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Jäger, Th., Bradley, C. & Rasmussen, M. (Eds.) (2003). Violence Prevention in School Using the Internet: A European Perspective. Landau: Verlag Empirische Pädagogik


This book gives an overview of violence and violence prevention in five countries with a focus on resources that are available on the Internet. In this context we present selected web sites from Denmark, Finland, Germany, Portugal and the UK and give an overview of the situation in these countries.
The book is for teachers, educators, parents and others who are affected by violence in school in their daily work or life, and who are interested in how the problem of violence in school is dealt with in other countries.
The book is complemented by a separate section on VISIONARY Internet portal that provides access to a constantly changing and growing pool of information on all the areas that are covered in the book.

Summaries of the book's chapters:

Chapter 1, Introduction - background, concept and structure of this book, gives an overview of the background and concept of the book. It outlines how the VISIONARY website and the book complement each other and gives an outline of each of the chapters in the book.

Chapter 2,
Supporting violence prevention in school using the Internet, gives an overview of basic concepts relating to the Internet, different ways of searching for information, communicating with others, and the concept of online communities. As an example of how these different aspects are combined and as the starting point for this book, the VISIONARY web site is presented.

Chapter 3,
Violence in school, introduces definitions of violence and bullying in school, and also its prevalence and sources, in Denmark, Finland, Germany, Portugal and the UK. It reveals the differences and similarities between definitions and concepts within and between our countries and presents common tendencies in terms of the prevalence of violence. Furthermore, this chapter reveals that aggressive and violent behaviour is caused by a broad variety of sources that interact in a complex way, and points out the necessity that programmes or activities that combat aggressive or violent behaviour should focus on multiple rather than single sources.

Chapter 4,
Violence prevention in school, first clarifies the concept of violence in school and its sources (individual, academic, cultural and social). Based on international research, it stresses some of the main features of the pedagogical context and the problem of violence in school. The chapter introduces primary, secondary and tertiary preventive measures that can be implemented in schools. It also presents a theoretical and practical set of measures to improve relationships within school and increase the participation of the different actors (teachers, pupils and parents) at the classroom and school level.

Chapter 5,
Activities for violence prevention in school, outlines a variety of different types of activities against violence in schools, based on the system of categories in the link collection of the VISIONARY portal. For each category, a theoretical introduction and several examples of web sites are given.

Chapter 6,
Violence prevention in school: initiatives and Internet resources in Denmark, gives an overview about the Danish school system and crime prevention in Denmark. Furthermore, it presents selected web sites and projects from various fields and outlines trends concerning violence prevention in school in Denmark

Chapter 7,
Violence prevention in school: initiatives and Internet resources in Finland, gives an overview of school violence prevention in Finland, focusing especially on materials and projects that can be found on the Internet. In addition to this, the chapter includes information on Finnish projects, associations and organisations offering support and advice for children, adolescents and their educators. Examples of national organisations and local projects are included that focus on preventing violence in schools, supporting mental well-being, and improving the social environment of children and youth.

Chapter 8,
Violence prevention in school: initiatives and Internet resources in Germany, introduces violence prevention in school in Germany, and considers specific issues that stem from the federal structure and complex educational system in Germany. It gives an overview of German resources related to violence prevention in school on the Internet, such as for instance German portals, initiatives, organisations and campaigns. Selected web sites and projects are presented giving an insight into popular concepts, ideas and resources in Germany.

Chapter 9,
Violence prevention in school: initiatives and Internet resources in Portugal, presents the main initiatives from the Portuguese educational system relating to violence prevention in school and the promotion of values that instil peace and good citizenship. It gives an overview of Portuguese resources related to violence prevention in school on the Internet and presents the main web sites and projects.

Chapter 10,
Online communication and communities addressing bullying: a UK perspective, reviews some of the approaches to bullying and violence prevention that are currently being employed by schools within the UK. It also outlines the Internet's role in bullying and violence prevention in UK schools and presents selected projects and web sites from the UK.

Further information:

ISBN 3-933967-87-2 (3933967872), 191 S., 19,90 Euro

This book has been written in the context of the project "VISIONARY".

How to order:
Order at amazon.de

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