O presente trabalho investiga as representações que alunas e alunos têm sobre a violência moral, no contexto escolar. Entendemos violência moral como as pressões psicológicas presentes nas relações interpessoais entre os estudantes, que incluem as humilhações, xingamentos, as ameaças, a exclusão, as perseguições sistemáticas dentro de uma situação desigual, ainda que circunstancial, de poder. Há uma região de intersecção na acepção de violência moral que assumimos e os conceitos de incivilidade, micro-violências e bullying também abordados neste trabalho. No estudo dessas representações, buscamos compreender o universo das relações no interior da escola e, particularmente, das relações entre meninos e meninas em sua interface com o fenômeno da violência moral. Este trabalho utilizou como parâmetro de análise teórica e metodológica a Teoria dos Modelos Organizadores do Pensamento e foi desenvolvido em dois âmbitos diferentes e complementares: análise do referencial teórico e pesquisa de campo. Nossa amostra foi composta por noventa e seis adolescentes, sendo quarenta e oito meninas e quarenta e oito meninos, de 7ª série do Ensino Fundamental e do 2º ano do Ensino Médio, estudantes de uma escola pública e de uma escola privada, ambas localizadas na zona sul em São Paulo. Utilizamos como instrumento a resolução de conflitos numa cena do cotidiano escolar envolvendo violência moral. Com objetivo de investigar as possíveis diferenças entre meninas e meninos, o instrumento teve duas versões diferentes para ser apresentado a estudantes de cada um dos sexos. A aplicação das questões, a partir da leitura da cena, foi realizada em um único encontro com cada um dos grupos de sujeitos. Encontramos diferenças significativas nas representações femininas e masculinas em relação ao fenômeno da violência moral, especialmente no que diz respeito à percepção da ação esperada do sexo oposto nessas situações. Esse resultado nos intima a uma reflexão cuidadosa a respeito da forma como temos orientado nossos alunos e alunas no manejo de situações conflitivas, bem como, nos convida a rever arraigadas condutas sexistas, que reforçam os estereótipos de gênero construídos social e historicamente, em nossa prática educativa no interior da escola. / The present work investigates the representations which female and male students have about moral violence, inside the school environment. We understand as moral violence the psychological pressures present within the interpersonal relationships among the students, which include humiliations, cursing, threats, exclusion, systematic persecutions within an unbalanced situation of power, even if circumstantial. There is a point of intersection of the concept of moral violence, which we work with, with the concepts of incivilities, microviolences and bullying, also dealt with within this work. In the study of these representations, we have tried to understand the universe of the relationships within the school and, particularly, of the relationships between girls and boys in their interface with the moral violence phenomenon. This work has used as its parameter of theoretical and methodological analysis the Theory of the Organizing Models of Thinking and it was developed into two different and complementary ambits: analysis of the theoretical references and field research. Our sample consisted of ninety-six teenagers, forty-eight girls and forty-eight boys, from the 7th grade of the Elementary School and from the 2nd grade of Secondary School, students from a state school as well as from a private school, both schools situated in the southern region of São Paulo city. We have used as instrument of data collection the resolution of conflicts in an ordinary daily school scene, involving moral violence. With the objective of investigating the possible differences between girls\' and boys\' representations, the instrument had two different versions to be presented to the students of each of the sexes. The application of the questions, based on the understanding of the scene, was accomplished in a single meeting with each of the groups of subjects. We have found significant differences between female and male representations in relation to the phenomenon of moral violence, especially those concerned with the perception of the action expected from the opposing sex in such situations. This result impels us towards a careful consideration for the way in which we have been orientating our female and male students in dealing with conflicting situations. Furthermore, it invites us to reconsider deep-rooted sexist behavior, which reinforces the stereotypes of gender - which are socially and historically built - in our educational practices within the school.

The purpose of this study was to examine the relationships between demographic variables known to predict bullying and victimization, traditional bullying victimization, cyberbullying victimization, and school climate. Participants were 214 fourth and fifth grade students from three elementary schools in Warren County, Kentucky. Students answered demographic questions and completed a series of surveys including the Positive Experience Checklist and the School Climate Survey Suite. Demographic variables and traditional bullying victimization were regressed on the students’ perception of school climate (Model 1). Additionally, cyberbullying victimization was included in a second block to estimate its explanatory value (Model 2). The present study supports previous research that found that traditional bullying is related with a lower perception of school climate and extended this research by examining the relation between cyberbullying and school climate; of interest, are the impacts of cyberbullying on meaningful outcomes (e.g., school climate) of a sufficient magnitude to warrant changes in preventative and intervention strategies? Interestingly, cyberbullying had a negligible but significant effect on school climate, only explaining an additional 3% of the variance in student perception of school climate. These data indicate that cyberbullying victimization is much less predictive of perceptions of school climate than traditional victimization.

