Uloga i Znacenje Skolskog Savjetovanja u Slucaju Vrsnjackog Nasilja

8/12/2019 Uloga i Znacenje Skolskog Savjetovanja u Slucaju Vrsnjackog Nasilja

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The Role and Meaning of SchoolCounseling when Dealing with

Peer Violence

Marija Javornik Krei1, Suzana Kove1and Mateja Ploj Virti21Faculty of Arts, University of Maribor

2Faculty of Natural Sciences and Mathematics

Abstract

The subject of discussion is peer violence and the role of school counselors whendealing with this problem. The first part of the article gives a definition of peer violenceas it applies to the role of the school counselor when dealing with peer violence.

The second part of the article shows the results of empirical research which tookplace in March and April of 2010 on a sample of 428 students from Slovene schools.The fundamental objective of this research was to determine the actual state of this

problem in practice: determining the role of school counseling in discovering andsolving problems concerning peer violence; finding out whether students trust schoolcounselors, whether they turn to them when in trouble, whether they cooperate withschool counselors and if school counseling also works preventively.

Key words:bullying; peer violence; preventive work; school counseling.

IntroductionPeer violence is not a new phenomenon. Although it has existed for a long time, it has

not been spoken about until recently. Because peer violence is becoming an increasinglyserious problem, schools are trying to reduce it. This is where school counselors playan important role: they are often the first people to whom victims of peer violence gofor help. Therefore, the article researches the role and meaning of school counseling indealing with peer violence in primary and high schools.

Theoretical FrameworkThe term bullying is the most specific and most often used expression when discussingcertain forms of violence between peers in school. The term peer victimization

Croatian Journal of EducationVol:15; No.2/2013, pages: 521-541

Professional paperPaper submitted: 13thJanuary 2012

Paper accepted: 7thDecember 2012


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(bullying) is used to describe a situation when a child becomes a victim of repetitiveor ongoing ill treatment by another child or a group of children. Peer violence is thedeliberate act of causing mental trauma, physical pain, injury or discomfort (Miku Kos,1996, pp. 6263). Zabukovec Kerin (2002, p. 105) defines peer violence as the deliberate,

repetitive use of physical, psychological or economic violence by an instigator againstother children or youth of similar age. The purpose of peer violence is to scare or hurtthe victim and to increase the instigators feeling of power.

Peer violence occurs when a child or a group of children tease another child, useinappropriate words, beat or kick them, destroy their belongings, defame them (gossiping)or exclude them from peer groups. Such actions make them suffer, and they cannot defendthemselves (Habbe, 2000, pp. 4445). We cannot speak of peer violence in the case of afight between two equal children or groups of children (Habbe, 2000, p. 44). Moreover,Dekleva (1997, p. 53) thinks that we cannot speak of maltreatment when several children,equal in power (mental and physical) and status, get into a fight. A characteristic of realmaltreatment is when there is an imbalance of power, because the weaker children havea hard time defending themselves in comparison with their attackers.

We can conclude with Pukins list (1999, p. 34) of some common characteristicsshared by different definitions of peer violence:

maltreatment is the kind of violence that goes on for a longer period of time; it can be verbal, psychical or physical; it involves an imbalance of power between the victim and the attacker;

the victim cannot defend himself or herself and feels powerless and fearful.As mentioned in the introductory part of the article, schools are aware of the

consequences of peer violence; therefore, school management considers this problemas a very important one. One very crucial step that schools have taken against peerviolence is to seek professional help. In Slovenia, that kind of help is mainly providedby the school counselors who are employed in every school (according to the size ofthe school, there can be several school counselors employed forming a counselingteam). Their fundamental goal is to optimize a childs development, regardless of their

gender, cultural or social origin, religion, nationality, or physical and mental abilities(Programske smernice - Program Guidelines, 2008, p. 5). Bor et al. (2002, p. 15) havedefined school counseling as follows: Counseling is an interaction in a therapeuticsetting, focusing primarily on a conversation about relationships, beliefs and behavior(including feelings), throughout which the childs perceived problem is elucidated andframed or reframed in a fitting or useful way, and in which new solutions are generatedso that the problem takes on a new meaning. The authors (ibid) list the followingfunctions of school counseling:

to examine the difficulties or problems they are experiencing and gain insight into

what factors maintain these difficulties; to facilitate decision making; to discuss difficulties in relationships and how to cope with these;


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to identify useful coping strategies that the child already has and enhance these; to identify existing sources of support; to gain insight into practical techniques that can be used to deal with problems; to explore and challenge the perceptions of negative self-image and low self-

esteem (ibid, pp. 15-16).With the cooperation of the entire school and the above listed roles and tasks, school

counselors can be more aware of the fundamental concerns for the school, especiallywhen intimidation is involved. Therefore, their role in treating peer violence is of essentialimportance. Often school counselors are the first ones that those in the educationalprocess can go to in the case of peer violence. School counselors are qualified to deal withconflicting situations and can provide individual or group counseling. These special skillsgive school counselors fundamental abilities in finding preventive and curative activities

that deal with problems of peer violence (Swearer et al. 2008 p. 673).The task of a school counselor is not only to stop violence, but also to help victimsof violence overcome their feelings of powerlessness and despair. The whole schoolcommunity is responsible for creating a safe learning environment and schoolcounselors play the leading role in accepting and carrying out this process (Cunningham& Sandhu, 2000; as cited in Hernndez & Seem, 2004). Knowledge in counseling,classroom management, consultation, and synchronization of services give schoolcounselors the role of an effective supporter of system changes in school. Research hasshown that comprehensive school counseling programs have an impact on the school

climate (Gysbers, Hughey, Starr & Lapan, 1992; as cited in Hernndez & Seem, 2004).A study completed by Lapan, Gysbers & Sun (1997; as cited in Hernndez & Seem,2004) analyzed the connection between the entire performance of a school-counselingprogram and a students cognition of a positive school climate. They determined thatstudents have more positive experiences in schools which perform a whole school-counseling program. Students expressed a conviction that the school suitably preparedthem to cope with problems and that their peers behaved better in school. Students alsoexpressed their feeling of belonging and safety. Nims (2000; as cited in Hernndez &Seem, 2004) emphasizes that a complete development of school counseling in schoolis a necessary part of all efforts for safety in schools.

One of the ways to handle school violence is by developing programs for charactereducation and statements of values (Peterson & Skiba, 2001; as cited in Hernndez &Seem, 2004). Character education is a way of providing provocative guidelines to helpteach students about positive behavior and values that should be a part of everyoneseducation. The statements on values are devoted to ensuring the intended actions forthe whole school. These statements make up a list of positive characteristics that canbe accepted by schools as desirable goals for students.

