Bakalauro darbe analizuojamas patyčių ir smurto paplitimas mokyklose. Šiuo darbu siekiama išsiaiškinti patyčių ir smurto paplitimą tarp mokinių, su kokiomis problemomis jie susiduria bei kaip jas sprendžia. Siekiant pagrindinio tikslo, iškelti šie uždaviniai: 1. Išanalizuoti patyčių ir smurto mokykloje sampratą, formas, priežastis, galimas pasekmes, prevencijos galimybes teoriniu aspektu bei apžvelgti smurto ir patyčių tema atliktus tyrimus Lietuvoje ir pasaulyje; 2. Ištirti patyčių ir smurto paplitimo formas mokykloje, vietas, kuriose tai dažniausiai vyksta; 3. Nustatyti moksleivių reagavimo į smurtą ir patyčias pobūdį bei nuomonę apie smurtautojus; 4. Išsiaiškinti respondentų nuomonę apie patiriančius patyčias ir smurtą bei pagalbos, patyrus smurtą ir patyčias mokykloje, galimybes. Tyrimas atliktas 2012 m. kovo 20-22 dienomis. Naudotas anketinės apklausos metodas, kuriuo apklausta 110 respondentų. Atliktas tyrimas parodė, kad Kelmės miesto moksleivių nuomonė apie saugumą mokykloje yra skirtinga. Analizuojant paauglių atsakymus, galima daryti išvadą, kad patyčios tarp jaunimo egzistuoja gana plačiai. Moksleiviai nurodo, kad vienokiu ar kitokiu būdu jie yra susidūrę su patyčių ir smurto problema. Dažniausiai patyčias ir tyčiojimąsi patiria koridoriuose, pertraukų metu. Dauguma moksleivių stengiasi neparodyti, kad patyčios ir tyčiojimas juos jaudina, o 55% aštuntokų ir 29% devintokų nurodė, kad esant tyčiojimuisi jie skriaudėjams atsako būtent tuo pačiu. Vaikai arba nenori... [toliau žr. visą tekstą] / In Bachelor work is analyzed Kelme‘s city students bullying and violence spreading. This work aims to find out students opinion about bullying and violence spreading among students, with what problems they collide and how they should need to solve. Pursuing the main purpose, have been raised this tasks: 1. To analyze the bullying and violence at school concept, forms, causes, possible consequences, prevention opportunities, and an overview of the theoretical aspects of violence and bullying theme of the studies carried out in Lithuania and the world; 2. To investigate the prevalence of bullying and violent forms of school places where they tend to focus; 3. Identify students’ responses to violence and bullying nature and the opinion about the violator; 4. To find out respondents' views on bullying and violence, suffering and help the victim of violence and bullying at school opportunities. This Bachelor‘s work purpose to reach was used questionnaire interrogatory method, which was questioning 110 respondents. The research was carried out 2012-03-20 - 22 days. A research has shown that Kelme‘s city students opinion about safety in school is different. Analyzing teenagers answers, can do conclusion that bullying among youth is existing quite widely. Students point out that in one way or another disposition they are collide with significant bullying and violence problem. Usually bullying and mockery experience in corridors during the break. Most students trying not shown that... [to full text]

This study investigated teacher targeted bullying in primary schools to examine whether students serve as an unsafe work stressor for teachers, because teacher targeted bullying is on the rise. This study looked at teacher targeted bullying as an antecedent of stress and the mechanisms, such as mediators and moderators, which affected this bullying-stress relationship. 113 primary school teachers completed a self-report questionnaire which measured bullying, self-efficacy, safety climate perceptions, social support and stress. The results provided evidence that social support from others outside work moderated the mow level bullying-stress, and severe bullying-stress relationships. Most importantly, unsafe job perceptions mediated the relationship between low level bullying and stress. The results of this research imply that student bullying can influence teachers to perceive their job as unsafe and lead to stress. These findings can be used to develop effective strategies to not only prevent and manage bullying, but create safer schools for teachers and pupils.

The aim of this study is to create an increased intercultural understanding by studying how the Gambian teachers interpret and handle situations that from a Swedish perspective could be called bullying. A qualitative method have been used were the materials have been gathered through unstructed observations and interviewes with teachers in the Gambia as well as formalized conversations with other school staff. The data has been collected in different schools in the Gambia during the winter of 2013. Four different theories are used to analyse the result. These are the sociocultural perspective, cultural framework, the postcolonial perspective and the frame factor theory. The result shows that the Gambian teachers have a hard time to describe and define the term bullying. They interpret the concept bullying as corporal punishment and that it is a question about abusive behaviour from an adult towards a child. There is also one teacher that speaks about bullying as something that can occur between pupils as well, but this is a rare opinion. It is obvious that the overloaded classrooms are a big obstacle for the Gambian teachers when it comes to create a positive learning experience were the pupils show mutal respect for each other. There is a risk that teachers are missing a lot of things that are going on behind their backs. There are no written documents on how to work with or prevent bullying. There is one document about corporal punishment and it does only exist in governmental schools.

