This thesis examines the role of school teachers and their experienced prerequisites for working against bullying and harassment among students. Previous research shows that teachers play an important role when it comes to bullying intervention and therefore the aim of this study has been to further examine how school teachers look upon their own role in regards to the work against bullying. What factors do they perceive as support for their work and what difficulties do they encounter are questions that has been asked. The data that has been used consists of in-terviews with teachers from six Swedish schools and the responses has been analyzed through an organizational perspective. The results show that school teachers experience of their prereq-uisites for dealing with bullying and harassment among students vary depending on different organizational factors. The relationship between the organisations structure and culture has been identified as playing an important role for the teachers perceived prerequisites. Future research is necessary to further understand the complexity of bullying and the work necessary for reduc-ing its occurrence.

<p>Mobbning kan leda till långvariga psykosociala, psykiatriska och psykosomatiska problem och sker vanligtvis under skoltid. Tidigare studier har visat att elever och lärare kan bedöma mobbning olika beroende på mobbningsform. Hur individen bedömer situationer är beroende av en mängd kognitiva processer och synen på vad som är mobbning bidrar till om man ingriper eller inte. En surveyundersökning genomfördes på 268 högstadieelever och 70 lärare. En enkät beskrivande olika mobbningssituationer utformades i syftet att se om det fanns skillnader i dessa gruppers bedömning av olika former av mobbning. Resultatet visade att lärare, särskilt äldre lärare, bedömde samtliga mobbningsformer mer som mobbning än eleverna. Eleverna bedömde fysisk mobbning mer som mobbning än övriga mobbningsformer. Mobbningssituationer innehållande flera aktiva angripare sågs mer som mobbning än situationer med en aktiv angripare. Kognitiva processer vilar på individens kunskap, föreställningar, förväntningar och mål, något som kan bidra till elevers och lärares olika bedömning av mobbning.</p>

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Globally, workplace bullying is a growing phenomenon which affects millions of employees. It is characterised by frequency of incidence, duration and reaction on the side of both the perpetrator and victim, ultimately caused by power struggles in ineffective working environments. The impact on both the Company and employee is significant and there is a negative impact on the employment relationship. It may lead to reduced performance and productivity, individual health problems, impact on job satisfaction and foster intentions to quit. The primary objective of this research was to determine the prevalence of workplace bullying in a South African Information Technology (IT) company, and determine the impact of this construct on job satisfaction and intention to quit. A cross-sectional survey design was used. The constructs were measured by means of a biographical questionnaire, the Negative Acts Questionnaire Revised, a Job Satisfaction Questionnaire and an Intention to Quit Questionnaire. Cronbach’s Alpha coefficients were used to assess the validity and reliability of the measuring instruments. The phi-coefficient was used to determine effect size and power of the chi-square tests for independence (Aron, Elliot, & Aaron, 2011). The research method for the articles consisted of a literature review and an empirical study. The statistical analysis was carried out using the SPSS 20.0 programme (SPSS 2012). Article 1 focuses on the prevalence and measurement of workplace bullying in an IT company. Descriptive statistics (frequencies) and cross tabulations were used to describe the data. Significant relations were found in constructs within the negative acts, and also between the negative acts and biographical information. Article 2 focuses on the relation between workplace bullying, job satisfaction and the intention to quit in an IT company. Descriptive statistics (frequencies, means, standard deviations, skewness and kurtosis) were determined to describe the data, principal component analysis was used and an Oblimin rotation was performed to determine the constructs for analysis. Pearson’s correlation coefficients and multiple regression analysis were used to determine the relationship between these constructs. Significant relations and difference are found between the various individual constructs and the scores of the negatives acts, job satisfaction and intention to quit. Conclusions are made for the current research, limitations discussed and recommendations for future research are put forward. / Thesis (MCom (Labour relations management))--North-West University, Vaal Triangle Campus, 2013