School counselors can also support the development of school rituals and traditions(Peterson and Deal, 1998; as cited in Hernndez & Seem, 2004) by synchronizing andcarrying out various activities that encourage school cohesion. Clarke and Kiselica (1997;


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as cited in Hernndez & Seem, 2004) suggest educational training on the socialization ofgender roles, which can strengthen the awareness of psychological abuse. The authorsclaim that socialization of gender roles can also mislead people into subtle forms ofviolence. At the same time they warn that school counselors should only begin such

training with the explicit support of the administration.Riley and McDonald (2000; as cited in Hernndez & Seem, 2004) emphasized that

school counselors can contribute to a safer school by working with children, teachers andparents, as well as the school in its wider community. Counseling for students (personal orgroup) consists of addressing personal, professional and social needs. Directing activitiesin the classroom can become an effective tool for recognizing behavioral problems. Schoolcounselors can also coordinate mentoring programs, expediting programs that help teachstudents to face their peers and anger, and to organize regular discussion groups dealingwith the school rules that concern behavior and discipline.

It is important that school counselors train students and other school staff in the skillof empathy and encourage the use of trust and respect as an effective way of solvingpotentially violent behavior by students (Nims, 2000; as cited in Hernndez & Seem, 2004).When working with parents, school counselors can provide resources and training in thefield of working with stubborn children and children with behavioral problems, while atthe same time helping in directing them to suitable, out-of-school specialists.

School counselors can also function as epicenters of change for individual students,as well as the entire school and community of systems. Because of their knowledge

and training, school counselors can play a leading role in the effort to change theschool climate, even though everyone is responsible for making it a reality (e.g. Beaj1998; Hargreaves & Fullan 2000; Prosser, 1999). As initiators of school safety, schoolcounselors can supervise and harmonize the efforts of the entire school communitywhen planning, and they can take on the leading role in considering these efforts. Thisputs them in a key position for communicating with students, teachers, and other schoolstaff, administration, parents and the wider community. As Davies and Ellison (1997)emphasize, 90 % of work quality depends on the work of the school and its teachers,while only 10 % of work quality depends on external factors (intervention). Therefore,the authors emphasize the importance of developing a good school culture.

Despite the importance of school counselors in forming a positive school culture,numerous studies have shown, as specified by Unnever and Cornell (2004; as cited inJacobsen & Bauman, 2007), that students who are victims of peer violence often do notseek help. The most frequent reasons for this are shame and doubt that the conversationwith a school counselor will solve their problem. In the continuation of this article, theauthors will present the results of a similar research carried out in Slovene schools.

ResearchThe research was carried out in April 2010 using the empirical research method. Theauthors aimed at determining the role of school counseling in determining and solving


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the problem of peer violence, more precisely: Do students trust school counselors? Dothey turn to them when in trouble? Do they cooperate with school counseling, and doschool counselors cooperate preventively with students.

Based on these questions, we sought to determine if there exists a significant difference

between the three types of schools in Slovenia1.

MethodThe study is based on a descriptive and causal, non-experimental method of empirical

pedagogical research (Sagadin, 1993).The sample included 425 students from the three types of schools. About one third

of the students come from primary schools, 155 or 36.5 %. Another 133 or 31.3 % ofthe students attend vocational high schools, while 137 or 32.2 % students attend highschools.

The data was collected with using an anonymous, two-part pool questionnaire forstudents. The first part consisted of questions regarding objective facts, i.e. gender, typeof school, and grades. The second part consisted of a grading-scale of four choices:always, frequently, sometimes, never. This section applied to school counselors, moreprecisely, how students evaluate their role in dealing with peer violence.

The results were first weighted: numerical values were given to the descriptive levels:always was given the value 1, frequently = 2, sometimes = 3, never = 4. The analysis(in which the SPPS statistical program package, version 12, was used) was performed

by means of the Kruskal-Wallis test for testing the differences between groups (primaryschool, vocational school and high school) on individual items (evaluation scale).

ResultsThe results are shown in the table below. The individual statements have been grouped

into two segments based on the content: the first seven statements (or evaluations) applyto the general relation of school counselors to the students; the remaining statementsshow the role that school counselors play in the problem of peer violence, accordingto the students evaluation.

1We will be comparing the situations in primary schools, vocational high schools and high schools.Primary school in Slovenia is a mandatory nine-year school, which includes pupils from the ages of 6 to 15 (pupilsin their final grades of primary school 14 and 15 year-olds participated in our research).Vocational high schools are three-year schools (accessible after finishing primary school) that prepare students fora profession (for example sewing, hair dressing or secretarial work ). Students from the first year of vocational

school, 16 year-olds, participated in our research.High school is a four-year general education school (accessible after finishing primary school) that preparesstudents for study at a university. Students from the first year of high school, 16-year-olds, participated in ourresearch.


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Table 1: The analysis of differences relating to the type of school

Type of school nMeanRank*

Z P

1 I have good experiences withschool counselors.

Primary school 155 227.65

z = 3.842 P = 0.146Vocational high school 133 205.76High school 137 203.46

2 I trust the school counselors. Primary school 155 220.00

z = 6.166 P = 0.046Vocational high school 133 192.07

High school 137 225.40

3 I avoid school counselors. Primary school 155 190.75

z = 10.081 P = 0.006

Vocational high school 133 226.30


Vocational high school 133 192.00


4 I have willingly made contactwith school counselors.




5 School counselors havehelped me throughproblems.




6 I can freely express mythoughts with schoolcounselors.




7 The atmosphere in schoolcounseling is pleasant.




8 I can talk with the schoolcounselor about peerviolence.




9 The school counselor informsus about the seriousness ofpeer violence.




10 The school counselor takesmeasures in cases of peerviolence.

Primary school 155 203.20z = 2.929 P = 0.231Vocational high school 133 210.44


11 The school counselor talkswith the aggressor.




12 The school counselor talkswith the victim.




13 The school counselor acceptspeer violence as somethingnormal.

Primary school 155 192.72z = 20.814 P = 0.000Vocational high school 133 200.14



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14 The school counselorcontrols the school duringbreak times.




15 The school counselorencourages nonviolentsolutions to conflicts.


z = 0.427 P = 0.808Vocational high school 133 217.98High school 137 208.65

16 The school counselorprepares workshops on peerviolence for students.




17 The school counselororganizes meetings onpeer violence for students,teachers and parents.




* A lower value for the Average Rank represents the frequent occurrence of individual characteristics.

In this study we were interested in what experiences students have, in general, withschool counselors. The Kruskal-Wallis test (P=0.146) showed no statistically significantdifference between schools, therefore the results are interesting only for the sample. Highschool students had the most positive experiences with school counselors, followed bystudents from vocational high schools, and primary school students showed the leastpositive response to counseling. These results are surprising because primary schoolstudents represent the youngest children and a school counselors work when dealingwith them should be much more directive than it is in high schools. On the other hand,

the result can also be understood as reflecting that primary school students have lesscontact with school counselors because there are not yet as many problems as there arein the other two types of schools.

