La notion de risque social est immédiatement associée au droit de la sécurité sociale. Pourtant, cette notion est apparue dans un tout autre contexte, celui de la souveraineté de l’Etat. A la fin du XIXème siècle, la théorie de la souveraineté de l’Etat avait pour corollaire son irresponsabilité lorsqu’il exerçait ses trois prérogatives régaliennes, celle de rendre la justice, celle d’assurer la sécurité intérieure, celle d’assurer la sécurité extérieure. Par un parallélisme des formes parfait, la notion de risque social a été inventée en 1895 par les parlementaires pour permettre l’indemnisation des victimes d’erreurs judiciaires, puis en 1970, pour les victimes de détentions provisoires injustifiées, c'est à dire lorsque l’Etat exerçait sa première prérogative régalienne, celle de rendre la justice. En 1914, la notion de risque social est insérée dans un dispositif législatif qui prévoit que l’Etat est responsable d’indemniser les victimes d’émeutes, et en 1977, pour les victimes d’infractions, reconnaissant ainsi la responsabilité de l’Etat dans l’exercice de sa deuxième prérogative régalienne, celle d’assurer la sécurité intérieure. Enfin en 2004 et en 2007, la Cour de cassation est venu reconnaître qu’en vertu du risque social, l’Etat doit sa protection à ses nationaux qui se trouvent à l’étranger, reconnaissant ainsi la responsabilité de l’Etat dans le cadre de sa troisième et dernière prérogative, celle d’assurer la sécurité extérieure. Mais surtout, la reconnaissance de la responsabilité de l’Etat s’est opérée parce que le risque social vise à protéger la dignité de la victime ; celle de la victime d’une erreur judiciaire ou d’une détention provisoire injustifiée et celle de la victime d’une émeute ou d’une infraction. / The notion of social risk is traditionally presented being at the core of the French social security system, based on social insurances. However this study shows that the notion was invented in a totally different context: the sovereignty of the State. At the end of the XIXth century, the State could not be held liable for wrongful convictions and for not ensuring the security of citizens. However, Parliament enacted four laws recognizing the State’s liability in case of wrongful convictions, wrongful custody, in case of damages ensuing riots or criminal acts. In each case, the notion of social risk was set forth to recognize State’s liability towards an individual who had suffered in its dignity. The notion of social risk cannot be fully understood without the concept of the victim’s dignity.

This thesis examines how efforts regarding the commercial sex industry in Thailand can be positioned in relation to an agent-victim framework. In the context of the expanding sex industry in Thailand, it becomes relevant to look at how efforts regarding it risks reproducing notions of ‘the prostitute’ as the victimised Other, and thus reinforcing neo-colonialism. However, the response in the form of an agent narrative has also been criticised for not taking into account intersecting forms of oppression. Here, a model coming from an emerging literature on the ‘third way feminist approach’ is used to illustrate how these instead can be combined. Using critical discourse analysis, this study draws on postcolonial feminist theory to scrutinise the ways in which non-governmental organisations imagine women as either agents or victims, or rather a combination of the two. The starting point has been that this binary definition might not be sufficient, neither for theoretically addressing the issue, nor for describing discourse. Two ideal types based on the agent-victim framework has been used to study to what extent the discursive practice of the organisations NightLight and Asia Pacific Network of Sex Workers can be placed neatly into one of these ideal types, or whether a third perspective is indeed needed to account for their perception of the women they work with. The analysis has been conducted using different forms of information gathered from the official websites of the organisations, in order to understand they ways in which the organisations themselves choose to communicate their work. The results show that the discursive practices of these organisations to some extent can be accounted for using this framework, yet that in order to fully understand them, one should consider the third way which combines the strengths of both.

Today bullying is a very actual theme. We can find bullying in nearly all primary schools. The thesis ?The problems of bullying at primary schools and options for prevention? has the goal to look deeper in the issue. The term bullying is defined in the theoretical part of the thesis. There is analysed the newest knowledge about the causes, occurrences and consequences of bullying in the environment of primary schools. In the practical part of the thesis I am trying through questionnaires to analyse the current situation related to prevention programs at primary schools. This is to analyse collected data in a quantitative survey, which is appropriate for this issue. The research solution was made in four primary schools and 215 pupils of the fifth grade and 10 class teachers participated. This work is for everyone, who does not only want to observe.

