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Copyright of Journal of Modern Science is the property of Alcide De Gasperi University of Euroregional Economy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Bullying and cyberbullying significantly threaten the development and mental health of both victims and perpetrators. This study aimed to analyze the associations between socioeconomic characteristics, personal experiences of violence, perceived social support from peers, and acceptance of violence and (cyber)bullying perpetration. The study involved 1146 secondary school students, consisting of 698 females and 448 males, aged 13 to 16. Prevalence ratios (PRs) were calculated using Poisson regression with robust variance. The results indicated that 12.32% of girls and 18.97% of boys reported engaging in bullying and/or cyberbullying. The likelihood of perpetration was lower among adolescents who had not experienced physical and/or sexual abuse before age 15, but higher among those in romantic relationships who had been victims of dating violence or had experienced (cyber)bullying victimization. Additionally, perceived social support from classmates was associated with a lower likelihood of becoming a perpetrator, whereas acceptance of violence was positively associated with (cyber)bullying perpetration. Preventing adolescents from becoming perpetrators of bullying and/or cyberbullying requires early intervention to prevent all forms of violence in childhood and adolescence, as well as bolstering personal and environmental resources by providing social support. [ABSTRACT FROM AUTHOR]

Objectives The aim of the research was to the frequency of peer violence among adolescents aged 15-19 in the Chojnice District, taking into account its forms (physical, mental and assault), and to analysis the impact of gender and place of residence on the experience of this type of violence. Material and methods The research material was obtained using purposive sampling method to select study participants considering similar number of respondents in each group. The data collection tool was a survey questionnaire with closed- and open-ended questions. The questionnaire focused on the frequency of experiencing various forms of peer violence (physical, psychological), measured using a Likert scale, as well as perceptions of social support and available forms of help. Results Results indicate that the majority of respondents had never experienced peer assault, although a certain percentage of respondents reported single or multiple experiences. There were no statistically significant differences in experiences of violence between genders or place of residence. Physical violence also occurred among those surveyed, although there were no significant differences between the groups. In contrast, psychological violence was more common, particularly. Conclusions Given the results obtained, there is a need for further research on peer violence to better understand its causes, effects and effective prevention methods. Additionally, research suggests the need to implement education and intervention programs that would promote positive peer relationships and develop coping skills and empathy, particularly among groups most affected by violence.

Peer sexual violence is a complex phenomenon that encompasses unwanted sexual behaviour between individuals of the same age or in the same social environment. Using qualitative and quantitative research, we found out what is known about sexual violence, the frequency and factors of occurrence, and preventive (educational) approaches to prevent and cure signs of sexual violence among high school students. We also interviewed students who go to school and live in the vast area of Slovenian Istria, as we are interested in their opinion about the occurrence of sexual violence among their peers in this area. The results show that high school students (re)recognize situations of sexual violence very well. The majority of high school students perceive attempted rape (97.5%) and touching the body when the other person does not want it (95.5%) as sexual violence. A large number of high school students also recognize rubbing the genitals against the naked body as sexual violence (91.5%). We found that sexual violence occurs both inside and outside the school walls. High school students are most frequently confronted with situations in which they are flirted with, whistled at and receive lecherous looks from their peers. Students who were victims of sexual violence most often felt the consequences in the form of anxiety, fear and stress. To overcome problems and trauma, they turned to drugs and alcohol. They fell into depression, struggled with eating disorders and withdrew. The participants most frequently named a classmate (41.7%), a friend (41.7%) and a peer (33.3%) as the perpetrator of the sexual act. After analysing the qualitative part of the study, it can be concluded that sexual violence among young people in Slovenian Istria is on the rise. Sexual violence among schoolchildren is a complex and sensitive problem that is difficult to define quantitatively, as many cases go unreported. [ABSTRACT FROM AUTHOR]

