Dissertations / Theses on the topic 'Olweus'

Syftet är att utifrån komponenterna i Olweusprogrammet hitta gemensamma komponenter i de nationella värdegrundsriktlinjerna och värdegrundsarbetet i Strömsund, samt diskutera och analysera detta utifrån mobbningsforskning. Vi har tittat på hur många komponenter som är jämförbara och hur dessa kan kopplas till utvärderingar som är gjorda av dels värdegrundsarbete och dels Olweusprogrammet. Studien är en dokumentstudie i rapportform. Studien baseras på utvald litteratur samt utvalda artiklar och forskning som gjorts av programmen och de allmänna värdegrundsriktlinjerna, samt Strömsunds värdegrundsarbete som är en kombination av de nationella riktlinjerna och Olweus programkomponenter. Man kan konstatera att Strömsunds värdegrundsarbete har mest gemensamt med Olweus orginalprogram. De har hela 17 komponenter gemensamt med Olweus orginalprogram. De har mer gemensamt med Olweus orginalprogram än den version av Olweusprogrammet som används i Sverige idag. Värdegrunden har 9 gemensamma komponenter med Strömsunds värdegrundsarbete vilket gör det ungefärligt likvärdigt med den version av Olweusprogrammet som används idag i Sverige.

Lietuvos mokyklose nuo 2002 m. yra tiriamas patyčių paplitimas. Nuo 2008 m. Lietuvos mokyklose yra vykdoma Olweus patyčių prevencijos programos, kuria siekiama išugdyti visą mokyklos bendruomenę, kad patyčių problemą mažintų ir mokiniai, ir mokytojai, ir tėvai, bei kiti darbuotojai. Ši programa yra naudojama įvairiose šalyse. Tyrimas buvo siekiama nustatyti Olweus patyčių prevencijos programos įgyvendinimo svarbą Kauno m. „X“ vidurinėje mokykloje, lyginant mokinių patyčių paplitimo tyrimo su kokybiniu mokyklos darbuotojų tyrimo duomenimis. Tyrimo objektas - Olweus patyčių prevencijos programos įgyvendinimas „X“ vidurinėje mokykloje. Darbo tikslas –atskleisti Olweus patyčių prevencijos programos įgyvendinimo svarbą Lietuvoje ir ištirti kaip vykdoma ši programa Kauno m. „X“ vidurinėje mokykloje. Tyrimo uždaviniai: apibrėžti teorines nuostatas, susijusias su patyčių prevencinių programų reikšmingumu ir paplitimu Lietuvos mokyklose; atskleisti pagrindinius Olweus patyčių prevencijos programos ypatumus ir planavimo specifiškumą; pagrįsti Olweus patyčių prevencijos programos įgyvendinimo svarbą Kauno m. „X“ vidurinėje mokykloje. Atliekamas kokybinis tyrimas. Tiriama tyrėjo ir prevencijos programos subjektų veikla. Tyrimu nesiekiama įtakoti pačios prevencijos programos įgyvendinimo, tik išsiaiškinti jos vykdomą veiklą. Tyrimu buvo pasiekti tokie rezultatai: aktyviai dalyvaujantys mokyklos darbuotojai Olweus patyčių prevencijos susirinkimuose ir veikloje dažniau atpažįsta, pastebėi... [toliau žr. visą tekstą]
The investigation of bullyin in Lithuania schools is provided since 2002 year. Olweus Bullying Prevention Program is provided since 2008 year. The purpose of this program is to educate all school society – pupils, teachers, parents, other staff - and to reduce bullyin problem in Lithuanian schools. This program is provided in many countries. The investigation was provided to determine the importance of Olweus bullying program‘s implementation in high school „X“ in city of Kaunas. The determination was made analysing and comparing pupil bullyin prevalence with the data of staff quality investigation. The object of investigation – Olweus Bullying Prevention Program‘s implementation in „X“ high school. The aim of the investigation – to reveal the importance of Olweus Bullying Prevention Program‘s implementation in Lithuania and to investigate how is this program executed in Kaunas „X“ high schools. The tasks of the investigation: to define theoretical attitude which is widespread in Lithuania schools and is important in bullyingt prevenion programs; to reveal main features and the specifics ofplaning in Olweus Bullying Prevention Program; to indicate importance of Olweus Bullying Prevention Program implementation in Kaunas „X“ high school. The quality investigation is provided. It examines the investigators and prevence program‘s subjects activity. The purpose of this examination is to determine the activity of prevence program and not to influence it. Results of the... [to full text]

Detta examensarbete belyser hur svenska skolor arbetar mot mobbning. Mobbning är ett stort problem som orsakar stor oro bland skolbarn. 1969 ville läkaren Peter-Paul Heinemann uppmärksamma mobbning då han upptäckte att många barn blev mobbade och att vuxna inte brydde sig. 1973 forskade psykologen Dan Olweus kring pojkars beteende kring mobbning. Detta var början till antimobbningsarbetet. Det finns ett flertal antimobbningsprogram och jag har valt att undersöka Friendsprogrammet och Olweusprogrammet. Skolverket har även sammanställt en rapport rörande effekterna av dessa program. Jag ville också undersöka hur barn definierar ordet mobbning. För att komma fram till undersökningsresultat rörande dessa två ovanstående antimobbningsprogram och barns definiering av begreppet mobbning har jag forskat i vetenskapliga  undersökningar och litteratur samt även utfört intervjuer med barn i åldrarna 7-9 år och skolpersonal. Jag valde två skolor som arbetar med dessa två program och barnintervjuerna gjordes med tillåtelse av barnens föräldrar. Intervjusvaren jämfördes sedan med de vetenskapliga rapporterna och litteraturen. Slutsatsen av min undersökning är att dessa två program har både för- och nackdelar. Olweusprogrammet kräver resurser och tid. Friendsprogrammet involverar barnen som riskerar att få en utsatt position. Barnen kunde utan problem definiera innebörden av mobbning.