Magíster en Educación con Mención en Currículo y comunidad Educativa / La presente investigación tiene por propósito indagar sobre los significados que atribuyen al fenómeno del bullying diversos actores de dos comunidades educativas de la Región Metropolitana, así como sobre sus implicaciones en el mundo social de sus interacciones escolares. El bullying --un tipo de violencia consistente en maltrato o abuso escolar-- concita en la actualidad una preocupación creciente por parte de científicos sociales, educadores, orientadores, padres y apoderados, por constituir una conducta agresiva prolongada que desgasta psicológica y moralmente a quienes se ven afectados, por deteriorar el clima de convivencia necesario para el buen desempeño de la actividad educativa y, además, por atentar contra una de las funciones sociales de la escuela como es el educar en los valores democráticos y el respeto a los derechos humanos. Empleando la metodología de investigación cualitativa de enfoque comprensivo-interpretativo --valiosa herramienta para adentrarse en las dimensiones discursivas de una realidad compleja en un contexto preciso--, se han escogido, para el estudio de caso de tipo instrumental, dos comunidades educativas que presentan realidades escolares disímiles: el Instituto Nacional y el liceo Andrés Bello de La Florida. Recogiendo datos a través de entrevistas en profundidad semi-estructuradas a directivos, profesores, estudiantes y asistentes de la educación, categorizándolos, analizándolos y teorizando desde ellos, la investigación ha permitido mostrar la compleja naturaleza del fenómeno estudiado, la dificultad creciente de los sujetos de otorgarle una representación simbólica homogénea y el considerable desafío que implica para los actores involucrados, en especial para los profesores, enfrentar en sus establecimientos este tipo de agresión entre los alumnos, por su fisonomía generalmente encubierta, su intrincada dinámica, sus múltiples referencias y las graves consecuencias que acarrea

Especialista en terapias de arte, mención arteterapia.

Psychological research into bullying has highlighted the importance of considering the role of bystanders within this complex social interaction (see literature review). The aim of this paper was to apply this research to develop an anti-bullying intervention programme that increases pro-defending attitudes and behaviour, and consequently reduces bullying. The methodology was a design experiment; in this first iteration, the intervention programme was designed, implemented, and evaluated in collaboration with staff and students at a secondary school. Data were collected using a mixed methods approach via questionnaires, focus groups, an interview, and observation. The results showed that there was no significant difference in prevalence estimates of defending or bullying pre and post intervention. However, two thirds of participants reported that their attitudes and behaviour had become more supportive of defending victims since the intervention. Qualitative data revealed a diversity of perspectives regarding the effects and value of the programme. A model outlining factors that influence decisions to defend a victim of bullying was developed from the results and previous literature. The findings from this paper were used to inform modifications to the design of the intervention programme for implementation in the second iteration in paper 2.

D.Phil. / In its exploration of workplace bullying, this doctoral study applies elements of two particular types of autoethnography, namely, personal narrative and analytical autoethnography. This unconventional qualitative approach focuses on my own experiences of being bullied as an employee at an organisation where, according to management, bullying was deemed to be an acceptable practice. In the study I describe typical bullying events, related interpersonal dynamics, and the clandestine tactics of bullies. I reveal how bullying affected me, and how I coped with the emotional turmoil and humiliation caused by it. An appreciation for both modernism and postmodernism influenced me to combine elements of these paradigms in the study. In the spirit of postmodernism I share my lived experiences of bullying in an attempt to appeal to the reader‟s empathy and hopefully his or her co-construction, to enhance emotional understanding, and to create a willingness amongst concerned parties to unite in facilitating social change. I also explain the emotional demands and the therapeutic effects on the writer when producing an autoethnography. Regarding the modernist elements, I apply theoretical concepts and research findings on bullying found in the literature to contextualise and make sense of my experiences. In addition, I engage in various levels of analysis and thematically analyse the data contained in the autoethnography, as well as material offered by six people who either witnessed or experienced bullying. This autoethnographic work led to interesting realisations. For example, I found that targets tend to become aware of only the negative characteristics in bullies and disregard their positive qualities. They often fantasise about escaping, though they do not actively take steps to acquire alternative employment, because they have been indoctrinated to believe that they are worthless. I once again realise that all human beings are capable of good deeds, as well as evil ones, and that circumstances often determine who will revert to bullying, and who will become targets. Particularly striking are the study‟s findings that remnants of the ancient practice of sacrificing one person to ensure the survival of the group may be present in modern organisations. Based on the insights gained from this study, I recommend that workplace bullying awareness campaigns should be increased, and, in particular that – (i) employers and unions should be informed about the covert nature of bullying and the consequences for all involved; and (ii) organisations should establish structures and procedures for reporting bullying and counselling targets and bullies.

