Den här uppsatsen handlar om mobbing ur elevers perspektiv. Jag har valt att intervjua barn i åldrarna 8-12 år, och barnen kom från två olika grundskolor i mellan Sverige. Den litteratur som används är mestadels baserad på nordisk forskning. I studien redogörs för barnens uppfattning om vilka personligheter som mobbar och vilka som offren är. Hur ser barnen på fenomenet mobbing och hur kan lärare och elever, enligt dem, arbeta tillsammans för att förebygga mobbing i skolan. Vilka blir konsekvenserna för de som deltar i dessa handlingar och för dem som blir utsatta? I undersökningen redogörs det också för fem av de antimobbningsprogram som är vanligt förekommande i landets skolor. Studien visar att alla eleverna visste vad mobbing är för dem, att det kan vara fula ord, slag och sparkar. Eleverna tror att de som mobbar är arga eller ledsna av sig, och de som blir mobbade kan vara vilka ersoner som helst. Dessa barn som drabbats av mobbing kommer troligtvis drabbas av huvudvärk, magont, dåligt självförtroende, huvudvärk och magont. Dom vill inte gå till skolan, och i värsta fall får de självmordstankar. / This essay is about bullying from the students point of view. I`ve chosen to interview children between 8-12 years old, in two schools from the central part of Sweden. The main part of the literature I´ve used is based on Nordic researches. The study reads up on children`s perception of what personalities the bullies have and who their victims are. What is bullying for them, the children I interviewed, and how can we work together to prevent bullying in schools. What are the consequences for those who participate in these acts and for those who are being abused? The investigation also reads up on five of the most common bullying programs used in scholls around Sweden. The study shows that every one of the students knew what bullying is, that  it can be nasty words, punches and kicks. The students belive that those who bully are angry and sad, and those who are being subjected can be anyone. These children most likely will get low self esteem, headache and stomach problems. They don`t want to go to school, and in worse cases they´ll get suicidal thoughts.

Bullying has been identified as a problem that can affect the physical and psychosocial health of both the aggressors and victims. Given the consequences for those who bully, for victims, and for the school environment, early intervention is important to minimize these risks. School staff need additional data to understand the scope of bullying and to adopt effective strategies. This study seeks to meet this need by analyzing the association of bullying behaviors and school climate perceptions of middle school students within the context of school membership. This study used Bronfenbrenner's ecological system theory. Within this framework, a bullying interaction occurs not only because of individual characteristics of the child who is bullying, but also because of actions of peers, teachers and staff; physical characteristics of the school environment; and most importantly, of student perceptions of these contextual factors. This study used survey data to analyze the effect of student perceptions of school climate on self-reported bullying behaviors of students in six Sarasota County middle schools. Data sources include student- and school level data. The researcher gathered student level data from a modified middle school YRBS survey the Sarasota School District administered to middle school students, in December 2003. The school level data were gathered from the Florida Department of Education Web site. The data were analyzed using multiple regression analyses and within multilevel models. The results indicated that bullying was a common occurrence in the schools. Approximately eight percent of students were bullied on a regular basis in school, with verbal bullying as the most common type of bullying and relational bullying as the least common. Bullying aggression for physical, verbal, and relational bullying was most common for boys. Girls reported higher levels of being victims of relational bullying. Bullying also varied according to school membership and grade membership. Bullying differed according to school climate perceptions, as well. Interestingly, the effect of some of these variables on bullying was modified by sex. Finally, school context was a significant predictor of bullying, in particular the percentage of students eligible for free or reduced-price lunch.