This project study addressed the problem of bullying, victimization, and the awareness of these activities at a public suburban middle school in Northwest Georgia. The study school implemented the Olweus Bullying Prevention Program (OBPP) in 2009, yet had not evaluated the program to identify whether or not it met its goals after 1 year of implementation. Using a quasiexperimental, goal-free program evaluation, the research questions explored whether or not the OBPP succeeded in reducing the student reported rates of bullying and victimization while also increasing awareness of such activities. A Mann Whitney U test was utilized for analysis due to violations of normality and homoscedasticity in the data. The quantitative sequence consisted of descriptive analyses of archived student data from the pre- and postimplementation (N = 346 and 137, respectively) Revised Olweus Bully/Victim Questionnaire (OBVQ) administration. Results indicated an increase, though not statistically significant, in student reporting of victimization and awareness and a statistically significant increase in rates of bullying. Results in the evaluation report supported continued OBPP implementation with anticipation that implementing more than 1 year should yield a decrease in student reported rates of bullying and victimization and increase in awareness of what constitutes these activities. The project study could lead to positive social change by increasing awareness of bullying in the learning community and reducing the number of reported incidents of bullying and victimization.

Syftet med denna studie är att jämföra och se hur de olika antimobbningsprogrammen fungerar och vad som skiljer de åt samt hur lärarna upplever dessa antimobbningsprogram. Idag lägger skolor/kommuner enorma pengar på att köpa in material och utbildar sina anställda i hur man förebygger mobbning och kränkande behandling i skolan. Det framgår i Skolverkets utvärdering av olika antimobbningsprogram att skolor/kommuner inte bara använder sig av ett program utan köper in flera olika för att få det bästa resultatet, ändå har inte mobbningen upphört i skolorna. Vi har därför valt att jämföra två olika antimobbningsprogram, ett program som har sina rötter från 1985 och som förekommer på ett stort antal skolor både i Sverige, övriga Europa samt USA med ett nyare program som utvecklades under andra halvan av 00-talet. Detta program har fått lovande kritik och användandet av programmet ökar hela tiden. Båda programmen är utvecklade i Norden. Under studiens gång har det även framkommit att det senare utvecklade programmet bygger på den forskning som gjorts på det tidigare nämnda programmet. Studien visar att dessa två program klarar sig enskilt och inte har något behov av tillägg från andra antimobbningsprogram eller liknande modeller om man arbetar med programmet på rätt sätt, alltså utifrån hur programmet är uppbyggt. Studien visar även implementeringen av programmet är viktigt så all skolans personal arbetar utifrån samma kunskap.

Thesis (Dr. of Education)--University of Cincinnati, 2009.
Advisor: Mei Tang. Title from electronic thesis title page (viewed Dec. 15, 2009). Includes abstract. Keywords: bullying; bullying prevention; Olweus. Includes bibliographical references.

Mobbning är ett problem som framför allt finns i skolans miljö och som kan leda till allvarliga konsekvenser för alla inblandade. Då begreppet har olika definitioner, kan det dessutom vara svårt att upptäcka. Den svenska skolan är obligatorisk och det förebyggande arbetet mot mobbning som där bedrivs är därför viktigt. Syftet med denna studie är att undersöka hur en skola definierar begreppet mobbning och om det påverkar det arbetssätt som används för att motverka mobbning. Undersökningen ägde rum på en grundskola med årskurserna F-6, där individuella intervjuer genomfördes med rektorn och två av skolans pedagoger. För att försäkra att de frågor som ställdes i undersökningen skulle bli besvarade, användes intervjumallar. Vid intervjuerna ställdes öppna frågor, då detta gav informanterna möjlighet till eftertanke. Resultatet visade att den undersökta skolan använde flera förebyggande åtgärder för att motverka mobbning och att informanterna hade samma grunddefinition av begreppet mobbning. Slutsatserna var att informanternas definition av begreppet mobbning hade viss inverkan på skolans förebyggande arbete och att personalens engagemang hade betydelse för det arbete som bedrevs.

