Mobbning är ett kränkningsproblem som sprider sig över skolor i hela världen, inklusive Sverige. Lärarens roll är väldigt essentiellt vid granskning av mobbningen. Syftet med denna studie var att undersöka lärarens erfarenheter och upplevelser vid mobbningshantering i skolan, samt vilka utmaningar och förbättringsmöjligheter lärarna ser i denna hantering. Det genomfördes tio semistrukturerade intervjuer med legitimerade lärare från två olika län inom Sverige. Intervjuernaanalyserades utifrån en tematisk analysmetod som identifierade tre teman centrala för hur lärare hanterar mobbning: att få båda sidor av berättelsen, samarbete och delad lärande samt empati och lyhördhet som verktyg. Analysen identifierade även sex teman centrala för utmaningar och förbättringsmöjligheter som råder vid denna hantering: ett neutralt förhållningssätt, känslomässig belastning, att uppmärksamma och bryta tystnaden, balansera konfidientialitet och kommunikation, kompetensutveckling samt relationsfrämjande insatser. Resultatet visade att deltagarna använder sig av olika metoder och strategier vid hantering av mobbning, samt möter både utmaningar och förbättringsmöjligheter vid mobbningshantering.

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The goal of this paper is to examine the efficiency of the cyber bullying provisions of Florida's Jeffrey Johnston Stand Up For All Students Act in deterring cyber bullying behavior. The study includes several subordinate goals to answer this question. The first is measuring the awareness of students about this law (whose behavior is the focus of the law), measuring the awareness of teachers and school officials of this law (who are to enforce this law), and measuring the awareness of legal professionals about the law (who will pursue the law in court). The study also seeks to determine the perceptions of cyber bullying and the laws governing the behavior in each of these groups. The research includes a study of neutralization of cyber bullying behavior and deterrence of the law. To do this, the study uses a mixed method approach to collect quantitative, qualitative, and legal data to answer these questions. Current research studies, survey data, and interviews are utilized in conjunction with an investigation of legislation and case law. Florida's statute is compared to three other anti-bullying state statutes (Arizona, Missouri, and Vermont) created to combat bullying and cyber bullying within their states. Case law is examined on a national basis to determine trends in cyber bullying litigation. Following analysis of the data, conclusions are drawn on the efficiency of the law and suggestions are made to improve the law's performance. Suggestions for future research are also made.

En los últimos años, se evidencia el aumento progresivo de problemas en la convivencia escolar; el clima entre los escolares en algunas instituciones de educación básica regular se ha agravado de tal forma que se han hecho más visibles la violencia y agresión entre escolares; el objetivo de este estudio es establecer la existencia de relaciones significativas entre el Acoso Escolar y el Clima Familiar, en estudiantes comprendidos entre edades de 13 a 16 años del 3º de Secundaria de Instituciones Educativas Estatales de la Localidad de Huaycán - Horacio Zeballos del Distrito de Ate Vitarte. El estudio realizado es de tipo descriptivo correlacional y se hizo un muestreo probabilístico que representa significativamente a la población. Para la medición de las variables a correlacionar se aplicó el Autotest Cisneros de Piñuel y Oñate de Acoso Escolar y la Escala del Clima Social en la Familia de Moos, adaptado en el Perú por Ruiz y Guerra. Los resultados demuestran que existe una relación inversa significativa entre el Acoso Escolar y el Clima Social Familiar; los mismos que podrán utilizarse como punto de partida para diseñar estrategias de prevención y programas de convivencia escolar, con la finalidad de intervenir tempranamente en el problema del acoso entre escolares. Palabras clave: Acoso Escolar, bullying, Clima social familiar. / --- In recent years, the progressive increase in problems in school life is evident; climate among students in some regular basic education institutions has worsened so that have become more visible violence and aggression among schoolchildren; The objective of this study is to establish the existence of significant relationships between the Bullying and Climate Social Family in students between ages 13 to 16 years of three grade of High School of State Educational Institutions of Locality Huaycán - Horacio Zeballos of the district Ate Vitarte. The study performed is a descriptive correlational and do a probabilistic sampling that represents significantly to the population. For the measurement of the variables applied the Autotest Cisneros of Piñuel and Oñate of Bullying and Social Climate Scale Family of Moos, adapted in Peru by Ruiz and Guerra. The results demonstrate a significant inverse relationship between Bullying and Family Social Climate; also, the results of the investigation may be used as a starting point for designing prevention strategies and programs of school life, in order to intervene early and reduce the problem of bullying among schoolchildren. Keywords: Bullying, bullying, family social climate. / Tesis

