!



Project Office: MEB Beşevler Kampüsü A-Blok Kat-2 Beşevler-Ankara-TURKEY. Phone: +90312 222 0512 Fax: +90312 2220518 IBF in consortium with HIFAB, Norm Consulting, Early Years, YORET.

Documentation Of Implementation of Activity 2.1.4.1

(Adana Workshop on the New School Model)

1. Activity according to the Terms of Reference:

Activity 2.1.4.1 TAT will organize a five-day workshop in Adana with the participation of 60 people to present a draft Model School with "Students with Self Confidence and Developed Life Skills" (TAT will prepare a draft model before the workshop) to take contributions from related institutions/departments and stakeholders. (40 of the 60 participants will come from the other provinces).

Implementation Period: 16. June – 20. June 2014 Location: Adana, Sürmeli Hotel Facilitators: International Experts: Mr Chris Gittins Mr Philip Garner National Expert: Mr. Gökhan Atik Appendixes:

Appendix 1. ToR Appendix 2. Programme- Agenda Appendix 3. English Ed Outlines Appendix 4. Participant List Appendix 5. Violence in UK- Summary Appendix 6. Model Schools Appendix 7. Developing the 4 components of the contract from e-ViRUS

Framework Appendix 8. Seal Adaptation Appendix 9. Activity B Appendix 10. Behaviour-Theme and Priority Area Diagram Appendix 11. Day 3-Reflections Sheet Appendix 12. e-VIRIS SUMMARY Appendix 13. Day 3 Activity







PPTs: Appendix 1. Day 1 School violence reduction leader training PPT Appendix 2. Day 2 School violence reduction leader training PPT Appendix 3. Reducing Violence against Children in Schools Appendix 4. SEN- Wave 2 Appendix 5. Challenges for SEAL development Appendix 6. Social Emotional Aspects of Learning

Materials developed in the Workshop: Appendix 1. 1st and 3rd day post-it Appendix 2. Day 2-Questions- post it Appendix 3. Day 3-post it Appendix 4. External Stakeholders Appendix 5. Model Leader Appendix 6. Strengths and Actions







Appendix 1.

ToR







TECHNICAL ASSISTANCE FOR FIGHT AGAINST VIOLENCE TOWARDS CHILDREN

TERMS OF REFERENCE for the workshop on the draft Model School

"Students with Self Confidence and Developed Life Skills"

1. Activity according to the Terms of Reference:

Activity 2.1.4.1 TAT will organize a five-day workshop in Adana with the participation of 60 people to present a draft Model School with "Students with Self Confidence and Developed Life Skills" (TAT will prepare a draft model before the workshop) to take contributions from related institutions/departments and stakeholders. (40 of the 60 participants will come from the other provinces).

Implementation Period: 16. June – 20. June 2014 Location: Adana

2. Background:

The “Technical Assistance for Fight against Violence towards Children” aims to contribute to the protection of children against all forms of violence of a physical, emotional, verbal and psychological nature to attain high level of health protection, wellbeing and social cohesion in school settings.

The project objectives are outlined in 3 results: 1. Capacities of follow up and prevent services increased through developing policies for

taking measures and promoting Counselling Services in schools 2. Violence towards children at schools reduced by developing a Model School "Life Skills for

Students with Self Confidence" which is free from physical, verbal and psychological violence.

3. Preventing domestic and other forms of violence against children outside schools The workshop will mainly focus on Result 2 – Activity 2.1.

3. Objectives of the workshops:

Component 2 of the project comprises the development of the new school model and different sub-activities like the preparation of a training program based on the new school model, training activities, study visits, information meetings or the printing and dissemination of the various produced technical material. For the development of the new school model two international experts and one national expert have been contracted. At their first mission of the international experts in April 2014 a joint workshop has been carried out and as a result a first draft outline of the new school model (attached as annex 1) has been developed from the international experts.







Based on this first draft outline the international and national experts will develop a first draft of the school model "Life Skills for Students with Self Confidence". In the workshop the draft model will be presented; various workshop activities will be carried out in order to collect and discuss contributions from the participants from the related institutions/departments and stakeholders and, especially, to learn from the participants how the proposed school model will fit into the education system of Turkey. The “Life Skills Training Program” of the Ministry of National Education will be also taken into consideration while developing the new school model; the contracted national expert will carry out workshop activities regarding the training program to be revised and/or developed.

4. Expected outcomes of the workshops:

The international experts should get adequate information that they can learn from the participants/experts how the proposed school model will fit into the Turkish educational/school context that they are able to prepare the final draft version of the new school model. A short workshop report about the outcomes will be provided from the experts within 4 weeks after finalization of the workshop.

5. Tasks and duties of the international and national experts: To develop the program and to facilitate the 5 days’ workshop in close cooperation with the project team

6. Participants:

Participants/experts from related institutions and stakeholders. (40 out of the 60 participants will come from the provinces).

Members of the working group engaged in the development of the school model.

7. Program topics of the Workshop: Day 1: „What we already know“ Morning:

Icebreaker

Reflection on Achievements so Far

The Next Steps Afternoon:

International Progress – summary

Key National Activity (Input of the national expert)

Reflections on a Model School (Activity)







Day 2: Features of a school model Morning:

Icebreaker

Some international examples – workshop activities Afternoon:

Developing the model in the Turkish context – workshop activities Day 3: Structured Group Reflections - Refining the model Whole day:

The workshop team will supply two reflective exercises and organize the participants into several independent working groups. They will work throughout the day on these activities. The Day will also provide opportunities for participants to interact and reflect more generally about their own school/local contexts.

Day 4: Refining the School Model Morning:

Icebreaker

Reflections on the Independent Activities

Synthesis: ‘Towards ‘Best Practice in a Model School’ (Part 1) Afternoon:

‘Towards ‘Best Practice in a Model School’ (Part 2)

Training activity & the school model Day 5 Evaluating Progress & Summaries Morning:

Icebreaker

How do I know it’s 'working' – assessing school-level actions Afternoon:

Introductory Activity on UK Study Visit

Summary, Resource Exchange, Farewells and “Family Photo” taking.

8. Monitoring and Evaluation The implementation of the workshop will be monitored and evaluated by the Project Team.







Annex 1: Draft outline of the new school model A framework of effective whole school solutions for violence prevention and reduction in schools – The basis for describing a new model school

1. Awareness of the effects of violence on children amongst all stakeholders (children, staff, school leaders and families)

The school should have communication systems for developing a shared understanding of the effects of violent behaviour on children. This includes the frequency and severity of different forms of violence and the prevalence of bullying. Also included are the particular features (strengths and weaknesses) of the situation in Turkey and the effect of violence on learning, school attendance and inclusion.

2. Regular school self-reviews of violent behaviour and the school’s organisation for intervention

Simple, easy to administer reviews involving all stakeholders should be completed primarily to inform schools. The review should generate data about pro-social behaviours that can be encouraged as well as the anti-social behaviours that should be discouraged. The schools organisational capacity to make improvements should also be reviewed.

3. Effective whole school policies and strategies for creating a non-violent learning environment and addressing the causes of violence

National policy and resulting from the school review should inform an active policy created, owned, regularly reviewed and improved involving all the stakeholders. An action plan should follow that builds on strengths and addresses the most achievable as well as the most critical issues. The plan should include proactive strategies to create a non-violent environment and address the causes of violent incidents. The plan should include the school provision for 3 tiered interventions involving increasing counselling for children with additional needs.

4. School leadership for development

Applying distributed leadership. Identifying, promoting and enabling those staff most suited to lead whole school improvement by example and with an appropriate leadership style.

5. A taught and caught Social Emotional and Behaviour Learning curriculum

A structured programme of violence reduction learning and teaching focussed on Social and Emotional Learning (SEL) for integration into the way that the national curriculum is taught without the need to change it. The creation of opportunities for extended SEL around the school in extra-curricular times (e.g. assemblies and play times) and particularly at points of transition around the school including travel to and from school.







6. Peer led initiatives

Incorporating the children’s voice. Using the most extensive and effective resource in the school. Enabling democratic leadership by children who have the talent and ability to be role models and, supported by the school organisation, to teach others non-violent behaviour, resolve conflicts, befriend excluded children etc.

7. Making schools and the surrounding environment safe

This applies to both the physical and emotional environment. The importance of protecting children at times of transition – including to and from school. This section now includes safety in the wider environment created by social media and the allied problems of cyber bullying etc.

8. Staff training

Training in learning behaviour improvement and violence reduction is essential for both teaching and non-teaching staff including their own attitudes and modelling, how to teach and what to teach. Training should include child protection from violence. How to identify and support abused children.

9. Involving families

This includes family training programmes to give children consistent messages and encourage family partnership with the school’s initiative. Systems for communication and liaison with families are equally important

10. Engagement with and in the local community

This includes awareness raising in the community and creating partnerships with other initiatives and opportunities for multi-agency working and tapping into resources that support schools.







Appendix 2.

Programme- Agenda

DEVELOPING A MODEL SCHOOL Adana Workshop - June 16-20, 2014 Adana Büyük Sürmeli Hotel Adres: Özler Caddesi 01060 Kuruköprü Adana

Our wish & expectation is that all delegates maintain a 'Resource Folder' – we will supply a template for the content of this, including a 'Reflective Notebook'. This will allow colleagues to chart the progression from a consideration of issues linked to violence in schools and communities to that of establishing a framework for a model school. Each day will begin with a clear statement of OBJECTIVES as well as an ICEBREAKER, and will conclude with a SUMMARY

WORKSHOP AIMS

To provide up-to-date, state of the art knowledge concerning ‘model schools’

To connect theory and practice regarding violence reduction in schools

To review existing practices and to plot possible future developments

To highlight teacher-based skills which support whole-school approaches

To enable individual delegates to begin assembling a portfolio of relevant resources

To plan for future school based actions in a Turkish context DAY 1: Opening What we already know about 'school violence' and 'violence-free schools' 9.30 – 11.00 SESSION 1 EXPERT INPUT 1: Reflection on Achievements so Far. This will be followed by an exercise to gather a picture of the current situation in Turkish school settings in order to identify areas of achievement which can act as catalysts for further development as well as issues which present challenges to progress. The exercise will result in a clear tabulation of these, with grouping and prioritisation 11.00 – 11.30 Coffee Break 11.30 – 12.30 SESSION 2 Feedback & Reflection: an opportunity for delegates to share impressions about current practice in Turkey, with a clear focus on identifying those aspects of school provision which need development 12.30 – 14.00 Lunch 14.00 – 16.00 SESSION 3 EXPERT INPUT 2: The Next Steps. In this activity delegates will focus on the identified 'achievements' and 'challenges' and, working in appropriate small groups, explore the likely causes underlying both positive and negative attributes of provision. They will then use the collated information to propose potential solutions. SUMMARY: Review of the Day DAY 2: Features of a 'Model School'

9.30 – 11.00 SESSION 4 EXPERT INPUT 3: Some international examples. This session comprises an overview of some international examples of violence reduction programmes in schools, using details from the Literature Review presented. 11.00 – 11.30 Coffee Break 11.30 – 12.30 SESSION 5 WORKSHOP ON THEORIES & RESPONSES. EXPERT INPUT 4. This session will use a range of international resources (drawn from successful programmes used in USA/UK/Canada/Scandinavia and Australia) as the basis for a workshop activity enabling delegates to obtain a greater level of insight into the links between the theories which underpin violent behaviour (in all its forms) in schools and practical responses to them. 12.30 – 14.00 Lunch 14.00 – 16.00 SESSION 6 EXPERT INPUT 5 Developing the model in a Turkish context. This session will be built around group action-planning, using aspects of the international programmes considered in Session 3. The workshop will use a proposed template for a Model School, as defined by the Expert Group and validated by reference to authenticated literature sources. The working groups will define the core characteristics of a model school and identify the actions necessary to make them applicable in a Turkish context SUMMARY: Review of the Day DAY 3: Refining the Model School – The Role of Leaders & The Community 9.30 – 11.00 SESSION 7 EXPERT INPUT 6: EXPERT INPUT 6: Defining the characteristics of effective leaders – some lessons from research and practice 11.00 – 11.30 Coffee Break 11.30 – 12.30 SESSION 8 ACTIVITY 1: The Role of School Leaders: the group will consider, and provide examples of, the ways in which a school leadership team can provide structured support to all staff and students in developing the components of a 'model school' 12.30 – 14.00 Lunch 14.00 – 16.00 SESSION 9 EXPERT INPUT 7 How can schools create the conditions for greater parent & community involvement? (ii) ACTIVITY 2: Home & Community Engagement: the group will explore various dimensions of external support for an overall school approach which aims to establish a culture which is violence-free. SUMMARY: Review of the Day - the groups will report on their deliberations and make presentations on aspects of ACTIVITY 1 and ACTIVITY 2. DAY 4: Refining the School Model 9.30 – 11.00 SESSION 10 EXPERT INPUT 8: ‘Moving Towards ‘Best Practice’ in a Model School (Part 1). Delegates will have the opportunity to view a set of video-recordings, drawn

by NCfLB from a range of international settings, relating to state-of-the-art approaches to establishing a positive school climate for learning. This will be accompanied by directed workshop tasks. 11.00 – 11.30 Coffee Break 11.30 – 12.30 ‘Moving Towards ‘Best Practice’ in a Model School (Part 1, continued). 12.30 – 14.00 Lunch 14.00 – 16.00 SESSION 11 EXPERT INPUT 9 ‘Moving Towards ‘Best Practice’ in a Model School (Part 2). NCfLB will provide information regarding (i) Whole School Policy Development and (ii) Enhancing Teacher Skills for a Model School. These will be accompanied by classroom-based group activities. SUMMARY: Review of the Day & Feedback DAY 5: Evaluating Progress & Planning the Future 9.30 – 11.00 SESSION 12: EXPERT INPUT 10: How do I know it works? – assessing school-level actions using a ‘school review instrument’. Delegates will explore aspects of school-review processes, with a focus of practical measures for supporting school development in Turkey. 11.00 – 11.30 Coffee 11.30 – 12.30 SESSION 13: EXPERT INPUT 11: Introduction to UK Schools & Education System: delegates will receive a briefing on current policy issues in English schools, supported by video. They will also be given preliminary information on the UK Study Visit 12.30 onwards* - SUMMARY, EVALUATION, FINAL REFLECTIONS, INFORMATION EXCHANGE & FAREWELL

LUNCH

*timing negotiable

NCfLB Expert Consultants Professor Philip Garner is currently Professor of Education at The University of Northampton. He taught in mainstream and special schools for 17 years, including 5 years as head of a specialist setting for young people who present challenging behaviour.

Philip has published widely on issues relating to SEN and SEBD. Indicative examples include Pupils with Problems (1999, Trentham Books), Student Teachers (2001, David Fulton Publishers) The Handbook of Emotional and Behavioural Difficulties (2005, Sage), Key Questions in Behaviour (2007, Learning Matters) and Fathers and Sons: in and about education (2008, Trentham Books).