We were also interested in whether students trust school counselors. The Kruskal-Wallis test shows a statistically significant difference between the schools (P=0.046).According to the Mean Ranks we can say that school counselors are the most trustedin vocational high schools, and the least in high schools (Mean Rank = 225.40). Thisresult was not anticipated. We had predicted that school counselors would be trustedthe most by primary school students and the least by vocational high school students.School counselors in primary schools have the most frequent contact with students.They organize regular workshops, lectures and meetings where they can make personalcontact with students. School counselors in high schools dedicate a large part of theirattention to enrolling students in school and giving them professional advice andtherefore often run out of time for making personal contact with their students. Somestudents from high school expressed disappointment that they did not have enoughcontact with school counselors and therefore had no trust in them.

We also studied whether students avoid school counseling. The Kruskal-Wallis test

shows a statistically significant difference between schools (P=0.006). According to theMean Ranks, primary school students avoid school counselors the most and vocationalhigh school students the least. This result was unexpected because we had predicted


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the opposite-that primary school students would trust school counselors the most andhigh school students the least.

There was no statistically significant difference according to the type of school for thestatement about whether students willingly make contact with school counselors on their

own (P= 0.124). According to the sample, the students from vocational high schools aremost willing to make contact, while students from primary school are willing.

We wanted to know if school counselors help students when they are in trouble. TheKruskal-Wallis test shows statistically significant differences between schools (P=0.000).Primary school students agree with this statement the most and high school studentsthe least. The reason for this can be found in the level of the students development.High school students are at the age of adolescence and therefore they prefer to seekhelp elsewhere (friends, school mates, or the Internet).

We also wanted to establish whether students feel free to express their thoughts toschool counselors. The Kruskal-Wallis test showed a statistically significant differencebetween schools (P=0.004). Students from vocational high schools agreed the mostthat they can freely express their thoughts to school counselors, while primary schoolstudents were least in agreement with this statement. The result can possibly be explainedby the fact that primary school students often visit school counselors regarding learningdifficulties, too. In that case school counselors help them with learning, which is quitea directed or planned activity.

Lastly, we wanted to determine if their school counseling office has a pleasant

atmosphere. Based on the Kruskal-Wallis test, there is a statistically significant differencebetween schools (P=0.004). The atmosphere at the school counseling office is themost comfortable for vocational high school students and the least for primary schoolstudents. This result is in accordance with our previous findings, which showed thatstudents from vocational high schools report the most willingness to visit schoolcounselors while students from primary school show the least inclination to do so. Thiswillingness to approach counseling on ones own accord is definitely connected withtheir feelings during the counseling process.

The rest of the statements in the table (817) apply to the role of the counselor whendealing with peer violence. Firstly, we wanted to know if students are able to talk toschool counselors about peer violence. Based on Kruskal-Wallis we can see that thereis no statistically significant difference for this statement (P=0.696). Nor is there anystatistically significant difference between schools for the statement about how schoolcounselors act in cases of peer violence (P=0.231), or for the statement about schoolcounselors encouraging non-violent communication (P=0.808).

Statistically significant differences do exist for the remaining statements. Schoolcounselors in primary school most often inform students about the seriousness of peer

violence and communicate with the victims as well as the perpetrators. Counselors dothis the least in high schools. These results can be explained by the fact that there areless peer violence problems in high schools.


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We also investigated whether students think that school counselors find peer violenceas being something normal. The Kruskal-Wallis test showed a statistically significantdifference between schools (P=0.000). Primary school students agreed most with thisstatement (Mean Rank=192.72), followed by students from vocational high schools

(Mean Rank=200.14), while high school students agree the least with this statement(Mean Rank=248.43). The results were not expected. We had thought that schoolcounselors would not have accepted peer violence as something normal, which wouldhave made the Mean Ranks higher. If school counselors accept peer violence as aneveryday phenomenon, they are not investing enough effort into preventing or reducingit. It should be emphasized that any form of violence must not be tolerated at all.

For the statement on controlling school rooms during break time, the Kruskal- Wallistest showed a statistically significant difference between schools (P=0.000). We foundthat primary school students evaluated this statement the highest (Mean Rank=169.74),followed by students from vocational high schools (Mean Rank=214.30) and the lowestevaluation by high school students (Mean Rank=260.68). This outcome was expectedbecause in primary school considerable attention is dedicated to preventing peerviolence, which often happens during break times.

Following are the results of student-evaluations of workshops and meetings onpeer violence. According to the Kruskal-Wallis test, there is a statistically significantdifference between schools. Vocational high school students evaluated schoolcounselors the highest (Mean Rank=193.29), followed by primary school students

(Mean Rank=200.66), while the lowest evaluation was given by high school students(Mean Rank=246.09). This result was not expected as we had predicted that schoolcounselors would receive the highest evaluations from primary school students. Highschool students considerably disagreed with this statement, which means that there isa lack of workshops on peer violence for high school students.

The Kruskal-Wallis test also showed a statistically significant difference betweenschools in the evaluation of workshops for parents on peer violence. School counselorsreceived the highest evaluations from primary school students (Mean Rank=196.30),followed by students from vocational high schools (Mean Rank=202.64), and the lowestevaluation was given by high school students (Mean Rank=241.95). This outcome wasexpected, but we must point out the large difference between the average ranks of highschool students compared to those of primary school students and vocational highschool students. This brings us to the conclusion that high schools either do not haveenough workshops for parents on peer violence, or do not have any at all.

Lastly, we examined students evaluation of meetings for students, teachers and parentsconcerning peer violence. The Kruskal-Wallis test showed a statistically significantdifference. School counselors were evaluated most positively by vocational high

school students (Mean Rank=192.17), a little lower by primary school students (MeanRank=192.65), and the least positively by high school students (Mean Rank=256.25).This result was not expected as we had predicted that primary school students


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evaluation of school counselors would be the highest. Additionally, it is noticeable thatthere was quite a low evaluation for this statement by high school students, which meansthat there is a lack of meetings on peer violence for students, teachers and parents.

ConclusionPeer violence is increasingly becoming a serious problem. Therefore, it should

get more attention. Many definitions exist on what peer violence is, but all of themhave these two elements in common: repetitive or ongoing violence inflicted on achild by another child; situation where there is an obvious difference in physical andpsychological power between the aggressor and the victim. Children who are victimsof peer violence suffer from distress and the negative consequences of such actions;while for bullies, violence is a means of reinforcing an unsuitable model for solvingtheir own problems. Therefore, we all have to make an effort to prevent violence, torecognize and handle this violence in its early stages, to protect victims and find suitabletreatment for bullies.

School counselors are the first to whom victims of peer violence usually go for help.It is therefore very important that school counselors obtain suitable knowledge on howto act in the case of peer violence. In the process of preventing and reducing the levelof violence it is necessary to include all the people involved in the educational process.If we summarize the empirical results of our research, we can say that most studentshave good experiences with school counselors, most notably high school students.

