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Osrednji namen magistrskega dela je raziskati učinke treninga socialno-interaktivnih veščin na nasilno vedenje učencev 4. razreda osnovne šole. V teoretičnem delu vrstniško nasilje opredelimo kot ciljno usmerjeno vedenje, katerega namen je povzročitev škode, poškodbe ali groženje, usmerjene nase ali na druge. Predstavimo tudi razvojne značilnosti otrok v srednjem otroštvu, med katerimi so osrednjega pomena kakovostni odnosi z vrstniki, ki so pomembni tudi v šolskem kontekstu. V šoli med učenci prepoznavamo različne vrste nasilja, npr. verbalno, psihično, fizično in spolno, glede na vpletenost v nasilje pa tudi različne vloge, kot sta izvajalec ali žrtev nasilja. Eden od možnih načinov za zmanjšanje vrstniškega nasilja v razredu je trening socialno-interaktivnih veščin, ki ga uporabimo tudi v raziskavi. V empiričnem delu predstavimo rezultate raziskave, s katero smo preučevali učinke treninga socialno-interaktivnih veščin na nasilno vedenje učencev 4. razreda. Trening smo oblikovali sami, pri tem pa smo si pomagali z že obstoječimi interaktivnimi vajami. V trening smo vključili vsebine za prepoznavanje in preprečevanje nasilja in učinkovito komunikacijo za oblikovanje socialno sprejemljivega vedenja. Vzorec je bil izbran namensko, zajemal pa je enega izmed 4. razredov osnovne šole iz Notranjsko-kraške regije, na kateri smo opravljali pedagoško prakso. Trening smo izvajali tri tedne. Njegove učinke smo ugotavljali s posebej oblikovanim anketnim vprašalnikom, ki so ga pred treningom socialno-interaktivnih večin in po njem izpolnili vsi učenci v razredu. S petimi izbranimi učenci iz razreda smo pred treningom in po njem izvedli tudi intervjuje med njimi sta bila dva učenca, ki sta po samoporočanju v razredu najpogosteje izvajala nasilje, dva, nad katerima so drugi učenci najpogosteje izvajali nasilje, in eden, ki je bil hkrati izvajalec in žrtev vrstniškega nasilja. Pred treningom in po njem smo intervju izvedli tudi z razredno učiteljico. Rezultati so pokazali, da so bile različne vrste nasilja po treningu še vedno prisotne, so jih pa tako dečki kot deklice izvajali redkeje kot pred njim. Po treningu se je več učencev opredelilo za opazovalce vrstniškega nasilja, učenci pa so bili v primeru zaznanega vrstniškega nasilja v večji meri kot pred treningom pripravljeni pomagati žrtvi nasilja. Poleg tega so bili učenci po treningu glede na rezultate pred treningom uspešnejši pri reševanju konfliktov brez uporabe nasilja. Tako pred treningom kot po njem pa ni bilo razlik v (ne)odobravanju izvajanja nasilja med učenci. The main purpose of master degree thesis is to explore the effects of social interaction skills training to violent behaviour of 4th class pupils of primary school. In the theoretical part peer violent behaviour is defined as goal-oriented behaviour with the purpose of causing damage, injury or threats focused to themselves or others. The evolutionary characteristics of children in middle childhood are presented, the most important are quality relationships with peers that are also important in school context. Among pupils in schools different types of violence is recognized, such as verbal, psychic, physical or sexual. According to involvement in violence, different roles are recognised among pupils, such as bullies, victims and children who are at the same time bullies and victims. It is important that class teachers decrease peer violence occurrence since it has negative effect on pupils. One of possible ways to decrease peer violence is social interaction skills training that was used in the research. In the empirical part the results of the research are presented, the effects of social interaction skills training to violent behaviour of 4th class pupils were studied. The training was formed by us using existing interactive exercises. In the training different contents were included: recognizing and prevention of violence, effective communication and shaping socially acceptable behaviour. The pattern was chosen with purpose, it contained one of the 4th classes in Notranjsko-kraška statistical region where the pedagogical practice was done. The training lasted for three weeks. The effects of the training were tested by a specially prepared questionnaire that was filled out before and after the training by all the pupils. There were also five chosen pupils from the class that participated in interviewing. Among those five there were two pupils who according to self-reporting most commonly performed violence, two pupils who were most commonly victims of violence and one who was a bully and a victim at the same time. We also interviewed their class teacher before and after the training. The results have shown that different types of violence were still present however boys as well as girls performed them more rarely than before the training. After the training there were more pupils recognised as observers of peer violence. If pupils recognised peer violence, they were ready to help the victims of peer violence to a greater extent than before the training. Moreover after the training the pupils were more successful to solve conflicts without the use of violence. There were no differences between approval/disapproval of performing violence among pupils.

