Gaelscoil Mhachan
Anti-Bullying Policy
1. In accordance with the requirements of
the Education (Welfare) Act 2000 and the code of behaviour guidelines issued by
the NEWB, the Board of Management of Gaelscoil Mhachan has adopted
the following anti-bullying policy within the framework of the school’s
overall code of behaviour. This policy fully complies with the requirements of
the Anti-Bullying Procedures for Primary and Post-Primary Schools
In the context of our code of good behaviour, we want the pupils of
Gaelscoil Mhachan to receive their education in a positive, safe environment.
This code has been drafted in partnership with teachers, staff, pupils
and parents
2. The Board of Management recognises the
very serious nature of bullying and the negative impact that it can have on the
lives of pupils and is therefore fully committed to the following key principles of best practice in
preventing and tackling bullying behaviour:
(a)
A positive school culture and climate which
·
is welcoming of difference and
diversity and is based on inclusivity;
·
Encourages pupils to disclose
and discuss incidents of bullying behaviour in a non-threatening environment;
and
·
Promotes respectful relationships across the
school community;
·
Promotes
an atmosphere of trust, respect, support for others and co-operation.
·
Understands
that it is the Principal, Staff and Parents who give good example in creating
this atmosphere.
·
Emphasis
on the promotion of self-esteem e.g. Stay
safe Programme and Substance Abuse Prevention Programme will be taught.
·
Builds empathy, respect and
resilience in pupils; and
·
Addresses the issues of cyber-bullying and
identity-based bullying including in particular, homophobic and transphobic
bullying;
·
Strategies based on positive
motivation and recognition to be always used in the school setting.
[1] (b) Effective leadership
(c) A school-wide approach
(d) A shared understanding of what bullying is
and its impact
(e)
Implementation of education and prevention strategies (including awareness
raising measures) that-
·
build empathy, respect and
resilience in pupils; and
·
Address the issues of cyber-bullying and
identity-based bullying including in particular, homophobic and transphobic
bullying;
(f) Effective
supervision and monitoring of pupils
(g)
Supports for staff
(h)
Consistent recording, investigation and follow up of bullying behaviour
(including use of established intervention strategies); and
(i)
On-going evaluation of the effectiveness of the anti-bullying policy.
3. In accordance with the Anti-Bullying
Procedures for Primary and Post-Primary Schools bullying is defined as
follows:
Bullying is unwanted negative behaviour,
verbal, psychological or physical conducted, by an individual or group against
another person (or persons) and which is repeated
over time.
The following types of bullying behaviour
are included in the definition of bullying:
·
deliberate exclusion, malicious
gossip and other forms of relational bullying,
·
cyber-bullying and
·
identity-based bullying such as homophobic
bullying, racist bullying, bullying based on a person’s membership of the
Traveller community and bullying of those with disabilities or special
educational needs.
Isolated or once-off incidents of
intentional negative behaviour, including a once-off offensive or hurtful text
message or other private messaging, do not fall within the definition of
bullying and will be dealt with, as appropriate, in accordance with the code of behaviour.
However, in the context of this policy,
placing a once-off offensive or hurtful public message, image or statement on a
social network site or other public forum where that message, image or
statement can be viewed and/or repeated by other people will be regarded as
bullying behaviour.
Negative behaviour that does not meet this
definition of bullying will be dealt with in accordance with the school’s code
of behaviour.
Additional information on different types
of bullying is set out in Section 2 of the Anti-Bullying
Procedures for Primary and Post-Primary Schools
Examples
of bullying behaviours
General behaviours which apply to all types of
bullying
·
Harassment based on any of
the nine grounds in the equality legislation e.g. sexual harassment,
homophobic bullying, racist bullying etc.
·
Physical aggression
·
Damage to property
·
Name calling
·
Slagging
·
The production, display or
circulation of written words, pictures or other materials aimed at
intimidating another person
·
Offensive graffiti
·
Extortion
·
Intimidation
·
Insulting or offensive
gestures
·
The “look”
·
Invasion of personal space
·
A combination of any of the
types listed.
·
Any type of Bullying behaviour
that causes discomfort to any member of the school community.
Cyber
·
Denigration:
Spreading rumors, lies or gossip to hurt a person’s reputation
·
Harassment:
Continually sending vicious, mean or disturbing messages to an individual
·
Impersonation: Posting offensive or aggressive messages under another person’s name
·
Flaming:
Using inflammatory or vulgar words to provoke an online fight
·
Trickery:
Fooling someone into sharing personal information which you then post online
·
Outing:
Posting or sharing confidential or compromising information or images
·
Exclusion:
Purposefully excluding someone from an online group
·
Cyber stalking: Ongoing harassment and denigration that causes a person considerable
fear for his/her safety
·
Silent telephone/mobile phone
call
·
Abusive telephone/mobile
phone calls
·
Abusive text messages
·
Abusive email
·
Abusive communication on
social networks e.g. Facebook/Ask.fm/ Twitter/You Tube or on games consoles
·
Abusive website
comments/Blogs/Pictures
·
Abusive posts on any form of
communication technology
Identity Based Behaviours
Including any of
the nine discriminatory grounds mentioned in Equality Legislation (gender including transgender, civil status,
family status, sexual orientation, religion, age, disability, race and
membership of the Traveller community).
Homophobic
and Transgender
·
Spreading rumours about a
person’s sexual orientation
·
Taunting a person of a
different sexual orientation
·
Name calling e.g. Gay, queer,
lesbian...used in a derogatory manner
·
Physical intimidation or
attacks
·
Threats
Race,
nationality, ethnic background and membership of the Traveller community
·
Discrimination, prejudice,
comments or insults about colour, nationality, culture, social class,
religious beliefs, ethnic or traveller background
·
Exclusion on the basis of any
of the above
Relational
This involves manipulating relationships as a means
of bullying. Behaviours include:
·
Malicious gossip
·
Isolation & exclusion
·
Ignoring
·
Excluding from the group
·
Taking someone’s friends away
·
“Bitching”
·
Spreading rumours
·
Breaking confidence
·
Talking loud enough so that
the victim can hear
·
The “look”
·
Use or terminology such as
‘nerd’ in a derogatory way
Sexual
·
Unwelcome or
inappropriate sexual comments or
touching
·
Harassment
Special Educational
Needs,
Disability
·
Name
calling
·
Taunting
others because of their disability or learning needs
·
Taking advantage of some
pupils’ vulnerabilities and limited capacity to recognise and defend
themselves against bullying
·
Taking advantage of some pupils’
vulnerabilities and limited capacity to understand social situations and
social cues.
·
Mimicking a person’s disability
·
Setting others up for
ridicule
4. The relevant teacher(s) for
investigating and dealing with bullying
in this schoolis (are)
·
Principal
·
Deputy Principal
·
All class teachers
·
Learning support/ Resource
Teachers
Any teacher may act as a relevant teacher if
circumstances warrant it.
,
5. Education
and prevention strategies
School-wide
approach
·
A
school-wide approach to the fostering of respect for all members of the
school community.
·
The
promotion of the value of diversity to address issues of prejudice and
stereotyping, and highlight the unacceptability of bullying behaviour.
·
The
fostering and enhancing of the self-esteem of all our pupils through both
curricular and extracurricular activities. Pupils will be provided with
opportunities to develop a positive sense of self-worth through formal and
informal interactions.
