Syftet med denna studie var att undersöka om mobbningen kan påverka hälsa och livskvalitet hos de drabbade. I studien ingick sju personer som utsattes för kränkande behandlingar under sin skolgång. Studien gick ut på att fånga informanternas upplevelse kring mobbningen och därför valdes en kvalitativ inriktning med dataanalys baserad på grounded theory. Informanterna fick fritt berätta om sin upplevelse kring mobbning, i form av en semistrukturerad intervju som innehöll följande moment: hemsituation, skolsituation och livet under och efter mobbningen. Analysarbete resulterade i kärnkategorin ”Samhällsmisslyckande”. Kärnkategorin består av fem överordnade kategorier: ”Bristande föräldraomsorg”, ”Skolpersonals ambivalens”, ”Socialt kaos”, ”Psykiskt lidande” och ”Försämrad livskvalitet”. Studien visade att personer som utsatts för mobbning oftast kommer från otrygga hemmiljöer och har komplexa svårigheter under sin uppväxt där mobbningen är bara en del av dem. Dagens samhälle har inget verktyg mot mobbningen för barn med speciella behov och de åtgärder som vidtas i den riktningen slutar som ett institutionellt misslyckande. / The purpose of this study was to investigate whether bullying can affect the victims’ health and quality of life. Seven participants were studied, who had been subjected to degrading treatment during their schooling. The study went on to capture the participants' experiences concerning bullying and therefore a qualitative approach based on grounded theory was chosen for the data analysis. The participants were free to talk about their experiences of bullying in the form of a semi-structured interview that included the following items: their home situation, school situation and life during and after the bullying. The analytical work resulted in the core category "Societal failure". This core category is composed of five high order categories: "Lack of parental care", "Ambivalence of school staff”, "Social chaos", "Mental suffering" and "Reduced quality of life". The study showed that people who have been subjected to bullying often come from insecure home environments and they have had complex difficulties during their childhood where bullying is just one aspect. Today's society has no tool for preventing the bullying of children with special needs and the measures taken in that direction end up in institutional failure.

A thesis submitted to the Faculty of Arts in fulfillment of the requirements for the Degree of Master Of Arts in Counselling Psychology in the Department of Psychology at the University of Zululand, 2018 / This study examined the experiences of cyberbullied victims at the University of Zululand. Thirty-five students from the University of Zululand (UNIZULU) participated in the research. The age of the participants ranged from 17-28 years. The main objectives of the study were to gain deeper understanding to the issues related to cyberbullying, and to evaluate the impact of cyberbullying on victims. Most of the cyberbullied victims were cyberbullied on Facebook. The most frequent convention of cyberbullying experienced by victims was exposure and trickery. This is where emails, chatroom messages, or pictures are sent to embarrass and ridicule the victim. Exposure is a cyberbullying tactic that includes the general public show, posting or forwarding of personal verbal exchange, photos or video through the cyberbully this is non-public and private to the victim. Exposure turns into even extra damaging to the victim when the communications posted and publicly displayed incorporates sensitive personal information or photos and video which are sexual in nature. As cellular tool era, photos and video become extra common; the tactic of exposure is sure to emerge as standard as cell tool era expands. This was experienced by 45% of the victims of cyberbullying. This study has enabled us to determine some of the behavioural, social and psychological impact cyberbullying had on individuals. The students’ self-reports highlighted the psychological, behavioural and social impact on victims of cyberbullying. Victims of cyberbullying felt depressed and had higher levels of loneliness and social anxiety, poor academic performance, hopelessness and loss of interest in daily living. Method: A mixed method research design that included both qualitative and quantitative was used with questionnaires and interviews respectively. For the qualitative study twenty students from the age of 18 and above were selected in the study. Purposive and snowball techniques which is a non-probability sampling was used to recruit participants. Participants were selected from University of Zululand Facebook page. A semi-structured interview was used to obtain information on views of cyberbullying. The follow-up questions were asked in order to gain deeper understanding on the information provided by the participant. A narrative story telling of cyberbullying, relating it to their personal experiences of cyberbullying were used as clear description of the subjective experience of students, assisting in meeting the overall aim in conducting this study. In this study snowball non-probability sampling technique was used to recruit victims of cyberbullying with the UNIZULU Facebook page. The name of the questionnaire Personal Experiences of Cyberbullied Victims(in the future alluded to as the PECVQ) which is specifically designed for the study by the researcher. A PECVQ was intended to investigate the personal experiences of cyberbullied victims as well as to evaluate the impact of cyberbullying on victims. Out of 20 participants approached, 15 agreed to participate in the study. Data collection lasted for 2 weeks for the qualitative and quantitative phases of the study respectively. Findings: The findings of the qualitative study showed that cyberbullied victims from their different personal experiences do experience and suffer from diverse behavioural, psychological, and social problems but that they are also resilient. The quantitative results showed that students’ self-reports highlighted the psychological, behavioural and social impact on victims of cyberbullying. Victims of cyberbullying felt depressed and had higher levels of loneliness and social anxiety, hopelessness and loss of interest in daily living. The results also showed that some level of resilience was evident which enabled them to cope with cyberbullying, despite adversity. They derive their strength from (1) personal resources, which refer to intrapersonal characteristics that enhances ways to cope, (2) interpersonal resources, which centres on their interaction with friends, peers and other significant people.