As an international phenomenon, school bullying negatively impacts children, adolescents, and young adults all over the world. In China, bullying problem has drawn increased research attention in recent years. Research on school bullying depends on valid and reliable measurement of bullying and victimization behaviors. Unfortunately, however, psychometrically sound bullying measures for use with Chinese students are lacking. The Revised Peer Experiences Questionnaire (RPEQ) is a widely used self-report bullying measure that has demonstrated adequate psychometric properties in students from the United States and several European countries. In the current study, the psychometric properties and factor structure of the RPEQ were examined with a sample of Chinese college students.

Orientador: Luciene Regina Paulino Tognetta / Banca: Luciene Regina Paulino Tognetta / Banca: Raul Aragão Martins / Banca: Telma Pileggi Vinha / Resumo: São comuns as manifestações de violência, dentre elas o bullying e o assédio moral, no cenário educacional. Diante dos significativos índices de ocorrência desses fenômenos dentro das escolas e universidades e, da necessidade de aprofundar as investigações sobre correlação dos problemas de convivência com a formação em aspectos sociomorais e éticos dos futuros professores, este trabalho pretende ampliar os dados disponíveis para reflexão, bem como, eventualmente, para as propostas de intervenções nos ambientes de formação. O objetivo é investigar a ocorrência de problemas de convivência no ambiente universitário, em especial o bullying e o assédio moral. Também verificar, na percepção desses estudantes, a eficácia ou não das intervenções da universidade às situações de violência vividas, além de, averiguar se existem propostas de formação em seus cursos para o tema da convivência na escola. Para o levantamento da frequência e tipologias das manifestações de violência nas relações interpessoais, utilizamos de uma pesquisa on-line do tipo survey, com a opção de participação via versão impressa, aplicada em uma amostragem 318 estudantes do 1º e 3º ano de licenciaturas de diferentes campi da Universidade Estadual Paulista. Ametodologia utilizada foi um estudo de campo de abordagem quantitativadescrevendo e explicando como os fenômenos bullying e o assédio moral podem manifestar-se também em escolas de nível superior. A análise de consistência dos dados foi obtida com a utilização... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Abstract: Manifestations of violence, such as bullying and moral harassment, are common in the educational scenario. Given the significant indexes of these phenomena within schools and universities and the need to deepen the research on the correlation of problems of coexistence with the sociomoral and ethical aspects formation of future teachers, this work intends to broaden the data available for reflection, as well as, eventually, to propound interventions in teacher training environments. The objective is to investigate the occurrence of coexistence problems in the university environment, especially bullying and moral harassment. Also, to verify, by these students' point of view, the effectiveness or not of the interventions of the university related to the situations of violence experienced, besides, to ascertain whether there is any offer of training in their courses for the subject of the coexistence at school. To survey the frequency and types of manifestations of violence in interpersonal relationships, we used a research based on the survey type, with the option of participating with a printed version, applied in a sample of 318 students from the 1st and 3rd year of graduation degrees from different campuses of Universidade Estadual Paulista. The methodology used was a field study of quantitative approach, describing and explaining how bullying and moral harassment phenomena can also manifest in college education. The analysis of data consistency was obtained using ... (Complete abstract click electronic access below) / Mestre