Digital Bullying

Tackling the terror of digital bullying

Today’s school bully looks very different to the bully of 20 years ago and can do much more harm, but there are resources that can help schools stamp out cyberbullying Lawrence Royston

Earlier this year, during a debate on childhood and the internet in Westminster, Shadow Minister for Culture, Media and Sport, Helen Goodman, said that laws around online abuse were confusing and that better protection for under eighteens was needed. She went on to say that the UK needs a ‘clear legal framework’ to tackle the problem of cyberbullying and the suicides of vulnerable young people and that it is the responsibility of legislators to tackle this issue. Sitting behind computer keyboards, pseudonyms and anonymous websites, the internet has provided a digital veil for students to terrorise others without being held accountable for their actions. The school bully of the 21st Century looks very different to the bully of 20 years ago; he or she is the faceless, nameless cyberbully. Not interested in making a child the butt of his jokes or stealing lunch money, the bully is now focused on stealing something far more precious, a young person’s aspirations and confidence, and blemishing their good name.

Warning signs

Fortunately, there is plenty of support out there for parents and teachers who fear their children or students may be experiencing cyberbullying. Helpguide.org has published a useful reference Guide for teachers and parents to help them spot the signs of cyberbullying. Kidscape.org also lists a number of telltale signs that could indicate a child is being bullied. Both sites ask, for example, does your student:

• ·         Seem sad, angry, distressed or anxious during or after using the internet or a mobile device?
• ·         Become secretive about computer or mobile activities?
• ·         Withdraw from friends and activities they previously enjoyed?
• ·         Show changes in mood, behaviour, sleep, appetite, or signs of anxiety?
• ·         Suffer an unexplained drop in exam results?
• ·         Become withdrawn, start stammering, or lack confidence?
• ·         Begin truanting?

If the answer is yes to one or more of the above, it suggests a student may be a victim of cyberbullying, or indeed any form of bullying, and should encourage teachers to investigate further.

Tackling the issue

Cyberbullying is increasingly becoming a problem in modern day schools, with 38% of young people having been affected by it according to research by the NSPCC. On this basis, schools need to be vigilant and able to effectively address the issue head on.

Know the school’s policies: First, a school may need to readdress its own procedures and policies, particularly if they are a few years old, to ensure they reference cyberbullying. Many

of the schools I have worked with have addressed this by revising anti-bullying policies at least once a year and ensuring that all members of staff and pupils are kept abreast of any amendments as soon as they are made.

Make children aware: The charity, Family Lives, offers advice to parents who are worried that their child is being bullied, or may be bullying others. It also offers practical advice to teachers on how to spot the signs of bullying in the classroom. It suggests carrying out projects in class to find out whether bullying is a problem in the school, and whether or not the anti-bullying policy is effective. These projects can be used to emphasise the emotional scars bullying leaves behind and increase empathy among students. They can also highlight the seriousness of bullying and the ramifications for those who partake.

Get technical: There are apps in the market that can help schools tackle bullying. Emerge, for example, has behaviour write-back for SIMS and features photographic and video evidence functionality. This means that all incidents are tracked as they happen in real time and are written back to a pupil’s profile in SIMS. Wouldn’t the thought of being caught on video make any bully think twice about their actions? Schools should alert all pupils to any similar technologies they have implemented as a deterrent to any future acts of bullying. In addition, Groupcall has teamed up with renowned anti-bullying campaigner, Actionwork, to launch BATline (Bully Action Team), a service that provides schools with a dedicated incoming text number allowing any learner, parent or stakeholder to report any type of bullying or incident to the relevant person within the school. BATline automatically converts any text received into an email and delivers it to the relevant person or people within the school. When a person reports an incident they can opt to remain anonymous, an important feature for students who fear there may be repercussions for their actions. Schools can, however, elect to receive the mobile phone number that the text was sent from to ensure all reports are legitimate

Include parents: Schools regularly say that, across the board, parental engagement is rapidly improving. Whether schools are reaching parents to inform them about school trips, truancy issues, school dinners or parents’ evenings, modern technology means messages are being received and, consequently, are being acted upon. Updates and information on bullying policies and incidents should be no exception. The more parents are being informed about what goes on after they leave the school gates in the morning, the more they can help schools to tackle the issue of bullying. Bullying.co.uk, offers advice on what parents need to know about bullying at schools and academies. While it points out that the vast majority of pupils are well behaved, it highlights the fact that bad behaviour and disruption in class can stop teachers from teaching and pupils from learning.

