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The objective of this study was to carry out a systematic review of the research works that have analyzed school bullying and cyberbullying in academically gifted students. The search was carried out in the main psychology databases (Scopus, Web of Science, and Psych Info), considering works from the past 22 years (2000–2022). One hundred and sixty-five documents were analyzed, of which fifteen studies complied with the inclusion criteria. Seven of these made comparisons between gifted and non-gifted students, classified according to three perspectives: (a) studies concluding that gifted students have a greater risk of being victims than non-gifted students and have a lower risk of being a bully, due to the characteristics of this group; (b) studies that affirm that gifted students have a lower risk of being a bully or victim, as compared to non-gifted students since their high cognitive level allows them to effectively handle social and emotional challenges, thereby contributing to a lower level of participation in bullying or victimization behavior; (c) and studies concluding that gifted students have a similar risk of being a bully or victim as non-gifted students. Studies that only use samples of gifted students reveal a high prevalence of bullying and cyberbullying, and very negative consequences on this group. Although the limited number of studies does not allow for a definitive confirmation of a greater vulnerability to bullying by academically gifted students, it does confirm the need to recommend that the educational community offer preventive elements and specific interventions for this group. This research was financed by the Ministry of Science and Innovation, the Agency and the European Regional Development Fund (Proyect PID123118NA-100 funded by MCIN /AEI /10.13039/501100011033 / FEDER, UE).

A growing body of evidence acknowledges that cyberbullying is a public mental health issue that extends to college settings. Current literature highlights the need to conduct further research on ge...

The article problematizes two universal problems in modern schools – peer violence and experiencing boredom in the classroom, and their interconnectedness. The results of research conducted among 604 students with an average age of 13.9 years show that these are relatively common among adolescents and that academic boredom is a significant predictor of victimization and the commission of traditional and electronic peer violence, which should be taken into account when creating prevention programs

Tema moje raziskave je medvrstniško nasilje med otroki s posebnimi potrebami, ki sem ga raziskovala na šoli s prilagojenim programom z nižjim izobrazbenim standardom in posebnim programom vzgoje in izobraževanja. V diplomskem delu je teoretični del razdeljen na tri sklope: medvrstniško nasilje, otroci s posebnimi potrebami ter pregled raziskav o medvrstniškem nasilju med otroki s posebnimi potrebami. Empirični del je sestavljen iz formulacije problema z raziskovalnimi vprašanji in metodologije, kjer je predstavljen merski instrument (smernice za delno standardiziran intervju), metoda zbiranja podatkov (delno standardiziran intervju) ter dve enoti raziskovanja (otroci ter šolski svetovalni delavki). Sledijo rezultati in razprava s sklepi, kjer so predstavljene bistvene ugotovitve: kot vzrok medvrstniškega nasilja šolski svetovalni delavki navajata razmere v družini najpogostejša oblika medvrstniškega nasilja je verbalno nasilje, ki zajema kletvice, grdo govorjenje v vlogi povzročitelja nasilja se najpogosteje znajdejo fantje, v vlogi žrtve pa so tako fantje kot dekleta vrstniško nasilje se najpogosteje pojavlja med odmorom ter pri športni vzgoji otroci se najpogosteje obrnejo po pomoč na učiteljico oziroma razredničarko ter šolski svetovalni delavki šola v smeri preventive izvaja pogovore na temo tovrstnega nasilja, predmet Socialno učenje, sodeluje tudi z drugimi institucijami rešitev oziroma možnost zmanjšanja medvrstniškega nasilja učenci in učenke vidijo v druženju med seboj, s pogovori ter v vedenju brez nasilja. Za izboljšanje preventive na podlagi ugotovitev predlagam več preventivnih pogovorov v sklopu razrednih ur, delavnice na temo prepoznavanja medvrstniškega nasilja, posvečanje več pozornosti novim oblikam medvrstniškega nasilja (spletno nasilje), predavanja za starše in skrbnike. Poleg tega predlagam tudi ponovitev naravoslovnega dneva Kako ravnati z jezo, ki se je izkazal kot dobra praksa. The topic of my research is peer violence among children with special needs, which I researched at a school with an adapted program with a lower educational standard and a special education program. In the diploma thesis, the theoretical part is divided into three sections: peer violence, children with special needs and a review of research on peer violence among children with special needs. The empirical part consists of the formulation of a problem with research questions and methodology, which presents a measurement instrument (guidelines for a partially standardized interview), a data collection method (a partially standardized interview) and two research units (children and school counselors). The following are the results and a discussion with conclusions, where the essential findings are presented: school counselors cite the situation in the family as the cause of peer violence the most common form of peer violence is verbal violence, which includes cursing, abusive language boys are the most common perpetrators of violence, in the role of a victim are both - boys and girls peer violence most often occurs during school breaks and at physical education children most often refer to a teacher or class teacher and school counselor for help to prevent peer violence, the school performs conversations on the topic of violence, the subject of Social Learning and cooperates with other institutions The solution or the possibility of reducing peer violence is seen by students in socializing with each other, through conversations and nonviolent behavior. To improve prevention based on the findings, I suggest the following: more preventive talks in class, classrom activites on how to recognize peer violence, more attention to new forms of peer violence (online violence), lectures for parents and guardians. In addition, I also suggest repeating the science day How to deal with anger, which has proven to be a good practice.

