- we're all in it together'
3rd November, 2004
The Business Learning and Conference Centre, Halbeath,
The initial focus
of anti-bullying work in Scottish schools was on the behaviour of
children. It is becoming clear that, to be effective, anti-bullying
policies must take into account the fact that schools are communities
composed of both adults and children.
It is impossible
to create a better learning environment for children unless we also
improve the working environment for those adults for whom school is
the workplace, and improve liaison for those who are members of the
wider school community. Unchallenged, bullying of or by adults in
schools has the power to hinder the progress that has been made towards
creating a non-violent ethos in classrooms and playgrounds.
consider how the groups who make up school communities may be
affected by bullying behaviour.
explore how the actions and attitudes of the members of these
groups can increase or decrease the levels of bullying in schools.
discuss how each of these groups can contribute to the development
of a schools anti-bullying policy and practice.
seminars held at this conference were as follows:
is a leading theatre-based learning and development consultancy, based
Presenters: Graham Sharrock and two of his
Join Forum Interactive in one of their trademark 'live-action' school
scenarios, which explores bullying attitudes and behaviours. They
create a lively environment in which the participants can actively
intervene to help problem-solve the situation.
Cultural Services, West Dunbartonshire Council. Just Boys: Empowering
Boys through Drama
Presenters: Louise Anusas, Stephen Bullock
The Just boys Project targeted boys at risk of exclusion
from school and aimed to reduce their risk of exclusion by tackling
issues related to behaviour such as bullying and violence through
the medium of drama and dance. The seminar will explore how partnership
working between health and the arts can enhance the provision of services
in an Integrated Community School setting. Participants will explore
the outcomes of the Just Boys project by participating in drama methods
used in the project, a video presentation and group discussion.
LGBT Youth Scotland - Using Theatre in Education (TIE) to tackle homophobic
bullying in youth settings
Presenters: Workers from LGBT Youth Scotland
Theatre in Education (TIE) is a useful medium through which
to address issues of discrimination with young people, such as homophobia.
This workshop will describe the production of "Them & Us:
whose side are you on? a scenario based play designed to explore
the experience of homophobic bullying. There will be a practical based
element of this workshop which will use a variety of methods including
an issue based script which invites participants to consider the experience
of homophobic bullying.
Community Schools Team and Barnardos SPACE project Partnership
Presenters: Ashley McIntosh, Gwynneth Masson
Partnership 4 Prevention involves Integrated Community Schools, Barnardo's
SPACE project, Tayside Police and Primary Mental Health Team. Experience
the Partnership 4 Prevention package to explore feelings and issues
around bullying behaviour.
and Springhill Primary Schools, Barrhead, East Renfrewshire - Sense
Presenters: Staff from both schools
Springhill Primary school and St Marks Primary school in Barrhead
worked together in session 2003-2004 on an Anti-Sectarianism project
that used Enterprise Education as its platform. The success of the
project was illustrated in a major launch in the community using drama,
art, music and poetry. Prior to starting and all the way through,
the adults working in the schools with the children had to examine
their own beliefs and values. This requires a lot of honesty and can
sometimes be painful or uncomfortable for the adults who have never
taken a close look at their beliefs and values before. The session
aims to help us question our starting position and our ability to
tackle a controversial topic through self-evaluation activities, discussion,
video clips and a question and answer section.