Magistrsko delo obravnava tematiko vrstniškega nasilja v povezavi s šolsko klimo. Vrstniško nasilje kot pojav je v zadnjih tridesetih letih postal pereč problem v ameriških šolah in šolah v Severni Evropi. Pojav je na podlagi številnih raziskav povezan z različnimi nezaželenimi pojavi, kot so odklonskost v odrasli dobi nasilnežev, stanje depresije in nizkega učnega uspeha v nadaljevanju šolanja žrtve, nizek ugled ter slabo ime šole in podobno. Poleg številnih preventivnih programov (tudi v Sloveniji) se je kot učinkovita strategija izkazalo izboljšanje šolske klime, ki ima poleg preprečevanja nasilja v šolskem okolju tudi druge pozitivne plati, kot so: višji akademski dosežki, graditev pozitivne samodobe in osebnosti učencev ter nižji nivo stresa pri opravljanju dela zaposlenih. Teoretični uvod, kjer predstavimo dosedanje razumevanje in raziskovanje obeh pojavov, nam je služil za postavitev osnovnega raziskovalnega okvirja, postavitev hipotez ter oblikovanje zaključkov, kjer združimo teoretično in aplikativno raven dobljenih informacij. V metodološkem delu je predstavljena raziskava, v kateri smo zbirali podatke dijakov in zaposlenih iz dveh srednjih šol v obalno-kraški regiji: Gimnazije Koper in Gimnazije, elektro in pomorske šole Piran. Z analizo dobljenih podatkov smo ugotovili, da je izvajanje nasilnih dejanj in viktimizacija tovrstnega nasilja odvisna od spola. Nasilje je najbolj prisotno med šolskimi odmori na šolskih hodnikih. Poleg tega smo ugotovili tudi, da je vrstniško nasilje pogostejše v poklicnih srednjih šolah kot v gimnazijah. Kot pomembni dejavniki pri zaznavanju nasilnih dejanj v šolskem okolju so se pri učencih izkazali letnik šolanja, šolski program in odnos z učitelji, pri učiteljih pa razmerje med nivojem zaznanega stresa in zmožnostjo zaznavanja nasilja. The master's thesis deals with the topic of peer violence in relation to school climate. Bullying as a phenomenon in the last thirty years has become a pressing issue in US schools and colleges in Northern Europe. It is based on a number of research associated with various undesirable cases such as deviance in adulthood of bullies, state of depression and low educational achievement in further education of victims, a low reputation and goodwill of schools, etc. In addition to the many prevention programs (also done in Slovenia) improving school climate was found to be an effective strategy. In addition to the prevention of violence in the school environment, other positive aspects were found, such as: higher academic achievements of students, building positive self-image and personality of pupils and a lower level of stress carrying out the work of employees.From theoretical introduction, where we present our research and understanding of both phenomena, we have built a research framework, drawing research hypothesis and conclusions, which combine theory and application level information obtained. In the methodological part it presents the study in which we collected data of students and staff from two secondary schools in the Coastal-Karst region: Gimnazija Koper and Gimnazija, elektro in pomorska šola Piran. By analyzing the obtained data, we found that the implementation of acts of violence, and victimization depends on gender. Violence is the most present during school breaks and in school corridors. Among other findings, we also found that bullying is more frequent in vocational programs than in highschools. Year of schooling, curriculum and relationship with teachers were identified as important factors in the perception of violence in the school environment and teachers perceived level of stress associated with the exercise of his profession.

