The main topic of this thesis was risks associted with social networsk by children from leisure-time clubs in Pilsen. The theoretical part was divided into several chapters which deal with the social networks (with their genesis, types a risks), virtual relationships, the cyberbullying, features of the social networks in lives of children and young people, self-concept and identity and rules of safe internet.

Submitted by Márcio Maia (marciokjmaia@gmail.com) on 2016-08-25T23:50:21Z No. of bitstreams: 1 arquivototal.pdf: 2433204 bytes, checksum: 511306bb83e4eca6c00e45f9e55ca9d0 (MD5) / Made available in DSpace on 2016-08-25T23:50:21Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2433204 bytes, checksum: 511306bb83e4eca6c00e45f9e55ca9d0 (MD5) Previous issue date: 2015-08-24 / The present study, From bullying to cyberbullying: history and memories (1993-2011), (Do bullying ao cyberbullying: história e memórias escolares), is a proposal of investigation that contemplates the history of school events in the present time. In this context, the study recreates facts and events of our time and representations of lived and imagined moments as a manner of building history. The investigation uses Oral History methodology, utilizing living participants‟ memories, and potential deponents, open to collaboration. The study presents three main goals. It aims to revel the construction process of the object of study; to show the dialogues among the studies of Halbwachs (2006), Ricoeur (2012), Bosi (1994), Le Goff (2013), Thompson (1992), Meihy (2007), and others; about history, memory, present time and oral history; and to show the articulation among Olweus (1993), Silva (2010), Lima (2011), Calhau (2011), Fante (2012), etc.; that see bullying and cyberbullying as anactual “problematic” poorly studied. Because of the constant changes in history throughout the time, future generations will be able to “dive” in memories of the past, preserving them alive and building connections for its comprehension and reconstruction. / O presente estudo, Do bullying ao cyberbullying: história e memórias escolares (1993-2011) é uma proposta de investigação que contempla a história e as memórias de acontecimentos escolares do tempo presente. Nesse contexto, busca recriar fatos e acontecimentos de nosso tempo, representações do momento vivido ou imaginado, como forma de construir a matéria histórica. A investigação utiliza a metodologia da História Oral, apropriando-se das memórias de participantes vivos, depoentes em potencial, passíveis de colaboração. A investigação objetiva revelar os espaços percorridos para a construção do objeto de estudo, bem como os diálogos traçados com os estudos de Halbwachs (2006), Ricoeur (2012), Bosi (1994), Le Goff (2013), Thompson (1992), Meihy (2007) entre outros, sobre história, memória, tempo presente e história oral, bem como, a articulação com os autores Olweus (1993), Silva (2010), Lima (2011), Calhau (2011), Fante (2012), etc., que apresentam nas respectivas pesquisas os fenômenos bullying e cyberbullying como uma “problemática” do tempo presente, carente de estudo e aprofundamento. É no mover constante da história ao longo do tempo que é possível possibilitar às gerações futuras um mergulho nas memórias de outrora, fazendo com que a moldura do tempo não se apague, mas que se constitua no pano de fundo para sua compreensão e reconstrução.

This study analyzes young women’s descriptions and conceptualizations of cyberviolence and cyberbullying, including how they both challenge and reify mainstream cyberbullying discourses. The central themes analyzed include the way(s) in which self-representation in social networking sites are constrained through the limited options young women describe as being available for self-expression in these spaces, how notions of publicity, privacy and context-specific communication in social networking sites factor in girls’ descriptions of platform architecture, and how platform architecture often amplifies cyberviolence. Finally, the study unpacks the reasons that young women offer to explain why adults are often so out of touch when it comes to understanding cyberbullying and its relationship to young people’s digital culture. This dissertation contributes to cyberviolence studies, feminist new media, and girls’ digital culture studies, and has relevance for critical feminist criminology, by centring the voices of young women in order to investigate cyberviolence through participatory video with a sizable number of young women. The findings are based on data collected through eight participatory video workshops, two co-produced short documentaries and six focus groups with one hundred and twelve (N=112) participants in total under the larger umbrella study “Cyber & Sexual Violence: Helping Communities Respond” (2013-2016). This project was a community partnership between the Atwater Library and Computer Centre in Montreal and the TAG Lab at Concordia University, and was funded by Status of Women Canada. I employ an interdisciplinary theoretical framework that puts feminist new media studies, feminist approaches to online misogyny and girls’ digital culture studies into conversation with the extant literature on cyberbullying and cyberviolence. This theoretical approach is used to examine how the social norms in the discourse communities of social networking sites that girls outline in their descriptions of cyberviolence are structured through age-old misogynistic myths and impossible contradictions around femininity. Employing a participatory arts-based feminist lens allowed me to invite participants to share their perspectives in an accessible and fun way while examining their work through qualitative thematic analysis. Among the many findings this research produced, three key themes extend as threads that run throughout the dissertation. First, my participants did not relate to the term ‘cyberbullying’ in the way that adults often use it. While researchers and policy-makers continue to debate how to define cyberviolence and cyberbullying, participant responses illustrated the need for more dialogue around the toxic social norms and assumptions that currently structure young people’s digital culture, mainstream cyberbullying debates and anti-cyberbullying programming. Secondly, young women’s focus on issues of publicity versus privacy, anonymity, and peer surveillance highlights both the nuances that girls’ voices contribute to ongoing cyberbullying debates and how social networking sites amplify age-old double standards facing women and girls in visual culture and the public sphere. Finally, the themes of empathy and education that emerged from participants’ suggestions for strategies with which to address cyberviolence underscore the systemic changes that will be necessary in tackling the continually evolving and widespread phenomenon of cyberviolence. Participants conceptualize cyberviolence and cyberbullying as existing along a continuum of daily interactions in social networking sites that include encountering everything from mean jokes to sexual violence.