·
Whole
staff professional development on bullying to ensure that all staff develops
an awareness of what bullying is, how it impacts on pupils’ lives and the
need to respond to it-prevention and intervention.
·
An
annual audit of professional development needs with a view to assessing staff requirements through internal staff knowledge/expertise
and external sources
·
Professional
development with specific focus on the training of the relevant teacher(s)
·
School
wide awareness raising and training on all aspects of bullying, to include
pupils, parent(s)/guardian(s) and the wider school community.
·
Supervision
and monitoring of classrooms, corridors, school grounds, school tours and
extra- curricular activities. Non-teaching and ancillary staff will be
encouraged to be vigilant and report issues to relevant teachers. Supervision
will also apply to monitoring student use of communication technology within
the school.
·
Founding
of a student council to contribute
to a safe school environment e.g.
Buddy system, mentoring, Lunchtime Pals and other student support
activities that can help to support pupils and encourage a culture of peer
respect and support.
·
Development
and promotion of an Anti-Bullying code for the school-to be displayed
publicly in classrooms and in common areas of the school.
·
The
school’s anti-bullying policy is discussed with pupils and all
parent(s)/guardian(s)s are given a copy as part of the Code of Behaviour of
the school.
·
The
implementation of regular (e.g. per year/per term) whole school awareness
measures e.g. a dedicated notice board in the school and classrooms on the
promotion of friendship, and bullying prevention; annual Friendship Week and
parent(s)/guardian(s) seminars; termly
student surveys; regular school
assemblies by principal, deputy principal, Post holders.
·
Encourage
a culture of telling, with particular emphasis on the importance of
bystanders. In that way pupils will gain confidence
in ‘telling’. This confidence factor is of vital importance. It should be
made clear to all pupils that when they report incidents of bullying they are
not considered to be telling tales but are behaving responsibly.
·
Ensuring
that pupils know who to tell and how to tell, e.g.:
o Direct approach to teacher at an appropriate
time, for example after class.
o Hand note up with homework.
o Make a phone call to the school or to a
trusted teacher in the school.
o Anti-bully or worry Box
o Get a parent(s)/guardian(s) or friend to tell
on your behalf.
o Administer a confidential questionnaire once
a term to all pupils.
o Ensure bystanders understand the importance
of telling if they witness or know that bullying is taking place.
The use
of the Acceptable Use Policy in the school to include the necessary
steps to ensure that the access to technology within the school is strictly
monitored, as is the pupils’ use of mobile phones.
As part of this anti Bullying Code, Mobile phones belonging to Pupils are not allowed in school. If a phone is
needed because of an emergency situation an explanatory note from the
parent/guardian must be given to the class teacher and all phones must be given to class teacher each morning
and can be collected at the end of the
school day.
Parents role in preventing Bullying
1. We recommend that Parents / Guardians inform
the class teacher immediately about any bullying incident.
2. Be aware of any behaviour / attitude changes
that may indicate that your child is frightened or being bullied
3. Listen to your child.Spend time together to
encourage your child to talk about his/her day.
4. Encourage his / her self –esteem / praise him
/her.Reassure him/her
5. Encourage respect for others
6. Keep in regular contact with class teacher.
Read the homework journal every day
7. Encourage children to develop friendships to
avoid isolation
8. Attend any talks/courses regarding
AntiBullying/CyberBullying.
9. It is advised to have all computers
/technological devices in a visible place in the home and not in the child’s
bedroom.
10. Close monitoring of your child’s possible
access to and use of the internet.
If your child is being bullied
1. Make
an appointment and Inform the class teacher immediately
2. Reassure your child
3. Give names – professional confidentiality
will be assured
4. Support the implementation of Code of Good
Behaviour sanctions
5. Follow up meeting with teacher and / or Principal
6. Do not encourage your child to retaliate –
co-operate with the school / tell your child to tell his / her class teacher
/ teacher/Staff member on duty
7. Encourage your child to talk about his feelings ,write or draw a
picture.
8. Help your child avoid situations where he/she
may be alone and targeted
Parents are reminded that it is prudent to monitor all phone,use of
computer/Internet/Social Sites Activity in the interest of Child Safety and that it is illegal for
children under 13 to have a Face book account.
If your child is involved in bullying others
1. Observe any changes in behaviour.
2.Come to the meeting with class teacher and
/ or Principal
3.Talk with your child – find out why?
4.Co-operate with the school in implementing Code of Good Behaviour
sanctions
Implementation of curricula
·
The full
implementation of the SPHE curriculum
and the RSE and Stay Safe Programmes.
·
Continuous Professional Development for
staff in delivering these programmes.
,
·
School
wide delivery of lessons on , Cyber Bullying , Web wise Primary
teachers’ resources). Walk tall programme,
·
Delivery
of the Garda SPHE Programmes . These lessons, delivered by Community Gardai,
cover issues around personal safety and cyber-bullying
·
The
school will specifically consider the additional needs of SEN pupils with
regard to programme implementation and the development of skills and
strategies to enable all pupils to respond appropriately.
·
The
school will implement the advice in “Sexual Orientation advice for schools”
(RSE Primary, see booklet)., following appropriate inservice
Links to other policies
Other
school policies, practices and activities that are particularly relevant to
bullying, include:. Code of Behaviour, Child Protection policy, Supervision
of pupils, Acceptable use policy
6. Procedures for
Investigating and Dealing with Bullying
The primary aim in investigating and dealing with
bullying is to resolve any issues and to restore, as far as is practicable,
the relationships of the parties involved (rather than to apportion blame);
The school’s procedures will be consistent with the
following approach.
Every
effort will be made to ensure that all involved (including pupils,
parent(s)/guardian(s)) understand this approach from the outset.
Reporting
bullying behaviour
·
Any pupil or
parent(s)/guardian(s) may bring a bullying incident to any teacher in the
school.
·
All reports, including
anonymous reports of bullying, will be investigated and dealt with by the
relevant teacher.
·
Teaching and non-teaching
staff such as secretaries, special needs assistants (SNAs), caretakers, cleaners
must report any incidents of bullying behaviour witnessed by them, or
mentioned to them, to the relevant teacher;
·
Any repeated incident that
causes discomfort to adult members of
the school community should be reported to the Principal/Chairperson of
the Board of Management.
Investigating and dealing with incidents: Style
of approach In investigating and dealing with
bullying, the (relevant)teacher will exercise his/her professional judgement
to determine whether bullying has occurred and how best the situation might
be resolved;
·
Parent(s)/guardian(s) and
pupils are required to co-operate with any investigation and assist the
school in resolving any issues and restoring, as far as is practicable, the
relationships of the parties involved as quickly as possible;
·
Teachers should take a calm, unemotional
problem-solving approach.