There is much research studying bullying and bystanding behaviors during adolescence. Recently, research has focused on social variables in an attempt to prevent or discourage bullying and encourage defending behaviors. This dissertation attempts to merge this research with a sociocognitive perspective. Moral disengagement, a sociocognitive variable, may help researchers have a better understanding of why adolescents bully their peers. This dissertation studies the role of moral disengagement in predicting bullying and bystander behaviors in adolescents from the US and Sweden. Results and implications of these findings are also discussed.

Bullying among school children is a social phenomenon that is now recognised as a widespread and serious problem across the globe. While decades of research have generated valuable insights as regards prevalence, main correlates and detrimental health consequences, many questions and gaps remain. For instance, it is unclear why the great majority of peer bystanders not intervene to support victims in a bullying conflict despite holding anti-bullying beliefs. Furthermore, great efforts have been made in the area of peer support and anti-bullying initiatives however there is still no intervention that has shown to be effective long term and cross-culturally. This thesis consists of two empirical studies. To advance knowledge of factors that influence pupils' victim support behaviour, the first study examined the role of perceived friend and peer consequences in predicting intentions to three types of help: provide emotional support, help to stop the bully and get adult support. Structural equation modelling revealed that perceived friend consequences were significantly associated with each of the victim support behaviours studied. Additionally, perceived peer reactions predicted intentions to get adult help. These findings suggest that friends play a more important role than peers in affecting victim support. Some significant gender effects emerged, showing that the overall pattern of associations held for boys, but not for girls. The findings highlight the concerns children hold with regard to their (dis)approving views related to victim support. Outcomes further suggest that victim defending should not be regarded as a broad homogeneous construct. The second study assessed the effectiveness of a cross-age teaching of social issues intervention (CATS) on enhancing pupils' knowledge on three victim support behaviours, and their awareness of the value of helping. In small cooperative groups older pupils were invited to step into the tutor role to prepare a lesson and teach it to two years younger tutees. An experimental-control group design was employed to test participants' performance at three time points over a six to eight week period. CATS tutors significantly improved their knowledge and awareness of the provictim behaviours studied while no positive changes were evident for participants in the control group. Furthermore, children who participated in the project expressed high satisfaction with the intervention. Based on the positive findings it was concluded that CATS is a viable technique for enhancing pupils' knowledge and awareness on prosocial topics. Helping children to see the value of supporting victims of bullying, in any of the ways studied, could help them avoid anticipating negative reactions from friends and peers, and in turn make it more likely that they would choose to help if the need arose.

Elder bullying is on the rise and occurs in many contexts such as senior living communities and nursing homes, causing concern for the well-being of the residents by families, staff, themselves, and society in general. Although research has been limited, it does reveal that resident-to-resident bullying in nursing homes is a problem warranting further scholarly attention. The purpose of this study was to investigate the experiences of certified nursing assistants (CNAs) regarding resident-to-resident bullying in nursing homes. The theory of reasoned action and the theory of reflective equilibrium provided a conceptual lens from which to explore and describe the importance of the CNAs' attitudes and behavior when recognizing, observing, and addressing bullying incidences. A phenomenological research design was employed. Using open-ended questions, 10 CNAs were individually interviewed. One major discovery of the study was that 100% of the CNAs interviewed indicated that they experienced resident-to-resident bullying and that it was a major problem in the nursing home. The findings of this study presented many possibilities for positive social change across all levels, from individuals and families to nursing home organizations and society as a whole, but most importantly, it increased awareness about bullying across nursing homes as the ultimate goal was for the improvement on the quality of life experienced by residents in nursing homes.

