This thesis focuses on the theme of cyberbullying at selected basic schools in the Czech Republic. The conceptual basis rests upon Lawrence Kohlberg theory of moral development and theory of social pathology. Through the desk research of the relevant Czech and international research, and through experts interviewing, the aims of the thesis are mainly exploratory, i.e. to explore the nowadays situation in (incl. effects and prevention/fighting of) cyberbullying at sample basic schools in the Czech Republic.

Cyberbullying is a phenomenon that has negative impact on children’s and adolescents’ mental health and can be categorized as a potential mental health issue. Research suggests that school climate, the school’s unity and collaboration between school counsellors and personnel and the work with students and guardians is of importance in preventing and acting against cyberbullying. The aim of this study is to investigate how school counsellors on lower secondary schools describe their work with cyberbullying and how they speak about the collaboration with other professions within the school in their work against cyberbullying. The study’s theoretical frame is based on Danermark’s (2005) collaboration model and the collected material consists of seven semi-structured qualitative interviews with school counsellors which have been analysed thematically.  The results suggest that school personnel and guardians need to create knowledge and competence about social media and cyberbullying as it is a comprehensive problem that is constantly evolving. The importance of relationships with students is addressed for a successful work against cyberbullying where pedagogical staff are often described as having better relationships with students, which means that the school counsellors’ collaboration with other school personnel becomes important for detecting and resolving cyberbullying. The results of the study show that the school counsellors shed light on several factors that affect the collaborative work and how it takes place. The school counsellors emphasize the importance of collegial relationships to develop a favourable collaboration. Furthermore, school counsellors describe that different views in a pedagogically dominated school world creates challenges and make the collaboration work more complex. The results also show that the school as an organization should be characterized by an open discussion about cyberbullying. / Nätmobbning är ett fenomen som har en negativ inverkan på barn och ungdomars mentala hälsa och kan kategoriseras som en potentiell psykisk hälsofråga. Forskning visar att skolmiljö, skolans sammanhållning och samverkan mellan skolkuratorer och skolpersonal samt arbetet med elever och vårdnadshavare är av betydelse för att förebygga och åtgärda nätmobbning. Studiens syfte är att undersöka hur skolkuratorer på högstadieskolor beskriver deras arbete kring nätmobbning i skolan samt hur de talar om samverkan mellan andra professioner inom skolan i deras arbete mot nätmobbning. Studien har en teoretisk utgångspunkt i Danermarks (2005) samverkansmodell och det insamlade materialet består av sju semistrukturerade kvalitativa intervjuer med skolkuratorer som har analyserats tematiskt. Studiens resultat synliggör att skolpersonal och vårdnadshavare behöver skapa kunskap och kompetens kring sociala medier och nätmobbningsproblematik då det är ett omfattade problem som ständigt utvecklas. Vikten av relationer till eleverna tas upp för ett lyckat arbete mot nätmobbning där pedagogisk personal ofta beskrivs ha godare relationer till eleverna vilket innebär att skolkuratorernas samverkan med annan skolpersonal blir betydelsefull för att upptäcka och åtgärda nätmobbning. I studiens resultat belyser skolkuratorerna flera faktorer hur samverkansarbetet mot nätmobbning påverkas och utspelar sig. Skolkuratorerna lyfter fram den kollegiala relationens betydelse för att utveckla en gynnsam samverkan.  Vidare beskriver vissa skolkuratorer att skilda synsätt i en pedagogiskt dominerad skolvärld skapar utmaningar och gör samverkansarbetet mer komplext. Resultatet visar också att skolan som organisation bör präglas av en öppen diskussion kring nätmobbning.

The master thesis entitled Aggression and Violence towards Educators - from the Perspective of Secondary School Educators elaborates the problem of aggression and violence in school. The theoretical part contents a general description of the phenomena aggression and violence, further it focuses on school aggression, violence among pupils (bullying, cyber bullying) and other forms of school violence. The main research problems of the thesis are two forms of school violence: these are aggression and violence of students towards educators and aggression and violence of parents towards educators. The focus is concentrated on various forms of verbal and physical aggression exerted towards educators. Related to aggression and violence towards educators the thesis also attends to cyber-harassment and to a heavy form of school violence as is school shooting. In the empirical part of the thesis the aggression and violence aimed towards teachers, caused by students and their parents as well, are inquired in detail in the research. The research has been done at secondary schools chosen. Herein is analyzed whether educators consider the problem of aggression and violence towards their own personality as topical, whether they did meet some forms of such violence or whether they did face some forms of cyber bullying and...