Copyright of Journal of the Institute of Educational Research / Zbornik Instituta za Pedagoška Istrazivanja is the property of National Library of Serbia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Contemporary Educational Studies / Sodobna Pedagogika is the property of Association of Slovenian Educationalists and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Objective: Peer violence is a serious type of school violence that is associated with emotional and behavioral problems. The objective of this study was to analyze violence between peers and its associations with students’ social skills. Methods: We used a cross-sectional survey nested within a cluster-randomized controlled trial (REBEC/Brazil, U1111-1228-2342) to evaluate peer violence among elementary school students and its association with prosocial behaviors and mental problems. Teachers answered an adapted version of the Revised Olweus Bully/Victim Questionnaire (OBVQ) and the Brazilian adaptation of the Teacher Observation of Classroom Adaptation-Checklist (TOCA-C) scale for each student. Children completed a sociodemographic questionnaire. The participants were 1,152 5-to-14-year-old children from Brazilian public schools, 79.70% of whom reported being involved in violent situations. Results: Children who had both committed and suffered violence were less likely to exhibit prosocial behaviors. Children who committed and suffered violence and those who only committed violence were more likely to experience concentration problems and exhibit disruptive behaviors. Conclusion: This study suggests that peer violence is associated with fewer prosocial behaviors and more behavioral problems. Thus, more specialized mental health care is required for children involved in peer violence, in addition to implementation and maintenance of programs to prevent and reduce violence and develop prosocial behaviors in schools.

The study attempts to assess the intensity of various forms of peer violence in the school environment. The research allows for a broader exploration of the phenomenon of violence and the identification of most common forms of violence, places where it occurs, the competences to deal with the problem and the specifics of students’search for social support. The analysis of the research results shows the perspectives of parents, teachers and students on the awareness of the occurrence of indirect or direct aggressive behaviours, proving insight into the extent to which these three groups communicate with each other. The data obtained allow to answer the question whether this problem is noticed to a similar extent by parents, teachers and students. The results of own research showed many differences between teachers, parents and students in the awareness of the occurrence of peer violence, which indicates the need to consider the role of the adult-child relationship in the effectiveness of preventive interventions. In addition, in the discussion were proposed forms of violence prevention and the possibility of seeking information and psychological support for both students and adults. [ABSTRACT FROM AUTHOR]

Previous studies have assessed the association between food consumption and bullying perpetration, but most of them have not broadly assessed food consumption, neither the distinction between forms of bullying. The aim of the study was to evaluate the association between dietary patterns with bullying roles and its different types of bullying perpetration among adolescents. Data on a representative sample of ninth-grade students (N = 2,163; mean age = 14.8 years) taken from Sao Paulo Project for the social development of children and adolescents (SP-PROSO) were used. The independent variables were healthy and unhealthy dietary patterns obtained by exploratory factor analysis. The dependent variables were bullying role (victim-only, bully-only, bully-victim) and bullying perpetration (any type, social exclusion, psychological/verbal aggression, physical aggression, property destruction, sexual harassment). Multinomial and logistic regression models were performed for the total sample and stratified by sex (only for association with sexual harassment), adjusting for covariates. Adolescents who engaged in a healthy dietary pattern were less likely to be bullies (RR 0.67 [0.49, 0.92]), while adolescents with an unhealthy dietary pattern were more likely to be bully-victims (RR 1.29 [1.12, 1.48]). Unhealthy dietary pattern was associated with any type of bullying perpetration (OR 1.24 [1.12, 1.38]), mainly with sexual harassment and physical aggression. Boys who had an unhealthy dietary pattern were more likely to sexually harass another adolescent (OR 2.10 [1.20, 3.66]). In conclusion, adolescents who had a healthy dietary pattern were less likely to perpetrate bullying. Unhealthy dietary pattern was associated with bullying perpetration, especially with sexual harassment by boys. [ABSTRACT FROM AUTHOR]

Copyright of Gyermekgyógyászat is the property of Semmelweis Kiado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Carrying weapons to school poses a significant security risk for all individuals involved. The aim of this research was to examine the individual and contextual factors (family- and school-related) of weapons carrying and assaulting with weapon in schools. The research was conducted in 2014 on a sample of 649 high school pupils from Serbia. The results reveal that the common factors of carrying and using weapon are the perpetrators being male and their being victims of peer violence, vengefulness, dominance, anger, lack of empathy, seeking revenge, and limited use of active problem-solving, as well as their fathers tending to have a lower level of education, lower grades, attending vocational schools, and poor academic performance. In addition, victims of bullying in cases of peer violence temd to carry weapon more frequently, and they assault with a weapon just as frequently as bullies do. Pupils who have assaulted someone with a weapon show a tendency towards peer violence and dominance, and have lower cognitive empathy and hostility, compared to pupils who carry a weapon, but have not yet attacked anyone. The results support the vulnerability hypothesis regarding weapon carrying, and the antisocial profile hypothesis regarding assaulting with a weapon. The practical implications of the results refer to the importance of planned, targeted prevention programs in the school context.