The end game

These points are just some examples of how schools can begin to tackle the issue of cyberbullying, but they do offer a good starting point. However, for the foreseeable future, cyberbullying is something that teachers and parents cannot afford to put to the back of their minds. Even with the best anti-bullying initiatives and campaigns in place, they will still need to keep abreast of everything the children in their care are doing while online and make sure they are safe at all times. With this in mind, Kidpower.org has created a checklist for ensuring your children or students stay safe online. It advises:

• ·         Discuss what cyberbullying is and the harm it does with older children and teens
• ·         Be clear about the rules for usingtechnology
• ·         Stay aware of and involved with what your child is doing
• ·         Be careful about the use of personal information
• ·         Enforce consequences if a child cyberbullies
• ·         Provide support if a child is cyberbullied
• ·         Practice how to speak up to stop cyberbullying
• ·         Teach kids to get adult help anytime they see unsafe behaviour on the internet             (http://www.kidpower.org/blog/)

With statistics on school bullying increasing, it comes as no surprise that tackling all types of bullying ranks high on the priority list of many headteachers, senior leadership teams and parents. Fortunately, those in authoritative roles are more aware than ever before of the risks associated with the internet, social media sites and so on, and as such, are placing far more emphasis on ensuring that those in their care don’t fall victim to the cyberbully.

Lawrence Royston, managing director of Groupcall.

  

About the article

Earlier this years, during a debate on childhood and the internet in Westminster, the Minister of Culture, Helen Goodman, said that laws around online abuse were confusing and that better protection for under eighteens was needed. She went on to say that the UK needs a ‘clear legal framework’ to tackle the problem of cyberbullying and the suicides of vulnerable young people and that it is the responsibility of legislators to tackle this issue. Moreover the school bully of the 21st Century looks very different to the bully of 20 years ago. He or she is the faceless, nameless cyberbully. Not interested in making a child the target of his jokes or stealing lunch money, the bully is now focused on stealing something far more precious, a young person’s aspirations and confidence, and blemishing their good name.

Considering warning signs the parents/teachers have a useful reference Guide to help them spot he signs of cyberbullying . On the other hand, Kidscape.org.uk also lists a number of telltale signs that could indicate a child is being bullied. For example:

• ·      The students seem sad, angry, distressed or anxious during or after using the internet or a mobile device.
• ·         Suffer an unexplained drop in exam results.
• ·         Begin truanting.

According to the text, this warning sings demonstrate that our childhood suffers cyberbulling.

Otherwise cyberbullying is increasingly becoming a problem in modern day schools, with 38% of young people having been affected by it according to research by the NSPCC. Against this problem, the schools know the school’s policies, make children aware, get technical and include parents. If we talk about make children aware, the charity offers advice to parents who are worried that their child is being bullied or may be bullying others. Thanks to performances like this they can also highlight the seriousness of bullying and the ramifications for those who partake. On the other hand, include parents it has also seemed interested because the parents each time more have more participation in this actions and links like bullying.co.uk offers advice on what parents need to know about bullying at schools and academies.

Conclusion

Into the bargain we thought that the problems of cyberbullying were less important that we could see in this text. Furthermore ICT has helped that the school bully of the 21st Century looks very different to the bully of 20 years ago because now children have more technology to distract and for this reason promote the apparition of cyberbullying or other problems like attention deficit hyperactivity disorder.

Even though we think that the ICT also helps children because it has tools to work faster and as well search the information that we need to realize each activities of school and interactive activities of internet. Therefore pages like kidscape.org and bullying.co.uk demonstrate that we can help children with ICT.

All our futures: Creativity, Culture and Education

Hello classmates!

This new entry is to talk about the report created by Ken Robinson and other authors. It is called All our futures: Creativity, Culture and Education  

This writing defines Creativity as “Imaginative activity fashioned so as to produce outcomes that are both original and of value.”  “Creativity is possible in all areas of human activity, including the arts, sciences, at work at play and in all other areas of daily life. All people have creative abilities and we all have them differently. When individuals find their creative strengths, it can have an enormous impact on self-esteem and on overall achievement.” There are four basic features.

Four basic features:

 Using imagination.   “Imaginative activity is the process of generating something original: providing an alternative to the expected, the conventional, or the routine.            
Pursuing purposes. Every imaginative activity must have an objective to pursuit.
Being original. There are different categories of originality.

