The phenomena of cyber bullying is relatively new, but it is now more prevalent than ever as children today have access to the internet on a daily basis, in school as well as at home. Although cyber bullying is an increasing problem in today’s society, there seem to be few guidelines for teachers to follow when using the internet with their students in school. The purpose of this study is to investigate who, according to six teachers, has the responsibilities revolving cyber bullying – teachers or parents. There has not been very much research done revolving the issue. The questions that are going to be raised in this study are who the six interviewed teachers think is responsible for taking actions revolving cyber bullying, if there are any guidelines about how to work with the problem, if teachers and parent work together to prevent and act against cyber bullying and what kind of education teachers and parents get to increase their awareness about bullying and cyber bullying. This study is built on interviews with six teachers from three different schools. Two of the schools work with a bullying program that is based on Olweus methods against bullying. The third school has a collaboration with the organisation Friends. This study has its theoretical outcome in Olweus’ methods against bullying in general and Campbell’s definition of what cyber bullying means. Regarding responsibility this study is built on the definition of two different kinds of responsibilities, the moral kind and the legal kind. The conclusions of this study are that the responsibility is not something you can put on either the parents or the teachers, it is a shared responsibility between both parts since the children have access to the internet almost anywhere. There is also a need of guidelines regarding how to act in a case of cyber bullying as there are no known guidelines to turn to today. Some schools seem to have a collaboration between parents and teachers to prevent and act against cyber bullying, where other schools do not. The same schools that have that collaboration also seem to educate both teachers and parents about cyber bullying.

Bullying is a behaviour that is becoming increasingly common in schools and there is evidence to suggest it can begin during the kindergarten years. However, there is a gap in the research for bullying among children aged under 7 years. The focus of the present study was on school-aged children aged 5 to 7 years. The aim was to determine whether children in this age group could reliably report on their own experiences of bullying and if so, could a self-report interview measure be developed to reliably identify bullying in this age group. The results indicate that the children in this study were able to report bullying experiences and how this made them feel, but they were not able to report on the timing, nor the frequency of the bullying. This could be due to factors such as their age and cognitive development and the school’s pro-active anti-bullying policy. Future research could further develop this self-report measure and pilot with a larger population in the hope that it could be used as a regular screening tool for 5- to 7-year-old children in schools.

The purpose of this study is to do a research about some pedagogues’ perceptions of the social phenomenon of bullying, about the roles that can occur and how these pedagogues consider themselves to work accordingly. Our research questions are therefore: What beliefs about the social phenomenon of bullying has the pedagogues? What roles emerge in different bullying situations according to the pedagogues? How do the pedagogues work with bullying and the roles that emerge? The study provides insight into how different approaches to bullying can contribute to various pedagogical implications in anti-bullying work. In our theoretical part we present general issues and the roles that different writers describe. We have chosen earlier research that addresses the roles that may emerge. This qualitative study is based on eight pedagogues’ interview responses, which we have processed and analyzed. Our results and our analysis is presented in four categories; how to treat each other, pedagogues perception of bullying, how to work with bullying and roles. The results of this study have shown that if you as a pedagogue have an understanding of the roles that can occur, the work with bullying can possibly become easier. The results have also shown that the pedagogues’ perceptions of the roles are similar to each other. Even how the pedagogues work with bullying, both in general and in prevention purposes, arise in our results. In the discussion we discuss, based on our previous research, pedagogues beliefs about bullying, their work with bullying and the roles that can occur. We conclude with our own thoughts and further research / Syftet med denna studie är att undersöka pedagogernas föreställningar om det sociala fenomenet mobbning, om vilka roller som kan uppstå samt hur dessa pedagoger anser sig arbeta utifrån detta. Våra frågeställningar är därför: Vilka föreställningar om det sociala fenomenet mobbning finns hos pedagogerna? Vilka roller uppstår i olika mobbningssituationer enligt pedagogerna? Hur anser sig pedagogerna arbeta med mobbning och dess roller som uppstår? Studien ger en inblick i hur olika förhållningssätt till mobbning kan bidra till olika pedagogiska implikationer i antimobbningsarbetet. I vår teoridel presenterar vi det socialpsykologiska perspektivet samt vilka roller olika författare beskriver. Vi har valt tidigare forskning som behandlar de roller som kan uppstå. Denna kvalitativa studie bygger på åtta pedagogers intervjusvar, som vi sedan har bearbetat och analyserat. Vårt resultat och vår analys presenteras utifrån fyra kategorier; Hur man behandlar varandra, pedagogernas uppfattning om mobbning, arbetet med mobbning och roller. Resultatet av denna studie har visat att om man som pedagog har förståelse för de roller som kan uppstå, kan man eventuellt lättare arbeta med mobbning. Resultatet har även visat att pedagogernas föreställningar om rollerna liknar varandra. Även hur pedagogerna arbetar med mobbning, både generellt och förebyggande, framkommer i vårt resultat. I diskussionen diskuterar vi pedagogernas föreställningar om och arbetet med mobbning och de roller som kan uppstå utifrån vår tidigare forskning. Vi avslutar med egna tankar och vidare forskning.