V diplomskem delu predstavljam nasilje v Osnovni šoli Drska v Novem mestu, pri čemer sem se osredotočila predvsem na spolno in spletno nasilje med vrstniki zadnjega triletja. Dotično temo sem imela že od samega začetka izbiranja v ožjem izboru, dokončno pa sem se zanjo odločila med opravljanjem študijske prakse v Osnovni šoli Drska, ko je prišlo do primera tako spolnega kot spletnega nasilja. Moje mnenje je, da se je vsak izmed nas že kdaj soočil z nasiljem – kot žrtev, povzročitelj ali opazovalec. Poleg različnih oblik so pomembni tudi dejavniki, ki vplivajo na pojav medvrstniškega nasilja. Eden izmed glavnih dejavnikov, ki vpliva na razvoj in vedenje otroka, je šola. Osredotočila se bom tudi na načine, kako se spopasti z medvrstniškim nasiljem ter kakšna je pri tem vloga šole in socialnih delavcev. Z raziskavo sem želela pridobiti podatke o tem, ali je spol pomemben dejavnik nasilja v šoli ter ali so dekleta pogosteje žrtve nasilja kot dečki. Zanimalo me je, komu se učenci, ki so ali bi bili žrtve nasilja, zaupajo ali bi se zaupali, s kom spregovorijo o svoji slabi izkušnji in kakšno obliko nasilja so učenci največkrat prepoznali na svoji šoli. Raziskava, ki sem jo izvedla, je kvantitativna, saj sem gradivo obdelala in analizirala s pomočjo številčnih podatkov, pri tem pa mi je bilo v pomoč mersko orodje anketni vprašalnik, ki je bil za anketirane učence prostovoljen in anonimen. Moj vzorec je neslučajnostni in priročen. Populacijo sestavljajo učenke in učenci Osnovne šole Drska v Novem mestu. Skupno je anketne vprašalnike izpolnilo 131 anketirancev, ki se med seboj razlikujejo glede na spol in razred. Rezultati raziskave so pokazali, da učenke in učenci srednje pogosto opazijo kakršno koli obliko nasilja v njihovi šoli, pri čemer so najpogosteje prepoznali žaljenje, kot najmanj pogosto pa so zaznali spolno in spletno nasilje. Z raziskavo sem ugotovila, da so dekleta večkrat odgovorila, da so bila žrtve nasilja kot pa dečki. Iz raziskave pa je razvidno tudi, da se učenke in učenci najpogosteje o svoji slabi izkušnji zaupajo družini (staršem, sestri, bratu) ter najmanjkrat socialni delavki ali šolskemu psihologu. In my dissertation, I present violence at the Drska Primary School in Novo mesto, researching students attending the last three years of primary school and focusing mainly on sexual and online violence among them. I had this topic in mind from the very beginning and I finally decided on it during my internship at the Drska Primary School, when there was a case of sexual as well as online violence. In my opinion, each of us faced violence at some point in our lives, as a victim, perpetrator, or observer. In addition to the various forms of violence, the factors influencing the occurrence of peer violence are also important. One of the key factors that influence a child’s development and behavior is school. I will focus on ways to deal with peer violence, as well as the role of school and social workers. With my research, I wanted to obtain data on whether gender is a significant factor in school violence and whether girls are more likely to be victims of violence than boys. I was interested in whom the students who are or would-be victims of violence trust or would trust, with whom they talk about their bad experience, and what form of violence the students most often recognized at their school. The research I conducted is quantitative, as I processed and analyzed the material with the help of numerical data using the questionnaire as my measurement tool, which was voluntary and anonymous for the surveyed students. I used non-probability and convenience sampling. The population consists of students from the Drska Primary School in Novo mesto. A total of 131 respondents who differed from each other in terms of gender and class completed questionnaires. The research results showed that students notice any form of violence in their school medium often, with the most common being insults, and the least common being sexual and online violence. Through research, I found that girls were more likely to answer they were victims of violence than boys. The research also shows that students most frequently confide in their family (parents, sisters and brothers) about their unpleasant experience, and least frequently in a social worker or school psychologist.

