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Velika dostopnost informacijsko-komunikacijske tehnologije predstavlja tveganje za sodobnejše oblike medvrstniškega nasilja, kot je spletno nasilje. Kljub relativno dobri raziskanosti področja primanjkuje sistematičnih raziskav, ki bi se usmerjale na osnovnošolce. Namen magistrskega dela je bil preučiti razumevanje koncepta spletnega nasilja in zaznavanje njegove resnosti z vidika učencev zadnjega triletja osnovne šole. Zanimalo nas je, ali bodo učenci pravilno prepoznali situacije spletnega nasilja, kot kako resne jih bodo zaznavali ter kakšni bi bili njihovi čustveni in vedenjski odzivi, če bi se znašli v vlogi tistega, ki situacijo doživlja. Preverili smo tudi, kako pogosto se jim različne spletne situacije dogajajo. V raziskavi je sodelovalo 412 učencev 7., 8. in 9. razreda (59 % deklet). Raziskava ima kvantitativni in kvalitativni del. Učenci so najprej izpolnili spletni vprašalnik, ki vključuje 10 izmišljenih situacij spletnega nasilja in vprašanja, vezana na zaznavanje in doživljanje teh situacij. Sledila je izvedba fokusnih skupin, ločeno z nekaj učenci iz vsakega razreda. Rezultati so pokazali, da učenci večinoma pravilno prepoznavajo, katere situacije so primeri spletnega nasilja, pri čemer so okvirno upoštevali kriterije tradicionalne opredelitve medvrstniškega nasilja in perspektivo osebe, ki situacijo doživlja. Pomembna razlika med spoloma v pogostosti doživljanja spletnega nasilja se je pokazala pri eni obliki – spletni prevari, ki jo pogosteje doživijo dekleta. Učenci spletno nasilje zaznavajo kot resen pojav, kot najbolj resno obliko spletnega nasilja so ocenili videoposnetek fizičnega napada. Dekleta so vse situacije zaznala kot bolj resne v primerjavi s fanti in poročala o večji prizadetosti ob doživljanju situacij. Fantje najpogosteje poročajo, da po spletnem nasilju ne bi občutili ničesar ali bi občutili jezo, dekleta pa poročajo o doživljanju več negativnih čustev. Učenci so najpogosteje poročali o uporabi strategij iskanja podpore, asertivnih in tehničnih strategij, pri čemer obstaja nekaj pomembnih razlik glede na spol in starost učencev. Ugotovitve so pomembne za ozaveščanje javnosti o resnosti spletnega nasilja in njegovih posledicah ter lahko služijo kot podlaga za oblikovanje ciljno usmerjenih intervencijskih programov. The wide availability of information and communication technology poses a risk for modern forms of peer bullying, such as cyberbullying. Despite a big number of available articles in this field, there is a lack of systematic research aimed at elementary school students. The purpose of this master's thesis was to explore the understanding of concept of cyberbullying and the perception of its seriousness from adolescent’s perspective. We were interested in whether students would correctly recognize situations of cyberbullying, how serious they would perceive them to be, and what would their emotional and behavioral responses be if they found themselves experiencing the situation. We also checked how often different online situations happen to them. 412 students of the 7th, 8th and 9th grades of primary school (59 % girls) participated in the research. The research had a quantitative and a qualitative part. The students first completed an online questionnaire, which includes 10 fictional situations of cyberbullying and questions related to the perception and experience of the situations. This was followed by a separate implementation of focus groups with a few students from each grade. The results showed that most of the students correctly identified which situations are examples of cyberbullying, taking into account the criteria of the traditional definition of bullying and the perspective of the person experiencing the situation. A significant difference between the sexes in the frequency of experiencing cyberbullying was found at online trickery, which is more often experienced by girls. Students perceived cyberbullying as a serious phenomenon and they rated a video of a physical attack as the most serious form. Girls perceived all situations as more serious compared to boys and report more distress when experiencing the situations. While boys most often reported feeling nothing or feeling angry after cyberbullying, girls reported experiencing more negative emotions. Students most frequently reported using support-seeking, assertive and technical strategies, with some significant differences between genders and student age. The findings are important for raising public awareness of the seriousness of cyberbullying and its consequences, and can serve as a basis for the design of target-oriented intervention programs.

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.

