Η ύπαρξη του σχολικού εκφοβισμού σε μαθητές τμημάτων ένταξης,μέσα από τα λεγόμενα νηπιαγωγών και δασκάλων (Master thesis)
Καραοτζάδη, Γεσθημανή
The present research aims to highlight and analyze the experience of Primary Education
Teachers (Kindergarten and Teachers) regarding the phenomenon of school bullying and
the victimization of children with SEN in Integration Departments. The participants were
ten teachers from Kilkis Country with years of experience in education. Their common
feature was that all of them have been in an integration section, either as general
educators or as special education teachers. Teachers were asked to answer ten semi
structured interview questions, aiming to study their experience and their attitude to
school bullying phenomena that have received pupils with SEN. For the analysis of their
answers, the Thematic Analysis method was used. After the transcription of the material,
eight (8) themes emerged, analyzing the teachers' experiences and interpreting the
perceptions and attempts to deal with bullying incidents. The participating teachers have
served in schools and kindergartens for many years and have had many experiences on
the subject. Their mature age was an element that helped to make comparisons with past
times. They were all up to date, ready and troubled about their attitude. They presented
their experiences, their concerns and they were also aware of their inefficiency in some
of the reported incidents. The survey highlighted that both general and special
education teachers need help and counseling from experts to address the problems that
have been more complex in recent years. Ιn fact, most of them stressed the need for a
school psychologist in school. It also emerged that the problematic family background
favors the aggression of boys in particular. The existence of SEN in combination with
some social and racial characteristics intensifies the phenomenon of intimidating
incidents. It has also been emphasized that indirect forms of intimidation, such as
exclusion and verbal comments, are more common and more serious at these ages. Indeed, it was mentioned by all participants that the appearance and obvious problems of
speech and movement are characteristics that can cause the perpetrator. All participating
teachers admitted that their personal experiences and their long experience were decisive
in their attitude. Everyone has been reminded of the important contribution of child
observer both supportive and dissuasive to the intimidator. From what they say, there
were no passive receivers, but instead they tried to cope with the best of the incidents.
This fact of constant anxiety and concern as well as the continuous effort for self
improvement through many training actions and counseling ,is the positive conclusion of
this research as it demonstrates the high interest and empathy of teachers for all their
students without discrimination and limitations.
Institution and School/Department of submitter: | Σχολή Διοίκησης και Οικονομίας / Τμήμα Διοίκησης Επιχειρήσεων |
Keywords: | σχολικός εκφοβισμός;ένταξη;ειδικές εκπαιδευτικές ανάγκες;βιωμένη εμπειρία;συμβουλευτική;school marketing;integration;special educational needs;experience;counseling |
Description: | Μεταπτυχιακή εργασία--ΣΔΟ-Τμήμα Διοίκησης Επιχειρήσεων,2018--αα10508 |
URI: | http://195.251.240.227/jspui/handle/123456789/11880 |
Appears in Collections: | Μεταπτυχιακές Διατριβές |
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