Epinay sur Seine 

  Short presentation  of  members of the project 

Comune di Torino – Settore Gioventù, Progetto Itaca
Via Assarotti 2 - 10122 - Torino

www.comune.torino.it/infogio/itaca

The Ithaca Project has been working on juvenile deviation for a number of years, both by organising training and educational activities within the juvenile prison "Ferrante Aporti" and by carrying out preventive projects in schools and neighbourhoods.
The concern for violence in schools is therefore part of a wider framework and the theme is approached working with teachers, a sociologist and a psychologist to prepare tools against bullying that can be used within classrooms.
The project’s work began in 1995 with a research on bullying in the city’s schools and continued with intense discussion inside the work group which led to experimental educational activities inside schools. In year 2000 a multimedia kit of educational tools was developed and distributed to all the city’s schools together with training for its use.
The Ithaca Project has worked extensively with primary and lower secondary schools however, after many requests, it is now planning specific activities for upper secondary schools.

Itaca@comune.torino.it

Comune di Modena - Osservatorio della Gioventù
Via Schedoni, 27- 41100 Modena – ITALIA

Since many years the City of Modena has been working at projects and activities in the field of prevention of juvenile uneasiness, in collaboration with other institutions. Such activities concern the uneasiness and difficulties felt by teenagers within schools, in order to prevent school abandonment. One of the problems faced in the last years is the one of relationships, cohabitation and conflicts among teenagers in schools.
To manage this project a technical committee was set up, formed by representatives of the bodies involved as well as by teachers and professors from the University of Bologna-Sociology Department. The committee organised and carried out the following activities:

• research-action on relations and conflict management in three high schools in Modena, mentioned above. The work is described in the book by T. Mancini, "Adolescenti a scuola, rapporti, percezione delle regole e gestione dei conflitti. Una ricerca tra gli studenti degli Istituti Superiori di Modena", 1999, edited by the City of Modena in collaboration with the local education superintendency;
• project began in school year 1998-99 and still ongoing, with the aim of starting up changes in the relations between schoolmates based on the respect of cohabitation rules, to favour a better school atmosphere (high school for industry and crafts - 6 classes involved);

Modena City Council is committed to fighting absenteeism and early school leaving and to welcoming children and youths at a disadvantage or facing difficulties. In this context it has promoted and led several researches both on motivations behind study and early school leaving and on socialisation processes of immigrant minors.

E-Mail: sergio.ansaloni@comune.modena.it

PROMECO – progettazione e intervento per la prevenzione
Via F. del Cossa, 18 - 44.100 Ferrara ITALIA

Established in 1993 by an agreement between Ferrara’s health service (Department for drug addiction), Ferrara Council (Department for health and social actions) and Ferrara’s Education authority, Promeco works on primary prevention of drug addiction and youth unease. It also promotes initiatives aimed at improving the life quality of adolescents in schools and neighbourhoods.
The general aim is to improve behaviour and lifestyle of youths in order to prevent those at risk by strengthening analytic and choice skills, autonomy, responsibility and effective interpersonal communication.
Promeco focuses specifically on 11 to 24 year olds and on given adults (teachers, families, and educational assistants in both public and private services). It offers a range of activities:

• Training and development of awareness for families, teachers etc. on drugs, adolescence and communication;
• Information on all the themes covered by the project;
• Design of preventive activities;
• Research on youth ease and unease in schools and neighbourhoods;
• Consultancy on direct action;

Documentation and educational material on all completed projects.

promeco@comune.fe.it     
a.tinarelli@comune.fe.it

Università Libre de Bruxelles
Faculté des sciences Psychologiques et de l’Education
Avenue Roosevelt 50, CP 122 - B 1050 Bruxelles BELGIO

The activities of the Brussels Free University, Psychological and Educational Sciences Faculty, concerning violence in schools derive from Dr. Jeanine Blomart’s initiative. The preventive actions are aimed at developing tolerance and respect towards all others, children and adults alike.
Their competence covers:

• Research-action methods on violence;
• Awareness development for teachers and families;
• Experiential workshops in the classroom for students between 8 and 12;
• Effectiveness evaluation methods;

Dr. Blomart, together with the family mediator Joëlle Timmermans, has developed a program called "Devenir son propre mediateur" (Becoming your own mediator) that has been used in four primary school classes (children from 9 to 11) with two project leaders and the teachers’ collaboration. The program includes developing teacher awareness with regular meetings and a final evaluation.
At a later time a research-action was carried out in the same two schools in the third, fourth and fifth years (from 8 to 11 year olds).
The University is also in touch with several other research projects funded by the Education Ministry.