Nasilje je vsakodnevni pojav, ki se ne pojavlja samo v šolah in na fakultetah, ampak tudi na vseh drugih krajih. Nasilje opazimo v službah, med prijatelji, med sodelavci, med partnerji, med družinskimi člani … Skratka vsepovsod. Naša diplomska naloga je usmerjena le k nasilju med vrstniki. Še bolj natančno, poglobili smo se le v raziskovanje nasilja med vrstniki na osnovnih šolah. Violence is a daily occurrence which happens not only in schools and colleges, but also everywhere else. We see violence in offices, among friends, colleagues, partners, family members, etc. In short, everywhere. Our thesis is directed only to the violence among peers. To be more precise, we have focused on researching violence among peers in primary schools.

Dijaški in študentski domovi imajo veliko vlogo v življenju dijakov in študentov, kajti to je njihov drugi dom, v katerem se morajo počutiti udobno, sprejeto, predvsem pa varno. Medvrstniško nasilje je v današnjem času vedno večji problem, kajti pojavlja se v različnih oblikah, ki jih je zmeraj težje odkriti, zato smo se pri pisanju diplomske naloge odločili izvesti raziskavo v študentskem in dijaškem domu, katere namen je ugotoviti, katere oblike nasilja prevladujejo. V teoretičnem delu diplomske naloge opisujemo pojem agresija in kateri dejavniki vplivajo na nasilno vedenje. Izpostavili smo, kakšno vlogo pri nastanku nasilja imajo družina, spol, mediji in sodobna tehnologija, prav tako smo Izpostavili nekaj organizacij, ki nudijo pomoč mladostnikom v primeru nasilja. V diplomski nalogi je dodanih nekaj raziskav različnih raziskovalcev, ki se navezujejo na področje medvrstniškega nasilja. Raziskovalni del diplomske naloge predstavlja raziskavo o nasilju v Dijaškem domu Maribor in Študentskih domovih Maribor. Za raziskavo smo uporabili anketni vprašalnik za dijake in študente ter na podlagi analize raziskave ugotovili, v katerem domu je več nasilja, katere oblike nasilja so najpogostejše, kako so dijaki in študenti zadovoljni z ukrepi v primeru nasilnih dejanj in komu se zaupajo, kadar so žrtve nasilja. University and high school dormitories play an important role in the lives of students because they are their second home, and they have to feel comfortable, accepted and above all, safe. Peer violence today is a growing problem because it occurs in different forms that are getting harder to detect. That is the reason we decided to conduct a survey in university and high school dormitories. The purpose is to determine which forms of violence predominate. In the theoretical part of the thesis, the term aggression is described, and which factors have influence on violent behaviour. We highlighted the role of family, gender, media and modern technology in the formation of violence. We have also highlighted some organizations that provide help to youth in cases of violence. In the thesis, some research by various experts connected with the area or peer violence is added. The empirical part of the thesis presents a study on violence in Dijaški dom Maribor and Študentski domovi Maribor. A questionnaire among high school and university students was used. Based on the analysis of the results, we discovered in which dormitory is more violence, which forms of violence are more common, how students are satisfied with the measures in cases of violence, and to whom they entrust when they are victims of violence.