The victims of crime are helped in the Czech Republic not only by public authorities such as police, prosecutors or curts, but also by nonprofit organizations and clinics. They assist the victims not only to cope with the mental trauma but also to claim thein rights (for example the right to compensation). There are currently many such organizations offering psychological or legal adice in our country. Neither all victims not all potential victims from the public are Avare of these type sof assistance. Not everyone in the immediate vicinity of the victims konws, how to treat them, how to communicate with them or how to help them. People´s awareness of helping organizations is reported in the quantitative research carried out on potential victims, who are all of us.

Even though 79% of the surveyed students claim they have heard the term ``human trafficking{\crq}q, only 14% can define this term accurately. On the basis of the information obtained, a conclusion was arrived at that the level of information about human trafficking among students at Kolín-district secondary schools is inadequate. The students themselves said in their opinions that they did not have enough information about human trafficking, thus confirming this fact. The benefit and sense of this dissertation was to map the still uncharted territory of Kolín-district secondary schools from the viewpoint of human trafficking and to conduct a lecture. Compared to other issues, the prevention of human trafficking is neglected. Therefore, lectures should be conducted on this issue, which should even be integrated into the curriculum, in particular in the subjects of citizenship and the basics of social sciences.

The purpose of the present essay is to illuminate to which extent figurations of victims in cases of intimate partner homicide is conditional upon the sexes of these individuals. Furthermore, the aim of this study is to determine whether or not these gendered discrepancies reproduce or transform the existing gender-related social systems? The theoretical as well as methodological basis consists of Norman Fairclough’s critical discourse analysis (CDA), which is combined with Judith Butler’s concept of performative acts. To answer the abovementioned questions I have requested/collected an empirical material consisting of 20 district court judgments (ten for male victims and ten for female victims).The results of this essay indicate, according to my interpretation, that the established figurations of the victims in these cases are determined by the victim’s sex in several but not all discourses. Furthermore, I establish that the demonstrated gender determined discourses contribute to re- produce prevailing standards regarding sex/gender in which male victims are associated with a guilt-burdened role while female victims are considered innocent.

The goal of the diploma thesis "Bullying and agresion in Elementary school Dukelská in Strakonice" is to describe a basic general definiton of bullying and the causes of aggression, causes of bullying and modern forms of bullying-related consequences and prevention of bullying. The second theoretical part will specifically focus on and determine if this particular school is a place where students are injured, focus on the differences between bullying and aggression of boys and girls and to find out whether the school is a place where students can entrust with such a problem, to find out the differences and agreements in the atmosphere of the ordinary and specialized classes. The research was taken place in 2014 and 2015 and was attended by 20 classes with a total of 353 pupils.