Nasilje među djecom i mladima sve je češći problem s kojim se suočavaju djeca i mladi, ali i učitelji i roditelji. Svako četvrto dijete svakodnevno doživi neki oblik nasilja. Do vršnjačkog nasilja najčešće dolazi u školi, a najzastupljeniji oblici su verbalno i fizičko nasilje, no sve više i elektroničko nasilje. Uloge u kojima se djeca mogu naći u kontekstu neke situacije koja je rezultirala nasiljem su počinitelj, žrtva, počinitelj žrtva i promatrač. Svaku od uloga karakteriziraju specifična i prepoznatljiva obilježja i osobine. O nasilju ili adekvatnim reakcijama i ponašanjima djeca najčešće uče u obiteljskom okruženju. Roditeljski odgoj pritom ima značajnu ulogu, pri čemu istraživanja ističu kao ključne čimbenike roditeljsku toplinu, roditeljski nadzor, tjelesno kažnjavanje i nasilne emocionalne izljeve roditelja te temperament djeteta. Jedan od najvažnijih faktora u određivanju kvalitete života su primanja u obitelji. Primanja imaju utjecaj na zdravlje, emocionalnu dobrobit, školski uspjeh i obrazovni status, razinu radne kvalifikacije, zaposlenost, itd. Istraživanja pokazuju da ekonomski stres može negativno utjecati na mentalno funkcioniranje roditelja, što ponekad dovodi do neadekvatnih roditeljskih postupaka koji za posljedicu kod djece imaju izražene probleme u ponašanju i veću uključenost u nasilne situacije s vršnjacima. Posljedice do kojih dolazi mogu se očitovati u pojavi internaliziranih i/ili eksternaliziranih problema. Prema rezultatima brojnih istraživanja djeca koja svjedoče ili dožive nasilje u obitelji, češće su sudionici vršnjačkog nasilja. Pri tome se češće pojavljuju u ulozi žrtve ili počinitelja žrtve. U sprječavanju nasilja važna je suradnja djece, roditelja i nastavnika. Cilj preventivnih programa je podučiti o pojavi nasilja, načinima reagiranja te nenasilnom rješavanju sukoba., Violence among children ano youth i san increasinghly common problem faced by children and youth, as well as teachers and parents. Every fourth child wxperiences some type of violence on a daily basis. Peer violence mostly happens at school and the most common tapes are verbal and physical violence, but lately even more and more electronic violence. Children can find themselves in the role of a perpetrator, a victim, a perpetrator victim or an observer. Every role is characterised by specific and recognisable features and traits. Children first learn about violence and adequate reactions and behaviors through family. Nurture plays a significant role, where research assert parental warmth and advisory, physical punishing, violent emotional bursts and children temperament as key factors. One of the most important factors in determining the quality of life is family income. It affects health, emotional wellbeing, school and educational success, working qualification, employment etc. Research show that economic stress can affect parent mental functioning negatively, so they may treat children inadequtely which leads to children having problem sin behaviour and being more involved in violent situations with peers. Consenquences could be internalized or externalized problems. According to the results of many studies, children who witness or face damily violence are frequently involved in peer violence, mostly taking the role of a victim or a perpetrator victim. Cooperation among children, parents and teachers is very important in preventing violence. The objective of the preventing programmes is ti teach about the appearance of violence, ways to respond and non-violent conflict resolutions.

Nastavnici svojim uvjerenjima o vršnjačkom nasilju mogu doprinijeti smanjenju ili povećanju vršnjačkog nasilja u školi. Pored toga i empatija nastavnika može imati važnu ulogu u reakcijama na vršnjačko nasilje. Cilj ovog istraživanja bio je ispitati ulogu roda počinitelja i žrtve vršnjačkog nasilja i roda budućih nastavnika u procjenama agresivnosti ponašanja i u procjenama vjerojatnosti intervencije u slučaju vršnjačkog nasilja. Uz to, cilj je bio ispitati ulogu stupnja empatije budućih nastavnika te ulogu procjene stupnja agresivnosti nasilnog ponašanja u predviđanju vjerojatnosti intervencije u slučaju vršnjačkog nasilja. Korištena je kombinacija simulacijskog eksperimentalnog i asocijacijskog nacrta za čije su potrebe konstruirane vinjete s hipotetskim situacijama svjedočenja vršnjačkom nasilju u školi. U istraživanju koje je provedeno online sudjelovalo je 256 studenata (od čega 201 žena) nastavničkih usmjerenja studija. Rezultati složenih analiza varijanci pokazuju da budući nastavnici neovisno o rodu procjenjuju ponašanja u kojima su žrtva i počinitelj ženskog roda agresivnijima u odnosu na ponašanja u kojima su žrtva i počinitelj muškog roda te da studentice procjenjuju vršnjačko nasilje agresivnijim od studenata. Studentice su također procijenile i veću vjerojatnost da bi intervenirale u slučaju vršnjačkog nasilja u odnosu na studente. Rezultati hijerarhijske regresijske analize pokazali su da značajni samostalni doprinos u objašnjenju vjerojatnosti intervencije ima procjena agresivnosti nasilnog ponašanja. Teachers can contribute to the reduction or increase of peer violence in school with their beliefs about peer violence. In addition to teachers’ beliefs, their empathy can play an important role in their reaction to peer violence. The aim of this study was to examine the role of the gender of both perpetrators and victims of peer violence, as well and the gender of future teachers in assessing the aggressiveness of behavior, and in assessing the likelihood of intervention in the case of peer violence. In addition, the aim was to examine the role of the degree of future teachers’ empathy and the role of assessing the degree of aggressiveness of violent behavior in predicting the likelihood of intervention in the case of peer violence. A combination of a simulation experiment and association design was used, for which vignettes were constructed with hypothetical situations of witnessing peer violence at school. The participants in the study, which was conducted online, were 256 students (201 female) of different faculties, specializing in teaching. The results show that future teachers assess behaviors in which the victim and perpetrator are female as being more aggressive than behaviors in which the victim and perpetrator are male, and that female students assess peer violence more aggressively than male students. Female students also estimated a higher probability of intervening in a case of peer violence than male students. The results of the hierarchical regression analysis showed that the assessment of the aggressiveness of violent behavior have a significant role in explaining the probability of intervention.