New Jersey's high school teachers have many responsibilities to their students: they must educate them, work to mold their strength of character, and protect them from harming each other. The Anti-Bullying Bill of Rights Act (ABR), legally fortified these goals by protecting students from harassment, intimidation, and bullying (HIB), at the state level. Previous research has indicated that incident rates for these negative behaviors are growing globally. This reality has driven the need for intervention and prevention programming; however, few instances of successful implementation exist. An important gap remains in the current literature, as there is still a need to understand the teachers' perceptions of their role as the frontline defenders of anti-bullying policies. The primary area of focus for this qualitative study was on the challenges and supports encountered by teachers responsible for implementing their high school's anti-bullying program. Information was gathered using a phenomenological design through semi-structured, one-on-one interviews of 12 high school educators from three unique school districts. Lived experiences were interpreted using Espelage and Swearer's social-ecological system framework and Darley and Latané's bystander theory framework. The findings from this study gave voice to those responsible for implementing the ABR. Significant findings included policies that require reactive interactions with students where proactive measures would have been preferred, a lack of top-down communication, and ineffective prevention and intervention program training materials. An impetus for implementing policy change was established, and the potential for social change was welcomed through a move toward proactive measures in the school setting.

Workplace bullying caused business owners to lose about 80 million employees' workdays each year. Workplace bullying can cost an organization up to $300 billion for increased medical claims, lost productivity, and employee turnovers, and up to $23 billion in additional expenses, such as costs for employee absenteeism and legal costs. The purpose of this single case study was to explore successful strategies to address workplace bullying used by 7 human resource (HR) managers and executives in 1, small-to-medium-sized organization in Central Florida. The HR managers and executives had 5 or more years of HR experience. The risk management framework and theory of planned behavior were the conceptual frameworks that guided exploration of the phenomenon. Data were collected from semistructured interviews with HR managers and executives and from company artifacts, such as HR and risk management policies. Member checking and transcript review strengthened trustworthiness of data analysis and interpretations. Data were analyzed using thematic analysis. Five themes emerged from the data analysis: enhanced training, encourage reporting, develop HR business partner model, implement policies and guidelines, and enforce zero-tolerance policy. The findings of this study may contribute to positive social change by building awareness of workplace bullying for employees, organizations, and society, and by providing strategies to reduce the number of bullied victims and enrich social harmony within organizations and communities.

Thesis M.A. (Criminology) --Univesity of Limpopo, 2011 / The study on bullying is very important to the effective prevention oflater crime in adulthood. Bullying is one of the anti-social behaviour that may lead to criminal behaviour in adulthood. If bullies are allowed to carry on with this destructive behaviour, when they become adults, they may be involved in criminal behaviour such as partner abuse, road rage, child abuse, theft, etc. When a study is conducted to determine the extent and nature of bullying, the practices of bullying can be prevented on the primary level than waiting for it to continue and try toprevent it in the tertiary level. To prevent this crime at the tertiary level will result in financial losses to the state that will then have to sentence and keep perpetrators in correctional facilities. This study focuses on the nature and the extent to which bullying affect learners at secondary schools in Mankweng. No criminological study has ever been done on this phenomenon in Mankweng, Limpopo Province. A study that was conducted by Sathekge in 2004 focused on the psychological factors that contribute to aggressive behaviour among secondary school students. Sathekge (2004:63-66) found that, 68.9% of learners reported that they were bullied, taunted or teased in their schools. The aim of the study was to determine the nature of bullying among learners at a secondary school level, and the extent to whichit affects learners, specifically focusing on two schools Hwiti and Mountainview Secondary Schools that are located in Mankweng area, Limpopo Province. A quantitative approach was used in this study. Two hundred learners from two schools were selected to form part of the study using a snow ball sampling as a way of collecting the data.