Širjenje bolezni COVID-19 je v veliki meri spremenilo vsakdanjik mladostnikov, ki so morali prvič v zgodovini samostojne Slovenije pouk spremljati na daljavo, kar je prineslo mnogo sprememb in izzivov. V magistrskem delu nas je zanimalo, kolikšen delež dijakov je med marcem in junijem 2020 doživel in/ali opazil najmanj eno obliko spletnega medvrstniškega nasilja. Pri tem smo predvidevali, da bo o lastni izkušnji spletnega nasilja poročalo več deklet kot fantov. Preverili smo tudi povezavo med spletnim nasiljem in pogostostjo uporabe spleta. Podatke smo primerjali z rezultati podobnih študij iz časa pred šolanjem na daljavo. Posebej smo se osredotočili še na vlogo opazovalcev spletnega nasilja ter jo analizirali z vidika intervencijskega modela in moralne nezavzetosti. V raziskavi je sodelovalo 1006 dijakov, starih med 16 in 19 let, podatke pa smo zbirali preko spleta. Za namen raziskave smo priredili in uporabili Vprašalnik spletnega nasilja, Vprašalnik moralne nezavzetosti pri spletnem nasilju in Vprašalnik intervencijskega modela pri spletnem nasilju. Rezultati so pokazali, da je tretjina dijakov v času šolanja na daljavo doživela najmanj eno od oblik spletnega nasilja, manj pa jih poroča o tem, da so tovrstno nasilje opazili pri drugih. Izhajajoč iz preteklih študij smo pričakovali višje deleže. Več spletnega nasilja so doživela in opazila dekleta, kar je skladno s predhodnimi študijami. Izkazalo se je, da je doživljanje spletnega nasilja povezano s številom aplikacij, ki jih mladostniki uporabljajo, ne pa tudi s samo pogostostjo uporabe digitalnih naprav, s čimer nadgrajujemo ugotovitve nekaterih predhodnih študij. Pri opazovalcih spletnega nasilja pa smo ugotovili, da je moralna (ne)zavzetost povezana s pomočjo tistemu, ki doživlja spletno nasilje, kar v največji meri izhaja iz ocene resnosti opaženega dogodka in občutka odgovornosti za ukrepanje. V našem vzorcu izkazujejo dijaki višjo stopnjo moralne nezavzetosti kot dijakinje. Razlike med spoloma in ostale ugotovitve naše raziskave bi bilo smiselno uporabiti pri oblikovanju preventivnih programov za preprečevanje spletnega nasilja med mladostniki. The spread of COVID-19 disease has greatly changed the daily lives of young people, who, for the first time in the history of independent Slovenia, had to attend classes at a distance, which brought many changes and challenges. In our master's thesis, we were interested in the proportion of students who experienced and/or noticed at least one form of cyberbullying during distance learning between March and June 2020. We anticipated that more girls than boys would report cybervictimization. We also examined the link between cyberbullying and the time spent online. Our data was compared with the results of similar studies before distance learning. Furthermore, we focused on the role of observers of cyberbullying and analyzed it in terms of the intervention model and moral disengagement. The study involved 1006 students aged between 16 and 19. Data was collected online. For the purpose of the research, we adapted and used the Cyberbullying Questionnaire, The Cyberbullying-specific Moral Disengagement questionnaire and the Bystander Cyberbullying Intervention questionnaire. Our results showed that a third of students experienced at least one form of cyberbullying during distance learning, and fewer reported having observed it in others. Based on past studies, we expected higher proportions. More cyberbullying has been experienced and noticed by girls, which is consistent with previous studies. The experience of cyberbullying has been shown to be related to the number of online applications used by adolescents, but not to the frequency of digital device use alone, thus building on the findings of some previous studies. For observers of cyberbullying, we found that moral disengagement is related to helping those who experience cyberbullying, which largely stems from the assessment of the severity of the observed event and the sense of responsibility for action. In our sample group, male students show higher levels of moral disengagement than female students. Gender differences and other findings of our research can be beneficial in the design of programs for the prevention of cyberbullying among adolescents.

V magistrski nalogi obravnavamo problematiko pojavnosti in razširjenosti spletnega nasilja na socialnem omrežju Facebook med mladostniki z lažjo in zmerno motnjo v duševnem razvoju. V teoretičnem delu naloge predstavimo definicijo nasilja ter opišemo najbolj razširjene oblike le-tega, natančneje pa obravnavamo spletno nasilje. Nalogo nadaljujemo s predstavitvijo spletnega socialnega omrežja Facebook in razširjenostjo njegove uporabe. Izpostavimo pojav spletnega nasilja na spletnih socialnih omrežjih med mladostniki z lažjo in zmerno motnjo v duševnem razvoju, saj je ta skupina mladostnikov v spletnem okolju zaradi svojih posebnosti izpostavljena večjemu tveganju, da postanejo žrtve spletnega nasilja kot mladostniki z značilnim razvojem, je pa pojavnost tega nasilja skorajda neraziskana. V zadnjem delu teoretičnega dela naloge predstavimo Vzgojni načrt domov za učence s posebnimi potrebami (2011) ter Pravila domskega reda Centra Janeza Levca Ljubljana (2017). Ugotavljamo, da ta dva dokumenta spletnega nasilja ne obravnavata, zato predlagamo nekaj vsebinskih posodobitev dokumentov. V empiričnem delu naloge obravnavamo problematiko spletnega nasilja na Facebooku med mladostniki z lažjo in zmerno motnjo v duševnem razvoju, ki bivajo v Domu Centra za usposabljanje, vzgojo in izobraževanje Janeza Levca Ljubljana. Ugotavljamo, da imajo Facebook profil ustvarjen skoraj vsi anketirani mladostniki in da jih je velik delež na Facebooku že doživel vsaj eno od oblik spletnega nasilja. Izsledki naše raziskave kažejo, da je največ anketiranih žrtev doživelo, da so od Facebook prijateljev prejeli grde besede (žaljivke) oz. komentarje. To obliko spletnega nasilja so najpogosteje drugim povzročili tudi anketirani nasilneži. Naši izsledki kažejo tudi, da velik delež anketiranih ne zna nastaviti zasebnosti svojih slik, posnetkov in objav na Facebooku in da najpogosteje informacije v zvezi z uporabo Facebooka poiščejo sami. Ugotavljamo, da informacije najpogosteje najdejo na internetu, pri čemer opozorimo na relevantnost prejetih informacij in pomen znanja vzgojiteljic in vzgojiteljev o obravnavani problematiki, saj so vsi vzgojitelji in vzgojiteljice, ki so bili vključeni v drugi del empirične raziskave, že imeli izkušnjo z obravnavo primera spletnega nasilja v svoji vzgojni skupini. Na podlagi izsledkov sklenemo, da bi bilo treba dopolniti Pravila domskega