Mr Chris Gittins is the Co-Director of the Northampton Centre for Learning Behaviour (NCfLB) at The University of Northampton. Until recently he was the UK government’s lead adviser for behaviour and attendance in schools, developing national policies, strategies and programmes to support schools in all aspects of learning behaviour and attendance improvement including anti-bullying and violence reduction.

In addition to extensive consultation work in the UK in the field of teacher training in learning behaviour improvement, through the NCfLB he now works with an international team of trainers for UNICEF and the Council of Europe developing national cascade training programmes to help countries implement different aspects of the UN Convention on the Rights of the Child.

http://www.behaviour2learn.co.uk/directory_record/94/key_questions_in_behaviour







Appendix 3.

English Ed Outlines

EDUCATION IN ENGLAND: OVERVIEW

Education policy in England* directed by the Department for Education (DfE) and the Department for Business, Innovation and Skills (DBIS). Local authorities (LAs) have responsibility for implementing policy for public education and state schools at a local level.

The education system in England is divided into early years (ages 3–4), primary education (ages 4–11), secondary education (ages 11–18) and tertiary education (ages 18+).

Full-time education is compulsory for all children aged between 5 and 17 in 2013, and up to 18 from 2015). The leaving age for compulsory education was raised to 18 by the Education and Skills Act 2008. The change takes effect in 2013 for 16-year-olds and 2015 for 17-year-olds. Education can take place either in school or in an alternative setting. Children begin primary education during the school year in which they turn 5. State-provided schooling and sixth form education is paid for by taxes. England also has a tradition of independent schooling, but parents may choose to educate their children by any suitable means, providing it is approved officially.

State-run schools and colleges are financed through national taxation, and take pupils free of charge between the ages of 3 and 18. The schools may levy charges for activities such as swimming, theatre visits and field trips, provided the charges are voluntary. This ensures that those who cannot afford to pay are allowed to participate in such events. Approximately 93% of English schoolchildren attend such schools.

A significant minority of state-funded schools are faith schools, which are attached to religious groups, most often the Church of England or the Roman Catholic Church. In addition, recent legislative changes have enabled ‘Free Schools’ to be established: this can be done by parents, organisations, faith groups or others, providing that government guidelines are followed. Nearly 90% of state-funded secondary schools are specialist schools, receiving extra funding to develop one or more subjects in which the school specialises.

Children are normally placed in year groups determined by the age they will attain at their birthday during the school year. In most cases progression from one year group to another is based on chronological age, although it is possible in some circumstances for a student to repeat or skip a year. Repetition may be due to a lack of attendance, for example from a long illness, and especially in Years requiring standard tests. A child significantly more advanced than their classmates may be forwarded one or more years.

In the vast majority of cases, pupils progress from primary to secondary levels at age 11; in some areas either or both of the primary and secondary levels are further subdivided. A few areas have three-tier education systems with an intermediate middle level from age 9 to 13.

State-funded nursery education is available from the age of 3, and may be full-time or part-time, though this is not compulsory. If registered with a state school, attendance is compulsory beginning with the term following the child's fifth birthday. Children can be enrolled in the reception year in September of that school year, thus beginning school at age 4 or 4.5.

All State schools are required to follow the English National Curriculum. All maintained schools in England are required to follow the National Curriculum, which is made up of twelve subjects. The core subjects—English, Mathematics and Science—are compulsory for all students aged 5 to 16. A range of other subjects, known as foundation subjects, are compulsory at one or more Key Stages:

http://en.wikipedia.org/wiki/Department_for_Education

http://en.wikipedia.org/wiki/Department_for_Business,_Innovation_and_Skills

http://en.wikipedia.org/wiki/Local_government_in_England

http://en.wikipedia.org/wiki/Public_education

http://en.wikipedia.org/wiki/State_schools

http://en.wikipedia.org/wiki/Early_Years_Foundation_Stage

http://en.wikipedia.org/wiki/Primary_education

http://en.wikipedia.org/wiki/Secondary_education

http://en.wikipedia.org/wiki/Tertiary_education

http://en.wikipedia.org/wiki/Education_and_Skills_Act_2008

http://en.wikipedia.org/wiki/Education_and_Skills_Act_2008

http://en.wikipedia.org/wiki/Independent_school_(UK)

http://en.wikipedia.org/wiki/Independent_school_(UK)

http://en.wikipedia.org/wiki/Tax

http://en.wikipedia.org/wiki/Faith_school

http://en.wikipedia.org/wiki/Church_of_England

http://en.wikipedia.org/wiki/Roman_Catholic_Church

http://en.wikipedia.org/wiki/Specialist_school

http://en.wikipedia.org/wiki/Specialist_school

http://en.wikipedia.org/wiki/Three-tier_education

http://en.wikipedia.org/wiki/National_Curriculum_(England,_Wales_and_Northern_Ireland)

http://en.wikipedia.org/wiki/National_Curriculum_(England,_Wales_and_Northern_Ireland)

http://en.wikipedia.org/wiki/English_studies

http://en.wikipedia.org/wiki/Mathematics

http://en.wikipedia.org/wiki/Science

http://en.wikipedia.org/wiki/Key_Stage

Art & Design Citizenship Design & Technology Geography History Information & Communication Technology Modern Foreign Languages Music Physical Education

All pupils undergo National Curriculum Tests (NCTs or Standard Attainment Tests, or SATs) towards the ends of Key Stage 2 (at Age 11) in the core subjects of Literacy, Numeracy and Science, but not in the ‘foundation subjects’ such as Geography, History and Information & Communication Technology where individual teacher assessment is used instead. Pupils normally take national public examinations (GCSE) in the last two years of Key Stage 4 (when pupils are aged 16). They may also choose to work towards the attainment of alternative qualifications. Progress is examined via individual teacher assessment against the National Curriculum Attainment Targets for all subjects at Key Stages 1 & 3. Test results for schools are published, and are an important measure of their performance.

Schools are required to provide support for all children who have ‘special educational needs or disabilities (SEND). Arrangements for such children are set out in a Code of Practice, which has to be implemented in all publicly-funded schools. This is currently being revised (December, 2013). A Special Needs Coordinator (SENCO) is designated in all schools to manage all arrangements relating to this group – which accounts for approximately 3% of the school population. Teachers are assisted in their work with these pupils by teaching assistants (TA) who are non-qualified teachers but who are given specific training relating to their support role.

In addition, all schools are required by law to have policies relating to key aspects of educational practice that informs the work of this project. Thus, it is a statutory requirement to have a Behaviour Policy, a policy on Bullying and a Child Protection procedure. All teachers are required to be familiar with these.

A more detailed account of those aspects of school policy relating to school violence generically is provided in the notes on Characteristics, Policy and Intervention on Violence in English Schools.

http://en.wikipedia.org/wiki/Art_education

http://en.wikipedia.org/wiki/Citizenship_education_(subject)

http://en.wikipedia.org/wiki/Design_%26_Technology

http://en.wikipedia.org/wiki/Geography

http://en.wikipedia.org/wiki/History

http://en.wikipedia.org/wiki/Information_and_communication_technologies_in_education

http://en.wikipedia.org/wiki/Language_education

http://en.wikipedia.org/wiki/Music_education

http://en.wikipedia.org/wiki/Physical_Education

http://en.wikipedia.org/wiki/National_Curriculum_assessment

http://en.wikipedia.org/wiki/Literacy

http://en.wikipedia.org/wiki/Numeracy

http://en.wikipedia.org/wiki/Science

http://en.wikipedia.org/wiki/Geography

http://en.wikipedia.org/wiki/History



http://en.wikipedia.org/wiki/General_Certificate_of_Secondary_Education







Appendix 4.

Participant List







Appendix 5.

Violence in UK- Summary

VIOLENCE IN UK SCHOOLS – AN OVERVIEW The following notes are taken from Brown & Winterton (2010), one of the most up-to-date summations of ‘what is really happening’ in UK schools, relative to violence and how it is being managed. Turkish colleafgues may find the headlines especially useful in drawing parallels (or contradictions) with what they experience within their own national settings. SOME HEADLINES •Most children and young people say they feel safe inside schools, particularly in teacher-controlled spaces. •Extreme and serious incidents of violence, including violent assaults, are very rare in UK schools.s •About 16 young people commit suicide every year as a result of being bullied at school. •In large-scale surveys, about 50 per cent of primary pupils report that they have been bullied compared with 25 per cent of secondary pupils. •Children from marginalised and potentially vulnerable groups are more likely to say they are bullied than their peers. •Many teachers say low-level disruption, such as pupils being noisy in class, is the biggest challenge to teaching and learning. •Boys, and especially black Caribbean boys, are disproportionally represented in statistics on school exclusion. •Girls are more likely to self-exclude and truant than be excluded from school. •The level of permanent exclusion from UK schools is low, but this may reflect national policies rather than improvements in pupils’ behaviour. Is violence in schools getting worse? •The incidence of weapon carrying in schools is low, but some teachers have recently reported increases. •Cyberbullying appears to be on the rise, particularly among teenage girls. Teachers also report increased exposure to cyberbullying. •Some forms of identity-based bullying appear to be on the increase. •Teachers report that they regularly witness verbal aggression between pupils and an increasing proportion say they have been aggressively confronted by parents. HOW CAN WE TACKLE VIOLENCE IN SCHOOLS? •A school’s atmosphere, its organisation and the quality of relationships between its teachers and pupils are vital ingredients in preventing – or encouraging – violence. •Most schools use a variety of approaches to promote positive behaviour and to reduce disruption and violence. •Forms of peer support and mentoring are promising approaches to tackling bullying and violence in schools. Such schemes are notable for actively engaging children in finding solutions. •Restorative approaches and the deployment of police officers appear to be useful ways of tackling anti-social behaviour in schools. These relatively new initiatives require evaluation over the longer term.

ARE THERE ANY PROBLEMS WITH THE DATA? •In the UK more is known about pupil on pupil violence than about other forms of violence in school (for example, teachers being violent with pupils or parents with teachers). •Different research designs and definitions, often covering different periods of time and focusing on the different nations within the UK, make collation and comparison of data on pupils’ behaviour especially difficult. •The quality of research evidence is much stronger in some areas than others. For example, psychologists have undertaken a great deal of research on bullying. In comparison, the evidence base regarding effective ways of tackling violence and bullying in schools is weak.

*Taken from: Insight 1 Violence in UK schools: what is really happening? Dr Jane Brown and Dr Mandy Winterton British Educational Research Association 2010







Appendix 6.

Model Schools

1

CFCU/IBF (2014)

Technical assistance for fight against violence towards children

A model school for violence reduction

The features of schools which are successful in creating a learning environment free from violence

www.ncflb.co.uk (2014)

http://www.ncflb.co.uk/

2

The purpose of this description of a model school

This document is the second component in a suite of materials designed to provide comprehensive technical assistance for the development and implementation of initiatives in schools that evidence suggests will contribute to the reduction violence towards children.

The four components of the technical assistance are:

1. A review of recent international literature on violence in schools

2. A description of a Model School for violence reduction

3. A Training Programme and a Trainer Handbook on how to create a model school

4. A School Violence Review Instrument to monitor progress

This description of a model school outlines all the components that are needed to create a school environment where violence will be reduced and will not be tolerated. In so doing it describes how to create the conditions where learning will flourish and all children will feel included.

Why is it important to reduce violence in schools?

Most students feel safe in school most of the time. Schools are usually havens of peace compared to their local community where acts of domestic violence and public order offences are more common. Even so, if learning is to be ensured for all students, schools have a duty of care to reduce the risk that students will be made to suffer from any acts of violence in school.

Unhappy and frightened students have a reduced capacity for learning caused by their unsettled emotional state. Schools free from violence, where students feel safe and secure can create a climate for learning which results in inclusive education for happy, committed and motivated students and their retention in school-based learning through into lifelong learning. The techniques and strategies for reducing violence and promoting pro-social behaviour are very similar to the whole school approaches that generate effective learning behaviour where all members of the school community form productive relationships for learning. Consequently, a model school for violence reduction will apply many of the approaches which good schools use to create a productive and inclusive learning environment. Initiatives to reduce violence should therefore form part of an integrated whole school strategy to create a productive environment in which learning will flourish. Consequently by implementing strategies to reduce violence schools will improve their overall provision for inclusive education

There are 10 features of schools which are successful in combating violence, protecting students and creating a productive learning environment. These are summarised in the following sections, and form the basis of development activity in establishing a ‘model school’ in which violent and aggressive behaviour is reduced and positive learning is increased.

3

1. Awareness of the effects of violence on students amongst all stakeholders (students, staff, school leaders and families)

Outline

The school have developing a shared understanding of the extent of violent behaviour in the school and its effects on students. This includes the frequency and severity of different forms of violence, the prevalence of bullying and the effect of violence on learning, school attendance and inclusion.

Some key features

Staff development for gaining a shared understanding of the concept and nature of violence and responses to it.

Vigilance of all members of the school community to notice violent behaviour and to prevent it.

Leadership for forming and forming common shared values that do not tolerate violent behaviour

A broad commitment to tackling the problem

Publication of the results of the annual school violence review

Examples:

An on-line forum on a school website for sharing understanding and awareness

Visible and clearly stated posters and other communications promoting pro-social behaviour

Artwork, plays, stories etc extolling non-violence and positive behaviour such as helping one another

A widely publicised anti-bullying campaign

Awareness of the dangers arising from new forms of communication – cyber bullying etc

Communications with parents / carers when a student behaves violently or acts to prevent violence or helps others. Communication with parent/carers of students who are victims of violence

4

2. Regular school self reviews of violent behaviour and the school’s organisation for intervention

Outline

A simple, easy to administer review available for all schools and involving all stakeholders is completed annually, primarily to inform the school. The review generates data about pro-social behaviours that can be encouraged as well as the anti-social behaviours that should be discouraged. The school’s organisational capacity to make improvements is part of the review. Regional and national results, aggregated from sample schools, are available for comparison.

