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Uppsatsen centrerades kring ett accelererande problem- med konsekvenser även för skolan - nämligen de digitala kränkningarna. Syftet med själva projektet är att primärt belysa hur skolledning och skolpersonal dels uppfattar och dels hanterar möjliga digitala kränkningar, oavsett var och hur dessa kränkningar framförs.Uppsatsen bygger på intervjuer med nyckelinformanter i skolorganisationen i en kommun, från politisk nivå till verkställande nivå i form av rektorer m fl. Dessa intervjuer speglas mot svar från Skolverket, barnombudsmannen m fl. Intervjuerna - med nyckelinformanter – visade på vissa svårigheter med detta problemområde. En svårighet visade sig vara ansvarsfördelningen skola - hem. Informanterna upplevde att en dominerande del av kränkningarna sker på fritiden och ansåg i varierande grad att detta är hemmets problem och inte skolans. En åsikt som inte helt delas av de informanter som har anknytning till Skolverket eller Barnombudsmannen.

According to the national curriculum in Swedish schools, teachers have the responsibility to prevent and discourage psychological and physical harassment (Lgr 2011). This study focuses on 7 teachers with their viewpoint and understanding of bullying as a human based social problem. The teachers, as the informants, give their personal explanation on how they act, prevent and discourage bullying in their school. The research places the emphasis, based on, interviews from which teachers are telling, relating and explaining on how they say that they are preventing and discouraging bullying. The conclusion from this study is that the interviewed teachers do, from their viewpoint, understand bullying as psychological and physical harassment problem which is based on a question of interpretation in regards to the victim. The informants do place different emphasis on what causes the problem, if it is a question of the individual or of it is a problem based on the socialization between individuals. The conclusion is also that the teachers know how they should and would act in the prevention and discouragement of bullying in school by continuously making conversation with students about bullying and their behavior. Further more the conclusion is that teachers within their school cooperate and that they receive support from their schools by further-education in how to work with the prevention and discouragement against bullying.

This qualitative study focused on understanding risk influences for sexual violence against female students at the University of KwaZulu Natal, Westville Campus (formerly the University of Durban- Westville) in South Africa with the aim of suggesting intervention strategies for prevention. The participants of the study were male and female students at the University. One hour same gender focus group interviews were facilitated by trained Psychology Masters students of the institution in the afternoons after lectures. Interviews for the male groups were facilitated by males and female groups by females. Participants' responses were captured by tape recorders and then transcribed. Thematic analysis was used to analyse data. The factors that influence sexual violence on campus are discussed within the framework of the Theory of Triadic Influence (TTI).The emergent data of the current study suggested multiple influences for sexual violence within the three streams of influences of the TTI, namely, the intrapersonal, social context and cultural environmental streams of influence. It emerged that sexual violence was a problem on campus and most incidences were not reported to the University authorities. Participants in the current study also revealed a broader understanding of sexual violence than the current definition of rape. The majority of incidences of rape were reported to occur within the first few weeks of the academic year at parties meant to welcome new students. At intrapersonal level first year students' inability to adjust to University life, lack of assertiveness, misinterpretation of a woman's friendly behaviour by male as well as alcohol and drug abuse emerged as factors influencing sexual violence against women at the intrapersonallevel. At the social context level, peer influence among male and female students was found to be another contributing factor for sexual violence against women on campus. Depending on the group norms, male students would be pressured into being violent towards their partners. Female students were found to be pressurized into remaining in an abusive relationship. At the cultural! environmental level, participants revealed beliefs of men's superiority over women and these were reported to be brought about by socialization in society. Based on this study recommendations are made for possible interventions to prevent incidences of sexual violence against women in tertiary educational institutions in South Africa. These include orientation programmes for first year students that will assist them adjust to University lifestyle. Life skills education should be aimed at changing men's negative attitudes and aggressive behaviours as these have detrimental effects towards partners. Social events aimed at entertaining students should be closely monitored in order to eliminate every kind of unacceptable behaviour. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2007.