Copyright of Ljetopis Socijalnog Rada / Annual of Social Work is the property of Pravni Fakultet Sveucilista u Zagrebu, Studijski Centar Socijalnog Rada and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Polish Journal of Social Rehabilitation / Resocjalizacja Polska is the property of Pedagogium Foundation and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Peer violence and school safety have always been relevant topics in society. After the tragedy that occurred at the "Vladislav Ribnikar" Elementary School in Belgrade, these issues have gained special signi- ficance and received great public attention. The loss of innocent children's lives has prompted a reassessment of past practices in schools regarding school safety. The aim of this paper is to analyze problems related to peer violence in the Republic of Srpska. Subsequently, the authors address the issue of school safety in a broader context and, finally, discuss the justification for educating students in the field of security culture in primary and secondary schools in the Republic of Srpska. [ABSTRACT FROM AUTHOR]

As family functioning is an important aspect in the development of a child, and later an adolescent, if it is not adequate, the conditions for the emergence of various adolescent problems are created. Conduct disorder is one of the first adolescent problems that we can encounter in their development. That is why the subject of research is the family functioning of students of higher grades of elementary school (grades VII and VIII), who were reprimanded by the head of the department or the department council: for "increased parental supervision", due to disruption of classes, a large number of absences from classes or participation in peer violence. The goal of the research is to define family functioning as a key cause of the manifestation of problematic behavior in adolescents, from which the pedagogical implications of the work arise, and the use of the obtained results for the subsequent structuring of counseling work with parents from preventive programs. Questionnaires were used in the work: on demographic data and FACES IV. The general demographic data questionnaire compiled for research purposes contained the following set of questions about age, place of birth, education, employment, marital status, living conditions, material condition, and data on the presence of psychopathology in the immediate and extended family. FACES IV - Family Adaptability and Cohesion Evaluation Scale is based on three concepts that, in the opinion of the author of the model, are necessary for understanding a functional family: cohesiveness, flexibility, and communication. In the last revision of the model, a satisfaction scale was added. Eight scales were developed, six of which measure family cohesiveness and flexibility, and the remaining two assess family communication and family satisfaction. The research group consisted of 30 parental pairs of adolescent children who received the measure, which is pronounced by the Teachers' Council, of "increased parental supervision" evenly distributed by place of residence. The general hypothesis that problematic family functioning is the generator of the cause of problematic behavior of adolescent children in the school environment, which is why they received the measure of "increased parental supervision", has been fully confirmed.

This paper is a continuation of our last year's presentation at the Knowledge is Power symposium and continues to explore the state of preschool and primary education in the Republic of Serbia, but also in the countries of the region, and in some aspects, the global picture. The paper first looks at the reasons for the unsatisfactory state of education, especially among children between the ages of eleven and fifteen, looking for reasons in the traditional settings of educational systems, but also in their inertness in relation to rapid social changes. In contrast to the previous presentation, which was based on the absence of necessary content and suggestions that could supplement education, this paper is focused on researching the conditions in which classes are held and the main problems perceived by teachers and parents. Special attention is paid to the problem of peer violence and the inadequacy of the mechanisms by which the educational system fights against unwanted phenomena. There is a review of the ways in which the educational systems of the countries of the developed world fight against violence in schools and examples of some positive solutions are highlighted, with an analysis of their applicability in the countries of the Balkans. Examples of the zero-tolerance policy applied in Finland, whose education system is considered one of the most effective in the world, were mentioned. As another positive practice, the voucher system is recognized, which is in force in several countries, and which is expected to expand over time and that it is necessary to inform the domestic public about the positive and negative aspects in time. Possible problems are pointed out, among which the biggest one is that state educational institutions could have reduced competitiveness, but it is also considered that additional pressure on the state education system could lead to certain improvements. [ABSTRACT FROM AUTHOR]

Different studies show the relationship between peer violence and teen dating violence. However, more knowledge is needed about this relationship. The aim of this study was to explore possible differences in peer violence (perpetrated and suffered) in adolescents with different role in teen dating violence (aggressor, victim, aggressor-victim, and not involved). The initial sample was composed of 1078 adolescents, but for the purposes of this study, only those students who had a partner in the last year were considered, 672 students (51.6% girls) aged 12-18 years (M= 14.45, SD= 1.62). These adolescents completed the CADRI scale, the VEI peer victimization scale, and the violent behavior scale by Little et al. (2003). The results indicated that peer violence victimization and perpetration were closely related to dating abuse (victimization and perpetration) in adolescents. Students with frequent aggressor-victim role in partner relationships showed more peer violence behaviors. Girls victims of teen dating violence were more victimized by their classmates. These results show a strong relationship between these two problems, which seriously affect the well-being of adolescents. [ABSTRACT FROM AUTHOR]