The topic of aggressive behavior of school children and teenagers in relation to computer games is quite popular. There is a large number of studies which show a clear relationship between the frequency of playing computer games and the preference for violent games and various aggressive behaviors. Slightly less space is devoted to the positive effect of games, its educational and preventive potential, and especially to the use of computer games in the prevention of violence. Meanwhile, for some time now, new technologies, in particular serious games, have started to be included in preventive programs. The aim of the article is to draw attention to the possible use of serious digital games in the prevention of peer violence. The subject will be the analysis of their potential, with emphasis on solutions that can be used in the prevention of peer violence, both “traditional” and electronic, and the effects that can be achieved thanks to such games. Serious games can be used to raise awareness, induce empathy, and teach strategies for coping with the experience of victimization as well as witnessing violence. This issue is of particular importance from the point of view of the contemporary education of children and youth.

All antisocial acts, including violence and bullying behavior, are such thing within the community where they occur; they are a reflection of that community. This study aims to analyze the spontaneous discourse about bullying at school of 406 adolescents aged between 15 and 21 years. Qualitative analysis of the data permitted to derive four discursive principles: denial of the existence of violence (“it doesn’t happen”), denial of one’s own responsibility (“if it happens, it isn’t me, everybody does it”), denial of seriousness (“if it is a joke, it doesn’t hurt”), and attribution to the victim (bullying behavior happens to the victim for a reason). The analysis of adolescent’s spontaneous discourse contributes to the definition of interpretive context regarding peer violence. This knowledge should be included in the scientific model in order to help developing effective intervention programs.

The paper contains the results of the field research that the authors used in order to determine the existence and manifesting forms of peer pressure in youth sports. The sample consists of young people aged 11 to 18, who practice sport (N=536). The research was conducted in the second half of 2019 in the territory of the Autonomous Province of Vojvodina. The research results indicate that there are various forms of aggressive and violent behavior among youth, among which psychological violence predominates. The most common place for violence is the dressing room, after training or a competition. In terms of age, high-school-age children report higher level of violence victimization compared to older primary school children. The research results testify to the fact that sport shares “the fate” of the society in which it exists and that policy makers in youth sports should take into consideration this social phenomenon as well.

This research was conducted to determine the self-regulation skills and peer bullying exposure levels of children attending pre-school education institutions and to examine the relationship between self-regulation skills and peer bullying exposure levels. In this context, the research was carried out with 155 children over 48 months attending pre-primary education institutions in Patnos district of Agri province during 2017-2018 academic year. In order to collect data in the research; “Personal Information Form” to reach the necessary information about children; In order to determine the self-regulation skill levels of the children, “Preschool SelfRegulation Scale (OODO)” and to determine the levels of children being exposed to peer bullying; “Peer Violence Exposure Scale” was used. The obtained data were analyzed in SPSS program according to the number of categories of independent variables by t test and One Way Variance Analysis (ANOVA) for independent samples. As a result of the research, while self-regulation skills did not differ significantly according to the age and gender of the child; It was observed that the child showed a statistically significant difference according to the number of siblings (p