The South African mining industry has been a male dominated environment for a very long time. With changes in government policy and legislation, discriminatory laws forbidding women to work underground have been repealed and the mining industry have since been trying to accommodate women. Unfortunately there is an imbalance to this general trend of increase shown by the consistently low numbers of female employees within the mining industry. It was far-fetched for management to perceive that women can ever play a role in the underground mining industry. Unfortunately the perceptions of management is having an enormous impact on the attitudes of the rest of the employees in this industry. This leads to discrimination in the mining industry that will make it difficult for the women seeking financial stability. The whole mining industry should learn to adapt to this idea of women in mining. Employing women in the mine is a challenge of the mindset of viewing mining as a men's world. The objective of this research was to determine the experience of women in the platinum mining industry in South Africa as well as the impact that women entering the mining industry could have on the mines in terms of the working conditions, harassment, physiological aspects, ergonomics, physical strength, discrimination etc. The research method for this article consists of a brief literature review and an empirical study. A qualitative design has been used on an availability sample (N = 14) females in the platinum mining industry. The qualitative research makes it possible to determine the subjective experience of women working in the platinum mining industry. The literature focused on previous research on the experience of women entering the mining industry as an employee. vii The outcome of this research was that the male worker attitude and discrimination have an enormous impact on women that are entering the mining industry. One of the more difficult hurdles to overcome is the harassment that women need to deal with The women are also facing a huge challenge in terms of their physical strength not being adequate in order to perform up to a minimum of eight hours per day in the harsh working conditions including the ergonomics of the mining industry. Most of the women are entering the mining industry for financial reasons in order to survive in the South f i c a n Economic environment of today. After a hard day performing these physical activities they need to face their responsibilities at home in order to manage a work-home life balance. Management need to start seeking solutions to make the mining industry a more women free environment for example focussing on facilities for women. The fact that women were appointed into the mining environment covering traditionally male sectors, also speaks to a commitment to changing the face of the mining industry. Recommendations for future research were made. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2005.

Darbo tikslas. Įvertinti moksleivių vidinės darnos, psichosocialinės aplinkos ir sveikatos nusiskundimų sąsajas. Tyrimo metodika. Tyrime dalyvavo 291 Kauno X vidurinės mokyklos 5 – 12 klasių moksleiviai (atsako dažnis 67,8 proc.). Tyrimas atliktas 2007 m. lapkričio – 2008 m. kovo mėnesiais. Duomenys surinkti anoniminės anketinės apklausos būdu. Statistinė duomenų analizė atlikta naudojant kompiuterinį SPSS 13.0 statistinį paketą ir MS Excel. Rezultatai. Mūsų rezultatai parodė, kad 59,2 proc. apklaustų moksleivių pasižymėjo aukšta vidine darna, žema vidine darna pasižymėjo 7,0 proc. 5-9 klasių moksleivių, ir 4,1 proc. 10 - 12 klasių moksleivių. Žema vidine darna pasižymintys moksleiviai patikimai dažniau skundėsi liūdesiu (p<0,0001), nemiga (p=0,004), silpnumu (p<0,001), jautė stresą (p<0,0001), jautėsi nelaimingi (p<0,0001), palyginus su aukšta vidine darna pasižyminčiais moksleiviais. Dažną priekabiavimą (kartą per savaitę ir dažniau) patyrė 16,6 proc. moksleivių, atsitiktinį 36,9 proc. moksleivių. Žemos vidinės darnos grupėje net 43,8 proc. moksleivių patyrė dažną priekabiavimą mokykloje (p=0,003), palyginus su priekabiavimo nepatyrusiais) ir 18,8 proc. moksleivių priekabiavimą patyrė metus ir daugiau. Net 22,4 proc. moksleivių rūko arba kažkada rūkė. Kas savaitę ir dažniau alkoholį vartoja 5,9 proc. moksleivių. Didžiausia dalis moksleivių jautėsi pavargę ryte (51,7 proc.), skundėsi irzlumu (40,3 proc.) ir įtampa (31,4 proc.). Rezultatai patvirtino statistiškai reikšmingas... [toliau žr. visą tekstą] / Objective of the study. To evaluate the associations between sense of coherence, psychosocial environment and health complaints among students. Methods. The survey was conducted among Kaunas X secondary school 5 – 12 grade students from November, 2007 until March, 2008. Totally 291 students participated in the study (response rate 67.8 percent). Data collection was performed by means of anonymous questionnaire. The statistical softwares SPSS 13.0 and MS Excel. were used in the statistical analysis. Results. Our results indicated that 59.2 per cent of students had high sense of coherence, 7 percent of 5-9 grade students and 4.1 percent of 10 and 12 grade students had low sense of coherence. Sadness (p<0.0001), insomnia (p=0,004), weakness (p<0,001), stress (p<0.0001), unhappiness (p<0.0001) were more prevalent in the subgroup of low sense of coherence as compared to the high one. 16.6 percent of students experienced frequent harassment (once per week and more often), and 36.9 percent of students experienced occasional harassment. The prevalence of frequent harassment was 43.8 percent in the subgroup of low sense of coherence (p=0,003 compared to non-experienced the harassment and 18.8 per cent of students experienced harassment for one year and longer. Even 22.4 percent of students were recent or former smokers, 5.9 percent were weekly and more often alcohol users. The most prevalent health complaints were tiredness in the morning (51.7 percent), irritability (40.3 percent)... [to full text]