The work was created with the desire to point out the problem of peer violence among deaf and hard of hearing students. Due to their specific characteristics created under the influence of hearing impairment, deaf and hard of hearing students are exposed to a greater risk of peer violence compared to their hearing peers. The aim of the paper is to analyze the available literature from years 2002-2022 and determine whether deaf and hard-of-hearing students are exposed to peer violence and what its nature is. The following search engines were used to search the literature: Ebscohost, ScienceDirect,, KoBSON, Google Scholar. The results of the literature review show that deaf and hard of hearing students are exposed to peer violence and that the frequency of peer violence is higher among deaf and hard of hearing students compared to their hearing peers. Deaf and hard of hearing students are more often exposed to traditional forms of violence than to cyberbullyng. Research also shows that the frequency of peer violence is higher in special than in regular schools. As due to the nature of their communication and social functioning, deaf and hard of hearing students are actually not always able to recognize and report peer violence, the question arises of the actual level of frequency of peer violence among these students. The problem of peer violence among deaf and hard of hearing students indicates the need to develop programs for the prevention and stopping peer violence that will be adapted to deaf and hard of hearing students. [ABSTRACT FROM AUTHOR]

Using a multi‐informant approach, we assessed 914 children (mean age = 12.58 years, standard deviation [SD] = 1.43) and 893 caregivers (98.3 per cent female, mean age = 40.07 years, SD = 11.46) in Tanzania. Results showed that 93.3 per cent (n = 828/893) of caregivers reported using violent discipline, while 91.0 per cent (n = 832/914) of the children experienced it in their families. Further, 95.0 per cent (n = 868/914) and 93.7 per cent (n = 853/914) of students experienced violent discipline by teachers and peer violence at school, respectively. In a multilevel path model, children's mental health problems (standardised regression coefficient [β] = 0.192 [CI: 0.130, 0.255], p < 0.001) were associated with their experience of violent discipline in families. Caregivers' own childhood experience of violent discipline (훽 = 0.169 [CI: 0.105, 0.232], p < 0.001), their positive attitudes towards violent discipline (훽 = 0.228 [CI: 0.166, 0.290], p < 0.001) and mental health problems (훽 = 0.175 [CI: 0.113, 0.237], p < 0.001) were associated with their use of violent discipline. Violent discipline in families significantly correlated with violent discipline by teachers (correlation coefficient [r] = 0.413 [CI: 0.354, 0.472], p < 0.001) and peer violence (r = 0.354 [CI: 0.294, 0.415], p < 0.001) implying children's polyvictimisation. [ABSTRACT FROM AUTHOR]

Peer violence has developed in a large extent in today's society. It starts at an early age and continues in primary and secondary school. Professional workers in education meet with different forms of violence. We perceive the most peer violence in elementary school, because pupils start to explore society in a different way. We can say that we start talking about it in the second triad. Some professional workers deal with violence almost every day. In this text, we present qualitative research with a case study at the Primary School Hinko Smrekar. In the theoretical part, we show what peer violence means and the forms and types of peer violence. In the case study we present a protocol for dealing with the perception of peer violence at the Primary School Hinko Smrekar. Given that society has changed a lot and us, educators detect inappropriate behaviour in individuals every day, which then turns into various forms of peer violence, we must be prepared to act in the event in which we perceive this type of behaviour. For this reason, it is necessary to be prepared and also to know how to act correctly [ABSTRACT FROM AUTHOR]

The complex problem of peer violence has been the subject of many research studies so far. The prevalence, forms, and manifestation forms of peer violence, causes, and consequences have been intensively studied. This paper describes and examines the occurrence of violence, considering both gender and age differences. The research has been carried out on a representative sample of 204 pupils of both sexes, in the fifth and eighth grades, who attend two primary schools. The results of the research show that a greater tendency, towards violent behaviour between boys and girls, has been confirmed (t=5.83, p

