The present dissertation, a prerequisite for the conclusion of the Master in Education at the Postgraduate Program in Education of the Federal University of Santa Maria, is tied to the research line: School Practice and Public Policy. This is a qualitative-quantitative research, a case study type. Portrays the violent conflicts of bullying at school and their entanglements with the Restorative Justice. Aims at understanding how violent conflict are presented in school and the characteristics that define the practice of bullying, its characters and forms of intervention. Raises the issue of judicialization of school conflicts and the existence of another lens for conflictive resolution under the restorative bias. Presents Restorative Justice, its application in Brazil and structure of the Restorative Circles. Through research, it was found that Restorative Justice favors the performance of teachers and students, as a useful tool in confronting and preventing violent conflict of bullying at school. / A presente dissertação, pré-requisito para a conclusão do curso de Mestrado em Educação do Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria, está vinculada a linha de pesquisa: Práticas Escolares e Políticas Públicas. Trata-se de uma pesquisa quali-quanti, do tipo estudo de caso. Retrata os conflitos violentos de bullying na escola e seus entrelaçamentos com a Justiça Restaurativa. Objetiva compreender como os conflitos violentos se apresentam na escola e as características que definem as práticas de bullying, seus personagens e formas de intervenção. Suscita a problemática da judicialização dos conflitos escolares e a existência de outra lente para resolução conflitiva, sob o viés restaurativo. Apresenta a Justiça Restaurativa, sua aplicação no Brasil e a estrutura dos Círculos Restaurativos. Com a pesquisa, constatou-se que a Justiça Restaurativa favorece a atuação de professores e alunos, como ferramenta útil no enfrentamento e prevenção dos conflitos violentos de bullying na escola.

This paper presents the results of a study about peer intimidation and victimization with 1167 school students from 6th, 7th, and 8th grade from the Valparaiso Region of Valparaíso, Chile. The instrument used was the Insebull Battery (Avilés & Elices, 2007). Results show that approximately 9% of students have been victim of peer victimization many times or almost every day during the school year. Psychological victimization was more frequent thanphysical aggression, particularly through virtual communication such as cell-phone messages and e-mails. Participants tend to be groups of male students. Although male students participate more in physical aggression, they also receive more physical and psychological aggression. The most frequent places were inside the classroom and the school yard, when the teacher is not present. Most students inform not knowing, or vaguely knowing, thereasons underlying these aggressions, and do not do anything to deal with them. These results coincide with international studies and allow a better understanding of the characteristics of peer victimization in specific educational contexts within the Chilean school system. / Se presenta un estudio de conductas de intimidación y victmización en 1167 escolares de 6º, 7º y 8º año Básico de la Región de Valparaíso, Chile. Se utilizó la batería Insebull (Avilés &Elices, 2007). Los resultados indican que 9% ha sido víctima del maltrato de sus compañeros bastantes veces o casi todos los días durante el año escolar. El maltrato psicológico es más frecuente que la agresión física, destacándose el uso de medios virtuales. Los participantes suelen ser varones que actúan en grupo. Los lugares más frecuentes son la sala de clases y el patio de recreo, en ausencia del profesor. La mayoría señala no saber, o solo difusamente, las razones que subyacen a estos actos, y no hacer nada frente a actos observados. Estos resultados coinciden con los estudios a nivel internacional, y permiten comprender el maltrato entre pares en contextos específicos de la realidad educativa chilena.

Bullying is a pervasive event that affects individuals in a variety of ways. For example, bullied individuals display an array of psychological and related psychosocial problems associated with victimization. There is a push for a transformation in the bullying paradigm to include the psychological and psychosocial symptomologies of both the perpetrator and victim. This study addressed the lack of qualitative research on coping mechanisms for adult victims of bullying. Due to the pervasive nature of the phenomena, the following was explored: (a) descriptions of bullying as expressed by adult victims, (b) adult victims' coping processes and methods, and (c) adult victims' emotional responses to being bullied. A qualitative phenomenological research approach was applied to understand the lived experiences of this population. The theoretical framework was based on Folkman and Lazarus's transactional model of stress and coping. Eight individuals participated in the study and face-to-face interviews were conducted with each participant. Based on the results of interviews and thematic analysis, the majority of participants (34%) reported that job-related demands and coercion such as social exclusion, cyberthreats, verbal abuse, sexual abuse, job-related intimidation, and physical harm were the main forms of bullying experienced. The coping process adopted by 62% of the participants was to remain calm during the bullying incident. However, 62% used retaliatory confrontation as their main coping method. Mental stress was the main emotional response to bullying. The findings of this study can inform the adoption of positive social change policy actions that promote resiliency among bullied adults at the community level and within organizational settings.