Tyrimo tikslas - išsiaiškinti priekabiavimo, patiriamo mokytojų darbe sąsajas su pasitenkinimu darbu bei emociniu išsekimu. Tyrime dalyvavo 8-ių Kauno mokyklų mokytojai. Bendras respondentų skaičius – 361 mokytojas (310 moterų, 31 vyras, 10 respondentų nenurodė lyties). Tiriamųjų amžiaus vidurkis 45,2 metai. Kolegų priekabiavimui darbe įvertinti buvo naudojama priekabiavimo darbe skalė (WHS) (Björkqvist, Österman, 1992). Klausimynas sudarytas iš 24 klausimų. Atlikus priekabiavimo darbe skalės atsakymų į klausimus faktorinę analizę, buvo išskirti penki faktoriai, keturi iš jų toliau naudoti tyrimo duomenų analizei (žeminimas, žlugdymas, atskyrimas, įžeidinėjimas). Buvo įtraukti trys papildomi klausimai, kolegų priekabiavimo aspektams atskleisti. Pasitenkinimui darbu nustatyti, naudotas Paul Spector - pasitenkinimu darbu klausimynas (JSS) (Spector, 1985), į kurį įeina devynios subskalės. Klausimynas leidžia įvertinti bendrąjį pasitenkinimo darbu lygį bei atskirus pasitenkinimo darbu aspektus. Emocinei savijautai įvertinti naudota emocinio išsekimo skalė, skirta mokytojams (The MBI-ES), sudarytoja - Christina Maslach. Į skalę įeina devyni klausimai. Emocinis išsekimas leidžia įvertinti emocinių resursų pereikvojimą ir išsekimą dėl darbo (Maslach, Jackson, Leiter, 1996). Tyrimo rezultatai parodė, kad didesnis kolegų priekabiavimas darbe susijęs su mažesniu pasitenkinimu darbu. Nustatyta, kad aukštesnis kolegų priekabiavimo mokytojų darbe lygis susijęs su aukštesniu emocinio... [toliau žr. visą tekstą] / The research purpose – to analyze relations among work harassment, job satisfaction and emotional exhaustion, perceived in teachers’ work. There were 361 teachers (310 – women, 31 – men, 10 respondents did not indicate their sex), who participated in the research. The respondents were from 8 Kaunas’ schools. The average age of the participants – 45,2 years. For the assessment of work harassment, Work Harassment Scale (WHS) was used, developed by K. Björkqvist and K. Österman, in 1992. Factor analysis was done, five factors were developed, four factors were used for the further data analysis. Factors were named as follows: disruption, humiliation, alienation, indignity. For the deeper assessment of work harassment, three additional questions were used. For the assesment of job satisfaction, Job Satisfaction Survey (JSS) was used (Spector, 1985). The questionnaire consists of 9 scales. It allows to assess job satisfaction and it’s aspects. For the assessment of emotional exhaustion, Emotional Exhaustion scale was used. The scale was specifically developed for teachers by Christina Maslach (The MBI-ES). Emotional Exhaustion scale measures overextention of emotional resources and exhaustion from job (Maslach, Jackson, Leiter, 1996). The results showed that higher level of work harassment is related to lower job satisfaction. The results revealed that higher level of work harassment is related to higher level of emotional exhaustion. Teachers, who observed work harassment... [to full text]

Schools face a serious problem of sexual harassment inflicted on female / Thesis (M.Ed.) - University of Kwazulu-Natal, 2006.