reda Centra Janeza Levca Ljubljana (2017), kjer spletno nasilje trenutno ni definirano in obravnavano kot ena izmed oblik nasilja ter obravnavo te tematike vključiti v dodatna strokovna izpopolnjevanja pedagoških delavk in delavcev v ustanovi. The present master thesis discusses the problem of widespread cyberbullying on social media network Facebook among youngsters with mild and moderate intellectual disabilities. In the theoretical part we define violence and describe the most common forms of violence, but more in detail we discuss cyberbullying. Furthermore, we introduce social media network Facebook and its widespread use. We discuss the problem of cyberbullying on social media networks among youngsters with mild and moderate intellectual disabilities. This group of youngsters is more vulnerable online because of their characteristics and have increased risk to become victims of cyberbullying in comparison to their peers with typical development. The phenomenon of such violence is still almost unexplored. It the final part we introduce Education plan of dormitories for children and youngsters with special needs and House rules of dormitory of The Special Education Centre Janez Levec Ljubljana. We realize that these two documents don't address cyberbullying, because of which we propose some substantive updates. In the empirical part we examine the problem of cyberbullying on Facebook among youngsters with mild and moderate intellectual disabilities who live in the dormitory of The Special Education Centre Janez Levec Ljubljana. We found out that most of the youngsters have their own Facebook profiles and at the same time, that most of them have already experienced at least one of the cyberbullying forms on Facebook. Our research also showed that the most common form of cyberbullying that victims experienced on Facebook was writing mean words or negative comments. This is also the most frequent form that bullies have used to hurt others. Furthermore we realized that many youngsters don't have the knowledge about how to manage their privacy settings for photos, videos and posts on Facebook. Most of them also search for pieces of information about Facebook usage online by themselves. We point out the meaning of relevant information and how important it is for educators to have knowledge about internet safety and cyberbullying – especially because all educators who were included in the second part of the empirical research pointed out that they have already dealt with situations, connected to cyberbullying in their educational groups. On the basis of these outcomes we conclude that House rules of dormitory of The Special Education Centre Janez Levec Ljubljana need updates, because cyberbullying is not defined as one of the forms of violence among youngsters. Also, we suggest including the topic of cyberbullying into educators’ professional trainings and their non-formal education in the institution.

Magistrsko delo obravnava spletno nasilje, kot ga pojmujejo učenci tretje triade osnovne šole in njihove učiteljice. V zadnjem času se vse več aktivnosti seli na splet in posledično so tudi otroci vse bolj aktivni na različnih spletnih portalih, ki jih uporabljajo za igranje iger, komunikacijo in nenazadnje tudi za šolske potrebe. S tem pa se povečuje tudi možnost, da postanejo tarča osebe, ki bo nad njimi izvedla spletno nasilje. V empiričnem delu sem na podlagi vzorca 22 učencev in 3 učiteljic raziskovala, kako intervjuvanci pojmujejo spletno nasilje, kako se s problemom sooča šola in ali se o spletnem nasilju v šoli pogovarjajo, izvajajo preventivne delavnice in podobne aktivnosti. Delo odpre vprašanja za nadaljnje raziskovanje, predvsem kako najmlajšim učencem predstaviti problem spletnega nasilja. The master thesis deals with cyberbullying as understood by students in the third triad of primary school and their teachers. Recently, more and more activities are moving online, and as a result, children are also becoming more active on various web portals, which they use to play games, communicate and, last but not least, for school purposes. This also increases the chance that they will become the target of a person who will commit cyberbullying against them. In the empirical part, based on a sample of 22 students and 3 teachers, I researched how interviewees perceive cyberbullying, how the school faces the problem and whether they talk about online violence at school, how they carry out prevention workshops and similar activities. The work opens up questions for further research, especially how to present the problem of cyberbullying to the youngest students.

V magistrskem delu sem raziskovala spletno nasilje med učenci na Osnovni šoli Marija Vera in Osnovni šoli Stranje. Obe šoli sta v Kamniku. Na začetku magistrskega dela sem opisala spletno nasilje ter informacijsko-komunikacijsko tehnologijo, njeno uporabo in razvoj skozi čas. Nato sem opredelila nekaj glavnih pojmov in oblike spletnega nasilja. Poznamo veliko oblik spletnega nasilja, in sicer ustrahovanje, zalezovanje, spolna zloraba, e-blatenje, zasužnjevanje, lažna identiteta, novačenje otrok, seksting, grooming, izključitev, razkrivanje zasebnosti in happy slapping. Spletno nasilje se najpogosteje izvaja prek mobilnih telefonov v obliki SMS in MMS sporočil ter prek raznih družbenih omrežij. Tako kot je pomembno prepoznati spletno nasilje, je pomembno poznati tudi vzroke in posledice spletnega nasilja. Prepoznavanje spletnega nasilja je nujno za samo preprečevanje spletnega nasilja, saj s tem, ko o spletnem nasilju govorimo, preprečujemo nadaljnje nasilno vedenje in ozaveščamo žrtev nasilja, da o nasilju, ki ga doživlja, spregovori. Pri preprečevanju in prepoznavanju nasilja pa imamo vsi zelo pomembno vlogo. Svetovalna služba, učitelji, vodstvo šole ter starši morajo sodelovati skupaj z učenci in se boriti proti spletnemu nasilju. Pomembno vlogo imata pogovor in delavnice na temo spletnega nasilja. Pomembno je, da nam žrtev nasilja zaupa, saj ji le tako lahko pomagamo pri soočanju z nasiljem. Otroci se morajo počutiti varne in upoštevane. Čutiti morajo zaupanje in varen prostor, saj se bodo samo tako odprli, se soočili in zaupali s strahom pred spletnim nasiljem, ki ga doživljajo. Z anketnimi vprašalniki, ki so bili za vse učenec obeh osnovnih šol enaki, sem raziskovala, koliko je spletnega nasilja med učenci, koliko je žrtev in povzročiteljev nasilja, v kakšni obliki se dogaja, kako se učenci ob tem počutijo, jih starši nadzorujejo pri uporabi tehnologije ter kakšno je mnenje učencev o spletnem nasilju in kako bi ga lahko preprečili. Rezultate obeh osnovnih šol sem nato primerjala