My diploma thesis deals with social support of chosen roles which occur while bullying the role of a victim and a defender. The diploma paper is divided into two consecutive parts a theoretical and a practical one. In the beginning of the theoretical part I introduced the problems of bullying and identified the roles which can be present while bullying. I also focused on the characteristics of terms: social support, capturing its forms, the participants of bullying and last, but not least the differences in children´s age. The practical part contains mixed (quantitative and qualitative) research methods. There are two goals of the research, the first is to reveal the potential roles of participants of bullying in a class team, and the second one is to detect the level of social support provided by teachers and classmates to defenders and victims of bullying. The qualitative research works as a supplement, it is focused to opinions and attitudes of defenders and victims considering the behaviour while bullying.

Statistiken visar att den psykiska ohälsan hos ungdomar ökar. Rapporter, teorier och tidigare forskning pekar på att övergången mellan barn och vuxen är skör och att skolan har en stor betydelse för individen. Denna studie syftar till att undersöka ungdomens upplevelser av nuvarande livsfas samt av det skolsociala stödet. Studien har tillämpats en kvalitativ ansats med semistrukturerade intervjuer för att besvara syftet. Åtta ungdomar från Stockholm i åldern 18–19 år intervjuades. Empirin analyserades med hjälp av flertalet teorier: moderniteten och individen, livsloppsperspektivet samt ett utvecklingsekologiskt perspektiv. Resultatet indikerar att ungdomar står inför en mängd val som genererar press och stress. Sociala medier är vidare ett fenomen som ungdomen pekar ut som en stor del av livet som genererar en stor del stress och press. Det finns dock en positiv aspekt med sociala medier, ungdomen menar på att plattformarna utgör möjligheter att känna samhörighet. Vänner, familj och lärare utgör det största stödet för ungdomen. Ungdomen anser att lärarna är den profession som i skolan omfattar det största skolsociala stödet. Skolkuratorn är mångt och mycket en främling på skolan och borde enligt ungdomen vara en mer involverad profession i skolans dagliga arbete. / Statistics show that the mental health of adolescens is increasing. Reports, theories and present research indicates that the transitions between child and adult is fragile and that schools are of great importance for the adolescens. This study aims to investigate the youth’s perspective on the current phase of life and the experience of school social support. The study used a qualitative strategy with semistructured interviews to answer the purpose. Eight youths in the ages 18–19 from Stockholm were interviewed. The result was analysed using several theories: modernity and the individual, the lifecourse perspective and a developmental ecological perspective. The result indicates that adolecents are facing a variety of choices that generate pressure and stress. Furthermore, is social media a phenomenon that the youths pointed out as a major part of their life. Although it also generates a great deal of stress and pressure there is a positive aspect with social media. The youth believes that the platforms makes opportunities to feel connected with others.  Friends, families and teachers are the greatest support for the adolecents. They think that teachers are the profession that make most of the school social support at school. The school counseling, is by large, a stranger and according to the youth, should be a more involved profession in the school’s daily work.

The purpose of this study was to investigate the relationship between seventh, tenth, and twelfth graders' participation in school choir and their perceived levels of self-concept and social support. The problems of the study were to determine (1) if there were significant differences in perceived self-concept and social support levels of choir members and non-music students, and (2) if there were significant changes in self-concept and social support of choir members from grades seven to ten to twelve. A secondary concern was school activity involvement, to guard against attributing significant differences of self-concept and social support to choir participation alone.