O bullying é um problema comum entre jovens em idade escolar, nos diferentes países, culturas e níveis socioeconômicos. Trata-se de um comportamento agressivo, ofensivo, repetitivo e frequente, perpetrado por uma pessoa contra outra ou por um grupo contra outros, com a intenção de ferir e humilhar, estabelecendo-se uma relação desigual de poder. O envolvimento com bullying está associado a pior ajustamento psicossocial, problemas de aprendizagem, evasão escolar ou de trocas frequentes de escolas, entre outros. Embora o comportamento de bullying seja multicausal, ainda são escassos estudos que avaliem a relação entre habilidades sociais de adolescentes e bullying. Um dos aspectos que dificultam a realização de pesquisas nessa área está relacionado à falta de instrumentos validados. Os objetivos do presente estudo são verificar a validade de constructo do Questionário de Bullying de Olweus (QBO) versão agressor e versão vítima e verificar a associação entre habilidades sociais e bullying em adolescentes. Trata-se de um estudo com alunos de ambos os sexos, oriundos de escolas da rede pública de Porto Alegre, do 5º ao 9º ano do ensino fundamental, com idade entre 10 e 17 anos. Para verificar o envolvimento com bullying, utilizou-se o QBO, com 23 questões para versão vítima e 23 para versão agressor com quatro opções de resposta (1=nenhuma vez a 4=várias vezes por semana). A validade de constructo foi verificada com a Teoria de Resposta ao Item (TRI), utilizando-se o modelo de resposta gradual e o crédito parcial generalizado. As habilidades sociais foram avaliadas com o Inventário de Habilidades Sociais para Adolescentes (IHSA), que é validado no Brasil. Para verificar a associação entre bullying e habilidades sociais, o critério de idade foi de 12 a 17 anos, conforme a recomendação do IHSA. O estudo foi aprovado pelo Comitê de Ética em Pesquisa da Universidade Federal do Rio Grande do Sul e da Secretaria Municipal de Saúde de Porto Alegre (CAAE 19651113.5.0000.5338). Os instrumentos, ambos de autorrelato, foram respondidos pelos adolescentes no horário de aula e após a autorização dos pais. Os resultados estão apresentados em dois artigos. No primeiro, foi incluído um total de 703 adolescentes, sendo 380(54%) meninas, com média de idade de 13(DP=1,58) anos. Após a análise para a construção dos escores finais do QBO pelo modelo da TRI, observou-se que a probabilidade de um adolescente responder à opção 3 (uma vez por semana) é zero para ambas as versões. De acordo com as curvas característica do item (CCI), optou-se pela unificação das alternativas 3 e 4 para mensuração mais fidedigna a realidade do comportamento de bullying. Os itens com maior discriminação para classificar como vítima foram, respectivamente, 20 (Disseram coisas maldosas sobre mim ou sobre a minha família); 15 (Fui perseguido[a] dentro ou fora da escola) e 3 (Me ameaçaram). Na versão agressor, os itens com maior discriminação foram, respectivamente, 22 (Forcei a agredir outro[a] colega); 15 (Persegui dentro ou fora da escola) e 3 (Fiz ameaças). No segundo artigo, foram incluídos 467 alunos, sendo 245(52,5%) do sexo feminino, com média de idade de 13,3(DP=1,18) anos. Considerando-se a interação habilidades sociais e sexo, as meninas apresentaram associação significativa com menor frequência do autocontrole (p=0,010) e da civilidade (p=0,031) e maior dificuldade das habilidades de autocontrole (p=0,033) e desenvoltura social (p=0,009). Em relação aos tipos de envolvimento com bullying, 59(12,6%) dos adolescentes classificaram-se como vítima, 60(12,8%) como agressores e 175(37,5%) como agressores vítimas. Observou-se associação significativa entre as meninas vítimas de bullying e maior dificuldade na habilidade de empatia comparada aos meninos (p=0,012) e aos demais tipos de bullying (p=0,022). Também foram as vítimas, independentemente do sexo, que apresentaram maior dificuldade em termos de autocontrole, assertividade, abordagem afetiva e o total das habilidades sociais em comparação aos não envolvidos (p<0,05). Os resultados sugerem que a utilização da TRI permite a construção de uma medida de avaliação mais objetiva e precisa do comportamento de bullying. Por meio da validação de constructo do QBO e da associação com habilidades sociais, o estudo demonstrou que existe um importante déficit de determinadas habilidades sociais nos diferentes tipos de envolvimentos com bullying, principalmente entre as vítimas, quando comparadas aos não envolvidos. Portanto, intervenções que incluam técnicas para melhorar as habilidades sociais podem desempenhar um relevante papel preventivo no envolvimento com bullying no ambiente escolar.
Bullying is a common problem among school-age children and adolescents across different countries, cultures and socioeconomic levels. Bullying consists of the repeated infliction of aggressive and offensive behaviors by one person against another or one group against others, with the intent of hurting or humiliating the victim, resulting in an imbalance of power. Involvement in bullying is associated with issues such as poor social adjustment, learning difficulties, truancy and frequent changes of schools. Although bullying is known to be a multicausal phenomenon, few studies have evaluated the relationship between social skills and bullying in adolescents. A major challenge to research in the area is the lack of validated instruments which can be used to assess either of these variables. The goals of the present study were therefore to evaluate the construct validity of the Olweus Bully/Victim Questionnaire (OBVQ) and investigate the association between social skills and bullying in adolescents. This study involved participants of both genders aged between 10 and 17 years recruited from grades five through nine of public schools in the city of Porto Alegre. Involvement in bullying was evaluated using the OBVQ, which consists of 23 victim questions and 23 bully questions, scored on a scale of 1 (never) to 4 (several times a week). Construct validity was investigated using item response theory (ITR), by means of graduated response and generalized partial credit models. Social skills were evaluated using the Adolescent Social Skills Inventory (ASSI), which has been validated for use in Brazilian adolescents. The association between bullying and social skills was investigated in a sample of 12- to 17-year olds, which corresponds to the age group for which the ASSI was validated. This study was approved by the Research Ethics Committee of the Federal University of Rio Grande do Sul and the Municipal Health Service of Porto Alegre (CAAE 19651113.5.0000.5338). The OBVQ and ASSI, both of which are self-report instruments, were administered to adolescents during school hours following parental consent. The results of this procedure are presented in two articles. The first involved a sample of 703 adolescents, of whom 380 (45%) were girls, with a mean age of 12 (SD=1.58) years. The analysis of the IRT model for OBVQ scores revealed that the probability of an adolescent responding to any of the items with option 3 (once a week) was zero in both versions of the questionnaire. Therefore, based on item characteristic curves (ICC), alternatives 3 and 4 were combined to ensure a more reliable measure of bullying behaviors. The most discriminating items in the victim questionnaire were items 20 (One or more classmates said bad things about me or my family); 15 (I was persecuted inside or outside the school) and 3 (I was threatened). The most discriminating items in the bully version were items 22 (Forced someone to hit a classmate); 15 (Persecuted a classmate inside or outside the school) and 3 (Made threats). The second article involved 467 students, of whom 245(52.5%) were female. The mean age of the sample was 13.3 (SD=1.18) years. An interaction between social skills and gender was identified, whereby girls were found to engage less frequently in the behaviors described in the selfcontrol (p=0.010) and civility scales (p=0.031), and found it more difficult to perform the behaviors listed in the self-control (p=0.033) and social ease scales (p=0.009). An analysis of student involvement in bullying revealed that 59 (12.6%) participants were considered victims, 60(12.8%) were classified as bullies and 175(37.5%) were categorized as bullyvictims. Female victims of bullying had more difficulty expressing empathy than boys (p=0.012) and participants with different types of involvement in bullying (p=0.022). Bullying victims of both genders also had more difficulty engaging in the behaviors listed in the self-control, assertiveness, and affective approach subscales, and obtained higher total scores on the difficulty engaging in ASSI behaviors than adolescents not involved in bullying (p<0.05). The results suggested that IRT can be used to develop a more objective and precise measure of bullying. By construct validating the OBVQ and verifying its association with social skills, the present study showed that the latter are significantly impaired in adolescents involved in bullying, especially the victims, as compared to those not involved. Therefore, interventions involving the improvement of social skills may play an important role in preventing bullying in schools.