med seboj. In my master's thesis, I explored cyberbullying between students at Marija Vera Elementary School and Stranje Elementary School. Both schools are located in Kamnik. At the beginning of my master's thesis, I described cyberbullying and information and communication technology, its use and development over time. Then I identified some of the main concepts and forms of cyberbullying. We know many forms of cyberbullying, such as bullying, stalking, sexual abuse, e-blaming, enslavement, false identity, child recruitment, sexting, grooming, exclusion, privacy disclosure and happy slapping. Cyberbullying is most often carried out through mobile phones in the form of SMS and MMS messages and through various online social networks. Just as it is important to recognize cyberbullying, it is very important to know the causes and consequences of cyberbullying. Recognizing cyberbullying is essential for preventing cyberbullying because by talking about cyberbullying we prevent further violent behavior and make the victim of violence aware of the violence he or she is experiencing. We all play a very important role in preventing and recognizing violence. Counseling, teachers, school leaders and parents should work together with students to combat cyberbullying. Conversations and workshops on cyberbullying play an important role. It is important that the victim of the violence trusts us, because this is the only way we can help him or her deal with the violence. Children need to feel safe and respected. They need to feel trust and a safe space, because this is the only way they will open up and face and trust with the fear of cyberbullying they are experiencing. Through the questionnaires, which were the same for all pupils of both Primary Schools, I explored how much cyberbullying is among the students, how many are victims and perpetrators of violence, what is happening, how the students feel about it, what their parents control when using technology and what students think about cyberbullying and how it can be prevented. At the end I compared the results of both Primary Schools with each other.

V magistrskem delu smo proučili vlogo šolskega svetovalnega delavca pri obravnavi primerov spletnega nasilja med osnovnošolci. Osredotočili smo se predvsem na to, kakšno vlogo in kakšne naloge ima šolski svetovalni delavec pri delu z žrtvijo, s storilcem oziroma storilci in opazovalci nasilja ter v okviru tega pri sodelovanju s starši, vodstvom in zunanjimi institucijami. V prvem, teoretičnem delu naloge smo najprej opredelili medvrstniško nasilje v šoli. Nadalje smo predstavili posebnosti spletnega nasilja, različne tipologije oblik spletnega nasilja in pojasnili dinamiko tovrstnega nasilja. Nadalje smo izpostavili še dejavnike, ki spodbujajo širjenje pojava spletnega nasilja, posledice spletnega nasilja za žrtev, temeljne značilnosti storilcev spletnega nasilja in odzivanje na spletno nasilje. Spletno nasilje smo opredelili tudi z vidika kazenskega prava. V nadaljevanju teoretičnega dela smo pojav spletnega nasilja umestili v šolski prostor. Pri tem smo najprej izpostavili pomen digitalne pismenosti osnovnošolcev in preventivnih dejavnosti ter že obstoječih oblik pomoči na področju spletnega nasilja. V zadnjem delu teoretičnega dela naloge pa smo s pomočjo že obstoječe teorije opredelili vlogo šolske svetovalne službe pri obravnavi spletnega nasilja med osnovnošolci. V drugem, empiričnem delu naloge smo izhajali iz predpostavke, da ima šolski svetovalni delavec, ki ima znanje in spretnosti za vodenje svetovalnega pogovora ter za delo z različnimi posamezniki in skupinami, pri obravnavi medvrstniškega spletnega nasilja pomembno vlogo. Tako smo v kvalitativni raziskavi med svetovalnimi delavci iskali odgovore na pet vsebinskih sklopov raziskovalnih vprašanj: splošno o spletnem nasilju med mladimi, obravnava spletnega nasilja med osnovnošolci, usposobljenost šolskih svetovalnih delavcev na področju obravnave spletnega nasilja, ovire in izzivi na področju spletnega nasilja, pozitivne oziroma negativne izkušnje pri obravnavi medvrstniškega spletnega nasilja. Dobljeni rezultati potrjujejo, da je šolska svetovalna služba pomemben člen, ko se med učenci pojavi primer medvrstniškega spletnega nasilja. Šolski svetovalni delavci poročajo, da prepoznajo žrtev, da se na pojav spletnega nasilja med vrstniki vedno odzovejo, imajo osnovna znanja in spretnosti za delo z vsemi akterji medvrstniškega spletnega nasilja, izvajajo oziroma sodelujejo pri organizaciji in izvedbi preventivnih dejavnosti na tem področju, poznajo že obstoječe zunanje institucije, ki se ukvarjajo s spletnim nasiljem in so jim na ta način v pomoč tako pri obravnavi medvrstniškega spletnega nasilja kot tudi pri organizaciji ter izvedbi preventivnih dejavnosti. Prav tako pa intervjuvani šolski svetovalni delavci poročajo, da dobro poznajo tudi kazensko zakonodajo na področju spletnega nasilja. Na koncu smo opozorili tudi na določene vidike, ki jih je v povezavi z vlogo šolske svetovalne službe pri obravnavi spletnega nasilja med osnovnošolci v prihodnje smiselno še raziskati, izpopolniti in strokovno razvijati. To so: opredelitev pojma in oblik spletnega nasilja, oblikovanje jasnih protokolov o odzivanju in postopanju pri obravnavi spletnega nasilja, opredelitev vloge in pristojnosti akterjev medvrstniškega spletnega nasilja, stalno spremljanje dogajanja na področju, umeščanje pedagoškega in pravnega znanja ter spretnosti s področja medvrstniškega spletnega nasilja v študijske programe in programe dodatnega strokovnega izpopolnjevanja, organizacija in izvajanje dodatnih strokovnih izobraževanji in preventivnih dejavnosti na temo spletnega nasilja ter izpostavljanja pomena povezovanja šolske svetovalne službe z zunanjimi strokovnjaki in institucijami s tega področja. The master's thesis put forward the importance of the school counselor in cases of cyberbullying among primary school children. We focused primarily on the role of school counselor in dealing with the victim, the person who caused violent behaviour, observants and, in this context, the role of counselor in cooperation with parents, school management and external institutions. In the first, theoretical part of the thesis, we first identified peer violence in school. Furthermore, we presented the specifics of cyberbullying, various typologies and forms of cyberbullying, and explained the dynamics of such violence. We further highlighted the factors that drive the spread of cyberbullying among peers, the consequences of cyberbullying for the victim, the basic characteristics of the perpetrators of cyberbullying and the response