Title: Bullying from the viewpoint of teachers and students at the selected elementary school. Abstract: This paper presents views and observations on the subject of bullying from the viewpoint of teachers and students of the second level of a selected elementary school in Prague 6. The theoretical section contains definition of basic terms. Organisation of the selected school in Prague 6 is described. Research forms a major part of the Thesis. Surveys were carried out by means of questionnaires, observations and interviews. Results show a positive climate at the school created by teachers. Agressive behaviour is not overlooked and is dealt with by each teacher individually. The elementary school cooperates with a citizens group Prev-centrum which prepares preventive programs for individual classes. Bullying does take place at the school but at a much lower level than presented by media and what is common at some other elementary schools. Keywords: bullying, aggression, bullying prevention, preventive programms, solution of bullying

Peer aggression and bullying are significant problems for children in American schools. While a large body of research has been conducted in this area, none to date has examined the combined roles of temperament (behavioral activation system, or BAS, and behavioral inhibition system, or BIS), and empathy in predicting participation in bullying interactions. Previous research has found that low empathy facilitates aggressive behavior, while high empathy inhibits it, and has linked poor emotion regulation to conduct disorders. Thus, if these factors can predict behaviors towards peers, they may also predict (independently and in combination) involvement in bullying, specifically the roles assumed in those interactions - that is: bully, victim, bully-victim (a child who is both bully and victim), or defender/protector. The present study tested 226 middle school students on a measure of empathy (Interpersonal Reactivity Index), and a measure of temperament (BIS/BAS Scales). The students also completed a Peer Nomination Inventory to identify children who were aggressive toward others, victimized by peers, and/or protected peers from bullies. Although not all predictions were supported, results showed that certain sub-components of empathy, such as empathic concern (affective empathy) and personal distress (a measure of emotion regulation) predicted the behavior of "pure bullies" (bullies who are not themselves victimized), but not of other aggressive children such as bully-victims. High BAS drive and low BIS were significant predictors of aggressive behavior, and BAS reward responsiveness predicted protective behavior. Victimized children had higher fantasy (ability to identify with fictional characters) and lower perspective-taking (cognitive empathy) skills, and tended not to have overlapping characteristics and behaviors with protective children. / These characteristics did not interact significantly with each other or with age, gender, ethnicity, or SES of students. It was concluded that pure bullies lack affective empathy, and victims lack cognitive empathy. That is, empathy is multidimensional and empathy deficits vary in type, but all lead to some form of socioemotional impairment. Furthermore, aggressive victims are a unique sub-group of children with unique characteristics. / by Chantal M. Gagnon. / Thesis (Ph.D.)--Florida Atlantic University, 2012. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2012. Mode of access: World Wide Web.

Bullying behaviors can have lasting adverse consequences for teachers, victims, offenders, and bystanders. Teachers are often not prepared with the knowledge required for appropriate interventions. The purpose of this study was to understand teachers' perceptions of bullying in one of the largest urban school districts in the United States. Guided by Bronfenbrenner's ecological systems theory, which holds that individuals impact and should be impacted by various environmental systems around them, the study was focused on teachers' understanding of detection and intervention of bullying in the school setting. A qualitative single case study design was used. Fifteen urban, middle school teachers who reported having experience with bullying behaviors were recruited using purposive sampling. Data were collected through 60-minute, individual, semistructured interviews and a review of documents pertaining to bullying. Data were analyzed employing Braun's and Clarke's thematic analysis. All data were examined for patterns or commonalities across the various sources for emergent themes. The themes that emerged are signs of bullying, difficulty in identifying bullying, confidence in identifying bullying, initial steps to intervene, confidence in intervening, school policies and initiatives, perceptions of regulations and initiatives, and need for education and training. Teachers' perceptions may reflect an understanding of school bullying that involves a range of factors, including individual, school, community, and familial elements. Results of this study may support social change by serving as a basis for professional development for preparing teachers to recognize and intervene in school bullying, thereby allowing students to learn in nonthreatening school environments.