Introduction. Peer violence impacts the development of children who are victims of violence, but children who witness violence are also prone to experience consequences pertaining to their socio-emotional development. The state should provide dedicated support to intervention programmes in preschool institutions aimed at preventing and suppressing peer violence, which would focus on children who are witnesses, i.e., observers of violence. Objectives. This research was aimed at analysing the perceptions of preschool teachers and parents about the role of children observers in peer violence. Methods. The sample consisted of preschool teachers employed in preschool institutions in several cities in Serbia (n = 104) and parents whose children attended preschools (n = 84). For the purposes of the research, an adapted Likert-type scale was used, which assessed the role of children "observers" of peer violence and the possibilities of developing support programmes for children exposed to violence. The instrument was developed based on a pilot study on the role of children observers in bullying. Results. Research results showed that the perceptions of parents pertaining to the role of children observers in peer violence were statistically significantly different in relation to the opinions of preschool teachers. Parents believed that children who were observers of peer violence were not sufficiently involved in intervention programmes for the prevention and suppression of peer violence in preschool institutions. Conclusion. These findings have significant practical implications for the planning of initiatives in preschool institutions aimed at fostering a supportive environment in which children who witness peer violence would play a prominent role.

There is a paucity of studies on dating violence profiles that incorporate the forms of cyber and sexual dating violence. Moreover, the results on the predictive role of peer violence on dating violence are inconsistent. Our aim was to identify dating violence profiles and to study the predictive value of peer violence profiles on dating violence profiles using a short‐term longitudinal design. The sample consisted of 498 adolescents with current or past romantic relationship (42.8% boys), aged 12–18 years (M = 14.22; SD = 1.39). Four dating violence profiles were identified with an overlap between traditional and cyberdating violence. Peer violence profiles were associated with dating violence profiles 4 months later. The results suggest the need to prevent all forms of dating violence at an early age, starting with the improvement of interpersonal relationships between peers. [ABSTRACT FROM AUTHOR]

Copyright of Social Sciences & Humanities Studies / Društvene i Humanističke Studije (DHS) is the property of Faculty of Humanities & Social Sciences, University of Tuzla and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The work was created with the desire to point out the problem of peer violence among deaf and hard of hearing students. Due to their specific characteristics created under the influence of hearing impairment, deaf and hard of hearing students are exposed to a greater risk of peer violence compared to their hearing peers. The aim of the paper is to analyze the available literature from years 2002-2022 and determine whether deaf and hard-of-hearing students are exposed to peer violence and what its nature is. The following search engines were used to search the literature: Ebscohost, ScienceDirect,, KoBSON, Google Scholar. The results of the literature review show that deaf and hard of hearing students are exposed to peer violence and that the frequency of peer violence is higher among deaf and hard of hearing students compared to their hearing peers. Deaf and hard of hearing students are more often exposed to traditional forms of violence than to cyberbullyng. Research also shows that the frequency of peer violence is higher in special than in regular schools. As due to the nature of their communication and social functioning, deaf and hard of hearing students are actually not always able to recognize and report peer violence, the question arises of the actual level of frequency of peer violence among these students. The problem of peer violence among deaf and hard of hearing students indicates the need to develop programs for the prevention and stopping peer violence that will be adapted to deaf and hard of hearing students.

The problem of violence in schools causes considerable concern in many countries of the world and in our country as well because of the enormous psychological and physical consequences it brings to children and young people. In literature, research can be found even forty years ago, when this phenomenon was defined as aggressive, deliberate, and persistent action carried out by a group or individual against a victim who cannot be easily defended. More recently, violence is not only considered to be physical, but also violence can also be experiences through social networks, which gives us an additional incentive for its further study, all in order to stand in the way of violence and reduce it as much as possible. This paper studies the theoretical and empirical knowledge about some significant factors that contribute to the occurrence of peer violence, such as: family, school environment and personality characteristics of the bully and the victim. At the end, an overview of effective violence prevention programs from different countries in the world is given. [ABSTRACT FROM AUTHOR]