E-Mail: ndelcros@ulb.ac.be

 AVEIRO University - Department of Education Science 

Campus de Santiago - 3810 - Aveiro  PORTOGALLO
Pedro Ana

Although the works on violence in school have been growing all over the last years in Portugal, we still consider there is a lack on this subject regarding the point of view of the students who are directly affected. Thus, questions like how they consider violence, on what degree, and according to what circumstances, how they face the different types of violence existing in schools and on what stand do they identify them, in what kind of environment violence operates with more incidence and who are the main protagonists, are some of the aspects we put forward for consideration. In this way, we made interviews next to children aged between 6 and 12 years from schools of 1^st cycle (6 to 10 years old) of the District of Aveiro, and next to their teachers too, with the main purpose of analyzing the reality so as to know better how to step in. It is then necessary to mediate with teacher training for the future teachers students who are studying in the 4^th year of Degree in Primary School, so as to be better prepared to the incidence of situations of violence in schools.
It was also created a Unit of Training for future teachers students entitled Violence in schools: form to interfere, interfere to prevent, with the organization of a Seminary on Violence in schools – throwing chairs out of the window.
We have also made some videos, website, cdrom and a little collection of books about violence in schools.
This is the reason why the NOVAS RES Project is of great interest and indispensable to get a better quality of teaching and learning at schools.

apedro@dce.ua.pt

Inspection Academique St Denis - Lycée Professionell Louise Michel
77, Rue de St. Gratien - 93800 Epinay sur Seine - FRANCIA

The Lyceum is in the suburbs and takes students who’ve previously been unsuccessful. Thus it is directly involved in preventive action and has implemented many tools for reducing student violence: control when entering school, meetings with parents, discussion of the student’s professional project before admission, listening to students who don’t attend.
The school has developed considerable expertise in:

• Getting families involved and developing awareness;
• Programs for improving schools, fighting absenteeism and early leaving and welcoming children and youths at a disadvantage or facing difficulties;
• Programs creating synergies between schools, services and associations;
• Giving more value to school success

E-Mail: laurent.vanhamme@ac-creteil.fr

Haute Ecole de Bruxelles – Departement pédagogique DEFRE
Avenue De Fré 62 – 1180 Bruxelles – BELGIO

The HEB has developed competence on many of the themes covered by NOVAS RES:

• Research and research-action methods on school violence: it has taken part in study projects aimed at learning about the phenomenon and preventing negative feelings and violence among peers at school. HEB is also interested in designing projects that integrate the theme of violence with the students’ basic training.
• Teacher training;
• In-depth training and awareness development for teachers in service;
• Experiential activities in the classroom for 12 to 17 year olds;
• Programs for improving schools, fighting absenteeism and early leaving.
• Methods for evaluating the impact of activities.

E-Mail: freddyschaner@hotmail.com

Uderstandingbus/ Paritätisches Bildungswerk Berlin e. V., Berlin - Germany
Hasenheide 54 - D-10965 Berlin – GERMANY
www.ubus.net/kontakt.htm

Understandingbus works in the following areas:
European Cooperation management, Media development, action research, "Working and Learning in Europe" transnational workplacement, further vocational training for youth and community workers…, Initial vocational training. 
On the issue of school violence, Understandingbus has devoleped expertise in the following:

1. Research and/or action-research methods concerning violence in schools.
2. Basic teacher training.
3. Programmes for developing synergies between schools, services and associations.