to cyberbullying. We also define cyberbullying from a criminal law perspective. In the continuation of the theoretical work we have placed the phenomenon of cyberbullying in the school environment. We also highlighted the importance of digital literacy for primary school children and preventative activities, as well as existing forms of assistance in the field of cyberbullying. In the last section of the theoretical part of the thesis, we have identified the role of the school counselling service in addressing cyberbullying among primary school children, using the existing theory. In the second, empirical part of the thesis, we followed the assumption that the school counselor, who has the knowledge and skills to conduct counselling conversations and to work with different individuals and groups, plays an important role in the treatment of peer violence online. Thus, in a qualitative survey among counselors, we sought answers to five substantive sets of research questions: general on cyberbullying among young people, treatment of cyberbullying among primary school students, competence of school counselors in the field of cyberbullying, obstacles and challenges in the field of cyberbullying, positive or negative experiences in dealing with peer violence online. The results from the survey confirmed that the school counselling service plays important role when a case of peer bullying occurs among students. School counselors included in survey recognized the victim, also they are always responsive to the occurrence of cyberbullying, have basic skills to work with all perpetrators of cyberbullying, they perform or participate in the organization and implementation of preventative activities in this matter, they know pre-existing external institutions that deal with cyberbullying and thus help them both to deal with cyberbullying and to organize and carry out preventive activities. Also, the school counselors interviewed report that they are well aware of criminal law in the area of cyberbullying. Finally, we highlighted certain aspects that, in connection with the role of the school counselling service in addressing cyberbullying among elementary school students, are important to investigate, refine and professionally develop it in the future, These are: defining the concept and forms of cyberbullying, developing specific protocols and guidelines on how to respond on cyberbullying, defining the role and responsibilities of cyberbullying actors, continuous monitoring of developments in the field, placing pedagogical and legal knowledge and skills in the field of cyberbullying in study programs and further professional development programs, organization and implementation of additional professional education and preventive activities on the topic of cyberbullying and highlighting the importance of linking the school counselling service with external experts and institutions involved in this cyberbullying.

Zaradi množične uporabe spleta in socialnih omrežij se vedno pogosteje pojavlja spletno nasilje. Facebook je eno izmed vodilnih socialnih omrežij, ki ga posamezniki uporabljajo že v zgodnjem mladostništvu. Ker je spletno nasilje postalo bolj aktualno predvsem z razvojem informacijsko-komunikacijske tehnologije, se zdi pomembno preučiti, v kakšnem odnosu sta uporaba socialnih omrežij in spletno nasilje. Za boljše razumevanje mladostnikov in njihovega doživljanja je pomembno raziskati tudi vlogo samopodobe pri spletnem nasilju in uporabi Facebooka. Namen empiričnega dela magistrskega dela je ugotoviti, v kolikšni meri se pojavlja spletno nasilje, kateri spol je zanj bolj dovzeten in v kakšni povezavi je tovrstno nasilje z uporabo Facebooka in splošno ter socialno samopodobo. Prav tako nas zanima, komu se žrtve spletnega nasilja najpogosteje zaupajo ter ali obstajajo morebitne razlike v stopnji zaupanja med tistimi, ki so žrtve pogosteje, in tistimi, ki so žrtve redkeje. V raziskavi je sodelovalo 250 osnovnošolcev. Uporabljeni so bili trije vprašalniki: Lestvica intenzivnosti uporabe Facebooka (Ellison, Steinfield in Lampe, 2007), Vprašalnik opisovanja samega sebe (Marsh, 1992) ter Vprašalnik spletnega nasilja, ki je bil zasnovan za to nalogo. Rezultati kažejo, da obstaja pomembna pozitivna povezava med spletnim nasiljem in splošno samopodobo. Prav tako se kaže tudi pomembna pozitivna povezava med prijatelji na Facebooku in spletnim nasiljem. Pozitivna povezava obstaja tudi med prijatelji na Facebooku, s katerimi se posamezniki družijo, in obema dimenzijama samopodobe. Žrtve spletnega nasilja se najpogosteje zaupajo svojim prijateljem in staršem, med spoloma pa obstaja pomembna razlika v doživljanju spletnega nasilja, in sicer so dekleta pogosteje žrtve kot fantje, prav tako pa je spol pomemben napovednik spletnega nasilja. Due to mass using of web and social media, cyberbullying is more and more frequent. Facebook is one of the leading social media, which is used by individuals in the early adolescence. Because ICT technology has led to actualization of cyberbullying, it seems important to research the connections between the usage of social media and cyberbullying. To better understand adolescents and their experiencing, it is important to research the role of self-concept with cyberbullying and using of Facebook. The purpose of the empirical part of the master's thesis has been to find out how often cyberbullying actually appears, the gender that is more susceptible to is, and what the connection of such violence is with using of Facebook and general and social self-concept. We would also like to know who the confidents of the cyberbullying victims are, and if there are potential differences in level of trust between the ones, who are victims more frequently, and the ones that are victims rarely. 250 pupils cooperated in the research. There were three questionnaires used: Facebook intensity scale (Ellison, Steinfield in Lampe, 2007), Self Description Questionnaire (Marsh, 1992), and The questionnaire of cyberbullying, which had been prepared for the thesis. The results show that there is an important positive connection between cyberbullying and general self-concept. They also show an important connection between Facebook friends and cyberbullying. Positive correlations exists between Facebook friends that the individuals meet in person as well and both dimensions of self-concept. Victims of cyberbullying most often confide in their friends and parents, there is an important difference in experiencing cyberbullying between the genders. The girls are more often victims than the boys are and the gender is an important preview of cyberbullying.