V diplomskem delu opisujemo bullying ali vrstniško nasilje v srednji šoli. Nasilje med vrstniki se lahko zgodi v vsaki šoli, na poti v šolo in iz nje. Ko govorimo o vrstniškem nasilju, so vanj lahko vključeni posamezniki ali pa skupine mladostnikov, ki se pojavljajo kot žrtve, nasilneži ali opazovalci. Vso to nasilje, ki ga povzročajo, pri mladostnikih pušča pečat, ki vpliva na oblikovanje kasnejše samopodobe in osebni razvoj posameznika. V literaturi zasledimo različne oblike vrstniškega nasilja v srednjih šolah, ki se na grobo deli na psihično oziroma verbalno nasilje, fizično nasilje in spolno nasilje. Med nasilje pa ne štejemo tistih dejanj, kjer sta obe osebi prostovoljno vstopili v ta odnos. Poleg različnih oblik, pa so pomembni tudi številni dejavniki, ki vplivajo na pojav vrstniškega nasilja. Tako so si vsi avtorji enotni glede naslednjih dejavnikov: družina, vrstniki, šola in mediji. Družina je tisti dejavnik, ki bistveno vpliva na razvoj otrokove osebnosti in mu pokaže kaj je prav in kaj narobe. Ta mu mora dajati kar se da najboljši zgled, hkrati pa tudi šola, ki postane otrokov drugi dom. Organi pregona in druge institucije se srečujejo s primeri nasilja, zato je potrebna ureditev na področju zakonodaje in uvedba različnih ukrepov, ki se uvajajo na srednjih in drugih šolah. Iz mnogih izkušenj in zgodb, ki jih lahko preberemo ali slišimo o nasilju med vrstniki, je potrebno poudariti, da nasilje ni dopustno in zanj ni ustreznega opravičila. Otrokom je potrebno ustvariti varno okolje, še posebej med vrstniki, ki postanejo zelo pomembni skozi njihovo odraščanje. This diploma thesis describes bullying in high school. Bullying can happen in every school, on the way to the school and on the way home from school. In high school bullying there are included individuals or teenager groups, appearing as victims, bullies or observers. All this violence is leaving marks, which affects the formation of self-esteem and personal development of the individual. In the literature we found different forms of high school bullying, which is divided into psychological or verbal abuse, physical and sexual violence, but it is not considered to be acts of violence if two persons have voluntarily entered into this relationship. In addition to various forms, there are also numerous important factors that influence high school bullying. All of the literature authors agree on the following facts: family, peers, school and the media. The factor which significantly affects the development of children’s personality and to know what is right and what is wrong is the family. Family must be the one that gives him the best example as possible, but also the school, that becomes a second home for the child. Law enforcements and other institutions are faced with cases of violence, so it is necessary to take actions in the field of legislation and the introductions of various actions in high schools and other schools. From the many experiences and stories that can be read or heard about violence among the peers it is necessary to point out that violence is not allowed and that it is not an adequate excuse. It is important, that we create a safe environment for children, especially in their relationship with other peers.

Dijaški domovi predstavljajo veliko vlogo v razvoju samostojnosti in odraščanje dijakov v njihovem obdobju, predvsem razumevanje in ozaveščanje za zmanjšanje nasilja med vrstniki. Teoretični del diplomske naloge opisuje vrste nasilja, ki se dogajajo znotraj dijaških domovih in šolah, kakšni so znaki in vzroki za nasilje, ter nasilje v povezavi z kriminaliteto mladoletnikov. Za raziskovalni del smo izbrali raziskavo o nasilju znotraj dijaških domov, za primerjavo pa smo vzeli Dijaški dom Bežigrad Ljubljana, kjer imajo samo po spolu mešane vzgojne skupine in dijaški dom Ivana Cankarja v Ljubljani, kjer imajo po spolu mešane in ne mešane vzgojne skupine. Namen je ugotoviti, kako se dijaki in pedagoški delavci v dijaških domovih odzivajo na nasilje v mešanih skupinah in kako se odzivajo na nasilje kjer ni mešanih skupin. Za raziskavo bomo uporabili vprašalnik za dijake in vzgojitelje ter na podlagi analize pridobljenih podatkov ugotovili oblike nasilja, ki se pojavljajo v omenjenih dijaških domovih. Glede na pridobljene podatke je analiza narejena za vsak omenjeni dijaški dom posebej, za odgovor na postavljen hipoteze pa so podatki združeni v celoto. Poleg izvedene ankete med dijaškimi domovi je v diplomski nalogi zapisano še nekaj raziskav različnih raziskovalcev na področju medvrstniškega nasilja. Student dormitories play a large role in the independence, growth and development of students, and can especially contribute towards better understanding and awareness towards the prevention of peer violence. The theoretical part of the thesis describes the types of violence that occur within student dormitories and at schools, stresses the signs and causes of violence and discusses violence in connection with youth criminality. The practical part is comprised of the research about violence within student dormitories specifically, The Bežigrad Dormitory and The Ivan Cankar Dormitory, the former having only gender mixed educational groups, while the latter also gender has unmixed educational groups. The purpose of the research is to determine, how the students and a pedagogical workers in the dormitories react to violence in mixed groups and how they react to it in the unmixed groups. Questionnaires will be used to gather information from the students and tutors about the types of violence that occur in the aforementioned dormitories. The analysis will be specific for each of the two homes, while the answers to the hypotheses will be given as a whole. Along with the questionnaires, the thesis also discusses various investigations from other researchers in the area of peer violence.

