For over a decade national attention to bullying in American schools has increased, fueled by publicity about suicides of severely bullied youth. Schools have the charge of maintaining the safety of all students in order to ensure a positive learning environment, but there is little information about what they are doing to prevent bullying. The purpose of this study was to provide information on principals’ perceptions of bullying and what anti-bullying policies, procedures, and programs exist in Texas middle schools. Ninety-nine principals completed an online questionnaire that addressed: 1) their knowledge of district and campus policies concerning bullying; 2) their direct experience with bullying; and, 3) bullying-prevention strategies and training in place in their schools. Principals reported direct experience with all types of bullying included on the questionnaire in their schools, but had a surprisingly small mean of 14.8 verified bullying incidents during the 2010-2011 year. Over 60% felt the level of physical safety in their school was good or very good, but only 35% rated their school’s emotional safety as good or very good. Students, parents, and teachers reported bullying to the majority of principals; however, few schools conducted annual student surveys that could provide accurate information about bullying in their schools. Procedures required by state law were more likely to be in place than those not required, though not all schools complied with all requirements. Fewer than 10% of schools had implemented a formal anti-bullying program. The most commonly cited obstacles to effectively addressing bullying were lack of time to conduct investigations and getting parents to file written reports (40%); however, despite having anti-bullying training, 27% felt limited by the lack of strategies. This study fills a void in the literature by providing a statewide overview of middle school principals’ knowledge of district and campus policies and procedures on bullying. It also shows the extent to which legal requirements and best practices have been implemented.

School bullying is a worldwide problem and has been called a “social phenomenon” that is negatively impacting the lives of children, including the bullies, the victims and the bystanders. This project used qualitative methods to investigate the implementation process and effectiveness of a bullying intervention called Undercover Anti-Bullying Teams. The “no blame” approach idea to healing bullying relationships originated by Bill Hubbard was later modified with narrative perspectives by Michael Williams, a counselor at a high school in Auckland, New Zealand. The purpose of this project was to gain qualitative insight from two practitioners in New Zealand, and two practitioners in California, about their personal experiences with the implementation of this approach. The data collected from the practitioners included implementation procedures of the undercover teams program, their personal success stories, team members’ responses, and the positive impact that the experiences have had for their lives. The study found that Undercover Anti-Bullying Teams have the potential to help students create positive change personally and in the classroom and school environment. The study also found that undercover teams have the potential to foster a safer environment for students to learn. Bullying is a serious problem in schools and has severe negative consequences for everyone involved. Effective bullying interventions and preventative measures can help create awareness that can minimize the prevalence of this growing epidemic.

Sammanfattningsvis handlar studiens syfte om att undersöka implementeringen av antimobbningsmodeller i två olika skolor. Våra frågeställningar fokuserar på varför denvalda modellen används, hur trygghetsteamet arbetar med implementeringen av denvalda modellen, vilka faktorer och perspektiv betonar trygghetsteamet vidimplementeringen av anti-mobbningsmodeller i skolorna, samt hur faktorerna påverkartrygghetsteamets arbete. I helhet lyfter vi fram olika avsnitt i arbetet. Uppsatsensdisposition ger en övergripande bild av anti-mobbningsprogram och hur de kan varaförebyggande. I avsnittet om tidigare forskning jämför vi till en början olika artiklar ochavhandlingar i anknytning till implementeringen om olika anti-mobbningsmodeller. Vitar även upp en översikt av forskning om mobbning, anti-mobbningsmodeller i Sverigeoch internationellt. I avsnittet om teoretiskt perspektiv och centrala begrepp har vi utgåttifrån både ramfaktorsteorin och läroplansteorin. Vi har även lyft fram centrala begreppsom ramfaktorer. I vår metoddel har vi gått till väga genom att vi har använt oss av enkvalitativ metod. Följande rubriker presenterar vi i metodavsnittet. Fokusgrupper,målstyrt urval och kedjeurval, genomförande, etiska överväganden, reliabilitet ochvaliditet och slutligen utgår vår analysmetod ifrån en tematisk analys. I Resultatdelenpresenterar vi våra intervjuer med trygghetsteamen. Resultaten är uppdelade i olikateman. I tema 1 beskriver vi trygghetsteamets bakgrund och sammansättning. I tema 2belyser vi rapportering av mobbningsfall. I tema 3 lyfter vi fram förändringar imobbning. I tema 4 diskuterar vi Gävlemodellen och arbetssätt. Slutligen tar vi upplikvärdighet och inkludering i tema 5. I vår diskussionsdel knyter vi ihop säcken genomatt vi har kopplat samman alla delar från uppsatsen för att skapa en röd tråd.