The aim of this study was to investigate potential factors of why children and youths generally start bullying, but also the long and short-term effects bullying has on its victims. In order to answer the research questions, the method used was a systematic literature review which includes collecting data by using databases such as Libsearch and Swepub. We obtained seven studies including doctoral dissertations and scientific articles, some of which include collected data results from several longitudinal, quantitative, qualitative and meta-analytic studies. The theoretical framework used in this study include social cognitive theory by social psychologist Albert Bandura. This theory was relevant in order to analyze how bullying behavior can be designed based on the social environment together with cognitive abilities. The results indicate that bullying is a complex phenomenon explained differently within the research field and our main finding shows that the victims define bullying differently from the definition used by researchers within the field. Several different factors emerged as to why some children and youths are prone to bullying. This study identifies that some of these factors are due to moral disengagement which refers to distancing from moral actions and lack of moral emotions such empathy, sympathy and guilt. Furthermore, domestic violence and social environment such as aggressive peers are also explanatory factors to why children develop and normalize a bullying behavior. Finally, this study has shown that bullying affects the victims at both early and adult age. Bully victims are often being affected in an early age developing mental health issues such as depression, anxiety, low self-esteem and increased risk for behavioral problems associated with substance use. These problems often continue into adulthood where beside mental and physical health issues the victims also struggle with trust and relationship issues.

Många gånger händer det att eleverna inte syns tillräckligt för fritidshemslärare, det är då det sker kränkande handlingar utförda av andra elever. Den fysiska, psykiska och dolda mobbningen går obemärkt och det drabbar inte bara den utsatte utan det drabbar hela samhället. Syfte i denna studie är att undersöka hur fritidshemslärare arbetar förebyggande mot mobbning och kränkningar i sina verksamheter. Vi jämför två olika skolornas förebyggande arbete mot kränkning och mobbning, den ena med en likabehandlingsplan mot mobbning och kränkande behandling och den andra med en Olweus antimobbningsprogram. Vi vill undersöka i vilken utsträckning och på vilket sätt detta påverkar fritidshemlärarnas arbete gentemot mobbning och kränkande handling som finns i respektive skolor Undersökningen kommer att belysas på olika sätt genom att intervjua både fritidshemslärare, elever och respektive skolors rektorer för att få en bättre förståelse och en bredare perspektiv för undersökningen. Resultatet och diskussionen visar bland annat att fritidshems lärarnas engagemang, närvaro och delaktighet kan vara avgörande i förebyggande syfte mot mobbningen. / Many times, it happens that the students are not visible enough to after-school teachers, this is when abusive acts are performed by other students. The physical, mental, and hidden bullying goes unnoticed, and it not only affects the victim, but it affects the whole society. The purpose of this study is to investigate how after-school center teachers work to prevent bullying and abuse in their activities. We compare two different schools' prevention work against abuse and bullying, one with an equal treatment plan against bullying and abusive treatment and the other with an Olweus anti-bullying program. We want to investigate to what extent and in what way this affects the after-school teachers' work towards bullying and abusive action that exists in each school. a broader perspective for the study. The results and the discussion show, among other things, that the after-school teacher ‘s commitment, presence and participation can be decisive in the preventive purpose against bullying.

Mobbning förekommer överallt på arbetsplatser runt om i världen. Det är ett ökande globalt problem som behöver belysas. Arbetsplatsmobbning kan leda till både psykiska och fysiska besvär som depression och hjärt- och kärlsjukdomar. Det finns inte mycket forskning kring HR: s roll i mobbningsärenden. Syftet med studien var därför att undersöka hur HR-personal på kommuner förebygger, hanterar och upplever arbetsplatsmobbning. Frågeställningarna belyste förebyggande mobbningsarbete, upplevelser och hantering samt hinder och svårigheter enligt HR personal. För att undersöka detta gjordes en kvalitativ studie, baserat på en intervjuguide, med åtta erfarna kvinnor med HR- roll från olika kommuner i Västsverige. Data är analyserade med en tematisk analys och resultaten presenterade på ett strukturerat sätt utifrån fyra huvudteman: Vad är arbetsplatsmobbning?, Förebyggande arbete, Hantering samt Hinder och svårigheter. Ordet mobbning har granskats noggrant och HR upplever att ordet mobbning endast används när det gäller barn i skolan. För vuxna väljer HR att använda ordet kränkning i sina ärenden. Olika hanteringssätt av utsatta personer som kommer till HR i förtroende diskuteras vidare och HR rollens objektivitet beskrivs och tolkas som en svårighet. / Bullying occurs everywhere in workplaces around the world. It is a growing global problem that needs to be addressed. Workplace bullying can lead to both mental and physical ailments such as depression and cardiovascular disease. There is not much research on HR's role in bullying cases. The purpose of the study was therefore to investigate how HR staff in municipalities prevent, handle and experience workplace bullying. The issues shed light on preventive bullying work, experiences and handling as well as obstacles and difficulties according to HR staff. To investigate this, a qualitative study was conducted, based on an interview guide, with eight experienced women with HR roles from different municipalities in West Sweden. Data was analyzed with a thematic analysis and the results presented in a structured way based on four main themes: What is workplace bullying?, Preventive work, Handling, and Obstacles and difficulties. The word bullying has been carefully examined and HR feels that the word bullying is only used when it comes to children in school. For adults, HR chooses to use the word violation in their cases. Different ways of dealing with vulnerable people who come to HR in trust are further discussed and the objectivity of the HR role is described and interpreted as a difficulty.