Key features

The school review is sensitive to the particular context of the school

It is owned and implemented by all the partners including students and parents/carers

It uses questionnaires that are simple, short and appropriately worded so that all partners have access. There is an audio version for illiterate parents/carers and students with low literacy skills

It has an analysis function which shows results in graphical form giving comparative data on the opinions and experiences of all partners

It is designed to highlight areas of success and areas for improvement leading to an action plan

It Includes questions on the schools organisation for student wellbeing

It includes questions on safety during students’ journey to and from school and in the neighbourhood around the school

Its results are shared and publicised

Examples

Questions on how safe the partners feel the school is

Questions on how frequently they observe or encounter bullying behaviour

Questions on awareness of the school policy and rules promoting pro-social behaviour

A computer programme for direct entry of responses and the analysing and graphical presentation of results

A school bulletin in which the outcomes of the review are publicised

5


Outline

National policy and the results from the school review are used to inform an active policy created, owned, regularly reviewed and improved and involving all the stakeholders. The policy is drawn up in consultation with all partners. It is followed by the creation of a clear strategy and action plan to implement it

Key features

The policy is regularly reviewed, publicised and updated as a result of the school violence review and other evidence

It is brief

It is positively worded, stating how members of the community should behave and, consequently, it encourages the modelling of positive behaviour

The strategy delivers the policy and is built on strengths. It results in an action plan which is owned and shared by all members of the school community

The action plan addresses the most achievable as well as the most critical issues.

It includes proactive actions to create a non-violent environment and address the causes of violent incidents.

It includes the school provision for three tiered interventions involving increasing counselling for students with additional needs.

It Includes rewards and sanctions that are effective in reducing violence

Examples

The Policy answers the following questions

What is your definition of violence – what behaviours does this policy cover?

a. What are the principles underlying the policy and how do they apply to the whole-school community?

b. How do these principles relate to the school’s overall aims and curriculum?

c. How does the policy promote effective learning and teaching about violence avoidance and conflict resolution?

d. What are the roles and responsibilities of the school administration, staff, students and parents/carers in promoting an ethos of violence reduction?

e. How does the school set high standards of non-violent behaviour for students?

f. How are rewards used to encourage violence reduction?

g. How are sanctions used to discourage violence?

h. What support is available for students whose violent behaviour reflects significant learning or personal problems?

6

i. What support and training is available to help staff manage incidents of student violence?

j. What support is available for parents/carers who wish to learn more about how to manage violent behaviour?

k. How are staff, parents/carers and students involved and consulted when the policy is formulated or revised?

l. What resources does the school invest in creating an atmosphere in the school so that violence will not occur?

m. How is the policy monitored and reviewed? How will the school know that it is effective?

7


Outline

Distributed leadership is achieved by identifying, empowering and enabling those staff most suited to lead whole school improvement by example and with an appropriate leadership style. Leadership styles model non-violent behaviour while taking a zero tolerance attitude to violent behaviour.

Key features

There is professional development for leaders as well as staff including affective (soft) as well as technical( professional) leadership skills.

Leaders model non-violent behaviour.

They apply firm but fair attitudes and standards based on the school policy.

They both support and organise staff so that there is a consistent whole school approach.

They apply solution focused approaches to respond to problems in ways that not only correct the violent behaviour but also address the causes of the violence.

They use a variety of leadership styles to encourage positive behaviour and to discourage violent behaviour.

Examples

A leader may use a coercive style to initiate a school policy and then a collaborative style to implement it.

A class teacher who is recognised by colleagues in the school as an excellent manager of classroom behaviour is trained to take on a counselling role for students who easily become angry.

A school principal establishes a student council and arranges for them to organise a series of peer led activities to reduce bullying and fighting.

A school leader carries out a survey of the school to identify any areas where students feel unsafe or worried and increases staff surveillance of those areas with the support of security cameras.

8

5. A ‘taught and caught’ (formal and informal) Social and Emotional Learning (SEL) curriculum designed to improve learning behaviour

Outline: A programme of violence reduction learning is included and taught within a structured Social and Emotional Learning (SEL) curriculum. The learning of SEL skills and attributes is woven into the national curriculum and taught using an SEL friendly teaching methodology and style. Accompanying the formal taught SEL curriculum is an informal curriculum of activities and opportunities for students to learn from others in the school community the SEL skills and attributes which are needed for the development of pro-social non-violent behaviour

Key Features

The benefits to learning of non-violent behaviour are emphasised and taught through a spiral SEL curriculum where themes are revisited each year as students’ skills and attributes develop with age.

The curriculum is planned, shared and fully understood and supported by all partners in the school community

Opportunities for extended SEL are created around the school in extra-curricular times (e.g. assemblies and play times) and particularly at points of transition around the school including travel to and from school.

There is a family programme which extends SEL learning into the home. Parents / carers can use materials with their children at home

Effective SEL programmes have the following features, they:

a. Provide additional SEL teaching and learning materials for use with students who have additional SEL needs. These are grounded in theory and research and based on sound theories of child development

b. teach pupils to apply SEL skills and ethical values in daily life through systematic instruction and application of learning to everyday situations

c. use diverse teaching methods to engage students

d. provide developmentally and culturally appropriate instruction, including clearly specified learning objectives, for each grade level from preschool through high school. They will also emphasise cultural sensitivity and respect for diversity

e. help schools coordinate and unify programs that are often fragmented, offering a coherent, unifying framework to promote the positive social, emotional, and academic growth of all students

f. enhance school performance by addressing the affective and social dimensions of academic learning

g. involve families and communities as partners

h. ensure high-quality programme implementation by addressing factors that determine the long-term success or failure of school-based programs. These include leadership, active participation in programme planning by everyone involved, adequate time and resources, and alignment with school, district, and state policies

9

i. offer well-planned professional development for all school personnel. This includes basic theoretical knowledge, modelling and practice of effective teaching methods, regular coaching, and constructive feedback from colleagues

j. incorporate continuing evaluation and improvement.

Examples

There are numerous published and available SEL programmes; these will form the basis of the technical assistance provided in elements 3 and 4 of this contract. They will in particular include a substantial interrogation of international initiatives as well as those approaches which have synthesised their contents, notably a Training Programme and a Trainer Handbook on how to create a ‘model school’. This has been adapted for international use by NCfLB from England (UK)’s Social and Emotional Aspects of Learning (SEAL) programme. It is based on seven themes with clear learning outcomes to develop students’ self-awareness, management of feelings, motivation, empathy and social skills. Subsequent technical assistance will also focus upon a School Violence Review Instrument which enables schools to monitor progress towards a violence-free school.

10


Outline

The need for safety and security in school applies to both the physical and emotional environment. Students will not learn to the fullness of their ability if they do not feel protected from physical and emotional harm. Students should be protected from harm at all times and they have an entitlement to this in the United Nations Charter – The Rights of the Child. This includes protection in new and emerging environments brought about by the media and the internet.

Key Features

It is particularly important to protect students at times of ‘transition’ – including travel to and from school. Research shows that times of transition are the times when most violence occurs in and around schools.

Particular attention is given to the close supervision of hotspots – places and times in school and in the surroundings where bullying and other forms of violence are most likely to occur

There is control and organisation of the surroundings to the school – school gates etc and the school takes shared responsibility for protecting students travelling to and from school

There are media education lessons to help students make responsible choices toavoid the influence of violence in the media and not to copy the violent behaviours they see and hear.

There is similar education about the responsible use of the internet, includinghelping students to make responsible choices when using social media and to understand the dangers of engaging in cyber bullying or other behaviour that can harm others.

The school has protocols for student use of the internet, reducing the dangers of cyber bullying and the use of social networking to harm others

The school uses internet filters to help prevent exposure to undesirable material and the use of the school IT system for purposes other than education

Care is taken with the ecology of the school environment so that students learn to appreciate and protect the shared environment of their community

Students know who to go to for help if they feel threatened or vulnerable to abuse.

Examples

Video cameras and other physical security systems are used to help supervision of hotspots

Use is made of initiatives by mobile phone companies to educate young people about responsible use of social media

Child line services are widely publicised for both students and families

The school perimeter is protected from unwanted intruders.

There is a duty person available at all times to whom students can turn if they feel threatened or insecure

The play areas are well equipped for students to play and to socialise during non-formal times in the school day

Buses are supervised by senior students

School transport drivers and others are trained in child safety and protection

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7. Staff training

Outline

Training in learning behaviour improvement and violence reduction is essential for both teaching and non teaching staff including their own attitudes and modelling - how to teach SEL and what to teach. Training should include child protection from violence - how to identify and support abused children. However the most important component of the training is how staff can model non-violent behaviour in all they do.

Key features

There is an agreed and ongoing training curriculum including teaching methods that are most effective for and an understanding of the curriculum content for behaviour improvement and violence reduction

Status for the training – leading to qualification and the valuing of behaviour improvement training in relation to other training

Learning outcomes from training should be measured to help ensure positive outcomes for students

All staff have access to, and make full use of, online networks for sharing good practice and ongoing personal development

Training is carried out sensitively – recognising that some of the participants may have suffered themselves from acts of violence in their lives

Examples

The NCfLB violence reduction in schools progamme trains school violence reduction leaders in how to train school staff to implement a whole school programme of violence reduction. This will be one focus of subsequent technical assistance as mentioned in Section 6, above.

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8 Involving students

The democratic involvement of students in school organisation provides the framework through which peer led initiatives can be developed and implemented. These include student counsellors, anti-bullying campaigns and peer monitors in every class. To achieve status the democratic student body (e.g. elected school council) should be given real responsibility and opportunity for involvement in the school organisation and have a significant role in forming school policy and strategies. It should be an inclusive democratically elected body seen by staff and students as an important part of the school leadership.

Key features

The elected student body is given resources and support to establish peer led initiatives which give students of all ages with leadership qualities the opportunity set standards amongst their peers and to help others effected by violent and other anti-social behaviours.

Students are trained in how to support peer led violence reduction strategies

Senior students organise the activities and support student leaders in their implementation

Student leaders are taught to report to staff any serious incidents and problems that are beyond their capability and require adult intervention.

The results of peer led activities to reduce violence should improve staff –student communication and improve the opportunities for student victims of violence to tell staff and receive support.

Communication between staff and the student leaders of initiatives is organised so that the student leaders can talk to the staff responsible with ease and openness.

Examples

School councils are common in schools and should be given real status by the school so that they are seen by the students as worthwhile and to be respected.

Peer led initiatives include:

Playground friends

Poster competitions

Trained student counsellors

Environment campaigns

Student plays, artwork competitions and community events

Monitors in all classes who intervene in disputes and arguments and report to staff bullying and other forms of violence

13


Outline

Students are present in school for no more than 25% of their waking time in a year. The values and behaviours that they experience and witness at home, in their local community and from society at large through the media and internet are therefore strong influences on the skills and attributes they develop for managing their own behaviour. This includes their reactive and proactive violent behaviour, and how they respond to the violent behaviour of others. School-based programmes therefore need to be continued in the family. Parents/carers should be helped to teach their children the same non-violent values as the school. This requires parent / carer education, guidance and advice and the provision of materials for family education at home

Key Features

Parents/carers continue the teaching from school that helps their children learn how to make correct choices for their behaviour when faced with situations that could become violent

Information and meetings for parents/ carers is provided so that they understand and can continue to develop the skills and attributes in their children that they are learning at school

This includes family training programmes in non-violent behaviour toward children and behaviour management to give children consistent messages, and encouraging family partnership with the school’s initiative.

An important role for families is to listen to children and to help them resolve any problems that may be causing them stress and anxiety, particularly bullying, either as the perpetrators or as the victims.

Consequently, there are simple and accessible systems for communication and liaison with families so that schools can quickly be made aware of the problems the students have

Family members who uphold non-violent behaviour are Recognised and encouraged

There are attractively produced SEL materials for use in the home to extend the school SEL curriculum

Examples

Media education at home to help students to avoid the influence of violence in the media

Educating parents/carers about the responsible use of the internet

Programmes to help parents/carers with the techniques of non-violent conflict resolution

‘Child line’ services that students can turn to for help if they cannot get support from school or family

Systems whereby parents/carers can speak to the school easily and without delay, if there is a need

Teachers visiting homes and help parents/carers with advice

Use of the AITEP family programme developed by UNICEF and the MOES for Turkish parents

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10. Engagement with and in the local community and the values of society

Outline

Because the values and behaviours which adults within the local community model are a major influence on students’ education, care should be taken to form strong relations and partnerships with individuals and organisations in the community who can both provide resources and help organise activities and support for families and influence the standards and values that students learn. Although schools may not be able to influence the media they should lobby others who can to help reduce the risk of copycat behaviour, particularly by young children who see unsuitable and violent behaviour in the media, through video games and on the internet.

Key Issues

Use of the media to publicise violence-free schools

Partnership with local authority figures – for example, the Imam to come into school and to promote the school’s initiative in the community

Identifying partners in the commercial sector that not only support the school but establish similar initiatives in the workplace

Creating partnerships with other initiatives and opportunities for multi-agency working

Utilising resources which support schools

Examples

A county and school level local resource directory is drawn up to give schools contacts and a brief description of services available. The school is given opportunities to use local individuals and organisations that will support SEL programmes with speakers, individual counselling and advice etc

A school has a strong and supportive relationship with the local mullah who comes into school and helps with an anti- bullying programme supported by the town council and publicised through community centres across the county

The local adult education centre includes a unit on conflict resolution in their parent education programme.

The local police agree to post a policeman at the gates of the school to deal with a problem of rival school groups standing \at the gates at the end of the school day

The Lions Club pays for training some of its members as youth counsellors to help support the victims of bullying.







Appendix 7.

Developing the 4 components of the

contract from ViRUS Framework

Europe Aid/132221/D/SER/TR - Technical assistance for the fight against violence towards children in Turkey

Developing the 4 components of the contract from the framework for describing the model school

Components of the framework of

effective whole school solutions for violence reduction in schools (ViRIS)

Consequently the content of the literature

review of National Programmes

Consequently the content of the Model

School

Consequently the components of the

Training Programme and a Trainer

Handbook ( Note – will also contain section on training methodology)

Consequently the components of the

advised review instrument

1. Awareness of the effects of violence on children amongst all stakeholders (children, staff, school leaders and families) The school should have communication systems for developing a shared understanding of the effects of violent behaviour on children. This includes the frequency and severity of different forms of violence and the prevalence of bullying. Also included are the particular features (strengths and weaknesses) of the situation in Turkey and the effect of violence on learning, school attendance and inclusion

Short summary of other literature reviews of the international and Turkish situation and the benefits to children of ViRIS – (Robert’s literature review with added Turkish evidence)

Introduction outlining the effects of violent behaviour on children

Introduction - What is Violence? Creating Convivençia. The effects of violent behaviour on children. The aims and objectives of ViRIS (Adapted NCfLB ViRIS training session 4)

What are the levels and frequencies of both pro-social non violent and anti social violent behaviour? (e.g. befriending vs bullying)

2. Regular school self reviews of violent behaviour and the school’s organisation for intervention

Simple, easy to administer reviews involving all stakeholders should be completed primarily to inform schools. The review should generate data about pro-social behaviours that can be encouraged as well as the anti-social behaviours that should be discouraged. The schools organisational capacity to make improvements should also be reviewed.

