The diploma project called "Problems with Violence in School Educational Environment" is divided into the parts - Introduction, Theoretical Part, Empirical Part, Conclusion. The Theoretical Part is separated into the five chapters - Demarcation and Definition of Concepts, Division of Aggression, Shows of Children's Violent Manners, Shows of Adolescents' Manners, Resolution of Aggression. The Empirical Part of the thesis verifies set hypotheses and targets. It is investigated, what type of aggression teachers meet towards their own person in their occupation, whether they meet more with aggression of boys or girls. The attributes of aggressors are also researched - what school results they have according to their teachers, what sort of families they come from. There is monitored link between action games or action movies and possible connection with frequency of aggression. During the study, we are discovering how often teachers in schools solve the problems connected with pupils' aggression and in which taught subjects violence and lack of discipline occur according to teachers' experience. Some educators state experience with cyber bullying in their jobs. They inform how often they meet with it, how they specifically react when they run into cyber bullying in the connection with their own person, and how...

La cyberintimidation désigne toute situation où un individu ou un groupe recourt à une technologie numérique et/ou un média social, dans le but de nuire à un tiers. Au Québec, 22 % des adolescents sont victimes d’actes de cyberintimidation chaque année. Les effets les plus importants de ces actes sont notamment l’anxiété sociale, la baisse des résultats scolaires, la dépression sévère et l’apparition d’idées suicidaires. Cette thèse s’intéresse aux actions mises en œuvre par des vidéastes amateurs et par des adolescents pour lutter contre la cyberintimidation, à l’aide de la vidéo numérique et YouTube. La recherche s’appuie sur la théorie de la rationalité cognitive, qui propose d’expliquer l’existence des phénomènes sociaux en s’intéressant aux raisons pour lesquelles les individus agissent dans un contexte donné. Elle recourt aussi aux concepts de médiation et de médiatisation, dans le but de distinguer l’acte relationnel de communication de l’acte de mise en média de l’information. Dans le cadre de la recherche présentée, 59 vidéos amateures ont été archivées, trois entrevues avec des vidéastes ont été réalisées et 14 groupes de discussion avec 75 adolescents ont été menés. Ces trois ensembles de données ont fait l’objet d’une analyse catégorielle de contenu, qui a permis d’identifier les idées dominantes et les modes de représentation privilégiés dans les vidéos et dans les discours des participants. Les résultats présentés montrent que les vidéos amateures pressent le public à agir contre la cyberintimidation, mais qu’elles proposent peu de pistes de solution concrètes. Afin de convaincre le public à agir, les vidéos révèlent des taux de victimisation élevés, s’opposent à l’idée selon laquelle la cyberintimidation serait moins grave que l’intimidation traditionnelle, et affirment que ce phénomène peut conduire au suicide. Les vidéos mettent de l’avant une image des victimes qui peut paraître stéréotypée à première vue, mais qui correspond aux résultats des recherches sur la cyberintimidation. Cette recherche montre aussi que les vidéastes amateurs sont plus motivés par l’acquisition d’un capital de reconnaissance et par le développement d’habiletés en production vidéo que par le désir d’aider autrui en rapport avec la cyberintimidation. Les résultats montrent également que l’idée de produire des mises en scène caricaturales pour la cyberintimidation est rejetée par les adolescents, qui valorisent plutôt le réalisme et l’authenticité. Ils révèlent aussi que les adolescents sont peu réceptifs à l’idée de recourir à l’humour ou à la violence pour convaincre un public, et qu’ils s’opposent à l’idée de produire une vidéo dont les contenus sont générés par ordinateur ou dénués de toute présence humaine. La principale contribution de cette recherche à l’avancement des connaissances sur les jeunes et les médias est une meilleure compréhension des défis qu’ils rencontrent quand ils produisent une vidéo de nature socioéducative. Des programmes d’éducation aux médias ciblant les adolescents pourraient aborder avec eux les principes d’une telle communication, notamment le choix des contenus, le public visé et le mode de diffusion. / Cyberbullying refers to any situation where an individual or a group uses digital technology and/or social media in order to harm a third party. In Quebec, 22% of teenagers are victims of cyberbullying each year. The major effects of these acts include social anxiety, lower grades, severe depression and the emergence of suicidal ideation. This thesis focuses on the actions favored by amateur videographers and adolescents to fight against cyberbullying, using digital video and YouTube. The research is inspired by the theory of cognitive rationality, which suggests that social phenomena may be explained by the reasons why individuals act in a given context. It also uses the concepts of mediation and mediatization in order to distinguish the relational act of communication and the act of formatting information. In this study, 59 amateur videos have been archived, three interviews with video producers have been conducted and 14 focus groups with 75 teenagers were lead. These three data sets have been subjected to a categorical content analysis, which identified the dominant ideas and the preferred modes of representation in the videos and in the discourses of participants. The results presented show that amateur videos urge the public to act against cyberbullying, but that they offer few concrete solutions. To convince the public to take action, the videos show high rates of victimization, take position against the idea that cyberbullying is less serious than traditional bullying, and argue that this phenomenon can lead to suicide. The videos present a picture of the victims that may seem stereotypical at first glance, but which corresponds to the results of research on cyberbullying. This study also shows that video producers are more motivated by the acquisition of a capital of recognition and by the development of skills in video production than by the desire to help those affected by cyberbullying. The results also show that the idea of ​​producing unrealistic dramatizations to describe cyberbullying is rejected by teenagers, who value instead realism and authenticity. They also reveal that teenagers are not receptive to the idea of ​​using humor or violence to convince an audience, and that they are opposed to the idea of ​​producing a video whose contents are computer-generated or in which there is no human presence. The main contribution of this research to the advancement of knowledge on youth and media is a better understanding of the challenges faced by teenagers when they produce a socioeducational video. Media education programs targeting teenagers could discuss with them the principles of such communication, especially regarding the choice of contents, the intended audience and the preferred mode of diffusion.