O bullying escolar é um tipo de violência entre pares que envolve agressões intencionais, repetitivas e praticadas em uma relação de desigualdade de poder entre vítimas e agressores. É considerado um problema importante a ser investigado e enfrentado nas escolas por exercer efeitos negativos sobre os desenvolvimentos físico, emocional e social dos estudantes. A sua ocorrência se encontra relacionada a aspectos contextuais da instituição escolar e pessoais dos estudantes. Entretanto, esta investigação direcionou seu foco às características de natureza pessoal que tornam os estudantes vulneráveis à vitimização por bullying, no sentido de proporcionar àqueles em condição de vítima melhores condições para se autodefenderem e fazerem amizades para aumentarem o seu apoio social recebido diante das agressões que sofrem. Assim, o objetivo deste estudo foi verificar se a melhoria das habilidades sociais reduz a vitimização em estudantes brasileiros do 6º ano escolar que são vítimas de bullying. Trata-se de um estudo de intervenção realizado em seis escolas públicas da cidade de Ribeirão Preto, SP, Brasil. Participaram 78 estudantes vítimas de bullying que foram alocadas em dois grupos: intervenção (n=38) comparação (n=40). Os participantes dos dois grupos foram avaliados em relação à vitimização por bullying e ao desenvolvimento de habilidades sociais, antes e depois de finalizada a intervenção em habilidades sociais. As oito sessões, realizadas uma vez por semana, com duração de 50 minutos cada, enfocaram habilidades de civilidade, fazer amizades, autocontrole e expressividade emocional, empatia, assertividade e solução de problemas interpessoais. Os dados foram analisados estatisticamente mediante modelos de regressão de Poisson com efeito aleatório. Análises pré e pós-teste revelaram que os grupos intervenção e comparação apresentaram redução significativa na vitimização por bullying. Os participantes da intervenção diminuíram a dificuldade que apresentaram em praticar as habilidades sociais em nível estatisticamente não significativo. Como mudanças comportamentais demandam maior tempo para se efetivarem nas relações sociais, o pouco tempo existente entre a finalização da intervenção e a avaliação pós-teste pode ter influenciado o resultado. Entretanto, a tendência de melhora nas habilidades sociais das vítimas de bullying foi percebida por seus pares que as indicaram com maior aceitação social, maior capacidade de resolução de conflitos, mais simpatia e menor indicação de que possuíam poucos amigos, em comparação com a avaliação inicial (pré-teste). Apesar de não apresentarem diferença significativa, são resultados que demonstram progressos na posição social das vítimas. Embora não seja possível atribuir a diminuição da vitimização à intervenção realizada, são resultados que atestam a positividade do estudo e que, a longo prazo, podem ampliar sua magnitude ao ponto de tornarem-se significativos. Diante dos resultados, sugere-se que outros modelos de intervenção antibullying sejam testados na realidade nacional, com vistas à identificação daquelas mais efetivos. Recomenda-se que estudos futuros utilizem abordagens não focalizadas exclusivamente nos aspectos individuais dos estudantes. Intervenções em habilidades sociais podem ser mais eficazes se desenvolvidas em conjunto com outras que envolvam também a variedade de situações, contextos e sujeitos implicados no bullying, como os pares, equipe escolar e família / School bullying is a type of violence between peers involving intentional, repetitive aggressions, and practices in an unequal power relationship between victims and aggressors. It is considered an important problem to be investigated and coped with in schools, as it has adverse effects on the physical, emotional and social development of students. Its occurrence relates to contextual aspects of scholastic institutions and personal aspects of students from students. Thus, this investigation\'s focus is directed at personal characteristics that make students vulnerable to bullying victimization, in a sense to propitiate better conditions for victims in terms of self-defense and building friendships, to increase the social support received when coping with these aggressions. Thus, the objective of this study was to verify if the improvement of social skills reduces victimization of Brazilian students from the 6th school year who are bullying victims. We conducted an intervention study in six public schools from the city of Ribeirão Preto, SP, Brazil. Seventy-eight students, victims of bullying, participated in the study, and they were allocated into two groups: intervention (n=38) and comparison (n=40). Participants from both groups were assessed in relation to bullying victimization and the development of social skills, before and after a social skills intervention. The eight sessions, conducted once a week, with 50 minutes duration each, focused on civility skills, to build friendships, self-control and emotional expressivity, empathy, assertiveness and resolving interpersonal problems. The data were statistically analyzed through Poisson\'s regression models with random effects. Pre- and post-tests analyses revealed that intervention and comparison groups significantly reduced bullying victimization. Intervention participants presented decreased difficulty in practicing social skills at a non-significant statistical level. As behavioral changes require more time to be effective in social relationships, the limited time existing between the end of the intervention and the post-test assessment could have influenced the result. However, the tendency to increase the social abilities of bullying victims was perceived by their pairs as indicating they had better social acceptance, greater capacity for conflict resolution, more sympathy and less indication that they had few friends, in comparison to the initial assessment (pre-test). Despite not presenting significant differences, those are results demonstrating progress in the victims\' social position. Although it is not possible to attribute the decrease in victimization to the intervention, those are results proving the positivity of the study that, in the long-term, may broaden its magnitude to a level that it can become significant. Considering the results, we suggest other anti-bullying intervention models to be tested in the reality of the national context, aiming to identify the most effective ones. We recommend future studies to use approaches not focused exclusively on individual aspects of students. Social skills interventions can be more effective if developed with other interventions, including a variety of situations, contexts, and subjects involved in bullying, such as peers, school teams, and family members

