Being the victim of bullying is a problem for many children and young people, yet challenges in defining the term and methodological issues have made research findings difficult to compare (Pugh & Chitiyo, 2012). Nevertheless, there is agreement that certain factors at different ecological levels can raise or lower the likelihood of being bullied, and that children with Autism Spectrum Disorders (ASD) tend to be more vulnerable than their peers without ASD. The social impairments at the core of ASD have led to these children being termed “perfect victims” (Klin, Volkmar, & Sparrow, 2000, p. 6), although their developmental and behavioural profiles may mean that some bullying research conducted with typically developing peers is inappropriate for this group. Nevertheless, if left unaddressed, the problem of bullying may prevent inclusion in school and have serious negative effects on the child.The aim of the current study was to investigate prevalence, victim role, risk and protective factors for being bullied among children and young people with ASD, using a representative sample taken from the evaluation of Achievement for All (Humphrey et al., 2011). An embedded mixed methods design was used to permit a richer understanding of being bullied. For the risk and protection analyses there were 722 responses from teachers and 119 from parents concerning children with ASD. Teachers and parents completed a survey on bullying and wider outcome areas, with additional contextual data collected. Data were analysed using multiple regression, including a cumulative risk analysis. There were five focus pupils in the qualitative strand, and interviews were conducted with teachers, parents and pupils to investigate issues around being bullied. Thematic analysis was used to explore the interview data.Results indicated that children and young people with ASD were bullied more than other pupils with Special Educational Needs and Disabilities, although actual prevalence varied greatly according to the method of measurement. Children with ASD were more likely to be victims, although the proportion of bully-victims was higher than in the general population. A multiple regression analysis with bullying mean score as the dependent variable indicated that 43% of variance was attributable to the predictor variables in the teacher model, and 38% in the parent one. Risk factors were having higher levels of behaviour problems, being in Years 5, 7 and 10 (compared with Year 1), use of public/school transport to get to school, and being at School Action Plus; protective factors were increased positive relationships, attending a special school, and higher levels of parental engagement and confidence. Bullying rose according to the number risks to which a child was exposed, and the rise was exponential in the teacher model. Qualitative results allowed an exploration of the experience of bullying and processes contributing to vulnerability, with transition emerging as an additional concern. Implications and directions for future research are discussed in the context of these findings.

The absence of a framework or policy to address bullying in South Africa compels the country to rely on pieces of legislation that are closely related to anti-bullying laws such as the Child Justice Act 75 of 2008 and Protection from Harassment Act 71 of 2011. Over-reliance on pieces of legislation creates challenges for victims of these bullying crimes because most of the relational aggression exerted towards victims goes unpunished. Some of the adolescents take the law into their own hands, thus, exacerbate and increases the complexity of bullying crimes. Due to advancements in Information and Communications Technology, bully-victim behaviour does not only take place in physical environments such as schools, but it takes place anywhere, anytime (24/7) on Mobile Social Networks. In 2011, a cyberbullying study by the Centre of Justice and Crime Prevention reported that 69.7% of the youth in South Africa falls in the category of bully-victims. This is alarming given that few studies focus on the role of bullyvictims in South Africa. The exact cause for mobile bully-victim behaviour is unclear, and previous studies have highlighted it is between aggressive behaviour and social integration. Therefore, this study examined aggressive behaviour and social integration to determine which of these two factors contribute the most to mobile bully-victim behaviour. Additionally, mobile social network features that enable this behaviour were investigated. The factors that lead to aggressive behaviour and social integration, resulting in mobile bully-victims, were identified through a literature review. Paper-based surveys were issued to Johannesburg high school adolescents. Johannesburg was mainly selected based on finding by previous studies, which highlighted that most of the online bullying and victimisation happens amongst adolescents in Johannesburg. After data was collected, the results were analysed using Statistica version 13.5. The analysis revealed that, indeed, both aggressive behaviour and social integration cause mobile bully-victim behaviour, however, social integration contributed more than aggressive behaviour. The findings also revealed that WhatsApp and Instagram were the most utilized social networks by mobile bullyvictims. There were no differences between males and females when it comes to mobile bullyvictim behaviour. The causes of mobile bully-victim behaviour that have been identified in this study can be used as a starting point to develop legislation/framework aimed at combating mobile bully-victim behaviour. Given that mobile bully-victims are more suicidal and suffer from depression, psychologists and therapists can use the knowledge obtained from this study to develop psychological treatments specifically for mobile bully-victims.

