Patyčios – toks agresorių elgesys, kai negalinčiam pasipriešinti asmeniui nuolat sukeliamas fizinis ar psichologinis diskomfortas. Kadangi šis reiškinys labai paplitęs įvairiose žmonių bendruomenėse: pradedant ikimokyklinėmis įstaigomis ir baigiant akademine bendruomene ar darbo kolektyvais, todėl būtina patyčių prevencija – veiklų, kuriomis siekiama užkirsti nusikalstamo elgesio riziką, visuma, skirta asmenų psichiniam ir fiziniam saugumui užtikrinti. Patyčias, jų prevenciją nagrinėja užsienio ir Lietuvos mokslininkai. Daugiausia dėmesio skiriama šio reiškinio analizei jaunes-niųjų klasių grupėje, tačiau patyčios aktualios ir vyresnių klasių mokiniams. Todėl magistro darbe analizuojamas patyčių prevencijos organizavimas ir įgyvendinimas išgrynintoje gimnazijoje, kurioje mokosi 15 – 19 metų mokiniai. Tyrimo rezultatai parodė, jog patyčios aktualios gimnazijoje, tačiau prevenciniuose renginiuose, kuriuos organizuoja socialinė pedagogė, mokinių taryba, klasių auklėtojos, dalyvauja tik dalis mokinių, ypač neaktyvūs vaikinai. Respondentų nuomone, sėkmingiausiai patyčių prevenciją sekasi įgyvendinti renginius organizuojant ne gimnazijoje, kviečiantis lektorius – žinomus Lietuvos žmones, priimant aiškias mokinių elgesio taisykles, parengtas vadovaujantis ugdymo įstaigos bendruomenės siūlymais, efektyvinant gimnazistų saugumo stebėseną, teikiant individualias konsultacijas, mokinių elgesį svarstant mokytojų posėdžių metu. Svarbiausios patyčių prevencijos organizavimo ir įgyvendinimo... [toliau žr. visą tekstą] / Bullying is an aggressor‘s behaviour when a person unable to resist is put under constant physical and psychological discomfort. Since this phenomenon is widely spread in different human communities, starting with pre - school educational institutions and finishing with academic community and working associations, thus, prevention of bullying is an urgent matter as a whole complex of actions seeking to prvent the risk of criminal behaviour, to guarantee a person‘s psychic and physical security. Bullying and its prevention is analysed by foreign and Lithanian scientists.The greatest attention is needed to analyse this phenomenon in the group of younger classes, however, bullying occurs among senior studentas as well. That is why organising and implementation of bullying prevention is analysed in the master‘s work in refined gymnasia with students aged 15 -19. Research results show that bullying is an acute problem in gymnasia but preventional activities organised by a social pedagogue, students‘ council, class teachers are attended only by part of the students, boys being especially inactive. According to the respondents‘ opinion, the most successful implementation of bullying prevention is when organised not in gymnasia but inviting lecturers, famous Lithuanian people, also passing clear school rules, worked up according the suggestions of the community of the educational institution, observing students‘ security more efficiently, providing individual consultations... [to full text]

The present study examined developmental changes in the prevalence, stability, and developmental pathways associated with Bully/Victim status in order to increase our understanding of this high-risk group. In addition, this study investigated changes within individuals and their social context that are associated with moving into, or out of, the Bully/Victim group. This study was guided by the theory of developmental contextualism, which suggests that bullying involvement is likely to change over the course of development and that these changes are likely related to changes within individuals and their social contexts. One thousand six hundred seventy-seven elementary school students and 1402 high school students participated in this longitudinal study. Data were collected three times from each sample. Developmental changes in Bully/Victim status were assessed through a series of log-linear analyses and changes in individual and their peer relationships associated with transitions in bullying status were assessed through a series of multinomial logistic regression analyses. The results supported developmental contextual theory. Bully/Victim status became less prevalent over the course of development and was particularly unstable over three points of time in both elementary and high school. Individuals who became part of the Bully/Victim group were likely to have a history of involvement in bullying, and those who recovered from the Bully/Victim group usually maintained some sort of bullying involvement. When youth transitioned between types of bullying, they became more similar to the bullying status group that they entered in terms of individual characteristics. In addition, changes in bullying status were associated with changing peer groups. / Thesis (Master, Psychology) -- Queen's University, 2007-09-27 16:38:24.52