·
Where possible incidents
should be investigated outside the
classroom situation to ensure the privacy of all involved;
·
All interviews should be conducted with
sensitivity and with due regard to the rights of all pupils concerned. Pupils
who are not directly involved can also provide very useful information in
this way;
·
When analysing incidents of
bullying behaviour, the relevant teacher should seek answers to questions of
what, where, when, who and why. This should be done in a calm manner, setting
an example in dealing effectively with a conflict in a non-aggressive manner;
·
If a group is involved, each member should
be interviewed individually at first. Thereafter, all those involved should
be met as a group. At the group meeting, each member should be asked for
his/her account of what happened to ensure that everyone in the group is
clear about each other’s statements;
·
Each member of a group should be supported
through the possible pressures that may face them from the other members of
the group after the interview by the teacher;
It may also be appropriate or helpful to ask
those involved to write down their account of the incident(s)
·
In cases where it has been determined by the
relevant teacher that bullying behaviour has occurred, the
parent(s)/guardian(s) of the parties involved should be contacted at an early
stage to inform them of the matter and explain the actions being taken (by
reference to the code of behaviour). The school should give
parent(s)/guardian(s) an opportunity of discussing ways in which they can
reinforce or support the actions being taken by the school and the supports
provided to the pupils;
1. Where the relevant teacher
has determined that a pupil has been engaged in bullying behaviour, it should
be made clear to him/her how he/she is in breach of the school’s
anti-bullying policy and efforts should be made to try to get him/her to see
the situation from the perspective of the pupil being bullied; Code of Good Behaviour sanctions will be
implemented if it is proven that bullying had taken place.
Behaviour of all individuals
involved in the case will be monitored afterwards in conjunction with parents and with regard to the following:
·
Negotiating agreements
between pupils and following these up by monitoring progress. This can be on
an informal basis or implemented through a more structured mediation process
·
Working with
parent(s)/guardian(s)s to support school interventions
·
No Blame Approach
·
Circle Time
·
Restorative interviews
·
Restorative conferencing
·
Peer mediation where suitable
training has been given
It
must also be made clear to all involved (each set of pupils and
parent(s)/guardian(s)) that in any situation where disciplinary sanctions are
required, this is a private matter between the pupil being disciplined, his
or her parent(s)/guardian(s) and the school;
Follow up and
recording
·
In determining whether a
bullying case has been adequately and appropriately addressed the
relevant teacher must, as part of his/her professional judgement, take
the following factors into account:
- Whether the bullying behaviour has
ceased;
- Whether any issues between the
parties have been resolved as far as is practicable;
-Whether the relationships between
the parties have been restored as far as is practicable;
-Any feedback received from the
parties involved, their parent(s)/guardian(s)s or the school Principal or
Deputy Principal
·
Follow-up meetings with the relevant
parties involved may be arranged separately with a view to possibly
bringing them together at a later date if the pupil who has been bullied
is ready and agreeable.
Recording of bullying behaviour
It is imperative that all recording of bullying
incidents must be done in an objective and factual manner.
The school’s procedures for noting and reporting
bullying behaviour are as follows:
Informal- pre-determination that bullying has occurred
·
All
staff must keep a written record of any incidents witnessed by them or
notified to them. All incidents must be reported to the relevant teacher
·
While all reports, including anonymous reports
of bullying must be investigated and dealt with by the relevant teacher,
the relevant teacher must keep a written record of the reports, the
actions taken and any discussions with those involved regarding same
·
The relevant teacher must inform the principal
of all incidents being investigated.
Formal Stage 1-determination that bullying has occurred
·
If it is established by the relevant teacher that bullying has
occurred, the relevant teacher must keep appropriate written records
which will assist his/her efforts to resolve the issues and restore, as
far as is practicable, the relationships of the parties involved.
Formal Stage 2-Appendix 3 (From DES Procedures)
The relevant teacher must use the
recording template at Appendix 3 to record the bullying behaviour
in the following circumstances:
a) in cases where he/she considers that
the bullying behaviour has not been adequately and appropriately
addressed within 20 school days after he/she has determined that bullying
behaviour occurred; and
b)
Where the school has decided that certain bullying behaviour as outlined
iin the examples above must be recorded and reported immediately to the
Principal or Deputy Principal as applicable.
7. The
school’s programme of support for working with pupils affected by bullying is
as follows
·
All in-school supports and
opportunities will be provided for the pupils affected by bullying to
participate in activities designed to raise their self-esteem, to develop
friendships and social skills and build resilience e.g.
-
Pastoral care system
-
Social groups
-
Group work such as circle
time
·
If pupils require counselling
or further supports ;the school will endeavour to liaise with the appropriate
agencies e.g. Barnardos to organise same. This may be for the pupil affected
by bullying or involved in the bullying behaviour.
·
Pupils should understand that
there are no innocent bystanders and that all incidents of bullying behaviour
must be reported to a teacher.
8.Supervision and
Monitoring of Pupils The Board of Management
confirms that appropriate supervision and monitoring policies and practices are
in place to both prevent and deal with bullying behaviour and to facilitate
early intervention where possible.
9.Prevention of Harassment: The Board of
Management confirms that the school will, in accordance with its
obligations under equality legislation,
take all such steps that are reasonably practicable to prevent the sexual harassment of pupils or staff or the
harassment of pupils or staff on any of the nine grounds specified i.e. gender including
transgender, civil status, family status, sexual orientation, religion, age, disability, race
and membership of the Traveller community.
10. This policy was adopted by the Board of Management
on 14th May 2014
11. This policy will be made available to school
personnel, published on the school website ,
otherwise readily accessible to parents
and pupils on request) and provided to the Parents’ Association . A copy
of this policy will be made available to the Department and the patron if
requested.
12. This policy and its implementation will be
reviewed by the Board of Management once in every school year. Written
notification that the review has been completed will be made available to
school personnel, published on the school website and provided to the Parents’ Association . A
record of the review and its outcome will be made available, if requested, to
the patron and the Department.
Signed: __________Barra
O Caoimh
Signed: Íde NíDhubhain___________________
(Chairperson of Board of Management) (Principal)
Date: ___14/5/14___________
Date: __14/5/14________________
Dáta an
chéad Gaelscoil Mhachan
Cód
Frithbhulaíochta
1. I gcomhréir
le riachtanais an Acht Oideachais (Leas) 2000 agus na dtreoirlínte faoi chód
iompair a d'eisigh an
Bord Náisiúnta um Leas Oideachais tá an beartas frithbhulaíochta seo a leanas
glactha ag Bord Bainistíochta Gaelscoil
Mhachan mar chuid de chód iompair iomlán na scoile. Géilleann an beartas go huile agus go
hiomlán do riachtanais Ghnásanna Frithbhulaíochta
Bunscoile agus Iar-bhunscoile a
foilsíodh i Meán Fómhair 2013.
I gcomhthéacs an cód dea-iompar, is mian linn go mbeadh daltaí Gaelscoil
Mhachan ag fáil a gcuid oideachais in atmasféar deimhneach sábhalta.
Cuireadh an polasaí seo le chéile I gcomhairle le muinteoiri, foireann
scoile, daltai agus tuismitheoiri.
2. Aithníonn
an Bord Bainistíochta a thromchúisí atá iompar bulaíochta agus a dhiúltaí a
d'fhéadfadh a
thionchar a bheith ar dhaltaí, agus geallann an scoil dá réir cloí leis na
príomhphrionsabail dea-chleachtais seo a leanas agus iompar bulaíochta á chosc
agus á chomhrac.
(A) Cultúr
dearfach a bheith i réim sa scoil:
·
ina nglactar go fonnmhar le difríocht agus le
héagsúlacht agus ina léirítear meas ar chuimsitheacht;
·
ina spreagtar daltaí chun iompar bulaíochta a nochtadh
agus a phlé i
dtimpeallacht
neamhbhagrach; agus
·
ina
gcuirtear caidreamh bunaithe ar mheas chun cinn ar fud phobal na scoile;
- Is mian linn iontaoibh meas, comhoibriú agus tacaíocht do dhaoine eile a chothú sa saol scoile.
