KiVa antibullying program in Spain : how teachers implement KiVa lessons
Malmi, Minna (2019-05-08)
KiVa antibullying program in Spain : how teachers implement KiVa lessons
Malmi, Minna
(08.05.2019)
Julkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.
avoin
Julkaisun pysyvä osoite on:
https://urn.fi/URN:NBN:fi-fe2019061019885
https://urn.fi/URN:NBN:fi-fe2019061019885
Tiivistelmä
This study focuses on the implementation of KiVa lessons in Spain. KiVa is a whole-school antibullying program designed for children between 6 and 15 years of age, developed in Finland in 2006. The program’s effectiveness has been shown in several occasions. The program consists of two components, which are the universal and the indicated actions. The universal actions are designated to the whole school and their main part are KiVa lessons, delivered by a class teacher. These aim to increase the students’ socio-emotional skills and to emphasize the importance of the group. The KiVa program focuses mainly on the bystanders, not on the bully or the bullied one.
The aim of this study was to find out how Spanish teachers implement KiVa lessons, what are the differences between them, whether they are committed to the program implementation and whether the first-year implementation can be considered successful. A semi-structured thematic interview was conducted for 11 primary school teachers from different regions of Spain. The data was coded, and these codes were gathered below three main themes.
The main differences between the teachers were in the number of lessons delivered, which varied from 3 to 10 lessons. Some differences were also found in the ways of lesson planning. The teachers’ commitment to the program implementation was quite high, as their attitudes towards the program were positive, as well as their beliefs in their personal and their students’ capabilities, and on the time management. The first-year implementation can be considered mainly successful, as the schools’ directions’ support was evident. However, the number of lessons delivered varied so much, that some guiding on the lesson planning, on the purpose of the lessons and on the selection of the activities could be appropriated.
The aim of this study was to find out how Spanish teachers implement KiVa lessons, what are the differences between them, whether they are committed to the program implementation and whether the first-year implementation can be considered successful. A semi-structured thematic interview was conducted for 11 primary school teachers from different regions of Spain. The data was coded, and these codes were gathered below three main themes.
The main differences between the teachers were in the number of lessons delivered, which varied from 3 to 10 lessons. Some differences were also found in the ways of lesson planning. The teachers’ commitment to the program implementation was quite high, as their attitudes towards the program were positive, as well as their beliefs in their personal and their students’ capabilities, and on the time management. The first-year implementation can be considered mainly successful, as the schools’ directions’ support was evident. However, the number of lessons delivered varied so much, that some guiding on the lesson planning, on the purpose of the lessons and on the selection of the activities could be appropriated.