{"id":9031,"date":"2023-01-07T11:00:00","date_gmt":"2023-01-07T10:00:00","guid":{"rendered":"https:\/\/prahaskolska.200.solutions\/?p=9031"},"modified":"2023-01-10T19:27:17","modified_gmt":"2023-01-10T18:27:17","slug":"program-prevence-sikany-muzete-od-unora-vyuzit-bezplatne-i-pro-vasi-skolu","status":"publish","type":"post","link":"https:\/\/prahaskolska.200.solutions\/?p=9031","title":{"rendered":"Program prevence \u0161ikany m\u016f\u017eete od \u00fanora vyu\u017e\u00edt bezplatn\u011b i pro va\u0161i \u0161kolu<\/strong>"},"content":{"rendered":"\n

Organizace Jules a Jim, z.\u00fa. p\u016fsob\u00ed na poli prevence \u0161ikany ve \u0161kol\u00e1ch u\u017e dvacet let. Od \u00fanora otev\u00edr\u00e1 dal\u0161\u00ed kolo \u0161kolic\u00edho programu pro \u0161koln\u00ed metodiky prevence a pedagogick\u00e9 sbory zam\u011b\u0159en\u00fd na t\u00e9ma \u0161ikany. Program je d\u00edky zapojen\u00ed do projektu iKAP II \u2013 Inovace ve vzd\u011bl\u00e1v\u00e1n\u00ed bezplatn\u00fd a m\u016f\u017ee jej vyu\u017e\u00edt jak\u00e1koliv pra\u017esk\u00e1 \u0161kola. Julie Mastn\u00e9, odborn\u00e9 garantky organizace Jules a Jim, jsem se zeptali nejen na podrobnosti k programu. S \u010d\u00edm se \u0161koly ohledn\u011b \u0161ikany v sou\u010dasnosti nejv\u00edce pot\u00fdkaj\u00ed? A jak zm\u011bnil prost\u0159ed\u00ed covid?<\/strong><\/p>\n\n\n\n

Jules a Jim nab\u00edz\u00ed te\u010f v r\u00e1mci projektu <\/strong>iKAP II – Inovace ve vzd\u011bl\u00e1v\u00e1n\u00ed<\/strong><\/a> \u0161kol\u00edc\u00ed program pro \u0161koln\u00ed metodiky prevence a pedagogick\u00e9 sbory zam\u011b\u0159en\u00fd na t\u00e9ma \u0161ikany. Program zahrnuje t\u0159i \u010d\u00e1sti: 3 dny \u0161kolen\u00ed a 4 intervizn\u00ed setk\u00e1n\u00ed pro \u0161koln\u00edho metodika prevence, a\u017e 90 minut konzultace konkr\u00e9tn\u00ed situace ve \u0161kole a jedno celodenn\u00ed setk\u00e1n\u00ed pro pedagogick\u00fd sbor ve \u0161kole. Pro\u010d v\u00e1m takov\u00e1 kombinace d\u00e1v\u00e1 smysl?<\/strong><\/p>\n\n\n\n