This study attempts to broaden the knowledge and understanding of issues of sexual harassment experienced by girls in a high school in Lesotho. It does this by focussing on Form D girls in one high school in Maseru, here referred as Fora High School; and consequently how they cope with it. The study locates itself as concerned with gender justice. It assumes that it constitutes a discursive position that contrasts and opposes dominant patriarchal discourses. It sets out also to establish to what extent sexual harassment occurred and how it was perceived by those that experience it. It is a qualitative study that employs narratives and observation as the research methods. To achieve this, a module that introduced concepts of sexuality and sexual harassment preceded the data collection. Although the study was confined to Form D girls and did not include all the girls in this school, findings reveal that girls in this class experienced and observed sexual harassment in this school and more specifically in the classroom than anywhere else. Teachers were the major perpetrators of sexual harassment. Studying the narratives presented as data, physical harassment was the most frequently reported form of harassment. When such behaviours are reported, teachers ignore it and this suggests that they 'normalise' sexual harassment and thus reinforce dominant patriarchal discourses of hegemonic masculinity. Based on the participants' narratives and also arguing from the discursive position of gender justice, recommendations are suggested for this school and others to introduce sexuality and sex education in an attempt to make schools more equitable places for girls. It proposes that educational policies and curricular development more generally be revisited and to ensure that they are addressing sexuality education and therefore sexual violence particularly. / Thesis (M.Ed.) - University of Natal, Durban, 2002.

This study investigates the nature and extent of sexual harassment of girls in four coeducational secondary schools in Pietermaritzburg. It focuses on how boys sexually harass girls; how it manifests itself; the way it is perceived by the girls and the language they use to describe it; the strategies they use to deal with it; and the effects the behaviour has on their schooling. School policies and procedures in dealing with sexual harassment, or lack thereof, will also be analysed and recommendations made for policies and strategies for educators and learners. The study locates sexual harassment as a form of gender-based violence against females and asserts that all the incidents of sexual violence, both in the public and private spheres, both overt and subtle forms, are linked because all these incidents are a manifestation of gender power inequalities. Sexual harassment at school is only part of the continuum of violence that females constantly face. The concept of a continuum enables the exploration of experiences that are subtle and covert, which are not easy to recognise, but are a key issue to be addressed if the problem of genderbased violence is to be tackled effectively. The methods used in this research process are reflective of the ethnographic case study and acknowledge the complexities of the issues involved in the research problem. Thus, it develops a complementary relationship between qualitative and quantitative components so that tools necessary for deep exploration can be provided and the perspectives of the central subjects of the study can be brought in. In-depth group interviews were conducted with at least 10 girls, from diverse backgrounds aged between 16 to 18 years, from each school and questionnaires were administered to 150 girls from the four schools to investigate the nature and effects of sexual harassment on them. School managers were interviewed about school policy on sexual harassment and procedures that have been adopted to address the problem. An analysis of the data reveals that despite the pervasiveness of the problem, it is surrounded by silence because the girls have difficulties in recognising and articulating their experiences of sexual harassment. It shows that the sexually harassing behaviour is rationalised as 'normal' whilst at the same time controlling the girls educationally, socially and emotionally Further, it shows that when gender intersects with race and class it can produce greater negative treatment for black, working class girls. The perpetrators, who are mostly males, act with impunity because the power relations inherent in the schools are gendered and, therefore, the schools are complicit in producing the inequalities in gender and power relationships that underpin sexual harassment. / Thesis (Ph.D.)-University of Natal, Durban, 2003.