The opening chapter states the problem, purpose of study and also provides background to the problem as well as preliminary literature of the study. The other chapter that has substantially enriched the project is chapter two, which provided all the literature, related to the research. The third chapter explains the methodology used in this research study. Data was collected through the use of questionnaires from learners in Gaborone Junior Secondary Schools. All in all, a sample of sixty (60) (n=60) subjects were used to collect data. Chapter four is about data presentation, analysis and interpretation and lastly the recommendations, which are provided to help the authorities as well as the school administrators. The study sought to find out the causes and effects of peer harassment in Gaborone Junior Secondary Schools, as well as the prevalent forms of bullying and the effort undertaken by school administrators and other stakeholders to support victims of peer harassment in the educational system. The researchers' hypotheses were that home background, peer pressure, and popularity are some of the major causes of school bullying, physical and verbal abuse are the prevalent forms of bullying in secondary school, there is . a significant positive relationship between school bullying and learners' low academic achievement and that school administrators and teachers are not supportive to learners who are victims of peer harassment. The findings revealed that indeed, children who come from violent homes, homes faced with divorce, alcoholism, lack of maternal affection and poverty, become bullies. The other ,causes of bullying behaviour according to the study, is negative peer pressure as well as the desire to be popular. The study also revealed that learners who are victims of bullying academically perform poorly, fear going to school, riding a school bus and develop low self-esteem and are depressed. Furthermore, the study found that the school administration and teachers do not make an effort to attend to victims of peer harassment. The study recommends that the Ministry of Education through the work of curriculum developers should provide , policies and programs that address unacceptable behaviour. These polices can include expansion of the school curriculum to cater for guidance and counselling. During the study, the researcher's schedule was affected especially during administration of questionnaires as . a lot of schools were engaged in the Performance Management System exercise (P.M.S), thus some were reluctant to help. / (M.Ed.) North-West University, Mafikeng Campus, 2005

Beauvoirian Therapy is a new interdisciplinary model of psychotherapeutic treatment for depressed patients who have suffered from oppression. By bridging together philosophy, theory, literature and psychology, Beauvoirian Therapy is presented in a condensed and accessible psychological treatment format which can be synergized with other current psychotherapeutic techniques. This unprecedented approach, in bringing literature to an applied therapeutic model, has been formulated by synthesizing central themes of Beauvoir’s thought, with particular emphasis on her philosophy drawn from The Ethics of Ambiguity (Beauvoir, 1947) and creating an applied model which can be adapted and modified. The themes are represented in quotations and are used as data. The treatment prompts and question segments have been inductively formulated to produce therapeutic explorative inferences to add relevant and pertinent factors to the explorative discussions. Beauvoirian Therapy is based on overarching Beauvoirian themes arranged and framed for a unique Beauvoirian approach to address modern-day oppression.

Workplace bullying is creating negative physical and psychological effects on employees and has a serious impact on the organisations’ bottom line. Workplace bullying has been related to excessive absenteeism, high employee turnover and hostile work environments. However, no recent studies on the prevalence of workplace bullying in the South African context are available. This is important because of the multicultural, multiracial composition of the South African workforce, and socio–demographic factors such as race, gender, age, education level and type of industry should be investigated to determine if differences exist with regard to the experience of workplace bullying. The personality resource, sense of coherence, should add an important element to this study, as the results could offer an important indicator for managers to change the employee’s environment in order to render the stimuli to which they are exposed more understandable, significant and manageable. In South Africa, diversity, multiculturalism, affirmative action and equal employment opportunity are words in common currency in a newly democratic country. Literature suggests that if diversity within African organisations is positively experienced, it could enhance harmony and effectiveness within that organisation. The objectives of this study were to 1) determine the relationship between workplace bullying, socio–demographic characteristics, sense of coherence and diversity experiences according to the literature; 2) to determine how frequently employees in South Africa experience acts of workplace bullying; 3) to determine if there are significant differences between socio–demographic groups (including race, gender, age, education and industry) with regards to workplace bullying; 4) to determine if there are significant differences between the different types of bullying (direct, indirect, supervisor and colleague bullying) with regards to sense of coherence; and 5) to determine if there are significant differences between the different types of bullying (direct, indirect, supervisor and colleague bullying) with regard to diversity experiences. An availability sample (N = 13 911) was utilised to determine the prevalence of workplace bullying in a sample of South African employees. Frequencies were used to determine the prevalence of workplace bullying for the total sample and MANOVA was used to determine differences between the groups. The results indicated that workplace bullying is a prevalent problem in South Africa, as people experience frequent overall bullying (4% reported being often bullied; 31,1% reported being always bullied). On the socio–demographic characteristics, Blacks experienced a higher level of workplace bullying in comparison with the other race groups, and men and women experience statistically significant differences with regards to workplace bullying. It was evident that older employees experience statistically significantly lower levels of bullying, and a statistically significant difference between those employees with a secondary and tertiary education was found. It seems that the highest levels of direct bullying by supervisors occurred in the government industry, followed by the mining industry. Individuals with a higher SOC experienced lower levels of bullying compared to individuals with a lower SOC. Statistically significant differences were found on all bullying dimensions with regards to diversity experiences. Recommendations were made for future research and organisations. / Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2012.