Recentemente, o constructo unidimensional e a confiabilidade do Questionário de Bullying de Olweus (QBO) - versão vítima e versão agressor - foram avaliados com resultados satisfatórios. O objetivo do presente estudo foi o de verificar evidências de validação das versões do QBO para adolescentes brasileiros por meio do constructo de fatores, da validade de critério e da consistência interna. Trata-se de um estudo transversal e a amostra foi composta por 1401 alunos, de ambos os sexos, com idade entre 10 a 17 anos, do 5º ao 9º ano do ensino fundamental de escolas da rede pública. O QBO é um instrumento de autorrelato, composto por 23 itens relacionados à prática de bullying (versão agressor) e por 23 itens relacionados à vitimização (versão vítima). Para definir os fatores a serem testados, por meio da Análise Fatorial Confirmatória (AFC), considerou-se a característica da atitude representada no item. Cada fator foi composto pelos mesmos itens do QBO-vítima e do QBOagressor, sendo: três fatores - direto físico = 9 itens, direto verbal = 8 itens e indireto = 6 itens; e quatro fatores - físico = 6 itens, verbal = 5 itens, relacional = 9 itens e dano = 3 itens. A validade de critério foi realizada através da análise convergente de correlação com o Questionário de Capacidades e Dificuldades-versão criança (SDQ-C) que foi preenchido concomitante ao QBO. A consistência interna foi verificada pela confiabilidade interavaliadores (coeficiente alfa de Cronbach). A AFC foi realizada com o QBO de 858 (61,2%) adolescentes, categorizados como envolvidos com bullying, sendo: 212 (24,7%) exclusivo vítima; 191 (22,2%) exclusivo agressor e 455 (53%) vítima-agressor. Em ambas as versões, os ajustes da AFC foram considerados satisfatórios, com índices semelhantes tanto para três fatores quanto para quatro fatores. No entanto, a confiabilidade do modelo de três fatores do QBO, para ambas as versões, apresentou melhores coeficientes (α >0,700) e foi considerado satisfatório. A análise de convergência do QBO unidimensional com o SDQ-C demonstrou correlação significativa moderada (r > 0,300) para os domínios conduta com o QBO agressor; relacionamento com o QBO vítima, tanto para meninos quanto para as meninas. Os resultados evidenciaram a possibilidade de identificar as diferentes formas de bullying com base no modelo de três fatores do QBO, definidos como direto físico, direto verbal e indireto. A relevância em definir os fatores das versões do QBO está em aprimorar a avaliação das diferentes formas de bullying, com instrumento validado em nosso meio e, assim, contribuir para especificar diferentes estratégias de intervenção para prevenir o bullying escolar.
Bullying behavioral evaluation with a validated instrument in Brazil is scarce. Recently, the one-dimensional construct and the reliability of the Olweus Bullying Questionnaire (OBQ) - victim and aggressor version - were evaluated with satisfactory results. The objective of the present study was to verify validation evidences of the OBQ versions for Brazilian adolescents through the construct of factors, the criterion validity and the internal consistency. This is a cross-sectional study and the sample was composed of 1401 students of both sexes, aged 10 to 17 years, from the 5th to the 9th grade of elementary school in public schools. The OBQ is a self-report instrument, composed of 23 items related to bullying (aggressor version) and 23 items related to victimization (victim version). To define the factors to be tested through the Confirmatory Factor Analysis (CFA), we took into consideration the characteristic of the attitude represented in the item. Each factor was composed of the same OBQ-victim and OBQ-aggressor items, being: three factors - direct physical = 9 items, direct verbal = 8 items and indirect = 6 items; and four factors - physical = 6 items, verbal = 5 items, relational = 9 items and damage = 3 items. Criterion validity was performed through the convergent analysis of correlation with the Strengths and Difficulties Questionnaire - child version (SDQ-C) that was completed concomitantly with the OBQ. The internal consistency was verified by inter-rater reliability (Cronbach's alpha coefficient). The AFC was performed with the OBQ of 858 (61.2%) adolescents categorized as being involved in bullying, being: 212 (24.7%) exclusive victim; 191 (22.2) exclusive aggressor and 455 (53%) victimaggressor. In both versions, AFC adjustments were considered satisfactory with similar indices for the three factors and the four factors. However, the reliability of the three factor OBQ model for both versions had better coefficients (α > 0.700) and was considered satisfactory. The convergence analysis of the unidimensional OBQ with the SDQ-C demonstrated a moderate significant correlation (r > 0.300) for the conduct domains with the aggressor OBQ; in relation to the victim OBQ, for both boys and girls. The results show the possibility of identifying the different forms of bullying based on the three factor model of OBQ, defined as direct physical, verbal direct and indirect. The relevance of defining the factors of the OBQ versions is in improving the evaluation of the different forms of bullying, with a validated instrument in our environment, and thus contributing to specify different intervention strategies to prevent school bullying.