Thesis (Ph. D.)--Florida State University, 2004. / Advisor: Dr. Stephen McDowell, Florida State University, College of Communication, Dept. of Communication. Title and description from dissertation home page (viewed Sept. 23, 2004). Includes bibliographical references.

Thesis (M. Soc. Sc.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 137-142).

Thesis (M.S.)--University of Massachusetts Amherst, 2009. / Open access. Includes bibliographical references (p. 49-52).

Thesis (M.Soc.Sc.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 137-142) Also available in print.

Thesis (M.A.)--University of North Carolina at Wilmington, 2006. / Includes bibliographical references (leaves: [77]-85)

Secretaria Municipal de EducaÃÃo de Fortaleza / Este trabalho tem como objetivo demonstrar, à luz da ontologia marxiano/lukacsiana, uma das faces que a violÃncia assume no contexto de crise estrutural do capital: bullying, palavra de origem inglesa, sem correspondente para a lÃngua portuguesa. Compreendemos que nossa anÃlise deve partir da compreensÃo do pilar que estrutura a sociedade em que vivemos que à a relaÃÃo capital-trabalho para a produÃÃo de mercadorias. Por esta razÃo, para darmos conta de nosso objeto, lanÃaremos mÃo dos seguintes autores: Engels (1979), que trata da teoria da violÃncia; enquanto Marx (2008) analisa o carÃter estranhado do trabalho, estranhamento esse que se desdobra inclusive sobre o que este pensador denominou autoalienaÃÃo (sobre o indivÃduo e sua relaÃÃo com o gÃnero humano); MÃszÃros (2006), que tomou para si a tarefa de analisar as caracterÃsticas da sociedade capitalista sob a crise inÃdita desse sistema, crise essa que agudiza os problemas da humanidade, o que, por conseguinte, acentua as formas de manifestaÃÃo da violÃncia. Ancoramo-nos nesses autores para demonstrar que sÃo limitadas as anÃlises empreendidas por diversos autores, de acordo com os quais o bullying se refere a atos violentos, sem motivaÃÃo aparente, praticada entre estudantes no Ãmbito escolar, cujo fenÃmeno vem sendo estudado desde a dÃcada de 1970 em todo o mundo. Silva (2010) afirma que o fenÃmeno à um problema de saÃde pÃblica; Fante e Pedra (2008) afirmam que à necessÃrio reconhecer o fenÃmeno, a fim de diferenciÃ-lo das demais formas de violÃncia. Na contramÃo das anÃlises desses autores, entendemos que o bullying, nÃo representa efetivamente um fenÃmeno novo, pois em sua essÃncia està ancorado nos condicionantes histÃrico-sociais cujo entendimento à fornecido pelo legado marxiano. Por fim, à somente esse legado que nos permite compreender a cÃlula que preside a sociabilidade especÃfica, a mercadoria. à a partir dessa cÃlula que podemos entender o processo de desumanizaÃÃo dos prÃprios homens, do qual o bullying à expressEste trabalho tem como objetivo demonstrar, à luz da ontologia marxiano/lukacsiana, uma das faces que a violÃncia assume no contexto de crise estrutural do capital: bullying, palavra de origem inglesa, sem correspondente para a lÃngua portuguesa. Compreendemos que nossa anÃlise deve partir da compreensÃo do pilar que estrutura a sociedade em que vivemos que à a relaÃÃo capital-trabalho para a produÃÃo de mercadorias. Por esta razÃo, para darmos conta de nosso objeto, lanÃaremos mÃo dos seguintes autores: Engels (1979), que trata da teoria da violÃncia; enquanto Marx (2008) analisa o carÃter estranhado do trabalho, estranhamento esse que se desdobra inclusive sobre o que este pensador denominou autoalienaÃÃo (sobre o indivÃduo e sua relaÃÃo com o gÃnero humano); MÃszÃros (2006), que tomou para si a tarefa de analisar as caracterÃsticas da sociedade capitalista sob a crise inÃdita desse sistema, crise essa que agudiza os problemas da humanidade, o que, por conseguinte, acentua as formas de manifestaÃÃo da violÃncia. Ancoramo-nos nesses autores para demonstrar que sÃo limitadas as anÃlises empreendidas por diversos autores, de acordo com os quais o bullying se refere a atos violentos, sem motivaÃÃo aparente, praticada entre estudantes no Ãmbito escolar, cujo fenÃmeno vem sendo estudado desde a dÃcada de 1970 em todo o mundo. Silva (2010) afirma que o fenÃmeno à um problema de saÃde pÃblica; Fante e Pedra (2008) afirmam que à necessÃrio reconhecer o fenÃmeno, a fim de diferenciÃ-lo das demais formas de violÃncia. Na contramÃo das anÃlises desses autores, entendemos que o bullying, nÃo representa efetivamente um fenÃmeno novo, pois em sua essÃncia està ancorado nos condicionantes histÃrico-sociais cujo entendimento à fornecido pelo legado marxiano. Por fim, à somente esse legado que nos permite compreender a cÃlula que preside a sociabilidade especÃfica, a mercadoria. à a partir dessa cÃlula que podemos entender o processo de desumanizaÃÃo dos prÃprios homens, do qual o bullying à expressÃo. / This work aims to demonstrate, in the light of Marxian / Lukacsian ontology, one of the faces that violence takes in the context of structural crisis of capital: bullying, english word without corresponding to the Portuguese language. We understand that our analysis must start from the understanding of the pillar structure society in which we live which is the capital-labor relation to the production. For this reason we will launch hand of the following authors: Engels (1979), which deals with the theory of violence; while Marx (2008) analyzes the estranged character of the work, this estrangement that unfolds including about what this thinker named autoalienaÃÃo (on the individual and their relationship with the human race); MÃszÃros (2006), which took upon itself the task of analyzing the characteristics of capitalist society under the unprecedented crisis of this system, a crisis that exacerbates the problems of humanity, which therefore accentuates the manifestations of violence. These authors demonstrate that the analyzes undertaken by various authors are limited, according to which bullying refers to violent acts without apparent motivation, practiced among students in schools, which phenomenon has been studied since the late 1970 worldwide. Silva (2010) states that the phenomenon is a public health problem; Fante and Pedra (2008) claim that it is necessary to recognize the phenomenon in order to differentiate it from other forms of violence. Contrary to the analysis of these authors, we understand that bullying is not actually a new phenomenon, because in its essence is anchored in historical and social conditions whose understanding is provided by the Marxian legacy. Finally, it is only this legacy that allows us to understand the cell who chairs the specific sociability, merchandise. It is from this cell we can understand the process of dehumanization of men themselves, of which bullying is expression.

