International Observatory for School Climate and Violence Prevention,

Flinders University

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 CMVE 2019 ® Todos los Derechos Reservados

Conferences

A global perspective of peer aggression and bullying

Grace Skrzypiec, Ph.D.

Current Co-President of the International Observatory on School Climate and Violence Prevention.

Senior Lecturer in Research Methods and Statistics in the College of Education, Psychology and Social Worker at Flinders University Adelaide, Australia. Psychologist and trained secondary teacher as well as Co-Director of the Student Wellbeing and Prevention of Violence (SWAPv) Research Center. In 2014 she was the recipient of the Vice-Chancellor's Award for Early Career Researchers in recognition of outstanding contributions to excellence in research.

Leading a team of researchers from around the world, the global phenomenon of bullying was investigated by her in an international peer aggression and well-being study involving 12 world regions (Australia, Mainland China, Greece, India, Indonesia, Italy, Israel, Poland, South Korea, Spain, Taiwan and The Philippines) and over 7000 students. With members of the team, she will present global findings from the study showing that harmful as well as non-harmful peer aggression occurs among friends. Evidence suggesting that harmful peer aggression mediates the impact on well-being through the erosion of student resilience and self-esteem will also be presented and illustrated with student drawings.

Promoting School Climates for Learning: International Research, Policy and Practice Trends, Challenges and Opportunities

Jonathan Cohen, Ph.D.

​• Co-president, International Observatory for School Climate and Violence Prevention;

 Adjunct Professor in Psychology and Education, Teachers College, Columbia University;

 Co-founder and President-Emeritus National School Climate Center, USA; and a

 practicing clinical psychologist and psychoanalyst. He is a member of the Educational

 Advisory Council for Character.org as well as the Council of Distinguished Scientists,

 National Commission on Social, Emotional and Academic Development, AspenInstitute,

 USA. He has authored over 100 peer-reviewed articles, chapters and six books. He has

 worked with schools, State Departments of Education, Educational Ministries, UNICEF

 and the World Bank about a range of school climate / social emotional learning, mental

 health and risk prevention issues.

• This presentation will summarize K-12 school safety and prosocial educational research (e.g. social emotional learning, character education, school climate, wellbeing/mental health promotion) findings about helpful and sustainable school improvement efforts. There is growing interest from around the world about how we can and need to promote children’s social, emotional and civic as well as academic development that supports school and life success. There are a range of policy as well as practice challenges that will be summarized. And, a series of practical guidelines and suggestions will be presented.

Digital culture and new forms
of school violence.

Dra. Inés Dussel

Research Professor of the Educational Research Department of CINVESTAV-IPN, Mexico. Member of the National System of Researchers (SNI) of Mexico, Category III. She was director of the Education Area of ​​FLACSO / Argentina between 2001 and 2008. She is a Doctor in Education (Ph.D.) graduated from the University of Wisconsin-Madison. She is a member of the International Academy of Education (IAE). She received the Humboldt Research Award in 2018, awarded by the Alexander von Humboldt Stiftung (Germany) in recognition of her academic career.

She has written ten books, compiled four, and published more than 180 articles and book chapters in internationally recognized media, in six languages. Her topics of interest are linked to the history and present of the school; She has studied the pedagogical theories, the curriculum and the material and technological culture of the schools.

Digital technologies involve transformations in different orders of social life, and in particular in human and institutional relationships. What new forms of violence emerge in the context of digitalized societies? What strategies can be given in schools in relation to them?

Coexistence in a playful way, three questions about teacher training at stake from the perspective of law

Emeritus Professor Víctor Alberto Pavía

Bachelor of Physical Activity and Sports. Master in Theories and Policies of Recreation with orientation in education. He studied specializations in Coordination of Operational Group and Educational Research with Ethnographic Focus. Professor Emeritus of the University of Flores, Argentina. Former Professor of the Faculty of Education Sciences of the National University of Comahue, Argentina, where for over thirty years he taught and directed extension and research projects on gaming and education from the perspective of law.

The lecture "The coexistence in a playful way, three questions about teacher training at stake from the perspective of law", addresses some basic questions that help to review the practice itself in favor of
re-dimensioning the place occupied by the game in construction of an ethic of coexistence among peers, contributing to the construction of a critical sense of the way of playing to which one has the right.