- Tuigimíd gurb iad an Príomhoide,Foireann scoile agus tuismitheoirí a thugann dea-shampla ó thaobh an atmasféar seo a chothú.
- Molaimíd modhanna bunaithe ar spreagadh deimhneach agus aitheantas a úsáid i gcúrsaí scoile.
- Cuirfear béim ar cheachtanna feinmhuinín m.sh sna cláracha Bí Sabháilte, Misneach
- Úsaid a bhaint as straitéisí bunaithe ar spreagadh agus aitheantas deimhneach i gcúrsaí scoile
·
[1] (B) Ceannaireacht
éifeachtach;
(C) Cur chuige
scoile uile;
(D) Tuiscint i
bpáirt faoin rud is bulaíocht ann agus faoin tionchar is féidir a bheith aige
(E) Feidhmiú
straitéisí oideachais agus coiscthe (lena n-áirítear bearta chun feasacht a mhúscailt)
·
a chothaíonn ionbhá, meas agus athléimneacht sna daltaí;
agus
·
ina
dtéitear i ngleic go sainráite le cibearbhulaíocht agus le bulaíocht
bunaithe ar
aitheantas, lena n-áirítear bulaíocht homafóbach agus trasfóbach;
(F) Maoirseacht agus monatóireacht éifeachtach ar dhaltaí;
(G) Tacaíochtaí don fhoireann;
(H) Teagmhais bhulaíochta a thaifeadadh agus a imscrúdú ar
shlí chomhsheasmhach
agus
obair leantach a dhéanamh ina dtaobh (lena n-áirítear straitéisí aitheanta
idirghabhála a úsáid); agus
(I)
Meastóireacht
leanúnach ar a éifeachtaí atá an beartas frithbhulaíochta.
3. I gcomhréir le
Gnásanna Frithbhulaíochta Bunscoile agus Iar-bhunscoile seo é an sainmhíniú
ar bhulaíocht:
An rud a thuigtear le bulaíocht ná iompar
diúltach neamhiarrtha, bíodh sé i bhfoirm iompar briathartha, síceolaíoch nó
fisiciúil, a dhéanann duine aonair nó grúpa in aghaidh duine nó daoine eile, agus a dhéantar arís agus arís eile.
Áirítear na cineálacha
iompair bhulaíochta seo a leanas ar an sainmhíniú ar bhulaíocht:
·
duine a fhágáil as an áireamh d'aon ghnó, gabháil do
chúlchaint mhailíseach agus do
chineálacha
eile caidrimh bhulaíochta idir dhaoine;
·
cibearbhulaíocht; agus
·
bulaíocht
bunaithe ar aitheantas, ar nós bulaíocht homafóbach, bulaíocht chiníoch,
bulaíocht
bunaithe ar bhallraíocht den Lucht Siúil agus bulaíocht ar dhuine faoi mhíchumas nó ar dhuine a bhfuil riachtanais speisialta oideachais
aici/aige.
Ní chuimsíonn an sainmhíniú seo ar
bhulaíocht teagmhais aonraithe nó teagmhais aon uaire d'iompar diúltach d'aon turas, lena n-áirítear téacsteachtaireacht
mhaslach nó goilliúnach aon uaire nó
teachtaireachtaí príobháideacha eile agus ba cheart déileáil leo, mar is cuí,
de réir chód iompair na scoile.
Ach, i bhfianaise an
bheartais seo, féachfar ar theachtaireacht, íomhá nó ráiteas poiblí goilliúnach aon uaire ar shuíomh
Gréasáin líonra poiblí nó ar fhóram poiblí eile ar féidir an teachtaireacht, an íomhá nó an ráiteas sin a
fheiceáil air agus/nó a bheith athráite ag daoine eile mar iompar bulaíochta.
Iompar diúltach nach n-áirítear sa
sainmhíniú seo ar bhulaíocht, déileálfar leis de réir chód iompair na scoile.
Gheofar eolas breise ar
na cineálacha éagsúla bulaíochta i Roinn 2 de na Gnásanna Frithbhulaíochta
Bunscoile agus Iar-bhunscoile.
Samplaí d'Iompraíochtaí Bulaíochta
Iompraíochtaí a bhaineann le gach saghas bulaíocht
·
Ciapadh
bunaithe ar cheann ar bith de na naoi bhforas sa reachtaíocht comhionannais
e.g. ciapadh gnéasach, bulaíocht homafóbach, bulaíocht chiníocht, etc.
·
Forrántacht
fhisiciúil
·
Damáiste
do mhaoin
·
Leasainmneacha
a ghlaoch
·
Cleithmhagadh
·
Pictiúir,
focail i scríbhinn, nó ábhar eile a tháirgeadh, a thaispeáint nó a scaipeadh
atá dírithe ar dhuine eile a imeaglú
·
Graifítí
maslach
·
Sracadh
(extortion)
·
Imeaglú
·
Gothaí
maslaitheacha nó gáirsiúla
·
'Amharc'
faoi leith
·
Cur
isteach ar spás pearsanta
·
Meascán
de na cinn a luaitear.
Cibearbhulaíocht
·
Tromaíocht: Ráflaí, bréaga nó biadán a
scaipeadh chun dochar a dhéanamh do
cháil duine eile
·
Ciapadh: Teachtaireachtaí oilc, suaracha
nó gáirsiúla a sheoladh chuig duine go leanúnach
·
Pearsanú: Teachtaireachtaí maslaitheacha
nó forrántacha a phóstáil faoi ainm duine eile
·
Gríosadh: Úsáid a bhaint as focail
gháirsiúla nó ghríosaitheacha chun troid ar líne a spreagadh
·
Cleasaíocht: Dallamullóg a chur ar dhuine
eolas pearsanta a roinnt agus an t-eolas sin a úsáid ar líne ina dhiaidh sin
·
Sceitheadh: Eolas nó íomhánna rúnda a
phostáil nó a roinnt
·
Leithcheal: Leithcheal a dhéanamh ar dhuine
ó ghrúpa ar líne d'aon ghnó
·
Cibear-stalcaireacht: Ciapadh agus tromaíocht
leanúnach a fhágann go mbíonn eagla a b(h)eatha/a s(h)ábháilteachta ar duine
·
Glao
tostach gutháin/gutháin phóca
·
Glao
maslach gutháin/gutháin phóca
·
Teachtaireacht
téacs mhaslach
·
Teachtaireacht
ríomhphoist mhaslach
·
Cumarsáid
mhaslach ar líonraí sóisialta e.g. Facebook/Ask.fm/ Twitter/You Tube nó ar
chonsóil chluichí
·
Ráitis/Blaganna/Pictiúir
mhaslacha idirlín
·
Postálacha
maslacha ar cineál ar bith teicneolaíochta cumarsáide
Iompraíochtaí bunaithe
ar Aitheantas
Lena n-áirítear
aon cheann de na naoi bhforas idirdhealúcháin a luaitear sa Reachtaíocht um
Chomhionannas (inscne lena
n-áirítear trasinscne, stádas sibhialta, stádas teaghlaigh, claonadh
gnéasach, reiligiún, aois, míchumas, cine agus toisc gur den Lucht Taistil
iad).
