The Current Status of Social Risks on Educational Systems. An Analysis Through Social Media

Este trabajo ha sido publicado en las actas del citado congreso, y revisados los documentos donde ha sido publicado, no se muestran impedimentos legales para que pueda ser publicado el documento.Social Risk in education such as bullying, are usually invisible to teachers and parents, at all educational levels. However, these risks remain a reality everywhere in the world, turning into a problem that is rapidly globalizing due to the widespread access to the Internet. The Internet has permeated our entire society and is now present in almost every activity. The education and most aspects associated with it, such as Social Risks, are not exempt of this new form of communication within our society. This has led to a significant increase in damage Social Risks can exhort on the victims, due to several causes such as their capacity for dissemination, repetition and virality; greater anonymity of aggressors and the chance for more people joining them; continuity over time even when after school hours; display of intimacy before an endless crowd of people; ease of permanent control through geolocation, control of online statuses and connections; and even the risk of easily impersonating a victim. The first step to prevent these issues is to carry out a study on the current state of Social Risks. An updated snapshot would allow to draw up action plans based on reliable data and develop countermeasures to minimize the damage caused by current Social Risks to minors. The objective of this work is to conduct a study on unsolicited data obtained from Social Media on three of the most prominent Social Risks of our society, namely Bullying, Addictions and Xenophobia within the field of education, with the aim of obtaining an updated snapshot of their current status. The study was carried out during the second semester of 2017 and the first semester of 2018, quantifying the presence and emotion of said risks in Social Media, determining the most relevant terms, as well as the most used communication channels

Social Structure in a Roma Settlement: Comparison over Time

The objective of the present study was to compare the social structure and internal establishment of a Roma community in two historical periods: in the 18th century and the present. We analysed Samuel Augustini ab Hortis's work, "Von dem Heutigen Zustande, Sonderbaren Sitten und Lebensart, Wie Auch von Denen ubrigen Eigenschaften und Umstanden der Zigeuner in Ungarn" (On the Contemporary Situation, Distinctive Manners and Way of Life, as Well as the Other Characteristics and Circumstances of Gypsies in Greater Hungary), written in 1775-1776. Using content analysis, we subsequently compared his findings with our recent data from analogous qualitative research in a geographically-defined area of north-eastern Slovakia, the same region in which Augustini lived. Data collection was intensely conducted in 2012-2013 and once more in 2017-2019. The qualitative methods included direct observation, semi-structured interviews and focus groups. Four key informants and more than 70 participants collaborated in the study. The greatest difference we observed compared to the 18th century was the absence of a leader of the community, a "vajda", whose status was taken over by a new social class of "entrepreneurs". The most vulnerable group of the segregated and separated Roma communities are the "degesa", the lowest social class. They face a phenomenon consisting of so-called triple marginalization: they live in one of the most underdeveloped regions of the country, they inhabit segregated settlements and they are excluded by their own ethnic group. The socioeconomic status of the richest classes has changed faces, while the socioeconomic status of the lowest has not. We found a misconception among helping professionals (e.g., social workers) regarding the homogeneity of the Roma community. This calls for more attention to the erroneous use of the ethnic-based approach in the helping professions

Using a Games Approach to Teach Children About Discriminatory Bullying (GATE_BULL). Intellectual Output 1 Report to European Commission:Determinants of Involvement in Prejudice-based Bullying Situations and Bystander Intervention

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