Coexistence in a playful way, three questions about teacher training at stake from the perspective of law

Emeritus Professor Víctor Alberto Pavía

Bachelor of Physical Activity and Sports. Master in Theories and Policies of Recreation with orientation in education. He studied specializations in Coordination of Operational Group and Educational Research with Ethnographic Focus. Professor Emeritus of the University of Flores, Argentina. Former Professor of the Faculty of Education Sciences of the National University of Comahue, Argentina, where for over thirty years he taught and directed extension and research projects on gaming and education from the perspective of law.

The lecture "The coexistence in a playful way, three questions about teacher training at stake from the perspective of law", addresses some basic questions that help to review the practice itself in favor of
re-dimensioning the place occupied by the game in construction of an ethic of coexistence among peers, contributing to the construction of a critical sense of the way of playing to which one has the right.

Teacher´s leadership for the learning of coexistence and preventing violence

Dra. María Jesús Comellas Carbó

Academic degree, PhD in Psychology. Professor Emeritus of the Autonomous University of Barcelona. Director of the research group Grup de Recerca Orientació i Desenvolupament Educatiu (GRODE).

Since 2004, director of the Observatory of School Violence in Catalonia.

The lecture of Dr. Comellas deals with the way in which analyze and offer relational opportunities when the students are linked respected and verified when passing the sociogram at the beginning of the course and at the end; they see changes in the dynamics of their interactions.

The attachment to the Smartphone between the promise of happiness
and the camera of nightmares.
Nomophobia in students

Dra. Luz María Velázquez Reyes

PhD in Pedagogy (UNAM). Desirable profile PROMEP. Preside to the Merit in Prevention, Combat and Elimination of the Discrimination in the State of Mexico. Teacher-Researcher of the Higher Institute of Education Sciences of the State of Mexico (ISCEEM). She has published in Spain, Venezuela, Colombia, Argentina and Russia. Speaker at the 2nd. 3rd 4th 5th 6th And 7th. World Conference on School Violence, held in Quebec, Canada in 2003, Bordeaux, France (2006), Lisbon, Portugal (2008) Mendoza, Argentina (2013), Lima, Peru (2015), Quebec, Canada (2018) respectively . Speaker in countless state, national and international conferences.

Dr. Velázquez's lecture deals with the cultural appropriations of the Smartphone displayed by high school students of Mexican public and private schools. Recover the experience stories with the pleasant and unpleasant that the use and abuse of the cell phone generates in bachelor´s; documents both an altarpiece of wonders and nightmares, the latter due to online violence (cyberbullying, grooming, sexting, sextorsion, personality impersonation) as well as risk practices, including addiction, distraction and damage to health and the materials.

What a researcher should know
to investigate violence and school coexistence

Dr. Alfredo José Furlán Malamud

Alfredo Furlán holds a Bachelor's and Doctor's Degree in Educational Sciences from the Universities of Córdoba, (Argentina) and the RENE DESCARTES, Paris V, (France) respectively. He has been in Mexico since 1976. He was the head of the pedagogy department at the then ENEP Iztacala. Professor of the career of pedagogy and in the postgraduate course of pedagogy of the Faculty of Philosophy and Letters of the National Autonomous University of Mexico (UNAM). Member of the curricular research group at FESI. Author of numerous publications, among other topics, on school violence.

 

The lecture will review the secrets and mysteries of the professions, (The mystery of the ministry, Pierre Bourdieu recalled) that professionals should know if they aspire to be heard by their colleagues.

School discipline, a discourse in check

Dra. Nora Alterman

PhD. Nora Alterman is a Magister in Educational Research, with socio-anthropological mention, Center for Advanced Studies, National University of Córdoba (1998). Lic. And Prof. Sciences of Education, UNC. Prof. Titular and Deputy in charge of the chairs: "Specific Didactics" and "Curriculum Design and Development" in the career of Lic. In Educational Sciences, Faculty of Philosophy and Humanities - UNC. She is the director of the research project: "Curriculum, pedagogical practices and evaluation: current policies and devices in the compulsory education of Córdoba", Argentina, with subsidy SECYT, FFyH - UNC. She has publications of books and articles in scientific journals in relation to the topics that are the subject of their research. She directs graduate and postgraduate theses. In the field of education, she is Director of a school that offers three levels of education.

For more than a decade we have witnessed a phenomenon of replacing the discourse of school discipline with that of coexistence that puts in jeopardy the possibility of attributing another meaning to that closest to authoritarianism. What changes are seen in disciplinary practices against this discursive displacement? What new meanings does school discipline assume in this context?