Cilj ovog istraživanja bio je utvrditi postoji li i u kojoj mjeri povezanost između percipirane školske klime i doživljenog/počinjenog vršnjačkog nasilja među učenicima. Uz glavni cilj nastojalo se ustanoviti postoji li razlika u percepciji školske klime s obzirom na spol učenika i razred kojeg pohađa. U istraživanju je sudjelovalo 162 učenika drugog, trećeg i četvrtog razreda gimnazije u Zagrebu. Za prikupljanje podataka korišten je on line upitnik sastavljen od Hrvatskoga upitnika školske klime (Velki i Kuterovac Jagodić, 2012) i Upitnika o školskom nasilju UŠN-2003 (Buljan Flander, Karlović i Štimac, 2003). Rezultati pokazuju da postoji statistički značajna povezanost između percipirane školske klime i doživljenog nasilja, no ne i počinjenog nasilja. Kada je u pitanju percepcija školske klime razlike su primijećene samo na razini spola učenika. The main aim of the study was to determine and measure the correlation between perceived school climate and committing/experiencing peer violence between students. Additional aims included determination of correlation between perceived school climate depending on gender, as well as the grade the students attend. The study included 162 students that attend second, third, and fourth grade of the gymnasium in Zagreb. On-line questionnaire compound from Croatian school climate questionnaire (Velki i Kuterovac Jagodić, 2012) and School violence questionnaire (Buljan Flander, Karlović i Štimac, 2003) was used to collect the data. Results of the study point out a significant correlation between perceiving school climate and experiencing peer violence rather than committing violence. Differences in perceiving school climate are noted only in gender variable.

U novije vrijeme smatra se da učitelji imaju ključnu ulogu u suočavanju s problemom vršnjačkog nasilja, a za kvalitetne intervencije važna je kompetentnost učitelja. Cilj ovog istraživanja je ispitati odnos kompetentnosti i percipirane ozbiljnosti nasilne situacije u predviđanju intervencija učitelja u slučajevima vršnjačkog nasilja. Istraživanje je provedeno na nacionalno reprezentativnom uzorku (N=639) učitelja osnovnih škola u Republici Hrvatskoj, prosječne dobi 43 godine (sd=10,59). Za prikupljanje podataka, uz upitnik sociodemografskih karakteristika, korištene su Vinjete te Skala samoprocjene kompetentnosti za rad učitelja na problemima vršnjačkog nasilja. Uz analizu temeljnih odrednica kompetentnosti utvrđeno je da će učitelji koji su kompetentniji procjenjivati nasilje ozbiljnije od svojih manje kompetentnih kolega, a oni koji nasilje percipiraju ozbiljnije češće će i intervenirati. Rezultati pokazuju da kompetentnost ima značajnu prediktivnu ulogu u predviđanju intervencija, a u tom odnosu ozbiljnost nasilja ima moderatorski efekt. Najnižu vjerojatnost intervencije imaju učitelji s niskom kompetentnosti i niskom percepcijom ozbiljnosti nasilja, a najvišu vjerojatnost intervencije imaju učitelji koji imaju visoke razine kompetentnosti i procjenjuju nasilje ozbiljnim. Uz temeljno određenje kompetentnosti, ovaj rad nudi i relevantne smjernice za edukaciju učitelja., In recent times, teachers are considered to play a key role in dealing with the problem of peer violence and their competence is very important for quality interventions. The aim of this study was to examine the relationship between competence and perceived severity of a violent situation in predicting teacher intervention in cases of peer violence. The research was conducted on a nationally representative sample (N = 639) of primary school teachers in the Republic of Croatia, average age 43 years (SD = 10,599). In addition to the socio-demographic characteristics questionnaire, data was collected via Vignettes and the Self- Assessment Competence Scale for Teachers’ Work on Peer Violence Problems. In addition to the analysis of the basic determinants of competence, it was found that teachers who are more competent will assess violence somewhat more seriously than their less competent colleagues, and those who perceive violence more seriously will also intervene more often. The results show that competence has a significant predictive role in predicting interventions, and in this respect the severity of violence has a moderating effect. Teachers with low competence and low perception of the severity of violence have the lowest probability of intervention, and teachers with high levels of competence who assess violence as serious have the highest probability of intervention.

Background: Child abuse is an endemic phenomenon that refers to any form of violence aimed at children and adolescents. The Emergency Room is often the entry point to healthcare for the abused child. Methods: This is a cross-sectional study including minors, aged 0–18 years, of all genders, who experienced any form of violence examined at the Paediatric Emergency Department of the ‘Maggiore della Carità’ Hospital in Novara (North-West Italy) between 1 January 2017 to 31 December 2021. Data were extrapolated by looking at the diagnosis at discharge. A comparison of the different variables collected was made between the pre-COVID-19 period and the COVID era. Results: 120 minors presented to the paediatric emergency room seeking help for violence. The average age was 10 years, 55% of the victims were male and 75% of them were Italian. In the pre-COVID period, the number of presentations for abuse was 62, while in the COVID period it was 58 with an increase of peer violence (from 38.71% to 62.07%) and with a statistically significant impact of the pandemic on the phenomenon (p-value < 0.00001). In general, peer violence accounts for 50% of the cases reviewed and resulted in fewer reports to the judicial authority and requests for forensic advice. Conclusion: The SARS-CoV-2-related pandemic has had an impact on total emergency room admissions and the types of abuse perpetrated.