In the last two decades, research has established a negative association between involvement in bullying and emotional health difficulties. Few studies, in comparison, explore the relationship between bullying and victimization and physical health. Moreover, studies are lacking on the influence of bullying on health in adolescence. Three studies were conducted to explore the association between bullying and adolescent positive and negative health behaviours. Using an ecological model, we examined the influence of bullying and victimization on physical activity and health status, risky sexual behaviours and sexual coercion, and dating violence perpetration and victimization. Each study explored how bullying influenced the relationship between environmental factors and adolescent health. Results suggest that both bullying and victimization can have a negative influence on risky health behaviours. As well, the findings suggest that relationships with adults may protect youth involved in bullying from negative health experiences. These results support a model of co-occurring health behaviours in youth, including involvement in bullying. Hence, we propose that teen health promotion programs target overall lifestyle choices rather than solely focusing on individual health behaviours. As well, we recommend that bullying prevention programs need to address engagement in unhealthy habits during adolescence, while being sensitive to the complex relationship between environmental and bullying factors that can influence physical health in adolescence. / Thesis (Ph.D, Psychology) -- Queen's University, 2007-07-18 21:11:08.184

Workplace bullying is recognised as a major psychosocial stressor in various professions and can have severe effects on health. Teachers are distinguished as an occupational group that is severely affected by this phenomenon. The general objectives of this research study were to firstly investigate teachers’ experiences of workplace bullying and its effects on health, and secondly, to develop a multi-level intervention programme that can be implemented to address workplace bullying and its effects on health in this context. This research study was conducted in two phases. The biopsychosocial model was applied as a theoretical foundation in the first phase. Participants were sampled by means of informative and educational articles that were placed online and in printed media. Selection criteria were applied to sample a group that was representative of victims of workplace bullying. Ultimately, twenty-seven teachers were included in this study. A qualitative, phenomenological research design was used to explore teachers’ experiences of workplace bullying and its effects on health. Data was specifically gathered by means of semi-structured interviews and personal documents. Semi-structured interviews were audio-recorded and data was transcribed verbatim. Methods of Interpretative Phenomenological Analysis were applied to analyse and present the data. Findings were supported with verbatim quotes and a literature control. Teachers’ reports indicated that workplace bullying is mostly perpetrated by principals and that colleagues are often also involved in the process. Bullying behaviours were aimed at attacking the character, as well as the work of teachers. Organisational channels were often exploited to bully teachers. Certain behaviours were an infringement of teachers’ human and labour rights. Findings are also analogous to the theory and dynamics that is depicted by the biopsychosocial model. Escalating stress and trauma were reflected in teachers’ physical, psychological and social health. The experience of workplace bullying firstly impacted on their psychological health, which was also accompanied by various physical health problems. Major depressive episodes and/ or symptoms of depression were mostly reported. Some teachers also reported symptoms of posttraumatic stress disorder, complex-posttraumatic stress disorder, and panic attacks. Teachers’ ill-health experiences further negatively impacted on their social and professional relationships. The school organisation is affected. The result is teachers with a lost passion for the profession, lowered work performance, increased absenteeism, and teachers’ intention to leave the profession. Findings finally indicated that certain personal and organisational characteristics facilitate and sustain workplace bullying. Relevant literature, field notes during the research process and findings in the first phase of this study guided the development of a multi-level intervention programme for the South African teaching profession. Strategic intervention activities were suggested to address some of the causes, as well as the physical, psychological and social health effects of workplace bullying. A strategic and methodological approach to multi-level intervention was also developed and proposed. Strategic intervention activities were ultimately suggested for the professional, social/ community, individual/ familial, dyadic, organisational, managerial, and work group level. / Thesis (PhD (Educational Psychology))--North-West University, Potchefstroom Campus, 2013

