1. Bullying – how to deal with this problem in murcia-spain
Psychopedagogical team – molina de segura- murcia-spain

2. National educational laws related with bullying
Ley Organica de Educación (Edutational General Law 8/2013. It establishes very general rules.
Law about responsabilities of the minors 5/2000. It establishes what it considered a fault and show to the pupils and their parents what behaviour they must to have: respect, go to class, etc. And what sanction could be imposed if they don´t respect these rules.
Civil code. The article 1903, paragraph 2, says that parents are responsible of their children behaviour.

3. REGIONAL LAWS (Murcia)
ORDEN (MAY, 2002) Regional Educational Administration creates a psychopedagogical team specialised in “cohesistence” This team gives support to all the schools (Primary and Secondary Schools) in the Region of Murcia. This support is given throughout the other general psychopedagogical teams that work in all the region.
RESOLUTION (APRIL, 2006) with instructions related to sitatuions of bullying. It include protocols to follow when someone detectes some violence towards one or more children.
ORDEN (OCTOBER 2006), Regional administration created ”OBSERVATORIO PARA LA CONVIVENCIA” (Coexistence Observatory)
RESOLUTION (SEPTEMBER, 2009) regulated the rules in school coexistente. Develop a national law about rights and duties in pupils.
DECREE 16/2016, to establish the coexistence rules in schools (from 3 to 18 years). *

4. DECREE 16/2016, to establish the coexistence rules in schools (from 3 to 18 years).
GENERAL PRINCIPLES IN COEXISTENCE.
FUNCTIONS OF DIFFERENT AGENTS IN COEXISENCE
PARENTS, PUPILS AND TEACHERS RIGHTS AND DUTIES
THE HEAD TEACHER IN EACH SCHOOL.
PROTECTION OF THE BULLYING VICTIMS.
TEACHERS.
PROTOCOLS TO FOLLOW IN CASE OF AGRESSION OR VIOLENCE AGAINST A PUPIL OF GROUP OF PUPILS.
PROCEDURES TO PREVENT AND INTERVENE THE VIOLENCE
RULES IN ORGANIZATION, FUNCTIONING AND COEXISTENCE.
PLAN IN SCHOOL COEXISTENCE. All schools have to create one, tacking into account each situation.
REGULATION IN COEXISTENCE AND BEHAVIOUR.
RULES IN ORGANIZATION AND FUNCTIONING.
EVALUATION OF THE COEXISTENCE.
COEXISTENCE OBSERVATORY- FUNCTIONS.

5. REGIONAL COEXISTENCE OBSERVATORY
1- MAIN FUNCTIONS
LAUNCH INICIATIVES TO CREATE A SYSTEM TO ANALYSE THE COEXISTENCE SITUATION IN THE REGIONAL SCHOOLS.
PROPOSE COEXISTENCE PLANNING TO PREVENT THE VIOLENCE.
PROPOSE ACTIONS IN:
GIVE SUPPORT IN THE DEVELOPMENT OF ACTIVITIES TO IMPROVE SOCIAL COMPETENCES IN TEH SCHOOLS.
GIVE ADVICE TO FAMILIES ABOUT THIS PLANNING.
ORGANIZE AND DEVELOP TRAINING FOR TEACHERS IN PREVENTION OF VIOLENCE AND ABOUT THE PACIFIC RESOLUTION OF THE CONFLICTS.
GUIDANCE OF THE SCHOOL COMUNITY IN SCHOOL COEXISTENCE.
- DISSEMINATE RESULTS OF RESEARCHES ABOUT COEXISENCE AND DIFFERENT SCHOOL GOOD PRACTICES.

6. REGIONAL COEXISTENCE OBSERVATORY
2. ACTIONS
MATERIALS IN THE PORTAL
80 ACTIONS IN COEXISTENCE INCLUDED IN THE REGIONAL PLAN TO IMPROVE THE COEXISTENCE.*
JOURNEY “EMOTIONAL EDUCATION. THE IMPORTANCE OF THE INVOLVEMENT OF THE FAMILIES AND TEACHERS” (MAY 2014) AND JOURNEY “GOOD PRACTICES IN SCHOOLS ABOUT COEXISTENCE” (2015)
BOOKS AND GUIDES (AVAILABLE IN THE PORTAL, FREE TO BE DOWNLOADED BY ALL TEACHERS AND FAMILIES).
PROTOCOL “AVE” (INMEDIATE SUPPORT TO VICTIMS IN THE EDUCATIONAL CONTEXT)*
CAMPAIGN TO PROTECT MINORS IN THE SOCIAL NETS.
ADVICE TO PREVENT CYBER-BULLYING.
DIRECT INTERVENTION IN SERIOUS VIOLENCE AMONG PUPILS SITUATIONS.