This is an in-depth comparative study of the strategies used to counteract bullying at schools. It provides an international perspective on such strategies: Studies in South African schools are used to provide an African perspective: Australian research is used to provide an Oceanian perspective: Japanese research to provide an Asian perspective; and research conducted in England is used to provide an European perspective on bullying at schools. The extent and nature of bullying in schools was discussed in great detail, as well as the characteristics of bullies and their victims. The causes of bullying, as well as the effects of bullying on learners in the school situation are reviewed. The concept of cyberbullying was expanded upon. The role of the governments, the schools and independent organizations in combating bullying was investigated. To conclude the study, the laws concerning bullying at schools in the four countries are scrutinized and recommendations are made, based on the conclusion that bullying at school can indeed be counteracted successfully. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2008.

Workplace bullying is creating negative physical and psychological effects on employees and has a serious impact on the organisations’ bottom line. Workplace bullying has been related to excessive absenteeism, high employee turnover and hostile work environments. However, no recent studies on the prevalence of workplace bullying in the South African context are available. This is important because of the multicultural, multiracial composition of the South African workforce, and socio–demographic factors such as race, gender, age, education level and type of industry should be investigated to determine if differences exist with regard to the experience of workplace bullying. The personality resource, sense of coherence, should add an important element to this study, as the results could offer an important indicator for managers to change the employee’s environment in order to render the stimuli to which they are exposed more understandable, significant and manageable. In South Africa, diversity, multiculturalism, affirmative action and equal employment opportunity are words in common currency in a newly democratic country. Literature suggests that if diversity within African organisations is positively experienced, it could enhance harmony and effectiveness within that organisation. The objectives of this study were to 1) determine the relationship between workplace bullying, socio–demographic characteristics, sense of coherence and diversity experiences according to the literature; 2) to determine how frequently employees in South Africa experience acts of workplace bullying; 3) to determine if there are significant differences between socio–demographic groups (including race, gender, age, education and industry) with regards to workplace bullying; 4) to determine if there are significant differences between the different types of bullying (direct, indirect, supervisor and colleague bullying) with regards to sense of coherence; and 5) to determine if there are significant differences between the different types of bullying (direct, indirect, supervisor and colleague bullying) with regard to diversity experiences. An availability sample (N = 13 911) was utilised to determine the prevalence of workplace bullying in a sample of South African employees. Frequencies were used to determine the prevalence of workplace bullying for the total sample and MANOVA was used to determine differences between the groups. The results indicated that workplace bullying is a prevalent problem in South Africa, as people experience frequent overall bullying (4% reported being often bullied; 31,1% reported being always bullied). On the socio–demographic characteristics, Blacks experienced a higher level of workplace bullying in comparison with the other race groups, and men and women experience statistically significant differences with regards to workplace bullying. It was evident that older employees experience statistically significantly lower levels of bullying, and a statistically significant difference between those employees with a secondary and tertiary education was found. It seems that the highest levels of direct bullying by supervisors occurred in the government industry, followed by the mining industry. Individuals with a higher SOC experienced lower levels of bullying compared to individuals with a lower SOC. Statistically significant differences were found on all bullying dimensions with regards to diversity experiences. Recommendations were made for future research and organisations. / Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2012.