Philosophiae Doctor - PhD
The study aimed to pilot-test the effectiveness of the Olweus Bullying Prevention Intervention Programme (OBPP) at two selected primary schools in the Western Cape; and to compare the differences in reported incidents of bullying between the control schools (CSs) and intervention schools (ISs), after the OBPP intervention. On the basis of these aims, the stated objectives were to measure bullying behaviour for pre-test and post-test comparisons with the CSs after the implementation of the OBPP at the ISs; and to investigate the effectiveness of the OBPP by comparing the ISs and CSs for programme targets. Three main hypotheses were formulated and tested, including: (1) There is no statistically significant difference in the mean rank of learners’ exposure to various types of bullying, characteristics (grade level and gender) of the perpetrator, locations of where the bullying occurred, disclosure of the bullying incident, participants’ and peers’ feelings of support, reactions and attitudes when experiencing or witnessing a bullying incident, parents’ and teachers’ reactions and efforts to support and protect victims and participants’ reports of satisfactory schooling environments at the ISs and CSs before and after intervention; (2) There is no statistically significant difference in mean rank of learners’ exposure to various types of bullying, characteristics (grade level and gender) of the perpetrator, locations of where the bullying occurred , disclosure of the bullying incident, participants’ and peers’ feelings of support, reactions and attitudes when experiencing or witnessing a bullying incident, parents’ and teachers’ reactions and efforts to support and protect victims and participants’ reports of satisfactory schooling environments between females’ and males’ reports before and after intervention; (3)There is no statistically significant difference in mean rank of learners’ exposure to various types of bullying, characteristics (grade level and gender) of the perpetrator, locations of where the bullying occurred , disclosure of the bullying incident, participants’ and peers’ feelings of support, reactions and attitudes when experiencing or witnessing a bullying incident, parents’ and teachers’ reactions and efforts to support and protect victims and participants’ reports of satisfactory schooling environments between females’ and males’ at the ISs and CSs before and after intervention. In order to provide the relevant theoretical orientations to the study, the Olweus Approach, served as a framework for investigating the prevalence and extent of bullying in the selected schools, while Bronfenbrenner’s Ecological theoretical framework was used to inform the study. In order to reach these objectives, a quantitative method using a questionnaire to collect data and a quasi-experimental design with intervention (ISs) and control (CSs) groups was used. The following are the main findings in terms of tested hypotheses: Firstly, there is a positive statistically significant difference concerning the CSs variables that include peer support toward bullying (school 2 and 4) where females represented higher mean ranks than males at school 2 and males were represented by higher mean ranks compared to females for school 4. Furthermore, for the variables peer attitudes toward bullying (school 4) and reported satisfactory schooling environments (school 4), more females than males attested for both. This suggests a favourable effect without the intervention. Furthermore, there is a statistically significant difference concerning the ISs variables that include characteristics (grade level and gender) of the perpetrator (school 1), disclosure of the bullying incident (school 1), peer reaction and attitudes toward bullying (school 1), parents’ and teachers’ reactions and efforts to support and protect victims against bullying (school 1 & 3), class teacher efforts to support and protect victims of bullying (school 1) as well as reported satisfactory schooling environments ( school 1). Secondly, it is noteworthy that for all the variables that presented statistically significant differences between females and males at baseline and follow up for the ISs – on average more females compared to males attested to this. Finally, statistically significant differences in terms of overall positive improvements i.e. N=200 that reported been bullied at baseline, was highlighted at only one of the ISs (school 1). Variables in this regard, included exposure to various types of bullying, characteristics (grade and level) of the perpetrator, disclosure of the bullying and reports of having a satisfactory schooling environment and noteworthy is that more males than females attested to be exposed to various types of bullying. These findings confirmed that the implementation of the OBPP has shown to be an effective programme at instilling an anti-bullying culture in terms of the named variables. The study therefore recommends, among others, that schools address existing bullying behaviour and prevent further bullying by building and enhancing existing connections between itself and the community which it serves; that the staff as a whole sets the standards of advocating an anti-bullying culture; and that teacher training colleges and universities offer the guidelines of the OBPP as a part of the students’ curriculum requirements.
National Development Agency (NDA) and the University of the Western Cape

Det skrivs en hel del i tidningarna om barn som är utsatta för mobbning. Ca 50 000 elever har någon gång känt sig mobbade i skolan, men bara 500 anmälningar har kommit in till BEO ( barn och elevombudet). I denna studie vill vi synliggöra några lärares syn på mobbning, samt se hur de arbetar förebyggande för att motverka mobbning. Vi vill även ta del av elevers uppfattning om mobbning, delar de samma uppfattning som de vuxna? På de skolor där vi har gjort denna studie arbetar man framför allt med två olika modeller för att motverka mobbning. Dessa två modeller, som är Friends och Farstamodellen, har vi en grundlig beskrivning av. I vår studie använde vi oss av en enkät tagen från Björndell (1997). Vi modifierade den för att passa vårt syfte bättre med hjälp av några lärarintervjuer, som sedan skulle ligga till grund för vår elevenkät. Vi gjorde en kvalitativ elevenkät. Lärarna definierade mobbning som att utsätta någon för trakasserier eller nedsättande ord, där man bedömer det fysiska utseendet eller vad man har för klädsel på sig. Lärarna säger även att man måste lyssna på barnen när de kommer och säger att de blir mobbade, men att man även måste skilja på om det är enskilda händelser eller återkommande. Elevernas svar delade vi in i olika kategorier så som fysisk, social, verbal mobbning. Det mest positiva vi kan se i resultatet är att en stor majoritet av barnen har stor tilltro till sin lärare och dess kompetens att kunna stoppa mobbning. Elevernas tilltro till att lärarna på respektive skolor skulle kunna hjälpa till att stoppa mobbning om det skulle förekomma, är alltså väldigt stark.

Vårt examensarbete handlar om mobbning i skolan sett ur pedagogers olika perspektiv. Arbetet är uppbyggt kring forskning som rör mobbning och intervjuer med yrkesverksamma pedagoger i Malmö och Helsingborg. Skolan i Malmö arbetar inte utefter någon speciell modell medan skolan i Helsingborg arbetar efter Olweusmetoden, då de är pilotskola för denna metod. Vårt syfte med arbetet är att få reda på hur olika pedagoger arbetar med sina klasser för att förebygga mobbning. Vår huvudfråga är: På vilka sätt kan man som pedagog arbeta förebyggande mot mobbning? Vi har även tre stycken underfrågor som är: Var har pedagogerna hämtat inspiration från? Märker pedagogerna att deras arbete ger resultat? Kan man, med tanke på skolornas olika förutsättningar, se någon skillnad i förhållningssätt och metoder? Vi har använt oss av intervjuer för att få svar på våra frågeställningar. Vi har intervjuat fem pedagoger sammanlagt, två i Malmö och tre i Helsingborg. Resultatet pekar på att mobbning går att förebygga om alla som arbetar på skolan hjälps åt och att gruppsammanhållningen i klassen är otroligt viktig för att mobbning skall kunna förebyggas. Det finns många bra metoder som man kan använda sig av, man får prova sig fram för att se vilket som passar skolan bäst. Två av metoderna vi har stött på är Dan Olweus, som är en erkänd forskare inom ämnet mobbning och SET som står för social och emotionell träning.

