Date: 21st-24th April 2015

Venue: Sunley Conference, Northampton University Campus

Participants: Vincenzo Griffo – Project Partner Philip Garner and Chris Gittings- NCfLB,

"I object to violence because when it appears to do good, the good is only temporary; the evil it does is permanent." Mahatma Gandhi

The first day of the National Facilitator Training was opened with this famous quote by the lead facilitators Anne and Chris Gittings and Philip Garner at the Northampton University Campus from the 21st to the 24th April 2015. The workshop was intended for training a team of national facilitators who will, in turn, train AAB School Leaders who will lead the Anti-bullying programme in their schools. It lasted for four days with four one hour thirty minute planned sessions for each day.

The aims of the training were:

  • creating a team of the facilitators and AAB school leaders who will form a large learning community, supporting each other as they share their experience
  • Helping participants to gain a full knowledge and understanding of strategies for reducing bullying and other forms of violence in schools.
  • identifying limitations and strengths of all participants by means of a self-assessment questionnaire. Each one has his/her own style of working with people and the training aims at modeling it in order to give school leaders the techniques that are appropriate for anti-bullying programmes
  • Identifying expectations and concerns about the training and developing the skills of participants so that they are confident leaders for the next steps of the anti-bullying programme
  • Providing opportunities for participants to practise, and receive feedback on, the skills they need to train school AAB leaders.

Learning outcomes for Day 1

  1. Sharing the outcomes of preliminary interviews to establish the need for the programme and identify priorities for training, to define what we mean by bullying and other forms of violence in schools and identify the violent activities that cause us concern
  2. Defining ‘convivençia’ – living together in harmony’ - and identifying the factors which affect the school’s climate for convivençia
  3. Considering a more detailed school self- review to assess bullying and other forms of violence to record what the school is already doing about it and what more needs to be done
  4. Considering policies and strategies for creating a non-violent environment in school

Learning outcomes for Day 2

  1. Leadership styles and the most appropriate styles for leaders of anti-bullying programmes.
  2. The qualities of a good leader and manager of an anti-bullying programme
  3. Empowering others to lead anti-bullying initiatives through distributed leadership.
  4. The importance of social and emotional leaning (SEL)in the overall school curriculum
  5. The structure for an SEL programme, its main learning outcomes and the teaching and learning strategies that are effective.
  6. The importance of a safe environment for learning and strategies to achieve it
  7. Planning training for all school staff

Learning outcomes for Day 3

  1. Strategies and approaches for involving students, parents/carers and members of the wider school community in every stage of a programme to reduce violence and create a climate of convivençia in the school.
  2. Knowledge and understanding of solution focused approaches and techniques
  3. Appreciation of the fact that different people have different preferred learning styles and of the need to ensure that training offers opportunities for them all to learn in the ways that suit them best.
  4. The five-stage learning methodology and planning to apply it
  5. The importance of a learning environment that makes participants feel welcome, valued and safe and ways to achieve this.

Learning outcomes for Day 4

  1. The principles and practices of effective monitoring.
  2. Familiarity with the monitoring and evaluation instruments for AAB training.
  3. Practice in co-facilitating a short training session.
  4. Practice in the use of feedback to improve performance.