V diplomskem delu smo obravnavali nasilje na socialnih omrežjih. Moderni čas namreč vpliva tudi na razvoj tehnologije, saj je pri mladostnikih odprl novo vejo nasilja, t.i. spletno nasilje. Aktivnost na socialnih omrežjih, kjer poteka komunikacija, daje ljudem občutek sprejetosti in tako pozitivno vpliva na zdravje posameznikov, po drugi strani pa splet omogoča anonimnost in občutek varnosti tistim, ki mislijo, da lahko brez posledic na spletu počnejo vse, kar se jim zahoče. Ugotovili smo, da obstaja več vrst spletnega nasilja: izmenjava fotografij z intimno vsebino (seksting), veselo pretepanje (happy slapping), žaljenje, zalezovanje, samoustrahovanje prevzem žrtvine identitete, objavljanje spremenjenih fotografij, žaljivih pesmi in krutih govoric. Storilci si preko spletnega nasilja ustvarjajo svoj položaj v družbi in tako izpadejo bolj priljubljeni med posamezniki. Problem pa ni le izvajanje spletnega nasilja, temveč tudi objavljanje nasilnih vsebin. Kriminalisti tukaj žal nimajo nobenih pooblastil, zato lahko največ storimo mi s prijavo neprimernih vsebin, ki bodo po pregledu ponudnika spletnega omrežja odstranjene. V tem delu smo obravnavali tudi » Facebook umor«, ki se je zgodil februarja lani. Izvedli smo anketo, kjer nas je zanimalo mnenje ljudi o nasilju na socialnih omrežjih, njegovem naraščanju in njihova soudeležba pri le tem. Rezultati kažejo, da ljudje poredko zasledijo nasilne vsebine na socialnih omrežjih, sami jih praktično skoraj ne objavljajo, na splošno pa so mnenja, da nasilje na socialnih omrežjih narašča. Predlagamo, da se na področju nasilja na družabnih omrežjih uredi kazenska zakonodaja in tako bistveno olajša delo kriminalistov pri preprečevanju in zmanjševanju nasilja na družabnih omrežjih. This final thesis deals with the topic of violence on social media. Despite its many benefits, modern technology has brought forth a new type of aggression among adolescents so called online violence. Activity on social networks, where communication takes place, gives people a sense of acceptance and thus positively affects the health of individuals, on the other hand, the web provides anonymity and a sense of security for those who think that they can do whatever they want without any consequences. It has been determined that there are several types of online violence: the sharing of photos with intimate content (sexting), happy slapping, insulting, stalking, fearmongering, identity theft, posting edited photos, offensive songs and cruel rumors. Offenders, through online violence, create their own perception in society and thus appear to be more popular among individuals. The problem is not only the act of online violence, but also the publication of violent content. Unfortunately, law officials do not have any real forms of action here, so the most we can do is report inappropriate content that will be removed after being reviewed by the web service provider. In this part of the thesis there is also a discussion about the "Facebook murder" which happened in February last year. The main focus is on the analysis of a survey, in which we were primarily interested in the opinion of people about violence on social networks, its growth and their participation in this topic. The results show that people do not often stumble upon violence on social media, surely not perpetrated by them, yet most agree that web violence is on the rise. It is thus recommended that criminal law is regulated in the field of social network violence, and in doing so significantly ease the work of law officials in preventing and reducing violence on social networks.

