Prevention of conflict and peer violence at school (MSRM-6)

The course is based on the acquisition and acquisition of all necessary knowledge and skills on prevention
conflicts of peer violence at school. Special emphasis is placed on training students at
improving communication and resolving conflicts by applying mediation as an effective model
nonviolent conflict resolution in school.

Students' ability to learn about new knowledge and achievements in conflict prevention
peer violence at school, as well as the application of successful models of nonviolent conflict resolution
by applying mediation. Improving knowledge and communication skills of nonviolent resolution
conflict and programs based on mediation and other modern models of prevention
which are applied in the world.

The concept of violence and its characteristics
Causes and forms of violence among young people
Peer violence in schools
Formal and informal peer violence
Observing violence in relation to the position of the child
Victims of peer violence
Characteristics of a typical bully
Prevention of violence among children
Detecting and stopping school violence
Mechanisms of school violence prevention
Identification of school violence by students
Application of mediation in nonviolent conflict resolution among students
Peer mediation in school
Social worker as a mediator in resolving conflicts among young people
School peer violence prevention programs

1. Macanović, N., Petrović, J. (2015). Prevencija vršnjačkog nasilja u osnovnim školama – „Vratimo drugarstvo u razrede“. Banja Luka: Udruženje nastavnika i saradnika Univerziteta u Banjoj Luci.

   (Original)

2. Dţamonja Ignjatović, T. Ţegarac, N. (2006), Medijacija – koncepti i konteksti, Beograd: Centar za primenjenu psihologiju, IV deo Medijacija u obrazovnom sistemu, str 161-193

   (Original)

3. Olweys, D. (1998). Nasilje među djecom u školi. Zagreb:Školska knjiga

   (Original)

4. Bašić, J. (2009). Teorije prevencije prevencija poremećaja u ponašanju i rizičnih ponašanja djece i mladih. Zagreb: Školska knjiga

   (Original)

5. Isić, U. (2010),Vršnjačka medijacija,Vodič za pedagoge i psihologe. Sarajevo: OSCE

   (Original)

Checking knowledge and determining how active students are in teaching is done throughout the semester. Knowledge is tested using two colloquia, and students' activity is expressed through writing seminar papers, regular attendance, participation in debates, preparation of presentations and other forms of creative participation in the teaching process. In this way, students fulfill the pre-examination obligations through which they can gain 50 points (two colloquia of 20 points each, a seminar paper of 5 points and an orderly and active attendance of 5 points). The final exam is conducted orally and it tests knowledge from the entire material, and carries a maximum of 50 points. The final grade is performed by adding the points from the pre-exam obligations and the points from the exam.

Lectures and exercises with interactive learning. Interactive learning by groups. Screening of video materials and documentaries. Seminars in literature. Written seminar papers. Oral comments and short presentations in class. Consultations.