HOLANDA, Leonardo Carneiro. Consequências emocionais, cognitivas e comportamentais da vitimização por roubo. 2017. 116f. Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Psicologia, Fortaleza (CE), 2017. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-07-26T16:54:17Z No. of bitstreams: 1 2017_dis_lcholanda.pdf: 1301087 bytes, checksum: ab0d475949d5eba23f9da43e2aaab82c (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-07-27T16:11:00Z (GMT) No. of bitstreams: 1 2017_dis_lcholanda.pdf: 1301087 bytes, checksum: ab0d475949d5eba23f9da43e2aaab82c (MD5) / Made available in DSpace on 2017-07-27T16:11:01Z (GMT). No. of bitstreams: 1 2017_dis_lcholanda.pdf: 1301087 bytes, checksum: ab0d475949d5eba23f9da43e2aaab82c (MD5) Previous issue date: 2017 / The term mugging is used in the everyday referring to the action of one or more individuals, commonly armed, who approach other people to steal their property. Although this term is not used in the Brazilian Penal Code, there is an expected penalty for the crime of robbery, whose description is similar to the definition of mugging and differs from the crime of theft. Robbery is more serious because it presupposes the use of force, which can lead to death. In addition, damages resulting from a robbery restrict the ability of individuals to properly exercise various roles, such as parental, marital and occupational, resulting in significant impairment in interpersonal relationships in various settings, such as family, school, and work. In view of these elements, the present study has as main objective to evaluate the cognitive, emotional and behavioral outcomes of robbery victimization. Specifically, it is expected to estimate if and which specific situational variables contribute to greater sequelae in the victims and to evaluate to what extent the attenuating and aggravating factors pointed out in the literature are relevant in the local context. In order to achieve the proposed objectives, two empirical studies were carried out: Study I compared victims and non-victims with regard to factors identified as possible complications of crime, while Study II assessed the individual impact of specific contextual variables in the various sequelae and the specific effect of mitigating factors. As a result, it can be observed in Study 1 that victims and non-victims differed in terms of anxiety, fear of crime, perceptions of vulnerability and self-efficacy, and the taking of some protective measures. In Study 2, it was observed that only Control and Retraining, Conversion, Addiction strategies presented a relation with the analyzed impacts. Social Support was not related to the consequences of the robbery. These results were discussed based on the literature. It is considered that the objectives of this dissertation have been reached since it was possible to analyze the impacts of robbery victimization and its correlates that are more prominent in the literature. However, it is possible to point out some limitations in the research, such as the reduced size of the sample and the quality of some measures used. For future research, we suggest the use of larger samples, besides the previous adaptation of the scales to local context and the realization of longitudinal studies. / O termo “assalto” é usado no cotidiano referindo-se à ação de um ou mais indivíduos, comumente armados, que abordam outras pessoas para roubar os seus bens. Embora esse termo não seja empregado no Código Penal Brasileiro, há sanção prevista para o crime de roubo, cuja descrição é similar à definição de assalto. O roubo apresenta uma considerável gravidade por pressupor o uso da força, podendo levar as vítimas a óbito. Além disso, danos decorrentes de um roubo restringem a capacidade dos indivíduos de exercer adequadamente diversos papéis, como o parental, conjugal e ocupacional, acarretando em prejuízos significativos nas relações interpessoais em diversos ambientes, tais como familiar, escolar e laboral. Em face desses elementos, o presente estudo tem como principal objetivo avaliar o impacto cognitivo, emocional e comportamental da vitimização por roubo. Especificamente, espera-se estimar se e quais variáveis situacionais específicas contribuem para maiores sequelas nas vítimas e avaliar em que medida os fatores protetivos e agravantes, apontados pela literatura, apresentam relevância em contexto local. Para alcançar os objetivos propostos, foram realizados dois estudos empíricos. Nesses estudos, contou-se com a participação de 348 pessoas de diversos estados do Brasil. O Estudo I comparou vítimas e não-vítimas no que se refere aos fatores apontados como possíveis complicações decorrentes do crime, enquanto o Estudo II avaliou o impacto individual de variáveis contextuais específicas nas diversas sequelas decorrentes do crime e o efeito específico dos fatores protetivos. Como resultado, pode-se observar, no Estudo I, que as vítimas e não-vítimas se diferenciaram quanto a ansiedade, medo do crime, percepções de vulnerabilidade e autoeficácia, além da tomada de algumas medidas de proteção. No Estudo II, observou-se que somente as estratégias de Controle e Retraimento, Conversão e Aditividade apresentaram relação com os impactos analisados. O Suporte Social não apresentou qualquer relação com as consequências do roubo. Tais resultados foram discutidos com base na literatura. Considera-se que os objetivos da presente dissertação tenham sido alcançados uma vez que foi possível analisar os impactos decorrentes da vitimização por roubo e seus correlatos que apresentam mais destaque na literatura. Contudo, pode-se apontar algumas limitações na pesquisa, como a dimensão reduzida da amostra e qualidade de algumas medidas utilizadas. Para pesquisas futuras, sugere-se a utilização de amostras maiores, além da adaptação prévia das escalas para contexto local e a realização de estudos longitudinais.