Strong group affiliations based on race have been found in children at a very young age (Aboud, 1988) and may lead to a higher risk of involvement in bullying for certain racial groups. Little research, however, has addressed the relationship among bullying, race, and immigrant status in a Canadian sample. As well, few studies have directly examined racial bullying and victimization. Thus, the two studies in the current project aim to examine race and immigrant status as individual risk factors for bullying involvement, while also examining the individual- and school-level factors associated with racial bullying. In Chapter Two, an empirical examination of the relationship among race, immigrant status, and bullying and victimization in adolescence reveals that racial minority adolescents experience racial bullying. Immigrant status, however, does not appear to predict victimization, but it may be a risk factor for bullying others. In Chapter Three, a multilevel investigation of racial bullying and victimization at the individual and school levels indicates that African-Canadian students are at risk of engaging in both racial bullying and victimization, and that being male is also associated with participation in this type of bullying. At the school level, school climate is not found to account for the differences in racial bullying and victimization across schools, but increased school support is associated with decreased racial bullying in schools with more teacher diversity. Together, the results of the current research clarify the roles of race and immigrant status in bullying and victimization, but these results also raise important concerns and further questions regarding possible interventions in schools for students who engage in racial bullying and racial victimization. / Thesis (Master, Psychology) -- Queen's University, 2009-09-16 12:29:46.885

Over the past three decades, childhood bullying research has developed. Although bullying was first understood as an individual problem, researchers now understand that bullying is a relationship problem. Children come to a social exchange with their own cognitions and coping strategies, but are also impacted by their peers. Developmental contextualism forms the macro level framework of these studies and states that change occurs reciprocally and across many levels including the individual, interpersonal, community, and society. Social cognitive theory (and social information processing, in particular) helps at the individual and interpersonal levels in understanding the role cognitions play in affecting children’s responses in social exchanges. The series of papers in this dissertation focus on: (1) How attributions and coping styles interact within victimized children and how that affects victimization; (2) How attributions and coping styles are associated in children who bully others and how that interaction affects bullying behaviour; and (3) How children’s friendships protect or put them at risk for victimization. Overall, results suggest that children’s attributions and coping are directly associated with victimization and bullying, but do not work together in a mediational relationship. Rather specific types of attributions and coping strategies are related to involvement in bullying and victimization both within and across time and differences exist between boys and girls. With regards to friendships, the identity and communication skills of one’s friends appear to be important. Findings suggest the need for interventions that teach victimized children and their friends how to cope effectively with victimization and communicate with each other about their needs. / Thesis (Ph.D, Psychology) -- Queen's University, 2009-12-29 15:17:14.814

Bullying is a serious and common problem in Canadian schools. Despite three decades of comprehensive research on this complex behavioural problem, much remains to be understood. The general purpose of the current studies was to comprehensively examine bullying from an ecological perspective and the roles that school climate and peer processes play in the development of this behaviour, in order to elucidate mechanisms for intervention. The first study was a multilevel analysis of the relative importance of individual and school characteristics in bullying in Canadian schools. In a second study, we examined the experiences of peers who witnessed bullying incidents in order to investigate whether there were factors that predicted a decrease in witness behaviour. Finally, we conducted an evaluation of a peer-mediated bullying prevention program using a pre/post controlled study design. We assessed the impact of this program on behaviour, socioemotional skills, and school climate. Overall, our findings were consistent with the view that bullying is a problem of destructive relationships that needs to be addressed from this perspective. We found that relationships among peers and adults at school contributed to the overall climate of a school, and an overall climate of peer connectedness was associated with less bullying. Provictim attitudes and emotional supportiveness predicted change in bystander behaviour, although the nature of these changes differed for boys and girls. Finally, we did not find evidence of an effect of the prevention program on bullying behaviour or school climate, and we discuss the lack of findings with regard to program implementation and future program evaluations. This research has implications for understanding the influence of peers and peer group processes on the development of bullying. It is our hope that these studies will contribute important information to the bullying literature to expand our knowledge of the ways in which school climate and peers affect and are affected by bullying and victimization. In turn, this information may help to inform intervention efforts and encourage future program evaluation research and research examining the mechanisms by which we might mobilize peers to behave in ways that could help to stop bullying and victimization. / Thesis (Ph.D, Psychology) -- Queen's University, 2010-09-21 11:33:00.394