Homafóbach agus Trasinscne
·
Ráflaí
a scaipeadh faoi chlaonadh gnéasach duine
·
Tathant
ar dhuine a bhfuil claonadh gnéasach difriúil aige/aici
·
Leasainmneacha
a ghlaoch, e.g. aerach, casta, lúbtha, a úsáidtear chun caitheamh anuas ar
dhuine
·
Imeaglú
fisiciúil nó ionsaí
·
Bagairtí
Cine, náisiúntacht, cúlra eitneach agus
ballraíocht de phobal an Lucht Taistil
·
Idirdhealú,
réamhchlaonadh, ráitis nó maslaí a bhaineann le cine, náisiúntacht, cultúr,
aicme shóisialta, creideamh, cúlra, eitneach nó an Lucht Taistil
·
Leithcheal
de bhun aon cheann acu seo thuas
Caidreamhach
Is éard atá i
gceist anseo caidrimh a mhí-ionramháil mar bhealach chun bulaíocht a
dhéanamh. Ar na hiompraíochtaí tá:
·
Biadán
maslach
·
Leithcheal
agus aonrú
·
Neamhaird
·
Leithcheal
ó ghrúpa
·
Cairde
a bhaint de dhuine
·
'Bitseáil'
·
Ráflaí
a scaipeadh
·
Rún
a sceitheadh
·
Caint
sách ard le go gcloisfeadh an t-íobartach í
·
'Amharc'
faoi Leith
·
‘nerd’ a úsáid le cur isteach ar dhuine.
Gnéasach
·
Ráitis
nó tadhall gnéasach míchuí nó gan choinne
·
Ciapadh
Riachtanais Speisialta Oideachais,
Míchumas
·
Leasainmneacha a ghlaoch
·
Tathant ar dhaoine eile mar gheall ar a míchumas
nó riachtanais foghlama
·
Teacht
i dtír ar leochaileachtaí daltaí eile agus ar a gcumas teoranta bulaíocht a
aithint agus iad féin a chosaint
·
Teacht
i dtír ar leochaileachtaí daltaí eile agus ar a gcumas teoranta cúinsí
sóisialta agus leideanna sóisialta a aithint agus iad féin a chosaint.
·
Athris
a dhéanamh ar mhíchumas duine eile
·
Ceap
magaidh a dhéanamh de dhaoine eile
4. Seo a leanas an múinteoir/na múinteoirí
ábhartha a dhéanfaidh bulaíocht a imscrúdú agus a
dhéileálfaidh léi: (féach Roinn 6.8 de na
Gnásanna Frithbhulaíochta Bunscoile agus Iar-
bhunscoile):
Is iad na
Múinteoirí ábhartha sa scoil seo: (Arna gcinneadh ag an mBord
Bainistíochta) e.g.
Príomhoide
Leas-Phríomhoide
Gach
múinteoir ranga
Oidi
Tacaíocht foghlamtha agus achmhainne
Féadfaidh múinteoir ar bith gníomhú mar
mhúinteoir ábhartha más gá.
5.straitéisí oideachais agus coiscthe
Cur
chuige na scoile ina hiomláine
·
Cur
chuige na scoile ina hiomláine chun meas ar gach ball de phobal na scoile a
chothú.
·
Luach
na héagsúlachta a chur chun cinn chun aghaidh a thabhairt ar dhearcaí claonta
agus chun aird a tharraingt ar a dho-ghlactha is atá iompraíocht bhulaíochta.
·
Féinmheas
a chothú agus a fheabhsú i measc na ndaltaí uile trí ghníomhaíochtaí
curaclaim agus seach-churaclaim araon. Tabharfar deiseanna do dhaltaí
féinmheas dearfach a fhorbairt trí idirghníomhaíochtaí foirmiúla agus
neamhfhoirmiúla.
·
Forbairt
ghairme don fhoireann go léir i dtaca leis an mbulaíocht d'fhonn a chinntiú
go mbeidh tuiscint ag an bhfoireann ar fad ar cad is bulaíocht ann, ar an
gcaoi a dtéann sí i bhfeidhm ar shaol na ndaltaí agus ar an ngá a bhíonn ann
freagairt di agus i a chosc.
·
Athbhreithniú bliaintúil ar gánna CPD na múinteoirí,
le eolas a bhailiú faoi na scíleanna agus an taithí atá ag múinteoirí na
scoile.
·
Forbairt
ghairme le fócas faoi leith ar oiliúint a chur ar na múinteoirí ábhartha .
·
Feachtas
feasachta agus oiliúna don scoil ina hiomláine i dtaca le gach gné den
bhulaíocht, lena n-áirítear, tuismitheoir(í)/caomhnóir(í) agus pobal níos
leithne na scoile.
·
Maoirseacht
agus monatóireacht ar sheomraí ranga, ar dhorchlaí, ar thalamh na scoile, ar
thurasanna scoile agus ar ghníomhaíochtaí seach-churaclaim. Tabharfar ar
bhaill foirne nach mbíonn ag teagasc agus ar bhaill eile a bheith san
airdeall agus eachtraí a chur in iúl do na múinteoirí ábhartha. Beidh
maoirseacht i gceist leis i dtaca leis an úsáid a bhaineann daltaí as
teicneolaíocht cumarsáide sa scoil.
·
Rannpháirtíocht
chomhairle na ndaltaí i dtimpeallacht shábháilte scoile a chruthú e.g. Córas páirtíochta, meantóireacht, Cairde
Lóin agus gníomhaíochtaí tacaíochta eile a d'fhéadfadh tacú le daltaí agus
cultúr comh-mheasa agus tacaíochta a spreagadh.
·
Forbairt
agus cur chun cinn Cód Frithbhulaíochta don scoil le cur i ndialanna na
ndaltaí agus le cur ar taispeáint i seomraí ranga agus in áiteanna poiblí sa
scoil.
·
Pléitear
beartas frithbhulaíochta na scoile le daltaí agus tugtar cóip de do gach
tuismitheoir/caomhnóir mar chuid de Chód Iompraíochta na Scoile (gach
bliain).
·
Bearta
rialta (e.g. gach bliain/gach téarma/gach mí/gach seachtain) feasachta a chur
i bhfeidhm ar fud na scoile e.g. clár fógraí faoi leith sa scoil agus i
seomraí ranga maidir le cairdeas a chothú, agus bulaíocht a chosc; Seachtain
Chairdis gach bliain agus seimineáir le tuismitheoirí/caomhnóirí; suirbhéanna
bliantúla/téarma/míosúla ar dhaltaí; tionóil rialta scoile nó bhliainghrúpa
faoi stiúir an phríomhoide, an leas-phríomhoide, na gceann bliana, etc.
·
Cultúr
insinte a spreagadh, agus béim faoi leith ar thábhacht na bhfinnéithe. Ar an
gcaoi sin beidh muinín ag daltaí as a bheith ag insint. Tá gné seo na muiníne
ríthábhachtach. Ba chóir a chur in iúl go soiléir do gach dalta agus iad ag
tuairisciú eachtraí bulaíochta nach ag insint ná ag sceitheadh atá siad ach
ag gníomhú go freagrach.
·
Deimhin
a dhéanamh de go mbeidh a fhios ag daltaí cé dó ba chóir dóibh a insint agus
conas é a dhéanamh, e.g.:
·
Dul
caol díreach chuig múinteoir ag am feiliúnach, mar shampla tar éis ranga.
·
Nóta
a thabhairt isteach leis an obair bhaile.
·
Glao
gutháin a chur ar an scoil nó ar mhúinteoir sa scoil a bhfuiltear muiníneach
as/aisti.