·         Individual: A person’s work may be original in relation to their own previous work and output.

·         Relative: It may be original in relation to their peer group: to other young people of the same age, for example.

·         Historic: The work may be original in terms of anyone’s previous output in a particular field: that is, it may be uniquely original.

 Judging value. Originality at some level is essential in all creative work, but it is never enough. Original ideas may be irrelevant to the purpose in hand. They may be bizarre, or faulty. The outcome of  imaginative activity can only be called creative if it is of value in relation to the task at hand.

The Processes of Creativity

Each imaginative activity has its methodology process. All disciplines normally involve an initial phase of drafting, of giving an idea a rough shape or outline.
Creative activity involves a complex combination of controlled and non-controlled elements, unconscious as well as conscious mental processes, non-directed as well as directed thought, intuitive as well as rational calculation.

Problem-solving

Problem-solving is now a key skill in education. Developing young people’s abilities to solve problems is fundamental to preparing them for an independent life.

Creativity and intelligence

Creativity is a basic capacity of human intelligence. Human intelligence is not only creative, but diverse and multifaceted. It is for this reason that we argue that all young people have creative capacities and they all have them differently.

In a conclusion, we understand that intelligence is not only about creativity and everyone has their own level of imaginative capacity, but it is true that creativity is one of the basics humans capacity.

At last, we really get surprised with the fact that creativity involves all areas of learning and studying, not only arts or thinks like that. As Albert Einstein said sometimes “Imagination is more important than knowledge.” After reading this report we really encourage all people to be as creative as they want.

Link: http://sirkenrobinson.com/pdf/allourfutures.pdf pages 28- 44

The role of the teacher: How to succeed in the classroom?

Schools are one of the first places where kid’s behavior and future educational success is shape. Teachers are carriers of either positive or negative behavior toward students. The reason why the first years of school are so critical is because kids learn the base of their educational life. I believe that teachers must love their career in order for them to pass enthusiasm, to assists, and to provide a warm environment to the students. In my opinion teachers are the second mothers for the students because students spend a lot of time with their teachers. At the same time, I believe a real teacher becomes through many years of training and experiences in the field. The same way, mothers are not born being great mothers but as their experiences with their kids expands they become experts on the field. We know that mothers look the best for their kids and one of their goals is to raise their kids so they can become professionals and pioneers for the society. Some of the mother’s role toward kids is to give them care, love, respect, lead, instruct and to try to form a safe and pleasant environment at their homes. Are these attitudes of the mothers toward their kids related to what the role of the teacher should be with the students in the classroom? If not, what should be the role of the teachers then?

I believe that a teacher is someone who becomes through many years of training and experiences in the field. I have not found a teacher who is an expert the first day of their profession. I believe that is urgent for everyone who is a teacher or is planning to become one to get prepare in the field the best they can. All teachers who get prepare will know how to set up rules in the classroom. Those kind of teachers will probably have less problems in their classroom because they will be able to control the classroom.

There are all types of teachers some are better than others. Through my life I had some professors who were well prepared and some who were not. I had some teachers who just came into the class and stared teaching. They did not get involve with the students. I rarely talked to them. Those teachers did not showed any concern about what the students were feeling. One way for a teacher to get students involve in the classroom is to ask them questions. I remembered there were some students at the class that were shy including me who did not have the chance to get involve in the class or to participate. Therefore, I believe the way students act depends on the teacher’s attitude. That is why I strongly recommend all teachers to invite the student to participate in the class. It is very important that teachers encourage students because students will benefit from it.

A teacher carries a big responsibility in her classroom. One reason is that all students depend on her/him. Everything the teacher sys will have an impact on the students. If the teacher feels joy of feels anger, it will be spread among children because the attitudes of the teacher gets contagious. If the teacher laughs, students also laugh, why? Because teachers are responsible for the social behavior in the classroom. If something goes wrong the only responsible is the teacher even if it was not their foul.

The teacher must create a warm and protective environment but at the same time professional. If students feel secure in the classroom the result will be shown in the academic progress. A good star could be a mutual trust with each student. Teaches have the responsibility to know his/her students in the classroom. Each day, the teachers show one of their attitudes that the students are unaware. Also, the students do the same in order for the teacher to get to know them, too. This is a good exercise to do because it benefits the whole class to break the ice. The first days most of the students are afraid of the teacher because they do not know how is the teacher’s personality. It will change until the point that the teacher and students discover to have common hobbies with each other.