The goal of this thesis was to use an ecological framework to examine how individual and community characteristics interact and are related to bullying and victimization. Data were collected from over 20 000 students in Grades 6 to 10, living in 436 communities as part of the 2009/2010 Health Behaviour in School-aged Children (HBSC) Survey, from Geographical Information Systems (GIS) data, and from 2006 Canadian Census data. First, we explored the individual and community factors that contributed to the power differential in bullying in electronic and traditional contexts. Bullying and victimization were primarily related to the characteristics of individuals that affected interpersonal power dynamics, but some community factors were also associated with decreased likelihood of victimization. Second, we examined how community ethnicity characteristics affected likelihood of racial bullying and victimization in different youth according to their individual ethnicity. Individuals in the ethnic minority in a community were more likely to be racially victimized than individuals of the same ethnicity in a community in which they were the majority. The findings from both studies help to shed light on power and group dynamics and the relative importance of individual and community characteristics in bullying involvement. / Thesis (Master, Psychology) -- Queen's University, 2012-08-31 14:15:59.827

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This study explores the phenomenon of gendered harassment in secondary schools from the teachers' perspectives. The few studies that address the biased behaviors that are linked under the concept of gendered harassment (sexual harassment, homophobic harassment, and harassment for gender non-conformity) indicate that teachers are less likely to intervene in these incidents. This dissertation explores how teachers understand and respond to (hetero)sexist and homophobic behaviors when they occur. / Six teachers in one urban school board participated in a series of three open-ended in-depth interviews where they spoke about the many factors that influenced how they saw and intervened in various forms of bullying and harassment in their schools. Interview data were analyzed using contextual and thematic codes to locate similarities, differences, and stories in the data. This study is informed by critical, feminist and queer theories. The findings have been organized in a conceptual framework that emerged from the research. / Findings indicate that there are both external and internal influences that shape how teachers view and respond to gendered harassment in schools. The external factors, also described as school culture, include both structural-formal and structural-informal influences. Formal influences include policies, training, curriculum and contracts. Informal influences refer to leadership style, relationships with colleagues, policy implementation, and community values. Internal influences that shape teachers' perceptions and responses include: educational biography, teaching philosophy, and personal identities. / The implications of this study for research and practice can have impacts on the fields of school policy, teacher education, curriculum, and educational leadership. It provides a framework for understanding how school cultures interact with teachers' identities and shape how policies and curricula are implemented. It also offers suggestions for scholars, advocates, and educational leaders to proactively address the negative impacts of gendered harassment by transforming teacher education, educational leadership programs, and in turn, school cultures.

The aim of this study was to examine, in the work against bullying how collaboration between the school counselor and other professions is described by the different professions within the student health team as well as how they describe that the different competencies involved in such teams shapes problem definitions and solutions. The student health (swedish- elevhälsoteamet) team of which the study is based on consists of different professions such as school counselors, school nurses, special education teachers, school psychologists and school principles. We have interviewed representatives of all the above mentioned professions with the exception of school psychologists using a qualitative research design. In this study we have chosen to focus on two student health teams from two different primary schools located in a middle-sized municipality in southern Sweden. We have analysed the results using new institutional theory and the terms domain and power.   The main conclusion of the study is that school counselors themselves feel they have a specific knowledge regarding bullying but have difficulties in capitalizing on it while collaborating with the other professions in the student health team. In line with early research the school counselors also feel marginalised by the fact that they are the only professional social workers in a work place mainly dominated by educationalists. Other problems facing school counselors and similarly affecting the collaboration with other professions within the school and particularly in the student health team are indistinct roles, less contact with students and restriction due to confidentiality.

This study sought to investigate learners' experiences of bullying at Layman Village Primary School. To understand the problem better, teachers' perceptions on the matter were also sought as learners often report such incidents to class teachers. The subject of this thesis inquiry were 63 grade four learners and 10 teachers of the above mentioned school. Although this was a qualitative study, the structured questionnaires were used for both teachers and learners. When these failed to give sufficient data, semi-structured interviews were used. The taped interviews were transcribed and analysed, and data was categorised into three main themes. The results obtained showed that bullying is rife at Layman Village Primary School and that teachers lack skills to address this problem. It was concluded that bullying is a serious problem and should not be tackled haphazardly. Therefore, Layman Village Primary School needs to develop a policy on bullying to guide teachers and to provide learners and parents with specific procedures to follow when bullying occurs. My recommendations were that the Department of Education needs to draw a National policy on bullying that schools can use to develop their own programmes. It was felt that it would help if the national policy is linked to a monitoring programme to ensure that it is used appropriately. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2005.