Tema magistrskega dela je spletno nasilje v osnovnih šolah. Osredotočimo se na učitelje in njihovo soočanje s pojavom spletnega nasilja med učenci. Teoretični del magistrskega dela je najprej namenjen razlagi pojmov nasilje in medvrstniško nasilje, saj je razumevanje teh pojmov ključno za razumevanje osrednjega pojma spletno nasilje. Opisani so dejavniki, ki vodijo do nasilnih dejanj, vloge, ki jih imajo udeleženci v nasilnem dejanju, ter različne vrste in oblike nasilja. Osrednji del magistrskega dela se osredotoča na različne definicije in značilnosti spletnega nasilja ter razlike med spletnim in tradicionalnim nasiljem. Opisane so oblike in vrste nasilja. Nato analiziramo uporabo spleta med mladostniki in otroki z vključitvijo ugotovitev treh večjih raziskav, ki so bile izvedene v Sloveniji. Velik poudarek je na predstavitvi možnosti za preventivno ravnanje šole, učiteljev, staršev in otrok samih. Sledi opis ukrepanja in obravnave v primeru spletnega nasilja med učenci z vidika učitelja, vodstva šole, staršev in otrok. Empirični del je sestavljen iz kvantitativnega in kvalitativnega dela. Kvalitativni del zajema analizo šestih naključno izbranih vzgojnih načrtov slovenskih osnovnih šol. V analizi se osredotočimo na vrednote, ki jih šola zagovarja vzgojne oziroma preventivne dejavnosti, ki jih izvaja, ter vključenost tem nasilja in spletnega nasilja v vzgojni načrt. Kvantitativni del pa predstavlja raziskava med učitelji razrednega pouka, ki pokaže, kako so učitelji pripravljeni na odkrivanje in reševanje spletnega nasilja. Glavni cilj raziskav je ugotoviti, kakšna je pojavnost spletnega nasilja med učenci z vidika učiteljev in kako se učitelji nanj odzivajo. Z analizo vzgojnih načrtov ugotovimo, da vzgojni načrti v večini ne predvidijo tem spletnega nasilja, prav tako ne izvajajo vzgojnih dejavnosti, ki bi bile neposredno povezane s spletnim nasiljem. Vsi analizirani vzgojni načrti pa se zavzemajo za politiko proti medvrstniškemu nasilju. Vsi učitelji se strinjajo, da učenci tretjega, četrtega in petega razreda uporabljajo splet. Velika večina jih meni, da ga uporabljajo vsakodnevno. Rezultati so pokazali, da se več kot polovica učiteljev še ni srečala s spletnim nasiljem med učenci. Učitelji poročajo, da se ne čutijo dovolj kompetentne za odkrivanje in reševanje spletnega nasilja, poročajo namreč, da jim vodstvo šole ni podalo konkretnih navodil za ravnanje ob sumu spletnega nasilja. Večina učiteljev pa se zaveda, da so kljub temu, da se spletno nasilje največkrat dogaja v popoldanskem času, pristojni za reševanje in ukrepanje. The topic of this Master's thesis is online violence in primary schools. The thesis focuses on teachers and their management of the phenomenon of online violence among pupils. The theoretical part of the thesis starts with the definitions of concepts of violence and peer violence, as these concepts are crucial to understand and explain the thesis' main concept of online violence. The thesis describes antecedents of violent acts, roles of various persons involved in the act of violence, as well as various types and forms of violence. The central part of the thesis focuses on various definitions and characteristics of online violence and discusses differences between online and classical violence. The thesis further analyses the use of the Internet among children and adolescents, including also the findings of three major studies conducted in Slovenia. The thesis presents potential preventive actions that can be taken by schools, teachers, parents, and children themselves. The theoretical part concludes with the description of action taken when it does come to peer violence, by teachers, school management, parents, and children. The empirical part consists of a quantitative and a qualitative research. The qualitative research is an analysis of six randomly chosen educational plans of Slovenian primary schools. The analysis examines the values that the schools advocate, the educational and prevention measures, as well as the inclusion of violence and online violence-related topics into the curriculum. The quantitative research was conducted among primary schools teachers on the elementary level. This research showed how teachers are equipped to discover and solve acts of online violence among pupils. The aim of the studies was to discover the extent of online violence detected by the teachers and to examine the reaction of teachers on such violence. The analysis of educational plans revealed that the plans mostly do not address topics related to the online violence, neither do schools conduct educational activities on online violence. However, all 6 plans do include policy against peer violence. All teachers in the survey recognize that pupils of third, fourth and fifth class (aged 8-10 years) use the Internet. Most of the teachers believe that their pupils use the Internet daily. The results show that more than a half of the teachers have not yet witnesses online violence among their pupils. The teachers in the survey also report that they do not feel competent to detect and solve online violence, and report that the school management has not given them guidance on how to react when there are signs of online violence. Most of the surveyed teachers do feel responsible to act and solve problems related to the online violence, even though such violence mostly happens in the afternoon outside of schools.