Workplace bullying is recognised as a major psychosocial stressor in various professions and can have severe effects on health. Teachers are distinguished as an occupational group that is severely affected by this phenomenon. The general objectives of this research study were to firstly investigate teachers’ experiences of workplace bullying and its effects on health, and secondly, to develop a multi-level intervention programme that can be implemented to address workplace bullying and its effects on health in this context. This research study was conducted in two phases. The biopsychosocial model was applied as a theoretical foundation in the first phase. Participants were sampled by means of informative and educational articles that were placed online and in printed media. Selection criteria were applied to sample a group that was representative of victims of workplace bullying. Ultimately, twenty-seven teachers were included in this study. A qualitative, phenomenological research design was used to explore teachers’ experiences of workplace bullying and its effects on health. Data was specifically gathered by means of semi-structured interviews and personal documents. Semi-structured interviews were audio-recorded and data was transcribed verbatim. Methods of Interpretative Phenomenological Analysis were applied to analyse and present the data. Findings were supported with verbatim quotes and a literature control. Teachers’ reports indicated that workplace bullying is mostly perpetrated by principals and that colleagues are often also involved in the process. Bullying behaviours were aimed at attacking the character, as well as the work of teachers. Organisational channels were often exploited to bully teachers. Certain behaviours were an infringement of teachers’ human and labour rights. Findings are also analogous to the theory and dynamics that is depicted by the biopsychosocial model. Escalating stress and trauma were reflected in teachers’ physical, psychological and social health. The experience of workplace bullying firstly impacted on their psychological health, which was also accompanied by various physical health problems. Major depressive episodes and/ or symptoms of depression were mostly reported. Some teachers also reported symptoms of posttraumatic stress disorder, complex-posttraumatic stress disorder, and panic attacks. Teachers’ ill-health experiences further negatively impacted on their social and professional relationships. The school organisation is affected. The result is teachers with a lost passion for the profession, lowered work performance, increased absenteeism, and teachers’ intention to leave the profession. Findings finally indicated that certain personal and organisational characteristics facilitate and sustain workplace bullying. Relevant literature, field notes during the research process and findings in the first phase of this study guided the development of a multi-level intervention programme for the South African teaching profession. Strategic intervention activities were suggested to address some of the causes, as well as the physical, psychological and social health effects of workplace bullying. A strategic and methodological approach to multi-level intervention was also developed and proposed. Strategic intervention activities were ultimately suggested for the professional, social/ community, individual/ familial, dyadic, organisational, managerial, and work group level. / Thesis (PhD (Educational Psychology))--North-West University, Potchefstroom Campus, 2013

O bullying é um problema comum entre jovens em idade escolar, nos diferentes países, culturas e níveis socioeconômicos. Trata-se de um comportamento agressivo, ofensivo, repetitivo e frequente, perpetrado por uma pessoa contra outra ou por um grupo contra outros, com a intenção de ferir e humilhar, estabelecendo-se uma relação desigual de poder. O envolvimento com bullying está associado a pior ajustamento psicossocial, problemas de aprendizagem, evasão escolar ou de trocas frequentes de escolas, entre outros. Embora o comportamento de bullying seja multicausal, ainda são escassos estudos que avaliem a relação entre habilidades sociais de adolescentes e bullying. Um dos aspectos que dificultam a realização de pesquisas nessa área está relacionado à falta de instrumentos validados. Os objetivos do presente estudo são verificar a validade de constructo do Questionário de Bullying de Olweus (QBO) versão agressor e versão vítima e verificar a associação entre habilidades sociais e bullying em adolescentes. Trata-se de um estudo com alunos de ambos os sexos, oriundos de escolas da rede pública de Porto Alegre, do 5º ao 9º ano do ensino fundamental, com idade entre 10 e 17 anos. Para verificar o envolvimento com bullying, utilizou-se o QBO, com 23 questões para versão vítima e 23 para versão agressor com quatro opções de resposta (1=nenhuma vez a 4=várias vezes por semana). A validade de constructo foi verificada com a Teoria de Resposta ao Item (TRI), utilizando-se o modelo de resposta gradual e o crédito parcial generalizado. As habilidades sociais foram avaliadas com o Inventário de Habilidades Sociais para Adolescentes (IHSA), que é validado no Brasil. Para verificar a associação entre bullying e habilidades sociais, o critério de idade foi de 12 a 17 anos, conforme a recomendação do IHSA. O estudo foi aprovado pelo Comitê de Ética em Pesquisa da Universidade Federal do Rio Grande do Sul e da Secretaria Municipal de Saúde de Porto Alegre (CAAE 19651113.5.0000.5338). Os instrumentos, ambos de autorrelato, foram respondidos pelos adolescentes no horário de aula e após a autorização dos pais. Os resultados estão apresentados em dois artigos. No primeiro, foi incluído um total de 703 adolescentes, sendo 380(54%) meninas, com média de idade de 13(DP=1,58) anos. Após a análise para a construção dos escores finais do QBO pelo modelo da TRI, observou-se que a probabilidade de um adolescente responder à opção 3 (uma vez por semana) é zero para ambas as versões. De acordo com as curvas característica do item (CCI), optou-se pela unificação das alternativas 3 e 4 para mensuração mais fidedigna a realidade do comportamento de bullying. Os itens com maior discriminação para classificar como vítima foram, respectivamente, 20 (Disseram coisas maldosas sobre mim ou sobre a minha família); 15 (Fui perseguido[a] dentro ou fora da escola) e 3 (Me ameaçaram). Na versão agressor, os itens com maior discriminação foram, respectivamente, 22 (Forcei a agredir outro[a] colega); 15 (Persegui dentro ou fora da escola) e 3 (Fiz ameaças). No segundo artigo, foram incluídos 467 alunos, sendo 245(52,5%) do sexo feminino, com média de idade de 13,3(DP=1,18) anos. Considerando-se a interação habilidades sociais e sexo, as meninas apresentaram associação