The border between common and vexation matter of person behaviour we are accustomed to is very slight. The topic of my diploma paper "Vexation at the workplace" becomes very actual and constantly the bigger problem in the contemporary modern society. Everyday mentally terror at the workplace, vexation among the colleagues, systematically made malignancies through which the superiors attack their inferiors (or vice-versa) is a problem that belongs serious incoveniences both to its victims and the company. My diploma paper is above all focused on the sophisticated and malicious area of work-vexation that is called the mobbing. Marginally I mention other forms of vexation and the bossing. I made my exploration at the public service environment as the work-vexation is usually put together with it. Primarily I point the legal and moral side of the mobbing and its psychological and social aspects. Secondarily I mark the mobbing as a job-psychological phenomenon, its influence to the company itself and consequences between it and some modern society trends (teamwork, power, burn-out syndrome, internet technologies). Supposing to become the managers we should make effort to eliminate the mobbing. As only the workplace without the vexation brings the satisfaction that can results in higher level of the work productivity, economic profit and the the incapacity of work decreasement. Thereby the mobbing affects the whole life of its victim and also that anyone of us can become the victim it is necessary to solve this problem urgently and constantly.

This master thesis aims mainly on behaviour of primary-school children in the environment of the internet and on motivation which can lead to dangerous behaviour such as providing personal data. The theoretical part defines basic terms. Firstly, it focuses on psychological profile of primary-school children and on their experience with new technologies, then it describes major types of danger as results of hazardous behaviour of children on the internet focusing on cyberbullying and cybergrooming. The end of the theoretical part presents a number of basic researches related to primary-school children behaviour on the internet, which took place in the Czech Republic during last several years. The empirical part aims on qualitative research using the method called focus groups among primary-school children. Firstly, the research purpose and the methodology are described, followed by the most important part of the thesis - presentation of the results of the research and its evaluation, which involves also recommendation for education in this field and other potential researches. The conclusion of the thesis focuses mainly on the evaluation of the research and the work as a whole from the writer's point of view and on propounding of possible further development in this area. Keywords Children,...

Main topic of this thesis is safety of socio-culturally disadvantaged children on the Internet. It confirms a hypothesis that these children are not adequately equipped with skills to prevent possible risks and solve problems arising in particular from the use of social networks and modern communication tools on the Internet. The author of the thesis also aims to contribute to improving the mentioned skills of children by designing a teaching methodology. This methodology employs methods of experimental education and non-formal education as well. The thesis shall submit the theoretical background and research findings on child safety on the Internet, with an emphasis on cyberbullying, cybergrooming, cyberstalking and sexting. It also discusses the issues of socio-cultural disadvantage and exclusion as well as governmental and NGO sector's approach to the education of disadvantaged children. Final part of the thesis summarizes the results of the research, including its methodology. The designed teaching methodology for safe Internet usage is disclosed in the annexe. Powered by TCPDF (www.tcpdf.org)

The purpose of the study has been to examine school social workers´ professional practice in order to create an understanding of the opportunities and obstacles that exist for school social workers in their work against cyberbullying. This study has been based on a qualitative method where eight semi-structured interviews with school social workers from different municipalities in Sweden. The empirical data has been analyzed on the basis of previous research and the theoretical framework: professional theory and discretion. The results show that the school social worker´s professional role is characterized by overall job descriptions and a responsibility for adolesecents´ well-being. Cyberbullying appears to be complex and difficult to access, while at the same time it is important to prevent. The school social worker pursues prevention through collaboration with teachers and guardians and through class exercises. Factors that affect the school social worker's opportunities to work preventively are time and school management.