O bullying é um problema comum entre jovens em idade escolar, nos diferentes países, culturas e níveis socioeconômicos. Trata-se de um comportamento agressivo, ofensivo, repetitivo e frequente, perpetrado por uma pessoa contra outra ou por um grupo contra outros, com a intenção de ferir e humilhar, estabelecendo-se uma relação desigual de poder. O envolvimento com bullying está associado a pior ajustamento psicossocial, problemas de aprendizagem, evasão escolar ou de trocas frequentes de escolas, entre outros. Embora o comportamento de bullying seja multicausal, ainda são escassos estudos que avaliem a relação entre habilidades sociais de adolescentes e bullying. Um dos aspectos que dificultam a realização de pesquisas nessa área está relacionado à falta de instrumentos validados. Os objetivos do presente estudo são verificar a validade de constructo do Questionário de Bullying de Olweus (QBO) versão agressor e versão vítima e verificar a associação entre habilidades sociais e bullying em adolescentes. Trata-se de um estudo com alunos de ambos os sexos, oriundos de escolas da rede pública de Porto Alegre, do 5º ao 9º ano do ensino fundamental, com idade entre 10 e 17 anos. Para verificar o envolvimento com bullying, utilizou-se o QBO, com 23 questões para versão vítima e 23 para versão agressor com quatro opções de resposta (1=nenhuma vez a 4=várias vezes por semana). A validade de constructo foi verificada com a Teoria de Resposta ao Item (TRI), utilizando-se o modelo de resposta gradual e o crédito parcial generalizado. As habilidades sociais foram avaliadas com o Inventário de Habilidades Sociais para Adolescentes (IHSA), que é validado no Brasil. Para verificar a associação entre bullying e habilidades sociais, o critério de idade foi de 12 a 17 anos, conforme a recomendação do IHSA. O estudo foi aprovado pelo Comitê de Ética em Pesquisa da Universidade Federal do Rio Grande do Sul e da Secretaria Municipal de Saúde de Porto Alegre (CAAE 19651113.5.0000.5338). Os instrumentos, ambos de autorrelato, foram respondidos pelos adolescentes no horário de aula e após a autorização dos pais. Os resultados estão apresentados em dois artigos. No primeiro, foi incluído um total de 703 adolescentes, sendo 380(54%) meninas, com média de idade de 13(DP=1,58) anos. Após a análise para a construção dos escores finais do QBO pelo modelo da TRI, observou-se que a probabilidade de um adolescente responder à opção 3 (uma vez por semana) é zero para ambas as versões. De acordo com as curvas característica do item (CCI), optou-se pela unificação das alternativas 3 e 4 para mensuração mais fidedigna a realidade do comportamento de bullying. Os itens com maior discriminação para classificar como vítima foram, respectivamente, 20 (Disseram coisas maldosas sobre mim ou sobre a minha família); 15 (Fui perseguido[a] dentro ou fora da escola) e 3 (Me ameaçaram). Na versão agressor, os itens com maior discriminação foram, respectivamente, 22 (Forcei a agredir outro[a] colega); 15 (Persegui dentro ou fora da escola) e 3 (Fiz ameaças). No segundo artigo, foram incluídos 467 alunos, sendo 245(52,5%) do sexo feminino, com média de idade de 13,3(DP=1,18) anos. Considerando-se a interação habilidades sociais e sexo, as meninas apresentaram associação significativa com menor frequência do autocontrole (p=0,010) e da civilidade (p=0,031) e maior dificuldade das habilidades de autocontrole (p=0,033) e desenvoltura social (p=0,009). Em relação aos tipos de envolvimento com bullying, 59(12,6%) dos adolescentes classificaram-se como vítima, 60(12,8%) como agressores e 175(37,5%) como agressores vítimas. Observou-se associação significativa entre as meninas vítimas de bullying e maior dificuldade na habilidade de empatia comparada aos meninos (p=0,012) e aos demais tipos de bullying (p=0,022). Também foram as vítimas, independentemente do sexo, que apresentaram maior dificuldade em termos de autocontrole, assertividade, abordagem afetiva e o total das habilidades sociais em comparação aos não envolvidos (p<0,05). Os resultados sugerem que a utilização da TRI permite a construção de uma medida de avaliação mais objetiva e precisa do comportamento de bullying. Por meio da validação de constructo do QBO e da associação com habilidades sociais, o estudo demonstrou que existe um importante déficit de determinadas habilidades sociais nos diferentes tipos de envolvimentos com bullying, principalmente entre as vítimas, quando comparadas aos não envolvidos. Portanto, intervenções que incluam técnicas para melhorar as habilidades sociais podem desempenhar um relevante papel preventivo no envolvimento com bullying no ambiente escolar. / Bullying is a common problem among school-age children and adolescents across different countries, cultures and socioeconomic levels. Bullying consists of the repeated infliction of aggressive and offensive behaviors by one person against another or one group against others, with the intent of hurting or humiliating the victim, resulting in an imbalance of power. Involvement in bullying is associated with issues such as poor social adjustment, learning difficulties, truancy and frequent changes of schools. Although bullying is known to be a multicausal phenomenon, few studies have evaluated the relationship between social skills and