The purpose of this study was to explore and describe the experiences of a secondary school teacher from Gauteng who was a victim of learner cyber bullying. Cyber bullying of teachers is a relatively under researched phenomenon in South Africa and can be a painful event for many teachers. The ultimate goal of this study was to raise awareness about learner cyber bullying and the effect it had on the emotional and professional well-being of the participant. Awareness about this phenomenon might lead to better support and understanding by different role players such as departments of education, principals, unions, communities, learners, educational psychologists and other teachers. I followed a qualitative research approach, guided by an interpretivist epistemology. I employed a descriptive case study design and purposefully selected a single secondary school teacher as my unit of analysis. Data for this study was collected through a semi-structured interview with the participant in order to explore his experiences relating to learner cyber bullying. In addition to the semi-structured interview I used observation, field notes, audio recording and a research diary for data collection purposes. The collected data was analyzed through several phases to establish thematic categories. Twenty six sub-categories of learner cyber bullying were identified from the experiences of the participant which were grouped under six main categories that was discussed and interpreted in order to provide the findings portrayed by the study. The six main categories included: type of cyber bullying experienced, causes of cyber bullying, characteristics of cyber bullies, response to cyber bullying, outcomes after taking action, and results of protective factors. To ensure the trustworthiness and quality of the data, the study incorporated member checking, peer debriefing and literature control. Based on the findings of the study, I concluded that the teacher experienced learner cyber bulling primary as a negative and painful reality. The cyber bullying incident had a damaging impact on the participant’s emotional and professional well-being. In addition, the study also indicated that the participant, after addressing the cyber bullying incident, experienced some positive outcomes. Being able to share his experiences with the larger teaching community helped him to overcome some of the indignity he experienced due to the learner cyber bullying. An attempt was made to raise awareness of this phenomenon and to provide effective strategies to prevent and counter its impact on the teaching community. This study can be used as a platform for larger research projects to about the experiences of teachers as victims of cyber bullying. / Mini-dissertation (MEd)--University of Pretoria, 2014. / tm2015 / Educational Psychology / MEd / Unrestricted

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

Children with special needs are often considered as a vulnerable group, who faces double risk  than general peer groups to be bullied. Bullying interventions are a useful method that can be used to help children enhance their self-esteem and coping skills. The aim of this systematic review is to explore anti-bullying interventions programs for children with special needs, and intervention outcomes. A search for scholarly articles has been carried out in four databases,739 articles were identified and six articles included in the analysis after applying inclusion and exclusion criteria. The anti-bullying interventions were beneficial for children with special needs to reduce risk of bullying , while the results were varied. This study combined  Bronfenbrenner's ecological model with various anti-bullying intervention designs to discuss the results. This study make up a lttle gap in the area of anti-bullying intervention for children with special needs, and provide an overview of  these program. Limitations of the study and further research will be discussed. / 有特殊需要的儿童通常被视为弱势群体， 并且面临着两倍于同龄人的被霸凌风险。欺凌干预作为一种有效手段，可以用来帮助儿童增强自尊和应对能力。本系统综述的目的是探讨针对有特殊需要的儿童的反欺凌干预方案和干预效果。在四个数据库中搜索了学术文章，得到738个结果，并最终得到满足条件的六篇文章。反欺凌干预措施对于有特殊需要的儿童有利于减少欺凌的风险，但干预结果却各不相同。这项研究结合了Bronfenbrenner的生态模型与各种反欺凌干预设计来讨论干预结果， 弥补了对有特殊需要的儿童的反欺凌干预方面的一点空白，并提供了这些计划的概述。研究的局限性和进一步的研究将讨论。

Peer-to-peer bullying negatively impacts over 20% of school-aged children annually. While much literature exists on bullying on school premises, peer-to-peer bullying outside of the classroom is still relatively understudied. Despite states' implementation of antibullying legislation, peer-to-peer bullying has continued in schools and other areas such as afterschool centers. The purpose of this qualitative study was to evaluate staff perceptions of peer-to-peer bullying in afterschool centers. It specifically investigated bullying and the hierarchical imbalance of power using Sidanius and Pratto's social dominance theory. The research questions were designed to investigate the staff members' knowledge of bullying at the Boys and Girls Club. A phenomenological approach was used and data were collected through one-on-one interviews of 11 Boys and Girls Club staff members. Data from the interviews were deductively coded and subjected to thematic analysis. Findings indicate that staff members do not have a uniform understanding of bullying behaviors, nor did they have a clear guidance on practices to minimize bullying which leads to continued peer-to-peer bullying at the Boys and Girls Club. Staff also reported that they have been offered little training on dealing with bullying behavior, nor are there clear policies in place to combat bullying behavior from participants in the afterschool program. Positive social change may be achieved by the implementation of recommendations to the Boys and Girls Club including mandatory antibullying training for staff and the creation and implementation of a comprehensive antibullying policy.