This is a study of workplace bullying policy in the public service. The research draws on interviews with policy actors from three groups located in four Australian states and one Australian territory. The groups are senior managers, policy implementors and employee advocates. The study is also informed by research and popular literature to examine how assumptions about what the problem is in workplace bullying dictates the direction taken in policy development. Unlike much of the research into workplace bullying that is based on psychological theorisations, this study is influenced by scholars who focus on the power imbalances that underpin workplace bullying. The key argument in this thesis is that the conceptual dominance of 'gender neutrality' operates to mask the gendered power imbalances which perpetuate bullying behaviour. Hence, to start to address workplace bullying, the effects of power must be acknowledged and addressed in the organisational policy responses to the growing phenomenon of workplace bullying. However, analysing the effects of power is insufficient if gender is not made visible in the analysis. The methodological touchstone for this is Carol Bacchi's 'whats the problem' approach (1999), which is taken further through feminist organisational theory, post modernist understandings of power realtions and a critique of New Public Management practices. The thesis shows how workplace bullying policies in Australian public service administrations have been carefully crafted as gender-neutral, and interweaves data and literature to develop a thesis for why such an approach is a deeply flawed outcome of gender politics. This thesis concludes with some modest suggestions about how organizations might more effectively develop more effective gender-sensitive approaches to workplace bullying.

<p>Title: ”Du kommer väl ihåg hur det var att gå i skolan?” – En visuell retorikanalys av fem av Friends antimobbningsfilmer</p><p>Number of pages: 75</p><p>Authors: Radhika Bhasin and Christoffer Orre</p><p>Tutor: Marinette Fogde and Gudrun Weiner</p><p>Course: Communication, Advanced Course</p><p>Period: Spring 2007</p><p>University: Division of Media and Communication, Department of Humanistic Science, Örebro University</p><p>Purpose/Aim: The purpose with this essay is to examine in what ways the Swedish organisation Friends advertising films against bullying rhetorically and visual rhetorically intend to convince their audience of their message.</p><p>Material/Method: We have been studying five of Friends advertising films against bullying. The five films were chosen because they all originated from the same campaign against bullying amongst schoolchildren. The methods used were partly rhetoric analysis and partly visual rhetoric analysis.</p><p>Main results: The conclusion we can draw from this study is that Friends anti-bullying films uses several rhetoric methods, both classic and visual, to convince their audience. Occurrence of pathos (emotions) arguments as convincing method was most commonly used, followed by ethos (sender trust) and only a few logos (fact) arguments. These arguments combined with a strong evidentia and style figures such as metaphors and metonyms concluded in the assume that the films at least fulfilled their purpose to inform the audience about the anti-bullying message in an appealing way. However if the films resulted in any behaviouristic changes we can not say.</p>

Title: ”Du kommer väl ihåg hur det var att gå i skolan?” – En visuell retorikanalys av fem av Friends antimobbningsfilmer Number of pages: 75 Authors: Radhika Bhasin and Christoffer Orre Tutor: Marinette Fogde and Gudrun Weiner Course: Communication, Advanced Course Period: Spring 2007 University: Division of Media and Communication, Department of Humanistic Science, Örebro University Purpose/Aim: The purpose with this essay is to examine in what ways the Swedish organisation Friends advertising films against bullying rhetorically and visual rhetorically intend to convince their audience of their message. Material/Method: We have been studying five of Friends advertising films against bullying. The five films were chosen because they all originated from the same campaign against bullying amongst schoolchildren. The methods used were partly rhetoric analysis and partly visual rhetoric analysis. Main results: The conclusion we can draw from this study is that Friends anti-bullying films uses several rhetoric methods, both classic and visual, to convince their audience. Occurrence of pathos (emotions) arguments as convincing method was most commonly used, followed by ethos (sender trust) and only a few logos (fact) arguments. These arguments combined with a strong evidentia and style figures such as metaphors and metonyms concluded in the assume that the films at least fulfilled their purpose to inform the audience about the anti-bullying message in an appealing way. However if the films resulted in any behaviouristic changes we can not say.

The purpose of my essay is on one hand to research and evaluate the measures that one intermediate school in Sweden, uses in order to prevent bullying and stop it in the event that one pupil happens to get bullied or harassed. In other words, I would like to show how that school is capable of creating a safe environment. Qualitative research is used to obtain these findings. On the other hand, I also wish to examine what pupils at the school think about these measures and how they perceive the attitudes of the school’s teachers and management regarding the prevention of bullying. In order to acquire this information quantitative research is used. The conclusions that I draw after conducting my research are as follows: 1- Regarding the “Anti – bullying Performance Plan”, my essay shows that school teachers and management actively work in order to maintain a safe environment and as a result bullying is successfully prevented the school. However, I also highlight some aspects of the school’s plan that should be altered in other to make it more understandable to pupils. 2- The majority of the pupils surveyed feel secure at the school and also think that teachers and school management do a good job in preventing bullying. This despite the fact that few pupils know about the existence of the aforementioned plan. I therefore point out how important it is that the school’s teachers work to make pupils aware of the plan’s existence and the rights that the plan gives them.