·
Bosca
Frithbhulaíochta nó Cráiteachta
·
Tabhairt
ar thuismitheoir(í)/ar chaomhnóir(í) nó ar chara insint.
·
Ceistneoir
rúnda a thabhairt do gach dalta uair sa téarma.
·
Deimhin
a dhéanamh de go dtuigeann finnéithe an tábhachtach a bhaineann lena
bhfeiceann siad nó lena bhfuil ar eolas acu faoin mbulaíocht atá ar bun a
insint.
·
Prótacail
shoiléire a shonrú chun tuismitheoir(í)/caomhnóir(í) a spreagadh dul chun na
scoile más dóigh leo go bhfuil bulaíocht á déanamh ar a leanbh. Ba chóir an
prótacal a chur le chéile i gcomhar le tuismitheoirí.
·
Beartas
um Úsáid Inghlactha a chur le chéile sa scoil lena n-áirítear na céimeanna
cuí chun deimhin a dhéanamh de go ndéantar monatóireacht dhian ar úsáid na
teicneolaíochta sa scoil, cuir i gcás úsáid a bhaint as gutháin phóca.
·
Liosta
na dtacaí atáthar a úsáid sa scoil faoi láthair agus tacaí eile atá sa scoil
a shonrú
Mar chuid den polasaí seo níl cead
fónpóca bheith ar scoil ag dalta gan nóta minithe ón tuiste i gcás
prainne.Tabharfar an fón don oide ranga ar maidin agus is feidir é a bhailiu
ag deireadh an lae.
Ról na dtuismitheoirí i gcur i gcoinne Tromaíochta
1. Molaimid go
gcuireann daltaí agus tuismitheoirí /
caomhnóirí an múinteoir ranga ar an eolas láithreach faoi aon tromaíocht a
thugann siad faoi deara.
2. Molaimid go
mbeadh tuismitheoirí / caomhnóirí
aireach faoi aon athrú iompar nó dearcadh a thagann ar a bpáistí a thugadh le
fios go bhfuil sé / sí míshuaimhneach ar eagla go bhfuil tromaíocht ar siúl.
3. Éist le do pháiste
4. Féin mheas / féin
mhuinín a chothú
5. Meas do dhaoine
eile a chothú
6. Teangmháíl rialta
leis an múinteoir ranga / breathnú ar an leabhar obair bhaile gach lá
7. An páiste a
ghriosadh chun cairdeas a chothú chun aon baol d’aonorachas a cheilt.
8. Freastal ar
chursaí/cainteanna maidir le frithbhulaíocht/Tromaíocht ar líne
9. Moltar ríomhairí
/aon trealamh le teacht ar an idirlíon bheith in áit sofheicithe sa bhaile
agus ní i seomra codalta an linbh.
10. Dian
monatóireacht a dhéanamh ar Usáid/teacht ar aon fearas teichneolaíchta atá
ceangailte leis an idirlíon
Má tá tromaíocht á dhéanamh ar do pháiste
1. Dean coinne
láithreach chun cainte leis an múinteoir ranga.
2. Tabhair sólás dod
phaiste
3. Tabhair
ainmneacha. Coimeádfar gach ní faoi rún ghairmuila.
4. Lean leis an cód
dea-iompar / cód i gcoinne tromaíochta.
5. Caint leis an
múinteoir agus / nó Príomhoide acu.
6. Ná mol don
pháiste gníomh fisicúil a dhéanamh mar
dhioltais – comhoibrigh leis an scoil – abair leis/ lei caint leis an
múinteoir ranga / múinteoir ball fóirne ar duité.
7. Spreag do pháiste
chun cainte faoina mothúchain,scríobh nó pictiur a tharraingt.
8.
Cabhraigh le do pháiste ócáidí ina mbeadh sé/sí
aonarach nó faoi bhrú a sheachaint
Moltar do thuisti dian monatoireacht a
dheanamh ar aon úsaid teichneolaiohta agus suiomhanna sóisialta i gcomhtheacs
Sabhaltacht Linbh agus go bhfuil se midleathach do leanaí faoi 13 cuntas
Facebook bheith acu.
Má tá do
pháiste ag déanamh tromaíocht
- Déan breathnú ar aon athraithe iompair
2. Tar chuig
cruinniú sa scoil
3. Labhair leis an
bpáiste ag iarraidh cúiseanna faoi ndear an tromaíocht.
4. Lean leis an cód
dea-iompar.
Curaclaim a chur i
ngníomh
·
Cur
i ngníomh iomlán na gcuraclam SPHE agus CSPE agus na gclár RSE agus Bí
Sábháilte.
·
Forbairt Ghairme Leanúnach don fhoireann
agus na cláir sin á seachadadh.
·
Ceachtanna
ar an mbulaíocht bunaithe ar fhianaise a sheachadadh ar fud na scoile, e.g. ,
Bí Sábháilte, Misneach, .
·
Ceachtanna
a sheachadadh ar Fhorrántacht
Chaidreamhach , ar an gCibearbhulaíocht (#UP2US, Be Safe-Be
Web wise, Think Before you Click, Let’s Fight it Together, Web wise Primary
teachers’ resources), ar an mBulaíocht
Hómafógach agus Thrasfóbach de reir inseirbhis do oidí
·
Cláir
SPHE an Gharda Síochána a sheachadadh . Pléann na ceachtanna seo, a thugann
Gardaí Pobail, ceisteanna a bhaineann le sábháilteacht phearsanta agus cibearbhulaíocht.
·
Féachfaidh
an scoil, go háirithe, i leith riachtanais bhreise na ndaltaí SEN maidir le
cláir a chur i bhfeidhm agus scileanna agus straitéisí a fhorbairt a
chuirfeadh ar chumas gach daltaí freagairt go cuí.
Cuirfidh an scoil i bhfeidhm an chomhairle atá le fáil in
“Sexual Orientation advice for schools” (RSE Bunscoile, feic leabhrán).de
réir inseirbhíse
):
6.8.9.
Gnásanna chun Bulaíocht a Fhiosrú agus Láimhseáil
Is é an phríomhaidhm
a bhaineann le bulaíocht a fhiosrú agus a láimhseáil ná ceisteanna a réiteach
agus an caidreamh idir na páirtithe a shlánú, a oiread agus is féidir (seachtas
milleán a leagan ar dhuine);
Ní mór do ghnásanna
na scoile cloí leis an gcur chuige seo a leanas.
Déanfar gach iarracht a chinntiú go dtuigfidh
gach duine atá rannpháirteach (daltaí, tuismitheoirí/caomhnóirí san áireamh) an
cur chuige sin ón tús.
Iompraíocht
Bhulaíochta a Thuairisciú
·
Féadfaidh
dalta nó tuismitheoir(í)/caomhnóir(í) ar bith eachtraí bhulaíochta a chur in
iúl do mhúinteoirí ar bith sa scoil.
·
Fiosróidh
agus láimhseálfaidh an múinteoir ábhartha
gach tuairisc, ina measc tuairiscí anaithnide.
·
Ní
mór do bhaill foirne teagaisc agus neamhtheagaisc, cuir i gcás rúnaithe,
cúntóirí riachtanas speisialta (SNA), tionlacaithe bus, airígh, glantóirí aon
eachtraí d'iompraíocht bhulaíochta a fheiceann siad nó a luaitear leo a chur in iúl don mhúinteoir ábhartha.
