L’un des objectifs de la politique éducative du Ministère de l’Éducation nationale consiste à développer la réussite scolaire et l’épanouissement de chaque élève. Mais cet objectif peut être entravé par des violences scolaires et l’école peut alors devenir un lieu de souffrance pour les élèves. Le harcèlement scolaire peut prendre diverses formes telles que le harcèlement physique, verbal, psychologique et virtuel via les réseaux sociaux et les technologies de communication et d’information (i.e., le cyber-harcèlement). Le harcèlement scolaire et le cyber-harcèlement engendrent de graves conséquences sur le bien-être des élèves, leur santé mentale, physique, leur scolarité, qu’ils soient (cyber)victimes ou (cyber)harceleurs. Ce travail de recherche a eu pour objectif premier d’identifier les facteurs qui amènent les élèves à adopter ou non des conduites de harcèlement au sein de l’école, mais également derrière leurs écrans, à travers plusieurs études à la fois exploratoires et expérimentales. Le second objectif a été de proposer et d’évaluer une action psycho-éducative pour tenter de réduire les comportements agressifs des collégiens en développant une compétence psychosociale essentielle à la promotion de la santé et de l’empathie, par le biais de la technique du jeu de rôle, et ainsi de promouvoir des comportements favorisant un climat scolaire harmonieux. / The ministry of national Education aims at developing educational success and each pupil’s fulfillment. Nevertheless, this aim can be disturbed by school violence, thus turning school into a place of physical and psychological pain for pupils. School bullying can take many forms such as physical, verbal, psychological and virtual (i.e. cyberbullying). A growing body of international research evidence has demonstrated that bullying is associated with negative consequences for both (cyber)bullies and their (cyber)victims. First, this PhD thesis will aim at identifying which factors bring pupils to adopt bullying and cyberbullying behaviors inside the school and which factors don’t. Then, it will offer and evaluate interventions to fight against school bullying improving students’ empathy in order to reduce middle school students’ aggressive behaviors.

Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-02-20T14:28:14Z No. of bitstreams: 2 Jakeline_Goldoni2017.pdf: 1272885 bytes, checksum: df52297f2a016ef4e0345eaae16eaece (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-20T14:28:14Z (GMT). No. of bitstreams: 2 Jakeline_Goldoni2017.pdf: 1272885 bytes, checksum: df52297f2a016ef4e0345eaae16eaece (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-04-28 / The phenomenon of violence and its modulations has been at the heart of countless scientific researches. The concern with the modulation of the phenomenon through the internet has been increasing, as much as its expression and incidence. Thus, we aim in this research, to make reflections about school violence in postmodern society, specifically expressed from the cyber bullying phenomenon. We sought to understand the use of cyberspace in manifestations of violence, aiming to analyze the possible consequences of cyber bullying in the life of high school students of public institutions in the city of Cascavel. Therefore, we analyzed the discourse of students who experienced cyber bullying situations. The strategies used intended, by design, to grasp notions, attitudes, experiences, reactions and feelings about the theme. The theoretical contribution of the bibliographical research was based on authors who talk about post-modernity (BARROS, 2014; MAFFESOLI 1987, 1998); violence and youth (GADEA, 2014; GUIMARÃES, 2005; MAFFESOLI, 1987,1998; RECCHIA, 2008; SPOSITO, 1998); and cyberspace (BARROS, 2007; CASTELLS, 2003; LÉVY, 1999; RECUERO, 2006). We chose the semi-structured interview as an instrument for data collection and we used Bardin (2001) for content analysis. / O fenômeno da violência e suas modulações tem sido o cerne de inúmeras pesquisas cientificas. A preocupação com a modulação do fenômeno via internet tem sido crescente, tanto quanto sua expressão e incidência. Assim, objetivamos nesta pesquisa, tecer reflexões acerca da violência escolar na sociedade pós-moderna, expressa especificamente a partir do fenômeno ciberbullying. Buscamos compreender o uso do ciberespaço em manifestações de violência, intuindo analisar as possíveis consequências advindas do ciberbullying na vida de estudantes do Ensino Médio de instituições públicas da cidade de Cascavel. Para tanto, analisamos o discurso de alunos que vivenciaram situações de ciberbullying. As estratégias utilizadas pretenderam, por desígnio, apreender noções, atitudes, experiências, reações e sentimentos acerca da temática. O aporte teórico da pesquisa bibliográfica baseou-se em autores que versam sobre pós-modernidade (BARROS, 2014; MAFFESOLI 1987, 1998); violência e juventude (GADEA, 2014; GUIMARÃES, 2005; MAFFESOLI, 1987,1998; RECCHIA, 2008; SPOSITO, 1998); e ciberespaço (BARROS, 2007; CASTELLS, 2003; LÉVY, 1999; RECUERO, 2006). Optamos pela entrevista semiestruturada enquanto instrumento de coleta de dados e pautamo-nos em Bardin (2001) para a análise de conteúdo.

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

Results from recent meta-analyses have indicated that bully prevention programs tend to produce little discernable change in student behavior. Possible reasons include a lack of teacher buy-in and teachers' questioning about the effectiveness of such programs. Teacher buy-in is an essential ingredient when implementing and maintaining effective school-based interventions, including bully prevention programs. In order to examine teachers' perceptions, a questionnaire was administered to 66 high school teachers in a western U.S. urban high school. The questionnaire examined teachers' attitudes regarding the impact of cyber bullying on students; which intervening strategies teachers were likely to use when dealing with cyber bullying; and which prevention strategies would be most helpful in preventing cyber bullying at school. Descriptive statistics and effect sizes (Cohen's d effect size) were used to describe teachers' perceptions. Based on participants' responses, about 25% of teachers indicated that cyber bullying does not have long lasting negative effects, and that cyber bullying prepares students for life. When addressing cyber bullying, teachers were most likely to report incidents to administrators, talk to the cyber bully, and talk to the victim. Approximately 42% of teachers indicated that a formal bully prevention program that addressed cyber bullying should be implemented. Of proposed strategies to decrease cyber bullying, teachers perceived the following strategies as most helpful: increased parental involvement, warning students about consequences for cyber bullying, and increased consequences for cyber bullying. Administrators are encouraged to survey and consider teachers' perceptions before implementing formal bully prevention programs that target cyber bullying. Additionally, strategies should be considered to foster greater teacher buy-in, thus improving intervention fidelity and ultimately creating a unified effort focused on decreasing student cyber bullying.