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According to a 2002 National Center for Education Statistics report, 98% of schools in 2001 were connected to the Internet and 63% of public classrooms had Internet connections. According to a 2003 United States Census Bureau report, 68.3% of homes with children subscribed to the Internet. These statistics reveal the scope of access children have to the Internet. This study focused on the children's voice by investigating the children's report of their online activities and their awareness of cyber security, ethics, and safety issues. The purpose of this study was to gain insight into the specific reported online activities and Internet safety knowledge of children aged 10-14 years along with their report of parental supervision of their Internet use. The study included data gathered from 446 self-administered surveys completed by 6th-, 7th-, and 8th-grade students in a rural school district in East Tennessee. An analysis of the research confirmed that as children mature, they increase their use of the Internet and their participation in unsafe online practices. The findings indicated that the most common online practices reported by the middle-grade students included emailing, social networking (MySpace), instant messaging, publishing and sharing information about their favorite sports and activities, and using secret codes while messaging with friends. The results of this study indicated significant relationships between the household placement of the computer and the frequency of unsafe online practices; students with computers in private locations reported unsafe online practices with twice the frequency of those with computers that could be monitored. The findings reflected that, in general, students were knowledgeable about unsafe Internet practices and engaged primarily in safe practices; however, many did report practices that could potentially place them at risk. The results from this study demonstrate a need for Internet safety programs to educate parents about the dangers their children face online and how to minimize those risks and to help children to gain the knowledge, decision-making skills, and motivation necessary to make safe and responsible choices when they are using the Internet.

Магистерская диссертация «Механизмы профилактики кибербуллинга в школьной среде на примере МАОУ СОШ №10 г.Екатеринбурга» состоит из 2 глав, введения, заключения, библиографического списка и приложений. Целью диссертационной работы являлось совершенствование механизмов профилактики кибербуллинга в школьной среде. Объектом диссертационного исследования являлись буллинг и кибербуллинг в школьной среде. Предмет диссертационного исследования – механизмы противодействия распространению кибербуллинга в школьной среде на примере МАОУ СОШ № 10 г. Екатеринбурга. Объем работы составил 79 страниц. В работе содержатся 5 приложений, 3 таблиц, 10 рисунков. В библиографическом списке представлено 50 источников. / Master's thesis "Mechanisms of prevention of cyberbullying in the school environment on the example of MAOU Secondary school No. 10Yekaterinburg" consists of 2 chapters, an introduction, a conclusion, a bibliographic list and appendices. The aim of the dissertation work was to improve the mechanisms of prevention of cyberbullying in the school environment. The object of the dissertation research was bullying and cyberbullying in the school environment. The subject of the dissertation research is the mechanisms of countering the spread of cyberbullying in the school environment on the example of MAOU Secondary school No. 10. Yekaterinburg. The volume of work was 79 pages. The work contains 5 appendices, 3 tables, 10 figures. The bibliographic list contains 50 sources.

According to Wikstörm’s (2012) Situational Action Theory (SAT), engaging incriminogenic behaviour is influenced by a person’s crime propensity, such as self-control and morality. Moral rules applied to a setting, and their degree ofenforcement, are stated as crucial since individuals are in constant interaction withtheir surroundings. Criminogenic exposure, such as having criminal friends and thetime spent with friends, is according to SAT (ibid.) influential on criminogenicbehaviour. The purpose of this study was, through hypothesis testing, to investigatethe applicability of SAT based on different environmental contexts. Aggressivecriminogenic behaviour was measured through bullying. Offline- andcyberbullying corresponded to aggressive criminogenic behaviour in differentenvironmental contexts. This study found that morality, self-control, andcriminogenic exposure, were significant in relation to offline bullying. Self-controland having criminal friends were significant in relation to cyberbullying. Genderwas used as a confounding variable and showed that girls are more prone tocyberbullying than boys, and that boys were more prone to offline bullying thangirls. Testing SAT applicability by comparing online and offline criminogenicbehaviour is understudied, further research on other online criminogenic behavioursis therefore encouraged, as well as the relationship between gender and anonymityas well as their influence in SAT.

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