significativa com menor frequência do autocontrole (p=0,010) e da civilidade (p=0,031) e maior dificuldade das habilidades de autocontrole (p=0,033) e desenvoltura social (p=0,009). Em relação aos tipos de envolvimento com bullying, 59(12,6%) dos adolescentes classificaram-se como vítima, 60(12,8%) como agressores e 175(37,5%) como agressores vítimas. Observou-se associação significativa entre as meninas vítimas de bullying e maior dificuldade na habilidade de empatia comparada aos meninos (p=0,012) e aos demais tipos de bullying (p=0,022). Também foram as vítimas, independentemente do sexo, que apresentaram maior dificuldade em termos de autocontrole, assertividade, abordagem afetiva e o total das habilidades sociais em comparação aos não envolvidos (p<0,05). Os resultados sugerem que a utilização da TRI permite a construção de uma medida de avaliação mais objetiva e precisa do comportamento de bullying. Por meio da validação de constructo do QBO e da associação com habilidades sociais, o estudo demonstrou que existe um importante déficit de determinadas habilidades sociais nos diferentes tipos de envolvimentos com bullying, principalmente entre as vítimas, quando comparadas aos não envolvidos. Portanto, intervenções que incluam técnicas para melhorar as habilidades sociais podem desempenhar um relevante papel preventivo no envolvimento com bullying no ambiente escolar. / Bullying is a common problem among school-age children and adolescents across different countries, cultures and socioeconomic levels. Bullying consists of the repeated infliction of aggressive and offensive behaviors by one person against another or one group against others, with the intent of hurting or humiliating the victim, resulting in an imbalance of power. Involvement in bullying is associated with issues such as poor social adjustment, learning difficulties, truancy and frequent changes of schools. Although bullying is known to be a multicausal phenomenon, few studies have evaluated the relationship between social skills and bullying in adolescents. A major challenge to research in the area is the lack of validated instruments which can be used to assess either of these variables. The goals of the present study were therefore to evaluate the construct validity of the Olweus Bully/Victim Questionnaire (OBVQ) and investigate the association between social skills and bullying in adolescents. This study involved participants of both genders aged between 10 and 17 years recruited from grades five through nine of public schools in the city of Porto Alegre. Involvement in bullying was evaluated using the OBVQ, which consists of 23 victim questions and 23 bully questions, scored on a scale of 1 (never) to 4 (several times a week). Construct validity was investigated using item response theory (ITR), by means of graduated response and generalized partial credit models. Social skills were evaluated using the Adolescent Social Skills Inventory (ASSI), which has been validated for use in Brazilian adolescents. The association between bullying and social skills was investigated in a sample of 12- to 17-year olds, which corresponds to the age group for which the ASSI was validated. This study was approved by the Research Ethics Committee of the Federal University of Rio Grande do Sul and the Municipal Health Service of Porto Alegre (CAAE 19651113.5.0000.5338). The OBVQ and ASSI, both of which are self-report instruments, were administered to adolescents during school hours following parental consent. The results of this procedure are presented in two articles. The first involved a sample of 703 adolescents, of whom 380 (45%) were girls, with a mean age of 12 (SD=1.58) years. The analysis of the IRT model for OBVQ scores revealed that the probability of an adolescent responding to any of the items with option 3 (once a week) was zero in both versions of the questionnaire. Therefore, based on item characteristic curves (ICC), alternatives 3 and 4 were combined to ensure a more reliable measure of bullying behaviors. The most discriminating items in the victim questionnaire were items 20 (One or more classmates said bad things about me or my family); 15 (I was persecuted inside or outside the school) and 3 (I was threatened). The most discriminating items in the bully version were items 22 (Forced someone to hit a classmate); 15 (Persecuted a classmate inside or outside the school) and 3 (Made threats). The second article involved 467 students, of whom 245(52.5%) were female. The mean age of the sample was 13.3 (SD=1.18) years. An interaction between social skills and gender was identified, whereby girls were found to engage less frequently in the behaviors described in the selfcontrol (p=0.010) and civility scales (p=0.031), and found it more difficult to perform the behaviors listed in the self-control (p=0.033) and social ease scales (p=0.009). An analysis of student involvement in bullying revealed that 59 (12.6%) participants were considered victims, 60(12.8%) were classified as bullies and 175(37.5%) were categorized as bullyvictims. Female victims of bullying had more difficulty expressing empathy than boys (p=0.012) and participants with different types of involvement in bullying (p=0.022). Bullying victims of both genders also had more difficulty engaging in the behaviors listed in the self-control, assertiveness, and affective approach subscales, and obtained higher total scores on the difficulty engaging in ASSI behaviors than adolescents not involved in bullying (p<0.05). The results suggested that IRT can be used to develop a more objective and precise measure of bullying. By construct validating the OBVQ and verifying its association with social skills, the present study showed that the latter are significantly impaired in adolescents involved in bullying, especially the victims, as compared to those not involved. Therefore, interventions involving the improvement of social skills may play an important role in preventing bullying in schools.