I think that school is a place where one goes to learn but I also believe that there should be times where fun is a necessity. That is why I think that a teacher should also have fun with the students. Kids learn faster when they feel attracted to an exciting lesson. Teachers must not forget that kids get born fast that is why creative lessons must be plane ahead. There should be interest in what people want to learn says Mr. Spayde in his article “Learning the Key of Life” (59-62).

I believe a teacher should also be someone who guides student rather than someone who is a totalitarian in the classroom. The teacher needs to show respect toward the students so the students also respect the teacher. Teacher must not forget the s/he teaches to different students who brings different students who brings different traditions and customs because the students come from different backgrounds. “One of the keys that is useful for teachers is to understand and accept the way students are acting the way Thomas says in his article “The Mind of Man” (120-124) Therefore, teachers need to create a curriculum that guides students to a path of success. Consequently, they need to receive guiding depending on their students need.

Sometimes, the teacher’s caring attitudes could have a long positive or negative influence on students. Student’s self-esteem could be lift up because it could create ambitions in their minds for future academic success. As Mike Rose explains in “Lives in Boundaries” that an educator must be an open mind person that must respect the students diversity and give love and caring attitudes toward students. I believe that is crucial to make students believe in themselves. One of the roles that a teacher carries is to encourage students in the issues that bother them about school in their personal life. It could make a big difference in the student’s life if he/she is lift up to keep going and to not let anything put us down. Psychologically, students could be affected if they have problems with their teachers. One of the results could be that students will avoid going to school. As professional teachers, we do not want any conflict with the students.

Sometimes, the behavior of students demonstrates that something is not going right. Therefore, I think teachers must pay attention to any suspicious sings that could bother the student. As teacher is our responsibility to find out what is going on with the students in the classroom. Kids deep in their hearts feel that teachers could help them but sometimes they are afraid to ask the teacher. This issue that I see almost everyday at the school were I work as a teacher’s assistance. The students prefer to talk to their friends about their problems and sometimes teachers are the last person to find out about the problem. Sometimes is the teacher’s foul that students do not seek his/her help because sometimes the teachers do not form a bound of communication. The teachers must let students know how she feels when students do not trust her maybe it would help students to change their minds about telling the teacher his/her problem. One of the teachers that I work with is one of these persons. Students do not seek for her help but they rather look for my help instead. I help them in everything I can but sometimes it gets really hard for me to know what to do. I believe that she is with her students. I do not see that she has a connection with the students.

I believe, that teachers need to think about what are the students feeling. As teachers, one good way to do this is to look back in our school years and remembered what we went through when we were students. We will realize that most of the kids have problems with their teachers. I do not believe that there are students who have not encounter a problem with the teacher. Therefore, I do not think there is a perfect relationship between teachers and students because the relationship of teachers and students is perfect. Therefore, teacher’s priority should only be the benefit of the student’s feelings.

Often, there is a debate about if a teacher should be a role model for students. Teachers are respect by society because they are view as knowledgeable about different subjects of school. I believe that even if teachers do not like to be point out as being role models I certainly think they are. Teachers have the qualities to be or become role models for students. Why? Because most teachers respect, love, care, instruct, and guide their students to become a successful person. Students view teacher as being wise therefore they look up for them. Students know that if they need something they just need to ask them. Kids learn from every lesson the teacher gives. Therefore, I believe that a teacher have an enormous responsibility on his/her actions. Even if teachers are considered to be role models I believe they still make mistakes. It is normal to make mistakes because is our nature of being humans. At the same time, students should not look to their teacher to copy them but rather to compare and to see the mistakes to not do them in our lives. Students should concentrate in doing their work and being proud of the way they are.

All teachers have the key to provide a good environment for the students. The benefits of having a pleasant environment are for the teacher and students. But before that happens a teacher needs to be well prepared in order that the students receive the best treat. It is essential and crucial for teachers to be prepared because the first years of school are very important for the students. The future education success of the students depends on their first years. It’s never late to star a bound of a relationship between teacher and students. Consequently, the contact of the students with the teacher is an everyday act. Even though, there will be some days in which students will have impropriate but other days where there will not be a problem at all. As humans, sometimes teachers do things that are not correct however we always have another chance to do it better. In conclusion, I strongly believe that teachers need to show respect, caring, become role models, make a pleasant environment, treat students right, instructs them but not be totalitarian, and guides them through the road of success. 