Research has demonstrated the effectiveness of school-based interventions for children to use to deal with being bullied. However, the research has not looked at the effectiveness of these interventions for Latino students. These students come to school with different cultural experiences and values. In theory, treatment that is evaluated as acceptable and potentially effective is more likely to be used. This study investigates and compares the treatment acceptability ratings of White American (n=87) and Mexican descent (n=28) students for two intervention skills that are often taught in bully intervention programs: assertiveness, and seeking help from an adult. Students were taught each skill in an analog group setting and asked to rate the acceptability of each skill. Results showed that White American students had a higher acceptability rating of the assertiveness skill than the Mexican descent students. White American females rated the assertiveness skill higher than Mexican descent males, and rated the skill of seeking adult help higher than White American males. No differences in treatment acceptability were found between the groups of students for the intervention on seeking help from adults. Similar barriers to implementation were reported by both Mexican descent and White American students. Finally, no relationship was found between the Mexican descent students’ acculturation level and treatment acceptability ratings. Implications of these findings for school-based practice and research are discussed.

Bullying in schools is largely discussed when referring to middle and high school students. Students in preschool are often considered to be too young to carry out acts of bullying. Unfortunately, this is contrary to the truth. Bullying among children aged 2-5 is very common, although it can easily be dismissed as a normal stage in child development. Educators and observers argue that bullying in preschool occurs when a child or a group of children intimidate another child or group of children to the point that it becomes a behavioral pattern. Evidence shows that 2-5 year-olds engage in acts intended to cause physical or emotional harm on their peers. Young children exposed to bullying display similar symptoms as older children, including sleeping problems, stomach pains, headaches and fear to attend school. The qualitative phenomenological method was chosen, as this research was exploratory in nature. The data collected for the research was conducted utilizing several methods such as surveys, phone calls, and in-person interviews. The goal was to gain more information regarding preschool bullying, as there is currently very limited information on this topic, as well as to determine whether this behavior was seen as child-play or bullying by adult caregivers. The experience freely and graciously shared by the participants led to five themes, which provided a conceptual framework for the study, and allowed the 20 participants to share their experiences.

The perceptions of bullying and the amount of training related to bullying issues experienced by principals was the topic of this study. Elementary principals in the Commonwealth of Virginia were surveyed on their understanding of bullying, the amount of training they received, and what additional staff development needs they perceived would help them to effectively deal with the problem of bullying in their schools. The study found that principals varied in their understanding of the definition of bullying and needed more information and training in order to effectively deal with this problem. The study makes recommendations for how school districts can increase principals' understanding of bullying and what training needs to be implemented to help principals effectively deal with this problem. / Ph. D.

Text in afrikaans / The main object of this research was to present the profile of a child that bullies other children and to place one changeable element, namely self-esteem, within this profile. The description of children that reflect bully behaviour in accordance with the Gestalt approach is absent in most of the familiar Gestalt literature. The Gestalt approach is therefore utilized as a theoretical framework to describe the profile of children that bully others. The empirical research methodology is performed by combining a qualitative and a quantitative research approach. The approach to the research was based on the dominant-less-dominant model whereby the dominant approach, namely the qualitative approach, was utilized. The quantitative approach had a supportive role to the qualitative approach in this research by utilizing a standardized measurement instrument to round off the profile of the child identified as a bully. The profiles compiled of the children that bully others can be utilized as a guideline for Gestalt therapeutic interventions. / Social work / M. Diac.

The present study consists of two phases. The first phase includes the development of the Turkish Bully Scale to identify bully, victim and bully/victim groups and to describe the incidence of bullying among the elementary school students. The second phase of the study evaluates the effect of the Bullying Management Training Program on reducing bullying behaviours of bully/victim elementary school students. In the development of the Bully Scale a pilot (N=453, sixth grade students) and a main study (N=519, sixth grade students) were conducted to examine the validity evidence and the reliability estimates. Exploratory and Confirmatory Factor Analyses were used to analyse the validity evidence and the reliability of the Bully Scale, which is used for the selection of the subjects. In the second phase of the study, an experimental 3 x 2 design with one training and two control groups was used to investigate the effectiveness of Bullying Management Training Program. The 19-item Bully Scale including a self-report (N=367) and peer nomination (N= 396) forms were administered to a sample of the 7th grade students. The training program was conducted with the bully/victim group. Contrary to the expectation, the results of repeated measures ANCOVA analyses were not significant, except for the victimization scores of the peer nomination form. The post hoc analyses did not indicate a significant difference for the victimization score between the training and two control groups. The Bullying Management training was not found as an effective technique to reduce bully/victim students&rsquo / bullying and victimization.

Text in afrikaans / The main object of this research was to present the profile of a child that bullies other children and to place one changeable element, namely self-esteem, within this profile. The description of children that reflect bully behaviour in accordance with the Gestalt approach is absent in most of the familiar Gestalt literature. The Gestalt approach is therefore utilized as a theoretical framework to describe the profile of children that bully others. The empirical research methodology is performed by combining a qualitative and a quantitative research approach. The approach to the research was based on the dominant-less-dominant model whereby the dominant approach, namely the qualitative approach, was utilized. The quantitative approach had a supportive role to the qualitative approach in this research by utilizing a standardized measurement instrument to round off the profile of the child identified as a bully. The profiles compiled of the children that bully others can be utilized as a guideline for Gestalt therapeutic interventions. / Social work / M. Diac.

