Uloga učitelja u prepoznavanju i prevenciji emocionalnog nasilja među vršnjacima

Emocionalno nasilje među vršnjacima prisutno je u svim sredinama, no u javnosti se iznosi mali broj slučajeva. U ovom se radu navode vrste emocionalnog nasilja među vršnjacima te njihove karakteristike. Za potrebe ovog rada provedeno je kvalitativno istraživanje čiji je cilj bio saznati najučinkovitije metode prepoznavanja i prevencije emocionalnog nasilja u školama. U istraživanju je sudjelovalo 7 učiteljica jedne zagrebačke škole čija je prosječna dob 47 godina. Instrument pomoću kojega su se prikupljali podaci bio je upitnik s 11 pitanja kojeg su učiteljice mogle proučiti prije početka intervjua. U intervjuu s učiteljicama detaljno su razrađeni slučajevi emocionalnog nasilja te mjere koje su poduzete kako bi se ono spriječilo. Sve učiteljice s kojima sam razgovarala ističu vrijeđanje i ismijavanje kao najčešće oblike emocionalnog nasilja te razgovor s djecom kao najčešći oblik sprječavanja nasilja. Od sedam učiteljica, jedna smatra kako nije dovoljno educirana o problemu te ima teškoća s rješavanjem takvih slučajeva. Međutim, ona u razrednoj nastavi radi tek godinu dana na temelju čega se može zaključiti kako je iskustvo itekako potrebno. Prepoznavanje nasilja kao i njegovo sprječavanje zahtjeva i određeno znanje o karakteristikama žrtve, počinitelja te ostalih sudionika u činu nasilja. Budući da su učitelji ti koji puno vremena provode s djecom u školi, imaju veliku odgovornost u prepoznavanju i prevenciji emocionalnog nasilja. Ono od čega treba krenuti jest politika škole. Svaka škola treba jasno dati do znanja da u njoj nema mjesta nasilju, ali i da, ukoliko je ono prisutno, treba reagirati na vrijeme. S obzirom na složenost emocionalnog nasilja, u njegovu prepoznavanju i prevenciji moraju sudjelovati i ostali sudionici škole. Da bi mogli pravilno djelovati, moraju biti i educirani. Danas postoji mogućnost odlaska na tečajeve i radionice, ali i organiziranje radionica u razredu s učenicima.Emotional child abuse is present in all environments, but we do not hear about these kind of cases a lot. This paper deals with types of emotional violence and their characteristics. For the purpose of this paper, a qualitative research was carried out and its main aim was to find out the most efficient methods of recognition and prevention of emotional violence in schools. The research involved 7 teachers from one school in Zagreb whose average age is 47 years. The instrument used to collect data was a questionnaire with 11 questions that teachers could study before the interview began. In an interview with the teachers, cases of emotional violence and measures taken to prevent it were elaborated in detail. All of the teachers I have been talking to point out verbal abuse and mockery as main types of emotional abuse, and conversation with children as the most common form of abuse prevention. One out od seven teachers considers that she is not sufficiently educated about the problem and has difficulty solving such cases. However, she only has one year of experience in the classroom, which is why it can be concluded that experience is very necessary. Identification of violence, as well as its prevention demand a specific knowledge of the characteristic of the victim, the abuser and other participants in the act of abuse. Since teachers are the ones who spend a lot of time with childen at school, they have great responsibility in identifying and preventing emotional violence. Every school should start from its policy. It needs to make clear that there is no room for violence in it, and that, if it is present, it is needed to react on time. Given the complexity of emotional violence, other employers of the school also have to be involved in its recognition and prevention. To be able to act properly, they have to be educated. Today, there is a possibility of going to courses, workshops, etc., but also organizing them in the classroom with the students