\u0160ikana je v\u011bc cel\u00e9 \u0161koly. Kdy\u017e lev\u00e1 ruka nev\u00ed, co d\u011bl\u00e1 prav\u00e1, pak nemohou spole\u010dn\u011b p\u016fsobit v r\u00e1mci prevence a mohou nap\u00e1chat v\u00edce \u0161kody, kdy\u017e u\u017e se n\u011bco rozjede. \u0160koly se na n\u00e1s \u010dasto obracej\u00ed s prosbou o konzultaci konkr\u00e9tn\u00ed situace v n\u011bkter\u00e9 ze t\u0159\u00edd a \u010dasto je to bohu\u017eel a\u017e ve chv\u00edli, kdy n\u011bkter\u00fd z pedagog\u016f podnikl kroky, kter\u00e9 p\u0159\u00edmo odporuj\u00ed nebo dokonce br\u00e1n\u00ed vhodn\u00e9mu postupu prevence, \u0161et\u0159en\u00ed a \u0159e\u0161en\u00ed \u0161ikany. Pova\u017eujeme proto za d\u016fle\u017eit\u00e9, aby ka\u017ed\u00fd pedagogick\u00fd pracovn\u00edk (a byli bychom r\u00e1di i za ty nepedagogick\u00e9) alespo\u0148 z\u00e1kladn\u011b porozum\u011bl t\u00e9matu \u0161ikana ve sv\u00e9 komplexnosti. Ka\u017ed\u00fd pedagog by m\u011bl um\u011bt pr\u016fb\u011b\u017en\u011b monitorovat situaci v jednotliv\u00fdch t\u0159\u00edd\u00e1ch a v\u011bd\u011bt, jak potenci\u00e1ln\u00ed \u0161ikanu identifikovat v b\u011b\u017en\u00e9m \u0161koln\u00edm provozu. M\u011bl by zn\u00e1t z\u00e1kladn\u00ed postup p\u0159i podez\u0159en\u00ed na \u0161ikanu a jakou v n\u011bm m\u00e1 roli on a jakou jeho dal\u0161\u00ed kolegov\u00e9. M\u011bl by ovl\u00e1dat komunikaci se \u017e\u00e1ky i s jejich z\u00e1konn\u00fdmi z\u00e1stupci v r\u00e1mci prevence \u0161ikany a i ve chv\u00edli, kdy u\u017e se ve t\u0159\u00edd\u011b n\u011bco d\u011bje. M\u011bl by ovl\u00e1dat pr\u00e1ci s pravidly zaji\u0161\u0165uj\u00edc\u00ed bezpe\u010d\u00ed ve skupin\u011b a dal\u0161\u00ed vhodn\u00e9 preventivn\u00ed n\u00e1stroje a v\u011bdom\u011b a aktivn\u011b je vyu\u017e\u00edvat. M\u011bl by se ztoto\u017enit se svou rol\u00ed normotv\u016frce a toho, kdo pom\u00e1h\u00e1 uschop\u0148ovat \u017e\u00e1ky a posilovat jejich resilienci, empatii a prosoci\u00e1ln\u00ed chov\u00e1n\u00ed. Sou\u010dasn\u011b by m\u011bl rozum\u011bt nevhodn\u00fdm intervenc\u00edm ve chv\u00edli, kdy se ve t\u0159\u00edd\u011b n\u011bco d\u011bje. Pro pedagogick\u00fd sbor jde tak o z\u00e1kladn\u00ed zar\u00e1mov\u00e1n\u00ed \u0161ikany a zasazen\u00ed do kontextu vlastn\u00ed \u0161koly. Pro \u0161koln\u00edho metodika prevence pak o d\u016fkladn\u00e9 proniknut\u00ed do taj\u016f \u0161ikany a jej\u00edho \u0161et\u0159en\u00ed a \u0159e\u0161en\u00ed s n\u00e1slednou podporou b\u011bhem interviz\u00ed a individu\u00e1ln\u00edch konzultac\u00ed. T\u011bch se mohou \u00fa\u010dastnit i dal\u0161\u00ed zainteresovan\u00ed ze \u0161koly, zpravidla z\u00e1stupce veden\u00ed nebo dal\u0161\u00ed \u010dlenov\u00e9 poradensk\u00e9ho pracovi\u0161t\u011b \u0161koly.<\/p>\n\n\n\n

Pro\u010d by se \u0161koln\u00ed metodi\u010dka\/ metodik prevence (\u0160MP) m\u011bli do va\u0161eho programu p\u0159ihl\u00e1sit? S \u010d\u00edm jim pom\u016f\u017ee?<\/strong><\/p>\n\n\n\n