This can be explained by two factors: firstly, high school students mostly emphasizegood learning results, and secondly, those who enroll in high schools are students whowill continue on to study at a university, therefore they are motivated to learn. Thisexplanation was proven by the results of the second part of our empirical data, namelythat in high schools less attention is given to such problems than in the other twotypes of schools. High schools also have the least amount of workshops and organizedmeetings regarding this topic.

The debate about the contribution of school counseling can be concluded with theverified fact that school counseling is a necessity in preventing peer violence. School

counselors must endeavor to maintain good relations with students, to listen to themwhen they are in trouble and to help them. School counselors have to be highly sensitivewhen dealing with peer violence and to take appropriate measures. In the process ofpreventing peer violence in schools, school counselors must include students, teachers,parents and the entire school staff. Preventive workshops, meetings and lectures on peerviolence should be organized so that school counselors along with all the participants inthe educational process, can be educated on this topic. The seriousness of this problemis increasing, as are the consequences for the victims and the aggressors. It is especiallynecessary to show that peer violence will not be tolerated. Furthermore, we need toinvest the necessary effort so it can be prevented and stopped.


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References

Beaj, J. (1998). Ustvarjalnost storilnost in naa ola: ustvarjalnost v nai oli [Creativity,Achievement and Our School]. Vzgoja in izobraevanje, 25(3), 39.

Bor, R., Ebner-Landy, J., Gill, S. & Brace, C. (2002). Counselling in Schools. London. New

Delhi: Thousand Oaks, SAGE.

Davies, B. & Ellison, L. (1997). School Leadership for the 21st Century. London: Routledge.

Dekleva, D. (1997). Nasilje med uenci. [Violence among Pupils]olsko svetovalno delo, 2(2), 5356.

Hargreaves, A. & Fullan, M. (2000). Zakaj se je vredno boriti v vai oli? [Whats Worth Fightingfor in Your School]. Ljubljana: Zavod RS za olstvo.

Habbe, J. (2000). Nasilje in varnost otrok v olah: nasveti za ravnatelje, uitelje, stare in vse, kiskrbijo za varnost o osnovnih in srednjih olah [Violence and Safety of Children in Schools:

advice for principals, teachers, parents and all who take care for safety in primary and highschools]. Ljubljana: Lisac & Lisac.

Hernndez, T. J. & Seem, S. R. (2004). A Safe School Climate: A Systemic Approach and theSchool Counselor. Professional School Counseling /online/. Retrieved on 12 July 2010 fromhttp://www.schoolcounselor.org/files/7-4-256%20Hernandez.pdf

Hoover J. H. & Oliver, R. (1996).A Guide for Principals, Teachers, and Counselors. Bloomington:National Educational Service.

Jacobsen, K. E., Bauman, S. (2007). Bullying in schools: school counselors responses tothree types of bullying incidents. Professional school counseling /online/.Retrieved on 24

July 2010 from http://findarticles.com/p/articles/mi_m0KOC/is_1_11/ai_n21093605/pg_2/?tag=content;col1

Miku Kos, A. (1997). Psihosocialni vidiki trpinenja otrok. In: Trpinen otrok: kakoprepoznavati in prepreevati fizino in duevno trpinenje otrok. [Abused child: how torecognize and prevent the physical and mental abuse of children].Ljubljana: Meridiana, 5289.

Programske smernice. Svetovalna sluba v osnovni oli, v gimnazijah, nijih in srednjih pokliciholah ter strokovnih olah in v dijakih domovih[Program guidelines. School Counselingin Primary Schools, High Schools, Vocational and Professional schools, and High SchoolDormitories] (2008). Ljubljana: Zavod Republike Slovenije za olstvo.

Prosser, J. (1999). School Culture. London: Paul Chapman Publishing.

Punik, M. (1999). Vrstniko nasilje v olah [Peer Violence in Schools]. Ljubljana: ZavodRepublike Slovenije za olstvo.

Sagadin, J. (1993). Poglavja iz metodologije pedagokega raziskovanja [Chapters from thepedagogical research methodology]. Ljubljana: Zavod Republike Slovenije za olstvo in port.

Swearer, S. M., Buhs E. S., Siebecker A. B., Brey Love K. & Miller, C. K. (2008). Bullying andpeer victimization. In: H. L. K. Coleman & C. Yeh (Eds). Handbook of school counselingNew York, London: Routledge, 673692.

Zabukovec Kerin, K. (2002). Vrstniko nasilje v oli. In: D. Lenik Mugnaioni (Ed.). Nasilje nenasilje [Violence Nonviolence]. Ljubljana, I2, 103121.


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Marija Javornik Krei

Faculty of Arts, University of Maribor

Koroka cesta 160, 2000 Maribor, Slovenia

[email protected]

Suzana Kove

Faculty of Arts, University of Maribor

Koroka cesta 160, 2000 Maribor, Slovenia

[email protected]

Mateja Ploj Virti Mail

Faculty of Natural Sciences and Mathematics, University ofMaribor

Koroka cesta 160, 2000 Maribor, [email protected]


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Uloga i znaenje kolskogsavjetovanja u sluaju vrnjakog

nasilja

Saetak

Tema ovoga rada je vrnjako nasilje te uloga koju kolski savjetnici imaju kada sesuoavaju sa spomenutim problemom. Uvodni dio rada definira pojam vrnjakognasilja te nain na koji ono utjee na rad kolskog savjetnika kada se suoava s tim

problemom. Drugi dio rada prikazuje rezultate empirijskog istraivanja koje jeprovedeno u oujku i travnju 2010. na uzorku od 428 uenika is slovenskih kola.Glavna svrha ovog istraivanja bila je ustanoviti stvarno stanje tog problema u praksi:odrediti ulogu kolskog savjetovanja u pronalaenju i rjeavanju problema vezanih uzvrnjako nasilje; otkriti vjeruju li uenici kolskim savjetnicima, obraaju li im se kada

imaju problem, odnosno surauju li s njima, te djeluju li kolski savjetnici preventivno.Kljune rijei:nasilje (engl. bullying); preventivni rad; kolsko savjetovanje;vrnjako nasilje

UvodVrnjako nasilje nije novina. Iako je prisutno due vrijeme, tek nedavno je postalo

aktualno. Zato to vrnjako nasilje postaje sve ozbiljniji problem kole ga nastojesuzbiti. U tom procesu kolski savjetnici imaju vanu ulogu: oni su obino prvi kojimase rtve vrnjakog nasilja obraaju za pomo. Iz tog razloga, lanak prouava ulogui znaenje kolskog savjetovanja u sluaju vrnjakog nasilja u osnovnim i srednjimkolama.

Teorijski okvirEngleski izraz bullyingvrlo je specifian i najee koriten izraz kada razgovaramo

o odreenim vrstama nasilja meu kolskim vrnjacima. Izraz vrnjako rtvovanje(engl. bullying) koristi se kako bi se opisala situacija u kojoj dijete postaje rtvomponavljajueg i uestaloga loeg postupanja od strane drugog djeteta ili skupine djece.