O bullying é um problema comum entre jovens em idade escolar, nos diferentes países, culturas e níveis socioeconômicos. Trata-se de um comportamento agressivo, ofensivo, repetitivo e frequente, perpetrado por uma pessoa contra outra ou por um grupo contra outros, com a intenção de ferir e humilhar, estabelecendo-se uma relação desigual de poder. O envolvimento com bullying está associado a pior ajustamento psicossocial, problemas de aprendizagem, evasão escolar ou de trocas frequentes de escolas, entre outros. Embora o comportamento de bullying seja multicausal, ainda são escassos estudos que avaliem a relação entre habilidades sociais de adolescentes e bullying. Um dos aspectos que dificultam a realização de pesquisas nessa área está relacionado à falta de instrumentos validados. Os objetivos do presente estudo são verificar a validade de constructo do Questionário de Bullying de Olweus (QBO) versão agressor e versão vítima e verificar a associação entre habilidades sociais e bullying em adolescentes. Trata-se de um estudo com alunos de ambos os sexos, oriundos de escolas da rede pública de Porto Alegre, do 5º ao 9º ano do ensino fundamental, com idade entre 10 e 17 anos. Para verificar o envolvimento com bullying, utilizou-se o QBO, com 23 questões para versão vítima e 23 para versão agressor com quatro opções de resposta (1=nenhuma vez a 4=várias vezes por semana). A validade de constructo foi verificada com a Teoria de Resposta ao Item (TRI), utilizando-se o modelo de resposta gradual e o crédito parcial generalizado. As habilidades sociais foram avaliadas com o Inventário de Habilidades Sociais para Adolescentes (IHSA), que é validado no Brasil. Para verificar a associação entre bullying e habilidades sociais, o critério de idade foi de 12 a 17 anos, conforme a recomendação do IHSA. O estudo foi aprovado pelo Comitê de Ética em Pesquisa da Universidade Federal do Rio Grande do Sul e da Secretaria Municipal de Saúde de Porto Alegre (CAAE 19651113.5.0000.5338). Os instrumentos, ambos de autorrelato, foram respondidos pelos adolescentes no horário de aula e após a autorização dos pais. Os resultados estão apresentados em dois artigos. No primeiro, foi incluído um total de 703 adolescentes, sendo 380(54%) meninas, com média de idade de 13(DP=1,58) anos. Após a análise para a construção dos escores finais do QBO pelo modelo da TRI, observou-se que a probabilidade de um adolescente responder à opção 3 (uma vez por semana) é zero para ambas as versões. De acordo com as curvas característica do item (CCI), optou-se pela unificação das alternativas 3 e 4 para mensuração mais fidedigna a realidade do comportamento de bullying. Os itens com maior discriminação para classificar como vítima foram, respectivamente, 20 (Disseram coisas maldosas sobre mim ou sobre a minha família); 15 (Fui perseguido[a] dentro ou fora da escola) e 3 (Me ameaçaram). Na versão agressor, os itens com maior discriminação foram, respectivamente, 22 (Forcei a agredir outro[a] colega); 15 (Persegui dentro ou fora da escola) e 3 (Fiz ameaças). No segundo artigo, foram incluídos 467 alunos, sendo 245(52,5%) do sexo feminino, com média de idade de 13,3(DP=1,18) anos. Considerando-se a interação habilidades sociais e sexo, as meninas apresentaram associação significativa com menor frequência do autocontrole (p=0,010) e da civilidade (p=0,031) e maior dificuldade das habilidades de autocontrole (p=0,033) e desenvoltura social (p=0,009). Em relação aos tipos de envolvimento com bullying, 59(12,6%) dos adolescentes classificaram-se como vítima, 60(12,8%) como agressores e 175(37,5%) como agressores vítimas. Observou-se associação significativa entre as meninas vítimas de bullying e maior dificuldade na habilidade de empatia comparada aos meninos (p=0,012) e aos demais tipos de bullying (p=0,022). Também foram as vítimas, independentemente do sexo, que apresentaram maior dificuldade em termos de autocontrole, assertividade, abordagem afetiva e o total das habilidades sociais em comparação aos não envolvidos (p<0,05). Os resultados sugerem que a utilização da TRI permite a construção de uma medida de avaliação mais objetiva e precisa do comportamento de bullying. Por meio da validação de constructo do QBO e da associação com habilidades sociais, o estudo demonstrou que existe um importante déficit de determinadas habilidades sociais nos diferentes tipos de envolvimentos com bullying, principalmente entre as vítimas, quando comparadas aos não envolvidos. Portanto, intervenções que incluam técnicas para melhorar as habilidades sociais podem desempenhar um relevante papel preventivo no envolvimento com bullying