<p>I have conducted a study and examined the significance and extent of bullying. I will also examine whether any students in grade eight have been victims of bullying during the past year and where bullying was carried out in school X. The second objective is to explore what students think about the concept of "taunting". I have used various theories of researchers to get an understanding of what bullying is, where it occurs, causes, and suggestions for measures. To get an answer on the purpose and issue a quantitative method was used in the form of a survey. Target group for the survey consisted of students from grade eight schools in X which is located in a suburb of Stockholm. Two classes of grade eight in School X carried out the survey during the same day.</p><p>Results showed that bullying occurs at X school, but that the proportion of boys has been more subjected to bullying than girls. The majority of the students in the both classes believed that most cases of bullying occur in school hallways, playground and cafeteria. It may be one reason why school X does not have guards or other members of staff. The majority of students also considered in the survey that the concept of "taunting" is to call each other by words of “genitalia". I think that the use of foul language has become common in today's schools. </p><p> </p>

I have conducted a study and examined the significance and extent of bullying. I will also examine whether any students in grade eight have been victims of bullying during the past year and where bullying was carried out in school X. The second objective is to explore what students think about the concept of "taunting". I have used various theories of researchers to get an understanding of what bullying is, where it occurs, causes, and suggestions for measures. To get an answer on the purpose and issue a quantitative method was used in the form of a survey. Target group for the survey consisted of students from grade eight schools in X which is located in a suburb of Stockholm. Two classes of grade eight in School X carried out the survey during the same day. Results showed that bullying occurs at X school, but that the proportion of boys has been more subjected to bullying than girls. The majority of the students in the both classes believed that most cases of bullying occur in school hallways, playground and cafeteria. It may be one reason why school X does not have guards or other members of staff. The majority of students also considered in the survey that the concept of "taunting" is to call each other by words of “genitalia". I think that the use of foul language has become common in today's schools.

Thesis (M.A.)--Miami University, Dept. of Psychology, 2007. / Includes bibliographical references (p. 23-28). Also available online via OhioLINK's ETD Center.

The diploma work deals with the problem of harassment and bullying among the children at elementary schools. It consists of theoretical and practical part. There were used quotations from the literature of well-known Czech and foreign experts on bullying in the work. In theoretical part I am going to define and explain the basic concepts and focus on monitoring the sources of this social pathological phenomenon. At first I describe bullying theory and how it is revealed. Its reasons, authentic features, transmission forms and consequences. Then I am going to pay attention to a characterization of aggressors, the victims of bullying and their families. The end of the theoretical part treats the preventive forms of bullying and shows how to cope with it. In practical part I am going to trace a contemporary situation through a questionnaire at schools. The practical part is composed of investigative research that was carried out in four primary schools with 282 respondents from the third grade up to the fifth one. All results of this research are graphically depicted and evaluated. This thesis is defined to all contemporary and future teachers and of course to parents as their children could be exposed to these problems at the schools.

Using action research within a critical paradigm framework the author investigated young people’s ability to develop a programme of work that raises awareness of bullying in schools. The research group was made up of six young people, to whom the author and other specialists offered anti-bullying and participatory training techniques. The group eventually designed their own anti-bullying activity programme, which they delivered in creative workshop style sessions to other young people in schools. The author located this research in critical enquiry, engaging the group in a self-reflective process that aimed to be democratic, equitable, liberating and life enhancing. This report is written in the form of a narrative and evaluates the author’s practice as an educative theatre practitioner. Central themes to this research are bullying, power, creative activity and youth participation. Schools, teachers and adults are often described as sucking out the creativity of young people and thus not allowing many of them achieve their full potential. In this context young people are often powerless to deal with some of the difficult issues in their lives such as bullying. The author suggests that peer support is a key strategy to deal with bullying in schools. The author introduces a new concept of peer support called external peer support, which he has evaluated against the current literature. The definition of bullying is explored in depth, as is its relationship to power. The author suggests peer support to be a key strategy in youth participation and ultimately helping youth empowerment.