<p><p>The purpose of this study was to show how two schools from a municipality in greater Stockholm work with a document called "likabehandlingsplan", literally „plan for equal treatment‟. This document is required by law in Swedish schools and a part of each municipality‟s program. The goal of the study was to see how teachers and school principals view and work with the plan as a part of their work in preventing discrimination and offensive behavior, in particular in dealing with problems with bullying.<p> </p><p>The two schools‟ plans were compared for similarities and differences and how they chose to follow the municipality‟s guidelines was examined. In-depth interviews were made with two teachers and two principals. These were taped, transcribed and compared.<p> </p><p>The results showed that the two schools‟ plans were similar as to goals and the importance the teachers and principals attach to this work. The results of the interviews showed that the teachers/principals have a good knowledge about bullying and well-developed techniques for dealing with it and that they are dedicated in their work to prevent bullying. They are aware of problems that occur when school personnel are not present. Working with the "plan for equal treatment" has been an important part of their work towards their goal of preventing and treating bullying.<p> </p><p> </p></p></p></p></p>

The purpose of this study was to show how two schools from a municipality in greater Stockholm work with a document called "likabehandlingsplan", literally „plan for equal treatment‟. This document is required by law in Swedish schools and a part of each municipality‟s program. The goal of the study was to see how teachers and school principals view and work with the plan as a part of their work in preventing discrimination and offensive behavior, in particular in dealing with problems with bullying.  The two schools‟ plans were compared for similarities and differences and how they chose to follow the municipality‟s guidelines was examined. In-depth interviews were made with two teachers and two principals. These were taped, transcribed and compared.  The results showed that the two schools‟ plans were similar as to goals and the importance the teachers and principals attach to this work. The results of the interviews showed that the teachers/principals have a good knowledge about bullying and well-developed techniques for dealing with it and that they are dedicated in their work to prevent bullying. They are aware of problems that occur when school personnel are not present. Working with the "plan for equal treatment" has been an important part of their work towards their goal of preventing and treating bullying.

O presente trabalho, sob o referencial da Teoria da Regulação Pessoal e Social da Conduta Delituosa, ocupou-se da compreensão da adaptação pessoal de um grupo de adolescentes judiciarizados (GJ) em comparação a um grupo de adolescentes não-judiciarizados (GNJ). Sessenta adolescentes do sexo masculino, com idades entre 16 e 18 anos, participaram da pesquisa, 30 constituindo o GJ e 30 constituindo o GNJ. A coleta de dados foi feita com três instrumentos: Invetário de Personalidade de Eysenck, (IPE), Inventário de Personalidade de Jesness (IPJ) e Inventário de Depressão de Beck (BDI). Os resultados indicaram diferenças de adaptação pessoal entre os grupos na medida em que o GJ e o GNJ tiveram médias significativamente diferentes em muitas das dimensões dos instrumentos utilizados (Propensão à Delinqüência, Neuroticismo e Psicotismo do IPE; DS, OV, Im, Au, Al, AM e IA do IPJ e; Tristeza, Insatisfação, Punição, Auto-aversão, Choro, Perda de Apetite e Escore Total do BDI). As diferenças entre os grupos revelaram que a adaptação pessoal do GJ é deficitária, denotando um desenvolvimento de personalidade mais egocêntrico (em oposição a um desenvolvimento alocêntrico da personalidade), em comparação ao GNJ. Os resultados obtidos através dos três instrumentos foram discutidos à luz dos resultados publicados pela literatura científica sobre o tema. Teceram-se algumas considerações finais acerca das contribuições trazidas por este estudo, bem como acerca de suas limitações. / This study was conducted under the basis of the Offensive Behavior Personal and Social Regulation Theory. It aimed to understand the personal adaptation of a group of adjudicated adolescents (AG) in comparison to a group of non- adjudicated ones (NAG). Sixty male adolescents with ages between 16 and 18 years participated of the research (30 composing AG and 30 composing NAG). The data collection was made with three instruments: Eysenck Personality Inventory, (EPI), Jesness Personality Inventory (JPI) and Beck Depression Inventory (BDI). The results indicated that the groups differentiated on personal adaptation as AG and NAG had significantly different averages in many of the dimensions of the instruments (Propensity to the Deliquency, Neuroticism and Psicoticism of the IPE; SM, VO, Im, Au, Al, MA and AI of the IPJ and Sadness, Dissatisfaction, Punishment, Self-aversion, Tears, Appetite loss and Total score of the BDI). The inter-group differences showed that the AG personal adaptation is low, denoting a more self-centered personality development (the opposite of a personality alocentric development), in comparison to the NAG. The results from the three instruments were discussed in a comparison with the published results from scientific literature on the subject. Some final considerations regarding the contributions brought by this study, as well as some considerations regarding its limitations was carried out.