M.Ed. / The staffroom which was once a retreat for a cup of tea, coffee, a breather and a catch-up of educational talk has become an empty room of silent voices that echo; a place characterised by unresolved grievances, unmanageable workloads, ignored opinions, feelings of being excluded, vital information that was withheld, excessive monitoring, repeated reminders of errors, hostile reaction on approach, persistent criticism, humiliation or ridiculing and impossible deadlines for completion of tasks. The voices of educators have become silent and complacent; actions are defined by what is expected and prescribed by the government. Bullying in the workplace has largely been regarded as insignificant. This complex and universal phenomenon, however, is firmly rooted in South African schools. Changes in an organisation as well as political influences have severe consequences on educators, as educators are more exposed to diversity, cultural differences, increased workloads, harassment, and humiliation, unmanageable workloads in order to meet targets, intimidation, hostility and degradation. Exposure to bullying in the staffroom and personal experiences as being a victim of bullying motivated this researcher to improve her qualifications and to conduct research in downward bullying. The research, based upon educator perceptions, attempts to investigate whether downward bullying is taking place, when it is taking place, as well as how often it is perceived to occur within primary schools in Gauteng. To facilitate this investigation, the following objectives were set; to investigate the nature of downward bullying, to probe the perceptions of educators as to the frequency of downward bullying and to devise strategies to enable educators to recognise and cope with downward bullying. Completing this research, a set of management strategies for the identification and reduction of downward bullying were suggested. Indistinguishable from compliance, control, governmentality and managerialism, downward bullying, if not addressed, is a concern for the education system in South Africa. The dynamics presented within this research will shed light on the "dark side" of legitimate power, exposing the gravitational nature of bullying as an escalating workplace phenomenon.