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Peer bullying is a widespread and longstanding problem in school settings. Teachers, students, administrators, government, and researchers alike have all tried to combat bullying through bullying prevention campaigns. One strategy used in bullying prevention campaigns is to call on bystanders in bullying situations to take responsible action. While many different forms of campaigns, including print and media campaigns, have aimed at trying to reduce the presence of bullying in schools by informing bystanders, there is still a need to find new strategies for reducing bullying behavior. One potential media form that could be used in bullying prevention campaigns is the use of virtual reality. Virtual reality simulations allow for a more immersive environment than other media forms, as the medium is capable of creating feelings of presence, various perspectives, and empathy in its users. This thesis reports results from a one-factor, three-condition laboratory experiment comparing responses to portrayals of a bullying situation in which users (N = 78) were placed in the perspective of a bystander in a bullying scenario across three different media stimulus conditions: a customized virtual reality condition, a non-customized virtual reality condition, and a video condition. The study compared effects of the media stimulus conditions on empathy, attitudes toward bullying victims and bullying, and anticipated future bystander behaviors, as well as presence and other outcomes related to perceptions of bullying. While it was hypothesized that the study would find stronger effects on empathy and anti-bullying bystander attitudes and anticipated behaviors among the VR conditions, and in particular the customized VR condition, the study found no differences between media stimulus conditions for any outcomes except a significant effect on empathy, with participants in the video condition tending to report more feelings of empathy for participants than participants in the other two conditions, and perceptions of bullying as a problem in the participants' school, again with scores highest in the video condition. This pattern of results was further explored in a follow-up qualitative focus group study (N = 10), in which trends from two focus group sessions featuring 10 participants indicated that the quality of the virtual reality graphics effected empathy, a lack of bystander intervention options reduced effectiveness, and customization cues had little effect on participants. Results from the laboratory experiment and follow-up focus group study suggest that in some cases, it may be difficult to use VR simulations to elicit empathy-related prosocial responses. While further study is needed to clarify what features of VR simulations might make them most effective in encouraging certain prosocial behaviors, findings here suggest that photorealistic graphics should be used in VR simulations to evoke empathy, additional intervention capabilities in VR simulations could make them more effective in producing bystander intervention behavior, and that customization cues should be prominent and possibly individually tailored. ' / Master of Arts

Submitted by LORIANE TROMBINI FRICK null (lorianetrombini@hotmail.com) on 2016-03-29T19:16:51Z No. of bitstreams: 1 Tese_Loriane_Trombini_Frick.pdf: 2638967 bytes, checksum: fdfd5f76bbf0abf1005d84f28e7a3097 (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-03-30T18:40:39Z (GMT) No. of bitstreams: 1 frick_lt_dr_prud.pdf: 2638967 bytes, checksum: fdfd5f76bbf0abf1005d84f28e7a3097 (MD5) / Made available in DSpace on 2016-03-30T18:40:39Z (GMT). No. of bitstreams: 1 frick_lt_dr_prud.pdf: 2638967 bytes, checksum: fdfd5f76bbf0abf1005d84f28e7a3097 (MD5) Previous issue date: 2016-02-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / A presente tese foi desenvolvida junto ao Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia, Universidade Estadual Paulista, encontra-se vinculada à linha de pesquisa “Processos Formativos, Diferenças e Valores” e contou com financiamento da Fundação de Amparo à Pesquisa no Estado de São Paulo - FAPESP e da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES com bolsa de "Doutorado Sanduíche no Exterior – PSDE". Teve como objetos de análise as ações de prevenção e contenção do bullying propostas por pesquisadores e pelas instâncias governamentais, no Brasil e na Espanha. Os objetivos do trabalho foram, além de investigar as propostas de prevenção e contenção para o bullying encontradas nesses países, analisá-las e investigar as proximidades e distanciamentos entre elas. Procurou-se refletir, também, sobre as possibilidades de adequação das proposições antibullying da Espanha ao Brasil. Constitui-se num estudo descritivo e exploratório de caráter qualitativo e teve como procedimentos metodológicos a pesquisa bibliográfica e a análise documental. A literatura analisada consistiu-se de teses, dissertações e artigos nos dois países (do Brasil: três teses, 17 dissertações e seis artigos; da