Do children, who are supporter of comradeship, think that working to prevent cyber bullying may be a task for them? This study describes, from a child’s perspective, how a supporter of comradeship can be supportive in the preventive work against cyber bullying. This study will also define the phenomena bulling and cyber bullying, the difference between them and where they can be seen. I will also describe the supporters of comradeship are elected, the information they get from school and how adults at school help them to plan their work. The schoolconsider, of course, the Swedish school law towards (against) bulling and insulting behavior and the school is also visited by inspectors from the Swedish National Agency for Education. The idea to do this study came arise, from a lesson when we discussed, with the pupils, a problem that had happened the day before, after school. It was a problem that was difficult to solve and it was an interesting problem to discuss. I have been interviewing the supporters in group and in pairs. The supporters at the school think that cyber bullying might be a task for them to work with in a preventive way as well as the work to prevent bulling at the schoolyard still is important.

Made available in DSpace on 2016-04-29T14:27:18Z (GMT). No. of bitstreams: 1 Juan Andres Hidalgo Lora.pdf: 1153660 bytes, checksum: 1f4e221bb201508e627e6cdefb1a1df9 (MD5) Previous issue date: 2011-03-16 / This dissertation is based on the worldwide evident withdrawal of the youths from the catholic churches. The new structures and the unquestionable realities of the post-modern world, mainly the multitechnological world, demand a review of their pastoral regarding the youths, forsaking archaic structures while searching for the new evangelical. First we need to know the world of the youths, their aspirations, dreams and difficulties to reach their goals in life. The youths are innately full of emotions, open-minded and long for comradeship. Here is where religions in general have the mission to make them discover the shining path of the soul. Based on experts who have studied this crisis and supported by researches carried out in a parish of the Dominican Republic as a sample, we propose a brotherly welcome and a subsequent follow-up programme for the youths as a possible solution for this impasse. The awareness of their constituting elements and the deep study of their aggregative psychology can help the youths to ponder upon their dignity as sons of God / Esta dissertação é inspirada na constatação do universal afastamento da juventude das igrejas católicas. Novas estruturas e as incontestáveis realidades do mundo pós-moderno, sobretudo multitecnológico, exigem revisão de sua pastoral em relação ao mundo jovem, o abandono de estruturas arcaicas, em busca do novo evangélico. Para uma possível solução, é preciso conhecer antes o mundo da juventude, com suas aspirações, sonhos e dificuldades para atingir seu ideal de vida. O jovem é por natureza rico em emoções, abertura, busca de companheirismo. Ora aqui cabe a missão das religiões em geral que podem levar os jovens a descobrirem a senda luminosa do espírito. Com base em especialistas no estudo dessa crise e em pesquisa, especialmente montada para este fim, realizada numa paróquia da República Dominicana, como amostragem, são propostos a acolhida fraterna e o posterior acompanhamento dos jovens como possível solução desse impasse. Seus elementos constitutivos, o aprofundamento de sua psicologia agregacional podem ajudar os jovens a refletirem sobre sua dignidade de filhos de Deus

The purpose of the study is to examine the leisure educators perspectives and attitudes regarding the inclusions and exclusions that occur between the pupils. A particular focus will be the dilemma of the right to protect a comradeship versus the obligation to give others access. The survey questions are: How do the leisure educators perceive that inclusions and exclusions take place between the pupils? How do leisure educators work to make pupils feel involved in comradeships? How do the leisure educators react to the dilemma that can arise when a choice must be made between, on the one hand, protecting a comradeship and, on the other hand, ensuring that all pupils are given access? The theoretical starting points of the study are Foucault's theory of power and relational pedagogy with the analytical concepts alienation and co-existence and collaboration. The study method is five semi-structured interviews with a total of six working leisure educators. Prominent conclusions are: that exclusions have a negative effect on well-being and schooling. Leisure educators way of working is that the pupils should be able to accept each other rather than that they should necessarily be good friends. In relation to the dilemma, we have stated that not all pupils always need to be involved in a particular comradeship, but that it is important to work for everyone to have someone. / Studiens syfte är att undersöka fritidshemspersonalens perspektiv och förhållningssätt gällande de inkluderingar och exkluderingar som sker inbördes mellan eleverna. Ett särskilt fokus kommer att vara dilemmat kring rättigheten att skydda en praktikgemenskap kontra skyldigheten att ge andra tillträde. Undersökningsfrågorna är: Hur upplever fritidspersonalen att inkluderingar samt exkluderingar sker inbördes mellan eleverna? Hur arbetar fritidspersonalen för att elever ska känna sig delaktiga i gemenskaper? Hur ställer sig fritidspersonalen till det dilemma som kan uppstå när ett val måste göras mellan å ena sidan att skydda en praktikgemenskap och å andra sidan att säkerställa att alla elever ges tillträde? De teoretiska utgångspunkterna för studien är Foucaults teori om makt och den relationella pedagogiken med analysbegreppen alienation samt sam-varo och sam-verkan. Studiens metod är fem semistrukturerade intervjuer med totalt sex arbetande fritidspersonal. Framträdande slutsatser är: att exkluderingar och utanförskap påverkar välmående och skolgång negativt. Att personalens arbetssätt är att eleverna ska kunna fungera tillsammans snarare än att de nödvändigtvis ska vara goda vänner. I förhållande till dilemmat har vi konstaterat att alla elever inte alltid behöver få vara med i en särskild gemenskap, men att det är viktigt att arbeta för att alla ska ha någon.