The aim of my diploma thesis, which is both theoretical and research work, is to describe possibilities of some of the available bullying prevention schemes for the basic schools in Svitavy and its surroundings. In the first theoretical part, the reader is acquainted with the problem of bullying and then the primary, secondary and tertiary prevention approaches to this pathological behaviour are explained. The thesis focuses especially on introduction of the methods, or the particular prevention projects, in use that contribute much to decreasing the danger of bullying emerging. The second practical part, which was done at six chosen basic schools of the Svitavy district, comprises the results of the questionnaire research. Pupils at the age of 14 and 15 as well as the schools prevention methologists and pedagogical advisers participated in the research - there were 108 pupils, comprising 63 girls and 45 boys, 5 prevention methodologists and 1 pedagogical adviser examined on the whole.

Thesis (M. A.) --University of Limpopo, 2019. / Bullying seems to be prevalent in most secondary schools, and teachers have a daily task of dealing with it. In South Africa, there are many issues which influence teachers’ management of bullying, such as community violence and parental attitudes. Teachers’ abilities to identify and respond to incidents of bullying, and their knowledge of bullying behaviour can have an impact on anti-bullying strategies. Secondary school management as well as parents have a responsibility towards efforts to eliminate bullying in schools. Failure to reduce bullying in secondary schools would result in high failure rates and poor concentration on school work among learners. This study aimed to describe teachers’ perspectives on learner bullying at Schools A and B. This study used Albert Bandura’s (1977) Social Learning Theory which offers a theoretical framework that helped the researcher find meaning in respect of the roles of the bully, victim and offenders. The study followed a qualitative approach, using focus group sessions to collect data in order to explore teachers’ experiences of bullying. The qualitative data were analysed by means of thematic analysis to present the collected data. The responses were recorded in the form of writing. The data was thoroughly structured into themes. Information obtained from respondents was treated with great confidentiality. Purposive and availability sampling were used to identify potential respondents who were asked to volunteer to be part of the study. The research findings specified that teachers experience and observe a wide variety of bullying behaviour which takes place at different sites, both inside and outside the school grounds. Moreover, the teachers conveyed numerous factors which they experienced as pertaining to bullying and emphasised the perceived effects. In addition to this, the participants shared knowledge about their teaching practices and recommended a few approaches on how to deal with bullying more effectively in their schools.

Bullying has become a widespread social issue. Previous research has focused on both genders and various grade levels; it has shown that programs reduce bullying and improve social climates and attitudes toward academics. The effect of these programs, specifically on female youth, has not been studied. This study addressed the effect of bullying prevention programs on perceptions of bullying among female youth in Grades 5-7 in 2 schools in rural eastern Pennsylvania. One school utilized a prevention program while the other did not. Teachers and administrators were also interviewed to gain insight regarding their perceived effectiveness of the program. The main research question examined if prevention programs resulted in reductions in the perceptions of peer bullying among female youth in Grades 5-7. Telephone interviews with 30 students were conducted to assess if bullying programs alter perceptions of bullying. The theoretical bases of social learning theory and general aggression model were used to determine if programs altered perceptions of bullying. Bullying perceptions of participants from both schools were compared. An ethnographic design was employed, using partial grounded theory as the primary methods of research. Data were reviewed and codes were determined based upon the frequency of responses to interview questions. Results showed that bullying was prevalent in both schools; however, the prevention program did not alter perceptions of bullying, indicating problems with program implementation. The current research provides insights for school administrators regarding changes needed in program implementation to improve students' perceptions and possibly reduce bullying among this population.

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Text in afrikaans / The main object of this research was to present the profile of a child that bullies other children and to place one changeable element, namely self-esteem, within this profile. The description of children that reflect bully behaviour in accordance with the Gestalt approach is absent in most of the familiar Gestalt literature. The Gestalt approach is therefore utilized as a theoretical framework to describe the profile of children that bully others. The empirical research methodology is performed by combining a qualitative and a quantitative research approach. The approach to the research was based on the dominant-less-dominant model whereby the dominant approach, namely the qualitative approach, was utilized. The quantitative approach had a supportive role to the qualitative approach in this research by utilizing a standardized measurement instrument to round off the profile of the child identified as a bully. The profiles compiled of the children that bully others can be utilized as a guideline for Gestalt therapeutic interventions. / Social work / M. Diac.