O presente trabalho, sob o referencial da Teoria da Regulação Pessoal e Social da Conduta Delituosa, ocupou-se da compreensão da adaptação pessoal de um grupo de adolescentes judiciarizados (GJ) em comparação a um grupo de adolescentes não-judiciarizados (GNJ). Sessenta adolescentes do sexo masculino, com idades entre 16 e 18 anos, participaram da pesquisa, 30 constituindo o GJ e 30 constituindo o GNJ. A coleta de dados foi feita com três instrumentos: Invetário de Personalidade de Eysenck, (IPE), Inventário de Personalidade de Jesness (IPJ) e Inventário de Depressão de Beck (BDI). Os resultados indicaram diferenças de adaptação pessoal entre os grupos na medida em que o GJ e o GNJ tiveram médias significativamente diferentes em muitas das dimensões dos instrumentos utilizados (Propensão à Delinqüência, Neuroticismo e Psicotismo do IPE; DS, OV, Im, Au, Al, AM e IA do IPJ e; Tristeza, Insatisfação, Punição, Auto-aversão, Choro, Perda de Apetite e Escore Total do BDI). As diferenças entre os grupos revelaram que a adaptação pessoal do GJ é deficitária, denotando um desenvolvimento de personalidade mais egocêntrico (em oposição a um desenvolvimento alocêntrico da personalidade), em comparação ao GNJ. Os resultados obtidos através dos três instrumentos foram discutidos à luz dos resultados publicados pela literatura científica sobre o tema. Teceram-se algumas considerações finais acerca das contribuições trazidas por este estudo, bem como acerca de suas limitações. / This study was conducted under the basis of the Offensive Behavior Personal and Social Regulation Theory. It aimed to understand the personal adaptation of a group of adjudicated adolescents (AG) in comparison to a group of non- adjudicated ones (NAG). Sixty male adolescents with ages between 16 and 18 years participated of the research (30 composing AG and 30 composing NAG). The data collection was made with three instruments: Eysenck Personality Inventory, (EPI), Jesness Personality Inventory (JPI) and Beck Depression Inventory (BDI). The results indicated that the groups differentiated on personal adaptation as AG and NAG had significantly different averages in many of the dimensions of the instruments (Propensity to the Deliquency, Neuroticism and Psicoticism of the IPE; SM, VO, Im, Au, Al, MA and AI of the IPJ and Sadness, Dissatisfaction, Punishment, Self-aversion, Tears, Appetite loss and Total score of the BDI). The inter-group differences showed that the AG personal adaptation is low, denoting a more self-centered personality development (the opposite of a personality alocentric development), in comparison to the NAG. The results from the three instruments were discussed in a comparison with the published results from scientific literature on the subject. Some final considerations regarding the contributions brought by this study, as well as some considerations regarding its limitations was carried out.

Studiens syfte var att kartlägga skillnader mellan individuella faktorer och upplevelsen av social och organisatorisk arbetsmiljö hos studenterna på Jönköping University. Syftet var också att skapa en översikt och ett underlag för åtgärder åt uppdragsgivaren Studenthälsan. Den sociala och organisatoriska arbetsmiljön har i studien grundat sig på sex olika segment: krav, kontroll, socialt stöd, balans mellan studier och fritid, hälsa och välbefinnande samt kränkande beteende. Studien är kvantitativ och har grundat sig i en tvärsnittsdesign med en deduktiv ansats. En webbaserad enkät skickades i mars 2017 ut till de studenter på lärosätet som studerade minst 75 %, vilket genererade 1324 svar med en svarsfrekvens på 19,3 %. Data analyserades med hjälp av t-test med oberoende mätningar, oberoende envägs ANOVA och Kruskal Wallis ANOVA. Resultatet visade att framförallt kvinnor, äldre studenter, internationella studenter utanför utbytesprogram och inhemska studenter samt studenterna på Hälsohögskolan och den Tekniska högskolan upplevde den sociala och organisatoriska arbetsmiljön sämre än jämförelsegrupperna. Segmentet hälsa och välbefinnande visade upp lägst medelvärden av samtliga segment. Resultatet bekräftade befintlig teori med undantagen att äldre studenter upplevde den organisatoriska och sociala arbetsmiljön sämre samt att utbytesstudenter upplevde den bättre på lärosätet för aktuell studie. För vidare forskning föreslås kvalitativa studier som syftar till att identifiera orsakerna till de skillnader som uppvisade signifikanta värden. / The study's purpose was to map differences between individual factors and the perception of the social and organizational work environment among students at Jönköping University. The social and organizational work environment in this study is based on six different segments: demands, control, social support, balance between studies and free time, health and wellbeing and offensive behavior. The study is quantitative and is based on a cross-sectional design with a deductive approach. In March 2017, an online survey was distributed to students with a study pace of 75 % or more at the university. The survey generated 1324 responses with at response rate of 19,3 %. The data were analyzed with Independent Sample t-test, Independent One Way ANOVA and Kruskal Wallis ANOVA. The results showed that particularly women, older students, international students who are not part of an exchange program, Swedish students and students from the Health and Technical Schools, perceived the social and organizational work environment more negatively than their comparison groups. The segment, health and wellbeing, showed the lowest mean score of all the segments. The study's results confirmed existing theories with the exceptions that the older students experienced the social and organizational work environment more negatively than the other students, and that the exchange students perceived it more positively. For further research the authors suggests qualitative studies to identify the causes of the differences that showed significant results.