Netéthic, une solution logicielle de lutte contre le harcèlement à l’école et en ligne
A
Person who reports or intervenes to stop an act of harassment, contributing to the regulation of the school climate.
Verbal, physical, or symbolic behavior aimed at harming or intimidating others. May precede or accompany an act of bullying.
B
Actes humiliants répétés, souvent banalisés ou déguisés en plaisanteries, mais générant un fort impact psychologique.
A social psychological phenomenon in which individuals are less likely to offer help to a victim when other people are present, often unintentionally reinforcing the aggressor's power.
A social psychological phenomenon in which individuals are less likely to offer help to a victim when other people are present, often unintentionally reinforcing the aggressor's power.
Discours ou attitude d’un élève se dévalorisant de manière répétée, souvent après une exposition prolongée à des violences psychologiques.
C
Form of harassment carried out through digital tools (messages, social networks, forums, online games) including insults, threats, or the sharing of humiliating images.
Any act of intentional violence committed through digital tools: insults, threats, blackmail, doxing, sharing of non-consensual images.
D
Environment where interactions between students and adults are characterized by a lack of respect, safety, and kindness.
Offensive remarks that challenge a person's dignity or worth.
Repeated remarks aimed at belittling, ridiculing, or delegitimizing a person.
Unfair treatment based on appearance, origin, gender, disability, or orientation.
A situation in which a person receives conflicting messages or commands, such that any response results in a "wrong" outcome for the victim.
Offensive remarks that challenge a person's dignity or worth.
Repeated remarks aimed at belittling, ridiculing, or delegitimizing a person.
Unfair treatment based on appearance, origin, gender, disability, or orientation.
Ability to recognize and regulate one’s emotions to avoid aggressive or impulsive reactions.
Progressive increase in the severity of aggressive behaviors, moving from verbal to physical or digital forms.
Subgroup of students that controls social relationships and systematically excludes certain peers.
Close cooperation between parents, teachers, and students to ensure a safe and supportive learning environment.
F
Deliberate spreading of false information to harm a classmate’s reputation.
Traitement injuste fondé sur des critères d’apparence, d’origine, de genre, de handicap, ou d’orientation.
G
Collective interactions that can strengthen solidarity or, on the contrary, intensify power relations and exclusion.
Tendency to protect a group one belongs to, even in cases of unfair behavior, hindering the reporting of bullying.
A form of psychological manipulation that seeks to make the victim doubt their own memory, perception, or sanity.
Traitement injuste fondé sur des critères d’apparence, d’origine, de genre, de handicap, ou d’orientation.
I
Act of pressure, threat, or aggression intended to instill fear or assert power.
Exclusion of a student, voluntary or imposed, often as a result of continuous bullying.
Exclusion, rumeurs, isolement ou manipulation du groupe pour nuire à une personne.
M
An apparently innocuous remark or gesture that is denigrating or exclusionary, often related to stereotypes.
Exclusion, rumeurs, isolement ou manipulation du groupe pour nuire à une personne.
O
The deliberate exclusion of an individual from a social group or activity.
Exclusion, rumeurs, isolement ou manipulation du groupe pour nuire à une personne.
P
Witness to an act of harassment who does not intervene, unintentionally contributing to the maintenance of the toxic behavior.
Indirect participation of a bystander who, through silence or inaction, reinforces the aggressor’s position.
Peer pressure that encourages the adoption of violent, exclusionary, or unethical behaviors.
Words, attitudes, or behaviors aimed at humiliating, demeaning, or controlling a person without physical contact.
Emotional or cognitive consequence of an act of violence: anxiety, loss of self-esteem, sleep disturbances, etc.
Continuous psychological pressure aimed at weakening, isolating, or humiliating a person.
Repeated bodily violence (shoving, hitting, threatening gestures).
Emotional exhaustion caused by pressure, mockery, or prolonged exposure to toxic situations.
R
False or distorted information circulating within a group, often used to discredit a person.
Ability to recover psychologically after a situation of violence or humiliation.
Recurrent interaction based on control, manipulation, or contempt for others.
Essential criterion of harassment: an isolated act does not constitute harassment, but its repetition creates a power dynamic.
Recurring verbal behavior aimed at ridiculing a person under the guise of humor.
Disagreement or tension between students which, if not regulated, can develop into a bullying situation.
S
Process of designation and marginalization of an individual for a characteristic perceived as "different."
Emotional disorder developed after prolonged exposure to school violence.
Action aimed at influencing or controlling others abusively (emotional blackmail, lying, targeted exclusion).
An attitude of resignation in the face of aggression, due to fear of retaliation or exclusion.
Speech or attitude of a student devaluing themselves repeatedly, often after prolonged exposure to psychological violence.
Students targeted or unfairly blamed for a group’s problems, often victims of collective bullying.
Lasting harm to emotional safety related to violence experienced in an educational setting.
Refusal to interact or collaborate with a targeted individual, contributing to their isolation.
Progressive withdrawal of a student from class life or schoolwork, often caused by a hostile or insecure environment.
Fear of speaking up, participating, or reporting, generated by a climate of relational insecurity.
Process of voluntary or imposed isolation, where a student is ignored, rejected, or excluded from the group.
Unwanted sexual behaviors or remarks causing humiliation or intimidation.
Exclusion, rumors, isolation, or group manipulation to harm a person.
Intentional, repeated, and lasting violence carried out by one or more students against another student, with a power imbalance.
A process by which one person subordinates another to their will, neutralizing their critical thinking skills.
A condition characterized by severe anxiety that prevents a child or adolescent from attending school.
The expression of psychological distress through physical symptoms (such as stomach aches, headaches, or insomnia).
Intentional, repeated, and lasting violence carried out by one or more students against another student, with a power imbalance.
A process by which one person subordinates another to their will, neutralizing their critical thinking skills.
A condition characterized by severe anxiety that prevents a child or adolescent from attending school.
T
Set of hostile or manipulative attitudes aimed at harming others: mockery, domination, manipulation, exclusion.
Deteriorated relational climate in a group (class, social network) encouraging mockery, rumors, and hostile behaviors.
Attitude de résignation face à une agression par peur de représailles ou d’exclusion.
V
Use of words, gestures, or attitudes aimed at morally hurting others.
Repeated use of insults, mockery, threats, or discriminatory remarks.
Souffrance ajoutée causée par une mauvaise gestion institutionnelle du harcèlement (minimisation, manque d’écoute).
Attitude de résignation face à une agression par peur de représailles ou d’exclusion.
Z
Emotional, social, or digital context in which a student becomes particularly exposed to violence or intimidation.
Usage répété d’insultes, moqueries, menaces ou propos discriminatoires.
Souffrance ajoutée causée par une mauvaise gestion institutionnelle du harcèlement (minimisation, manque d’écoute).
Attitude de résignation face à une agression par peur de représailles ou d’exclusion.
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