Descriptions and critique of a sample of M&E instruments (e.g. do they identify the pro-social behaviours or only the antisocial behaviours. Do they facilitate action plans - particularly to build on positive behaviour or only suppress negative behaviour Do they include school organisational

The features of a review instrument as an integral part of the school improvement cycle (Append a short description of e-ViRIS)

Components of a review instrument of both pro-social and anti-social behaviour and the school’s organisational preparedness to implement improvements of pro-social behaviour Engaging stakeholders and implementing a review. (Adapted NCfLB ViRIS training sessions 5, 6 and 7)

User friendly introduction to the review instrument.

preparedness to reduce violence?)


National policy and resulting from the school review should inform an active policy created, owned, regularly reviewed and improved involving all the stakeholders. An action plan should follow that builds on strengths and addresses the most achievable as well as the most critical issues. The plan should include proactive strategies to create a non-violent environment and address the causes of violent incidents. The plan should include the school provision for 3 tiered interventions involving increasing counselling for children with additional needs.

Examples of national legislation + The components of sample national policies and school policies Samples of national strategies (the components of national programmes) The elements of whole school approaches

A policy that has involved all stakeholders in its construction using solution focussed approaches. (Append the NCfLB ViRIS programme policy framework) Turning policy into strategy – school development plans A model for tiered intervention

How to construct an effective policy, building on strengths by using solution focussed approaches The development cycle. How to turn policy into strategy and engage stakeholders in the development plan. Provision for children with additional needs (Adapted NCfLB ViRIS training session 8)

Does a policy exist? How aware are stakeholders of the policy? Is it regularly reviewed involving stakeholders? Is there a development plan? How aware are stakeholders of the plan? How involved are they in it’s construction? How effective is additional support for those who need it?


Applying distributed leadership. Identifying, promoting and enabling those staff most suited to lead whole school improvement by example and with an appropriate leadership style.

School leadership models appropriate for ViRIS (distributed leadership etc)

Features of effective leadership of whole school approaches

Identifying and empowering leaders Appropriate leadership styles. (Adapted from NCfLB leadership of learning behaviour)

How effective and supportive of the initiative is the school leadership?

5. A taught and caught Social Emotional and Behaviour Learning curriculum

A structured programme of violence reduction learning and teaching focussed on Social and Emotional Learning (SEL) for integration into the way that the national curriculum is taught without the need to change it. The creation of opportunities for extended SEL around the school in extra-curricular times (e.g.

Summary of the literature reviews of SEL – see Katherine Wear stuff and Duralak et al meta analysis – already sent and on file Focus on Norwegian programmes – Olweus and Erving Roland – prefer the latter – Zero programme from the University of Stavanger is

Example outline of the generic SEL programme that we have developed from SEAL Counselling and other provision for children with additional needs

General principles and form of an outline SEL programme and resources list 3 Wave model for provision (Adapted NCfLB ViRIS training session 9)

What SEL is taking place in the school? What additional support is available for children with additional needs?

assemblies and play times) and particularly at points of transition around the school including travel to and from school.

v good Any examples of additional needs provision


This applies to both the physical and emotional environment. The importance of protecting children at times of transition – including to and from school. This section now includes safety in the wider environment created by social media and the allied problems of cyber bullying etc.

School design and management for safety and security. e.g. management of the school gate ( meeting and greeting before and after school) There are sections in the CoE training pack and UK DfE violence reduction in schools guidance ( CG has copies) Cyber bullying – see International observatory on violence in schools + others – select only main messages + any (hard to find) solutions or strategies to manage the effect of social media – e.g. protocols and help lines etc

Features of design and control for safety Programme of peer led initiatives. Counselling provision and Ability to respond to new forms of bullying

Guidance on school organisation – Hot spots, points of transition. Short guidance on countering cyber bullying (Adapted NCfLB ViRIS training session 10 and 11)

How safe do children / staff/ parents etc feel? How effective are school support systems? How well organised are transitions?

8. Staff training

Training in learning behaviour improvement and violence reduction is essential for both teaching and non teaching staff including their own attitudes and modelling, how to teach and what to teach. Training should include child protection from violence. How to identify and support abused children.

Doubt if there are any other programmes than our CoE programmes outside the USA – violence prevention and intervention – with a focus on preventing school massacres. So include a short lit review of training programmes in violence related issues – e.g. conflict resolution; restorative justice, counselling on bullying

Staff support systems and counselling. Presence of a staff learning culture Development plan includes training for staff and how to identify signs of abuse

The outline content of a staff training programme Check list for signs of child abuse and neglect Adapted NCfLB ViRIS training session 12) .

Access to and suitability of training? How aware are staff of child abuse signs?


This includes family training programmes to give children consistent messages and encourage family partnership with the school’s initiative. Systems for communication and liaison with families are equally important

Examples of parent involvement programmes – e.g. excellent family programmes from ABC Dublin City University

Partnership with families Training for families to continue with same values at home

How to engage with and involve families. Outline training programme for parents/carers (Adapted NCfLB ViRIS training session 13)

How aware are parents of the school initiative? What support do they receive from the school? How effective is 2 way communication with families?

10. Engagement with and in the local community

This includes awareness raising in the community and creating partnerships with other initiatives and opportunities for multi agency working and tapping into resources that support schools.

Examples of community based programmes e.g. police in schools CoE violence reduction in schools chapter 6 has some references

Partnerships with the local community School contribution to and benefit from multi agency work

Restorative justice Local police Youth provision Multi agency working School’s Resource / contacts lists (Adapted NCfLB ViRIS training session 14)

How aware is the local community of the school initiative? What support does the school receive from the local community? How effective is 2 way communication with key stakeholders in the community?

Note:

The components of the existing NCfLB ViRIS training programme for school leaders.

1. Getting started - A European perspective on factors effecting school violence/behaviour improvement

2. Finding out more - Self Reviewing violence in a school and developing a behaviour improvement plan.

3. Agreeing and applying policy. - Creating a school climate of non violence through whole school policy.

4. What should be taught - Using the school curriculum to support violence reduction and improve behaviour for learning

5. Involving pupils - Developing pupil led strategies to reduce violence and improve behaviour in school.

6. Protecting children. - Making the school environment safe.

7. Supporting school staff. - Planting ‘the peace virus’ by developing staff training in violence reduction/ behaviour improvement.

8. Involving parents - Engaging the support of parents and achieving congruity of values between home and school.

9. Involving the local community – Case studies of community involvement and how partnerships can be applied across cultures and boundaries.

The components of the existing NCfLB ViRIS TOT training programme and accompanying trainer handbook

1. Personal planning for the workshop and assessment of the current issues of violence in schools

2. The Facilitators Reference Guide - Training methodology The 5 Stage learning process. Applying Solution Focused Approaches-

3. The Facilitator Reference Guide - Learning styles Effective group working and Conflict resolution

4. Getting started - A European perspective on factors effecting school violence/behaviour improvement

5. Finding out more - The well organised school – a model for Self Review and the principles and values it includes.

6. Exploring an audit instrument and its application

7. Tailoring an audit instrument to meet local priorities. Effective action planning and monitoring following an audit

8. Agreeing and applying policy. - Creating a school climate of non violence through whole school policy.

9. What should be taught - Using the school curriculum to support violence reduction and improve behaviour for learning.

10. Involving pupils - Developing pupil led strategies to reduce violence and improve behaviour in school.

11. Protecting children. - Making the school environment safe.

12. Supporting school staff. - Planting ‘the peace virus’ by developing staff training in violence reduction/ behaviour improvement.

13. Involving participants - Engaging the support of participants and achieving congruity of values between home and school.

14. Involving the local community – Case studies of community involvement and how partnerships can be applied across cultures and boundaries.

15. Planning for multiplying and arrangements for ongoing support

C. Plenary Sessions and Consultations:

• Effective training methodology • Planning and delivering a training programme

Evaluation

Facilitators who attend the workshop start wit a self evaluation of their current knowledge, understanding and Skills followed by a personal learning plan for the workshop. At the end of the workshop they repeat the evaluation to assess their personal development before completing a work plan to build on their strengths and implement training in their educational setting.

The workshop itself is evaluated daily so that Master Facilitators can assess progress and adjust the programme in response to feedback from Facilitators attending the workshop.

A final evaluation from Facilitators helps to assess the outcomes of the workshop and to inform further development of the programme







Appendix 8.

Seal Adaptation

An SEL Programme adapted from the UK SEAL programme by NCfLB for use in other countries

The four core elements in the programme

Any SEL programme has elements that are taught and elements that students assimilate, learn from experience and develop by observing how other people behave.

A taught curriculum is not by itself sufficient to bring about changes in behaviour – while students might understand a particular skill (e.g. that they should express their feelings appropriately) to actually use the skill they need:

to see it modelled

to have lots of opportunities to practise it

to try it out in a safe environment.

The programme therefore requires a whole-school approach involving all students, all staff (not only teachers), parents/carers and other stakeholders.

An effective programme consists of four inter-related core elements:

Ethos Staff Modelling

Taught curriculum Reinforcement

Ethos – ensuring a positive ethos for SEL means paying attention to the quality of relationships in the school, to the language people (both students and adults) use and the way they communicate with one another, and to a physical and emotional environment for learning in which students can feel safe, happy and cared for,

Staff modelling - means that staff consistently demonstrate good social and emotional skills in all their interactions with students, with one another, with parents/carers and with other stakeholders. This is not easy and, if they are to do it, they need support and the school must take steps to promote and ensure their emotional health and well-being.

Taught curriculum – if all students are to receive their entitlement to SEL, this cannot be left to chance. Whilst all good teaching implicitly provides opportunities for SEL, it is necessary to implement a planned, structured curriculum to ensure that all the necessary skills are explicitly taught to everyone.

Reinforcement – the taught elements of SEL will not have impact if they are out of tune with what happens in other areas of the curriculum. It is possible to provide opportunities for SEL and to encourage students to practise their social and emotional skills in all lessons. It is also important that parents/carers understand the programme and are helped to continue SEL with their children at home.

Providing for all students

Whilst all students will benefit from SEL in school, and all should have access to it, there will be some who need additional help to develop their social and emotional skills. An effective programme will therefore provide this and include:

1. Teaching and reinforcement of social and emotional skills for all students across the curriculum. Effective whole school policies and strategies to promote emotional health and wellbeing. Involvement of parents/carers and other stakeholders.

2. Small- group work for students who need additional help to develop their social and emotional skills. Involvement of, and additional support for, their parents/carers.

Providing a structured programme

In order to implement and reinforce the taught curriculum within a supportive environment, the SEL programme suggests:

Seven whole-school themes Staff development for each whole-school theme

A whole-school assembly to launch each theme

Teaching and learning activities in each age group

Additional work for small groups

Cross-curricular and whole school reinforcement

Involvement of family and local people

It therefore provides materials for:

Staff training sessions

Assemblies

Curriculum classwork for different ages + supporting resources (posters/pictures etc.)

Additional work for students who need more support

Ideas to send home

The curriculum focuses on seven themes and returns to them each year so that, as students grow and mature, they re-visit them and increase their understanding with activities appropriate for their developmental stage. The activities are designed to cover the five social and emotional aspects of learning - self-awareness; managing feelings; motivation; empathy and social skills

Theme Social and emotional aspects of learning

covered by the theme

1. New beginnings - offers students the opportunity to see themselves as valued individuals within a community, and to contribute to shaping a welcoming, safe and fair learning community for all. Students explore feelings of happiness and excitement, sadness, anxiety and fearfulness, while learning (and putting into practice) shared models for ‘calming down’ and ‘problem solving’.

Empathy

Self-awareness

Motivation

Social skills

2. Getting on and falling out - develops the ethos of the classroom – extending the work of Theme 1, “New beginnings”, on cooperation and valuing diversity, and focusing on four key content areas: developing the social skills of friendship, working well together in a group, managing anger and resolving conflict.

Managing feelings

Empathy

Social skills

3. Say “No” to bullying – focuses on what bullying is; how it feels; why people bully; how we can prevent and respond to it; and how students can use their social, emotional and behavioural skills to tackle this crucial problem.

Empathy

Self-awareness

Social skills

4. Going for Goals! - gives an important opportunity for all students’ abilities, qualities and strengths to be valued and for students to reflect on themselves as individuals, particularly to recognise their strengths as learners, and how they learn most effectively.

Motivation

Self-awareness

5. Good to be me - explores feelings in the context of the child as an individual, As well as considering their strengths and weaknesses as learners, students are helped to understanding feelings, and why

Self-awareness

Managing feelings

and how they lead us to behave the way we do –particularly the feelings of being excited, proud, surprised, hopeful, disappointed, worried and anxious.

Empathy

6. Relationships -explores feelings within the context of our important relationships including family and friends. In addition, there is a focus throughout the theme on helping students understand the feelings associated with an experience that we all need to cope with at some time: that of loss – whether of a favourite possession, a friend, a family home, or a loved one.

Self-awareness

Managing feelings

Empathy

7. Changes - tackles the issue of change and aims to equip students with an understanding of different types of change, positive and negative, and common human responses to it. The theme seeks to develop students’ ability to understand and manage the feelings associated with change.

Motivation

Social skills

Managing feelings







Appendix 9.

Activity B

Resource sheet 1.6

Writing school policy to create a positive whole-school climate

One way of constructing a policy is to write a paragraph which will answer each of a series of questions. How does your policy answer the following?

Write 1 sentence in each box that you can use for your presentation to an audience.

What is your definition of violence – what behaviours does this policy cover?

What are the principles underlying the policy and how do they apply to the whole-school community?

How do these principles relate to the school’s overall aims and curriculum?

How does the policy promote effective learning and teaching about violence avoidance and conflict resolution?

What are the roles and responsibilities of the school leaders, staff, students and parents/carers in promoting an ethos of violence reduction?

How does the school set high standards of non-violent behaviour for students?

How are rewards used to encourage violence reduction?

How are sanctions used to discourage violence?

What support is available for students whose violent behaviour reflects significant learning or personal problems?

What support and training is available to help staff manage incidents of student violence?

What support is available for parents/carers who wish to learn more about how to manage violent behaviour?

How are staff, parents/carers and students involved and consulted when the policy is formulated or revised?

What resources does the school invest in creating an atmosphere in the school so that violence will not occur?

How is the policy monitored and reviewed? How will the school know that it is effective?







Appendix 10.