Espanha: 21 artigos) e nela descrevemos e analisamos o desenvolvimento de estratégias antibullying de vários tipos e alcances. As sugestões da literatura brasileira são mais relacionadas à promoção de ações de informação, sensibilização e conscientização que incidem nas relações interpessoais de modo mais amplo, como fomentar a vida democrática, a cooperação, as relações de amizade e o apoio no ambiente escolar. Também se referem à criação de regras e à capacitação profissional. A ênfase da literatura espanhola se apresentou no desenvolvimento de ações que promovam aspectos como: a melhora das relações interpessoais, enfatizando os sistemas de apoio entre os alunos; o desenvolvimento emocional e a autoestima; o ensino de valores sociomorais, via desenvolvimento de habilidades sociais e desenvolvimento moral; a capacitação docente e das famílias. As estratégias governamentais brasileiras identificadas foram relacionadas à legislação antibullying aprovada em 19 estados e nenhuma em âmbito nacional e às ações desenvolvidas pelas Secretarias Estaduais de Educação, sendo que duas destas possuíam projeto antibullying específico, quatro tinham projeto de prevenção à violência escolar que incluía o bullying e em 17 destas encontramos ações isoladas; nenhuma ação do Ministério da Educação. As estratégias governamentais espanholas identificadas foram relacionadas às normativas que faziam menção à prevenção ou à contenção ao bullying aprovadas nas 17 Comunidades Autônomas e em nível estatal; iniciativas do Ministerio de Educación, Cultura y Deporte; ações de prevenção e contenção ao bullying das Consejerías de Educación das 17 Comunidades Autônomas. Nos dois países, realizamos visitas em escolas (5 na Espanha e 2 no Brasil) que desenvolviam projetos antibullying. Consideramos que a Espanha tem percorrido um caminho maior que o Brasil, em termos de atenção ao bullying pelas políticas educacionais, promovendo o desenvolvimento de ações antibullying dentro de uma perspectiva de melhora da convivência, por meio de planos de atuação institucionalizados, apostando nos sistemas de apoio, como a ajuda e a mediação entre iguais. São poucas administrações educativas brasileiras - secretarias de educação - que têm projetos e que se baseiam na literatura científica para dar sugestões de ações para as escolas. Evidenciamos que as políticas públicas brasileiras precisam investir na formação inicial e continuada dos professores, além da institucionalização de espaços e tempos nas escolas para o planejamento, avaliação, execução e acompanhamento das ações antibullying. / This thesis was developed within the Post Graduation Program in Education of the Science and Technology College, Universidade Estadual Paulista, and it is connected to "Formative Processes, Differences and Values" research group. It was funding by the Fundação de Amparo à Pesquisa no Estado de São Paulo - FAPESP and Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES with "Doutorado Sanduíche no Exterior – PSDE scholarship". The research analysis objects were the actions of prevention and containment of bullying in schools proposed by researchers and governmental agencies in Brazil and Spain. The objectives of this study were to investigate proposals for prevention and containment of bullying in those countries, and to analyze such proposals investigating proximities and distances between them. He tried also to think over the possibilities of adapting anti-bullying propositions from Spain to Brazil. This research constitutes a descriptive and exploratory qualitative study based on literature and document analysis as methodological procedures. The literature analyzed consisted of thesis, dissertations and articles in both countries (from Brazil: three thesis, seventeen dissertations and six articles; from Spain: twenty-two articles). Besides, it described and analyzed the development of anti-bullying strategies of various types and ranges. Brazilian literature suggestions are more related to the promotion of informative actions, awareness that focus on interpersonal relations such as promoting democratic life, cooperation, friendship and suport in the school environment. They also refer to the creation of rules and to professional training. The emphasis of Spanish literature is the development of actions that promote aspects such as: the improvement of interpersonal relationships, emphasizing suport systems among students; emotional development and self-esteem; teaching social and moral value through development of social skills and moral development; teachers and families training. The Brazilian governmental strategies were related to anti-bullying legislation aproved in 19 states, none in the national level, and the actions undertaken by the State Education Departments: two of them had a specific anti-bullying project, four of them had projects for prevention of school violence that included bullying and in seventeen Departments there were isolated actions; there were no action by the Ministry of Education. The Spanish governmental strategies identified