Syftet med denna studie var att undersöka 18–25 åriga kvinnors erfarenheter av nätmobbning samt om normbrytande faktorer bidrar till deras utsatthet. Studien utgick från kvalitativ grund med fem semistrukturerade intervjuer. Utifrån detta analyserades intervjuerna med hjälp av de teoretiska ramverken, genusteori och socialkonstruktivismen. En tematisk analysmetod genomfördes, vilket resulterade i tre huvudteman erfarenheter, kvinnors utsatthet på internet och könsnormer. Studiens resultat visade att unga kvinnor har erfarenheter av nätmobbning, antingen genom att de själva blivit utsatta eller att de bevittnat någon annans utsatthet på internet. En central aspekt som intervjupersonerna belyste i studien, var de bidragande faktorer till deras utsatthet, det framkom att normbrytande beteenden och normbrytande utseenden ökade risken för utsatthet på internet. Sammanfattningsvis betonades förebyggande och åtgärdande socialt arbete i relation till studiens resultat. För att arbeta förebyggande på mikro-, makro- och mesonivå krävs det en kartläggning av risk och skyddsfaktorer, resurser samt omfattande kunskap om ämnet nätmobbning. / The purpose of this study was to investigate 18–25 year-old women's experiences of cyberbullying and whether norm-breaking factors are contributing to it. The study was based on a qualitative basis with five semi-structured interviews. Based on this, the interviews were analyzed with the help of the theoretical frameworks, gender theory and social constructivism. A thematic analysis method was implemented, which resulted in three main themes of experience, women's susceptibility on the internet and gender norms. The results of the study showed that young women have experience of cyberbullying, either by being subjected themselves or by having witnessed someone else be subjected to cyberbullying. A key aspect that the interviewees highlighted in the study was the contributing factors to their susceptibility on the internet, it emerged that norm-breaking behaviors and norm-breaking appearances increased the risk of being subjected to cyberbullying. In summary, proactive and remedial social work in relation to the results of the study was emphasized. To work proactively on micro-, macro- and meso, it requires an analysis of risk and protective factors, resources, and extensive knowledge of the subject cyberbullying.

Cyberbullying continues to be a rising problem facing many households. As teenagers are the primary victims of cyberbullying, it is ultimately up to victims' parents to mediate and address cyberbullying incidents. The purpose of this qualitative inquiry was to explore the lived experiences of parents who had addressed and/or mediated an incident following their adolescent's cyberbullying victimization. Bandura's self-efficacy theory was the theoretical framework that guided this study. Participants were recruited using purposeful sampling. Individual semistructured telephone interviews were held with 9 participants who were parents of adolescent cyberbullying victims. Themes were generated and data were analyzed using Colaizzi's method of descriptive data analysis. This analysis involved a multistep process to inductively develop themes from participant responses. Findings revealed that participants experienced negative emotions as a result of their teens' victimization. Results further revealed that despite a lack of preparedness, participants found their efforts to intervene in the cyberbullying incident to be effective. Themes emerging from the study highlight participants' desire to raise awareness regarding cyberbullying. The impacts that the cyberbullying incident had on the parent-adolescent relationship were also documented in this study. This study provided an opportunity for participants to share their perceived self-efficacy in responding to incidents of adolescent cyberbullying. Findings from this study may be used to promote positive social change by informing various professionals of the challenges that parents face in addressing cyberbullying incidents.

Internet has become a great part of our daily routines giving us the ability to perform various actions in many aspects of our personal and social life. The new available opportunities provided with the Internet enhancement have opened a great space for improvement in our lives but they have also provided space for new types of criminal behaviour to occur. Cyberbullying and cyberstalking are part of the wide range of criminal behaviors performed through an online device. The presence of online criminal behavior is accompanied by the increase on the online victimization rates. The aim of this paper is to explain online victimization performed through cyberbullying and cyberstalking based on the theories of routine activity, social learning and victim precipitation.The results show that online victimization is closely connected with the daily routines that individuals have accompanied by the interactions and associations that are performed during our social life who also influence the practise of online victimization. Anonymity is a commonly found factor almost always present and plays an important role on explaining the behavior itself for both the offender and the victim's side. Overall the findings show that both online offenders and online victims of cyberbullying and cyberstalking are given more engagement opportunities in the criminal act due to the constant usage and the inclusion of online devices in theor daily routines. The above accompanied with the anonymity and opportunity provided by cyberspace ease the " performance" of cyber victimization.