Resumo O objetivo deste estudo foi estimar a prevalência de agressores de bullying e identificar os fatores relacionados a este comportamento em adolescentes escolares do Recife. Trata-se de um estudo epidemiológico de corte transversal analítico, composto por uma amostra probabilística por conglomerados de 1.402 estudantes de 15 a 19 anos matriculados no segundo ano do ensino médio de escolas públicas e privadas do Recife. Neste trabalho, o bullying será abordado segundo a teoria bioecológica do desenvolvimento humano de Bronfenbrenner. A coleta de dados ocorreu por meio de um questionário autoaplicável com questões sobre bullying e fatores associados. A análise dos dados foi constituída pela aplicação do teste qui-quadrado de Pearson, considerando significância estatística de 0,05 e intervalo de confiança de 95%. Para a análise das associações foi empregada a modelagem multinível e o software utilizado foi o STATA, versão 12.0. Os resultados mostraram prevalência de 21,26% de agressores de bullying e os fatores associados à essa prática foram as violências sofridas na escola e entre pares, bem como a violência praticada pela mãe e irmãos. Dessa forma, os resultados indicam que as violências sofridas no contexto familiar e escolar podem repercutir na prática do bullying entre adolescentes. Abstract The objective of this study was to estimate the prevalence of bullies and identify factors related to bullying among high school students in Recife. This is an analytical cross-sectional epidemiological study, composed of a probabilistic sample by clusters of 1,402 students aged 15 to 19 years old, enrolled in the second year of high school in both public and private schools in Recife. In this work the bullying will be approached according to the Bioecological Theory of Human Development of Bronfenbrenner. Data were collected by means of a self-administered questionnaire about bullying and associated factors. Data analysis was conducted by the Pearson chi-square test with statistical significance of 0.05 and 95% Confidence Interval. To analyze associations, a multilevel modeling was employed and STATA version 12.0 software was used. The results showed a prevalence of 21.26% of bullying aggressors and the factors associated with the practice of bullying were violence suffered at school, violence between peers, as well as violence practiced by the mother and siblings. Hence, the results indicate that the violence suffered in the family and school context can have repercussions on the practice of bullying among adolescents.

Mladostniki zelo veliko svojega časa preživijo v šoli, kjer so obdani z vrstniki. Normalno je, sploh v letih, ko mladostnik odrašča, da med mladostniki prihaja do konfliktov. Vendar pa je tudi pomembno, da te konflikte mladostniki rešujejo na nenasilen način. Pri tem lahko pomagajo odrasli tako, da mladostnika učijo nenasilne komunikacije in krepitve samokontrole. Namen magistrskega dela je bil raziskati razlike v samokontroli mladostnikov in nagnjenostjo ter izpostavljenostjo k nasilju glede na spol, prav tako pa je bil cilj preučiti povezanost teh konceptov in nekaterih sociodemografskih značilnosti. V prvem delu magistrskega dela je avtorica prikazala teoretične osnove in dognanja preteklih raziskav o samokontroli in medvrstniškem nasilju. V drugem delu pa je prikazala rezultate raziskave, kjer je sodelovalo 256 udeležencev, od tega je bilo 115 fantov in 141 deklet. V vzorcu so sodelovali samo dijaki. Pri zbiranju podatkov so bila najprej zastavljena osnovna vprašanja, ki so se nanašala na medvrstniško nasilje, nato pa sta bila uporabljena še dva merska pripomočka: Lestvica samokontrole (BSCS) in vprašalnik merjenja medvrstniškega nasilja (PRONA). Rezultati so pokazali, da so dekleta bolj izpostavljena medvrstniškemu nasilju kot fantje, fantje pa so bolj nagnjeni k izvajanju medvrstniškega nasilja kot dekleta. Izkazalo se je tudi, da višja kot je starost mladostnikov, manjša je nagnjenost k nasilnemu vedenju. Udeleženci, ki so bolj nagnjeni k izvajanju nasilnega vedenja, imajo manjšo samokontrolo. Izkazalo se je tudi, da višji kot je letnik šolanja, večja je samokontrola posameznika. Adolescents spend a lot of their time in school where they are surrounded by peers. It is normal, especially in the years when an adolescent grows up, that conflicts emerge between adolescents. However, it is also important that adolescents resolve these conflicts in a non-violent way. Adults can help in this by teaching the adolescent nonviolent communication and strengthening self-control. The purpose of the master's thesis was to explore the differences in adolescents' self-control and propensity and exposure to gender-based violence. The goal was also to examine the connection between these concepts and some sociodemographic characteristics. In the first part of the master's thesis, the author presented the theoretical foundations and findings of past research on self-control and peer violence. In the second part, she presented the results of a survey that involved 256 participants of who 115 were boys and 141 were girls. Only secondary-school students participated in the sample. When collecting the data, basic questions related to peer violence were asked first. Then, two other measurement tools were used: the Brief Self-Control Scale (BSCS) and the Peer Violence Measurement Questionnaire (PRONA). The results showed that girls are more exposed to peer violence than boys. Boys are more prone to commit peer violence than girls. It also turned out that the older the adolescents, the lower the propensity for violent behavior. Participants who are more prone to engaging in violent behavior have less self-control. It also turned out that the higher the year of schooling, the greater the self-control of the individual.