\u0160MP b\u011bhem t\u0159\u00ed dn\u016f pe\u010dliv\u011b prozkoumaj\u00ed oblast \u0161ikany a upevn\u00ed si svou roli p\u0159i jej\u00ed prevenci, \u0161et\u0159en\u00ed a \u0159e\u0161en\u00ed. Osvoj\u00ed si patn\u00e1ctikrokov\u00fd sc\u00e9n\u00e1\u0159 p\u0159i podez\u0159en\u00ed na \u0161ikanu. Dopln\u00ed si z\u00e1kladn\u00ed monitorovac\u00ed, sociometrick\u00e9 a diagnostick\u00e9 n\u00e1stroje. Porozum\u00ed, co je c\u00edlem jednotliv\u00fdch zji\u0161\u0165ovac\u00edch rozhovor\u016f a vyzkou\u0161\u00ed si veden\u00ed rozhovoru v bezpe\u010dn\u00e9m prost\u0159ed\u00ed. Nau\u010d\u00ed se z\u00e1kladn\u00ed interpreta\u010dn\u00ed postup zji\u0161t\u011bn\u00fdch informac\u00ed z rozhovor\u016f s d\u016frazem na mo\u017en\u00e1 zkreslen\u00ed. Vyzkou\u0161\u00ed si oznamov\u00e1n\u00ed v\u00fdsledk\u016f \u0161et\u0159en\u00ed jednotliv\u00fdm c\u00edlov\u00fdm skupin\u00e1m. Ujasn\u00ed si \u00fa\u010del a pr\u016fb\u011bh v\u00fdchovn\u00e9 komise a zp\u0159ehledn\u00ed si mo\u017enosti pr\u00e1ce s n\u00e1pravn\u00fdmi opat\u0159en\u00edmi. Porozum\u00ed mo\u017enostem n\u00e1sledn\u00e9 pr\u00e1ce s jednotlivci a se t\u0159\u00eddou. Ujasn\u00ed si, kdy je vhodn\u00e9 p\u0159izvat extern\u00ed pomoc. Na t\u0159\u00eddenn\u00ed \u0161kolen\u00ed navazuj\u00ed \u010dty\u0159i intervizn\u00ed setk\u00e1n\u00ed rozlo\u017een\u00e9 v \u010dase, na kter\u00e9 mohou \u0160MP p\u0159in\u00e1\u0161et jak\u00e1koli t\u00e9mata souvisej\u00edc\u00ed s oblast\u00ed \u0161ikany a interperson\u00e1ln\u00ed agrese, a kolektivn\u00edm v\u011bd\u011bn\u00edm a r\u00e1mov\u00e1n\u00edm od p\u0159\u00edtomn\u00e9ho odborn\u00edka z\u00edskaj\u00ed jin\u00fd n\u00e1hled na situaci, tipy pro dal\u0161\u00ed pr\u00e1ci s jednotlivci, se skupinou, u\u010diteli, veden\u00edm \u0161koly \u010di rodi\u010di, nebo utvrzen\u00ed ve vhodn\u00e9m postupu. Individu\u00e1ln\u00ed konzultace jim pak m\u016f\u017ee pomoct vy\u0159e\u0161it konkr\u00e9tn\u00ed situaci ve \u0161kole. \u0160MP tak z\u00edsk\u00e1 znalosti i dovednosti pot\u0159ebn\u00e9 pro kvalitn\u00ed prevenci, \u0161et\u0159en\u00ed a \u0159e\u0161en\u00ed \u0161ikany ve \u0161kole, a nav\u00edc s\u00e1m m\u016f\u017ee ovlivnit, \u010demu se b\u011bhem programu budeme v\u011bnovat, a tedy co nov\u00e9ho se dozv\u00ed, jakou dovednost si osvoj\u00ed.<\/p>\n\n\n\n