Bullying is a phenomenon occurring all over the world. Previous research shows that youthswho are being physically punished by their parents are at higher risk for being involved inbullying. There are four groups when it comes to bullying, the neutrals, bullies, victims, andbully-victims. A limitation of previous research was that no one has examined why youthswho are being exposed to physical punishment by their parents often become a part ofbullying. Our focus was on the four bullying groups of youths in the ages 13 to 15. Weproposed that in order to understand how parents’ use of physical punishment against theiryouths is connected with being a bully or a victim at school, we need to take the personalitytraits self-esteem and impulsivity under consideration. The results showed that when parentsused physical punishment against their youths and the youths had certain personality traits,the risk for being a part of bullying increased. In conclusion, the youths were at higher risk ofbeing victims of bullying if they had low self-esteem, they were at higher risk of being bulliesif they were impulsive, and they were at higher risk of being bully-victims if they were bothimpulsive and had low self-esteem, meaning that we need to investigate further differentpersonality traits and their effect on youths bullying involvement in school. / Mobbning är ett fenomen som inträffar över hela världen. Tidigare forskning visar att närungdomar blir fysiskt bestraffade av sina föräldrar ökar risken för inblandning i mobbning.Det finns fyra grupper när det kommer till mobbning, de neutrala, mobbare, offer och bullyvictims.En svaghet med tidigare forskning var att ingen har undersökt hur inblandning imobbning ser ut för dem som blir utsatta för fysisk bestraffning av sina föräldrar. Vårt fokusvar på de fyra grupperna inom mobbning för ungdomar mellan åldrarna 13 till 15. Viföreslår att för att förstå hur föräldrars fysiska bestraffning på sina ungdomar hängersamman med att vara mobbare eller offer i skolan, behöver man ta hänsyn till ungdomarnassjälvkänsla och impulsivitet. Resultaten visade att om föräldrar slår sina ungdomar samt omungdomarna besitter en viss typ av personlighetsdrag, ökar risken för att de blir inblandade imobbning. Sammanfattningsvis, ungdomarna riskerade att bli offer för mobbning om de hadedåligt självförtroende, de riskerade att bli mobbare om de var impulsiva, och de riskerade attbli bully-victims om de samtidigt hade dåligt självförtroende och var impulsiva. Detta innebäratt vi behöver fortsätta undersöka olika personlighetsdrag och deras påverkan på ungdomarsinblandning inom mobbning i skolan.

Wireless Protected Setup (WPS) är ett säkerhetsprotokoll för trådlösa nätverk. Dess design medför en allvarlig säkerhetsbrist som kan möjliggöra att obehöriga kan få åtkomst till ett lösenordskyddat trådlöst nätverk. Vid attack finns det olika verktyg tillgängliga att använda. I denna rapport jämförs mjukvaruverktygen Reaver och Bully i attack mot WiFi’s WPS-protokoll, där Bullys prestanda tidigare har påvisats vara mer effektiv och förutsätts snabbare utföra brute-forceattack jämfört med Reaver. Ett praktiskt laborationsexperiment har utförts för att undersöka vilken skillnad i hastighet som kan ses mellan verktygen Reaver och Bully i en brute-forceattack. Experimentet utfördes genom att mäta tiden det tog för de två verktygen att testa 100 PIN-nycklar mot en router utan skyddsmekanismer hos WPS. Resultatet visar att Bully utför en brute-forceattack i högre hastighet jämfört med Reaver. Dock, med den högre attackhastigheten som Bully innehar, kan stabilitetsproblem vid attack medföras, vilket öppnar upp för framtida diskussion om högre hastighet bör prioriteras över stabilitet för lyckade attacker. / Wireless Protected Setup (WPS) is a security protocol for wireless networks. Its design contains a serious security flaw that could allow an attacker access to a password-protected wireless network. An attack can be executed using various tools available. In this report, the software-tools Reaver and Bully are compared in performance against WiFi’s WPS-protocol, where Bully previously has been shown to be more effective and predicted faster to execute a bruteforce-attack. A practical laboration has been executed in order to determine differences in speed that can be seen between the tools Reaver and Bully in a bruteforce-attack. The experiment was done by measuring the time it took both tools to test 100 PIN-numbers against a router without protection for WPS. The result shows that Bully performs a bruteforce-attack in higher speed compared to Reaver. However, with the higher attack-speed that Bully uses, some stability issues may follow, opening the topic of future discussion regarding priorities of speed vs. stability for successful attacks.