Vrnjako je nasilje namjeran in zadavanja mentalne traume, fizike boli, ozljedeili neudobnosti (Miku Kos, 1996: 6263). Zabukovec Kerin (2002: 105) definiravrnjako nasilje kao namjerno, uestalo koritenje fizikog, psiholokog i financijskog


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nasilja podbadaa nad drugom djecom ili mladima istih godina. Svrha je vrnjakognasilja uplaiti ili nauditi rtvi te poveati podbadaev osjeaj moi.

Vrnjako nasilje dogaa se kada uenik ili skupina uenika pone zadirkivatidrugog uenika i pri tome se koriste neprimjerenim rijeima, udaraju ga ili tuku,

unitavaju njegovu imovinu, klevetaju ga (ogovaraju) ili iskljuuju iz vrnjakihskupina. Rezultat je takvih postupaka patnja i nemogunost samoobrane (Habbe,2000: 4445). Vrnjako nasilje ne podrazumijeva svau izmeu dva uenika ili dvijeskupine uenika (Habbe, 2000: 44). tovie, Dekleva (1997: 53) smatra da ne moemogovoriti o nasilju kada nekoliko uenika jednakih moi (mentalnih i fizikih) i statusazaponu tunjavu. Obiljeje pravog maltretiranja nejednak je omjer moi jer slabijase djeca puno tee mogu obraniti u odnosu na napadae.

Koristei Pukinov popis (1999: 34) nekih zajednikih karakteristika koje proizlazeiz razliitih definicija vrnjakog nasilja moemo zakljuiti:

Maltretiranje je vrsta nasilja koje traje dui vremenski period Moe biti verbalno, fiziko ili psihiko Podrazumijeva neuravnoteenost u omjeru snaga izmeu rtve i napadaa rtva se ne moe obraniti te se osjea nemono i zastraeno

Kao to je reeno u uvodnom dijelu lanka, kole su svjesne posljedica vrnjakognasilja i zbog toga rukovodstvo kole taj problem smatra iznimno ozbiljnim. Jedanje od bitnih koraka u suzbijanju vrnjakog nasilja traenje profesionalne pomoi.U Sloveniji ova pomo dolazi od strane kolskog savjetnika kojega svaka kola ima

(s obzirom na veliinu kole, ona moe imati i vie savjetnika koji onda ine timsavjetnika). Njihov osnovni cilj je optimizirati djetetov razvoj bez obzira na spol,kulturno i drutveno porijeklo, religiju, nacionalnost, fizike ili mentalne mogunosti(Programske smernice - Program Guidelines, 2008: 5). Bor i suradnici (2002: 15)definiraju kolsko savjetovanje na sljedei nain: Savjetovanje je interakcija uterapijskom okruenju koje se usredotouje primarno na razgovor o odnosima,vjerovanjima i ponaanju (ukljuujui osjeaje) kroz koji djetetov problem postajerazjanjen te stavljen u okvir na prikladan i koristan nain, te u kojem se pronalaze

nova rjeenja kako bi problem poprimio neko novo znaenje. Autori (ibid.) predlausljedee funkcije kolskog savjetovanja: Prouiti tekoe ili probleme s kojima se suoavaju i stei uvid u faktore koji te

probleme odravaju Poticanje donoenja odluka Razgovor o potekoama u odnosima te kako se nositi s njima Pronalaenje korisnih strategija za suoavanje koje dijete ve posjeduje i naine

na koji se oni mogu uvrstiti Identificirati postojee izvore potpore

Stei uvid u praktine metode koje se mogu koristiti u rjeavanju problema Izvidjeti i preispitati percepcije negativne slike o sebi i niske razine samopotovanja

(ibid.: 1516)


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U suradnji s cijelom kolom, te prema gore navedenim ulogama i zadaama, kolskisavjetnici mogu postati osvjeteniji o osnovnim problemima kole, posebice kada seradi o zastraivanju. Prema tome, njihova je uloga u rjeavanju problema vrnjakognasilja od iznimne vanosti. esto su upravo kolski savjetnici prvi kojima se oni

ukljueni u obrazovni sustav mogu obratiti a vezano je uz vrnjako nasilje. kolskisavjetnici kvalificirani su za rad vezan uz konfliktne situacije te mogu osiguratiindividualno ili skupno savjetovanje. Te posebne vjetine daju kolskim savjetnicimaosnovne mogunosti za pronalaenje preventivnih i pomauih aktivnosti koje se baveproblemima vrnjakog nasilja (Swearer, Buhs, Siebecker, Brey Love i Miller, 2008: 673).

Zadaa kolskog savjetnika nije samo zaustavljanje nasilja, ve i pomo rtvamanasilja da prebrode osjeaje nemoi i oaja. Cijela kolska zajednica odgovorna jeza stvaranje sigurnog okruenja za uenje, a kolski savjetnici imaju glavnu uloguu prihvaanju i izvravanju toga procesa. (Cunningham i Sandhu, 2000; premaHernndez i Seem, 2004). Znanje o savjetovanju, rukovoenje razredom, sinkronizacijausluga koje nude kolski savjetnici doprinosi njihovoj ulozi uinkovitih pristalicasustavnih promjena u kolama. Istraivanja su pokazala da sveobuhvatni programi zakolsko savjetovanje imaju utjecaj na kolsku klimu (Gysbers, Hughey, Starr i Lapan,1992; prema Hernndez i Seem, 2004). Studija koju su proveli Lapan, Gysbers i Sun(1997; prema Hernndez i Seem, 2004) analizirala je povezanost izmeu sveukupnogdostignua programa kolskog savjetovanja i uenikova poimanja pozitivnog kolskogozraja. Ustanovili su da uenici imaju vie pozitivnih iskustava u kolama koje

provode program sveobuhvatnog kolskog savjetovanja. Uenici su izrazili uvjerenje daih je kola primjereno pripremila za suoavanje s problemima i da se njihovi vrnjaci ukoli ponaaju bolje. Uenici su takoer izrazili osjeaje pripadanja i sigurnosti. Nims(2000; prema Hernndez i Seem, 2004) naglaava da je cjelokupni razvoj kolskogsavjetovanja u koli neizostavan dio svih nastojanja da kolu uinimo sigurnom.

Jedan od naina za suoavanje sa kolskim nasiljem razvijanje je programa zaobrazovanje karaktera i vrijednosnih tvrdnji (Peterson i Skiba, 2001; prema Hernndezi Seem, 2004). Obrazovanje karaktera je nain kojim se dobivaju provokativnesmjernice koje pomau u pouavanju uenika o pozitivnom ponaanju i vrijednostimakoje bi trebali biti dio obrazovanja za svakoga. Vrijednosne tvrdnje posveene suzajamivanju onih aktivnosti koje su uenicima i namijenjene. Te tvrdnje ine popispozitivnih karakteristika koje kole mogu prihvatiti kao eljene ciljeve za svoje uenike.

kolski savjetnici takoer mogu podravati razvoj kolskih rituala i tradicija(Peterson i Deal, 1998; prema Hernndez i Seem, 2004) na nain da sinkronizirajui realiziraju razne aktivnosti koje promiu povezanost na razini kole. Clarke iKiselica (1997; prema Hernndez i Seem, 2004) predlau edukacijski trening natemu socijalizacije rodnih uloga koje mogu poboljati osvijetenost o psihikom

zlostavljanju. Autori tvrde da socijalizacija rodnih uloga takoer moe zavesti ljudeu suptilne oblike nasilja, a u isto vrijeme one upozoravaju kolske savjetnike da takavoblik treninga mogu provoditi samo uz eksplicitnu podrku uprave.