Behaviour-Theme and Priority Area Diagram

THEME PRIORITY AREA

WHOLE SCHOOLS

BEHAVIOUR POLICY Content/Template/Exemplars Links

HOMEPAGE

CURRICULUM

Content/Template/Exemplars Links

SCHOOL ETHOS


PARTNERSHIPS


RATIONALE

TEACHERS

CLASS MANAGEMENT Content/Template/Exemplars Links

INTERVENTIONS


REWARDS/SANCTIONS

Content/Template/Exemplars Links Links

TEACHING STYLES


GOOD NEWS

PUPILS

VOICE & EMPOWERMENT Content/Template/Exemplars Links

SEAL

Content/Template/Exemplars

Content/Template/Exemplars

Links

LEARNING STYLES


SELF-MONITORING


GLOSSARY

PARENTS

HOME-SCHOOL LINKS Content/Template/Exemplars Links

PARENT TRAINING


PARENTS IN CLASS


OUT-OF-SCHOOL ACTIVITY


NATIONAL POLICY

COMMUNITIES

SPECIALIST HELP Content/Template/Exemplars Links

SCHOOL CLUSTERS


IN-SERVICE TRAINING


NOTICE BOARD

LOCAL PEOPLE /NGOs


LINKS

NATIONAL AGENCIES Content/Template/Exemplars Links

RESOURCE BANKS


INTERNATIONAL LINKS


USEFUL CONTACTS








Appendix 11.

Day 3-Reflections Sheet

Reflections Sheet: Indicators & Outcomes for a Model School

Adana Workshop (Day 3)

Given the relatively short time at our disposal during these visits, we need to adopt a ‘smart’ (Simplified but Meaningful and Accurate Reporting Tactic) approach to this exercise.

To explain, we cannot hope to secure reliable data which can be of value for instrument development if we do not listen to what teachers/school-leaders are saying when we direct a small number of simple questions to them.

But we must have a clearly defined purpose in collecting this information. It must accurately reflect the real situation in schools. We must also ensure that our reporting is accessible to all of us – any cultural/linguistic misunderstandings need to be carefully identified and dealt with)

We must secure information on the 3 key areas of ‘Social & Emotional Learning’ (SEL). These can easily be ‘mapped’ onto the components we are seeking to develop to define a ‘Model School’

A. The ‘outcomes’ for children

1. Can you describe what you think is meant by the term SEL?

2. Can you explain what you look for when trying to establish how emotionally secure a child is within the classroom?

3. What are the clues or pointers to indicate that a child is unhappy?

4. How do you try to actively respond to such a situation?

5. Do teachers teach any activities or ‘lessons’ on aspects of SEL?

6. What support or additional facilities do teachers need in order to promote a greater sense of wellbeing amongst children?

7. Do the children of ‘minority’ or ‘marginalised’ families display any additional needs? Can you give examples?

8. Do teachers make any changes to the way they teach or offer any additional support to children of ‘minority’ or ‘marginalised’ families?

B. The ethos / climate in the school

1. How would you describe a positive climate in the school and the way the staff establish the best conditions for learning?

2. Can you describe what things in the school buildings/grounds help to make children feel happy and safe?

3. Is there an agreement amongst all of the teachers about how teaching can help promote well-being?

4. How do you assist in developing this wider (whole-school) understanding by teachers?

5. How do teachers show the children that SEL applies to everybody?

6. Can you describe the school’s involvement with parents / carers / extended families and others in the community?

7. Does the school have an agreed way of ensuring that children from migrant families can best be supported?

8. Does the school make any special provision for these children that you would not normally find in a school in this county with very few children of migrant families?

C. School organisation (management) and leadership

1. Does the school leadership have a policy in the school which provides information to all staff and parents about children’s wellbeing?

2. How can the school leadership make sure that all teachers are promoting wellbeing in children – how do they show you that they are setting a good example?

3. What would the school leadership do if it was felt that a teacher was neglecting the needs of a particular group of children?

4. How does the school leadership try to make a school a place where children feel safe and happy to learn?

5. What does the school leadership do to include all parents or carers (e.g. grandparents) in the life of the school?

6. How does the school leadership know when things go well…or not so well?

7. Is it important to have a particular policy for meeting the social & emotional needs of the children? Which policies?







Appendix 12.

e-VIRIS SUMMARY

The NCfLB electronic Violence Reduction in Schools Review

The NCfLB e-ViRIS Review is a flexible package comprising:

• An electronic on- line review, validated and designed to identify:

a. The levels and nature of violence in schools or other children’s institution

b. How well organised the school is to achieve improvements in behaviour and a reduction in violence

• Self review questionnaires and interview schedules adapted to meet cultural norms and specific national and local requirements

• Cascade training in how to engage the whole school in the review and achieve results with minimum cost in time and effort

• Advice about creating an action plan following the review

• Continuity with staff training about the school improvement cycle in the national violence training programme

• A central database for ongoing collection of data and national monitoring of progress in violence reduction (avoiding the need for costly and time consuming national surveys)

The e-ViRIS Review package is therefore much more than a set of questionnaires. The elements of the package can be supplied in combinations to suit the particular requirements of a country or region

Background

The Violence Reduction in Schools Programme is designed to support initiatives by governments and ministries who wish to establish whole school approaches to violence reduction. It is aimed at assisting senior staff in schools with their responsibility to create a climate of harmony where violence is not expected, experienced or tolerated

A pack of training materials is used by an international team organised by The Northampton Centre for Learning Behaviour to train Lead Facilitators (who are usually experienced teacher trainers) in a country. They are taught how to implement the ViRIS programme effectively so that they can establish a cascade training programme for Facilitators (who are usually senior staff in schools and other children’s services). The training prepares Facilitators in schools to:

a. Carry out a Self Review of the level and nature of violence in an institution

b. Identify how well prepared the school is to reduce violence

c. Implement an action plan based on the Self Review

d. Train all staff in how to establish a climate for children that is free from violence

e. Train all staff in how to respond to violence in ways that prevent a recurrence

The e-ViRIS School Self Review

The e-ViRIS School Self Review achieves the first 3 outcomes of the Violence Reduction in Schools Programme (a, b and c above). It is an economic and time efficient on-line review instrument for use by schools who do not wish to develop their own self review.

The review is equally effective in primary or secondary schools and in many other educational settings

In addition to assessing levels and types of violence, the e-ViRIS School Self Review helps schools and children’s services to analyse how well they are organised to achieve improvements. The e-ViRIS School Self Review generates a targeted action plan so that areas of greatest concern are improved first.

The process of designing and producing a school self review and then implementing it can be very time consuming. Schools are unlikely to use even a simple self review that requires a large amount of staff time and energy to collect and analyse data. The e-ViRIS self review is carried out on-line and is built around a powerful database that provides easy entry of data and swift analysis of the results

In addition to identifying areas of the school for improvement the eViRIS self review emphasises the strengths of the school. It encourages everyone to feel confident and to celebrate existing success before drawing up an action plan to build on the strengths of the school in order to achieve improvements in areas that are less successful

An on-line Self Review

Great care has been taken to make the review process simple and time efficient:

Web Server

1) Evidence Collection:

Stage 1 – Questionnaires

Stage 2 – Interviews,

Observations, Document

analysis

2) Automatic collation

of results based on

input3) Analysis of

results

Self Review Mechanism

A partnership with the Education Department

The self review is held on a database at the Education Department centre and accessed by individual schools. Schools have password protected private access and, by agreement, data can be collated by the Education Department, allowing them to monitor progress and analyse trends locally or nationally.

System Owner

Database

1) Create new School

2) Create Schools Administrator

School

1) Log into own area

2) Create a new Self Review

3) Add evidence to a Self Review

4) Analyse results of Self Review

Owner / School Capabilities

A flexible review instrument

The E-ViRIS self review can be adapted to analyse any aspects of the school that the reviewers choose. Training is provided for the system administrators to assist schools who wish to adapt

questionnaires to suit their particular needs.

Example questionnaire

structure

Database

Evidence Collection Example

An example section from a 6 section interview schedule for interviewing the school’s Principal and other Senior Leaders

The on-line programme has a facility for the country, region, or if desired, the individual school to construct questions in the questionnaires and interview schedule in order to focus on the areas of interest that need to be reviewed. This example relates to a school that has been implementing a strategy for a number of years and wishes to know how well established it’s action plan has

become.

S

E

C

T

I

O

N

6

P

U

P

I

L

S

U

P

P

O

R

T

1. School promotes and teaches positive peer-peer, peer - adult and adult-

adult relationships

2. Pupils appreciate the importance of good relationships

3. Pupils are encouraged to develop self responsibility

4. Younger Pupils are given additional support by all in the community (eg.

buddy system)

5. Pupils are taught problem solving and conflict resolution skills

6. Peer support / buddy systems are well organized and effective

7. Special provision is made for developing pro-social skills in pupils who are

most at risk of developing violent behaviour

8. Support is effective for Pupils who display bullying behaviour

9. Support is effective for Pupils subject to bullying

10. Support structures exist for those Pupils who are at risk from violence – the

isolated / disenfranchised /‘at the margins’

11. Pupils are aware of these structures and understand their rationale

12. Imaginative use of all available outside support agencies for those Pupils

with anger management issues; conflict resolution etc

13. Conflicts – both adult and Pupil resolved through use of Restorative

Approaches

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4--3--2--1

4--3--2--1

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4--3--2--1

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4--3--2--1

4--3--2--1

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4--3--2--1

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4--3--2--1

The model of a well organised school:

The self review is based on questionnaires and group interviews that triangulate data to examine all aspects of a well organised school based on the following model

PPT 1 27

Communication

e.g. School

design aids

safety and

security

e.g. The values

of the school

promote

convivencia

Whole school

principles and

written policies

e.g.School has

systems for

praising non –

violent

behaviour

e.g. roles and

responsibilities

are clearly

defined

e.g. school has

clear sanctions

for correcting

violent

behaviour

Learning and

teaching for

groups

e.g. Staff model

non-violence

when correcting

pupils

e.g. Pupils are

taught Social

Emotional and

Behavioural

skills

e.g. Expectations

of convivencia

are understood

by all

e.g. Pupils can

easily find

support when

needed

e.g. Sanctions

are applied to

take account of

individual

circumstances

e.g. Pupils are

encouraged to

care for others

e.g. Pupils

receive

counselling

about pro-social

behaviour

Learning and

Teaching for

Individuals

Pupil support

systems

e.g. Regular

communication

with the family

e.g. A buddy

system is

established

e.g. Referral to

outside

agencies for

specialist

support

e.g. Organised

pastoral time

is part of the

school day

Monito

ring, E

valu

atio

n a

nd P

roble

m S

olv

ing s

yste

ms

at a

ll of th

ese le

vels

Promoting convivencia and pro-social behaviour : A whole school model

All the above areas are underpinned by support / training for staffStaff support

systems

Motivation Correction Organisation

The e-ViRIS self review asks questions to help analyse 80 features of a well organised school divided into 6 areas

1. Whole school policy, principles and values (12 features)

2. Learning and teaching – putting policy into practice (11 features)

3. Organisation (15 features)

4. Pupil Support systems (17 features)

5. Staff Support systems (11 features)

6. Monitoring and Evaluation (11 features)

Training in how to engage the support of the whole school for the Review

Within the ViRIS training programme there is extensive training for the Facilitator in each school in all aspects of carrying out and using a School Self Review to maximum effect. The training is not only about the mechanics of carrying out a review effectively, it also includes the human side of the exercise – how to gain the support and willing participation of all partners in the school including parents teachers pupils and the school’s wider community.

It is a common experience that the process of carrying out a review itself supports the school’s initiative to reduce violence and all Facilitators are trained to get the most benefit from the review

process. Results are presented graphically

Results can be analysed in a variety of ways to identify which aspects of the school organisation are strengths and which need improvement. Analysis is possible at a wide variety of level. For example:

Written

Policy

Policy into

practice

Organisation.

factorsStudent

support

Staff support Monitor and

Evaluate

Qu 1 :To what extent have you witnessed verbal bullying and intimidation in the last four weeks?

0

1

2

3

4

5

Question 1 question 2 question 3 question 4

pupil

staff

parent

Community

SLT

The analysis of results assists schiools to draw up an action plan.

The self review outcomes are supported by a direct link to the training sessions in the ViRIS programme so that senior leaders in schools have materials with which to train staff and to implement the action plan in ways that will bring direct benefit to the pupils in the school

Written

Policy

Policy into

practice

Organisation.

factorsStudent

support

Staff support Monitor and

Evaluate

Action Plan

To improve the quality and

availability of policy guidance

To involve all sections of the

school community in

development

To monitor the effectiveness

of the policy when written

Link to ViRIS training unit:

Agreeing and applying Policy

Training in administering the School Self Review and implementing the action plan is provided by the ViRIS programme.







Appendix 13.

Day 3 Activity

AT THE HEART OF A MODEL SCHOOL: A ‘GOOD TEACHER’

Teachers are important and make a difference. The quality of teaching is a crucial factor in promoting effective learning in schools. Effective teaching requires individuals who are academically able and who care about the well-being of children and youth.

Points Arising from Research

The most powerful single factor that enhances achievement is feedback – positive, encouraging, clearly targeted. The setting of appropriate, specific and challenging goals is critical. Effective teachers make purpose and content explicit, plan carefully, use systematic assessment and feedback, make connections, encourage children to think about thinking and model what they want the children to do.

Key Elements of What makes a good teacher?

Research detailing the direct effect of good teaching on pupils is difficult to assess, as relating ‘good teaching’ directly to higher attainment in pupils is almost impossible to verify. However there are many attempts to analyse what constitutes a ‘good teacher’. The following points are generally agreed to have an impact on pupils:

Subject Matter Knowledge

Highly knowledgeable and up to date in their subject area, but do not pretend to know it all, willing to learn from pupils

Teachers’ repertoires of best practices

Provide learner with clear tasks, goals, and requirement and inform them of progress made.

Encourage pupils to think, to make connections, to practise and reinforce, to learn from other learners and to feel that if they make mistakes they will not be ridiculed or treated negatively

Promote pupil participation through problem solving, questioning, discussion and “buzz group” activities

Treat all pupil questions seriously and do not intimidate or ridicule

Use regular informal assessment strategies including a range of types of questioning, observation and listening in

Understand that, since individuals learn at different rates and in different ways, we need to provide a variety of activities, tasks and pace of work, and monitor and evaluate children’s progress

Use breaks and activities to engage pupils’ thinking and interest

Turn to reading and research for fresh insights and relating these to their classroom and school

Work in a shared and collegial way with other staff

Personal qualities

Demonstrate an empathy with pupil thinking, anticipate misconceptions and allow pupils to develop understanding in a variety of ways Observe pupils in class for signs that they are failing to keep up, are bored, or are not understanding Show flexibility in responding to pupil needs Genuinely want pupils to learn, understand and develop critical thinking abilities, as well as master content or learn skills Encourage pupils to take an active role in working through difficulties and take time to work through concepts in detail with those who have difficulties Teachers who show enthusiasm for subject, professional area and teaching role motivate pupils as they look forward to coming to that class Highly effective teachers are viewed as “easy going”, “relaxed”, with an “open” manner. This brings a relaxed atmosphere to the classroom Communicate effectively Are resourceful and positive and adopt a problem-solving approach Are creative and imaginative and have an open attitude to change Are systematic and well organised, focused, determined and hardworking Demonstrate empathy and fairness, are caring and approachable

ADAPTED FROM: http://www.highlandschools-virtualib.org.uk/ltt/inclusive_enjoyable/teacher.htm

DISCUSSION & FEEDBACK ACTIVITY

Spend 20 minutes in PAIRS discussing the list. Identify those themes which you believe are of CRITICAL importance and place them in order of importance.