Eachtraí a Fhiosrú
agus a Láimhseáil Stíl an Chuir Chuige
·
Agus
é/í ag fiosrú agus ag láimhseáil na bulaíochta, tabharfaidh an múinteoir
(ábhartha ) a b(h)reithiúnas féin féachaint ar tharla bulaíocht nó nár tharla
agus conas is fearr an cás a réiteach.
·
Éilítear
ar thuismitheoirí/ar chaomhnóirí agus ar dhaltaí comhoibriú le cibé fiosrú a
dhéanfar agus cuidiú leis an scoil ceist ar bith a thiocfadh aníos a réiteach
agus an caidreamh idir na páirtithe a shlánú, a oiread agus is féidir, a
thúisce agus is féidir.
·
Ba chóir do mhúinteoirí cur chuige fionnuar
neamh-mhóthúchánach réitithe fadhbanna a ghlacadh.
·
Ba
chóir eachtraí a láimhseáil, a oiread agus is féidir, lasmuigh den seomra ranga
d'fhonn príobháid gach rannpháirtí a chinntiú.
·
Ba chóir gach agallamh a dhéanamh chomh
híogair agus is féidir agus cearta na ndaltaí á nglacadh san áireamh. Is féidir
le daltaí nach bhfuil baint dhíreach acu leis an gcás eolas úsáideach a chur ar
fáil mar seo a leanas:
·
Agus
eachtraí d'iompraíocht bhulaíochta á n-anailísiú, ba chóir don mhúinteoir
ábhartha iarracht a dhéanamh na
ceisteanna cén rud, cén áit, cén duine, agus cén fath a fhreagairt. Ba chóir é
sin a dhéanamh go deas suaimhneach, agus sampla á thabhairt den chaoi ar chóir
déileáil le coinbhleacht gan dul i muinín na forrántachta.
·
Má bhíonn grúpa i gceist, ba chóir agallamh a
chur ar gach duine acu ar dtús. Ina dhiaidh sin, ba chóir bualadh leo mar
ghrúpa. Ag an gcruinniú leis an ngrúpa, ba chóir a iarraidh ar gach duine acu a
c(h)untas féin a thabhairt ar ar tharla d'fhonn a chinntiú go dtuigeann gach
duine sa ghrúpa ráitis na ndaoine eile go soiléir;
·
Ba chóir tacú le gach ball den ghrúpa i dtaca
leis an mbrú a d'fhéadfadh a theacht orthu ó bhaill eile an ghrúpa tar éis an
agallaimh leis an múinteoir.
D’fhéadfadh sé a bheith oiriúnach freisin a
iarraidh orthu siúd a bhí i gceist cuntas a scríobh ar ar tharla.
·
I gcásanna go gcinneann an múinteoir
ábhartha gur tharla iompraíocht
bhulaíochta, ba chóir teagmháil a dhéanamh le tuismitheoir(í)/caomhnóir(í) na
bpáirtithe go luath d'fhonn an tarlúint a chur in iúl dóibh agus míniú a
thabhairt ar na gníomhartha a bheifear a dhéanamh (agus tagairt á déanamh do
bheartas na scoile). Ba chóir don scoil deis a thabhairt do thuismitheoirí/do
chaomhnóirí plé a dhéanamh ar na bealaí lenar féidir leo tacú leis na
gníomhartha atá an scoil a dhéanamh agus
leis na tacaí atáthar a chur ar fáil do dhaltaí;
·
Sa chás go gcinneann an múinteoir
ábhartha go raibh iompraíocht
bhulaíochta ar bun ag an dalta, ba chóir a chur in iúl go soiléir dó/di an sárú
a rinne sé/sí ar bheartas frithbhulaíochta na scoile agus ba chóir iarracht a
dhéanamh tabhairt air/uirthi an cás a fheiceáil ó dhearcadh an dalta a
d'fhulaing an bhulaíocht;
·
Ní mór a chur in iúl go soiléir do gach rannpháirtí
(gach tacar daltaí agus múinteoirí/caomhnóirí) i gcás ar bith a gcaitear
smachtbhannaí araíonachta a chur i bhfeidhm gur ceist phríobháideach atá ann
idir an dalta a bheidh faoi smachtbhanna, a t(h)uismitheoir(í)/c(h)aomhnóirí
agus an scoil;
Gníomh leantach
agus cuntas
·
Agus
cinneadh á dhéanamh ar déileáladh go cuí agus go leordhóthanach leis an gcás
bulaíochta, ní mór don mhúinteoir ábhartha, agus breithiúnas gairmiúil á
thabhairt aige/aici, na cúinsí seo a leanas a ghlacadh san áireamh:
- An bhfuil
deireadh tagtha leis an iompraíocht bhulaíochta;
- An
bhfuil ceisteanna idir na páirtithe réitithe, a oiread agus is féidir;
- An
bhfuil caidreamh idir na páirtithe slánaithe, a oiread agus is féidir;
-
Aiseolas ar bith a fuarthas ó na páirtithe rannpháirteacha, óna
dtuismitheoir(í)/a gcaomhnóir(í) nó ó phríomhoide nó leas-phríomhoide na scoile
·
Ba chóir cruinnithe leantacha ar leithligh a
shocrú leis na páirtithe leasmhara féachaint an bhféadfaí iad a thabhairt le
chéile tráth níos déanaí má bheidh an dalta a d'fhulaing an bhulaíocht réidh
agus toilteanach.
·
I
gcás nach mbíonn tuismitheoir(í)/caomhnóir(í) sásta gur dhéileáil an scoil leis
an gcás bulaíochta de réir na ngnásanna seo, ní mór gnáthaimh ghearáin na
scoile a chur in iúl do na tuismitheoir(í)/caomhnóir(í),
mar is cuí.
·
I
gcás gur bhain an/na tuismitheoir(í)/caomhnóir(í) leas as gnáthaimh ghearáin na
scoile agus nach bhfuiltear sásta fós, ní mór don scoil a chur in dóibh go
bhfuil an cheart acu gearán a dhéanamh leis an Ombudsman do Dhaltaí.
Iompraíocht
Bhulaíochta a chuntas
Tá sé ríthábhachtach go ndéanfaí
gach eachtra de bhulaíocht a chuntas ar bhealach oibiachtúil agus fíorasach.
Seo a leanas gnásanna na scoile
maidir le hiompraíocht bhulaíochta a chuntas agus a thuairisciú:
Réamhdhearbhú neamhfhoirmiúil gur tharla bulaíocht
·
Ní mór do gach ball foirne cuntas i scríbhinn a
choinneáil d’ eachtraí
a
fheiceann siad nó a chuirtear in iúl dóibh. Ní mór gach eachtra a thuairisciú don
mhúinteoir ábhartha .
·
Cé nár mhór don mhúinteoir
ábhartha gach tuairisc, lena n-áirítear
tuairiscí anaithnide, de bhulaíocht a fhiosrú agus a láimhseáil, ní mór don
mhúinteoir ábhartha cuntas i scríbhinn a choinneáil ar na tuairiscí, ar na
gníomhartha a glacadh agus ar aon phlé a rinneadh leis na rannpháirtithe
·
Ní mór don mhúinteoir ábhartha gach eachtra atáthar a
fhiosrú a chur in iúl don phríomhoide.