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Riley i McDonald (2000, prema Hernndez i Seem, 2004) naglaavaju kakokolski savjetnici mogu doprinijeti sigurnijoj koli radei s uenicima, nastavnicimai roditeljima kao i sa kolom u iroj zajednici. Savjetovanje za uenike (osobnoili skupno) sastoji se od osvrtanja na osobne, profesionalne i drutvene potrebe.

Usmjeravanje aktivnosti u razredu moe postati uinkovito sredstvo za prepoznavanjeproblema u ponaanju. kolski savjetnici takoer mogu koordinirati programementorstva, ubrzati programe koji pomau uenicima u suoavanju s njihovimvrnjacima i njihovim ljutnjama te mogu organizirati uobiajene skupne razgovorekoji se dotiu kolskih pravila vezanih uz ponaanje i disciplinu.

Vano je da kolski savjetnici uvjebaju uenike i ostalo kolsko osoblje uvjetini empatije te ih potaknu da kroz povjerenje i potovanje pronau uinkovitnain rjeavanja potencijalno nasilnih ponaanja od strane uenika (Nims, 2000;prema Hernndez i Seem, 2004). Kada surauju s roditeljima, kolski savjetnicimogu osigurati izvore i omoguiti obuku u podruju rada s tvrdoglavom djecom idjecom s problemima u ponaanju dok im istovremeno mogu pomoi i usmjeriti ihodgovarajuem izvankolskom specijalistu.

kolski savjetnici takoer mogu funkcionirati kao epicentri promjena za nekeuenike kao i za itavu kolu i zajednicu. Zbog njihova znanja i obuke, kolskisavjetnici mogu imati vodeu ulogu u nastojanjima da promijene kolsko ozrajeiako su svi dionici odgovorni u njegovoj realizaciji (prim. Beaj 1998, Hargreaves iFullan, 2000, Prosser, 1999). Kao stvaraoci sigurnosti u koli, kolski savjetnici mogu

nadzirati i usklaivati nastojanja cijele kolske zajednice u tome, te preuzeti vodeuulogu u razmatranju tih nastojanja. To ih stavlja na kljuni poloaj za komunikacijus uenicima, ostalim zaposlenicima kole, administracijom, roditeljima i iromzajednicom. Kao to Davies i Ellison (1997) istiu, 90 % kvalitetnog rada ovisno je okoli i nastavnicima, dok je samo 10 % kvalitetnog rada ovisno o vanjskim faktorima(intervenciji). Upravo zbog toga autori istiu vanost razvijanja dobrog kolskogozraja.

Unato bitnoj ulozi kolskih savjetnika u stvaranju pozitivne kolske kulture,mnoga istraivanja prema Unnever i Cornell (2004; prema Jacobsen i Bauman, 2007)pokazala su da uenici koji su rtve vrnjakog nasilja esto ne trae pomo. Najeirazlozi za to su sram i sumnja da e razgovor sa kolskim savjetnikom rijeiti problemkojega imaju. U nastavku ovoga rada, autori e prikazati rezultate slinog istraivanjaprovedenog u kolama u Sloveniji.

IstraivanjeIstraivanje je provedeno u travnju 2010. metodama empirijskog istraivanja.

Autorima je cilj bio istraiti ulogu kolskog savjetnika u prepoznavanju i rjeavanju

problema vrnjakog nasilja, tj. provjeriti: Vjeruju li uenici kolskim savjetnicima?Obraaju li im se kada imaju problem? Surauju li sa kolskim savjetnicima i suraujuli savjetnici na preventivan nain s uenicima?


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Na osnovu tih pitanja eljeli smo odrediti postoji li znaajna razlika izmeu tri vrstekola u Sloveniji2.

Metodologija

Istraivanje je raeno deskriptivnim i sluajnim, neeksperimentalnim metodamaempirijskog istraivanja u podruju pedagogije (Sagadin, 1993).

Uzorak se sastojao od 425 uenika iz tri vrste kola. Otprilike jedna treina, 155 ili36,5% uenika bila je iz osnovnih kola. Drugih 133 uenika, odnosno 31,3% polazilaje strukovnu srednju kolu, dok je 137, odnosno 37,2% uenika polazilo srednju kolu.

Podaci su bili prikupljeni anonimnim upitnikom za uenike, koji se sastojao od dvadijela. Prvi dio sastojao se od pitanja vezanih uz injenice kao to su rod, vrsta kole,ocjene. Drugi dio sastojao se od ljestvice sa etiri izbora: uvijek, esto, ponekad, nikada.Ovaj se dio upitnika odnosio na kolske savjetnike, tonije, kako uenici procjenjujuulogu kolskih savjetnika u suoavanju s vrnjakim nasiljem.

Rezultati su prvo brojano oznaeni: numerike vrijednosti dane su opisanimrazinama: uvijek = 1, esto = 2, ponekad = 3, nikada = 4. Analiza (u kojoj je koritenstatistiki programski paket SPSS inaica 12) provedena je Kruskal-Wallisovim testomkako bi se provjerile razlike meu skupinama (osnovna kola, strukovna kola, srednjakola) u odnosu na individualne predmete (ljestvica procjene).

Rezultati

Rezultati su prikazani u nie navedenoj tablici. Individualne tvrdnje grupirane suu dva segmenta s obzirom na sadraj: prvih sedam tvrdnji (ili procjena) odnose seopenito na odnose kolskih savjetnika s uenicima; ostale tvrdnje pokazuju ulogukoju kolski savjetnici imaju kada se dotiu problema vrnjakog nasilja premaprocjeni uenika.