Magistrsko delo se osredotoča na raziskovanje spletnega nasilja kot novo obliko medvrstniškega nasilja med mladimi, ki se je razširilo z razvojem novih informacijsko-komunikacijskih tehnologij. V teoretičnem delu najprej raziščem osnovne značilnosti nasilja na splošno. Izpostavim tudi agresijo in agresivno vedenje mladostnikov in otrok, saj tako lažje razumemo, od kod izvira njihovo agresivno vedenje. Ker je pri razumevanju nasilja pomembno poznati tudi določeno izrazoslovje, v nadaljevanju izpostavim tudi to. Magistrsko delo predstavi različne oblike nasilja, ki jih na splošno poznamo, jaz pa se posebej osredotočim na vrstniško nasilje in nasilje preko informacijske komunikacijske tehnologije. Pozneje temo zožim na medvrstniško nasilje, v sklopu katerega spoznamo njegove osnovne značilnosti in podam napotke za preventivno delovanje šol za zmanjševanje medvrstniškega nasilja s konkretnimi modeli različnih avtorjev. Nato temo osredotočim na spletno nasilje, v sklopu katerega podam različne definicije in značilnosti po več avtorjih, naredim primerjavo med tradicionalnim in spletnim nasilje ter ponovno izpostavim izrazoslovje. Predstavim tudi konkretne modele za preventivno delovanje šol in staršev na področju spletnega nasilja ter napotke mladim, kaj naj storijo, če postanejo žrtve spletnega nasilja. Teoretični del zaključujem z zakonodajo na področju nasilja. V empiričnem delu so predstavljeni rezultati analize o pojavnosti spletnega nasilja med dijaki in dijakinjami srednjih poklicnih šol in gimnazij. Glavni namen raziskave je dobiti vpogled v pojavnost spletnega nasilja med srednješolci in srednješolkami ter ugotoviti, ali obstajajo statistično pomembne razlike med spoloma glede izkušnje s spletnim nasiljem ter ugotoviti, na katerih srednjih šolah je več spletnega nasilja – gimnaziji ali poklicni srednji šoli. Na spletu sem objavila vprašalnik, povezavo do njega pa sem preko kontaktov posredovala med dijake in dijakinje srednjih poklicnih šol in gimnazij. Spletni vprašalnik je rešilo 212 srednješolcev. Največ dijakov je doživelo nasilje preko spletnih aplikacij in preko fotografij ali posnetkov, najmanj dijakov pa je doživelo nasilje preko elektronske pošte. Največ dijakov, ki so doživeli nasilje preko spletne aplikacije, je doživelo nasilje preko Facebooka, sledita Instagram in Snapchat. Rezultati so pokazali tudi, da so dijaki približno enako pogosto izpostavljeni zajetim vrstam spletnega nasilja ne glede na vrsto srednje šole, ki jo obiskujejo, ter da obstajajo statistično pomembne razlike med spoloma v pogostosti spletnega nasilja preko sms-sporočil, telefonskih klicev in preko fotografij oziroma posnetkov, prejetih preko mobilnega telefona, medtem ko se v nasilju preko spletnih aplikacij in elektronske pošte statistično pomembne razlike niso pokazale. This master's thesis focuses on exploring cyberbullying as a new form of peer-to-peer violence among young people, which evolved alongside the development of new information and communication technologies. In the theoretical part, I first explain the basic characteristics of violence in general. Moreover, I identify aggression and aggressive behaviour of adolescents and children, as it clarifies the understanding of their aggressive behaviour. Since it is important to distinguish certain terminology of understanding violence, I point it out as the thesis continues. The thesis presents various forms of violence that are generally known, and I focus on peer violence and violence through information communication technology. Later, I narrow it to the theme of peer violence, in which we learn about its basic characteristics and give directions for preventive action of schools to reduce peer violence with practical models by different authors. Then I focus on the subject of cyberbullying, here I state different definitions and characteristics by diverse authors. I compare traditional violence and cyberbullying, and again emphasize on terminology, as well as present practical models for preventive action of schools and parents, regarding cyberbullying. Furthermore, I instruct young people what to do if they become victims of cyberbullying. The theoretical part concludes with the legislation on violence. The empirical part presents the results of the analysis on the appearance of cyberbullying among students in secondary and grammar schools. The main purpose of the research is to gain insight into the incidence of cyberbullying among secondary school students and to determine whether there are statistically significant gender differences. As well as to find out at which secondary schools there is more cyberbullying – grammar or vocational secondary schools. I set up an online questionnaire and forwarded it, through various contacts, among students of secondary and grammar schools. The questionnaire was solved by 212 secondary school students. Most students experienced violence through online applications and because of photographs or videos, the smallest number of students experienced violence through e-mail. Facebook is the web application where most students have experienced violence through, followed by Instagram and Snapchat. The results also showed that the type of secondary school is negligible, regarding the experience of cyberbullying, but there is a large gender difference in the frequency of experiencing cyberbullying through text messages, phone calls and through photos or videos sent by phone. However, there were no statistically significant differences in experiencing violence through web-based applications and e-mail.