Bullying continues to be a major concern in schools today. Many schools have implemented some type of bullying prevention program. The Olweus Bullying Prevention Program is one of these programs. Evaluation of the Olweus Bullying Prevention Program is typically done through the administration of the Olweus Bullying Questionnaire to students and produces numerical data for its report. Results have been mixed, but often show some type of decrease in bullying activity.;This study evaluated the implementation fidelity and outcomes of the Olweus Bullying Prevention Program in three elementary schools in Virginia. These schools were recommended as having a successful Olweus Bullying Program by Goodman, Fobbs and Moffett, (2011). The evaluation was conducted using a form of theory-driven program evaluation known as the Center for Disease Control's Six-step Evaluation Framework.;Stakeholders represented by administrators, teachers and guidance counselors were interviewed with questions developed from the Four Levels of General Requirements of the Olweus Bullying Prevention Program. Available extant data from the Virginia Report on Discipline, Crime and Violence and the three interviewed schools' Olweus Bullying Questionnaire survey results were also examined to look for possible evidence to support these three schools' successful programs.

Fritidshemspersonals syn på mobbning och hur det kan hanteras. Syftet med detta arbete är att undersöka vad forskning säger om mobbning och hur det kan hanteras, samt även undersöka fritidspersonals syn på detta problem och hur de hanterar mobbning på fritidshemmet. Förhoppningsvis kan fritidspersonal, men även annan personal som jobbar inom skolan, få tips och råd om mobbning och hur man kan hantera detta genom att läsa detta arbete. De frågeställningar som detta arbete utgörs efter är följande:  Vad är mobbning?  Varför förekommer mobbning?  Hur kan man åtgärda mobbning?  Hur åtgärdar man mobbning på fritidshemmet? Den metod som använts är kvalitativ undersökningsmetod med hjälp av semistrutererade intervjuer då personliga åsikter var syftet med dessa. Fem personer med olika utbildningar inom läraryrket som jobbar på fritidshem intervjuades i detta arbete. Fritidspersonal hanterar mobbning på sitt eget sätt med hjälp av en egenkonstruerad plan som de kallar för likabehandlingsplan, och använder då ingen färdigkonstruerad modell från någon forskare. Forskarna som undersökts i detta arbete har varierande synsätt vad gäller mobbning och hur det ska hanteras. Fritidspersonalens åsikter skiljer sig emellanåt från forskarnas, både vad gäller mobbning generellt och hur detta kan åtgärdas.
This essays title in English: After-school centre staffs views regarding bullying and how it can be handled.

Master of Science
Department of Family Studies and Human Services
Elaine M. Johannes
Karen S. Myers-Bowman
The increasing incidence of school-related bullying problems has caught the attention of the media in the United States and rest of the world. The bullying phenomenon has administrators, educators, school site councils, and parents searching for effective prevention programs to reduce youth peer violence and improve the learning environment for students. Many schools are required by state laws to have bullying intervention and prevention programs in place; however, questions arise about the success of popular and widely-used bullying prevention programs. Research data shows that zero-tolerance policies, which appeal to those who demand a strong disciplined reaction to peer violence, are often implemented without using common sense. Many parents or guardians of victimized children are either unaware of the problem, or they do not know what to do when their children are bullied. This report reviews current knowledge about bullying in school during adolescence. It begins by looking at the historical context of bullying and bullying research, and then examines adolescent development in relationship to bullying behaviors. The literature review includes topics regarding types and definitions of bullying, bully, victim, and bully-victim profiles, and well as the role of the bystander. Using Bronfenbrenner’s bio-ecological model of human development, this report then identifies the need for parental involvement as a way to help adolescents cope with bullying incidents.

Bullying is a persistent problem that in recent years has increased by 7 percent between theages of 11, 13 and 15 years. In order to work against bullying, the Education Act regulates thatschools must produce a new equal treatment plan every year. Another way to prevent bullyingis through two well-known models called Olweus' model and Ljungström's Farsta method. Thedifference between the two models is that Ljungström’s Farsta method focuses more on theindividual and reprimanding talk with the bully, while Olweus’ model has its focus on a moregeneral level with different types of interventions such as role play. The equal treatment plansand the two models can be considered to be characterized by underlying ideological ideas thatcan be made visible with the help of the curriculum theory's codes. The purpose of the study istherefore to highlight the underlying ideological ideas in equal treatment plans and to examinein what way dominant models against bullying can be related to these. The study’s data wascollected by qualitative content analysis of seven equal treatment plans and the twoaforementioned models. The collected data has been analyzed in a three-step analysis where ithas appeared that there are similar principles in both the equal treatment plans and in the actionmodels. Another conclusion is that they are dominated by the relativistic, civic and moralcurriculum codes.

Enligt flera artiklar i tidningar och diskussioner i radio och TV är mobbning via Internet ett ökande problem, inte bara i kvantitet, men också i kvalitet, om man kan kalla en ökad sofistikerad elakhet för kvalitet. I medierna framgår ofta att mobbning på Internet är ett ökande problem och att mobbningen är råare och får mer allvarliga konsekvenser for den mobbade. I denna rapporten undersöker jag om det finns någon skillnad på mobbningen karaktär när det mobbas i verkliga livet i förhållande till elektroniskt och vad är det som är annorlunda?

Jag har undersökt om mobbningens karaktär är annorlunda utifrån fyra aspekter; den mobbades subjektiva uppfattning av mobbning, den sociala kontexten och elektroniska kommunikationskanaler, det faktiska uttrycket, och eventuella samband mellan att vara mobbad eller mobba i verkliga livet och eller elektroniskt.

Jag anser att mobbning är ett socialt fenomen, och att handlingen att mobba är kommunikation, och genom att koppla medieteori, social teori och mobbningsteori hoppas jag att kunna belysa mitt problemområde.