U ovom istraivanju zanimalo nas je openito kakva iskustva uenici imajusa kolskim savjetnicima. Kruskal-Wallisov test (P = 0,146) pokazao je da nemastatistiki znaajnih razlika meu kolama pa su prema tome rezultati interesantnisamo za uzorak. Uenici srednjih kola imali su najpozitivnija iskustva sa kolskim

savjetnicima, a nakon njih uenici strukovnih srednjih kola pa uenici osnovnih kola,koji su pokazali najmanje pozitivan odziv na savjetovanje. Ti rezultati su iznenaujuijer uenici osnovnih kola predstavljaju najmlau djecu, a rad kolskog savjetnika s

2 Usporeivat emo situacije u osnovnim kolama, strukovnim srednjim kolama i srednjim kolama.Osnovna kola u Sloveniji obvezatna je i traje devet godina, a koju pohaaju je uenici u dobi od 6 do 15 godina(uenici zavrnih razreda osnovne kole u dobi od 14 i 15 -godinanjaci sudjelovali su u ovome istraivanju).Strukovne srednje kole su trogodinje kole (upisuju ih uenici nakon zavrene osnovne kole) koje pripremajuuenike za profesiju (npr. velja, frizer, tajniki posao...). Uenici prvih razreda strukovne kole, esnaesto16-

godinjaci, sudjelovali su u ovoeme istraivanju.Srednja kola je evterogodinja kola u kojomj se stjee ope obrazovanje (upisuje se nakon zavrene osnovnekole) i koja priprema uenike za studij na fakultetu. Uenici u prvim razredima srednje kole, esnaesto16-godinjaci, sudjelovali su u ovome istraivanju.


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njima trebao bi biti puno usmjereniji nego rad s uenicima srednjih kola. S drugestrane, takav se rezultat moe interpretirati kao odraz toga da uenici osnovnih kolaimaju manje kontakta sa kolskim savjetnikom jer nemaju toliko problema kao uenicidrugih dviju vrsta kola.

Takoer smo htjeli saznati vjeruju li uenici kolskim savjetnicima. Kruskal-Wallisovtest pokazao je statistiki znaajnu razliku meu kolama (P = 0,046). Prema srednjimvrijednostima moemo rei da uenici najvie vjeruju savjetnicima strukovnih srednjihkola a najmanje u srednjim kolama (razina srednje vrijednosti = 225,40). Taj rezultatnije bio oekivan. Pretpostavili smo da e kolskim savjetnicima najvie vjerovatiuenici osnovnih kola, a najmanje uenici strukovnih srednjih kola. Savjetnici uosnovnim kolama najee kontaktiraju s uenicima. Redovno organiziraju radionice,predavanja i sastanke gdje mogu ostvariti osobni kontakt s uenicima. Savjetnici usrednjim kolama veinu svoje pozornosti posveuju na upisivanje uenika u kolui na davanje profesionalnih savjeta to esto uzrokuje nedostatak vremena za osobnikontakt s njihovim uenicima. Neki uenici srednjih kola izrazili su razoaranjezbog prerijetkog kontakta sa kolskim savjetnicima pa im sukladno tome ne moguiskazati povjerenje.

Takoer smo prouavali izbjegavaju li uenici kolsko savjetovanje. Kruskal-Wallisovtest pokazao je statistiki znaajnu razliku meu kolama (P = 0,006). Prema razinamasrednje vrijednosti, uenici osnovnih kola najee izbjegavaju kolske savjetnikedok to najrjee ine uenici strukovnih srednjih kola. Ovaj je rezultat neoekivan

s obzirom da je bilo oekivano upravo suprotno: uenici osnovnih kola najvievjeruju kolskim savjetnicima dok uenici srednjih kola najmanje vjeruju kolskimsavjetnicima.

Statistiki znaajne razlike meu kolama nije bilo vezano uz tvrdnju da uenicisamovoljno kontaktiraju kolskog savjetnika (P = 0,124). Prema uzorku, uenicisrednjih strukovnih kola pokazuju najvie volje u kontaktiraju savjetnika, dok suuenici osnovnih kola pokazali samo volju.

Htjeli smo saznati pomau li kolski savjetnici uenicima kada imaju probleme.Kruskal-Wallisov test pokazao je statistiki znaajne razlike meu kolama (P = 0,000).Uenici osnovnih kola najvie se slau s ovom tvrdnjom. Razlog tome moemopronai u razini razvoja uenika. Uenici srednjih kola u adolescentskoj su dobi i zbogtoga radije trae pomo na drugom mjestu (prijatelji, kolski prijatelji, ili internet).

Takoer smo htjeli utvrditi osjeaju li uenici slobodu prenijeti svoja razmiljanjakolskim savjetnicima. Kruskal-Wallisov test pokazao je statistiki znaajnu razlikumeu kolama (P = 0,004). Uenici srednjih strukovnih kola najvie su se sloili stvrdnjom da slobodno mogu rei svoja razmiljanja kolskim savjetnicima, dok su seuenici osnovnih kola u najmanjoj mjeri sloili s tom tvrdnjom. Taj se rezultat moe

objasniti injenicom da uenici osnovnih kola esto posjeuju kolske savjetnikevezano uz potekoe u uenju. U tom sluaju kolski savjetnici pomau im s uenjemto je prilino usmjerena ili planirana aktivnost.


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Naposljetku, htjeli smo odrediti osjea li se u uredu kolskog savjetnika pozitivnaatmosfera. Na osnovu Kruskal-Willisova testa, utvrdili smo da postoji statistikiznaajna razlika meu kolama (P = 0,004). Atmosfera u uredima kolskih savjetnikabila je najugodnija za uenike srednjih strukovnih kolama a najmanje ugodna za

uenike osnovnih kola. Taj je rezultat sukladan naim prethodnim rezultatimakoji su pokazali da uenici srednjih strukovnih kola najee posjeuju kolskesavjetnike dok uenici osnovnih kola pokazuju najmanji interes za to. Ta samovoljau pristupanju savjetovanju svakako je povezana s osjeajima koji se javljaju tijekomprocesa savjetovanja.

Ostale tvrdnje u tablici (8 17) odnose se na ulogu savjetnika kada se radi ovrnjakom nasilju. Prije svega htjeli smo saznati mogu li uenici razgovarati sasavjetnicima o vrnjakom nasilju. Kruskal-Willisov test pokazao je da ne postojistatistiki znaajna razlika za tu tvrdnju (P = 0,696). Takoer ne postoji statistikiznaajna razlika meu kolama za tvrdnju o ponaanju savjetnika u sluaju vrnjakognasilja (P = 0,231), ili za tvrdnju o promidbi nenasilne komunikacije od stranekolskog savjetnika (P = 0,808).

Statistiki znaajne razlike pojavljuju se za preostale tvrdnje. kolski savjetnici uosnovnim kolama najee informiraju uenike o ozbiljnosti vrnjakog nasilja ikomuniciraju sa rtvama kao i s poiniteljima. Savjetnici to najrjee rade u srednjimkolama. Ti se rezultati mogu objasniti injenicom da u srednjim kolama problemvrnjakog nasilja nije toliko est.