Cyber bullying is a growing phenomenon in schools all over the world, and it is evident that cyber bullying presents certain unique problems for schools in the regulation thereof. From the number of different definitions of cyber bullying, it is also evident that there is no clear concept of the exact nature of cyber bullying, and how it should be addressed in schools. The existing legal framework in South Africa can be used to address cyber bullying in schools, but there is no legislation or policy that is directly aimed at the regulation of cyber bullying at school level. The purpose of this research is to develop a law and policy framework for the effective regulation of cyber bullying in schools. Firstly, a literature review was conducted to determine the nature of cyber bullying and to examine how cyber bullying in American schools is regulated by law. Secondly, a literature study determined the human rights obligations with regard to protecting learners against cyber bullying, and reviewed how current South African law and policy speaks to addressing cyber bullying in schools. In order to investigate the occurrence of cyber bullying in South African schools practically, a case study was conducted at a South African school. All the resources mentioned above were used to develop an education-specific law and policy framework to address cyber bullying in South African schools effectively. This framework includes a suggested insertion in the South African Schools Act, draft Guidelines for the regulation of cyber bullying in schools, draft provisions for schools’ Codes of conduct for learners and an information brochure on cyber bullying. / Public, Constitutional and International Law / LL. D.

Social media effects may affect self-perception and the way media users live their offline lives. The purpose of this essay was to examine the phenomenon of social media saturation in order to understand the possible risks to the development of human identity during the adolescent period. Hence, these risks may be generated by being exposed to social comparison, cyberbullying, self-validation, and self-perception in a sensitive age when self-image is still fragile and being formed. The purpose of this essay is to examine the psychological tendencies of human beings while interacting with their peers on social media platforms. Hence, this will give us a clearer view of what would be achieved by conducting interviews. Moreover, a selection of theories will be applied to those interviews in order to associate those theories with what has been said by respondents. Hence, Meyrowitz’s theory will be used in relation to  understanding the identity adaptation to online connection and linked to Goffman’s discussions of “onstage” and “backstage” (Meyrowitz, 1985: 5). After this, the essay will investigate how users’ self-perception and social comparison are enacted while socializing on social media platforms. Furthermore, this essay sheds the light on how identity is constructed online in the sense of belonging to a community on a social media platform as well as of gratification coming from peer validation in a virtual community. To be able to explain this, the “Social Identity Theory” will, therefore, be discussed (Teo, Matti, et al, 2017: 23). This will be discussed by mentioning theories like “Mediatization” (Couldry & Hepp, 2013). And lastly, the sociological concept of Habitus, minted by Pierre Bourdieu will demonstrate the process of adaptation towards unspoken social codes existing in virtual communities (Markham, 2017: 55).  As found in the four qualitative semi-structured interviews with social media users, respondents are surrounding themselves with like-minded social groups which provide them with confidence about their own system of beliefs. Nevertheless, their perspectives are often marked by notable social pessimism and a lack of incentive to engage in conflictual interactions with others on social media. The results pointed out the perception among the interviewees that the impact of social media on identity formation is largely confined to adolescent users. Many users self-report significant daily screen time and are aware of the risks of social bubbles. Most of the respondents denied being subjected to cyberbullying, while they were surfing on social media, so the respondents’ physical lives were not affected by cyberbullying even for those who mentioned their exposure to cyberbullying. All the respondents expressed a sense of jealousy to some extent, even though some of them showed awareness of the thought that people post their lives from a perfect angle while hiding the flaws and not showing the imperfections of their lives on social media. Lastly, social comparison was an incentive feeling affected most of the respondents, and in their own experience, social media affected their character development and self-perception since they were exposed to social media at an adolescent age.