Det empiriska materialet består av frågeenkäter besvarade av 34 elever i åldrarna 15-19 år i en Norsk gymnasieskola, samt en respondent på 16 från England och en 12 årig respondent rekryterad genom Lunarstorm. Vidare finns 3 djupintervjuer, varav en med respondenten från England, och två med personer i min familj. Djupintervjuerna har använts för att vidare fördjupa och ge mening till fenomen som tydigt kommit fram i analysen av svaren från frågeformuläret. Två i urvalet från gymnasieskolan genomgick dessutom en gruppintervju.

Resultaten visade att på en rad olika punkter är mobbning i verkliga livet annorlunda i förhållande till elektronisk mobbning

The aim of this study was to examine how the school counselors experience their role in the school when it comes to working against bullying. We also wanted to examine how the cooperation works between school counselors and the rest of the school personnel. To obtain useful data for our analysis we used a qualitative method which includes six interviews with six school counselors from municipal and independent primary schools in Helsingborg. To deepen our knowledge even further we have included three theories which are the theory of profession, role theory and Bronfenbrenner's ecological systems theory.Since this study is based on interviews with school counselors that works in both municipal and independent primary schools, their experience of the preventive work has also been different. The school counselors that works in the municipal schools focus their preventive work through the anti-bullying program Olweus were they for example use surveys to measure the students wellbeing. The independent schools does not work after a specific program and thus has a larger action space to work with. The result of this study shows that the work against bullying varies from the different schools.The school counselors experience of their role in the work against bullying also varies where some of them felt that they have a significant role in the preventive work where others meant that the responsibility lays on the students mentors and teachers. Through this study cooperation has been a consistent theme where the informants believe that the cooperation between them, teachers and the students families is necessary to be able to do a good preventive work in the schools. The cooperation seems to work well in the school but there is parts of the work against bullying that needs clarification when it comes to accountability.

Thesis submitted in fulfilment of the requirements for the degree Master of Education in the Faculty of Education and Social Sciences at the Cape Peninsula University of Technology 2014
This study aimed to determine learners' understanding and experiences of the different types of bullying and to examine the extent of bullying and roles they have been exposed to in various types of bullying. The research question was: What are primary school learners. understanding and experiences of bullying? Literature indicates that bullying can be executed in direct and indirect forms (Olweus, 1993:10; Boulton et al., 2002:354; Hunter & Boyle, 2002:324; Piskin, 2003:556; Lee, 2004:9). Direct bullying can be defined as relatively open attacks on a victim (Boulton et al., 2002:354) that are carried out face to face and may include pushing, kicking and fighting (Lee, 2004:10). Indirect bullying can be defined as being more subtle and less direct (Boulton et al., 2002:354) and will include behaviour such as social isolation and exclusion from a group. This study used the Olweus Intervention Method (1995), which offers a theoretical framework that could help the researcher find meaning in respect of the roles of the bully, victim and bystander. Urie Bronfenbrenner.s ecological theory (Bronfenbrenner,1998:993-1027) of human development was used as a lens for understanding bullying. Bronfenbrenner places child development within four different interacting levels, for example, the microsystem, mesosystem, exosystem and macrosystem (Sigelman & Schaffer, 1995:87). The researcher used a mixed-method research design as it could provide a better understanding of how learners understand their experiences of bullying . whether they were the victim, bully or witness. The total sample comprised 296 Intermediate Phase learners. The study began with a quantitative method, testing the understanding of concepts, and using a questionnaire for learners, and thereafter concluded with a qualitative method comprising a small number of learners (interviews with a focus group), exploring their experiences of bullying. The quantitative data was analysed by means of descriptive statistics to present simple summaries about the sample and the measures. The responses were recorded in frequency tables and percentages were calculated to determine general trends. The qualitative data was systematically organised into themes and patterns to bring meaning to the themes by telling a story. Information obtained from respondents was treated as highly confidential and the research findings were presented with integrity. The results indicated that most learners have not been exposed to bullying as victims, although a high number of incidences were reported. Older boys were mostly involved in incidences of physical violence. Of significance is the fact that the main kind of bullying was that of emotional bullying. Table 4.7 shows that mostly boys are teased (37.0%), while Table 4.16 shows teasing others mostly occurs between learners of the same age (30.4%). On the other hand, Table 4.17 reveals that mostly girls are prone to spread rumours about others (17.5%) of the same age as themselves (26%) and fall prey to this type of emotional bullying.

SammanfattningOLW har under en längre period velat utveckla sitt innovativa arbete inom kategorin snacksnöt-ter. De påbörjade ett arbete för att kunna matcha nya produkter bättre mot konsumtions- och köpbeteende. Denna studie hade som syfte att komma fram till två nya koncept inom kategorin snacksnötter och produktionslinjen nötmixer baserat på insikter inom konsumtions- och köpbete-ende. Målet var att få kategorin snacksnötter att växa. Studien genomfördes genom analys av marknadsundersökningar, samt genom direktobservationer. Efter analysen identifierades viktiga konsumentbehov som gjorde det möjligt att segmentera snacksnötmarknaden i två segment. Ba-serat på insikter om konsumentbehov samt brainstorming och benchmarking togs det fram flerta-let koncept i dessa två segment. Dessa värderades sedan mot behoven och slutligen valdes ett koncept inom Segment 1 och två koncept inom Segment 2. Det presenterades således tre koncept i resultatet på grund av att två koncept uppfyllde behoven lika bra inom Segment 2. I Segment 1 presenteras konceptet Nötmix Naturell. Detta koncept grundade sig väldigt mycket på att den hälsotrend, som kom upp under tidigt 2000 – tal, användes i stor utsträckning som ett konkur-rensmedel. I Segment 2 presenterades koncepten Nötmix Cheeze och Nötmix Svenska Örter. Således två koncept som anpassades till OLW:s tidigare produkter
AbstractOLW had for a long time wanted to develop their innovative work within the category of nuts. They have started a process to match their products directly to the consumption and buying be-havior. This study’s purpose is to create two new concepts within the category of nuts and the segment of nut mix. These views are based on insights in the consumption and buying behavior. The goal has been to get the category of nuts to grow larger. The study was conducted through analysis of marketing research and by direct observations. These analyses gave results of differ-ent needs in the way that you could categorize the nut market into two new segments. Through this research these new segments could be created. All of which insuring that the concept will be more directed to match the needs on the market. Several concepts were created using these new insights, brainstorming and benchmarking ideas. These new concepts were then analyzed through Concept Screening until finally one concept was chosen in Segment 1 and two concepts where chosen in Segment 2. A total of three concepts remaind. Two of which being in segment 2 for their needs matched equally well. In Segment 1 the concept Nötmix Naturell is presented. This concept was very much based on the fact that the health trend that came up in the early 21st century. This trend is now used as a marketing competitive tool. The concepts Nötmix Cheez and Nötmix Svenska Örter were presented in Segment 2. Thus, two concepts that are linked to OLWs previous products.

