SOČUTNI JEZIK MED MLADIMI

31 pa je za učinkovito preprečevanje sovražnega govora treba upoštevati vse faze podpornega procesa, ki so osredotočene tako na žrtve kot izvajalce sovražnega govora. Poleg promocije in preventivnih aktivnosti je pomembno pravočasno posredovanje v kriznih situacijah, povezovanje s strokovnimi službami in dolgoročna podpora. Tako bomo zagotavljali celostno obravnavo sovražnega govora. Z vključevanjem sistematičnih preventivnih ukrepov in trajnostnih metod, ki temeljijo na socialno-čustvenem učenju, lahko bistveno prispevamo k zmanjšanju sovražnega govora in izboljšanju duševnega zdravja mladih. Da bi dosegli te cilje, je ključno sodelovanje med šolami, družinami, lokalnimi skupnostmi ter državnimi ustanovami, ki morajo zagotavljati jasno strategijo in zakonodajni okvir za vključevanje teh programov. Vzpostavitev varnega in spodbudnega okolja za vse člane skupnosti ni le odgovornost posameznikov, temveč kolektivna odgovornost celotne družbe. Le tako lahko zagotovimo, da bodo prihodnje generacije opremljene z znanjem, veščinami in vrednotami, ki so potrebni za sožitje v skupnosti. Viri Barry, M. M. (2008). The influence of social, demographic and physical factors on positive mental health in children , adults and older people. (Foresight Mental Capital and Wellbeing Project. State-of-Science Review: SR-B3). Government Office of Science and Innovation. doi.org/10.13025/22018 Bell, I. H., Nicholas, J., Broomhall, A., Bailey, E., Bendall, S., Boland, A., Robinson, J., Adams, S.,McGorry, P. in Thompson, A. (2023). The impact of COVID-19 on youth mental health: A mixed methods survey. Psychiatry Research , 321 , 115082. doi.org/10.1016/j.psychres.2023.115082 Collaborative for Academic, Social, and Emotional Learning (CASEL). (2020, oktober 1). CASEL’S SEL Framework: What Are the Core Competence Areas andWhere Are They Promoted? casel.org/casel-sel-framework-11-2020/ Durlak, J. A., Domitrovich, C. E. in Mahoney, J. L. (Ur.). (2024). Handbook of Social and Emotional Learning . Guilford Publications. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D. in Schellinger, K. B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: AMeta-Analysis of School-Based Universal Interventions. ChildDevelopment , 82 (1), 405–432. doi.org/10.1111/j.1467-8624.2010.01564.x Faloppa, F., Gambacorta, A., Odekerken, R. in Noordaa, R. van der. (2023). Study on preventing and combating hate speech in times of crisis [Steering Committee on Anti-Discrimination, Diversity and Inclusion (CDADI)]. Council of Europe. rm.coe.int/-study-on-preventing-and-combating-hate-speech-in-times-of-crisis/1680ad393b Greenberg, M. T., Domitrovich, C. E., Weissberg, R. P. in Durlak, J. A. (2017). Social and Emotional Learning as a Public Health Approach to Education. The Future of Children , 27 (1), 13–32. www.jstor.org/stable/44219019 Hagler, M. A. in Rhodes, J. E. (2018). The Long-Term Impact of Natural Mentoring Relationships: A Counterfactual Analysis. American Journal of Community Psychology , 62 (1–2), 175–188. doi.org/10.1002/ajcp.12265 Hawkins, J. D., Kosterman, R., Catalano, R. F., Hill, K. G. in Abbott, R. D. (2008). Effects of social development intervention in childhood 15 years later. Archives of Pediatrics & Adolescent Medicine , 162 (12), 1133–1141. doi.org/10.1001/archpedi.162.12.1133 Hopkins, B. (2004). Just Schools: AWhole School Approach to Restorative Justice . Jessica Kingsley Publishers. Hopkins, B. (2009). Just Care: Restorative Justice Approaches to Working with Children in Public Care . Jessica Kingsley Publishers.