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Syftet med denna studie var att få en djupare förståelse om professionellas upplevelser av nätmobbning bland ungdomar 14-16 år. För att besvara syftet har sex halvstrukturerade intervjuer genomförts med professionella som arbetar i nära kontakt med ungdomar inom skolväsendet och socialt arbete. För att analysera resultatet har symbolisk interaktionism använts samt begreppen attityder och normer. Resultatet påvisade att ungdomar som utsätts för nätmobbning kan uppvisa depressiva symtom, självskadebeteende samt, i vissa fall, har självmordsförsök utförts. En bidragande faktor till varför nätmobbning förekommer i den utsträckning som det gör är att ungdomar kan vara anonyma på internet. Anonymiteten bidrar till att ungdomar kan vara elaka mot varandra utan att ta ansvar för sitt handlande. Genom att informera och upplysa ungdomar om följderna av att utsätta någon för nätmobbning ansågs vara det effektivaste verktyget för att förebygga att nätmobbning förekommer enligt intervjupersonerna. / The purpose of this study was to gain a deeper understanding of the professionals experiences of cyber bullying among teenagers of the age 14-16. To answer the purpose of the study six semi-structured interviews were performed with professionals who work in close contact with teenagers within the school system and social work. To analyze the results symbolic interactionism is used as well as concepts of attitude and norms. The results demonstrated that teenagers that have experienced cyber bullying can exhibit symptom of depression, self harming behavior and in certain cases performed suicide attempts. One contributing factor to why cyber bullying present to the extent it does is because teenagers are able to be anonymous on the internet. Being anonymous contributes to teenagers being able to act cruel towards each other with little repercussion. By informing teenagers and drawing attention to the impact cyber bullying have on a person is considered the most effective way to prevent cyber bullying to present itself according to interviewed people.

Cyber bullying is a form of bullying that did not receive enough recognition in our society until the year of 2004. That same year, the social network Facebook was launched and is now the most popular social network site for youths in Sweden and around the world. Cyber bullying is a new phenomenon where the normal form of bullying is taken into the world of technology by using various technical artefacts such as mobile phones, computers and tablets to access the Internet. In this study the youths will be sharing their views and experiences on this subject. Aim: The aim was to ascertain the experiences of cyber bullying according to Swedish youth between the ages of 11- 16 years old in a Swedish class in Stockholm. Method: This will be presented by empirical interviews with a qualitative approach, as a method to illustrate the youths perception of this phenomenon. Results: The study results show that Facebook serves as a tool keeping youths connected through computer-mediated communication. Youths can edit and optimize their presentations of themselves online and choose how much of their private information they want to share with others. Based on the study, it has also been shown that anonymity is not essential among bullies. According to the participants they know who has insulted them or their friends because they are using their real Facebook accounts, which differs from previous study. The reason behind this may be that youths have become more comfortable social networking and they find it easier when they cannot see the person's reaction when they receive the negative comment written, in comparison to if the comment would have been said in the classroom. The study has also shown that those who have been bullied online either go to the same school with the bully or have acquaintances. The more online-exposure for example; having many social network friends and publishing private information, an individual chooses to have with their Facebook account, the greater the risk of being cyber bullied. Conclusion: Even though this is a narrow study, it brings insights on youths experience and exposure to cyber bullying.

Traditional and cyber bullying have been identified as universal problematic issues facing adolescents, and research is needed to understand correlates associated with these phenomena. Structural equation modeling analyses examined associations between attachment to parents, traditional and cyber bullying or victimization, and mental health outcomes among 257 high school students (Average age 15.9 years). Key patterns emerged, including associations between maternal attachment and mental health outcomes; victimization and mental health concerns; and bullying and victimization in both traditional and cyber contexts. The role of attachment to mothers and fathers varied by context. Findings extend the literature by identifying risk factors in adolescence associated with bullying and victimization, as well as suggesting appropriate prevention and intervention strategies to increase adolescent well-being.

The diploma thesis called " Cyber - bullying in Society" deals with this phenomenon and there Ialso mentioned its related problems such as cyberstallking, luring, video clips, where agressors torture thein victims. My aim is to inform the public with this topical phenomenon.I focus on its types, who the attacker is in these forms of bullying nad who becomes a victim. Additionally, I describe the divisor of cyber-aggresors, the effects on cyber.bullying victims and how the victims can be helped. In the practical part I analyse a case study of a girl, who I met and who became a cyber-bullying victim. I also describe the offender of this crime, I try to define with the help of a professional the investigatoin and subsequent capture of the cyber-aggresor by Czech police. Furthemore I džine the specific development of cyber-bullying in a sekond case and steps taken by the girl's school in order to capture cyber-aggresors and subsequently punisch them. From the analysis case studies I learned that she was tiny and at last kyberšikanována girl Hana (14 ), pupil one Prague ZŠ. The girl was in school the new, because she's out of the original school, to which she didn't like and she was in her bad favor. The girl came from adverse family environment, in which she lived with her mother, stepfather and...