Foirmiúil - 1 Dearbhú gur tharla bulaíocht
·
Má dhearbhaíonn an múinteoir ábhartha gur tharla bulaíocht, ní mór don mhúinteoir
cuntas cuí i scríbhinn a choinneáil a chuideoidh leis/léi na ceisteanna a
réiteach agus na caidrimh a shlánú, a oiread agus is féidir, idir na páirtithe
leasmhara.
·
Ba chóir don scoil, i gcomhairle leis an
múinteoir/na múinteoirí ábhartha , prótacal a chur le chéile maidir le gach
cuntas a choinníonn an múinteoir ábhartha a stóráil.
Foirmiúil - 2 Aguisín
3 (Gnásanna Foirmiúla na Roinne Oideachais agus Scileanna)
Ní
mór don mhúinteoir ábhartha an teimpléad cuí in Aguisín 3 a úsáid chun
an iompraíocht bhulaíochta a chuntas sna cúinsí seo a leanas:
a) i gcásanna gur dóigh leis/léi nár
déileáladh go cuí ná go leordhóthanach leis an iompraíocht bhulaíochta laistigh
de 20 lá scoile tar éis dó/di a
chinneadh gur tharla iompraíocht bhulaíochta; agus
b) Sa
chár gur chinn an scoil mar chuid dá beartas frithbhulaíochta nár mhór, i
gcúinsí áirithe, an iompraíocht bhulaíochta a chuntas agus a thuairisciú
láithreach bonn don Phríomhoide nó don Leas-Phríomhoide de réir mar is cuí.
Ba
chóir don scoil liosta a dhéanamh de na hiompraíochtaí a chaitear a chuntas
agus a thuairisciú láithreach bonn don phríomhoide. Ba chóir dóibh sin a bheith
ag teacht le cód iompraíochta na scoile.
Nuair a bhaintear
úsáid as an teimpléad cuntais, ní mór don mhúinteoir ábhartha é a choinneáil
agus ní mór don phríomhoide cóip de a choinneáil. Ní mór machnamh cuí a
dhéanamh ar an áit a gcoinnítear na cuntais, orthu siúd a mbeidh teacht acu
orthu agus ar an bhfad ama a choinneofar iad. Ba chóir cinntí a dhéantar faoi
chuntais a choinneáil a bhreacadh síos sa beartas seo.
Straitéisí Idirghabhála Seanbhunaithe
·
Agallaimh
idir an múinteoir agus gach dalta
·
Comhaontuithe
idir daltaí a idirbheartú agus iad a leanúint le próiseas monatóireachta. Is
féidir é seo a dhéanamh ar bhealach neamhfhoirmiúil nó a chur i bhfeidhm trí
phróiseas idirghabhála níos struchtúrtha
·
Oibriú
le tuismitheoir(í)/caomhnóir(í) chun tacú le hidirghabhálacha scoile
·
Cuir
chuige Gan Milleán
·
Am
Ciorcail
·
Agallaimh
Athshlánúcháin
·
Comhdháil
Athshlánúcháin
·
Ceistneoirí
sochghraim a chur i bhfeidhm
·
Piar-idirghabháil
sa chás go ndearnadh oiliúint chuí
Luann na Gnásanna na straitéisí idirghabhála seo a leanas agus déantar
tagairt do Ken Rigby;
www.bullyingawarenessweek.org/pdf/BullyingPreventionStrategiesinSchools
Ken Rigby.pdf
·
An cur chuige
traidisiúnta araíonachta
·
An t-íospartach a
láidriú
·
Idirghabháil
·
Cleachtas
Athshlánúcháin
·
Modh an Ghrúpa
Tacaíochta
·
Modh na Comhbhá
7. Seo a leanas clár tacaíochta na scoile do
dhaltaí a ndearnadh bulaíocht orthu:
(Féach 6.8 de na Gnásanna Frithbhulaíochta
Bunscoile agus Iar-Bhunscoile):
·
Cuirfear
gach tacaíocht agus deis in-scoile ar fáil do dhaltaí a fhulaingíonn an
bhulaíocht chun páirt a ghlacadh i ngníomhaíochtaí a leagtar amach chun a
bhféinmhuinín a mhéadú, cairdeas agus scileanna sóisialta a fhorbairt agus
seasmhacht a láidriú, e.g.
- Córas tréadchúraim
- Córas meantóireachta Piara /
Páirtíochta
- Foireann na Meithle Cúraim/Meithle
Tacaíochta do Dhaltaí
- Obair i ngrúpaí,
cuir i gcás am ciorcail
·
Má
bhíonn comhairleoireacht nó tacaí breise de dhíth ar dhaltaí, déanfaidh an
scoil a dícheall dul i gcomhairle leis na gníomhaireachtaí cuí chun é sin a
eagrú. D'fhéadfadh sé gur don daltaí a fhulaingíonn an bhulaíocht nó a bhíonn
i mbun na hiompraíochta bulaíochta é sin.
·
Ba
chóir do dhaltaí a thuiscint nach mbíonn aon fhinnéithe gan locht ann agus
gur chóir gach iompraíocht bhulaíochta a chur in iúl do mhúinteoir.
8. Maoirseacht agus Monatóireacht Éifeachtach
ar Dhaltaí
Deimhníonn an Bord Bainistíochta go bhfuil cleachtais
agus beartais chuí mhaoirseachta agus monatóireachta i bhfeidhm chun iompar bulaíochta a chosc agus chun déileáil leis
agus chun idirghabháil luath a éascú más féidir.
9. An Ciapadh a Chosc
Deimhníonn an Bord
Bainistíochta go ndéanfaidh an scoil, de réir a oibleagáidí faoin reachtaíocht
chomhionannais, gach beart is indéanta go praiticiúil chun daltaí agus baill
foirne a chosaint ar
chiapadh gnéasach agus ar chiapadh ar aon cheann de na naoi bhforas, mar atá
inscne lena n-áirítear trasinscne, stádas sibhialta, stádas teaghlaigh,
treoshuíomh gnéasach, reiligiún, aois,
míchumas, cine nó ballraíocht den Lucht Siúil.
10. Ghlac an Bord
Bainistíochta an polasaí seo ar an 14ú bealtaine 2014.
11. Tá an beartas seo
ar fáil do phearsanra na scoile, foilsíodh é ar shuíomh Gréasáin na scoile
(agus, tá sé ar fáil
ar shlí eile do thuismitheoirí agus do dhaltaí ar iarratas) agus do Choiste na dTuismitheoirí Cuirfear cóip den bheartas seo ar fáil don Roinn agus do phátrún na scoile má
iarrtar é.
12. Athbhreithneoidh an Bord Bainistíochta
an beartas agus a fheidhmiú uair amháin i ngach
scoilbhliain.
Cuirfear fógra scríofa gur athbhreithníodh beartas frithbhulaíochta na scoile
ar fáil do phearsanra na scoile, foilseofar é ar shuíomh Gréasáin na scoile , Cuirfear é ar fáil ar shlí eile
do thuismitheoirí agus do dhaltaí ar iarratas agus do Choiste na dTuismitheoirí .. Cuirfear taifead den athbhreithniú agus a
thoradh a chur ar fáil don phátrún agus don Roinn, leis, má iarrtar é.
Sínithe: ____Barra o Caoimh____
Sínithe:Ide ní Dhubhain
(Cathaoirleach an Bhoird Bhainistíochta) (Priomhoide)
Dáta: ____!4U Bealtaine 2014__________
Dáta: __________________
athbhreithnithe eile:
__Bealtaine
2015_____________
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