In a local suburban K-8 school in California, administrators and teachers were concerned when more than half of the fifth- and seventh-grade students indicated on the California Healthy Kids Survey that they do not feel safe at school. Researchers have noted that using a professional learning community (PLC) model in schools may assist with addressing bullying. The purpose of this qualitative case study was to explore teachers' and administrators' responses to incidences of bullying and the PLC processes used to address such incidents in their school. The conceptual framework for this study was Hord's dimensions of the PLC. Data were collected through individual interviews with 8 fifth- through eighth-grade teachers and 2 administrators. The collected data were open coded and analyzed to reveal themes that addressed the research questions. The findings indicated that teachers and administrators expressed a need for more opportunities for collaboration, required additional professional development to address bullying, and had varying views on strategies to address bullying situations. Recommendations include providing more collaboration time and additional training for teachers and administrators on responses to bullying within a PLC. This study may affect positive social change by providing research findings supporting the preparation of teachers and administrators at the study site to address bullying situations by following more closely the processes of a PLC. This information might positively affect school climate and students' feelings of safety at the school.

Orientador: Ari Fernando Maia / Banca: Deborah Christina Antunes / Banca: Ana Maria Klein / Resumo: O presente trabalho investiga e reflete as possibilidades e limites de propostas de Educação em Direitos Humanos (EDH), como instrumento de prevenção do fenômeno do bullying. A pesquisa tem caráter teórico-conceitual de natureza bibliográfica e documental, utilizando como subsídios a análise de declarações, normativas, legislações, literatura sobre EDH e sobre o bullying. Verificou-se que, embora exista um grande corpo de subsídios e proposições para EDH, e embora a literatura crítica tenha avançado, ainda é necessário, em larga escala, que uma EDH seja reconhecida nas escolas como uma possibilidade para lidar com o fenômeno do bullying, pois os atos que o caracterizam são contrários à dignidade humana e podem ser prevenidos e elaborados por meio da educação crítica em direitos humanos. De outro lado, a análise da literatura também leva à constatação de que ainda há um longo caminho a ser percorrido porque o mero contato com normativas, declarações e legislações tem pouca possibilidade de prevenir a ocorrência de atos violentos na escola. / Abstract: The present study investigates and reflects on the possibilities and limits of Human Rights Education (HRE) proposals as an instrument to prevent the bullying phenomenon. The research has a theoretical-conceptual character of bibliographical and documentary nature, using as subsidies the analysis of declarations, norms, legislation, literature on HRE and bullying. It was found that while there is a large body of subsidies and proposals for HRE, and although critical literature has advanced, it is still necessary, on a large scale, for HRE to be recognized in schools as a possibility to deal with the bullying phenomenon, once the acts that characterize it are contrary to human dignity and can be prevented and elaborated through the critical education in human rights. On the other hand, the analysis of the literature also leads to the realization that there is still a long way to go because mere contact with regulations, declarations and legislation has few possibility of preventing the occurrence of violent acts in school / Mestre

To date, little empirical work regarding workplace bullying has been done in Canada, thus, a more extensive look at this phenomenon in the Canadian context is needed. One-hundred-and-twenty University of Saskatchewan employees at different levels (e.g., faculty, support staff, administration) were recruited to complete an on-line survey designed to test a number of predictions. The primary goals set forth in the present project were threefold: (1) estimate the prevalence of varying workplace bullying behaviours in a Canadian context; (2) examine connections between workplace environments and prevalence of these aggressive behaviours; and (3) explore whether individuals willingness to intervene in aggressive actions they witness is tied to features of the workplace environment and other mitigating factors. In relation to prevalence, employees reported more witnessed bullying, as compared to experienced bullying. Although no gender differences were observed for rates of bullying, participants did report significantly more female than male perpetrators. In accordance with the studys predictions, negative work environments were positively associated with the prevalence of bullying behaviour. However, in general, negative work environments were not tied to bystanders willingness to intervene in aggressive actions. Other mitigating factors were positively linked to a bystanders willingness to intervene in a bullying incident, including: bullying event is considered serious; someone else steps in to intervene first; bullying is considered a recurring event; bystander likes the victim; bystander dislikes the bully; bystander believes victim did not deserve the bullying behaviour; and victim believes intervening will not take a lot of time and energy. Implications, as well as practical applications of these findings are discussed.