Bullying is something that is often times talked about in relation to school, in spite of that it's still something that is a very common problem. It is also rarely ever clearly defined, and is subject to a heap of different definitions. In order to prevent something, we must first understand it, and therefore define it. With that the purpose of this study is to examine swedish preschool-teachers definitions of bullying. How do they define bullying? Do their definitions differ from one another? The investigation was qualitative and used qualitative interview methods to interview four pre-school teachers about their deifnitions of bullying. These interviews were analyzed through conceptual history and hermeneutics. The conclusion of the study was that the interviewed pre-school teachers definitions were quite weak and rather poorly defined. Their definitions also differed quite a bit from each other, concluding that there's no clear definition of what bullying is in pre-school.

This study sought to examine two gaps in the field of bullying research – (1) the lack of clear cut theoretical underpinnings and frameworks for examining the process of bullying and (2) oversight of the parent context in studies on bullying. This two-study dissertation examined the role of parents in understanding bullying, victimization and bystander behaviors using Belsky’s parenting process model (1984) as a potential guiding framework. Study 1 relied on secondary analysis with three waves of longitudinal data from the NICHD Study of Early Child Care and Youth Development to test the indirect effect of maternal depressive symptoms on bullying and victimization through mother-child relationship quality. Findings indicated that there was a small direct effect of maternal depressive symptoms at grade 3 on peer victimization at grade 5, but not bullying. Mother–child relationship quality at grade 5 negatively predicted bullying behaviors at grade 6, but not peer victimization. There were also small effects of bullying behaviors at grade 5 on increased maternal depressive symptoms and decreased mother-child relationship quality at grade 6. There were no significant indirect effects. Study 2, a cross-sectional study of N = 143 fourth and fifth graders and their parents, hypothesized indirect effects of parent’s general and specific self-efficacy related to bullying, peer victimization and bystander behaviors through parental monitoring and supervision. Parents’ self-efficacy beliefs related to knowledge of their children being victimized, and what to do about the victimization reports was directly and negatively associated with a reduction in bullying and victimization behaviors. Efficacy to know what to do was also negatively associated with negative bystander behaviors but positively associated with victimization in school. There were no significant indirect effects. Findings from both studies suggest that the parent context may play a limited role in processes of bullying during upper-elementary school. Secondly, parent functioning (i.e., maternal depressive symptoms, parental self-efficacy related to bullying) may have direct effects on bullying, victimization and bystander behaviors rather than indirectly through parenting as emphasized by Belsky’s model. Other findings, limitations and suggestions for future research and interventions are discussed.