referred to state regulations that mentioned prevention or containment actions for bullying, which were aproved in 17 Autonomus Communities and in State level; initiatives from Ministerio de Educación, Cultura y Deporte; prevention and containment actions for bullying of Consejerías de Educación of the 17 Autonomous Communities. In the two countries, we conducted visits in schools (five in Spain and two in Brazil) who developed anti-bullying projects. We consider that Spain has come a longer way that Brazil, in terms of attention to bullying by educational policies, promoting the development of anti-bullying actions within a perspective of improvement of living through institutionalized action plans, investing on suport systems, such as help and mediation among equals. Few Brazilian educational administrations – Education Departments - have projects that ground on the scientific literature to give suggestions of actions for schools. We showed that Brazilian public policies need to invest in initial and continuing teacher training, as well as in institutionalization of space and time in schools for planning, evaluation, implementation and monitoring of anti-bullying actions. / FAPESP: 2012/01533-0 / CAPES: 9020/13-6

Denna studie omfattar mobbning inom föreningsidrotten, vi har valt att undersöka om Malmös idrottsföreningar har någon nedskriven antimobbningspolicy och/eller – handlingsplan och därutöver har vi intervjuat tio föreningar om hur de konkret arbetar med mobbningsfrågor. Vi har också valt att titta på samverkan mellan skolan och idrottsförening vid mobbnings incidenter. Studien bygger på kvalitativ forskningsmetodik, totalt 14 intervjuer. Anledningen till varför studien grundar sig i kvalitativ metod är för att vi vill se orsaken bakom fenomenet, ej generalisera svaren samt att den är mindre resurskrävande. De teorier som studien brukar är Pierre Bourdieu och Tomas Peterson samt teorier som definierar mobbning, stadgar, policy och handlingsplan. Den konklusion vi kommit fram till är att selektion inom idrott och skola är bidragande faktorer gällande mobbning. Även att det finns ett dilemma mellan de olika fälten om vem som skall lösa problematiken, då problemet är vems ansvar det är att lösa problematiken. Den tredje konklusionen är behovet av att idrottsföreningar skall ha en antimobbningspolicy och/eller – handlingsplan.Syftet med denna studie är att problematisera samt diskutera ämnet mobbning inom föreningsidrotten i Malmö. Hur problemet hanteras inom samhällets två viktiga uppfostringsfält, idrott – skola. Problematiseringen utvecklar sig med hjälp av textanalyser, intervjuer och en kartläggning av respektive antimobbningsdokument i idrottsföreningar.Frågeställningar Har Malmös idrottsföreningar en nedskriven antimobbningspolicy och/eller – handlingsplan? Har föreningen någon gång aktivt under de tre senaste år agerat vid en mobbningssituation? Hur samarbetar idrottsföreningar med skolan vid mobbnings incedenter? Hur gick föreningen tillväga?NyckelordMobbning, Antimobbningspolicy, Antimobbningshandlingsplan, Selektion och Fält / This study is about bullying in sports, we decided to examine whether Malmo’s athletic associations have any anti-bullying documents, such as a policy and/or a plan of action and in excess of that we have also interviewed ten athletic associations about how they substantially work with anti-bullying questions. We have also chosen to take a look at the co-operation between the school and the athletic association when bullying incidents occur. The fundamental ground of this study is based on qualitative method, a total of 14 interviewees. The reason why the study is based on this method is because we wanted to see the reason that lies behind the phenomenon. We didn’t want to generalize the replies, and it is less time taking. This study consists of theories such as Pierre Bourdieu and Tomas Peterson and theories which define bullying, regulations, policy and plan of action. The conclusion that we came to is that selection in sports and school is a primary factor when it comes to bullying. There is a dilemma between the different fields which cause the issue and the subject gets caught between different fields. The third conclusion is the need of athletic associations to have an anti-bullying document. The purpose of this study is to make an issue and also discuss about the subject bullying within the athletic associations in Malmo. How the issue is handled in the society’s two most important educational fields, sport – school. The issue is developed through text analyses, interviews and a mapping of respective anti-bullying document in the athletic associations.QuestionsDo Malmo’s athletic associations have a written anti-bullying policy and/or plan of action? Have the athletic association had to react to a bullying situation during the last three years? How does the athletic associations co-operate with the school regarding bullying incidents? How did they perform their actions?KeywordBullying, Anti-bullying policy, Anti-bullying plan of action, Selection and Field