info@ubus.net
wlinster@is.in-berlin.de

The main function of the CEP is providing training of teachers in-service, which is done mainly trhough training courses, training in school centres, or providing activities that help what teachers demand. Alcala CEP includes 1500 teachers, belong to all levels of education: pre-school, primary and secondary.
Our team is composed of three people that come from differente services (CEP itself, EOE – psyco-pedagogical orientation – and University) with the main objectiveof developing an intervention program in two secondary schools in Alcala.
The organization itself (CEP) provides the right context and structure to develop training courses and to do school interventions with full recognition from the administration. The EOE, psyco-pedagogical orientation service, also is a formal structure where teachers that are dealing with problematic children demands attention and help. Seville University provides lecturers and researchers with wide experience in the field. Concretely in this University there ia a research team conducted by Rosario Ortega thet has been studying bullying problems since 1994.
CEP has been attained specific skills in the following context:

1. Research and/or action-research methods concerning violence in schools
2. Basic teacher training
3. Family sensitising and involvement
4. Sensitising and activities in classes for students aged 12-16

E-Mail: cepse4@cec.Junta-andalucia.es

 The Council is one fo 32 Local Authorities in Scotland that has responsability for state educational provision within the area. That provision rangesfrom education for most 3 and 4 years olds in pre-school provision, through primary school provision for 5 to 11 years olds and secondary school provision for 12 to 18 years olds.
In total the Education Service manages 91 schools and provides for 18.000 students.
In 1997 Perth and Kinross Council was one of the Councils in Scotland who received additional grant aid to work on a project entitled Building Bridges which attempted to support pupils at risk of exclusion from schools in Primary 7 (the final year of primary school) and on their transfer to the secondary school. Full details of this project are available.
The project focused on a multi-disciplinary approach which supports staff, other agencies and professionals, and parents. Integral to the programme is a model of staff development and parent development. In the first instance this project was focused on 3 schools which had been identified because of the high incidence of exclusion from these schools.
The Council has been obtained skills within the:

1. In-service training of teachers
2. Non-teaching staff sensitising and training
3. Family sensitising and involvement
4. Sensitising and activities in classes for student aged 5 – 18
5. Programmes aimed at improving schools
6. Fighting absence and drop outs, dealing with disadvantaged children
7. Programmes for developing synergies and other relevant service.

All of the above have been subject to inizial evaluation.

sbutterworth@pkc.gov.uk

Anty-Bullying Research and Resource Centre, Trinity College, Dublin
Room 3125, Arts Building - Dublin – IRELAND

The Anty-Bullying Research and Resource Centre works in the Pre-service and In-service Teaching Development programmes to prevent and counter bullying. Advice, guidance, and counselling on issues relating to bullying. Development of school policies, mediation programmes.
The Anti-Bullying Centre was developed to meet the demand in Ireland for information on preventing and combating bullying in school and in workplace.
Among their activities, the Centre has conducted a nationwide study of bullying in schools which also has findings on therelationship of self-esteem and bullying.
The Centre has been attained specific skills in:

1. BasicResearch and/or action-research methods concerning violence in schools.

2. Teacher training.

3. "In-service" teaching sensitising and refreshing.

4. Non-teaching staff sensitising and training.

5. Family sensitising and involvement.

6. Sensitising and activities in classes for students aged 4 –18.

7. Intervention impact and efficacy evaluation methods.

E-Mail: momoore@tcd.ie ; astridmona@tinet.ie

Johannes School – Stockolm – Sweden
Roslagsgatan 61 – 11354 Stoccolma – Sweden

In the Swedish school system, the active participation of the parents is fundamental. According to The National Curriculum. The joint responsability of parents/guardians and the school concerning the pupils schooling shall create the best possible conditions for the development of learning. We believe that parents are one of the most important participants in the struggle against violence in schools.
Our school is a primary school. It is located in a middle class area where the majority of parents have a good education and job. The fight against violence in schools has become a big national issue some years ago, with debates in the media and among school staff. With this the Governement requested that each school prepare and implement a local school plan against all forms of violence including bullying, racism and discrimination.
The school has been attained specific skills in:

1. research and/or action-research methods concerning violence in schools
2. basic teacher training
3. in-service teaching sensitising and refreshing
4. non-teaching staff sensitising and training
5. family sensitising and involvement
6. sensitising and activities in classes for students aged 6 – 13

E-Mail: omar.fadera@swipnet.se