ABOUT US

Introduction to our project

Reducing youth unemployment and mitigating its effects is at the heart of the European Union’s objectives. According to EUROSTAT (2018), the share of NEETs is higher than the European average in all partner countries, with the exception of Hungary. In general, NEET youth are characterised by low educational attainment, poverty and negative behavioural patterns due to the intergenerational transmission of poverty, in particular the lack of motivation to change their situation.

Young people are particularly vulnerable to all forms of online bullying. Certain risk factors increase the likelihood of bullying (perpetrators are often also victims). Socially excluded, undereducated groups or people with a physical disability are more at risk than their peers. In addition, online bullying is often accompanied by real-life aggression and abuse.

NEET young people spend more time in cyberspace in the absence of regular activities such as work and study and are more likely to be victims of harassment, trafficking or sexual exploitation.

The main aim of the project is to prevent and reduce the prevalence of bullying among NEET young people in five European countries by developing the tools of adult educators, trainers, social workers and other service providers to enable them to recognise the phenomenon, support bullies, change the behaviour patterns of bullies and activate passive witnesses.

The direct target group of the project is adult educators, trainers, social workers and other professionals in the helping professions, and the indirect target group is NEETs.

The research carried out in the first phase of the project focuses on a systematic screening of background information. There are several studies on bullying, but mainly from a psychological and child protection perspective, and much less knowledge on the socio-economic factors that may be crucial for NEET young people.

A digital handbook for the immediate target group (teachers, trainers, social workers, etc.) is also being developed, including information on bullying, different social media platforms, digital competences, innovative teaching methods, etc.

A training platform will be set up, partly for educational purposes and partly to provide a space for the various interactions between actors. Here, teachers will be able to share their problems and best practices; young people will be able to ask for help during the learning process or in the event of experiencing abuse.

Last but not least, an online game will be developed using all the new possibilities of ICT, in particular its playful, interactive and participatory features, to sensitise members of both groups.

 

GYIK

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