Report as a whole group, each pair of discussants summarising the key features they have identified (60 minutes).

Elect a CHAIRPERSON. You now have a further 40 minutes to re-order your list as priority qualities of a ‘good teacher’

Enter a summary of your discussion in your course notebook (30 minutes)

NB. When discussing the list you have been given. Please try to provide examples of the things you talk about – concrete ideas are easier to model than abstract concepts!

http://www.highlandschools-virtualib.org.uk/ltt/inclusive_enjoyable/teacher.htm

http://www.highlandschools-virtualib.org.uk/ltt/inclusive_enjoyable/teacher.htm







Appendix 1.

Day 1 School violence reduction leader training

PPT

1

Violence Reduction in Turkish Schools: towards a ‘model school’

Adana Workshop, June‐July, 2014

1.2

What we can learn from solution focused therapy

Adults and children with problems are most helped by• talking about the future, not the past • describing what they want in their lives• discovering what has worked for them• focusing on what is changeable• concentrating on non‐problem behaviour, competences,

personal strengths

Problem focused and solution focused questions

Problem focused

How can I help you?Could you tell me about the problem?Can you tell me more about the problem?How can we understand the problem in the light of the past?What are the barriers to improvement?How big is the problem?What effects does it have on people?

Solution focusedHow will you know that things are improving?What would you like to change?What is the main issue on which you want to concentrate?Can we discover exceptions to the problem?What will the future look like without the problem?How can we use your skills and qualities?Have we achieved enough to be satisfied ?

1.8

1.4

ScalingWork with a partnerThink of a problem that you have at the moment. Tell your partner about it briefly

On a scale of 0‐10, where would you put it?

0 1 2 3 4 5 6 7 8 9 10BAD NOT APROBLEM PROBLEM

What is violence?• Is violence necessarily physical?• Is violence necessarily against a person?• Does violence have to cause damage or just threaten to do

so?• Can a violent action be legal?• Must violence be done by a person or can it be done

impersonally by an organisation?• How serious must harm be before we say it is violence?

1.5

Factors that affect the school climateWork in groups. List the influential factors under each of these headings:

Student –relatedAdult‐relatedFacilities/buildings relatedOutside school/ community –related

1.6

The improvement cycle for violence reduction

1.7

School self evaluation

Staff training and implementation of

the plan

Violence reduction

workshop for school leaders

Action plan for violence reduction

Violence reduction for

children

Benefits of a self reviewA self review :• Helps a school to be clear about what it is doing• Provides evidence as to whether it is doing the right things• Provides evidence as to whether what they are doing is

having a positive impact• Helps a school identify problems• Supports a school in working together to improve

1.8

An effective review• takes a broad view• involves all stakeholders• uses data from several sources• is not too complex• produces results that are easy to analyse• supports an action plan• enables regular monitoring.

The results should be owned by the school

1.27

Characteristics of an effective review

Model of a well organised school

Communication Motivation Correction Organisation

Principles and policiesLearning and teaching for groupsStaff support systemsLearning and teaching for individualsPupil support systems

Monitoring, evaluation and problem solving

1. 10

Questions raised by the model• Do staff and pupils know how they are supposed to behave?• Is communication about these expectations clear and effective

at all levels?• Do staff and pupils feel motivated and supported to

reduce violent behaviour and promote convivencia?• Are their mistakes or misbehaviours corrected effectively and

with dignity?• Is the school and all aspects of it – classrooms for example –

organised in such a way that convivencia is promoted andviolence reduced?

• Does the school monitor what is happening and act upon thisinformation?

1. 11







Appendix 2.

Day 2 School violence reduction leader training

PPT

Violence Reduction in Turkish Schools: Leadership Perspectives

Adana Workshop June/July 2014

2.1

Goleman’s leadership styles

1. Coercive2. Authoritative3. Affiliative4. Democratic5. Pace‐setting6. Coaching

2.3

Leadership styles

• No styles are ‘good’ or ‘bad’ they all have their uses. • To be effective, a leader has to use the style that is appropriate

for the situation. • Good leaders use a range of styles.

2.5

Qualities of a good leader

• With a partner, write down the qualities (the skills, competencies or attributes) of a good leader and manager

• Be specific & provide examples if you can

2.6

Social and emotional aspects of learning (& leadership…)

Five social and emotional aspects of learning are: • self‐awareness • managing feelings • motivation • empathy • social skills

2.5

Outcomes of an SEL programme

Awareness and valuing of:

selfothersbelonging to groups

2.6

Management of:

selfrelationshipsbelonging to groups

Four core elements of SEL• A positive ethos of

convivencia• Staff who have good SEL

skills and who model the skills for young people

• A structured curriculum to teach the skills

• The reinforcement and celebration of the skills in every curriculum area

2.7

Reinforcement of SEL skills across the curriculum

A structured curriculum to teach the skills of social and emotional learning (SEL)

A positive ethos of convivencia

Staff emotional health and wellbeing.

Staff Role‐modelling

SEL grows like an iceberg

2.19

Taught programme to develop students’ skills

Reinforcement throughout the curriculum

Teacher skills and ability to act as role models

ETHOS

Creating a safe environment for learning

Safety at school means that students are not only protected but that they have a feeling of safety, can enter into dialogue with their teachers and have a place where they can build self‐confidence.

How can feelings of safety be promoted?

2.9

2.10


Whole school approach: • Style and quality of leadership and management practice;• Quality and delivery of curriculum;• Organisation of social areas;• Procedures to deal with bullying incidents;• Children building relationships with self and others.

2.11


4 types of solution:

• Physical security steps – e.g. installing fences• Changing adult behaviours – e.g. staff patrol patterns• Changing student behaviours – e.g. managing strong emotions (fear, anger) or assertiveness training

• Working with community agencies – e.g. police

2.12


In a violent environment there is:

• Verbal abuse• Disruptive classroom behaviour• Bullying (of students and staff by students and staff)

Students’ views of teacher behaviourStudents said that teachers should:• show interest outside their subject matter;• avoid being boring;• share an occasional joke;• relate to topical events, and/or student’s interests and culture;• set clear limits and standards;• take consistent action if regulations are violated;• give students a positive signal when they display pro‐social

behaviour;• give students a warning before punishing anti‐social behaviour;• act consistently and treat students fairly;• listen actively to students, taking their opinions seriously;• are “modern” (even as far as clothing is concerned).

2.13

PPT 11 14


Other strategies:• Home – School – Environment Project• Identification of those at risk of involvement in violence

– Anger management– Assertiveness

• Using the Arts• Wider professional support network







Appendix 3.

Reducing Violence against Children in

Schools

NCfLB - Learning behaviour together

“I object to violence because, when it appears to do good, the good is only temporary; the evil it does is permanent.” Mahatma Gandhi (1869 – 1948)

Reducing Violence Against Children in Schools

Adana, 2014


Reducing VAC in Schools and the Equity Agenda

• In order to achieve equity and do away with social exclusion we need to address the underlying factors that affect all sectors. Experience and evidence demonstrate the urgent need to improve the design and targeting of preventive interventions, to address the underlying social and structural norms, and to strengthen systems for enhanced prevention and response across all aspects of programmes, policies, and communication and advocacy. UNICEF Equity and Child Protection (2011)

• UNICEF’s approach to equity in education involves removing barriers, within and outside education systems to provide equitable educational and learning opportunities for all, with particular attention to marginalized children. The focus on equity strengthens education as an empowering and transforming influence challenging the reproduction of commonly accepted values and social norms that may be antithetical to human rights. Significantly this entails working across communities – and in particular sustaining the commitment and capacities within schools and communities. ‐ UNICEF Equity and Education Strategy (2011)


Why prioritise VAC in schools?

1. The 2006 Secretary General’s VAC report follows the CRC (Art. 19 ‐ protection; Art 28. ‐ right to education) and informs ongoing actions.

2. The reduction of VAC in schools is at the heart of the equity agenda.

3. Inter‐sectoral and comprehensive actions are essential – upstream and downstream ‐ to change cultural practices, beliefs and social norms.

4. Country school systems provide an infrastructure to help address the problem in school ‐ and, by outreach, in the home and community. Education is the solution, Schools are the vehicle.

5. Achievable outcomes can galvanise action to implement Child Friendly Schools.

6. Programmes to reduce VAC in schools are highly cost effective when account is taken of the long‐term cost to society of children who are abused and, amongst other consequences, learn to behave in violent ways themselves.

7. The impact of VAC in schools on the lives of children is a “double whammy”.

Long term psycho ‐ social damage.

Lifelong damage to learning and achievement.

Unhappy children do not learn

3


Dimensions and trends in school‐based violence ‐ An overview of recent research and other international literature

1. Definition

2. Context

3. Cause

4. Incidence

5. Impact

6. Risk insulation factors

7. Interventions

4


Dimensions and trends in school‐based violence

1. Definition ‐ p3 ‐ The aim of violence in schools programmes becomes the creation of convivençia rather than the elimination of violence. (p.3)

2. Context ‐ p4 ‐ School violence and responses to it are seen as the product of interplay between several, interconnected influences or ‘sub‐systems.

3. Cause ‐ p5 ‐The complex causal factors beyond the school provide the context within which the ‘micro‐system’ of the school operates. There are relatively few instances of single‐cause explanations.

4. Incidence ‐ p5 ‐ Violence is occurring at a high rate in developing countries …which refutes the commonly‐held view that violence is primarily an issue of industrialized countries.

5. Impact ‐ p6 ‐ UNESCO (2009) highlighted four categories of violence affecting the physical, intellectual and emotional growth of children. ….Physical or corporal punishment is linked to slow development of social skills, depression, anxiety, aggressive behaviour and a lack of empathy or caring for others…..


Dimensions and trends in school-based violence

6. Risk insulation factors ‐ p7 ‐ ‘As with other strategies to combat violence, there is also a broad global consensus regarding the efficacy of adopting a positive, enabling response, rather than a punitive approach’ Save the Children (2005)

7. Interventions ‐ p9 ‐ The UN Study is a framework for action – strengthening child protection systems and changing practices and norms that are harmful to children. The specific recommendations for schools are:a. safe and child‐friendly school environmentb. rights‐based curricula based on CRC.c. promotion of non‐violent values and learned behaviour.d. adoption and implementation of codes of conduct. e. emphasis on non‐violent teaching and learning strategies. f. use of specific whole‐school programmes .g. recognising the importance of the role of school principals and teachers. (p.9)

Programmes have other effects, including reduced truancy and improvements in school achievement, “problem behaviour,” activity levels, attention problems, social skills, and internalising problems. (p.8)

Interventions, such as the UNICEF (2006) Child‐friendly Schools Programme and the Council of Europe (2006) Violence Reduction in Schools programme, are proving to be successful because they embody a holistic approach. (p.8)

6


The report and commentary on country programmes.

22 country programmes were analysed in a matrix covering 38 dimensions:

1. Context and overview.

2. Methodology.

3. Analysis of trends, patterns and features of programmes / projects reviewed.

4. Commentary on the analysis and review of research and other literature.

5. References.


Report and commentary 1. Context and overview:

1. Context and overview ‐ p.6

The content, form and style of materials analysed varied greatly from country to country, as did the scope of initial needs assessment and subsequent programme evaluation. However, the interventions described cover most of the features which the review of international research and literature shows to be effective in improving the wellbeing of children. (p.7)

There are relatively few examples of initiatives to implement all recommendations affecting the whole school environment and equity (although there are notable exceptions in Croatia, Macedonia, Serbia, and Uganda). (p.8)


Report and commentary 3. Analysis of trends 3. Analysis of trends

3.1 The incidences and nature of school violence ‐ p.11 ‐ The documentation provided by many of the countries in the survey sets concerns about violence against children in schools in the context of concerns about a culture of violence in society as a whole. Violence in the home is commonplace, even said to be a universally accepted practice (as appears to be the case in Bangladesh, Albania and Senegal) and children learn violent behaviour from parents as role models and, more insidiously, may come to believe that violence against them is deserved.

“When I’ve done wrong, and my mum’s beaten me, I’ve not been upset because I’ve deserved it. It served me right. I agree that, when we do wrong, they should beat us. It’ll serve us right, and we do deserve it. Otherwise, we won’t listen.”A fourteen‐year old girl, Korça from Concept note C.A.R.E. for our Children Tackling Domestics Violence in Albania

3.2 The identified causes ‐ p.12 ‐ There appears to be a widely accepted view in many of the country settings examined that a culture of violence in society and a long‐standing tradition of adult‐child violence are the main factors underpinning VAC. In a number of cases, war and conflict and displacement are identified as generating specific violent behaviours in children (as is suggested in Thailand).

3.4 Measuring success – programme/project review ‐ p.15 ‐ The evaluations from the countries surveyed are as variable as other aspects of the country programmes . For a majority of countries, the documentation provides little evidence of pre‐programme needs analysis to inform objectives or of robust evaluation of the outcomes of the programme to determine whether the objectives have been met.

3.5 Challenges & opportunities ‐ p.15 ‐ see list

9


Report and commentary 4. Commentary

4.1 The incidences and nature of school violence ‐ p.17 ‐ The guidance provided for schools in Uganda says that “corporal punishment is so common it has almost become invisible.” It goes on to explain why people feel the need to use it, what is wrong with it and why change is necessary. It then presents and elaborates an alternative – positive discipline in safer schools.

4.2 The identified causes ‐ p.20 ‐ In Jordan the Better Parenting Programme led to significant changes in parents’/carers’ attitudes and behaviour towards their children and is being followed by the Ma’An programme which aims to reduce violence in schools by transforming the basis of school discipline from an emphasis on rules to a focus on individual responsibility.

4.3 The form and effectiveness of responses to violence. Whole school initiatives ‐ p.23 ‐ In FYR Macedonia, the Schools Free from Violence programme contains all these elements. Starting in 2010, UNICEF has worked over two years in partnership with the Bureau of Education and an NGO to:

• Develop a training programme based on the Council of Europe Violence Reduction in Schools Programme. • Train a national team of lead facilitators who have trained two school leaders in each primary school. • Develop a school self review instrument coupled to a Child‐friendly Schools assessment.• Write national policy and a strategy which is distributed as protocols for all schools, making it a requirement that all schools

have policies and an action plan to reduce violence.• Establish an extensive website for sharing good practice and publicising the successes of the programme.• The Ministry of Education has responded to the momentum established by the programme and will extend it to secondary

schools with government funding.4.3.3 Features of effective programmes at country level ‐ p.26 ‐We will look at this together

4.4 Measuring success ‐ programme/project review ‐ p28 ‐ The evaluation report of the School without Violence project in Serbia made the interesting observation, relevant to all countries proposing to implement national schemes that the success of the programme decreased as its steps increased. It raises the question of timing – the need to consider the stage at which such a comprehensive external evaluation would be of most benefit to a programme.