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.

Pojav medvrstniškega spletnega nasilja je rezultat informacijske dobe, v kateri živimo. Že dejstvo, da ima večina otrok svoj mobilni telefon ter da že v predšolskem obdobju spadajo med uporabnike na spletu, nam da vedeti, da se v tem skrivajo določeni problemi, ki imajo lahko hude negativne posledice. Številne opravljene raziskave v zelo visokih odstotkih kažejo na to, da imajo že predšolski otroci ustvarjen svoj profil na spletu. Gre za tveganja, predvsem pa s tem povezana ogrožanja otrok in mladostnikov, ki so najbolj ranljivi in so tarče storilcev spletnega nasilja. Torej je nasilje v različnih oblikah prisotno v šoli. Področje, predstavljeno v diplomskem delu, bo temeljilo na prepoznavanju vrstniškega nasilja, in njegovi dinamiki, s poudarkom na preučevanju spletnega medvrstniškega nasilja ali pojma cyberbullying. Opisane so razsežnosti tega nasilja, pojavne oblike, dejavniki, vzroki in posledice. Namen diplomskega dela je, na podlagi že narejenih raziskav opredeliti in preučiti medvrstniško nasilje z uporabo novih informacijsko komunikacijskih tehnologij in pojasniti to nasilje oziroma kibernetsko ustrahovanje v okviru različnih ved, kot so kriminologija, psihologija, sociologija, ter nameniti pozornost vprašanju, kdo so storilci spletnega medvrstniškega nasilja, kdo so žrtve in kakšne so posledice, tipologija le- teh in motivi za tovrstna dejanja. Predstavili in potrjevali smo, da medvrstniško spletno nasilje predstavlja resen družbeni problem oziroma problem sodobne družbe, ki pri otrocih ustvarja negotovost in strah. Opisani so izsledki nekaterih raziskav na tem področju in vidik preventive oziroma specialne prevencije, ki vključuje soočanje, zaznavanje in ukrepanje institucij, kot so šola, centri za socialno delo ter policija. Za boljšo predstavitev in razumevanje opisane tematike so v zaključnem empiričnem delu zastavljene hipoteze in kot kvalitativna metoda individualni usmerjevalni intervjuji z zaključno razpravo, kjer so podane sklepne ugotovitve diplomske naloge. The phenomenon of cyberbullying is the result of information age in which we live. The fact that most of children have their own mobile phone and use the Internet in their pre-school age is connected with the possibilities of misuse of it and with many negative consequences. A great number of research show that a high percentage of pre-school children have their profile on the Internet. It is connected with high risk and represents a threat that children and teenagers at their most vulnerable age become a target population of cybergullying that is, in various ways, present in the school. The field, presented in the diploma work will be based on recognition and identification of cyberbullying, its dynamics and its analysis. Its dimensions, forms, factors and consequences will be put forward. The gudelines of the diploma work are to define and to study the phenomenon of cyberbullying within the use of new information technologies, to explain the cyberbullying within the scope of different sciences as criminology, psychology, sociology, to specify who are the victims and what are the consequences of such acts, to give a typology of victims and consequences and motivations for such acts. The hypothesis we were confirming was that cyberbullying is a serious sociological problem of modern society that creates uncertainty and fear within children. The results of some investigations in the field are presented and the scope of special prevention, including sensibilisation, handling and reaction of institutions such as schools, centres for social work and police. For a better presentation and understanding of the described subject, in the final empirical part the hipotheses are pointed out that were based on qualitative research method of individual guided interviews. In the final part, follows the discussion with final conclusions.