no ambiente escolar. / Bullying is a common problem among school-age children and adolescents across different countries, cultures and socioeconomic levels. Bullying consists of the repeated infliction of aggressive and offensive behaviors by one person against another or one group against others, with the intent of hurting or humiliating the victim, resulting in an imbalance of power. Involvement in bullying is associated with issues such as poor social adjustment, learning difficulties, truancy and frequent changes of schools. Although bullying is known to be a multicausal phenomenon, few studies have evaluated the relationship between social skills and bullying in adolescents. A major challenge to research in the area is the lack of validated instruments which can be used to assess either of these variables. The goals of the present study were therefore to evaluate the construct validity of the Olweus Bully/Victim Questionnaire (OBVQ) and investigate the association between social skills and bullying in adolescents. This study involved participants of both genders aged between 10 and 17 years recruited from grades five through nine of public schools in the city of Porto Alegre. Involvement in bullying was evaluated using the OBVQ, which consists of 23 victim questions and 23 bully questions, scored on a scale of 1 (never) to 4 (several times a week). Construct validity was investigated using item response theory (ITR), by means of graduated response and generalized partial credit models. Social skills were evaluated using the Adolescent Social Skills Inventory (ASSI), which has been validated for use in Brazilian adolescents. The association between bullying and social skills was investigated in a sample of 12- to 17-year olds, which corresponds to the age group for which the ASSI was validated. This study was approved by the Research Ethics Committee of the Federal University of Rio Grande do Sul and the Municipal Health Service of Porto Alegre (CAAE 19651113.5.0000.5338). The OBVQ and ASSI, both of which are self-report instruments, were administered to adolescents during school hours following parental consent. The results of this procedure are presented in two articles. The first involved a sample of 703 adolescents, of whom 380 (45%) were girls, with a mean age of 12 (SD=1.58) years. The analysis of the IRT model for OBVQ scores revealed that the probability of an adolescent responding to any of the items with option 3 (once a week) was zero in both versions of the questionnaire. Therefore, based on item characteristic curves (ICC), alternatives 3 and 4 were combined to ensure a more reliable measure of bullying behaviors. The most discriminating items in the victim questionnaire were items 20 (One or more classmates said bad things about me or my family); 15 (I was persecuted inside or outside the school) and 3 (I was threatened). The most discriminating items in the bully version were items 22 (Forced someone to hit a classmate); 15 (Persecuted a classmate inside or outside the school) and 3 (Made threats). The second article involved 467 students, of whom 245(52.5%) were female. The mean age of the sample was 13.3 (SD=1.18) years. An interaction between social skills and gender was identified, whereby girls were found to engage less frequently in the behaviors described in the selfcontrol (p=0.010) and civility scales (p=0.031), and found it more difficult to perform the behaviors listed in the self-control (p=0.033) and social ease scales (p=0.009). An analysis of student involvement in bullying revealed that 59 (12.6%) participants were considered victims, 60(12.8%) were classified as bullies and 175(37.5%) were categorized as bullyvictims. Female victims of bullying had more difficulty expressing empathy than boys (p=0.012) and participants with different types of involvement in bullying (p=0.022). Bullying victims of both genders also had more difficulty engaging in the behaviors listed in the self-control, assertiveness, and affective approach subscales, and obtained higher total scores on the difficulty engaging in ASSI behaviors than adolescents not involved in bullying (p<0.05). The results suggested that IRT can be used to develop a more objective and precise measure of bullying. By construct validating the OBVQ and verifying its association with social skills, the present study showed that the latter are significantly impaired in adolescents involved in bullying, especially the victims, as compared to those not involved. Therefore, interventions involving the improvement of social skills may play an important role in preventing bullying in schools.

