Povzetek
Za boljše prepoznavanje medvrstniškega nasilja v slovenskih osnovnih in srednjih šolah je pomembno, da učence spodbujamo in opolnomočimo, da so pripravljeni o nasilju poročati šolskim strokovnim delavcem. Nekateri učenci, ki nasilje opazijo ali pa ga izkusijo na lastni koži, se ne želijo izpostaviti, zaradi česar lahko dogodek ostane skrit pred šolsko svetovalno službo. Ob vedno večjem zatekanju mladih po pomoč v spletno okolje z uporabo mobilnih naprav in računalnikov se lahko vprašamo, ali bi problematiko (ne)poročanja o medvrstniškem nasilju v slovenskih šolah lahko vsaj delno reševali tudi z uvedbo digitalnega sistema za anonimno poročanje o medvrstniškem nasilju. Nekaj takih sistemov je že v uporabi v ameriških šolah, vendar podatkov o njihovih evalvacijah tak rekoč ni. Slovenske šolske svetovalne delavke v uvedbi takega sistema prepoznavajo tako prednosti kot slabosti, vendar v večini menijo, da bi bila uvedba v slovensko šolsko okolje smiselna. Ob tem pa je treba upoštevati tudi programske smernice za šolsko svetovalno službo.
Abstract
Digital System for Anonymously Reporting Peer Violence in Schools
Opinions of Slovenian School Counsellors and Discussion on Its Introduction
For better recognition of peer violence in Slovenian primary and secondary schools we must encourage and empower students so that they are willing to report such violence to school counsellors. Some of the students who witness violence or experience it do not want to expose themselves; as a result, such incidences might be kept hidden from the school counselling service. Considering the fact that young people are increasingly resorting to the online environment for help, using mobile devices and computers, we should ask ourselves whether the problem of (not) reporting peer violence in Slovenian schools could be solved at least partially by introducing a digital system for anonymously reporting peer violence. A few systems of this kind are being used in American schools but there are virtually no evaluation data available. Slovenian school counsellors have recognized the benefits and drawbacks of introducing such a system; however, most of them advocate that it would be sensible to introduce it into the Slovenian school setting. In doing so, we must also take into account the programme guidelines for the school counselling service.