Nasilje se lahko pojavi povsod, na ulicah, športnih prireditvah, zabavah, v družini in tudi v šoli. Ljudje si prevečkrat zatiskamo oči, da to ni tako. Kadar je nasilje prisotno v okolju, kjer bi se ljudje že v osnovi morali počutiti varne, je še toliko težje verjeti, da se ravno to dogaja. Šola naj bi bila za otroke, takoj za družino, okolje, kjer bi se otroci morali počutiti najbolj varne in zaščitene. In ravno v šoli se večkrat zgodi, da so otroci in mladostniki podvrženi več vrstam nasilja. Večkrat niti ne vedo komu bi lahko zaupali, kdo bo jim lahko pomagal. Nasilje med vrstniki ni problem, ki bi se pojavil šele v zadnjih nekaj letih, vendar se v Sloveniji v zadnjih letih srečujemo z zaostrovanjem problematike nasilja v šolah, saj načini in oblike izvajanja nasilja nad vrstniki postajajo vedno bolj nasilni. Za žrtve so posledice lahko katastrofalne, zato je vedno več programov, kjer učitelje, starše in mladostnike poučijo o nasilju v šolah. Spodbujajo jih k prepoznavanju oziroma zaznavanju nasilja, vendar je to še vedno premalo za preprečitev nasilja. Ljudje se moramo zavedati obstoja nasilja in si pred njim ne smemo zatiskati oči ter ga ignorirati. Potrebno je poiskati poti za njegovo preprečevanje in učinkovitejšo obravnavo. Nasilju je potrebno odločno reči ne in ga ne dopuščati za nobeno ceno. Nasilje ne sme biti eden izmed običajnih pojavov v vsakdanjem življenju otroka ali mladostnika. Prav tako ne smejo biti prepuščeni samim sebi pri reševanju tovrstnih problemov. Odrasli jim morajo zagotoviti varno in brezskrbno življenje, brez nasilja in brez trpljenja. Nowadays we can witness violence everywhere. We can see it on the streets, sports events, in homes among family members and even in school. But we often delude ourselves that the violence does not exist. And when the violence appears in an environment where people should feel save, it is even harder to believe that something like that could happen. School, for example, should be a place where children could feel save, where their childhood could be carefree and happy. But school is often the place where children and adolescents are exposed to psychological, verbal, physical, sexual or economical violence. Youth violence is not a new problem. However, now is the time that some actions against violence are made in Slovenia, because the methods and forms of abusers are becoming more and more violently. And the consequences for victims can be catastrophic. The number of programs where teachers and pupils are taught about violence in schools, how to identify it and how to act on it is increasing. Never the less there is still lot of work to be done to prevent violence. People have to be aware of the fact that violence exists and that we should not ignore it. It is necessary to find ways for its prevention and effective treatment. We have to firmly say no to violence and we should not tolerate it by any cost. Violence should not be one of the normal events in the everyday life of a child or adolescent and they should not deal with this problem by them self. Adults have to provide for their children a safe and worry-free life without violence and without suffering.

Teoretični del opisuje definicijo nasilja, vrste nasilja, kje se nasilje povzroča, značilnosti nasilnežev in žrtev, ter samo vrstniško nasilje. Empirični del zajema raziskavo o vrstniškem nasilju na treh osnovnih šolah v mestu Celje. The theoretical part describes the definition of violence, types of violence, where violence is rised, the characteristics of bullies and victims, and just bullying. Empirical part of the research on bullying at three elementary schools in the city of Celje.