Cowie, H. & Jennifer, D. (Co-ordinating team, UK), Chankova, D. & Poshtova, T. (Bulgaria), Deklerck, J. & Deboutte, G. (Belgium), Ertesvåg, S. K. & Samuelsen, A. S. (Norway), O'Moore, M. & Minton, S. J. (Ireland) and Ortega, R. & Sanchez, V. (Spain) © (2006)

School Bullying and Violence: Taking Action

Module B

Unit B1 - What Does the WSA stand for?

VISTA illustration


PDF PDF Unit B1 - What Does the WSA stand for?


  • To enable participants to give a definition of a WSA

  • To enable participants to define the benefits of a WSA

  • To motivate participants to use the WSA in their own school(s)

  • To enable participants to analyse the policy and culture of their/a school

  • To enable participants to understand the prevention pyramid as a useful framework to carry out a needs analysis

  • To enable participants to make proposals to broaden existing school practice, increase quality and achieve improved coherence

Facilitation skills to be developed through this unit:

Knowledge and understanding of:

  • the sense of complexity of “problematic behaviour” within the school:

    • multi-causality of “difficult school behaviour” (bullying, violence, vandalism, skipping school)

    • being able to handle an ecological framework to interpret multi-causality

  • some important characteristics of a positive school climate and how they contribute to a less problematic school environment (fewer problems of bullying and violence)

  • the prevention pyramid as a supportive framework for a WSA

  • the meaning and coherence of the four 'intervention levels' of the prevention pyramid

  • the most important characteristics and qualities of the WSA

  • these characteristics in participants' own schools

Personal qualities and attributes include:

  • remaining empathic vis-à-vis the various experiences of disrespectful behaviour including bullying and violence

  • being touched by the needs that are hidden behind several kinds of disrespectful behaviour including bullying and violence

  • being open to several perspectives with respect to “difficult school behaviour”

  • being open to the interaction between context and personal experience:

    • as an explanation for difficult school behaviour

    • as a point of departure to search for solutions and prevention measures

  • wanting to do something about formal and informal initiatives that contributes to improved quality of life within the school and are also problem-preventing or problem-solving

EU Flag  © 2006 H. Cowie, D. Jennifer, D. Chankova, T. Poshtova, J. Deklerck, G. Deboutte, S. K. Ertesvag, A. S. Samuelsen, M. O Moore, S. J. Minton, R. Ortega & V. Sanchez. School Bullying and Violence: Taking Action. All rights reserved // Acknowledgements // Legal Notices

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