10


Guidance note1.The context of VAC in schools ‐ p.3a. Reducing VAC in schools involves principles at the heart of the UNICEF equity agenda.

b. This guidance is part of a continuing programme of action in response to the 2006 VAC report.

c. There is growing international concern about VAC in schools.

d. Programmes to reduce VAC in schools can also raise attainment and are an effective way of supporting hard‐to‐reach children who are the prime concern of the equity agenda.

e. Existing country programmes are a rich source of good practice.

f. Schools are relatively safe and secure for children but there are alarming levels of VAC in schools worldwide including bullying, physical, mental, sexual and gender based abuse.

g. Sexual violence against girls is a particularly invidious form of “Unhappy children do not learn”.

h. VAC in schools has its origins in social norms and cultural practices of the community.

i. School systems can facilitate successful programmes to reduce VAC, which can be extended to cover other aspects of VAC and to reach other settings.

j. Inter‐sector programmes involving health, justice and social welfare should be coordinated.

k. Community partnerships, particularly with parents/carers, are essential.

l. Programmes to reduce VAC in schools bring wider benefits to other CRC initiatives

11


Guidance note

2. Some underpinning principles ‐ p.4a. Definitions of violence vary but all include the intention to harm.b. The prime purpose of schools is to promote learning. Unhappy children do not learn. c. Proactive responses are more effective than reactive responses.d. Schools should aim to create a climate of convivençia.e. Recognition and praise for pro‐social behaviour is effective; punishment for violence is not.f. VAC Interventions should address the causes in order to prevent recurrence.

3. Gaining support for programmes ‐ p.8a. Implementation of well‐designed and user‐friendly reviews of VAC in schools.b. Careful advocacy and awareness‐raising with the support of the media.c. The commitment and leadership of the programme by the relevant ministries.d. Practical support from NGOs and international agencies.

4. Promoting equity & inclusion for children with SEN or who are hard to reach ‐ p.9a. Inclusive school provision needs to be demonstrated transparently.b. Specific interventions need to be invoked, utilising a wide range of professional skills.c. Collaboration by stakeholders is vital for the success of school‐based programmes.

12


Guidance note

5. Features of effective programmes ‐ p.8

a. Programme design insures that the programme is aligned with national policy, uses effective training methodology and is sustained by the creation of ongoing learning communities.

b. Programme content includes training for school leaders in how to create a whole school environment of convivençia and how to respond to violence in ways that address the causes and help prevent recurrence.

c. The programme promotes support and protection for children who have suffered abuse outside the school by training school staff and trainee (student) teachers in how to identify signs of child abuse, how to support children who have been damaged and traumatised, and how to protect them from further abuse.

13


Guidance note

6. Monitoring and review ‐ p.10a. Monitoring, evaluation and review should be an integral part of the improvement cycle.b. Training should be provided in the use of a standardised instrument and the results collated

across schools to produce norms and other statistics as comparators for schools to use. 7. Sustaining development ‐ p.11

a. Establishing and maintaining ongoing learning networks.b. Programmes to reduce VAC in schools can be the starting point for other more wide ranging

programmes embodying the same principles and processes.c. Including ongoing training for parents.d. Extending the programme to other settings.

14







Appendix 4.

SEN- Wave 2

IBF in consortium with HIFAB, Norm Consulting, Early Years, YORET.

Bu proje Avrupa Birliği ve Türkiye Cumhuriyetitarafından finanse edilmektedir.

Technical Assistance for the Fight Against Violence Towards Children

Çocuğa Yönelik Şiddetin Önlenmesi Projesi

Çocuğa Yönelik Şiddetin Önlenmesi ProjesiFight against Violence towards Children

Çocuklar Sevgiyle Büyüsün!We Love Our Children!

“Wave 2” Approaches in Model school Settings

Adana WorkshopExpert Input




Needs met by adapted curriculum/pedagogy/responsesDifferentiation

Needs met in small clusters with associated needs

Additionally‐trained staff

Individual, specialist input




• Lack of knowledge of diverse influences/causes• Definitions & levels of need• Need for experienced/trained personnel• Acceptance of difference, value of inclusion• Social isolation• Adapted resources – beyond differentiation• Inter‐professional tensions/misunderstanding• Parental opposition• Financial constraints

Specific Challenges:




Range of Causes & Definitions

• Lack of knowledge of diverse influences/causes• Definitions & levels of need• Need for experienced/trained personnel• Acceptance of difference, value of inclusion• Social isolation• Adapted resources – beyond differentiation• Inter‐professional tensions/misunderstanding• Parental opposition• Financial constraints




• differentiated teaching, integrated & collaborative teaching, flexibility of teaching groups

• specific remedial teaching, a personal learning plan (IEP), directed personal support (e.g. TA)

• Supported engagement in school club activities, before and after school

• connections to school mission/training/staff development/whole school policies

Wave 1 Support




• greater strategic emphasis on remedial teaching• enhanced IEP• wider use of differentiation – (input/process/output)• small group work• external expertise• involvement of parents

Wave 2 Support




• intensified support is based on (written) pedagogical assessment by a multi‐professional team‐ the status of the pupil’s learning and school attendance as a whole

• support at Wave 3 is provided to enhance pedagogy, learning environment, and student well‐being consistent with their profile

Wave 3 Support




• reduce the SEL scope & level• recognise accessibility issues/alternative communication• focus on prioritised need, emphasised in IEP• assessing progress (smaller steps)• liaison with, involvement of, all school personnel

Possible strategies at Wave 2




Teşekkürler

Thank you







Appendix 5.

Challenges for SEAL development

IBF in consortium with HIFAB, Norm Consulting, Early Years, YORET.


Technical Assistance for the Fight Against Violence Towards Children

Çocuğa Yönelik Şiddetin Önlenmesi Projesi



Towards a ‘Model School’The Next Steps

Adana WorkshopDay 1




Generic challenges

• ‘Social & emotional well being’ (SEWB) is a widely used concept but has a weak theoretical basis. Yet it is at the heart of the ‘model school’

• There is relatively little data on SEWB; there is no information on age, gender, disability, ethnicity, sexuality, socio‐economic status (including migrants)

• Cultural and social‐status implications of SWEB are not well understood• Difficulties in making comparisons in SEWB using standard indicators in

widely variable contexts• Little emphasis in curriculum/pedagogy on SEWB• Absence of training at all levels• Focus on a single ‘programme’ – and a resulting narrowness of vision

(synergy needed)




• severity/incidence• grouping of children• Intervention• training

The importance of understanding a ‘wave’ approach




Challenges in SEAL development: Wave 1




• Effective Teaching for some (‘hard cases’ of inclusion)• Teacher preparedness (attitude)• Teacher preparedness (professional skills)• Developing a ‘common language’ and a school‐wide

approach that is ‘owned’ by all• Leadership skills/willingness to promote SEWB• Recognition that ALL children have SE needs

Wave 1 Challenges




• Defining the children – what is SEN?• Social & professional perceptions• Understanding the concept & value of ‘inclusive education’• Intervention techniques – ‘Intensifying Support’• Resource & personnel issues

Wave 2 Challenges




• Who qualifies? Accuracy of assessment• Intervention techniques – ‘Intensifying Support’• Resource & personnel issues• Acceptable exclusion?• Social understanding & responsibility for ‘difference’

Wave 3 Challenges




Teşekkürler

Thank you







Appendix 6.

Social Emotional Aspects of Learning

Social & Emotional Aspects of Learning: contributing to a ‘model school’

Adana June, 2014

SEL: two definitions“Social and emotional learning is the process through which children and young people …acquire knowledge, attitudes and skills to recognise & manage emotions, set & achieve positive goals, demonstrate care and concern for others, establish & maintain positive relationships, make responsible decisions, and handle interpersonal situations effectively” (Durlak& Weissberg, 2012)

“The underpinning qualities and skills that help us manage life and learning effectively. There are five social and emotional aspects of learning: self‐awareness, managing feelings, motivation, empathy and social‐skills” (DCSF, 2005)

2

Data‐generation dilemmas (i)

1. What do we mean by SEL for children and young people ? Clarity is required on theconceptualisation and construction of SEL and the theory and any sub‐constructs, bearing in mind that they may change over the life of the child, particularly into adolescence.

2. Identification of possible key national measures/indicators based on these constructs is an important component of the conceptualisation.

3. What are the policy and practice implications of analysing and reporting on such data, assuming it was to become available? The challenge is not just collecting national and internationally comparable data but how it is subsequently used and interpreted in policy and practice terms.

(Adapted from Conceptualisation of social and emotional wellbeing for children and young people, and policy implications (2010) Australian Government/Australian Institute for Health and Welfare)

3

Emergent recent themes

• Both within‐school and post‐school SEL programmes significantly improve pupils’ (i) attitude (ii) behaviour and (iii) academic learning

• Both primary & secondary pupils appear to benefit, irrespective of cultural/ethnic origin or behaviour difficulties

• Structured programmes (SAFE) are more successful – content & implementation

+ reinforcement & sustainability+ specific & targeted

4







Appendix 1.

1st and 3rd day post-it

1st day/post-it

Conscious- Interactive

It was the first time in my fifteen years’ education experience that I had a good working day.

Effective

It was good, I’m happy.

Busy schedule

A professional study to understand and solve the problem

Tired

Positive

Problem-solving

It will be useful.

Working with energetic people gave us positive energy.

I am happy to be part of this kind of activity.

So beautiful day.

Wonderful beginning. Communication was perfect.

It was useful study.

Groups started to know each other

Awareness

Awareness raising

Busy schedule but efficient and funny

Efficiency

It was so efficient, thanks

Perfect, I was desperate about violence, but now I am hopeful

The workshop was positive and the activities were helpful

Professional. It was an efficient study with different perspectives

I am happy to be here. It was so efficient day. Thanks.

It is raising awareness

I am happy to be here

Very good

Wonderful

Happy

I’am glad to be here, but the assignment may be done according to willingness.

Funny

Uncertainty

There are uncertainties.

Content and the planning are so good.

I’m very happy / Nice to meet you

It was a good working day

It was helpful

Interesting

Confused.

Day 3- afternoon session

What should be done to attract fathers to school? -Money is not collected at school. There should be some offers and preliminary information about general meeting.

-An information that an activity will be realized at school should be given to fathers and they should be invited.

-By communicating with the institutions that fathers working, specific days and hours should be determined for parents meetings.

-Duties and responsibilities should be given to the fathers related to social and cultural activities at school.

-Classroom father may be chosen.

-With couple of organizations, meetings may be realized for the improvement of schools.

- Film screenings may be realized which is limited with the participation of children and their fathers.

-Football matches may be played among fathers of school staff, school council and student’s parents.

-Discussing positive behaviours and notes at the meetings.

-Organization of training activities with male school staff, school directors and fathers.

-Making a presentation about the father’s job.

-Father’s day should be organized within the school year and celebrated at school.

-Organization of football matches among fathers (sport activities)

-Visit to father’s offices

-Increasing the economic cooperation among fathers

-Person who is dealing with the class should be chosen among fathers.

-Perception of the role by children that is displayed by father.

- Fathers should be worried about their children’s future.

-Competitions, activities, sportive activities may be organized under “Father-Child” theme.

-“Carrier Days” seminars may be organized for the fathers working in different jobs.

-A training may be given only for fathers.

-Instead of inviting them to school, visiting their offices might be better.

-Determination of the games of father’s childhood and by playing them, competitions may be organized and the winner may be rewarded.







Appendix 2.

Day 2-Questions- post it

DAY 2 Questions (Social – Emotional Leaning)

1. Please clarify 7 themes defined under social –emotional learning curriculum? 2. School leardership for development: please explain the delegated leadership “more clearly. 3. What do you mean with “coercive style”

1. Whom should we taken as respondent for the children with divorced families and violence behaviour?

2. How can we effectuate “Alo Children Line” ? who will be assigned to this initiative? Where will it be affiliated to?

3. We are aware of the importance of staff training. But how can we do this? Through which methods?

1. The issue namely “school policies and strategies is not mentioned in model school (why) 2. Student leadership should be included within the document more clearly and decisively. 3. How should the organization be developed for the intervention?

1. How much information on children and the types of problems can be disseminated to education staff within the school?

2. Could it be possible to organise special questionnaires to dissabled children/parents? 3. What kind of methods should be roles followed in identifed in staff training?

1. Identifying a common language. Starting change with language. Modelling of all staff is focused. Using positive expresions in language.

2. Giving Social research cadres in schools and educational districts. 3. Ensuring parents and social communities have ownership creating an awareness amongst

parents on “teacher for parents” Instead of contacting the parents only when a problem occurs, we should contact them all the time.

Post-it

1. Provides more experience 2. Full of information, planning and extence process, lets give break after lunch 3. Can be implemented in a good process 4. Result is success 5. I doubt that we will be able to bring out concrete products. 6. To share and make concrete 7. Very successful, concrete examples and sustainability provides hopes for the future 8. Effective 9. Sharing of information was good 10. Stated to become clear 11. Happy and boring 12. Useful 13. The trainers modesty is excellent 14. The recommendations of the groups were great 15. Yesterday I said helpful today I will say very helpful and fun 16. Tired but happy 17. I leaned information on practice oriented. Very nice 18. I could not participate yesterday and I am very happy to have participated today. 19. Yestesday was a very good day and so it is today.

20. I would like to thank Damla and our trainer guests 21. This workshop has enlightened me 22. A very good and effective day for me 23. It was good to include the participants in the process and make use of their experience 24. Very intense program but very active 25. Happy 26. Details are becoming clear 27. Everybody wants to do something on preventing violence against children 28. An efficient day for the purpose 29. Improving day and confusing 30. Efficient day. Thank you 31. It is good to keep continue learning 32. Full and intense program. I believe that the work has been helpful for me to improve myself.

There should definatey be a 15min break in the afternoon session. 33. Preschool (kindergarten) should also be included in this scope. 34. Where will the Preschool take place in the project. Are they within the scope of this project. 35. I learned what is in the definition of“ model school” 36. Happy ending 37. I understood better what a model school is. Thank you 38. The School is safer than the streets and neighbourhoods 39. Violence against children should start in preschool. I think this is very important. 40. The project is carefully planned and this is why it is more effective

I understood more that it can be applicable. (the more I read in details)







Appendix 3.