V diplomskem delu sem raziskovala medvrstniško nasilje na Osnovni šoli Martina Krpana. Zanimalo me je, ali učenci in učenke poznajo pojem medvrstniškega nasilja, ali je več povzročiteljev dečkov ali deklic, ali spol sploh vpliva na to, v kakšni vlogi se učenci znajdejo pri medvrstniškem nasilju. Zanima me tudi, ali učenci in učenke mislijo, da se v šoli dovolj govori o medvrstniškem nasilju in kdo je po njihovem mnenju večkrat povzročitelj medvrstniškega nasilja, kakšne oblike medvrstniškega nasilja so najpogostejše med učenci in učenkami in ali so doživljali medvrstniško nasilje tudi med epidemijo COVID-19, ko so se šolali od doma. Raziskava je tudi empirična in deskriptivna oziroma opisna. Izvedla sem popoln popis populacije, ki je zajemal učence in učenke 7., 8. in 9. razreda. Ugotovila sem, da je večina učencev in učenk udeleženih pri medvrstniškem nasilju v vlogi opazovalke/opazovalca. Iz raziskave je prav tako razvidno, da učenci in učenke večkrat kot povzročitelje označijo učence kot učenke. Učenci in učenke o medvrstniškem nasilju največkrat spregovorijo s starši, najmanjkrat pa z učiteljicami in učitelji. Učenci in učenke največ nasilja opazijo med odmori, najmanj pa med poukom. Večina učencev in učenk je bilo med epidemijo COVID-19 manj izpostavljenih medvrstniškemu nasilju kot običajno. Sodelujoči se tudi strinjajo s tem, da učiteljice in učitelji resno obravnavajo vsako obliko nasilja, ki se zgodi na šoli. In my dissertation, I researched peer violence at the Martin Krpan Elementary School. I was interested in whether students know the concept of peer violence, whether boys are usually the perpetrators or girls, and whether gender affects the role of students in peer violence. I was also interested in whether students think that there is enough talk about peer violence at the school, what forms of peer violence are most common among students and whether they experienced peer violence during the COVID-19 epidemic when they were schooled from home. The research is also empirical and descriptive. I conducted a complete population census that included 7th, 8th, and 9th grade students. I found that most male and female students involved in peer violence are observers. I also found that male and female students believe that the perpetrators are more often male than female students. The results showed that male and female students most often talk about peer violence with their parents, and least often with teachers. Students notice the most violence during breaks and the least during lessons. Most male and female students were less exposed to peer violence than usual during the COVID-19 epidemic. Most students also agree that teachers take any form of violence that happens at school seriously.

The objective of this study was to adapt and make available a valid instrument based on a joint questionnaire (self-report type) to detect the risk of bullying and emotional problems in pupils aged from 11 to 13 years. The questionnaires used were that of Spain’s Ombudsman (Defensor del Pueblo) to detect the risk of becoming a victim of bullying and an adaptation of Spain’s CECAD to assess the risk of emotional problems. The participants were 1077 gender-matched subjects enrolled in the 6th year of Primary Education (n = 467) and the 1st year of Lower Secondary Education (n = 610) from 19 schools in the Region of Extremadura. High reliability was obtained in both questionnaires, as well as a significant relationship between bullying and emotional problems (0.36). The scales place the pupils at either a certain risk level (mild, moderate, or severe) or no risk. The study concludes with the description of four situations deriving from the cross relationship between victimization and the pupil’s emotional problems: (1) no risk of bullying and no risk of emotional problems (73.2%), (2) risk of bullying but no risk of emotional problems (11.1%), (3) no risk of bullying but risk of emotional problems (9.4%), and (4) risk of bullying and risk of emotional problems (6.3%).