Kibernetsko nasilje je danes vse pogostejše, ne le med mladostniki temveč tudi med odraslimi in starostniki. Razlog tiči v razvoju informacijsko-komunikacijske tehnologije in v dejstvu, da ima vsak posameznik mobilni telefon, prenosni ali tablični računalnik ter dostop do medmrežja (interneta). Vsak posameznik ima prav tako elektronski naslov in profil na katerem od socialnih omrežij (Facebook, Twitter, Google+ itn.). Težava pa nastopi pri našem znanju o varnosti in zaščiti na medmrežju. Nekateri so na socialnih omrežjih aktivnejši in pogosteje objavljajo svoje osebne podatke, fotografije in druge stvari iz zasebnega življenja. Kibernetski kriminalci imajo takšne posameznike najraje, saj lahko z malo truda vdrejo v njihovo e-pošto ali socialno omrežje in jih začnejo nadlegovati, prav tako pa lahko z njihovega profila nadlegujejo tudi druge. V diplomskem delu bo predstavljeno področje kibernetskega nasilja. Opredeljeno bo tudi, kaj sta kibernetski prostor in kibernetski kriminal, saj si brez tega ne moremo predstavljati, kje kibernetsko nasilje poteka. V diplomskem delu bo kot osrednji in glavni del diplomskega dela predstavljeno kibernetsko nasilje, ki je sestavljeno iz več različnih vrst nasilja. Največji poudarek bo predvsem na kibernetskem ustrahovanju, nadlegovanju in zalezovanju. Kibernetsko ustrahovanje, nadlegovanje in zalezovanje so namreč najpogostejše oblike kibernetskega nasilja, ki se pojavlja se tako med otroci in mladostniki kot tudi med odraslimi. Za boljše razumevanje opisanega problema so v zaključku potrjene ali ovržene zastavljene hipoteze ter podane zaključne misli in sklepi o pridobljenih ugotovitvah v diplomskem delu. Nowadays, cyber crime is more and more common, not only among teenagers, but also among adults and elderly people. The reason for this is the fact that information-communication technology is evolving, and every individual owns a mobile phone, a lap-top, a tablet, and has Internet access. Every individual has their own e-mail account and a profile on social media networks (Facebook, Twitter, Google+, etc.). The problem occurs with our knowledge of the security and protection on the Internet. Some are more active on social media and post their personal data, photos and other stuff from personal life more frequently. Cyber criminals prefer these individuals since it is easier to break into their e-mails and profiles on social networks, and harass them or others from their profile. This dissertation focuses on the field of cyber violence. The definition of cyber space and cyber crime will be provided since without it we could not imagine where cyber crime takes place. Cyber violence, including different styles of violence, will be presented as the primary and the main part of the dissertation. The main emphasis will be placed on cyber intimidation, harassment and stalking. Cyber intimidation, harassment and stalking are the most frequent forms of cyber violence, and they appear among children and teenagers as well as adults. To better understand the described problem, in the end, hypotheses will be confirmed or denied, and final thoughts and conclusions about the gathered findings in the dissertation will be presented.

Zgodovina nas uči, da je nasilje prisotno med nami odkar pomnimo. Nenasilen pristop k reševanju konfliktov je za človeštvo dokaj nov, saj se je začel globalno uveljavljati po koncu 2. svetovne vojne z ustanovitvijo OZN. Vendar pa je za uveljavitev tako velikih ideoloških sprememb ter navad na globalnem nivoju potreben čas. Tako je bilo za generacije naših staršev popolnoma samoumevno izvajanje nasilja nad učenci s strani učiteljev. Pretirane pozornosti se ni posvečalo tudi fizičnemu obračunavanju med sovrstniki, saj je dobršen del bil mnenja, da je to sprejemljiv način reševanja nesoglasij. Takšni obliki nasilja sta dandanes v upadu, v porastu pa je nova oblika nasilja. S tem, ko je svetovna populacija množično sprejela nove internetne ter mobilne storitve, so se odprla vrata nasilju tudi na tem področju. Podobno kot tradicionalno nasilje tudi spletna različica ni omejena demografsko ali starostno. Posebno težo pa mu daje lastnost, katera zagotovo ni značilna za klasične oblike. Posameznik lahko izvaja spletno nasilje nad osebo, s katero nima fizičnih stikov ter jo celo ne pozna. Praviloma lahko trdimo, da je število potencialnih žrtev pri klasičnem vrstniškem nasilju omejeno z okoljem, kjer se izvajalec nasilja giblje oziroma prebiva. Popoln kontrast temu je zaznati na področju spletnega nasilja. V tem primeru ima nasilnež moč doseči veliko širši del populacije, saj ga omejuje zgolj internetna povezava. Če pomislimo na dejstvo, da ima dandanes v razvitem svetu dostop do interneta skoraj vsakdo, lahko predpostavljamo, da je takšna oblika nasilja zelo razširjena. Večina spletno nasilje dojema kot del internetne izkušnje, zagotovo pa ne kot kršitev pravnih predpisov. Posledice takšnih dejanj lahko močno prizadenejo žrtve ter njihove najbližje. Glede na to, da so posledice primerljive tistim, ki jih pušča vrstniško nasilje je prav, da se tudi za spletno nasilje odgovarja na primerljivem nivoju. Skrajni čas je tudi, da se začnemo zavedati in aktivno reševati ta problem, saj je veliko resnejši kot se morda zdi na prvi pogled. We are taught that violence has been present amongst our society all throughout human history. Nonviolent approach to problem solving is a fairly new concept, which has been increasing on a global scale, ever since the establishment of the United Nations, after the 2nd Word War. However, these kind of ideological changes and habits, especially on a global scale, need time to take effect. The use of violence, as a form of teachers punishing disruptive students, was considered justified during our parents’ generations. Even physical abuse and confrontation amongst students was considered as a legitimate way of solving conflicts and didn’t seem to get much attention. Nowadays, this kind of violence is in decline but there is a new forms of violence which is on the uprise. By introducing new kinds of technology, such as the internet access and mobile services, violence has been able to spread to those areas as well. Similar to traditional violence, the internet version of it isn’t limited by demographics or age. However, there is one feature that is typical for this kind of violence, which the traditional one is lacking. An individual is able to exercise internet violence against a person, whom he doesn’t know and has no physical contact with. When it comes to a classic form of peer-to-peer violence, the number of potential victims is limited by surroundings and the mobility of the offender. Internet violence, on the other hand has no such limitations. The only limitation is the internet access, which allows the bully to reach a higher number of population. Considering the fact that most developed countries have internet access, we can assume that this kind of violence is extremely widespread. Most people perceive internet violence as a part of the internet experience itself and definitely not as violation of law. Consequences of these kind of actions can have a severe impact on the victims and their family members and are definitely comparable to the ones caused by peer-to-peer form of violence. It’s time we start realising that internet violence is a serious problem and should be actively dealt with in a proper manner.