bullying in adolescents. A major challenge to research in the area is the lack of validated instruments which can be used to assess either of these variables. The goals of the present study were therefore to evaluate the construct validity of the Olweus Bully/Victim Questionnaire (OBVQ) and investigate the association between social skills and bullying in adolescents. This study involved participants of both genders aged between 10 and 17 years recruited from grades five through nine of public schools in the city of Porto Alegre. Involvement in bullying was evaluated using the OBVQ, which consists of 23 victim questions and 23 bully questions, scored on a scale of 1 (never) to 4 (several times a week). Construct validity was investigated using item response theory (ITR), by means of graduated response and generalized partial credit models. Social skills were evaluated using the Adolescent Social Skills Inventory (ASSI), which has been validated for use in Brazilian adolescents. The association between bullying and social skills was investigated in a sample of 12- to 17-year olds, which corresponds to the age group for which the ASSI was validated. This study was approved by the Research Ethics Committee of the Federal University of Rio Grande do Sul and the Municipal Health Service of Porto Alegre (CAAE 19651113.5.0000.5338). The OBVQ and ASSI, both of which are self-report instruments, were administered to adolescents during school hours following parental consent. The results of this procedure are presented in two articles. The first involved a sample of 703 adolescents, of whom 380 (45%) were girls, with a mean age of 12 (SD=1.58) years. The analysis of the IRT model for OBVQ scores revealed that the probability of an adolescent responding to any of the items with option 3 (once a week) was zero in both versions of the questionnaire. Therefore, based on item characteristic curves (ICC), alternatives 3 and 4 were combined to ensure a more reliable measure of bullying behaviors. The most discriminating items in the victim questionnaire were items 20 (One or more classmates said bad things about me or my family); 15 (I was persecuted inside or outside the school) and 3 (I was threatened). The most discriminating items in the bully version were items 22 (Forced someone to hit a classmate); 15 (Persecuted a classmate inside or outside the school) and 3 (Made threats). The second article involved 467 students, of whom 245(52.5%) were female. The mean age of the sample was 13.3 (SD=1.18) years. An interaction between social skills and gender was identified, whereby girls were found to engage less frequently in the behaviors described in the selfcontrol (p=0.010) and civility scales (p=0.031), and found it more difficult to perform the behaviors listed in the self-control (p=0.033) and social ease scales (p=0.009). An analysis of student involvement in bullying revealed that 59 (12.6%) participants were considered victims, 60(12.8%) were classified as bullies and 175(37.5%) were categorized as bullyvictims. Female victims of bullying had more difficulty expressing empathy than boys (p=0.012) and participants with different types of involvement in bullying (p=0.022). Bullying victims of both genders also had more difficulty engaging in the behaviors listed in the self-control, assertiveness, and affective approach subscales, and obtained higher total scores on the difficulty engaging in ASSI behaviors than adolescents not involved in bullying (p<0.05). The results suggested that IRT can be used to develop a more objective and precise measure of bullying. By construct validating the OBVQ and verifying its association with social skills, the present study showed that the latter are significantly impaired in adolescents involved in bullying, especially the victims, as compared to those not involved. Therefore, interventions involving the improvement of social skills may play an important role in preventing bullying in schools.

The thesis deals with the protection of victims of crimes, especially from the point of view of the formal aspect of their guarantee. The aim of the thesis is to identify the rights of victims belonging to such persons by law, taking into account the shortcomings of the law adopted for the protection of victims and its subsequent amendment, together with the concrete implications for the status of the victim. For this purpose, the work is divided into seven chapters. The first chapter is devoted to the necessary definition of the concepts that are crucial to this work, such as the victim, the victim and the particularly vulnerable victim, as well as the determination of the basic distinguishing features between the concepts of crime victim and the victim. The second chapter deals with the legislative development of the protection of victims of crime, at international, European and Czech level. At the same time, this chapter briefly summarizes the legislative development of the adoption of the first independent law on the protection of victims in the territory of the Czech Republic. The third chapter presents the most important shortcomings of the original wording of the Act on the Protection of Victims, which have been widely criticized by the authors of the said law and which have been manifested...