Va\u0161e organizace se prevenc\u00ed \u0161ikany ve \u0161kol\u00e1ch zab\u00fdv\u00e1 u\u017e 20 let. Jak se po tu dobu zm\u011bnil tento probl\u00e9m? A jak\u00fdmi pot\u00ed\u017eemi se te\u010f u\u010ditel\u00e9 ve t\u0159\u00edd\u00e1ch ohledn\u011b \u0161ikany nejv\u00edce pot\u00fdkaj\u00ed? Asi hraj\u00ed roli i roky covidov\u00e9 pandemie a v\u00e1lka na Ukrajin\u011b…<\/strong>
S nads\u00e1zkou? P\u0159ed deseti lety \u0159\u00edkalo 70 % \u0161kol, \u017ee u nich \u0161ikana nikdy nebyla a nikdy nebude. Dnes si 70 % \u0161kol p\u0159ipou\u0161t\u00ed, \u017ee u nich na \u0161kole \u0161ikana m\u016f\u017ee b\u00fdt, a to je z\u00e1kladn\u00ed p\u0159edpoklad br\u00e1t v\u00e1\u017en\u011b i vzd\u011bl\u00e1v\u00e1n\u00ed se v t\u00e9to oblasti. Ur\u010dit\u011b te\u010f \u0161koly \u0159e\u0161\u00ed v\u00edce vliv kyberprostoru a pou\u017e\u00edv\u00e1n\u00ed technologi\u00ed ve \u0161kol\u00e1ch. A n\u011bkter\u00e9 \u0161koly se st\u00e1le podivuj\u00ed nad t\u00edm, \u017ee kdy\u017e se d\u011bje mezi jejich \u017e\u00e1ky n\u011bco v onlinu, tak je to jen sign\u00e1l, \u017ee by se m\u011bli pod\u00edvat na to, co se d\u011bje \u201ev offlinu\u201c, tedy v ka\u017edodenn\u00ed realit\u011b ve t\u0159\u00edd\u00e1ch. Nam\u00edsto toho n\u011bkdy odes\u00edlaj\u00ed rodi\u010de p\u0159\u00edmo na Policii \u010cR a s informacemi ve \u0161kole nepracuj\u00ed, mnohdy ani nev\u011bd\u00ed jak na to. \u0160koly se prost\u011b st\u00e1le digit\u00e1ln\u00edho sv\u011bta v\u00edce boj\u00ed a br\u00e1n\u00ed se mu zuby nehty nam\u00edsto toho, aby prov\u00e1zeli \u017e\u00e1ky t\u00edm, jak jej vhodn\u011b vyu\u017e\u00edvat ve sv\u016fj prosp\u011bch i prosp\u011bch ostatn\u00edch, aby je u\u010dili tzv. digit\u00e1ln\u00ed wellbeing. Tomu se v\u011bnujeme v r\u00e1mci vzd\u011bl\u00e1vac\u00edho programu pro u\u010ditele Internetov\u00ed \u00fa\u017eas\u0148\u00e1ci<\/a> a p\u0159edev\u0161\u00edm pak v projektu Labyrint s\u00edt\u011b a r\u00e1j srdce, kter\u00fd p\u016fjde do sv\u011bta koncem tohoto \u0161koln\u00edho roku. Pro zaj\u00edmavost –  zde je rozhovor a z\u00e1znam z konference Digit\u00e1ln\u00ed wellbeing d\u011bt\u00ed<\/a>, kterou organizoval SKAV<\/a>. V\u017edy\u0165 dne\u0161n\u00ed \u017e\u00e1ci i studenti se u\u017e narodili do doby internetu, pravd\u011bpodobn\u011b jejich fotka prol\u00e9tla internetem v prvn\u00edch vte\u0159in\u00e1ch jejich \u017eivota, ale ve \u0161kol\u00e1ch to po\u0159\u00e1d jaksi nechceme br\u00e1t jako realitu a v\u00fdznamnou sou\u010d\u00e1st na\u0161ich \u017eivot\u016f.<\/p>\n\n\n\n

A s n\u00e1sledky covidov\u00fdch rok\u016f se \u0161koly perou st\u00e1le a pravd\u011bpodobn\u011b je\u0161t\u011b chv\u00edli budou. \u017d\u00e1ci spolu prakticky dva roky netvo\u0159ili b\u011b\u017en\u00fd t\u0159\u00eddn\u00ed kolektiv tak, jak jej zn\u00e1me, co\u017e se propsalo do jejich osobnostn\u011b-soci\u00e1ln\u00edho rozvoje, do nejistoty v r\u00e1mci klimatu t\u0159\u00eddy a vlastn\u00ed pozice ve t\u0159\u00edd\u011b. \u017d\u00e1ci se zjednodu\u0161en\u011b p\u0159estali zn\u00e1t mezi sebou nebo k tomu ani nedostali p\u0159\u00edle\u017eitost, a \u0161koly v\u011bt\u0161inou up\u0159ednostnily vzd\u011bl\u00e1v\u00e1n\u00ed p\u0159ed dobrou atmosf\u00e9rou ve t\u0159\u00edd\u00e1ch. A to tenhle probl\u00e9m jen prohlubovalo a prohlubovalo, a\u017e se ve t\u0159\u00edd\u00e1ch rychleji rozjely nemocn\u00e9 normy, kter\u00e9 d\u00e1vaj\u00ed p\u0159\u00edle\u017eitosti interperson\u00e1ln\u00ed agresi a rozvoji \u0161ikany. No a te\u010f pedagogicko-psychologick\u00e9 poradny a ani my, neziskovky, nest\u00edh\u00e1me pokr\u00fdvat podporu ve v\u0161ech t\u0159\u00eddn\u00edch kolektivech a pro v\u0161echny pedagogy, kte\u0159\u00ed by to pot\u0159ebovali.<\/p>\n\n\n\n

V\u00edce informac\u00ed:<\/strong><\/p>\n\n\n\n