TRIC-Bullying and Cyberbullying Erasmus Project

Project Title

TRIC-Bullying and Cyberbullying

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : School Exchange Partnerships

Project Call Year

This project’s Call Year is 2018

Project Topics

This project is related with these Project Topics: Civic engagement / responsible citizenship; Inclusion – equity; ICT – new technologies – digital competences

Project Summary

This project was born as a response to a social need shared by the three schools: Fight bullying and cyberbullying.
Our main goal is to develop the ability to understand other points of view, regulate negative emotions, improve social interaction skills and see conflict as an opportunity for learning.
TRICs have given access to plurality and diversity but families, students or teachers were not aware of the conflict they can carry with them and they were not prepared to face it either. Training to be able to work on it was another of the main goals of the project: We have developed prevention and intervention protocols as a guide for our students in this sphere so they can solve their own conflicts and become mediators in other people’s.
Working together has helped us improve our skills in foreign languages. It has enriched our school communities and enabled the contact among the different parts that form them.
They were initially aimed at 4th year of Secondary Education students and A-level students, but many activities have been carried in every level, so the scope has been broadened. We can group them in two main categories:
1) Transnational activities:
– How we address bullying in our schools: Ellaboration, presentation and commenting on the video of the Fandiño Ricart sisters (a well-known example of bullying). Statistical analysis on how we perceive bullying and managing living together and sharing spaces between the three countries.
– Cine-forum and Digital Resources: Identifying and analysing the agents that take part in bullying. Development of the campaign “SAY NO TO BULLYING”. Creating digital resources (videos, video-poems, posters/pannels)
– Enhancing our antibullying skills: Promoting positive values against bullying. Song composition and analysis. Drama and theatre focused on preventing bullying.
– Decalogue of good practice in bullying and cyberbullying and project evaluation: Ellaboration/creation and analysis of the surveys carried in social media. Presenting new proposals and voting the final decalogue. Asessment.
2) Local activities
– Initial training activities (students and teaching staff):
Work groups, seminars, conferences and debates.
– Implementation activities:
Meetings, questionnaires, surveys, presentations, theatre plays, videos, posters, facilities, video-poems, songs, slogans.
– Outreach activities:
Meetings, stickers, leaflets, signs, bulletin boards, bookmarks, school diaries’ covers, hopscotch, posters, presentations, articles and press releases, radio interviews, public events with local and regional authorities, social media publications, webpage, eTwinning.

The variety of tools used has allowed the participants to increase their digital competences. The most used have been: Microsoft Office, Libre Office, Adobe Acrobat Reader, Publisher, Canva, Wordle, Slide, Youtube, Genially, Padlet, Google Forms, Inkscape, HandBrake, Movie Maker, Pinnacle Studio, Cisco Webex.
Etwinning has been a crucial way to share our experience with other schools. It has allowed us to discover new tools and materials created by teachers that have made an impact in our training and teaching practice.

Bullying and cyberbullying are a shared problem amongst most of the younger generations. All of our results will be available and will serve as a guide for years:
– The results of each of the meetings, published in our web, can be reused for new experiences in the future.
– The final decalogue has been included in the students’ school diary for next schoolyear and in a big hopscotch located at the entrance of our schools. This decalogue will also be included in bookmarks that will be distributed outside the schools.
– The surveys carried out in social media are ready to be downloaded and adapted to other initiatives.
– The videos and plays made by the students will serve as a starting point in the tutorial sessions, cineforum activities or debates around the issue.
– The triptych leaflets that include Maruxa and Coralia F. Ricart’s usual route that have been translated into 8 languages by the associate schools will be distributed through the Tourism Office by Santiago’s Council, that will also design a touristic route based on this particular walk.
– We will also organise a travelling exhibition around the schools of the area with the posters created whenever the sanitary conditions allow us to do so.
– The video titled “Mediador@s” includes an example of inclusion in shared spaces in schools from a coeducative perspective. It is representative of the own expansiveness of the project. This experience is transferable to other school communities and represents our most relevant non-tangible result: educating students to become active agents on the issue of helping, mediating and improving coliving and sharing spaces in school. The structure created has functioned in a satisfying way and it is a steady and solid part of how we organize coliving and sharing spaces in our own shcools.

Project Website

http://www.xelmirez.com/cybb/indicecybb.html

EU Grant (Eur)

Funding of the project from EU: 77246,5 Eur

Project Coordinator

IES Arcebispo Xelmirez I & Country: ES

Project Partners

• Liceo Scientifico Linguistico Statale Paolo Giovio
• Colegiul Tehnic “Anghel Saligny”