The group of disorders that are generally characterised by changes in the normal function of neurons, also referred to as neurodegenerative conditions, are known to follow various underlying molecular pathways. With the pathogenesis of these molecular pathways gradually being elucidated, targets are being identified for the prevention of several diseases that involve the death of neurons. One of these molecular pathways involves the overload of neuronal cells with intracellular calcium ions. Since this may eventually lead to excitotoxicity, the block of calcium flux through the ion channels with the highest calcium ion permeability may thus serve as a major step towards the prevention of neurodegeneration. In this study, the /V-methyl-D-aspartate receptor (NMDAR) ion channel and voltage-gated calcium channels served as primary targets for an inhibition of the flux of calcium ions into neuronal cells. The triquinylamines share structural similarities with existing NMDAR antagonists. These similarities include the three linearly fused cyclopentane rings that serve as lipophilic moiety, as well as the nitrogen atom that forms a hydrogen bond with amino acids in the binding site. In addition to these characteristics that might define them as NMDAR antagonists, the triquinylamines also share structural similarities to the pentacycloundecane cage compounds. In view of previous findings on the NMDAR and calcium channel blocking activity of several pentacycloundecyl amines, it was thus envisaged that the triquinylamines would present similar results. The main aim of this investigation was thus to perform structure-activity analyses between the pentacycloundecylamines and triquinane derivatives with regard to their respective NMDAR and calcium channel blocking activities. Flash vacuum pyrolysis of the cage dione and subsequent hydrogenation yielded the saturated form of the triquinane dione. Reductive amination of this dione, using sodium borohydride, yielded the aza-triquinylamines. Aza-cage compounds were also obtained by reductive amination, but by using sodium cyanoborohydride as reducing agent instead. An additional compound, the lactol derivative of the triquinanes, was synthesised by reducing the triquinane dione with sodiumborohydride. Purification of reaction mixtures was done by means of either open column chromatography or by using a Versaflash system. Identification of the compounds was achieved by means of Nuclear Magnetic Resonance (NMR), Mass Spectrometry (MS) and Infrared (IR) techniques. Confocal laser scanning microscopy, together with Fluo-5N and the SHSY-5Y cell line to measure calcium flux, unfortunately did not deliver reproducible results. The ratiometric dye, Fura-2/AM, in combination with a microplate reader with undifferentiated PC-12 rat phaeochromocytoma cells proved to be more effective and adequate in measuring the extent of calcium flux into the cells after KCI-stimulated depolarisation. An interesting observation made with all the aza-bridgehead compounds as well as with NGP1-01, was their tendency to increase intracellular calcium levels at low concentrations. This was accompanied by calcium flux suppression at higher concentrations. This dualistic feature of these compounds can be attributed to activity on both the sigma receptors and calcium channels, as the PC-12 cells distinctly express both these pharmacological entities. Another surprising observation was the increased calcium influx in the presence of increasing lactol triquinane derivative concentrations. These results suggest that the lactol / hemiacetal might have the ability to antagonise ovreceptors and / or stimulate o2-receptors, as both these effects could lead to calcium level increases. In order to determine a more specific site of action for these compounds, a competition radioligand binding study was performed. The potent phencyclidine binding site blocker, [3H]MK-801, served as reference compound in this study. The binding of [3H]MK-801 remained fairly constant in the presence of increasing concentrations of the test compounds, indicating that they exert their calcium modulating effect by binding to a site other than the phencyclidine binding site of the NMDA receptor ion channels. This study confirms the potential of the polycyclic structures as lead compounds in the search for molecules that prevent neuronal death due to apoptosis. Their dualistic effects, as well as the possibility of sigma receptor activity provide new avenues for investigation in the search for biological lead compounds amongst the polycyclic compounds. This places an emphasis on the necessity of further studies on these potential therapeutic agents as neuroprotectors. With the new observations in biological activity for the triquinanes and pentacycloundecylamines in the current study, the possibility of a diversion in structure-activity relationship studies can also be expected in future investigations on this group of molecules.
Thesis (M.Sc. (Pharmaceutical Chemistry))--North-West University, Potchefstroom Campus, 2009.

This study aimed to gain insight into the nature and extent of traditional and cyberbullying among Grade Six and Seven learners in four public primary schools in Benoni. Using the Social Learning Theory as a basis for understanding bullying as a learned behaviour (socially learned through the observation of authoritarian parents), a quantitative research method was applied which utilised an online self-report questionnaire to examine the relationship between bullying and the Authoritarian parenting style. Results indicate that 50.4% of learners had been victimised, while 31.6% and 8.8% had engaged in perpetrating traditional and cyberbullying, respectively at least once (N = 279). Further results revealed that the Authoritarian parenting style is significantly related to the perpetration of both types of bullying. These results bring to the fore the reciprocal relationship between both types of bullying, and indicate a need for systemic intervention at the primary school level (involving parents/caregivers). Interventions should therefore not seek to separate types of bullying into discreet problems, but rather focus on their common underlying aspects, including parenting behaviours
Psychology
M.A. (Psychology)