Copyright of Methodological Horizons / Metodički Obzori is the property of Juraj Dobrila University of Pula and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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• Fighting between children is common among Sahrawi refugee children. • Light disciplinary beating of Sahrawi children is common, severe violence is rare. • Certain forms of violence are normalized and normatively accepted in the community. • More mixed methods should be employed to understand violence against children. Physical violence towards children is quite common in refugee camps, and also in the Middle East and North Africa region in general. Hardly anything is known about physical violence towards and between Sahrawi children living in refugee camps near Tindouf, Algeria. These camps are unique in that they are semi-permanent, and are ruled by their own government. Analyzing the occurrence of physical violence experienced by children living in the Sahrawi refugee camps, and the cultural/normative factors that determine this occurrence. The study employed a mixed-method strategy, combining qualitative interviews with n = 93 participants (who held the following, sometimes combined, roles: 36 children, 18 parents, 13 teachers, 8 young persons, 9 (I)NGO employees/youth workers, 5 government employees, 3 legal professionals/police, 6 journalists/doctors/nurses/imams), and quantitative data from a questionnaire filled in by n = 172 children. Physical violence against and between children occurs often (e.g. 52.9% of children have seen or heard children seriously fighting with each other "lots of times", 38.1% have been hit, punched or slapped by an adult family member at least once; 40.6% of children have been hit, punched or slapped by a teacher "a few times" or "lots of times"). Severe physical violence from adults against children is rare (e.g. 5.5% of children reported that an adult family member tried to hurt them with a knife/other sharp object at least once; 5.6% reported that a teacher did this at least once). (Light) beating by adults is considered normal and educational, and fighting between peers is considered normal by adults, while it is considered problematic by children. The child's right to protection from physical violence is violated regularly in the camps. There are several factors that contribute to this situation, namely: 1) a lack of child-friendly spaces and materials, 2) the normalization of certain forms of violence, and 3) the lack of effective protection/enforcement mechanisms. [ABSTRACT FROM AUTHOR]

Using information and communication technologies is one of the basic competencies of modern people. The Internet has enabled the download and sharing of data in digital form, learning, information, business, entertainment, and inclusion in social networks. However, the development of the Internet has also led to the emergence of various forms of digital violence. Minors who cannot adequately react to this violence are particularly susceptible to victimisation. The subject of this paper is the phenomenon of peer violence in the digital environment, viewed from a victimology perspective. The paper presents the basic phenomenological characteristics of this form of violence and the typology of victims and perpetrators. This paper aims to point out the importance of a victimology approach to the problem of cyber violence and the need to implement programs to prevent violence and protect victims of peer violence in the digital environment. By comparing the characteristics of perpetrators and victims in the digital environment, we can gain valuable insights that can contribute to the prevention of this form of peer violence.

The paper looks at different approaches to the defining and operationalization of the concept of school safety, with the aim of identifying the fundamental conceptual and operational dilemmas and problems, as well as highlighting the importance of the concept and of its adequate definition, in view of the implications it has for understanding the phenomenon, for research, and for the creation of school policy. The fundamental question which is the focus of the paper is examined in terms of the conceptual definition of school safety, the problem of operationalization and the problem of research. As part of this question, we have sought to define the concept of school safety, pointing to the broader and narrower definitions of the concept itself, and its relationship with other, related concepts and the conceptual dilemmas arising from this. The problem of the operationalization of this concept is represented through three approaches in the identification of school safety dimensions: the risk management approach; the approach linked to school violence; and the approach of creating a learning-focused school environment. In the last section - the research question - the difficulties identified by researchers while conducting research into school safety are presented. The conclusion states that only a clearly defined and well-founded conceptual framework, the defining of research objectives, that is, the selection of the range of behaviors and experiences relevant to the topic, and the evaluation of the characteristics of the cultural environment and the respondents' age, can lead to the adequate selection and determination of indicators of school safety, as well as the removal of difficulties in its operationalization and measurement.

Violence in schools is one of the biggest problems faced by children, parents, schools, and society as a whole. The causes of violence are multiple, and the consequences numerous, so it is difficult, and at the same time very important, to find potential strategies to prevent and handle this problem. One of the solutions for prevention and treatment can be derived by the application of the attachment theory, which represents a useful theoretical framework for recognizing and understanding the development of violent behavior, and for dealing with it more effectively. The paper will show how some of the important antecedents of peer violence are formed in the context of early interaction with the primary caregiver. The paper summarizes the research indicating that children with a secure pattern of attachment commit peer violence less often, while children with an avoidant and disorganized attachment pattern are the most common in the group of children who behave aggressively and violently towards others. The negative model of others and the underdevelopment of the capacity for mentalization, as a consequence of rejecting caregiving or mothering in which the mother is perceived as fearful and helpless, are key in understanding the inadequate, often reactive and defensive problematic behaviors of these children. The paper will represent the point of view that in the process of preventing peer violence, a positive, sensitive and empathetic relationship that develops between teachers and students is of great importance, and that a teacher's capacity for mentalizing is an important segment for developing mentalizing in children. [ABSTRACT FROM AUTHOR]