Our review of the text...

First of all we have to explain that every teacher engaged in teaching is because them had vocation. Nowadays, the students spend a total of nearly 8 hours which have direct contact with teachers , so the image is so important about giving these learners.

The attitude that the teacher adopts in front of a class is essential to make this work and get to meet their goals. Everyone knows consciously that nobody is born knowing do a class, or public speaking , or use the correct methodology in certain circumstances. For this reason, the article says the key is the experience.

The teacher is a role model , feelings are transmitted to students , it is very interesting the ability of a teacher to change the climate in the classroom. It should be a warm, mutual trust between teacher and student and between peers and dialogue, as pointed out by the article, is a prerequisite for performing this situation .

We also note that today's society, in general, is somewhat wrong about who believe that teachers should educate children. Children are at school to learn to live in society have values ​​and judgment about life in general. Voluntarily to follow a path to meaningful learning which allows them to decide on which item you are interested to know more .

Finally we add that the teacher should be a guide in the way of students , especially in the early years at school. But to do these teachers must be well prepared and they have to like what they do and to have passion for the education.

WHAT IS THE ADHD?

Hello everyone!

Today, we would like to talk about ADHD ( attention deficit and hyperactivity disorder ) in the class. And how we can help as future teachers the children with this disorder.

ADHD is a disorder that affects the behavior and it is very common in scholar children. It is estimated that between 8% and 10% are suffering this disorder during the first period of school.

Children with ADHD act without thinking are hyperactive and have trouble concentrating. They can understand what is expected of them but have difficulty completing tasks, as it costs them to sit still, pay attention and care to detail.

Because these symptoms children may develop low self-esteem because of the reaction of parents and teachers.

How we can help them?

Teachers who are successful in educating children with ADHD use a three-pronged strategy. They begin by identifying the unique needs of the child. For example, the teacher determines how, when, and why the child is inattentive, impulsive, and hyperactive. The teacher then selects different educational practices associated with academic instruction, behavioral interventions, and classroom accommodations that are appropriate to meet that child’s needs. Finally, the teacher combines these practices into an individualized educational program (IEP) or other individualized plan and integrates this program with educational activities provided to other children in the class. The three-pronged strategy, in summary, is as follows:

• Evaluate the child’s individual needs and strengths.

Assess the unique educational needs and strengths of a child with ADHD in the class. Working with a multidisciplinary team and the child’s parents, consider both academic and behavioral needs, using formal diagnostic assessments and informal classroom observations. Assessments, such as learning style inventories, can be used to determine children’s strengths and enable instruction to build on their existing abilities. The settings and contexts in which challenging behaviors occur should be considered in the evaluation.

• Select appropriate instructional practices.

Determine which instructional practices will meet the academic and behavioral needs identified for the child. Select practices that fit the content, are age appropriate, and gain the attention of the child.

• For children receiving special education services, integrate appropriate practices within an IEP.

In consultation with other educators and parents, an IEP should be created to reflect annual goals and the special education related services, along with supplementary aids and services necessary for attaining those goals. Plan how to integrate the educational activities provided to other children in your class with those selected for the child with ADHD.

Finally, we think it is important to look good all students to identify early symptoms that reveal the ADHA. To so act on behalf of their learning, their relationships with others and general welfare.

LEARNING COMMUNITIES

What Is a Professional Learning Community?

Richard DuFour

 







The idea of improving schools by developing professional learning communities is currently in vogue. People use this term to describe every imaginable combination of individuals with an interest in education—a grade-level teaching team, a school committee, a high school department, an entire school district, a state department of education, a national professional organization, and so on. In fact, the term has been used so ubiquitously that it is in danger of losing all meaning.

What are the “big ideas” that represent the core principles of professional learning communities? 

How do these principles guide schools' efforts to sustain the professional learning community model until it becomes deeply embedded in the culture of the school?

Big Idea #1: Ensuring That Students Learn

The professional learning community model flows from the assumption that the core mission of formal education is not simply to ensure that students are taught but to ensure that they learn. This simple shift—from a focus on teaching to a focus on learning—has profound implications for schools.

As the school moves forward, every professional in the building must engage with colleagues in the ongoing exploration of three crucial questions that drive the work of those within a professional learning community:

• What do we want each student to learn?
• How will we know when each student has learned it?
• How will we respond when a student experiences difficulty in learning?