Takoer smo istraili misle li uenici da kolski savjetnici doivljavaju vrnjakonasilje kao neto normalno. Kruskal-Wallisov test ukazao je na statistiki znaajnurazliku meu kolama (P = 0,000). Uenici osnovnih kola u najveoj mjeri sloilisu se s tom tvrdnjom (srednja vrijednost = 192,72), a iza njih odmah su bili uenicisrednjih strukovnih kola (srednja vrijednost = 200,14). Uenici srednjih kolanajmanje su se sloili s tom tvrdnjom (srednja vrijednost = 248,43). Ti rezultati nisubili oekivani. Oekivali smo da kolski savjetnici nee vrnjako nasilje smatratineim normalnim to bi se odrazilo na poveanu razinu srednjih vrijednosti. Akokolski savjetnici doivljavaju vrnjako nasilje kao svakodnevicu, onda ne pokazujuadekvatno nastojanje za prevenciju ili smanjenje istoga. Moramo stoga naglasiti dabilo koji oblik nasilja ne smije biti dozvoljen.

Za tvrdnju o praenju razreda u vrijeme odmora, Kruskal-Wallisov test ukazao jena statistiki znaajnu razliku meu kolama (P = 0,000). Saznali smo da su ueniciosnovnih kola ocijenili tu tvrdnju najveom ocjenom (srednja vrijednost = 169,74),zatim uenici srednjih strukovnih kola (srednja vrijednost = 214,30) a najmanjuocjenu dali su uenici srednjih kola. Taj ishod bio je oekivan jer se u osnovnimkolama puno pozornosti posveuje preveniranju vrnjakog nasilja koje se esto

deava upravo u vrijeme odmora.Slijede rezultati uenikih procjena radionica i sastanaka s temom vrnjakog nasilja.Prema Kruskal-Wallisovu testu, postoji statistiki znaajna razlika meu kolama.


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Srednje strukovne kole procijenile su kolske savjetnike najviom ocjenom (srednjavrijednost = 193,29), zatim uenici osnovnih kola (srednja vrijednost = 200,66),dok je najmanja procjena bila od strane uenika srednjih kola (srednja vrijednost =246,09). Taj rezultat bio je neoekivan. Oekivali smo da e savjetnici dobiti najvie

procjene od strane uenika osnovnih kola. Uenici srednjih kola uglavnom se nisusloili s tom tvrdnjom to znai da radionice s temom vrnjakog nasilja nedostaju.

Kruskal-Wallisov test pokazao je statistiki znaajnu razliku meu kolama vezanouz procjenu radionice za roditelje s temom vrnjakog nasilja. Najbolje procijenjenisavjetnici bili su oni koje su procijenili uenici osnovnih kola (srednja vrijednost= 196,30), pa zatim uenici srednjih strukovnih kola (srednja vrijednost = 202,95).Najnie procijenjeni bili su od strane srednjokolskih uenika (srednja vrijednost =241,95). Taj je ishod bio oekivan iako moramo upozoriti na veliku razliku izmeusrednjih vrijednosti uenika srednjih kola i onih uenika osnovnih i srednjihstrukovnih kola. To nas dovodi do zakljuka da srednje kole nemaju dovoljnoradionica o temi vrnjakog nasilja ili i nemaju uope.

Naposljetku, istraili smo procjene uenika o sastancima s uenicima, nastavnicimai roditeljima vezanih uz vrnjako nasilje. Kruskal-Wallisov test pokazao je statistikiznaajne razlike. kolski savjetnici bili su najpozitivnije procijenjeni od strane uenikasrednjih strukovnih kola (srednja vrijednost = 192,17), malo manje od strane uenikaosnovnih kola (srednja vrijednost = 192,65), te najmanje pozitivno od strane uenikasrednjih (srednja vrijednost = 256,25). Taj rezultat potpuno je neoekivan. Predvidjeli

smo da e uenici osnovnih kola procijeniti kolske savjetnike s najviim ocjenamavezano uz tu tvrdnju. Nadalje, vidljivo je da su uenici srednjih kola takoer dalirelativno niske ocjene za tu tvrdnju, to znai da nedostaju sastanci s temom vrnjakognasilja za uenike, nastavnike i roditelje.

ZakljuakNasilje meu vrnjacima postaje sve vei i sve ozbiljniji problem. Iz tog razloga

trebalo bi mu pridodati i veu pozornost. Iako postoje mnoge definicije vrnjakognasilja svima su zajednika dva elementa: uestalo i neprekidno nasilje nametnutodjetetu od drugog djeteta gdje postoji jasna razlika u fizikoj i psiholokoj moiagresora nad rtvom. Djeca koja su rtve vrnjakog nasilja potresena su i osjeajunegativne posljedice takvih radnji; dok je kod zadirkivaa nasilje nain uvrivanjaneprihvatljivog modela u svrhu rjeavanja vlastitih problema. Prema tome, svi moramouloiti napor u sprjeavanje nasilja, prepoznavanju i suoavanju s nasiljem u ranimstadijima, u zatiti rtava i pronalaenju prihvatljivog postupanja za zadirkivae.

kolski su savjetnici prvi kojima rtve vrnjakog nasilja dolaze po pomo. Iz tograzloga vrlo je vano da kolski savjetnici imaju odgovarajue znanje o tome kako se

ponaati u sluaju vrnjakog nasilja. U proces sprjeavanja i smanjenja razine nasiljavano je ukljuiti sve ljude koji su dio obrazovnog sustava. Ako saberemo rezultatenaeg empirijskog istraivanja, moemo rei da veina uenika ima dobra iskustva sa


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kolskim savjetnicima, a posebno uenici srednjih kola. To se moe objasniti dvamafaktorima: prvo, uenici srednjih kola navode i naglaavaju dobre rezultate uenja, adrugo, oni koji se upisuju u srednje kole uglavnom su uenici koji e nastaviti svojeobrazovanje na fakultetu pa su samim time i motivirani za uenje. To objanjenje

dokazano je rezultatima drugog dijela empirijskih podataka, posebno da se u srednjimkolama manje panje pridodaje takvim problemima nego u drugim vrstama kola.Srednje kole takoer imaju najmanje radionica i organiziranih sastanaka na tu temu.

Debata o doprinosu kolskog savjetovanja moe biti zakljuena s potvrenominjenicom da je kolsko savjetovanje potreba u sprjeavanju vrnjakog nasilja.kolski savjetnici moraju nastojati odravati dobre odnose s uenicima, moraju ihsluati kada se nau u problemu te im pomoi. kolski savjetnici moraju biti vrloosjetljivi kada se suoavaju s vrnjakim nasiljem te znati upotrijebiti primjerenemjere. U procesu sprjeavanja vrnjakog nasilja u kolama, kolski savjetnici morajuukljuiti uenike, nastavnike, roditelje te cijelo kolsko osoblje. Preventivne radionice,sastanci i predavanja o vrnjakom nasilju morala bi biti organizirana tako da sekolski savjetnici sa svim dionicima obrazovnog procesa mogu obrazovati na tutemu. Ozbiljnost problema vrnjakoga nasilja se poveava kao i posljedice za rtve iagresore. Posebno je vano pokazati da se vrnjako nasilje nee tolerirati, odnosnoda ga moramo pokuati sprijeiti.

Documents

Uloga i Znacenje Skolskog Savjetovanja u Slucaju Vrsnjackog Nasilja