Copyright of Psychology, Society & Education is the property of Psychology, Society & Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Nationality and ethnicity-based (cyber)bullying (NEBB) is generally understood as peer violence where the issues of nationality and ethnicity of the actors involved (mostly targets and perpetrators) come into play. Although central for this kind of bullying, the national, ethnic and cultural differences are not the only aspects that should be included in NEBB definition and measurement approach. Closer analysis of how specifically they may be involved and impact the dynamics and phenomenology of peer aggression suggests the need for establishing a set of criteria that may be implemented into operationalization strategies. This theoretical text presents the different level criteria that may be used for analysing and typologizing the phenomenon of NEBB. These include both behavioral and formal characteristics of hostile behaviours as well as specific issues concerning nationality and ethnicity of bullying actors and racist/nationalistic content. Then the impact of how aspects of the proposed criteria should be present in survey tools is discussed, in order to fully measure the specific types of nationality and ethnicity based bullying. Also the rationale is presented for including contextual aspects in both measurement strategies and interpretation of the results.

Childhood exposure to adversity, including abuse and neglect, is consistently found to be a predictor of intimate partner violence (IPV) and peer violence (PV) perpetration in adulthood. The purpose of this study is to qualitatively examine factors that may facilitate or impede the use of violence among those who have been exposed to adversity early in life. We are particularly interested in protective experiences or environments for these participants. The qualitative data were analyzed through thematic coding and narrative analysis of participant life histories. We found three salient themes: (a) parental acceptance and early attachment is protective for coping with stress with intimate partners in adulthood; (b) certain key life turning points can provide a protective context against violent behavior in adulthood; and (c) poverty in adulthood compromises one's ability to cope with stress and anger in adulthood. Our findings contextualize the different factors that may affect the behavior of perpetration of interpersonal violence among high-risk men in Dar es Salaam who have been exposed to adversity in childhood. These findings provide important information on the risk and protective factors for interpersonal violence spanning from childhood to adulthood. This study highlights the importance of child development interventions in this situation, both for the primary prevention of child adversity and for promoting resilience and mitigating the effects of childhood adversity that put men at risk for perpetration of interpersonal violence in adulthood. [ABSTRACT FROM AUTHOR]

Copyright of Pedagogical Reality / Pedagoška Stvarnost is the property of University of Novi Sad, Faculty of Philosophy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

At school, we encounter different types of violence, but most often it is peer violence. In this paper, we present the definition of peer-to-peer violence and its most common forms. In the theoretical part of the paper, we focus on peer violence in the first grade, which as a long-term teacher of the first grade I encounter the most. In a practical example, we present the methods and forms of work that we used in the 1st grade and that proved to be successful in our work. The successful prevention of violence requires creation of positive bonds between students and creation of a sense of co-responsibility in resolving conflicts, as well as cooperation of the entire team, knowledge of professional guidelines and good support from the counseling service. We can help each other with advice, protocols, literature, and general laws. It is important that we all realize that violence exists and that when we detect it, we deal with it effectively. [ABSTRACT FROM AUTHOR]

Using information and communication technologies is one of the basic competencies of modern people. The Internet has enabled the download and sharing of data in digital form, learning, information, business, entertainment, and inclusion in social networks. However, the development of the Internet has also led to the emergence of various forms of digital violence. Minors who cannot adequately react to this violence are particularly susceptible to victimisation. The subject of this paper is the phenomenon of peer violence in the digital environment, viewed from a victimology perspective. The paper presents the basic phenomenological characteristics of this form of violence and the typology of victims and perpetrators. This paper aims to point out the importance of a victimology approach to the problem of cyber violence and the need to implement programs to prevent violence and protect victims of peer violence in the digital environment. By comparing the characteristics of perpetrators and victims in the digital environment, we can gain valuable insights that can contribute to the prevention of this form of peer violence. [ABSTRACT FROM AUTHOR]