O bullying é um problema comum entre jovens em idade escolar, nos diferentes países, culturas e níveis socioeconômicos. Trata-se de um comportamento agressivo, ofensivo, repetitivo e frequente, perpetrado por uma pessoa contra outra ou por um grupo contra outros, com a intenção de ferir e humilhar, estabelecendo-se uma relação desigual de poder. O envolvimento com bullying está associado a pior ajustamento psicossocial, problemas de aprendizagem, evasão escolar ou de trocas frequentes de escolas, entre outros. Embora o comportamento de bullying seja multicausal, ainda são escassos estudos que avaliem a relação entre habilidades sociais de adolescentes e bullying. Um dos aspectos que dificultam a realização de pesquisas nessa área está relacionado à falta de instrumentos validados. Os objetivos do presente estudo são verificar a validade de constructo do Questionário de Bullying de Olweus (QBO) versão agressor e versão vítima e verificar a associação entre habilidades sociais e bullying em adolescentes. Trata-se de um estudo com alunos de ambos os sexos, oriundos de escolas da rede pública de Porto Alegre, do 5º ao 9º ano do ensino fundamental, com idade entre 10 e 17 anos. Para verificar o envolvimento com bullying, utilizou-se o QBO, com 23 questões para versão vítima e 23 para versão agressor com quatro opções de resposta (1=nenhuma vez a 4=várias vezes por semana). A validade de constructo foi verificada com a Teoria de Resposta ao Item (TRI), utilizando-se o modelo de resposta gradual e o crédito parcial generalizado. As habilidades sociais foram avaliadas com o Inventário de Habilidades Sociais para Adolescentes (IHSA), que é validado no Brasil. Para verificar a associação entre bullying e habilidades sociais, o critério de idade foi de 12 a 17 anos, conforme a recomendação do IHSA. O estudo foi aprovado pelo Comitê de Ética em Pesquisa da Universidade Federal do Rio Grande do Sul e da Secretaria Municipal de Saúde de Porto Alegre (CAAE 19651113.5.0000.5338). Os instrumentos, ambos de autorrelato, foram respondidos pelos adolescentes no horário de aula e após a autorização dos pais. Os resultados estão apresentados em dois artigos. No primeiro, foi incluído um total de 703 adolescentes, sendo 380(54%) meninas, com média de idade de 13(DP=1,58) anos. Após a análise para a construção dos escores finais do QBO pelo modelo da TRI, observou-se que a probabilidade de um adolescente responder à opção 3 (uma vez por semana) é zero para ambas as versões. De acordo com as curvas característica do item (CCI), optou-se pela unificação das alternativas 3 e 4 para mensuração mais fidedigna a realidade do comportamento de bullying. Os itens com maior discriminação para classificar como vítima foram, respectivamente, 20 (Disseram coisas maldosas sobre mim ou sobre a minha família); 15 (Fui perseguido[a] dentro ou fora da escola) e 3 (Me ameaçaram). Na versão agressor, os itens com maior discriminação foram, respectivamente, 22 (Forcei a agredir outro[a] colega); 15 (Persegui dentro ou fora da escola) e 3 (Fiz ameaças). No segundo artigo, foram incluídos 467 alunos, sendo 245(52,5%) do sexo feminino, com média de idade de 13,3(DP=1,18) anos. Considerando-se a interação habilidades sociais e sexo, as meninas apresentaram associação significativa com menor frequência do autocontrole (p=0,010) e da civilidade (p=0,031) e maior dificuldade das habilidades de autocontrole (p=0,033) e desenvoltura social (p=0,009). Em relação aos tipos de envolvimento com bullying, 59(12,6%) dos adolescentes classificaram-se como vítima, 60(12,8%) como agressores e 175(37,5%) como agressores vítimas. Observou-se associação significativa entre as meninas vítimas de bullying e maior dificuldade na habilidade de empatia comparada aos meninos (p=0,012) e aos demais tipos de bullying (p=0,022). Também foram as vítimas, independentemente do sexo, que apresentaram maior dificuldade em termos de autocontrole, assertividade, abordagem afetiva e o total das habilidades sociais em comparação aos não envolvidos (p<0,05). Os resultados sugerem que a utilização da TRI permite a construção de uma medida de avaliação mais objetiva e precisa do comportamento de bullying. Por meio da validação de constructo do QBO e da associação com habilidades sociais, o estudo demonstrou que existe um importante déficit de determinadas habilidades sociais nos diferentes tipos de envolvimentos com bullying, principalmente entre as vítimas, quando comparadas aos não envolvidos. Portanto, intervenções que incluam técnicas para melhorar as habilidades sociais podem desempenhar um relevante papel preventivo no envolvimento com bullying no ambiente escolar. / Bullying is a common problem among school-age children and adolescents across different countries, cultures and socioeconomic levels. Bullying consists of the repeated infliction of aggressive and offensive behaviors by one person against another or one group against others, with the intent of hurting or humiliating the victim, resulting in an imbalance of power. Involvement in bullying is associated with issues such as poor social adjustment, learning difficulties, truancy and frequent changes of schools. Although bullying is known to be a multicausal phenomenon, few studies have evaluated the relationship between social skills and bullying in adolescents. A major challenge to research in the area is the lack of validated instruments which can be used to assess either of these variables. The goals of the present study were therefore to evaluate the construct validity of the Olweus Bully/Victim Questionnaire (OBVQ) and investigate the association between social skills and bullying in adolescents. This study involved participants of both genders aged between 10 and 17 years recruited from grades five through nine of public schools in the city of Porto Alegre. Involvement in bullying was evaluated using the OBVQ, which consists of 23 victim questions and 23 bully questions, scored on a scale of 1 (never) to 4 (several times a week). Construct validity was investigated using item response theory (ITR), by means of graduated response and generalized partial credit models. Social skills were evaluated using the Adolescent Social Skills Inventory (ASSI), which has been validated for use in Brazilian adolescents. The association between bullying and social skills was investigated in a sample of 12- to 17-year olds, which corresponds to the age group for which the ASSI was validated. This study was approved by the Research Ethics Committee of the Federal University of Rio Grande do Sul and the Municipal Health Service of Porto Alegre (CAAE 19651113.5.0000.5338). The OBVQ and ASSI, both of which are self-report instruments, were administered to adolescents during school hours following parental consent. The results of this procedure are presented in two articles. The first involved a sample of 703 adolescents, of whom 380 (45%) were girls, with a mean age of 12 (SD=1.58) years. The analysis of the IRT model for OBVQ scores revealed that the probability of an adolescent responding to any of the items with option 3 (once a week) was zero in both versions of the questionnaire. Therefore, based on item characteristic curves (ICC), alternatives 3 and 4 were combined to ensure a more reliable measure of bullying behaviors. The most discriminating items in the victim questionnaire were items 20 (One or more classmates said bad things about me or my family); 15 (I was persecuted inside or outside the school) and 3 (I was threatened). The most discriminating items in the bully version were items 22 (Forced someone to hit a classmate); 15 (Persecuted a classmate inside or outside the school) and 3 (Made threats). The second article involved 467 students, of whom 245(52.5%) were female. The mean age of the sample was 13.3 (SD=1.18) years. An interaction between social skills and gender was identified, whereby girls were found to engage less frequently in the behaviors described in the selfcontrol (p=0.010) and civility scales (p=0.031), and found it more difficult to perform the behaviors listed in the self-control (p=0.033) and social ease scales (p=0.009). An analysis of student involvement in bullying revealed that 59 (12.6%) participants were considered victims, 60(12.8%) were classified as bullies and 175(37.5%) were categorized as bullyvictims. Female victims of bullying had more difficulty expressing empathy than boys (p=0.012) and participants with different types of involvement in bullying (p=0.022). Bullying victims of both genders also had more difficulty engaging in the behaviors listed in the self-control, assertiveness, and affective approach subscales, and obtained higher total scores on the difficulty engaging in ASSI behaviors than adolescents not involved in bullying (p<0.05). The results suggested that IRT can be used to develop a more objective and precise measure of bullying. By construct validating the OBVQ and verifying its association with social skills, the present study showed that the latter are significantly impaired in adolescents involved in bullying, especially the victims, as compared to those not involved. Therefore, interventions involving the improvement of social skills may play an important role in preventing bullying in schools.

The purpose of the current study was to determine if there are potential mediating factors to a student being victimized by school violence. Results from 5,409 middle school and high school student participants who completed the 2007 School Crime Supplement of the National Crime Victimization Survey, a nationally collected survey on victimization, were used to determine if there was a relationship between student victimization and extracurricular activity involvement. Specifically, the questions about victimization (bullying), extracurricular activity involvement, a relationship with an adult at school, and a relationship with a friend were used. Seven specific types of extracurricular activities (athletic teams, spirit groups, performing arts groups, academic clubs, student government, community service/volunteer clubs, and other) were examined to determine if a specific type of extracurricular activity might be related to lower victimization scores. Relationships with an adult and a peer were examined in association with a student's involvement in extracurricular activities. Reported victimization status was also explored in connection with the student's relationships with an adult and peer. The results of this study indicate statistically significant relations among many of the variables above. However, the large sample size was the reason for the significant findings. The results indicate that protecting a student from victimization may not be a benefit of extracurricular involvement; however, extracurricular activities may be a useful tool to connect students to friends and caring adults at school.

This study holistically examines the status quo of learner-on-learner bullying in South African schools. An exposition is given pertaining to inter alia constitutional law, common law, statutory provisions and case law. Since bullying is a global problem, a legal comparative study is necessary in order to place the phenomenon of bullying into context. Concepts such as bystander behaviour, bullycide and restorative justice feature prominently in this dissertation. Important findings include the necessity of drafting of anti-bullying legislation as well as the inception of bullycide as a statutory crime. Furthermore, restorative justice processes are critically important to not only rehabilitate and reintegrate the bully, but also to vindicate the victim in a way that protects and promotes the rights of all parties involved. Recommendations are made with regard to the importance of a national anti-bullying policy to be implemented in conjunction with existing codes of conduct. / Dissertation (LLM)--University of Pretoria, 2012. / Private Law / unrestricted