Pastaraisiais metais visuomenei vis dažniau tenka išgirsti apie vaikų patiriamą smurtą ne tik artimiausioje socialinėje aplinkoje – šeimoje, bet ir mokykloje. Pasaulio Sveikatos Organizacijos tyrimo duomenimis, Lietuvoje apie 70 proc. vaikų bent kartą yra patyrę bendraamžių patyčias ir beveik trečdalis vaikų mokykloje patiria dažnas (2-3 kartus per mėnesį ir dažniau) patyčias. Šis rodiklis, lyginant su kitomis šalimis, išlieka vienas didžiausių. Lietuva nuo 2008 m. pradėjo vykdyti mokyklose Olweus patyčių ir smurto prevencijos programą, remiamą LR Švietimo ir mokslo ministerijos. Iki to laiko mūsų šalyje buvo vykdomos tik pavienės smurto prevencijos programos, neapimančios didžiosios dalies mokyklų ir jų bendruomenių. Tyrimo rezultatai svarbūs programos veiksmingumo vertinimui Lietuvos mokyklose. Disertacinio darbo tikslas – ištirti patyčių paplitimą ir ypatybes bei įvertinti patyčių prevencijos programos poveikį Kauno miesto mokyklose. Tikslui pasiekti iškelti tokie uždaviniai: 1. Išanalizuoti mokinių patyčių ir jų formų paplitimą Kauno miesto mokyklose 2008 m. 2. Įvertinti patyčių sąsajas su fizine ir psichologine savijauta. 3. Nustatyti patyčių sąsajas su rūkymu ir alkoholio vartojimu. 4. Įvertinti su patyčiomis susijusį mokinių ir suaugusiųjų vaidmenį mokykloje. 5. Išanalizuoti patyčių bei jų formų paplitimą 2010 m. ir nustatyti pokyčius per dvejus metus. 6. Įvertinti patyčių prevencijos programos poveikį. / Recently, public awareness of violence against Lithuanian children has grown, not only for violence in the close social environment of the family, but also in schools. According to a survey by the World Health Organization, about 70 percent of Lithuanian children experienced peer bullying at least once; almost a third of schoolchildren experience frequent bullying (2-3 times per month and more). Lithuania’s bullying index, compared with other countries, is one of the largest. In 2008, Lithuania started to implement Olweus Bullying Prevention Program (OBPP) in schools, sponsored by Ministry of Education and Science. Until then, only sporadic violence prevention programs were carried in our country, none of which included the entire school community or large schools. The results are important for evaluation of program effectiveness in Lithuania schools. Aim: To investigate the prevalence and characteristics of bullying and evaluate the impact of prevention program of bullying in Kaunas schools Objectives: 1. To analyze the prevalence pupils’ bullying and distribution of its forms in Kaunas schools in 2008. 2. To assess links among bullying with health and psychological well-being. 3. To determine the correlation of bullying with smoking and alcohol consumption. 4. To assess pupils’ and adults’ role to bullying at school. 5. To analyze the prevalence of bullying at schools in 2010 and to evaluate the changes during the two years. 6. To evaluate the impact of bullying... [to full text]

SAMMANFATTNING   Mobbing är ett dolt men välkänt problem på många svenska arbetsplatser. Syftet med denna uppsats är; hur informanterna upplever, beskriver och förstår mobbning på arbetsplatsen. Genom att låta ett antal personer som själva anser sig vara eller ha varit utsatta för mobbning själva berätta om detta. Jag har delat upp syftet i tre frågeställningar: Vad berättar de intervjuade om det de varit med om? Vad möjliggör mobbning på arbetsplatsen enligt informanterna? Vad saknas på arbetsplatsen enligt informanterna? En kvalitativ metod med en hermeneutisk ansats har använts. På basis av relevant facklitteratur och avhandlingar har ökad förförståelse och kunskap införskaffats. Det har även varit en grund för att utarbeta en intervjuguide, som funnits med som ett stöd. Huvudfrågan till informanterna har varit: Berätta vad du varit med om? Sex intervjuer har genomförts där informanterna har uppsökt mig med sin historia. Därefter har intervjuerna transkriberas och sammanställts till kategorier. Sammanställningarna analyserades utifrån ett fyra kategorier/riskfaktorer; ledningens agerande, klimat på arbetet, personkemi och olösta konflikter samt utifrån de specifika teman som kommit fram vid sammanställningen syndabockar och stigma- eller stämplingsteori. Huvudresultatet visar samstämmigt att det är brister i kommunikationen som är grundproblemet. / Mobbing is a hidden but well-known problem in many Swedish workplaces. The purpose of this paper is; how informants perceive, describe and understand workplace bullying. By letting a number of people who consider themselves to be or have been victims of bullying themselves tell about this. I've divided the objective into three questions: What tells them about what they experienced? What enables workplace bullying according to informants? What is missing in the workplace according to the informants? A qualitative method using a hermeneutic approach has been used. On the basis of relevant literature and dissertations has increased understanding and knowledge acquired. There has also been a basis for preparing an interview guide, which was included as a support. The main question to the informants was: Please tell me what you experienced? Six interviews were conducted where the informants came to me with her ​​story. Subsequently, the interviews are transcribed and compiled into categories. The summaries were analyzed from a four categories / risk factors; management's actions, the climate at work, personal relationships and unresolved conflicts, and based on the specific themes that emerged when compiling scapegoats and stigma-or conspiracy theory. The main results show unanimously that there is a lack of communication which is the fundamental problem.

Thesis (M.S.)--Eastern Illinois University, 2008. / Includes bibliographical references (leaves 61-65).