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

Access to abstract permanently restricted to Ball State community only. / Access to thesis permanently restricted to Ball State community only. / Department of Elementary Education

The objective of this study was to explore the link between school climate and bullying behaviour through a case study of two high schools. Grade 10 students received the two day Cross-Cultural Conflict Resolution (XCCR) Module initiated by YOUCAN. Phase I of this study involved the development of an XCCR Logic Model, which aimed to clarify the objectives and key elements of the XCCR Module. Phase II involved the in depth analysis of the XCCR Module through an 84-item survey and qualitative semi-structured interviews with school and program staff. Data from this study did not indicate any changes in bullying behaviour or school climate between pre-and post-implementation. This study highlights a need to incorporate measures for program adherence and program fidelity in future studies. The results of this study provided two practical contributions, an XCCR Logic Model and information about bullying and school climate for the participating schools.

Bullying has severe consequences for school-aged adolescents who have experienced repeated victimization and for the families as well. While there is a considerable body of research on bullying and its effects on victims, very little research has been devoted to studying the experiences and resistance of the targeted young people and their families in the bullying situations. The literature on bullying characterizes victims as unable to defend themselves; this depiction is limited, simplistic, and one-dimensional. This dissertation presents an alternate view, focusing on the experiences and responses of victims and their families. The thesis draws on a poststructural view and a response-based framework to present a new perspective on the victims of bullying—a perspective that contrasts with the common depiction of “helpless, powerless victims” and foregrounds the personal agency of young people who have responded to bullying. Data for this study was collected in the form of narratives from the families and eleven to fifteen year old school adolescents who have been targets of ongoing bullying. The sample consisted of four families and five adolescents. The interview questions were based on Allan Wade’s response-based approach. The participants’ narratives focused on their responses to bullying. Each narrative was read thoroughly for themes related to the skills and the knowledge adolescents have used in responding to peer aggression. Similarly, parents’ narratives were examined for themes of their responses to the bullying of their children. The conclusion from the findings indicated that the parents and adolescents responded to bullying in many small but prudent and resourceful ways.

Digital storytelling as a pedagogical practice has been extensively explored as a means of increasing engagement, developing 21st century skills such as creativity, critical thinking, collaboration and communication, and refining digital literacies in students. However, there is a lack of data on how the use of multimodal digital tools can be used to explore pervasive social issues such as bullying in adolescents. In this study, a group of grade seven students provided their views and self-assessed their levels of empathy and understanding for victims of bullying, bullies and bystanders prior to and after the completion of a digital storytelling project. Using Likert scale data, along with an in-depth content analysis of the stories and presentations the students produced, the study explored whether participation in this digital storytelling project led to a noticeable and measurable impact on their understanding of and empathy for victims of bullying, bullies and bystanders.

This paper examines the current body of literature on the topic of bullying and cyberbullying in schools around the world. Bullying and cyberbullying represent two of the most common forms of physical and psychological harm to children today, and the negative effects caused by bullying can be incredibly severe. Various aspects of these phenomena are examined to contextualize the current problem of cyberbullying. Due to the serious implications presented by bullying for the psychological wellbeing of modern youth, understanding this phenomenon is essential in order for school authorities to have effective means of preventing bullying and cyberbullying. The paper will conclude with an examination of some current intervention efforts and considerations for the development of improved intervention efforts for the future.

The aim of this study was to analyze discursive patterns in publications and attitude researches on bullying published by The Swedish National Agency for Education. The focus was largely on whether there is a pattern in the narration of how teachers and pupils are portrayed as perpetrators in a situation where bullying occurs. The empirical material of the study was acquired by use of a qualitative method where publications published between the years of 2002 and 2014 were selected. Dictums concerning teachers and pupils as bullies have been compared and surveyed where differences in how they were depicted was the object of analysis. To enable such a study, Foucault's theories on discourse and power were applied on the empirical material in the analysis.The result shows that bullying in general almost always refers to the pupil as the perpetrator while teachers are under-represented in the same context. Pupils as perpetrators are described through qualities such as aggression and lack of empathy,whereas teachers are described through external factors such as stress and extensive workload.