The answer to the third question separates learning communities from traditional schools.

Here is a scenario that plays out daily in traditional schools. A teacher teaches a unit to the best of his or her ability, but at the conclusion of the unit some students have not mastered the essential outcomes. On the one hand, the teacher would like to take the time to help those students. On the other hand, the teacher feels compelled to move forward to “cover” the course content. If the teacher uses instructional time to assist students who have not learned, the progress of students who have mastered the content will suffer; if the teacher pushes on with new concepts, the struggling students will fall farther behind.

The staff addresses this discrepancy by designing strategies to ensure that struggling students receive additional time and support.

• Timely
• Based on intervention rather than remediation
• Directive

   

 

 

 

 

 Big Idea #2: A Culture of Collaboration

Educators who are building a professional learning community recognize that they must work together to achieve their collective purpose of learning for all. Therefore, they create structures to promote a collaborative culture.

The powerful collaboration that characterizes professional learning communities is a systematic process in which teachers work together to analyze and improve their classroom practice. Teachers work in teams, engaging in an ongoing cycle of questions that promote deep team learning. This process, in turn, leads to higher levels of student achievement.

Big Idea #3: A Focus on Results

Professional learning communities judge their effectiveness on the basis of results. Working together to improve student achievement becomes the routine work of everyone in the school. Every teacher team participates in an ongoing process of identifying the current level of student achievement, establishing a goal to improve the current level, working together to achieve that goal, and providing periodic evidence of progress. The focus of team goals shifts. 

Educators who focus on results must also stop limiting improvement goals to factors outside the classroom, such as student discipline and staff morale, and shift their attention to goals that focus on student learning. 

CONLUSION

Educators must stop working in isolation and hoarding their ideas, materials, and strategies and begin to work together to meet the needs of all students.
 

 

Article link: http://staffdev.mpls.k12.mn.us/sites/6db2e00f-8a2d-4f0b-9e70-e35b529cde55/uploads/What_is_a_PLC._DuFour_Article_2.pdf

Two-Way Immersion Education

One of the biggest problems in the school is how to treat the bilingualism. Nowadays, there is a high percentage of immigrant people all over the world, and therefore a lot of children in schools that use and know two languages.

So the question is… How can we use those two languages (the maternal language and the second language) in schools, to improve the knowledge of the kids in both languages?

Recently we found a new project called Two- Way Immersion Education. This project, which is famous because it’s being used in the US, uses the method to teach in a bilingual way.

The project Two-Ways Immersion Education it is characteristic for the reason that:

·         It has equivalent classes with the same number of native and no-native children.

·         And also because this group works together on the areas called “areas of academic instruction” (mathematics, science…). This model also helps the children to socialize with the other kids because the method causes an interaction among them.

The goals of this project are:

·         That, children develop high levels in both languages by using bilingualism and biliteracy.

·         All the students will demonstrate positive attitude and behaviors above different cultures.

It’s important to know that students, who have been tough by the Two-ways Immersion Education project gain grade level academic ability, develop language and literacy skills in two languages and cross-cultural competence.

Comment:

After working in this entry for the blog we think that bilingualism matters, it’s important to recognize the maternal language of the children but also improve the knowledge and sills in the vehicular language of the school.

Two-Ways Immersion Education program it’s a good method to improve both languages and also it’s good for children to socialize with other cultures.

The text that we have used:

http://www.cal.org/twi/toolkit/pi/basics_eng.pdf

If you want to know more information about the project visit:

http://www.cal.org/twi/

Clara Manent Grau and Sharon Portugal Rosa

"The New Alternative Masculinities and the Overcoming of Gender Violence"

Currently, one of the problems identified in Europe is the rising of gender violence among youth. This article analyses the emotional and sexual relationships among teenagers.

The study of communicative acts allows us to identify harassment or freedom in a relationship.

The following results of battered women between 18 and 30 years old have been extracted from different polls belonging to the Women’s Institute:

2006: 9% of women

2006-2010: 29% of women

One of the created projects to deal the issue of violence against women is the INCLUD-ED integrated project, which also deals the relations between educational and social exclusion.

1. The impact of communicative acts in sexual affective relationships:

This research is based in two concepts: the communicative acts (CREA , 2006-2008 ) and preventive socialization of gender violence ( Duke , 2006; Gómez , 2004; Valls, Puigvert and Duke , 2008).