7. SOME OF THESE ACTIONS 1- REGIONAL PLAN AGAINST VIOLENCE IN SCHOOLS
THIS PLAN INCLUDES STRATEGIES TO BE DEVELOPED BY THE REGIONAL ADMINISTRATION, STRATEGIES FOR SCHOOLS, FOR TEACHERS AND PUPILS, FOR FAMILIES…
SOME EXAMPLES ARE:
ADMINISTRATION
PROJECT “REDponsables” someone like “NETresponsibles” in different schools to disseminate information about cyber-bullying and the prevention of these problems.
Implementtion of the proyect “Count on me”, to give to pupils social and emotional skills, to prevent the conflicts or to solve them in a right way.
SCHOOLs
Diagnosis of the relationship among pupils. Sociograms, test to detect situations of bullying (Bull´s and now CRAEP)
Boxes in each school, where one pupils can inform about some violent situation or suggest something or to ask for help.

8. REGIONAL PLAN AGAINST VIOLENCE IN SCHOOLS (continuation)
PUPILS AND TEACHERS
TRAINING TO BECOME “GUARDS OF THE COEXISTENCE”
TRAINING TO CREATE MEDIATION SYSTEMS AMONG PEERS.
ACTIVITIES TO IMPROVE EMOTIONAL AND SOCIAL SKILLS.
ETC.

9. 2.PROTOCOL “AVE” (INMEDIATE INTERVENTION IN CASE OF BULLYING”
EXAMPLE OF
PROTOCOL

10. OUR TEAM ACTIONS IN BULLYING (GENERAL PSYCHOPEDAGOGICAL TEAM)
TO ATTEND THE TRAINING ACTIVITIES ORGANIZED BY THE REGIONAL COEXISTENCE OBSERVATORY.
TO DEVELOP DIFFERENT KINDS OF TRAINING FOR PARENTS AND TEACHERS IN OUR SCHOOLS.
TO GIVE SUPPORT TO PARENTS AND TEACHERS WHO DISCOVER BEHAVIOUR PROBLEMS, VIOLENCE BETWEEN PUPILS OR WANT TO PREVENT THE VIOLENCE. We give materials to organize activities to develop social and emotional skills, give advice about how to help to different kind of pupils to have good adaptation…
WE HAVE SOME WORKHOPS FOR PARENTS (IN OUR OFFICE) ABOUT THE PREVENTION OF THE VIOLENCE AND ABOUT THE IMPROVEMENT OF EMOTIONAL AND SOCIAL SKILLS AND OTHER ABOUT BEHAVIOUR PROBLEMS.
WE COLLABORATE WITH THE HEADTEACHER IN CASE ONE PUPIL IS VICTIM OF BULLYING, HELPING HIM TO DEVELOP THE PROTOCOLS ESTABLISHED IN OUR LAWS AND, IF WE CAN´T SOLVE IN A RIGHT WAY THE PROBLEM, WE ASK FOR THE PARTICIPATION OF THE REGIONAL COEXISTENCE OBSERVATORY.

11. DIFFICULTIES
- THE HUMAN RESOURCES ARE LIMITED, ESPECIALY IN PSYCHOPEDAGOGICAL TEAMS.
THE SPANISH ECONOMICAL CRISIS --> ESCARCE BUDGET TO APPLY THESE STRATEGIES.
- SOME FAMILIES AREN´T INVOLVED IN THE PREVENTION OF THE VIOLENCE: don´t attend the workshops, social disadvantages…
TEACHERS WITH NOT ENOUGH TRAINING OR NOT SPECIALISED IN THE PREVENTION OF BULLYING OR IN THE DEVELOPMENT OF THE SOCIAL AND EMOTIONAL SKILLS IN PUPILS.