Day 3-post it

Day 3 Post-it words

1. Excellent 2. To continue with eager 3. It was very effective – thank you 4. Very good 5. It is taking shape 6. Pleasant 7. Scattered 8. I benefitted from the training 9. Examples from daily life were very significant 10. Original ideas 11. Fullfilling day 12. Illuminating 13. Leadership specifications 14. An intense day 15. Good 16. It’s complicaited 17. I understood that leadership has many specificaitons 18. ……continue…… 19. Promising 20. For Model School Leadership is a must 21. Happy 22. Perfect 23. I hope it ends good 24. We learned a lot of things 25. Pleasant 26. A day with intense program 27. There should be a break in afternoon session 28. Second session is tiring. Informative 29. I feel valued 30. We learned specificaitons of what a leader should have 31. Nourishing 32. 33. Instructive 34. Good 35. Nourishing 36. Positive 37. It was very efficient work 38. It has improved my interpretation strength







Appendix 4.

External Stakeholders

External stakeholders that should participate in the training process

Her grubun sıralaması öncelik sıralamasına göre yazılmıştır.

GROUP 1

1-Health Centres

2-Police stations

3-neighborhood-village Headman

4-Cultural Centres

5-Children’s park

6-sports courts, gym, sports facilities

7-Stationery, Shop, Restaurant

8-Public institutions and organizations

9-Pharmacies, Hospitals

10-Traffic training courses

11- Non-governmental organizations

12-cleaning companies, security companies

13-Cinema and theatre halls

14- Exhibition pages

15-Technical support services

16-Travel agents

17-Legal counselling centres

18-Universities

GROUP 2

1-Local authorities (It cannot be supported within existing structure)

2-Non-governmental organizations

3-Sport clubs

4-All other schools

5-Health Organizations

6-Universities

7-Organized industrial organizations

8-Provincial directorates of all the Ministries (Ex: Provincial Directorate of Youth and Sport)

8-All directorates of the ministries at the provincial level

(Example: Provincial Directorate of Youth and Sports)

9-Religious men

10-visual and written media

11-Occupational chambers

12-Commercial organizations (shopping malls)

13-Security Units (military, police)

GROUP 3

1-Police

2. Chief

3-Mosque

4-Volunteer Civil Society Organizations

5-Tradesmen

6-social facilities

7-Health Care Organizations

10-Municipality

11-University

GROUP 4

1-Chief


3-Religious men

4-Tradesmen

5-Community-based police officer

6-Health centres

7-Education volunteers

8-Social service experts

GROUP 5

1-Chief


3-Provincial directorate of health

4-Guidance research centres

5-graduate persons

6-Universities

7-Youth Centres

8-adult education centres

9-Municipality

10-Local press and media

GROUP 6


2-Tradesmen

3-official institutions


5-Municipalities

GROUP 7


2-official institutions

3-Chief

4-Municipalities

5-Tradesmen


7-Service drivers

8-Library offices

9-Universities

GROUP 8

1. Families live close to Training Institutions 2. Health Institutions 3. Safety and Security Forces 4. Resting and Playground areas 5. Stationary 6. Cakes, Bakery and catering 7. Libraries (According to techno system) 8. Sports Facilities 9. Local Government and other training units (Universities, Public Education Institutions,

Religious Institutions, Elderly Care House, Child Care Houses) 10. Markets (Small craftsman)

GROUP 9

1. Security Forces 2. Health Institutions 3. Municipalities, Public Institutions and enterprises 4. Chief 5. Mosques – İmam (Religious people) 6. Craftsman or enterprises near the school 7. NGO’s (Associations, chambers) 8. Universities 9. Nearby schools 10. Families and public 11. Local Media 12. Popular names as models

GROUP 10

1. Parents 2. Local Government (Chief, Municipalities) 3. Security Forces 4. Health Institutions 5. Schools (Secondary and High School) 6. Universities (Universities in the province or National or International) 7. Employers (especially for Vocational High School employment) 8. NGO’s (related with training) 9. Alumni’s (old graduates) 10. Clubs (Sports clubs, Art and Culture clubs 11. Child Monitoring Centres (Children who are under risk and who are involved in crimes 12. Social Assistance and Solidarity Foundation 13. Social Services and Child Protection Agency 14. Press 15. Authors and Artists







Appendix 5.

Model Leader

MODEL LEADER

1-He/She should have experiences in her/his field

2-A person who can define and interpret the physical and pyschological situation that he/she experienced.

3-A person who can create solutions and cares about ideas and thoughts of the stakeholders in crisis management.

4-The should be open willing to change,new developments,new learning ideas

5-Overlopping institutional benefits and personel expectations.

6-Being a model with his/her behaviours and studies.

7-İmprovement of a communication style which is appropriate the problem type.

8-Should be able to create self confidence notivation in their group.

9-Open to criticism

10-Shoul be able to control their emotions and anger

CHARACTERISTICS OF A LEADER

1-Using the curriculum in accordance with the needs of institutions which he/she is workin with.

2-Having organizational capability and be able to take risk.

3-Democratic,consistent

4-Having the ability of problem solving.

5-A person who cares about the communication and have good relationship with parents and school environment

6-Being a model

7-Should improve themselves,open the innovation creative

8-Motivator

9-Applying the rules

10-Win-win (loving people, every individual is valued, considering that it is necessary for anchorage)

LEADER

1-Having communiction capability

2-Having information on personal and social psychology

3-He/She should be confidental

4-Having an organization capability

5-He/She should have problem solution capability

6-He/She should be decisive and courages

7-Having information on time management

8-Analytical thinking and foresight

9-He/She should have positive thoughts and motivation.

10-He/She shoul be researcher and open to innovation.

Characteristic of the leader

1-Should be democratic,fair

2-Should be charismatic (clothing,behaviours)

3-Should have critical and analytical thinking ability.

4-Shoul be reachable and his/her communication channels shoul be open.

5-Should be decisive,settled,capable

6-Should be motivated,supporter and use award and penalty in right place.

7-Should update himself in accordance with the technology of today.

8-Should create institutional culture

9-Should be energetic

10-Be able to use different leadership characteristic when it is necessary.

Characteristic of the leader

1-Should be able to have good communication

2-Shoul be planned

3-They shoul be fair

4-They should know the specifications of the working group

5-They should be able to foresee

6-Should be creative and open to new ideas

7-They should be able use the resources they have in the best way.

8-They should be problem solving.

9-They should be knowing the subject master of the subject.

10-They should be cooperative open to self-critism.

The power of leadership

1-He/She knows about expectations,needs,capabilities and even reactions of the personal makes assigment

2-Should have crisis management skills

3-To be able to establish good communication with stakeholders.

4-Should be able to develop effective organisational management should provide equal opportunities for their staff.

5-A leader shoul be a role model with clothing, appearance

6-Open to occupational development

7-A person who completed his/her moral development

8- Should encourage their staff to work efficiently,clear,understanding information.Should be provided.Should create appropriate place conditions.Should turn the possibilities of local power in the scholl favors.

9-Should communicate with efficient speaking skills

10- By using the school power they should make the school into a physical school surrounding so that individuals will feel happy.

11-The duties should be defined in clear net. during practice these should be taken in to account.







Appendix 6.

Strengths and Actions

AFFISCHE 1- SCHOOL ASSESSMENT SYSTEM

* Discipline (Student behaviour evaluation board), the Honour Society Studies

*Total Quality Studies

*Student Life Coaching

*Student Observation Form, Problem scan lists, student presentation fiches, home visits, student development files

*Violence prevention action plan

AFFISCHE 2

STRENGHTS ACTIONS Protective attitudes of the parents towards their children is at the highest level.

Parents should be given seminars within academic year in Guidance services.

Meeting at the school teacher’s board.

Making studies related to following the decisions taken by Teachers Board.

Realization of the violence action plans

-Participation of the parents and experts in the action plan

School administrators to be involved in the crisis period.

-Crisis period to be included in job descriptions and performance of managers to consider

*Guidance and direction course program

Following by the Ministry of program implementation level.

*Ensuring security with security guards and cameras

-Providing training to security officers in the field.

Teachers training at seminar periods

The inclusion of the issue of violence to the seminar.

*Involvement of students through the school council

Making common the peer mediation.

*7-19 ages family training -Actions encouraging family training *Studies of some NGO’s

-Contributions of NGOs, pedagogues and psychologist, especially regarding the determination of school policy.

Protective attitudes of the parents towards their children is at the highest level.

Parents should be given seminars within academic year in Guidance services.

Meeting at the school teacher’s board.

Making studies related to following the decisions taken by Teachers Board.

Realization of the violence action plans

-Participation of the parents and experts in the action plan

School administrators to be involved in the crisis period.

-Crisis period to be included in job descriptions and performance of managers to consider

*Guidance and direction course program

Following by the Ministry of program implementation level.

*Ensuring security with security guards and cameras

-Providing training to security officers in the field.

Teachers training at seminar periods

The inclusion of the issue of violence to the seminar.

*Involvement of students through the school council

Making common the peer mediation.

*7-19 ages family training -Actions encouraging family training *Studies of some NGO’s

-Contributions of NGOs, pedagogues and psychologist, especially regarding the determination of school policy.

AFFISCHE 3

STRENGTHS ACTION Administration, teachers, parents and student awareness is high about the violence towards children.

Based on real-life stories, prepared visuals should ensure that awareness turn into action.

At schools where the guidance services are, should be examined regularly in terms of violence.

Creation of guidance services at each school, making the existing guidance services more active.

Existence of determined policy and strategies and filing them regularly.

Rewarding strategy and policy practices prepared officially. (Document, social activities etc.)

Teachers and administrators who care about social and cultural activities.

Preparation of suitable working environment for school administrators and those who have leadership qualities.

Existence of clubs, sport activities and guidance service.

Making regulations for all teachers to participate these studies.

In and around the school, there should be security guard on duty, cameras, registration of the visitors.

Activation of security personnel, keeping under control of blind spots.

Security investigations, trainings of canteen personnel, bus drivers, security personnel, school personnel, administration and teachers should be conducted.

Prevalence of staff training.

High level of participation in social activities. Orientation towards the abilities of students and rewarding their studies.

Increasing the existence of training programmes related to family training and family involvement.

Increasing the quality of parents meeting agenda. Home visits. İncreasing the father participations.

Our schools should make common studies with internal and external stakeholders within the scope of strategic planning.

Supporting the studies with civil society organizations Presenting common works to the public Participation of civil society organizations to the studies.

AFFISCHE 4

STRENGTHS ACTION Organizations of seminars on effects of violence.

Cooperating with the community-based police and collaborating with the families of abusive children around and at school.

Efficient implementation and reporting of violence action plans.

Activity organizations within the cooperation of directorate of youth and sport Violence within violence action plan (risk groups)

Determination of 4-year school strategic plan.

Sharing the authority of school administration with coordination. Sharing the responsibility

Fast and effective cooperation with the local governments and NGOs.

Ensure the availability of local authorities and NGOs.

Communicating with the local residents and trades.

Neighbourhood meeting to be organized (Church, ward)

In-service training opportunities Submission of in-service training activities to the provincial organizations.

School council and sporting activities. Sport activities related to children within risk groups

Regular parent-teacher meetings, meetings, trainings

Juicing up parent teacher meetings.

Informing public with public spots. Brochures related to violence and school-based violence. Short films

AFFISCHE 5

STRENGTHS ACTION Distribution of the brochures by the experts and delivering trainings at school.

Making surveys over these trainings and their evaluation.

School action plans and they should be submitted to the related departments by reporting.

Giving periodic trainings. Encouraging to social activities.

School administration needs to receive feedbacks from teachers, parents and students.

Student number should not exceed five hundred of the school. Opening boutique schools.

Organization of club activities and social events.

The presence of private security and camera system at the school.

Police should check the school environments periodically. Pedagogical training should be delivered to these people.

Delivering staff trainings. (in-service training) Courses, panels, seminars etc.

Participation of students to social, cultural and sport activities.

Some areas where the children can consume their energy.

Conducting regular parent-teacher meetings. Participating to social activities.

Cooperation of the parents with “schools become life” project.

AFFISCHE 6

STRENGTHS ACTION

Accepting existence of violence and it should be known by everyone.

Planning trainings related to school, family and students and its periodical implementation.

Realization of violence action plans in terms of school’s own conditions.

Violence risk map of the school.

Activities carried out in accordance with provincial action plan. (Questionnaires)

Determination of co-ordinated institutions and ensuring their coordination. Performing common activities. (City Police Department, Municipality, Ministry of Family and Social Policy, Department of Religious Affairs, Provincial Employment Boards, NGOs)

Legal measures provide school administrators to take necessary actions on violence.

In the first week of the school, explanation of discipline and regulation rewards.

Student clubs and social events Guidance programs Class schedules

Making arrangements which provide active participation of functioning and decisions. Participation to guidance and executive committee and teacher’s board. Art, music, physical education and guidance lessons should be thought according to their purposes.

School police In collaboration with community police Security cameras

Security personnel at school Getting help from other institutions related to security. Inspection of work places around the school The camera system which is not available at the toilets and classrooms at school

Boards and commissions In-service trainings Projects Increasing the inter-institutional dialogues.

School boards and commissions in accordance with the purpose of meeting Making productive of seminar hours at school by school administrators. In every province and in-service training where the seminars will be conducted, violence issue should be discussed for two hours.

The presence of the student council By creating democratic conditions at the beginning of each year, being guidance for the school council and active works.

7-19 ages family training Involvement of parents to the commissions at school.

Projects supporting family education Supportive family education projects (separate attention, need for each stage-age group) Family involvement activities Parental involvement in training programs

Schools become life project Public spots social awareness Explanation with media

Using public spots effectively. Using social media effectively

STRENGTHS ACTIONS

1. The stakeholders know the meaning of Violence

1. The prevent violence a voluteer group should be formulased and they should work within a certain plan framework

2. The responsible staff control the children who are inclined to violence

2. A risk analysis should be implemented and the statistics should be recorded

3. Action Plans on preventing violence are being prepared

3. An action plan should be implemented upon the results of the risk analysis.

4. The leaders of the schools are taking risk in preventing violence

4.The leaders at senior level should assign staff and follow according to the action plan and take the risk and responsibilities

5. Social activities are taking place 5.The students under risk should be oriented in to social and sportive areas.

6. According to the legislation the schools who are under risk should be placed in distant areas

6.Factors that are seen as threat around the school should be shared with other institutions and rehabilitations methods should be developed in cooperation with the stakeholders

7. The staff is informed and trained about violence

7.All staff in the schools should have common reaction towards violent behaviour

8. Students are participating in Student Council meetings in schools

8.The children under risk should have active tasks in the student council. (ıncluding the other activities)

9. Family Training informative work is done 9.Trainings should be provided for the families on preventing vielence

10. Society is aware of violence from the media.

10.There should be more awareness raising programs on media and more spot films and good examples should be prioritiesed.

This document has been produced with the financial assistance of the European Union. The content of this publication is the sole responsibility of the Consultant and can in no way be taken to reflect the views of the European Union.

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