The development of Information and Communication Technologies has favored access to technological resources in adolescents. These tools provide access to information that can promote learning. However, they can also have a negative effect against people, as they can be used with other functionality, in which cyberbullying situations are caused during the interactions that arise when using social networks. The objective of this study was to determine the predictive value of the role of cyberbullying victims based on variables related to other roles involved in cyberbullying and bullying (aggressors and witnesses), as well as personal characteristics (sex and age), contextual characteristics (type of educational school in which they are attending) and positive teamwork habits. (cooperation, responsibility, dialogue, listening, respect). Information was collected from 227 students of the educational stages of Primary Education and Secondary Education, aged between 11 and 15 years, in a city with a high index of cultural diversity. The step-by-step technique was used to build the regression model. The results indicate that the model has a good goodness of fit coefficient (adjusted R 2: 0.574; p < 0.001). The role of cyberbully is the most important predictive variable of the role of the victim in cyberbullying and, to a lesser extent, the role of the witness in cyberbullying, the role of the witness in bullying, and the role of the victim of bullying. The role of the bullying aggressor and the variables sex, age, type of educational center, and teamwork habits are excluded in the predictive model. [ABSTRACT FROM AUTHOR]

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 gender differences in mental health indicators proposed by cyberbullying theoretical models in young adulthood. This study examines the specific link between victimization, gender, and self-esteem through the General Aggression Model for cyber victimization. We surveyed 796 Portuguese college students (381 females, 415 males; age range: 18–25) with the Cyberbullying Questionnaire–Victimization and the Rosenberg Self-esteem Scale. Over half of our sample reported victimization experiences at a given point in their lives. Male and female young adults do not differ in their involvement as victims of cyberbullying. College cyber victims reported less self-esteem than non-involved students. Only self-esteem emerged as a significant predictor of cyber victimization. Current findings deepen our knowledge of the negative impact cyberbullying has on the mental health of college students and offer empirical support to the development of prevention and intervention strategies focusing on the psychological maladjustment of young adults regardless of their gender. [ABSTRACT FROM AUTHOR]

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.

The development of Information and Communication Technologies has favored access to technological resources in adolescents. These tools provide access to information that can promote learning. However, they can also have a negative effect against people, as they can be used with other functionality, in which cyberbullying situations are caused during the interactions that arise when using social networks. The objective of this study was to determine the predictive value of the role of cyberbullying victims based on variables related to other roles involved in cyberbullying and bullying (aggressors and witnesses), as well as personal characteristics (sex and age), contextual characteristics (type of educational school in which they are attending) and positive teamwork habits. (cooperation, responsibility, dialogue, listening, respect). Information was collected from 227 students of the educational stages of Primary Education and Secondary Education, aged between 11 and 15 years, in a city with a high index of cultural diversity. The step-by-step technique was used to build the regression model. The results indicate that the model has a good goodness of fit coefficient (adjusted R2: 0.574; p

This study focuses on analyzing different issues related to violence, such as the presence of violence through the Internet, the phenomenon of Cyberbullying and its relationship with the perpetration of violence against the partner, also through information technologies (ICT). The study takes into account the type of violence exercised through ICT, whether it is violence against the peer group, or violence against the partner. The sample is made up of 639 adolescents, between 12 and 18 years old, studying at four high schools. The results show that there is a relationship between the exercise of both forms of violence through the Internet. It can be inferred that those adolescents who exert violence towards their peers through social networks have a greater probability of attacking their partners through this same channel. Finally, the practical implications of these results are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Gerais: Revista Interinstitucional de Psicologia is the property of Gerais: Revista Interinstitucional de Psicologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Varstvoslovje: Journal of Criminal Justice & Security is the property of University of Maribor, Faculty of Criminal Justice & Security and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Croatian Review of Rehabilitation Research / Hrvatska Revija za Rehabilitacijska Istraživanja is the property of Croatian Review of Rehabilitation Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Napredak is the property of Croatian Pedagogical-Literary Society and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

School plays a large role, but also has a big responsibility, when it comes to peer violence, through systematic action through prevention and intervention. The paper presents the results of a survey that examined the opinion of young students in primary school about preventive activities conducted with students, as well as the analyzes of elementary school prevention programs against violence. The sample consisted of 12 primary and secondary schools in the Zlatibor district and 342 thirdand fourth-grade students. The results show that students are able to recognize the role of bullies and victims of violence and that they believe that bullies can change their behaviour in a positive way. The students stated that they would feel sad, helpless and humiliated in a situation of violence. In such situations, students would first turn to the teacher. Rules of conduct were adopted in the classes of the students surveyed. The students also report that sometimes issues of violence and conflict are discussed in departmental classes and that school-level activities such as workshops or lectures on violence are not implemented very often. Schools have programs for prevention of violence, but there is a lack of systematic, differentiated work and lack of planning for monitoring and evaluating the effects of the programs, which is an indicator of the quality of their implementation.