The conception of communicative acts developed by CREA deepens on the intent with which subjects emit their speech acts and the effects that they can have on speakers and listeners. Communicative acts take into account verbal and nonverbal language.

Regarding the preventive socialization’s theory of gender violence emphasizes the central role of the socialization process in affective sexual relations.

At the same time, it’s exemplified the absence of desire linked to relationships where there is a male model based on egalitarian models.

Scientific literature insists on the influence of a sexist language construction in different contexts through which women is discriminated in several different ways.

Along these lines, there are also different researches that appear to point that

Gender socialization processes determine the type of communication between men and women. We can distinguish between two different ways of Gender’s communication:

- Men have a way of communication closer to domination

- Women have a way of communication closer to compassion.

2. Methodology:

The methodology used in this article is the critical communicative paradigm (Flecha and Gomez, 2004). This methodology is based on equality, using the knowledge generated through dialogue. The research team provides data and theories.

Results will be able to be validated using the inclusion method, and it will allow researchers to draw conclusions.

These researchers are teenagers between 17 and 20 years.

3. Analysis of communicative acts between teenagers and their emotional impact on sexual relationships:

The analysis of communicative acts has allowed a language based on ethic and desire in language interactions that adolescents form around the affective-sexual relationships. The interpretation and use of the various languages, put teens on reality, that has a direct impact on the kind of relationships they choose to keep.

On the other hand, the incorporation of dialogic communicative acts, based on solidarity, is helping to overcome abusive situations and avoid violence.

3.1. Language of ethics and language of desire:

Beyond the sexism in language, the analysis identifies communicative acts through language, some adolescents associate the desire to have relationships where there is violence and domination with those associated with the goodness associated to ethics.

Examples:

When communicative acts are used to describe people who treat them well and do not have a violent attitude the language of desire is not used:

"Yeah, well, nice, nice is not much physically but mentally itself if its very nice. Good and ended up together!"

When the duality of these two types of language (ethics, desire), which reproduces the traditional double standard, is clearly seen:

"To be a one night stand is beautiful and he is good and ready. He don’t take drugs. My boyfriend it's a good person. And then, it can be handsome as better, because it could be better, but that's a good person and that's it "

3.2. Communicative acts of power:

Investigation has found that young people use acts of power that will not help because provides of freedom and make the relationships based on domination. These acts are articulated in different forms:

a) Interactions of power:

When people who do not have a pretigious status within the group are often excluded in different areas of the educational center:

"They called him fat?

Yes, he had no amorphous forms was that no one did anything "

When given fame and why boast of this:

"Well I do not know, he always talks about girls he know, not us."

b) Social Status:

It is Those ones who are the most known and people want to keep affective-sexual relationships

This situations substantiated claims of power in which boys and girls base their choice on the social ladder that takes the person picking are generated.

Example:

Boys and girls are guided by what people say:

"Well, see, this guy has dated many people will try to see, as to see if it's true and if you see that it is better, stay with him. But if they say this guy is a silly and has never been with anyoneyou can let it out, if you haven’t been with anyone the people can talk about it.

c) Social pressure:

Example:

In certain cases the communicative acts provide you for giving elements that involve trigger social pressure in making decisions or been excluded of those who do not have a high social status within the peer group:

"Sometimes yes, but is said to and therefore do not separate for me, of course they do not marginalize me, to not think badly of me and keep the roll as my friends"

3.3. Dialogic communicative acts and solidarity:

Finally it should be noted in contrast to the above components preseted so far, there are communicative acts that have a positive impact in overcoming situations of abuse or violence. The research identified that there some dialogic, communicative acts and interactions forged solidarity and consensus which are specified in the peer group, particularly in the girl groups that between them increased defen of a possible abuse.

In this type of communicative acts a more satisfactory relationship prove help in deciding what kind of relationship they want to start.

Conclusions:

The results presented have allowed analyzing the communicative acts used by teenagers and young when referring to their emotional-sexual relationships. Through this analysis has been possible to identify those communicative acts that promote relationships based on the name and not those who take freedom and free and equal relationships.

In this sense, stay with this transfer between scientific knowledge and the civil society is promoting progress towards relationships forged increasingly dialogic communicative acts. Thus, it is possible to take steps to prevent and eliminate cases like Phoebe in the world.

 Enllaç lectura : Lectura 4 EN Flecha, Puigvert i Ríos NAM.pdf