The purpose of this research study was to explore the effectiveness of the KiVa anti-bullying programme with Grade 4 learners in a primary school, located in the Eden Central Karoo District of the Western Cape. Since bullying is a worldwide phenomenon, it is important to explore to what extent it is an issue in South Africa. International anti-bullying programmes, which are well researched and highly recommended, are described with an overview of the integration of systems theory with the practicalities of this research project. A mixed methods intervention design was used to collect data. Grade four learners completed questionnaires prior to and after implementation of the intervention programme, which comprised the quantitative data. The experiment schools Grade 4 Life Skills teachers led the implementation of the programme. Qualitative data were collected through semi-structured interviews with the Grade 4 teachers and the principal of the experiment school. The findings demonstrate that the implementation process over less than a year, did raise awareness and certain skills were developed and practised by learners. The effectiveness of the KiVa anti-bullying programme during a short period of six months, did establish consciousness and a change in attitude and behaviour. A statistically significant difference for two of the three categories, experiences at school (bullying) and about your life (well-being), of the questionnaire from before the implementation to after the implementation of the intervention programme was indicated at the experiment school. Thus, implications for future research regarding the implementation of the KiVa school-based programme are suggested. / Psychology of Education / M. Ed. (Psychology of Education)

<p>The purpose of my essay is on one hand to research and evaluate the measures that one intermediate school in Sweden, uses in order to prevent bullying and stop it in the event that one pupil happens to get bullied or harassed. In other words, I would like to show how that school is capable of creating a safe environment. Qualitative research is used to obtain these findings.</p><p>On the other hand, I also wish to examine what pupils at the school think about these measures and how they perceive the attitudes of the school’s teachers and management regarding the prevention of bullying. In order to acquire this information quantitative research is used.</p><p>The conclusions that I draw after conducting my research are as follows:</p><p>1- Regarding the “Anti – bullying Performance Plan”, my essay shows that school teachers and management actively work in order to maintain a safe environment and as a result bullying is successfully prevented the school. However, I also highlight some aspects of the school’s plan that should be altered in other to make it more understandable to pupils.</p><p>2- The majority of the pupils surveyed feel secure at the school and also think that teachers and school management do a good job in preventing bullying. This despite the fact that few pupils know about the existence of the aforementioned plan. I therefore point out how important it is that the school’s teachers work to make pupils aware of the plan’s existence and the rights that the plan gives them.</p>

New Jersey's high school teachers have many responsibilities to their students: they must educate them, work to mold their strength of character, and protect them from harming each other. The Anti-Bullying Bill of Rights Act (ABR), legally fortified these goals by protecting students from harassment, intimidation, and bullying (HIB), at the state level. Previous research has indicated that incident rates for these negative behaviors are growing globally. This reality has driven the need for intervention and prevention programming; however, few instances of successful implementation exist. An important gap remains in the current literature, as there is still a need to understand the teachers' perceptions of their role as the frontline defenders of anti-bullying policies. The primary area of focus for this qualitative study was on the challenges and supports encountered by teachers responsible for implementing their high school's anti-bullying program. Information was gathered using a phenomenological design through semi-structured, one-on-one interviews of 12 high school educators from three unique school districts. Lived experiences were interpreted using Espelage and Swearer's social-ecological system framework and Darley and Latané's bystander theory framework. The findings from this study gave voice to those responsible for implementing the ABR. Significant findings included policies that require reactive interactions with students where proactive measures would have been preferred, a lack of top-down communication, and ineffective prevention and intervention program training materials. An impetus for implementing policy change was established, and the potential for social change was welcomed through a move toward proactive measures in the school setting.